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Quasi-experimental study designs series—paper 4: uses and value

Bärnighausen, T; Tugwell, P; Røttingen, J-A; Shemilt, I; Rockers, P; Geldsetzer, P; Lavis, J; ... Atun, R; + view all (2017) Quasi-experimental study designs series—paper 4: uses and value. Journal of Clinical Epidemiology , 89 pp. 21-29. 10.1016/j.jclinepi.2017.03.012. Green open access

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Abstract

Quasi-experimental studies are increasingly used to establish causal relationships in epidemiology and health systems research. Quasi-experimental studies offer important opportunities to increase and improve evidence on causal effects: (i) they can generate causal evidence when randomized controlled trials are impossible; (ii) they typically generate causal evidence with a high degree of external validity; (iii) they avoid the threats to internal validity that arise when participants in non-blinded experiments change their behavior in response to the experimental assignment to either intervention or control arm (such as compensatory rivalry or resentful demoralization); (iv) they are often well-suited to generate causal evidence on long-term health outcomes of an intervention, as well as non-health outcomes such as economic and social consequences; and (v) they can often generate evidence faster and at lower cost than experiments and other intervention studies.

Type: Article
Title: Quasi-experimental study designs series—paper 4: uses and value
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jclinepi.2017.03.012
Publisher version: http://doi.org/10.1016/j.jclinepi.2017.03.012
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1551519
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