Clinical Research for Academic Clinical Fellows
For initial enquiries about this programme contact us at scharr-pgt-enquiries@sheffield.ac.uk or call +44 114 2225454
About the route
Starts: September
Duration and mode of study: One year full-time; 2-5 years part-time
Am I eligible?
This programme has been developed to deliver education in research methods for doctors and dental practitioners enrolled as Academic Training Fellows in the local NHS Deanery.
We regret applications from others cannot be considered for this route.
Applying
All applications for the Academic Training Fellows Route need to be submitted through the University of Sheffield Medical School. Contact us for further information about the application process.
The core units (135 credits) impart the fundamentals of the research process, and introduce the main building blocks in clinical research: study design, statistics, and clinical trials methodology. In addition the practical aspects of developing and completing clinical research from an idea to project implementation are covered by the Clinical Research Practice module. The dissertation, the final core module, provides the final step towards gaining the knowledge and practical skills to become and independent researcher.
The optional units (3 x 15 credits) build on these foundations, enabling students to focus on a specific area of interest.
Compulsory
- Introduction to Statistics and Critical Appraisal
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(15 credits)
This module runs in the Autumn semester
Introduction
This module introduces students to the basic concepts and techniques of medical statistics, such as hypothesis testing and confidence interval estimation.
Students will learn some simple statistical methods and the principles behind some of the more advanced techniques such as regression. It will equip students with the knowledge and skills necessary to understand and critically appraise statistics in research literature.
The course is not aimed at 'doers' of statistics; that is, students who are going to design their own studies to collect and analyse their own data. It will not teach you how to analyse, present and report your own data.
Objectives
This unit aims to:
- introduce students to fundamental concepts and methods in medical statistics
- enable students to apply these concepts to critically appraise research literature
Learning outcomes
On satisfactory completion of the course, a student will be able to:
- Classify and appropriately display and summarise different types of data.
- Describe the properties of the Normal distribution.
- Distinguish between a population and a sample, and describe the precision of a sample estimate of a population parameter.
- Explain the concept of confidence intervals as applied to means, proportions, differences in means, and differences in proportions.
- Describe the process of setting and testing statistical hypothesis.
- Distinguish between ‘statistical significance’ and ‘clinical significance/importance’.
- Evaluate the quality of published research.
Teaching methods
Lectures will be used to impart knowledge of key statistical concepts and methods, while structured exercise classes will apply these concepts to example data or published studies.
Assessment details
Component Weighting Online exercises Formative (0%) Three hour written exam 100% Student knowledge and understanding of the applications of the statistical concepts and techniques taught will be assessed through:
- Three structured online exercises throughout the teaching block will address materials introduced in the lectures. This will allow a formative assessment of knowledge and application of basic concepts and the critical appraisal of the statistical content of published research literature.
- Three-hour unseen written examination. This will allow a summative assessment of knowledge and application of basic concepts and the critical appraisal of the statistical content of published research literature.
The pass mark is 50%.
- Practical Aspects of Clinical Research
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(30 credits)
This module runs in the Autumn and Spring semester
Introduction
This module is intended to run alongside the clinical research portfolio that is a part of the masters course for NIHR Academic Clinical Fellows.
It is also offered as one of the core modules for UK and overseas students on the generic MSc in Clinical Research.
The course covers many of the practical and regulatory issues associated with carrying out clinical research within an NHS and/or international setting.
Face-to-face and web-based learning packages cover a variety of issues around research planning, project management, research governance, ethical and legal frameworks for research, good clinical practice, patient and public involvement, cultural competence, and dissemination and impact.
This module runs across both semesters. Students need to register for the Autumn semester and then continue into the Spring semester until completion. There is no option to start in Spring and continue to the following Autumn semester.
Objectives
To equip students with the knowledge and skills required to plan, undertake and complete a research project within a clinical setting in the National Health Service or other healthcare environment.
Learning outcomes
On completion of the unit the student will be able to:
- Design and plan a research project with regard to the appropriate research governance, ethical and legal frameworks.
- Understand and apply the principles of Good Clinical Practice when designing and undertaking clinical research.
- Demonstrate a critical awareness of the purposes of, and methods for, patient and public involvement in research.
- Demonstrate a critical awareness of cultural competence and diversity when planning and undertaking clinical research.
- Evaluate and reflect on personal effectiveness when developing and undertaking research within a clinical environment.
Teaching methods
The module will make use of a variety of learning methods including distance learning materials, e-learning, workshops, seminars and independent study.
