The University of Southampton
Courses

HLTH6177 Designing and Conducting Clinical Research

Module Overview

Aims and Objectives

Module Aims

This module aims to provide a modern, high-level of training in research skills and methods for students embarking on an empirical research project in health sciences. The module is designed to enable you to develop knowledge and understanding of research design and methods and apply these to critique of the literature, generating research questions, planning and conducting clinical research.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Critically appraise and integrate a wide range of literature related to your area of research, both from a scientific and a pragmatic perspective, and in the context of a health care environment.
  • Identify questions or topics relating to your area of practice and carry out a comprehensive literature search
  • Demonstrate an understanding of relevant research design and methods through critical appraisal of selected literature
  • Critically explore ethical issues for the conduct of clinical and health research
  • Critically evaluate relevant research evidence and synthesise recommendations for your area of health and/or social care practice.
  • Identify and justify appropriate and feasible research question(s).

Syllabus

Underpinning the syllabus is research conducted by Faculty staff, all of whom are leaders in their respective fields of research and experienced educators of adult learners. The module content includes: 1. The value and meaning of scientific research in the context of health care services and systems 2. Information and data management skills, using effective search strategies 3. Critically appraising research material using appropriate tools 4. Designing addressable research questions, aims and objectives; 5. Research paradigms, philosophies and methodologies; 6. A wide range of research designs, including randomised controlled trials, complex intervention studies, surveys, economic evaluation, phenomenology, case study and action research 7. Introduction to data collection methods used in quantitative and qualitative traditions; including for example, surveys, and interviews, diary-method 8. Construction of data collection tools used in research; 9. Introduction to the issues of reliability and validity and the naturalistic equivalent of credibility 10. Statistics: e.g. the use of quantitative data in epidemiology and population demographics, describing and summarizing data, estimation and confidence intervals, hypotheses and significance testing, determining sample sizes; 11. Qualitative data analysis techniques; 12. Developing a research protocol 13. UK legislation and institutional policy related to data management and data archiving 14. Ethical issues relating to the conduct of research and research in clinical practice, including for example access considerations, data utilisation, risk assessments and Research Governance.

Special Features

Student support The following forms of support will be available to students within the Faculty: • Programme Lead; • Module leaders and lecturers; • On-line resources located on the Blackboard learning site. In addition, you will have access to all the resources and services provided by the University including library research support, IT support from iSolutions, iSurvey, Researcher Development and Graduate Centre, Career Management support, International Student Support, Disability and Dyslexia Support, Students Services, and the Sports Centre. Module is designed for students who will do an empirical project. Students doing an EBP or Practice Inquiry dissertation will need to do Research Methods for EBP or alternative module. This module is therefore core for the MRes. Students from other programmes or requesting this as stand-alone with agreement from the MRes Programme Lead. MRes students will be given priority if places are limited.

Learning and Teaching

Teaching and learning methods

Teaching sessions are designed and facilitated by research active staff from across the Faculty. You will learn collaboratively and inter-professionally throughout the module. The taught sessions are shared with students from the MRes in Clinical & Health Research, the PhD and the DClinP. Active student participation in all learning activities of the module will be promoted so that you will assume responsibility for your own learning. A range of student-centred learning and teaching strategies will be employed that will include the use of workshops, interactive lectures by key experts in their field, tutor- and student-led seminars, group work, peer review, case study analysis, independent supported learning and individual supervision. To support your learning throughout the module, material and resources and course documentation and further reading suggestions will be available via Blackboard - the University’s web-based managed learning environment.

TypeHours
Teaching35
Independent Study215
Total study time250

Resources & Reading list

Oppenheim AN (2000). Questionnaire design, interviewing and attitude measurement. 

Robson C (2011). Real World Research. 

Brett Davies M (2007). Doing a Successful Research Project: Using Qualitative or Quantitative Methods. 

Morgan, G.A., Leeach, N.L., Gloeckner, G.W. & Barrett, K.C (2012). IBM for SPSS Introductory Statistics: Use and Interpretation. 

Greenhalgh T (2010). The Basics of Evidence-based Medicine. 

Streiner DL, Norman GR (2008). Health Measurement Scales. 

Field, A. & Hole, G.J (2003). How to Design and Report Experiments. 

Gabbay J, le May A (2010). Practice-based Evidence for Healthcare: Clinical Mindlines. 

Drake, P and Heath (2011). Practitioner research at doctoral level: developing coherent research methodologies. 

Field, A (2013). Discovering Statistics Using IBM SPSS Statistics. 

Aveyard, H (2010). Doing a literature review in health and social care: a practical guide. 

McGill I & Brockbank A (2004). The Action Learning Handbook. 

Vitae – Realising the potential of researchers.

Somekh, B (2006). Action Research: A methodology for change and development. 

Denzin NK, Lincoln, YS (Eds) (2005). The SAGE Handbook of Qualitative Research. 

Muir Gray JA (2009). Evidence-based Healthcare. 

Holloway I, Wheeler, S (2010). Qualitative Research in Nursing and Healthcare. 

Polit DF, Beck CT (2010). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 

Craig JV, Smyth RL (2011). The Evidence-Based Practice Manual for Nurses. 

Phillips EM, Pugh DS (2010). How to get a PhD. A handbook for students and their supervisors. 

The Field (2013) text has a companion website.

Costley, C (2010). Doing Work-Based Research: approaches to enquiry for insider-researcher. 

Clearly, L (2013). Doing cross-cultural research with integrity: Collected wisdom from researchers in social settings. 

Punch. K (2006). Developing effective research proposals. 

Leech, N.L., Barrett, K.C. & Morgan, G.A. (2014). IBM SPSS for Intermediate Statistics: Use and Interpretation. 

National Centre for Research Methods (NCRM.

Cluett ER, Bluff R (2006). Principles and Practice of Research in Midwifery. 

Law M (2008). Evidence-Based Rehabilitation: A Guide to Practice. 

Pallant, J. (2013). The SPSS Survival Guide (5th Edition). 

Scott, I. and Mazhindu, D. (2014). Statistics for Healthcare Professions: An Introduction. 

Assessment

Assessment Strategy

The formative assessment will comprise a short written summary detailing the choice of topic for review and the rationale for this in relation to clinical/health research. Completion of the summative assessment for this module, as follows: You will identify a topic relevant to clinical or health care research and carry out a literature search on this topic. You will produce a literature review which critiques current evidence in your chosen area and use this to develop and justify a research question/questions. The review should be 3,500 words +/-10%. Feedback Method For the formative assessment, students will receive verbal feedback from the group facilitator and peer review from other students. For the summative assessment, students will receive brief e-mail feedback on their assignment plan/extract from the assignment from the group facilitator, in line with the policy on reading drafts. Detailed written feedback highlighting strengths of the assignment and areas for development will be provided by the marker. Referral Method Include duration of exams, whether the assessment is formative or summative and whether there are any elements that must be passed for successful completion of the module. A pass mark of 50% must be achieved in this summative assessment to successfully complete this module.

Formative

Written summary

Summative

MethodPercentage contribution
Literature review  (3500 words) 100%

Repeat Information

Repeat type: Internal & External

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