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The University of Southampton

MEDI2045 Research for Medicine and Health

Module Overview

The Research for Medicine & Health module will introduce the core concepts of critical appraisal and statistical analysis in order to allow you begin to effectively interpret published research findings in both clinical and basic environments. The module will use a blend of lectures and small group working to allow you to develop your ability to critically appraise a range of material. You will also be introduced to basic teaching and learning skills and will be have the opportunity to lead a peer-teaching session chosen from a range of topics. Finally, this module links to your project in year 3, and you will undertake some initial work around choosing your project topic and working with your supervisor to plan your studies for next year.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Frame a specific research question relating to patient or population health, and to identify the appropriate study design(s) to address it
  • Write a research proposal to address a specific research question
  • Understand the principles and practice of research governance
  • Understand ethical principles of research and the role of ethics committees
  • Identify tools to manage sources of information and to record and analyse data
  • Communicate clearly and effectively with your peers and teachers by delivering a teaching session
  • Demonstrate development of your ability to present to a group as a teacher
  • Communicate by spoken, written and electronic methods and be aware of other methods of communication
  • Use information technology to capture, store and manipulate data related to medical practice
  • Acquire new knowledge on research methodology commonly used in medicine and health, and to be able to assess and apply this knowledge
  • Demonstrate the ability to keep up to date with medical evidence and therefore establish the foundations for lifelong learning and continuing professional development
  • Critically appraise peer reviewed papers on translational research, diagnosis, interventions, systematic reviews of interventions
  • Continually and systematically reflect on practice and, whenever necessary, translate the reflection into action, using improvement techniques
  • Manage your time, prioritise work and revision tasks, and work autonomously when necessary and appropriate
  • Plan, develop and deliver a teaching session and give constructive and effective feedback to others
  • Demonstrate the ability to positive working relationships and work as part of a team to develop both your own leadership skills and the ability to accept leadership by others
  • Describe the principles of measurement (reliability and validity), and demonstrate questionnaire design and sampling
  • Apply the principles of statistics as applied to quantitative health research (calculating study sample size, using the correct statistical methods as appropriate to the data and questions being asked, and how to interpret the different analyses)
  • Demonstrate the principles of economic evaluation and be able to describe how such evaluations are used to inform health care decision making
  • Demonstrate a basic understanding of the principles and explain the role of qualitative methods in health research
  • Explain how evidence based guidelines are produced, and describe their role in informing health care decision making
  • Describe the spectrum of research from basic science to implementation research, and specifically the stages of development of drugs, biomarkers and complex interventions
  • Identify tools for a literature search on a specific research question


In order to meet the learning outcomes, the syllabus will contain teaching in the following areas: - Critical Appraisal of medical evidence - Appraising Medical Evidence - Introduction to epidemiology - Statistical methods in research - Experimenting with teaching and learning styles - Introduction to teaching and learning - Planning and developing a teaching & learning session - Research methodology - Understanding research methods - Using statistics in practice - Quantitative and qualitative methods - Health economics - Managing and analysing research data and literature - Managing and analysing research data - Preparing a literature review - Effective use of the library - Putting research into practice - Principles of research ethics - Good clinical practice - Project-specific training During the module, students will select a study topic, see practice at their chosen project location and commence a literature search in their chosen subject area in preparation for undertaking their Research Project in Year 3.

Learning and Teaching

Teaching and learning methods

The module will be taught through a range of learning and teaching strategies which will include: • Lectures • Small group teaching • Guided self-study • Web based exercises • Peer teaching

Completion of assessment task10
Project supervision8
Preparation for scheduled sessions44.5
Wider reading or practice25
Total study time187.5

Resources & Reading list

Suggested reading in addition to the course resources- Blackboard.

Statistics for the Terrified v6.01 Concept Stew Limited. Annual Faculty Licence. 


Assessment Strategy

At the end of year 2 there is a synoptic examination comprising four elements; a written paper, MCQ and practical paper covering material from Renal, Nervous System, Gastro-intestinal System, Endocrine and Life Cycle and Research for Medicine and Health modules. There is compensation between these three components however a qualifying mark needs to be achieved in each of the components. Students who fail any/all of these components will have a supplementary attempt which will consist of all 3 components. A fourth stand alone component of the synoptic exams is a Critical Appraisal which must be passed independently of the other three components and without compensation. Students who fail the Critical Appraisal component will have a supplementary attempt for that component. Students who fail the supplementary examinations will be offered a repeat year.


Peer-teaching session


MethodPercentage contribution
Part II Assessment schedule  (140 minutes) 100%


MethodPercentage contribution
Supplementary activity 100%

Repeat Information

Repeat type: Internal

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