MSC8002 : Research Skills for Health Care Professionals (E-learning)
- Offered for Year: 2026/27
- Module Leader(s): Mx Jan Deckers
- Lecturer: Dr Jérémie Nsengimana, Dr Sonia Bussey, Mr Peter Luke, Mr Mohan Kyle
- Owning School: School of Medical Education
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 5 |
| Semester 2 Credit Value: | 5 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
The overall aim of this module is to ensure that the student has the knowledge, skills and experience of the role of research, development and innovation in the NHS in improving patient care, including prevention, diagnostics, treatment and service delivery. On completion of this module and the research project, students should be able to generate ideas; assess, plan, conduct, evaluate, interpret and report research and innovation projects, which includes original research; and disseminate the findings and, where appropriate, the adoption of the findings. Students should also be able to use research to improve practice.
Depending on the level of interest, this module may be run on more than one occasion throughout the University year. The module will be available as a 'stand alone' CPD module for students wishing to obtain the skills necessary to participate in clinical research in the NHS, particularly National Health Service professionals in training.
Outline Of Syllabus
The syllabus comprises:
- applying research to clinical practice
- learning about evidence-based practice
- planning research
- incorporating peer review and expert advice
- involving patients in research
- identifying a project as research, service improvement or audit
- understanding and delivering clinical trials within the NHS
- collaborating with partners inside and outside the NHS
- scanning the research horizon
- understanding and learning about applying for research funding
- learning about the importance and role of ethics and governance in research, including generating ethical research questions.
- understanding the importance of patient consent and safety, as well as data protection and confidentiality
- completing the Good Clinical Practice training
- understanding study sponsorship and the role of research ethics committees
- completing a literature review
- generating a research hypothesis
- understanding and validating a range of research methodologies
- managing data and data governance.
- applying statistics to research through developing understanding of the relevance of adequate sample size and power, ROC, Bland Altman, T Tests, para/nonparametric, the distinction between statistical and clinical significance, error and distribution of data, clinical specificity and sensitivity, PPV/NPV and prevalence, and incidence and outcomes.
- developing scientific communication skills, including communicating appropriately with a lay audience
- learning about publication ethics
- writing scientifically
- understanding innovation pathways and intellectual property
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 40 | 1:00 | 40:00 | |
| Guided Independent Study | Directed research and reading | 20 | 1:00 | 20:00 | |
| Guided Independent Study | Reflective learning activity | 16 | 1:00 | 16:00 | |
| Guided Independent Study | Independent study | 14 | 1:00 | 14:00 | |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 10 | 1:00 | 10:00 | |
| Total | 100:00 |
Teaching Rationale And Relationship
This module will be delivered in an e-learning format, allowing flexibility for students to direct their own pace and pattern of learning. The e-learning environment will facilitate one-to-one and group advice on review, critical appraisal and writing skills in the context of each student’s discipline. Students will receive formative feedback through online activities, including discussion boards and quizzes. Students will learn fundamental principles of research governance by participating in an accredited on-line Good Clinical Practice training package.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 80 | Production of a completed Consent Form and Participant Information Sheet (Standard Length Document). |
| Portfolio | 1 | M | 20 | Participation in e-learning activities throughout the module |
Assessment Rationale And Relationship
This module is delivered as e-learning. The curriculum is delivered via the University’s virtual learning environment (VLE) through a series of guided learning opportunities, including e-based lectures and tutorials. Students are rewarded for the quality of their contributions to the activities they are invited to participate in as they progress through the module.
Work will be submitted to the VLE for assessment. Students will be required to prepare and evaluate paperwork for real clinical research projects. They will produce relevant research documentation to obtain approval from a research ethics committee.
Should a student fail the portfolio component and have to undertake a re-sit, they will have to complete a different form of assessment. The student will be asked to look at 2 participation activities as identified by the module leader/team and submit a 500 word written summary (approx. 250 words per activity).
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MSC8002's Timetable