| Course | HCM 440 Healthcare Research and Evaluation Methodologies |
|---|---|
| Module | Module 2 |
| Paper type | undergraduate paper framing a research question and reviewing literature |
| Length | About 1,290 words, 7 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | BS Healthcare Administration |
| Updated | September 2026 |
Free sample paper for HCM 440 Module 2
Do Two-Way Texts Keep Patients Coming? Framing the Question and Reviewing the Evidence
[Student Name]
Southern New Hampshire University
HCM 440: Healthcare Research and Evaluation Methodologies
Module Two Short Paper
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Do Two-Way Texts Keep Patients Coming? Framing the Question and Reviewing the Evidence
Fairhaven Medical Group's leaders asked a practical question: should we pay for text reminders in every clinic? That is a decision, not yet a research question. Before any data are pulled, the question has to be framed so that a study could answer it, and the existing research has to be searched so the study builds on what is known. This paper states the problem, frames and tests the question, documents a literature search, appraises the studies found and refines the question around the gaps.
The Problem
About 17.6% of Fairhaven's scheduled appointments, more than 54,000 a year, end as no-shows. Rates are highest in behavioral health, at about 24%, and lowest in orthopedics, at about 11%. Each missed visit leaves clinician time unused and delays care for patients waiting for an opening. Since March, six clinics have sent two-way text reminders 72 and 24 hours before each visit, allowing patients to confirm, cancel or ask to reschedule by reply. The other eight clinics continue automated phone calls 48 hours ahead.
Framing the Question
PICOT asks the writer to pin down who is studied, what is tried, what it is measured against, which result counts and over what period. Writing each element forces precision. The population is adult patients with scheduled visits at Fairhaven's clinics, excluding same-day appointments, where reminders make little sense. The intervention is two-way text reminders; the comparison is automated phone calls. The primary outcome is the no-show rate, defined as scheduled visits the patient neither attended nor canceled at least two hours ahead. The time frame is six months after the change.
Table 1. PICOT Elements of the Research Question
| Element | Definition |
|---|---|
| Population | Adults with scheduled (not same-day) visits at 14 Fairhaven clinics |
| Intervention | Two-way text reminders at 72 and 24 hours |
| Comparison | Automated phone reminder at 48 hours |
| Outcome | No-show rate: not attended and not canceled two or more hours ahead |
| Time | Six months after the reminder change |
Note. Definitions set by the author with the clinic operations team.
The Draft Question
Among adult patients with scheduled visits at Fairhaven clinics, do two-way text reminders, compared with automated phone reminders, reduce the no-show rate over six months? Two secondary questions follow. Do text reminders increase the share of canceled slots that are refilled, since earlier cancellations give schedulers time to book another patient? And does the effect differ by age group, preferred language or specialty?
Testing the Question
Hulley et al. (2013) propose that good research questions be feasible, interesting, novel, ethical and relevant, often abbreviated FINER. The question is feasible because scheduling data already record every appointment and its outcome, and no new data collection is required for the primary outcome. It interests leaders who must decide on a contract. It is modestly novel, since most published trials test one-way reminders. It is ethical because both groups receive a reminder. And it is relevant because the answer changes a spending decision this year.
Search Strategy
The search covered PubMed, CINAHL and the Cochrane Library for studies published in English from 2005 through mid-2026. Terms combined three concepts with Boolean operators: ("text message" OR SMS OR "short message service" OR "mobile phone") AND (reminder*) AND ("no-show" OR attendance OR "missed appointment" OR nonattendance). Only studies that compared attendance for texted patients against an unreminded group, or against another type of reminder, were kept. Reference lists of included reviews were also checked.
Screening the Results
The search returned 412 records. After 96 duplicates were removed, titles and abstracts of 316 records were screened, and 278 were excluded, mostly because they studied medication adherence or vaccination reminders rather than appointments. Thirty-eight full texts were read, and 27 were excluded for lacking a comparison group or reporting no attendance outcome. Eleven studies were included: two systematic reviews, five randomized trials and four observational studies, one of them conducted in a US multispecialty group.
Table 2. Search and Screening Results
| Stage | Records | Excluded | Main reason |
|---|---|---|---|
| Identified | 412 | ||
| After duplicates removed | 316 | 96 | Duplicate |
| Titles and abstracts screened | 316 | 278 | Wrong outcome or topic |
| Full texts assessed | 38 | 27 | No comparison or attendance outcome |
| Included | 11 |
Note. Counts from the author's search log.
How the Studies Were Appraised
Greenhalgh (1997) recommends that an appraisal open by identifying the purpose and research question behind a study, naming its design and judging whether that design suits the question. These questions were applied to each included study, followed by checks on sample size, how attendance was measured, whether groups were comparable and how long follow-up lasted. Observational studies were weighted less heavily because other differences between groups could explain their results.