Semester one is delivered online. Students will work through the materials independently and post their contributions directed using the online discussion forum. Posts on the online discussion forum are used to guide students’ understanding of their own knowledge to date, and thus future learning needs. Posts are not formally marked although feedback will be given to facilitate learning.
Semester two uses blended learning (online material followed up with face to face seminars) to orientate students to topics and prepare them to engage in more detailed consideration of issues. Independent study is expected throughout to follow up issues introduced through the distance learning materials and taught seminars.
Assessment
The assessment for the course comprises:
- Successful completion of the GCP course (pass/fail)
- Reflective diary in semester 1 (pass/fail)
- Critique of a grant proposal (1,500-2,000 words) (30% of module mark)
- Writing a grant proposal assignment (3,000 – 5,000 words) (70% of module mark)
The pass mark is 50%.
Core themes - choose one or other module from each pair
- Introduction to Research Methods
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(15 credits)
This module runs in the Autumn semester
Introduction
This module provides students with an introduction to quantitative and qualitative research methods and to the types of skills necessary for the planning, data gathering and dissemination stages of health-related research.
Topics covered include:
- Research design
- Methods of data collection
- Approaches to analysing data and writing a research proposal
The course provides a foundation for further learning in specific research methods.
It is primarily designed for new students beginning Masters courses in the School of Health and Related Research (ScHARR) and there is an emphasis on research techniques used in public health and health services research (HSR).
Objectives
- To equip students with a basic understanding of the underlying principles of quantitative and qualitative research and the links between the two
- To introduce students to the key data generation methods of current use in public health and health-related research
- To enable students to chose the most appropriate research method to address a particular research question
- To enable students to gain a basic overview of a range of quantitative and qualitative approaches to analysis
- To provide students with the knowledge and skill to undertake the design of a public health-related research proposal.
Learning outcomes
On satisfactory completion of the course, a student will be able to:
- Describe a range of quantitative and qualitative research designs used in public health research and identify the advantages and disadvantages associated with these designs.
- Design an appropriate research study to answer a particular question.
- Choose appropriate quantitative or qualitative method to collect data.
- Write a research proposal suitable for submission to a research funding body.
Teaching methods
Teaching will be through 12 mandatory small group tutorials where the focus will be on discussion and group work. These will be supported by MOLE on-line resources including reading, audio/visual materials and self-assessment exercises.
As this is an introductory module, only limited prior knowledge will be assumed.
Assessment
Component
Weighting
Formative assessment 0% Essay (2,000 words) 100% There are two parts to the assessment:
Formative assessment
Formative assessments give tutors an indication of student progress and indicate to students the standard of work expected.
A formal mark is not recorded for formative assessments, but students will be given feedback on the quality of their work throughout the module. The formative assessment for this module involves completing five on-line journal entries.
These journal entries will enable students to think reflectively about the sections required for completion of the summative assessment below. The online journal entries are considered mandatory and are an essential requirement for passing the module.
Summative assessment
A 2,000 word written assignment in which students will be asked to develop a research proposal on a Public Health or Health-related topic.
The pass mark is 50%.
- Introduction to Research Methods (online)
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(15 credits)
This module runs in the Autumn semester
Introduction
This module provides students with an introduction to quantitative and qualitative research methods and to the types of skills necessary for the planning, data gathering and dissemination stages of health-related research.
Topics covered include:
- Research design
- Methods of data collection
- Approaches to analysing data and writing a research proposal
The course provides a foundation for further learning in specific research methods. It is primarily designed for new students beginning masters courses in the School of Health and Related Research (ScHARR) and there is an emphasis on research techniques used in public health and health services research (HSR).
Objectives
- To equip students with a basic understanding of the underlying principles of quantitative and qualitative research and the links between the two
- To introduce students to the key data generation methods of current use in public health and health-related research
- To enable students to choose the most appropriate research method to address a particular research question
- To enable students to gain a basic overview of a range of quantitative and qualitative approaches to analysis
- To provide students with the knowledge and skill to undertake the design of a health-related research proposal
Learning outcomes
By the end of the module, students will be able to:
- Describe a range of quantitative and qualitative research designs used in health research and identify the advantages and disadvantages associated with these designs
- Design an appropriate mixed-method research study to answer a health-related research question
- Choose the appropriate quantitative or qualitative methods to collect data
- Write a research proposal suitable for submission to a research funding body
Teaching methods
This is an online distance learning module. The teaching methods include guided independent study and facilitated discussions with constructive feedback.
