Module overview
This module is suitable for students working in clinical and health research settings who wish to develop their research skills. Students will be expected to conduct an empirical research task.
The module forms a basis for other research modules comprising the MRes programme. Learning is shared with the Doctoral training programme. Students from other programmes or requesting this for CPD will need agreement from the MRes Programme Lead. MRes students will be given priority if places are limited.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Develop research skills to apply your knowledge in future evidence-based research
- Critically reflect on your learning experience and skills development
- Appraise your research skills and learning needs, identifying strengths and weaknesses in relation to your future career plans
- Provide a rationale for a specific research task aimed at addressing a skills deficit and develop an action plan to address it
Syllabus
You will work with the module lead to identify a suitable research task and a research mentor within the School of Health Sciences (SoHS) Research Groups (https://www.southampton.ac.uk/about/faculties-schools-departments/school-of-health-sciences). More specifically, you will work with the module lead to identify an aspect of research practice that you would like to explore further and to match this to an appropriate research task.
Examples of learning opportunities available within the research groups might include one or more of the following: literature review, laboratory analysis skills, secondary data analysis, clinical data collection and management, physiological measurement, presentation and dissemination. Not all opportunities will be available in the SoHS at all times and external opportunities will depend on availability. The choice of area for study must be negotiated with the module lead.
You will be required to:
• Negotiate learning opportunities within the SoHS Research Groups that will enable you to meet your identified development needs.
• Self-manage and regulate your activities effectively so that you meet the aims and learning outcomes on time and in an appropriate manner.
• Reflect on and evaluate the process of learning and the results achieved in a systematic and critical way.
• Use feedback from your research mentor constructively.
• Take responsibility for collecting evidence to demonstrate learning.
• Sustain your commitment to devising and carrying out an agreed research task.
Workshops and group sessions will underpin this module. The group sessions will enable you to reflect on and consolidate learning. Indicative content for these groups will include:
• The self-assessment of research skills and learning needs.
• Self-evaluation and reflection
• Future learning needs and career planning
• Evaluation of the context for the chosen research task
• Negotiation of an appropriate output and form of presentation
An introduction session will be provided to:
• Identify the module philosophy and purpose.
• Identify your research mentor.
• Assist with identifying a research task.
You will be required to:
• Identify and justify activities/methods/issues suitable for your research skills development.
• Negotiate, develop and complete a research skills activity.
• Develop suitable formats for presentation and assessment.
Learning and Teaching
Teaching and learning methods
Negotiated lecture content, self-directed learning, group working, negotiation with research mentor, group session and workshop.
Type | Hours |
---|---|
Independent Study | 222 |
Teaching | 22 |
Total study time | 244 |
Resources & Reading list
Textbooks
Gallin and Ognibene (2017). Principles and Practice of Clinical Research.
Williams, Spiro and Woolliams (2020). Reflective Writing .
Bassot (2020). The Reflective Journal .
McMillan and Weyers (2013). How to Improve Your Critical Thinking & Reflective Skills .
Portney and Watkins (2014). Foundations of Clinical Research. Applications to Practice.
Assessment
Assessment strategy
Formative assessment The formative assessment will comprise a short written summary of the identified research task and the rationale for this in relation to clinical and/or health research. The summary should be 500 words (+/-10%). Feedback Method For the formative assessment, students will receive brief written feedback via e-mail on their assignment plan/extract from the module leader, in line with the policy on reading drafts. Summative assessment You will identify a research task relevant to a specified clinical and/or health research context and carry out a reflective essay. You will describe what was the task undertaken and your skills to develop this task (skills you have and skills the task brought you). You will use this to identify what were your learning needs and critically reflect on the task and learning process. The essay should be 3,000 words (+/-10%). Feedback Method Detailed written feedback highlighting the strengths of the assignment and areas for development will be provided by the marker. A pass mark of 50% must be achieved in this summative assessment to successfully complete this module.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Formative Assessment
- Assessment Type: Formative
- Feedback: Written feedback, by e-mail from module lead
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Critical Reflection | 100% |