What the Reviews Show
The review by Guy et al. (2012) combined results from eight randomized trials plus ten controlled observational studies. The trials produced a consistent effect, with text reminders making attendance about 1.48 times as likely, regardless of clinic type or whether the message went 24, 48 or 72 hours ahead. The observational studies varied so much that no overall estimate could be calculated. Gurol-Urganci et al. (2013), in a Cochrane review, found low- to moderate-quality evidence that text reminders improved attendance compared with no reminder and worked about as well as phone call reminders, at lower cost.
What the Primary Studies Add
The five trials, conducted mostly in single hospital outpatient departments outside the United States, supported the reviews' conclusions but followed patients for three months or less. Dantas et al. (2018), a review of no-show research rather than reminders, adds useful context: patients who missed before, who are younger or who booked far in advance miss more often, so an evaluation should account for these factors when comparing clinics. Kheirkhah et al. (2016) show why the outcome matters financially, describing the cost of missed visits at a large Veterans Affairs center.
Grading the Evidence
Table 3 summarizes the most important sources, their designs and what each contributes. Taken together, the evidence supports text reminders over no reminder with reasonable confidence, but it is weaker on the comparison that matters most to Fairhaven, text versus automated phone calls, and nearly silent on two-way messages.
Table 3. Key Evidence and Its Strength
| Source | Design | Main finding | Limitation for Fairhaven |
|---|---|---|---|
| Guy et al. (2012) | Meta-analysis | Attendance about 1.48 times as likely with texts in trials | Few US or multispecialty settings |
| Gurol-Urganci et al. (2013) | Cochrane review | Texts beat no reminder; similar to phone calls | Low to moderate certainty |
| Dantas et al. (2018) | Systematic review | Past no-shows, age and lead time predict missed visits | Not about reminders |
| Kheirkhah et al. (2016) | Observational | Missed visits carry substantial cost | Single Veterans Affairs center |
Note. Strength judgments by the author using Greenhalgh's appraisal questions.
Gaps in the Literature
Four gaps stand out. Few studies compare text reminders with automated phone calls in the same setting. Almost none test two-way messages that let patients cancel or reschedule by reply. Most follow patients for only a few months, leaving open whether effects fade. And few report results by age, language or specialty, even though Fairhaven's no-show rates vary widely across those groups. Each gap is a reason Fairhaven's own evaluation could add something useful rather than repeat known findings.
The Refined Question
The literature sharpens the question in two ways. The comparison with phone reminders becomes central, and the time frame lengthens to capture fading effects. The refined question reads: among adult patients with scheduled visits at Fairhaven clinics, do two-way text reminders, compared with automated phone reminders, reduce the no-show rate over twelve months, and does the effect differ by age, preferred language and specialty?
Conclusion
A clear PICOT question, tested against the FINER criteria and informed by a documented search, turns leadership's spending decision into something a study can answer. The evidence suggests text reminders help, but it leaves real uncertainty about the comparison and features Fairhaven cares about. The next module will choose a design that can answer the refined question despite the fact that the clinics were not randomly assigned.
References
Dantas, L. F., Fleck, J. L., Cyrino Oliveira, F. L., & Hamacher, S. (2018). No-shows in appointment scheduling: A systematic literature review. Health Policy, 122(4), 412-421. https://doi.org/10.1016/j.healthpol.2018.02.002
Greenhalgh, T. (1997). How to read a paper: Getting your bearings (deciding what the paper is about). BMJ, 315(7102), 243-246. https://doi.org/10.1136/bmj.315.7102.243
Gurol-Urganci, I., de Jongh, T., Vodopivec-Jamsek, V., Atun, R., & Car, J. (2013). Mobile phone messaging reminders for attendance at healthcare appointments. Cochrane Database of Systematic Reviews, 2013(12), Article CD007458. https://doi.org/10.1002/14651858.CD007458.pub3
Guy, R., Hocking, J., Wand, H., Stott, S., Ali, H., & Kaldor, J. (2012). How effective are short message service reminders at increasing clinic attendance? A meta-analysis and systematic review. Health Services Research, 47(2), 614-632. https://doi.org/10.1111/j.1475-6773.2011.01342.x
Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D. G., & Newman, T. B. (2013). Designing clinical research (4th ed.). Lippincott Williams & Wilkins.