MOLE online resources, including reading, audio/visual materials and self-assessment exercises, will be used to provoke critical thinking.
In addition, synchronous small group tutorials will be held to allow students to share their knowledge and experiences providing opportunities to consolidate their learning.
Assessment details
Component
Weighting
Online journal entries (5) 0% (formative assessment) Mixed Methods research proposal (2,000 words) 100% Assessment 1 (formative) involves the completion of five online journal entries.
Assessment 2 (summative) students are required to develop a 2,000 word mixed methods research proposal.
- Randomised Controlled Trials to Support Reimbursement Decision Making (online)
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(15 credits)
This module runs in the Autumn semester
Introduction
Randomised controlled trials (RCTs) are of use when evaluating the effectiveness of interventions, as part of health technology assessment and decision-making. This module covers the appropriate use of trials, the range of available research designs, strategies to optimise recruitment, sample size, outcome measures, and the use of economic and qualitative methods alongside trials.
Objectives
This module aims to give students critical awareness of the issues involved in using randomised controlled trials (RCTs) to inform international health technology assessment decision-making.
Learning outcomes
By the end of the module, students will be able to:
- Differentiate across a range of research methodologies and trial designs, to evaluate their appropriate use
- Critically evaluate the critical elements of trial design and analysis
- Design and plan a clinical trial within international and good practice procedures and guidelines, in the context of commissioning health technologies
- The evaluation of superiority and bioequivalence
Teaching methods
- Bespoke online material for the course will present the principles and techniques of trial design, and describe the procedures required to develop and undertake an RCT.
- Exercises based around case studies of real trials will help develop students’ critical understanding of trial design and analysis and their skills in designing a clinical trial.
- Guided independent study of methodological texts will deepen their understanding of issues in the design and analysis of trials.
Assessment
Component
Weighting
Assignment (3,000 words) 100% The module will be assessed through a single 3,000 word assignment, which will together test knowledge and theoretical understanding of appropriate use of the range of trial methodologies, design and analysis of trials and practical procedures for undertaking trials. The assignment will test that students understand the range of issues addressed in the module.
The pass mark is 50%.
- Randomised Controlled Trials
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(15 credits)
This module runs in the Spring semester
Introduction
Randomised Controlled Trials (RCTs) are used to test the effectiveness of interventions.
This module covers the appropriate use of trials, the range of trial designs, strategies to optimise recruitment, sample size, outcome measures, the use of economic and qualitative methods alongside trials, the role of clinical trials units, ethical issues and governance procedures.
Objectives
This unit aims to give students a detailed knowledge of key aspects of randomised controlled trials.
Learning outcomes
By the end of the unit, students will be able to:
- Differentiate across the range of trial designs, evaluating their appropriate use
- Critically evaluate the key elements of trial design and analysis
- Design and plan a clinical trial within procedures and guidelines
Teaching methods
Teaching is lecture based. Group exercises based around examples from real trials will develop students’ critical understanding of trial design.
Independent study will deepen the understanding of design and analysis of trials.
Assessment
Component Weighting Assignment 100% The module will be assessed through one assignment at the end of the module.
This assignment will consist of one question, which will test the knowledge and understanding of aspects of the range of trial designs, design and analysis of trials and procedures for undertaking trials.
Students are expected to make reference to the methodological literature in their answers.
Students are expected to draw on what they have learnt within the module and to reference the recommended papers and books when these are relevant to their answers.
Students are encouraged to read outside recommended texts and are welcome to bring this learning into their assignments.
We highly recommend that students pay attention to addressing the questions asked.
The pass mark is 50%.
Dissertation - choose one from this pair
- Research Placement and Portfolio
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(60 credits)
- Dissertation
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(60 credits)
This module runs in the Autumn and Spring semester
Introduction
The aim of this module is to enable students to develop an understanding and obtain practical experience of the research process and research skills required to undertake a supervised research project.
Students will be required to identify relevant information on a topic and critically review the research of others. A range of approaches should be used to assess the impact this information will have on either the planning of services or improving health.
The dissertation should demonstrate competence in the following areas, as applicable to their chosen dissertation topic:
- Critically appraising and interpreting published literature;
- Using epidemiological approaches to describe health status;
- Collecting and using data and information to answer a clinical research question;
- Assessing the effectiveness and efficiency of health services.
Objectives
The module aims to develop an understanding of the processes and skills required to undertake a supervised research project at masters level of study, and to write this up as your dissertation. The dissertation is the assessment for this module.
