Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr David Evans
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.
Develop a research proposal following a standard template.
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
|FORMATIVE ASSESSMENT||Area of Interest||0.00|
|FORMATIVE ASSESSMENT||Quantitative paper review||0.00|
|SUMMATIVE THEORETICAL ASSMT||Critical Appraisal of Review Approaches||
Part A: Critical Appraisal of Review Approaches (1000 words 20% of your grade)
A critical appraisal of two selected papers (Please see the list of Systematic and Scoping Reviews Examples in Learning Pod 2) using the following frameworks as the basis of analysis: (i) Systematic Review: Khan et al (2003) (ii) Scoping Review - Daudt, Mossel & Scott, (2013).
Your appraisal should include the following sections for each paper:
In short, you will:
a) read Khan et al (2003) and Daudt, Mossel & Scott, (2013): b) choose one systematic reviews, and one of the following scoping reviews. Please see the list of Systematic and Scoping Reviews Examples in Learning Pod 2. c) compare the framework set out in the either Khan et al (2003) (for the Systematic Review) or Daudt, Mossel & Scott, (2013) (for the Scoping Review) to the approach used in the paper
|FORMATIVE ASSESSMENT||Critical Appraisal Qualitative paper||0.00|
|FORMATIVE ASSESSMENT||Presentation Outline Proposal||0.00|
|SUMMATIVE THEORETICAL ASSMT||CASP Tools||
A brief reflection on the value/usefulness or utility of the CASP Qualitative Checklist (250 words) and CASP Systematic Review Checklist (250 words). How might these help your own review of the literature?
For Part B, In short, you will access and review the CASP Qualitative Checklist and the CASP Systematic Review Checklist .
|SUMMATIVE THEORETICAL ASSMT||Part C Summative Protocol||
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 Study 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
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
he 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