Advanced Skills in Clinical Research and Critical Appraisal
| Module title | Advanced Skills in Clinical Research and Critical Appraisal |
|---|---|
| Module code | PSYD050 |
| Academic year | 2024/5 |
| Credits | 90 |
| Module staff | Dr Janet Smithson (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1-12 | 0-4 |
| Number students taking module (anticipated) | 12 |
|---|
Module description
This module is designed to develop your knowledge-base and understanding of clinical research. The module is framed around the MRC complex interventions framework and will build on your current research knowledge to develop your clinical research skills and expertise, underpinning your doctoral level research project.
Module aims - intentions of the module
This module aims to provide you with critical skills in qualitative and quantitative clinical research, so that you will be able to formulate, design, carry out, and communicate the results of clinical research that is relevant to the concerns of clients, service users, providers and commissioners of health services. It further aims to ensure that you develop the skills to evaluate critically the research/evidence base of clinical services and to contribute to evidence-based practice in your own professional work.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Independently, and as part of a group, evaluate clinical research scholarship, quantitative and qualitative research methodologies, arguing alternative approaches;
- 2. Critically appraise research proposals from a clinical, scientific and feasibility perspective.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Evidence great depth and systematic understanding of a substantial body of knowledge in clinical research practice;
- 4. Synthesise new approaches to contribute to the development of methodology and understanding in clinical research practice;
- 5. Communicate complex and contentious information clearly and effectively to specialists and non-specialists, acting as an effective clinical research consultant.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Analyse and manage the implications of ethical dilemmas and work proactively with others to formulate solutions;
- 7. Manage complexity, incompleteness and contradiction through leadership and effective team working, managing the capacities of group members, negotiating and handling conflict with confidence.
Syllabus plan
Introduction to Complex Research Intervention framework
Service development and evaluation: Designing and undertaking research relevant to practice and policy.
Use of single case designs in treatment evaluation and service-related research.
Quantitative methods in service-related research: Experimental design and method e.g., RCT and other therapy outcome studies, single and group experimental designs.
Qualitative methods in service-related research: Introduction to philosophy, principles, strengths and weaknesses of qualitative research. Selecting and using qualitative data.
Ethics in service-related research.
Collaboration with and involvement of users in service-related research.
Research tutorials (5 x 2 hours).
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 80 | 820 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 40 hours | Lectures, workshops and group tutorials |
| Scheduled Learning and Teaching activities | 40 hours | Supervision and individual tutorials |
| Guided independent study | 820 hours | Problem based learning activities and independent study |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Problem Based Learning Exercise | Group presentation and individual 4,000 word structured review of group PBL task | 1, 2, 4, 5, 6, 7 | Formative peer review of presentation |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Problem Based Learning Exercise | 60 | Individual 4,000 word structured review of group PBL task | 1, 2, 4, 5, 6, 7 | Marker feedback |
| Structured appraisal of composite clinical research proposal | 40 | 3,000 word written appraisal | 2, 7 | Marker feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Problem Based Learning Exercise | 4,000 word structured review of group PBL task | 1, 2, 4, 5, 6, 7 | 3-6 weeks |
| Structured appraisal of composite clinical research proposal. | 3,000 word written appraisal | 2, 7 | 3-6 weeks |
Re-assessment notes
A tutorial with your supervisor is advised to discuss your re-assessment requirements prior to submitting the revised assignment. Resubmit including track changes or highlighting showing changes, also with a letter to the marker.
Indicative learning resources - Basic reading
American Psychological Association. (2019) Publication manual (7th ed). American Psychological Association. https://apastyle.apa.org/instructional-aids/reference-guide.pdf
Bryman, A. (2015). Social research methods. Oxford university press.
Field, A. (2013). Discovering statistics using SPSS (4th ed.). Sage.
Kazdin, A. E. (2003) Methodological issues and strategies in clinical research (3rd ed). American Psychological Association.
Harper, D., & Thompson, A. R. (Eds.). (2011). Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners. John Wiley & Sons.
Robson, C. (2002) Real world research: A resource for social scientists and practitioner researchers. Blackwell.
Peat, J. K., Mellis, C., Williams, K., & Xuan, W. (2020).â?¯Health science research: A handbook of quantitative methods. Routledge.
Richards, D. A., & Hallberg, I. R. (Eds.). (2015). Complex interventions in health: an overview of research methods.
Indicative learning resources - Web based and electronic resources
ELE – you can find methodology references; lecture PowerPoints (usually with references on the final slide) and guides to research on the programme ELE pages.
Indicative learning resources - Other resources
Research methods presentations and tutorials. NHS Ethics, e-Learning resources.
| Credit value | 90 |
|---|---|
| Module ECTS | 45 |
| Module pre-requisites | None |
| Module co-requisites | PSYD051, PSYD052, PSYD057 |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Origin date | 13/03/2013 |
| Last revision date | 13/02/2023 |