Kheirkhah, P., Feng, Q., Travis, L. M., Tavakoli-Tabasi, S., & Sharafkhaneh, A. (2016). Prevalence, predictors and economic consequences of no-shows. BMC Health Services Research, 16, Article 13. https://doi.org/10.1186/s12913-015-1243-z
What the HCM 440 Module 2 instructions ask for
The second HCM 440 assignment usually asks you to state a problem, write a focused research question and review the literature that bears on it. Most versions run near 1,200 words and draw on four or more peer-reviewed sources formatted in APA 7. Define every element of the question, test it against a recognized set of criteria and describe your search precisely enough that a reader could repeat it: databases, terms, dates and limits. Appraise studies rather than summarizing them one after another, then finish by naming the gaps and showing how they shape a refined question. HCM 440 graders notice clean headings in HCM 440 papers. HCM 440 names and dates need checking before HCM 440 submission. HCM 440 prompts vary by term, so recheck HCM 440 directions.
How this HCM 440 Module 2 research question short paper example is built
A medical group's spending decision becomes a PICOT question comparing two-way text reminders with automated phone calls, with each element defined in a table. The FINER criteria from Hulley and colleagues test the question. A search of three databases is documented with its Boolean string, and screening narrows 412 records to 11 studies. Greenhalgh's questions guide appraisal of reviews by Guy and colleagues and Gurol-Urganci and colleagues, with Dantas and Kheirkhah adding context. An evidence table, four gaps and a refined twelve-month question with subgroups finish the paper. HCM 440 students can reuse this structure for HCM 440 work. HCM 440 claims here trace to cited HCM 440 sources. HCM 440 readers can adapt each section to HCM 440 data.
Where the HCM 440 Module 2 rubric puts the points
Question and literature papers in HCM 440 are commonly graded on the clarity of the problem, the precision of the question, the transparency of the search, the depth of appraisal and APA 7 mechanics. The strongest submissions define outcomes exactly, report search numbers, weigh study designs differently and connect gaps directly to the revised question. Graders value tables that condense evidence and honest statements about where findings are uncertain or do not match the local setting. HCM 440 marks favor careful formatting across HCM 440 sections. HCM 440 citations keep every HCM 440 argument credible. HCM 440 instructors weigh evidence heavily in HCM 440 grading.
HCM 440 Module 2 help: the mistakes that cost points
Marks slip when the question could never fit a single study, when the search is described as simply looking online, when articles are summarized one by one without judgment or when gaps are asserted without support. Another frequent gap is failing to define the outcome precisely. Frame each element, test the question, document the search, appraise by design and let the gaps refine the question. If your prompt requires a specific format such as an annotated bibliography or a PRISMA diagram, send it with your HCM 440 notes. HCM 440 drafts start well from a HCM 440 outline. HCM 440 feedback already received guides HCM 440 revisions. HCM 440 rubrics posted in Brightspace clarify HCM 440 expectations.
Get HCM 440 Module 2 written to your instructions
Send the HCM 440 Module 2 prompt and the problem you want to study. The paper will frame a precise question, test it against recognized criteria, document a repeatable search, appraise the studies found and refine the question around real gaps, within 24 to 48 hours, free the first time. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
More HCM 440 papers and related BS Healthcare Administration samples
- HCM 440 Module 1 Discussion: Why Managers Need Evidence Before They Expand a Program
- HCM 440 Module 3 Study Design Short Paper: Comparing Designs for Evaluating Text Reminders
- HCM 440 Module 4 Project One: A Research Proposal With Background, Question, Literature and Design
- HCM 440 Module 5 Measurement Short Paper: Measures, Data Sources, Sampling, Validity and Reliability
- HCM 440 Module 6 Analysis and Ethics Short Paper: An Analysis Plan and Protections for Patients and Staff
- HCM 440 Module 7 Project Two: A Complete Evaluation Proposal for Text Reminders
- HCM 440 Module 8 Discussion: A Closing Reflection on Evidence and Decisions
- HCM 205 Module 8 Discussion: A Closing Reflection on Language, Accuracy and Patients
- HCM 340 Module 8 International Comparison Discussion
- IHP 450 Module 3 Final Project Milestone One
- IHP 340 Module 7 Chi-Square Discussion
HCM 440 Module 2 questions, answered
Where can I find a free HCM 440 Module 2 Research Question Short Paper sample?
HCM 440 Module 2 is reproduced in full here: a no-show problem framed as a PICOT question with a documented search and appraised evidence.
What does PICOT stand for?
Population, intervention, comparison, outcome and time, the elements that make a research question precise.
What are the FINER criteria?
Hulley and colleagues' test that a research question be feasible, interesting, novel, ethical and relevant.
How should I describe a literature search?
List the databases, the terms joined with AND and OR, the years covered, any filters and how many records survived each round of screening.
What is the difference between summarizing and appraising a study?
Summarizing reports findings; appraising judges whether the design and methods make those findings trustworthy for your question.