Run by School of Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Sion Williams
Overall aims and purpose
In this module, students will develop their knowledge and understanding of research in a dynamic and stimulating research environment which is committed to sustaining and growing excellence in health sciences research. The module is structured focused on a series of interrelated and thematic ‘Learning Pods’ . The detailed module aims are to:
- Provide students with an understanding of review, quantitative and qualitative research approaches to scientific inquiry, their methodologies and related methods.
- Focus on the application of review, quantitative and qualitative research methods within the health and social care setting, including data collection and analysis approaches/techniques.
- Enable students to be ‘critical consumers’ of research, to have sufficient knowledge to contribute in a knowledgeable way to ongoing quantitative or qualitative research and to develop research questions and projects.
- To help prepare students for the MSc dissertation module.
Topics may include:
- The scientific method (an overview of review, quantitative and qualitative approaches)
- Secondary data analysis techniques.
- Systematic and Scoping review techniques
- Preparing for ethics and governance submission
- Writing research proposals
- Quantitative and qualitative research approaches and their methods.
- Applied data collection techniques; questionnaire design, interview and observation
- Design, pilot and analyse results from questionnaires, observations and interviews
- Writing up review, quantitative and qualitative research
- Reflexivity and the role of the researcher in qualitative research
- Appropriately using a statistical package (SPSS) to assist with presentation and analysis of quantitative results
- Appropriately applying a range of qualitative techniques/methods to assist with the analysis of qualitative results
The student has a good understanding of the major components of the research process and demonstrates their understanding by selecting a relevant research question with appropriate methods chosen for addressing the question. Writing is clear and informative.
The student understands the nature of the major components of the research process and demonstrates their understanding by selecting a relevant research question with generally appropriate methods chosen for addressing the question. Writing may lack clarity in places but on the whole is informative
The student has an excellent understanding of the major components of the research process and demonstrates their understanding by selecting a relevant research questions with optimal methods chosen for addressing the question. Writing is clear, logical and informative.
Provide a rationale for choosing and utilising review, quantitative or qualitative research approaches to examine particular research questions;
Formulate and operationalise review, quantitative or qualitative research questions appropriate to a health and social care environment;
Develop an appropriate study design and methodology to examine research questions based on review, quantitative or qualitative approaches
Develop a research proposal following a standard template.
|FORMATIVE ASSESSMENT||Critical Appraisal Qualitative paper||
Review of qualitative study paper – A critical appraisal of a selected paper focused on the application of a methodology drawn from qualitative field in an applied context. Discussion using mechanism of Blog.
|SUMMATIVE THEORETICAL ASSMT||CASP Tools||
Part B: Critical appraisal of Reviews: Initial critique of scoping review and systematic review CASP tools
A brief reflection on the utility of CASP Qualitative (250 words) and Systematic Review tools (250 words) with reference to their utility (see attached tools)
|SUMMATIVE THEORETICAL ASSMT||Part C Summative Protocol||
Part C Research Proposal Develop a research proposal that details the approach, methods and techniques to be used in advancing the selected research question, building on the feedback provided following the PowerPoint presentation assessment. This will be completed using the ‘Assessment Framework’ provided for all students as the proforma to utilise, reflecting a core structure with following dimensions:
Part 1: Description
Title Study start date Study end date Principal Investigator 50 words
Part 2: Summary
Part 3: Study Details Background Brief Rationale The research question or aims and objectives 1200 words
Part 4: Approach Study methodology and methods Participants, sample and recruitment including inclusion and exclusion criteria Data Collection Data Analysis Data Management Project Milestones Ethical Considerations and Risk Assessment Dissemination and Outputs 2000 words
Part 5: Supporting Documents If appropriate relevant templates attached, such as: CASP PIS/Consent Forms Interview/Survey /Instruments
|FORMATIVE ASSESSMENT||Area of Interest||
The students will be required to complete the FIRM which centres on the areas of: Focus, Inquiry area, Research Methodology and Methods as an exercise to assist in thinking through potential research areas that are relevant for subsequent summative assessments. Additional formative assessments enable further scaffolding of the initial idea generation facilitated by the FIRM exercise.
|FORMATIVE ASSESSMENT||Quantitative paper review||
Review of quantitative study paper - A critical appraisal of a selected paper focused on the application of a methodology drawn from quantitative field in an applied context.Discussion using mechanism of Blog.
|SUMMATIVE THEORETICAL ASSMT||Critical Appraisal of Review Approaches||
Part A: Critical Appraisal of Review Approaches The completion of a critical appraisal of selected papers using the following framework (below) centred on the following papers: (i) Systematic Review -Khan et al (2003) (ii) Scoping Review - Daudt, Mossel & Scott, 2013).
Review of scoping review and systematic review papers completed using tailored and structured Framework (1000 words). The framework includes the following sections:
Detail the rationale for using the approach Detail the key principles and potential outcomes from using the approach Detail the sequencing, data collection and analysis methods/techniques used in the approach Detail the strengths and limitations of using the approach
|FORMATIVE ASSESSMENT||Presentation Outline Proposal||
o PowerPoint presentation - The development of a recorded PowerPoint submitted on Blackboard consisting of three slides, respectively: (i) Title and focus (ii) Brief Rationale (iii) Approach and methods. This builds on the initial formative exercise linked to outlining an area of interest using FIRM
Teaching and Learning Strategy
Weekly Blogs - These will facilitate learning of concepts and methods. This will facilitate in developing a learning Community as part of an e-learning environment.
Lecture units - These will explain the theory and background to different components of the module and are presented by the module team with a range of expertise in particular research approaches and methods. These will be captured on Panopto and allows audio, video and powerpoint material to be accessed ‘on screen’ by students.
Directed and Self-Directed study with guidance provided regarding accessing e-resources that augment module lecture content. In particular the module will provide a structured approach to guiding students to read up on particular methods and to complete further reading.
This will focus on online SPSS workshops to develop applied skills regarding the use of the SPSS software, including exercises with data sets as part of a guided programme.
Tutorials/Group discussions:- these will be provide as requested/required to facilitate learning of concepts and methods
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
The module provides a set of transferrable skills for students in utilising applied research approaches, methods and techniques.
Resource implications for students
1. Access to IT/Blackboard for discussion boards and module resources. 2. Access to on-line library catalogues