MCR8003 : Writing in a Research Setting
- Offered for Year: 2017/18
- Module Leader(s): Dr Rachel Duncan
- Demonstrator: Professor Luke Vale
- Lecturer: Dr Peter Middleton, Miss Lulu Cvetkovic, Dr Gwen Averley, Professor Fiona Matthews, Ms Linda Errington, Dr Lindsay Pennington, Professor David Jones, Dr Joanne Patterson
- Owning School: FMS Graduate School
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
Writing is a key skill for anyone in medical research. This module aims to familiarise students with the many different processes involved in medical writing. The module is designed to allow the students to experience medical writing and to enable them to develop a range of key skills that will prepare them for writing research proposals, grant applications, case reports and manuscripts for both medical textbooks and journals.
Outline Of Syllabus
Writing standard operating protocols and study protocols
Critical appraisal of scientific papers
Responding to referees comments
Practicalities of data management for publication
Authorship and ownership – responsibilities
Plagiarism how to avoid it and how to detect it
|Guided Independent Study||Assessment preparation and completion||60||1:00||60:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||22||0:30||11:00||22 lectures of varying length totalling to 11h|
|Guided Independent Study||Directed research and reading||40||1:00||40:00||N/A|
|Guided Independent Study||Skills practice||1||12:30||12:30||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||3 small group sessions of varying length totalling to 3h|
|Guided Independent Study||Project work||1||19:00||19:00||N/A|
|Guided Independent Study||Reflective learning activity||1||20:00||20:00||N/A|
|Guided Independent Study||Independent study||1||34:30||34:30||N/A|
Teaching Rationale And Relationship
This will be a mainly self-directed module. In lectures, students will learn fundamental principles of writing in a research setting. Seminars are designed to give one-to-one and group advice on review, critical appraisal and writing skills and the students will be able to practice review, critical appraisal and writing skills in self-directed fashion. The students’ work will be assessed and the student’s will receive formative feedback in the 3 tutorial sessions.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||10||2||M||25||Presentation based on Coursework (5 slides, 5 minutes, 5 minutes questions)|
|Written exercise||2||M||25||Abstract (Standard Length Document)|
|Written exercise||2||M||50||Grant Application|
|Written exercise||2||M||Writing a SOP (Standard Length Document)|
Assessment Rationale And Relationship
Students will complete three summative assessments. The first being an abstract for a published paper; the second an original research proposal for a grant application and the third being a presentation on their own research idea, which will be peer-reviewed.
The students will complete one formative assessment, to write a SOP (standard operating procedure).
These assessments will test knowledge and understanding of the skills necessary to complete the different processes involved in medical writing.