The module objectives are:
- develop research skills commensurate with the accomplishment of a masters degree
- develop skills in independent inquiry
- produce a coherent and logically argued piece of writing that demonstrates competence in research and the ability to operate independently
- address issues of research design, methodology, ethics and theoretical arguments, and apply these to your own research
Learning outcomes
By the end of the module students will be able to:
- design and manage a piece of original project work
- develop a research proposal and protocol
- discuss the ethical dimensions of their research and obtain appropriate ethical approval if needed
- synthesise knowledge and skills previously gained and applied to an in-depth study
- establish links between theory and methods within their field of study
- select from different methodologies, methods and forms of analysis to produce a suitable research design, and justify their design
- present the findings of their project in a written report
Teaching methods
The module aims to give the students the confidence to undertake an original piece of work and to apply the knowledge about research design and methods they have gained from the taught components to their dissertation project, with the support and guidance of dissertation supervisor.
Seminars, lectures and online learning materials will be used to outline what is expected from students and to help them develop their research question and proposal ensuring that all projects comply with both ethics and governance requirements. Specific sessions will prepare students for obtaining appropriate ethical approval for their research.
One-to-one supervision sessions will provide a formal process of support to the students throughout the project including comments on drafts of the dissertation.
Assessment
The module is a 60 credit module and will be assessed on completion of a 12,000 - 15,000 word dissertation.
The pass mark is 50%.
- Epidemiology
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(15 credits)
This module runs in the Autumn semester
Students who choose this module can not also choose 'Epidemiology (Online)'
Introduction
Epidemiology is the discipline underpinning both effective public health practice and research into the causes, control and prevention of disease. Knowledge and understanding of epidemiological concepts and methods is a basic requirement for effective public health practice.
This module will provide an introduction to epidemiology covering key epidemiological concepts:
- measures of disease
- association and causation
- confounding and bias
It will also introduce research designs including cross-sectional, ecological, cohort, case-control and intervention studies and introduce population health measures such as screening.
Objectives
This module aims to develop an understanding and basic proficiency in epidemiological methods as applied to public health, in particular in the areas of epidemiological concepts, measures, research designs and interpretation.
Learning outcomes
By the end of the module, a student will be able to demonstrate:
- An understanding of key epidemiological concepts such as measures of incidence and prevalence, bias and confounding in studies and the population perspective of disease
- An ability to interpret data related to epidemiological studies
- A systematic understanding and critical awareness of cross-sectional studies, ecological studies, case-control studies, cohort studies and intervention studies
Teaching methods
The teaching methods aim to deliver core knowledge through a lecture series accompanied by practical exercises.
Learning will include applying the key concepts to practical public health scenarios. The lectures will provide students with knowledge about epidemiological methods and their associated epidemiological concepts. The problem solving work will allow students to be able to critically appraise epidemiological research designs and interpret relevant results.
There are 12 timetabled sessions that are two hours long. The sessions mix lectures and problem solving work. These will include individual and group exercises, structured questions, critical appraisal of epidemiological papers and revision sessions.
There is a structured timetable of work to be completed in advance of the lecture sessions each week, giving students the opportunity to consider relevant concepts in depth.
Assessment
Component Weighting Formal exam 70% Mid semester multiple choice exam 30% The examination will assess understanding of key epidemiological concepts and measures, epidemiological research designs and the ability to critically analyse, correctly interpret and use data. It will cover the learning objectives set out above. The examination will involve students answering a number of structured questions.
The pass mark is 50%.
- Epidemiology (online)
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(15 credits)
This module runs in the Autumn semester
Students who choose this module can not also choose 'Epidemiology'
Introduction
As one of the core disciplines of Public Health, epidemiology is concerned with the methods of studying health related states and events to control health problems. The module covers epidemiological measures, main study designs, screening and surveillance. The primary objective is to introduce students to the principles, tools and applications of epidemiology and to help develop their practical skills through a range of activities.
Objectives
This module aims to equip the student with an understanding of the epidemiological principles, methods and their applications.
Learning outcomes
By the end of the unit, a candidate will be able to:
- Describe, apply and interpret epidemiological measures
- Explain the use, advantages and disadvantages of the different study designs
- Identify and assess the implications of bias, confounding and effect modification in epidemiological studies
- Summarise the uses, strengths and weaknesses of routine data, screening and epidemiological surveillance
Teaching methods
The teaching methods include guided independent study and moderated discussions with constructive feedback via MOLE discussion boards. The module online workbook will provide step-by-step guidance for self-study, questions to provoke critical thinking and end of session activities to allow students to consolidate their learning and address the learning outcomes.
