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To what degree does the missing-data technique influence the estimated growth in learning strategies over time? A tutorial example of sensitivity analysis for longitudinal data.

ABSTRACT: Longitudinal data is almost always burdened with missing data. However, in educational and psychological research, there is a large discrepancy between methodological suggestions and research practice. The former suggests applying sensitivity analysis in order to the robustness of the results in terms of varying assumptions regarding the mechanism generating the missing data. However, in research practice, participants with missing data are usually discarded by relying on listwise deletion. To help bridge the gap between methodological recommendations and applied research in the educational and psychological domain, this study provides a tutorial example of sensitivity analysis for latent growth analysis. The example data concern students' changes in learning strategies during higher education. One cohort of students in a Belgian university college was asked to complete the Inventory of Learning Styles-Short Version, in three measurement waves. A substantial number of students did not participate on each occasion. Change over time in student learning strategies was assessed using eight missing data techniques, which assume different mechanisms for missingness. The results indicated that, for some learning strategy subscales, growth estimates differed between the models. Guidelines in terms of reporting the results from sensitivity analysis are synthesised and applied to the results from the tutorial example.

SUBMITTER: Coertjens L

PROVIDER: S-EPMC5597092 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:BackgroundMissing data are an inevitable challenge in Randomised Controlled Trials (RCTs), particularly those with Patient Reported Outcome Measures. Methodological guidance suggests that to avoid incorrect conclusions, studies should undertake sensitivity analyses which recognise that data may be 'missing not at random' (MNAR). A recommended approach is to elicit expert opinion about the likely outcome differences for those with missing versus observed data. However, few published trials plan and undertake these elicitation exercises, and so lack the external information required for these sensitivity analyses. The aim of this paper is to provide a framework that anticipates and allows for MNAR data in the design and analysis of clinical trials.MethodsWe developed a framework for performing and using expert elicitation to frame sensitivity analysis in RCTs with missing outcome data. The framework includes the following steps: first defining the scope of the elicitation exercise, second developing the elicitation tool, third eliciting expert opinion about the missing outcomes, fourth evaluating the elicitation results, and fifth analysing the trial data. We provide guidance on key practical challenges that arise when adopting this approach in trials: the criteria for identifying relevant experts, the outcome scale for presenting data to experts, the appropriate representation of expert opinion, and the evaluation of the elicitation results.The framework was developed within the POPPI trial, which investigated whether a preventive, complex psychological intervention, commenced early in ICU, would reduce the development of patient-reported post-traumatic stress disorder symptom severity, and improve health-related quality of life. We illustrate the key aspects of the proposed framework using the POPPI trial.ResultsFor the POPPI trial, 113 experts were identified with potentially suitable knowledge and asked to participate in the elicitation exercise. The 113 experts provided 59 usable elicitation questionnaires. The sensitivity analysis found that the results from the primary analysis were robust to alternative MNAR mechanisms.ConclusionsFuture studies can adopt this framework to embed expert elicitation within the design of clinical trials. This will provide the information required for MNAR sensitivity analyses that examine the robustness of the trial conclusions to alternative, but realistic assumptions about the missing data.

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To what degree does the missing-data technique influence the estimated growth in learning strategies over time? A tutorial example of sensitivity analysis for longitudinal data.

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