Module Catalogue

ONC8003 : Research Methods 1 (E-learning)

  • Offered for Year: 2017/18
  • Module Leader(s): Dr Peter Middleton
  • Lecturer: Dr Victoria Hewitt
  • Owning School: FMS Graduate School
  • Teaching Location: Off Campus
Semesters
Semester 2 Credit Value: 10
ECTS Credits: 5.0

Aims

The overall aim of this module is to provide students with knowledge of the process of research and to develop the skills required to design a research proposal. The module reviews the approaches to critical appraisal of the evidence, consideration of research in (clinical) practice and research methodology. The module will increase awareness of research methods and encourage students to become more critical in their review and understanding of published work. Furthermore, to incorporate a critical approach into their own area of practice, whilst appreciating the external forces that impede the research process and prevent evidence from being implemented.

Outline Of Syllabus

This module will cover the following topics:
•Research in the workplace
•Locating the evidence
•Critical evaluation of evidence and published information
•Application of evidence into practice
•Defining a research problem
•Research designs and methods
•The research environment
•Writing the research proposal
•Review of the literature
•Data collection and data management
•Analysis and interpretation of results
•Communication of the research output

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion201:0020:00
Guided Independent StudyDirected research and reading122:0024:00Online content
Guided Independent StudyReflective learning activity122:0024:00Completing worksheets
Guided Independent StudyIndependent study122:0024:00Supplemental reading
Guided Independent StudyOnline Discussion81:008:00Via discussion board
Total100:00
Teaching Rationale And Relationship

Students learn at their own individual pace with a recommended pace being indicated by weekly topics. Structured discussion boards with pre-defined topics invite both involvement and reflection of the students’ efforts.
The early topics encourage students to develop an understanding of how knowledge is acquired and how research activities are formulated in practice while working their way through the online tutorials. A student on this course typically relates to their own experience and professional practice. The activities in the module encourage students to seek examples and instances from their own professional life which are posted to the discussion boards. This allows for interaction, reflection and discussion and formative feedback is provided. The contrast of the differing examples posted by the students from differing backgrounds and professions gives a good feeling for the general relevance and importance of the topics and allow networking.
Later topics are comprised of further online tutorials and individual formative feedback. As knowledge of the basic principles develops the students’ efforts take on a more individual character focused on the development of their own research proposal. Individual, detailed feedback by the tutor on a draft proposal allows individual students needs to be addressed prior to completing the final topics and producing a working research proposal.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Research proposal2M1003500 Words
Formative Assessments
Description Semester When Set Comment
Research proposal2MDraft of the summative assessment
Assessment Rationale And Relationship

The formative assessments and activities through out the module are guided by individual feedback which guide the student in defining and refining a clinical research problem and developing this to construct a working research proposal that is suitable for presentation to a professional agency.

The summative assessment is a direct assessment of the required skills to prepare a research proposal. The draft document is submitted as a formative assessment and returned to the student with individual formative feedback for action in revision prior to submission of the summative assessment. The learning activities during the second and third unit result in the production of work that can be included within the completed document and therefore this represents a broad assessment of all skills taught during the module.

The proposal submitted for the summative assessment is commonly then used as the project for the dissertation module.

Reading Lists

Timetable