MD915-20 Understanding Research & Critical Appraisal in Health Care (Distance Learning)
Introductory description
Module aims
This module aims to enable students to identify, understand, interpret, appraise and plan research relating to health care.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
The module will introduce students to the conceptual basis of evidence-based health care and provide an introduction to research methods. It aims to establish the skills needed to identify, appraise and synthesise research evidence and develop an understanding of the implications of research for clinical practice. It will introduce to students to research approaches including systematic reviewing, quantitative, qualitative and mixed methods research. It will explore the application of various sampling, data collection and data analysis methods. Students will use these skills and understanding to develop and design a relevant research question and a suitable research
plan to address the question appropriately.
Learning outcomes
By the end of the module, students should be able to:
- Critique the principles and practice of evidence-based health care.
- Identify and synthesise research evidence from a variety of sources.
- Critically appraise research evidence and demonstrate an understanding of the implications for clinical practice.
- Develop a relevant research question and research plan to address the question.
- Develop transferrable skills in research inquiry and methodologies to enhance employability.
Indicative reading list
- Ajetunmobi, O. (2002). Making sense of critical appraisal. Hodder Arnold
- Badenoch, D., Heneghan, C. (2005). Evidence-based Medicine Toolkit. BMJ Books - Chalmers, I and Altman, DG (eds.) (1995). Systematic reviews. London: BMJ
- Crombie, I.J. (1996). The Pocket Guide to Critical Appraisal. London: BMJ
- Dawes, M. et al. (2005). Evidence-based practice: A Primer for Health Care Professionals. Elsevier, Churchill Livingstone - Gray, M.J. (2009). Evidence-based healthcare: How to make health policy and management Decisions. Elsevier, Churchill Livingstone - Greenhalgh, T. (2010). How to Read a Paper. London: BMJ
- Howick, J. (2011). The Philosophy of Evidence-Based Medicine. Wiley-Blackwell. BMJ books
- Newell, R., Burnard,P. (2011) Research for evidence-based practice in healthcare.2nd ed. Wiley – Blackwell ‘vital notes’ series. Isbn: 978 – 1 – 4443 – 31127
- NHS Centre for Reviews & Disseminations (1996). Undertaking systematic reviews of research on effectiveness: CRD guidelines for those carrying out or commissioning research, CRD Report
- Nordenstrom, J. (2007). Evidence-based medicine in Sherlock Holmes' footsteps. Oxford: Blackwell
- Ross, T. (2012). A survival guide for health research methods. McGraw Hill, Open University Press. Isbn: 0335244734 (pb)
- Straus, S.E. et al., (2005). Evidence-based medicine: How to practice and teach EBM. Elsevier, Churchill Livingstone
- Whitley, B.E. & Kite, M.E. (2013). Principle of research in behavioural sciences. (3rded.). Routledge
Subject specific skills
Sound understanding of subject
Critically evaluate
Reflection
Transferable skills
Numeracy
Thinking and problem solving
written communication
oral communication
Teamwork
Organisation & time management
Use of tools and technology
Commercial awareness
Independence and initiative
Adaptability/Flexibility
Study time
| Type | Required |
|---|---|
| Private study | 200 hours (100%) |
| Total | 200 hours |
Private study description
200 hours of online self-directed learning (10-16
hours/week depending on duration agreed for cohort) notional
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Students can register for this module without taking any assessment.
Assessment group A2
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
|||
| 3000 word Essay | 50% | Yes (extension) | |
Reassessment component is the same |
|||
Assessment component |
|||
| Oral Presentation | 50% | Yes (extension) | |
|
Oral presentation of Research Proposal |
|||
Reassessment component is the same |
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Feedback on assessment
Essays will be marked and moderated electronically using standardised rubrics, which will provide\r\nelectronic feedback to the students (including individualised feedback)\tin\tline with WMS \r\npostgraduate assessment criteria (including submission to Plagiarism software). Further verbal feedback will be available to students on request.\r\nOral presentations will be assessed summatively by 2 academics and formatively by 2 randomly allocated students (from the group) using standardised rubrics. Students will receive electronic feedback (including individualised feedback) in line with WMS postgraduate assessment criteria. The discussion forum (asynchronous question and answer session) will provide peer review from all the students and selected academics.\r\n
Post-requisite modules
If you pass this module, you can take:
- MD9A2-20 End Point Assessment - Advanced Practice
Courses
This module is Core optional for:
-
TMHS-B930 MSc in Health Sciences
- Year 1 of B930 Health Sciences
- Year 1 of B930 Health Sciences
- Year 7 of B930 Health Sciences
- Year 8 of B930 Health Sciences
- Year 1 of TMDS-B9C2 Postgraduate Taught Health Research
- Year 1 of TMHS-B902 Public Health
This module is Optional for:
- Year 1 of TIMA-L981 Postgraduate Social Science Research
This module is Core option list A for:
-
TMHS-B906 MSc in Diabetes
- Year 1 of B906 Diabetes
- Year 1 of B907 Diabetes (Paediatrics)
- Year 1 of TMHS-B90T Postgraduate Taught Diabetes (PGDip)