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Journal Article 4.1. Pekmezi, D., Ainsworth, C., Holly, T., Williams, V., Joseph, R., Wang, K., … Demark-Wahnefried, W. (2018). Physical Activity and Related Psychosocial Outcomes From a Pilot Randomized Trial of an Interactive Voice Response System–Supported Intervention in the Deep South. Health Education & Behavior, 45(6), 957–966. DOI: 10.1177/1090198118775492.

Learning Objectives: Apply the control group model to simulate the counterfactual model; Address ethical considerations related to control group conditions.

Summary: Uses a wait-list control condition to replicate results for a randomized controlled trial.

Journal Article 4.2. Crawford, N. D., Dean, T., Rivera, A. V., Guffey, T., Amesty, S., Rudolph, A., … Fuller, C. M. (2016). Pharmacy Intervention to Improve HIV Testing Uptake Using a Comprehensive Health Screening Approach. Public Health Reports, 131(1_suppl), 139–146. DOI: 10.1177/00333549161310S116.

Learning Objectives: Appropriately employ one-group and multiple-group designs; Address ethical considerations related to control group conditions.

Summary: Reports a three-group, community-based, nonrandomized trial.

Journal Article 4.3. Fisher, B. S. (2009). The Effects of Survey Question Wording on Rape Estimates: Evidence From a Quasi-Experimental Design. Violence Against Women, 15(2), 133–147. DOI: 10.1177/1077801208329391.

Learning Objectives: Identify the four basic components in a research design diagram; Appropriately employ one-group and multiple-group designs.

Summary: Describes research design components for two comparable quasi-experimental designs.