Students are also expected to complete a number of preparation and revision tasks throughout the module, and to engage fully with the self-directed study required.
Assessment
Component
Weighting
Outline Epidemiology report Formative Research Plan (900 words) 30% Epidemiology report essay (1.800 words) 70% An outline epidemiology report will be used to assess students’ epidemiology report writing skills and ability to recognise the practicalities of applying the methods taught to develop an epidemiology report (formative)
A research plan assignment will use a real life reasearch problem to assess students ability to apply their knowledge of advantages, disadvantages and biases of the different study designs within the context of a structured grant application (900 words, 30% weighting)
A final epidemiology report will assess the students’ ability to transfer knowledge and skills acquired in the module to other areas of their work as current or future Public Health specialists. The report will require students to describe, present and interpret epidemiological data for a common cause of morbidity/mortality of their own choice and critically appraise a relevant routine data source (1,800 words, 70% weighting)
Students are also required to complete a number of self-directed preparation and revision tasks throughout the seminars. These are not assessed, but completion is mandatory to pass the module.
The overall pass mark required to pass the module is 50%.
- Health Needs Assessment, Planning and Evaluation
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(15 credits)
This module runs in the Autumn semester
Introduction
Assessing health needs and tackling health inequalities are key aspects of public health work at the local, national and international level. The 'Assessing Health Needs and Addressing Inequalities' module will provide students with an understanding of the main approaches to, and methodologies for, conducting Health Needs Assessments and will equip them with an understanding of the key approaches and interventions available to tackle the health inequalities that are identified.
Objectives
This unit aims to give students a systematic understanding of the planning cycle with a specific focus on health needs assessment techniques, programme planning, and the monitoring and evaluation of programmes.
Learning outcomes
By the end of the unit, a student will be able to:
- Explain the concepts of health need, demand and supply
- Understand and identify health inequalities
- Describe and apply key approaches and methods for conducting a systematic health needs assessment
- Understand the key principles of health planning
- Understand and devise an appropriate plan for monitoring and evaluating health programmes
- Work effectively in a group setting to deliver common objectives
Teaching methods
Lectures will be used to present much of core knowledge and techniques needed in the module. Tutorials will be used to enable students to look at specific concepts raised in the lectures in more detail, offering the opportunity for discussions within small groups.
Teaching methods include:
- Problem solving scenarios will be used to enable students to apply the learning from the module based on case studies
- A seminar at the end of the module will require students to devise and present an action plan for tackling health inequalities
- A group assessed project forms an integral teaching method to develop collaborative group working skills amongst the students
- An individual written assignment will provide students with an opportunity to present in a written format a cogent plan for devising a health needs assessment
Expectations
As this is a 15-credit module, the expectation is that you will spend around 150 working hours on it (including teaching).
So apart from being expected to attend all 24 teaching hours, you are also expected to spend in the region of 15 full days or 30 half-days doing self-study – a considerable amount of time. This includes revision, reading the materials suggested by lecturers and located yourself, and working for assessments.
Merely attending the taught sessions is unlikely to give you enough knowledge to pass the module assignments.
Assessment
Component
Weighting
Written Individual Assignment: A critique of a given Health Needs Assessment (1,500 words) 70% Group project: Presentation (10 mins) and abstract (300 words) 30% The module will be assessed via a 1,500 word individual written assignment and a group assessed project.
Students must pass both of the individual components (pass mark of 50%) in order to pass the module.
- Knowledge Mobilisation in Healthcare
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(15 credits)
This module runs in the Autumn semester
Introduction
Knowledge mobilisation is a generic term used for a number of activities that involve the use, production and knowledge management. Although the need for effective implementation of evidence-based interventions has been well documented, little is understood about how this is best achieved.
The module will equip students with an understanding of the practical and theoretical challenges of mobilising knowledge and its consequences for healthcare delivery focused on problem solving and critical thinking.
The focus will be on the distinction between how to mobilize (do) and how to understand (study) knowledge to action, through a critical appraisal of both approaches.
Objectives
- An understanding of models, frameworks and theories of knowledge mobilization and their suitability for use in a variety of different contexts.
- An overview of the effectiveness and impact of knowledge mobilization activities in different contexts.
- An awareness of how to apply this knowledge to in a real world setting.
Learning outcomes
By the end of the module, students should be able to:
- Critically discuss models, theories and frameworks which inform the field of knowledge mobilisation in healthcare
- Critically evaluate the effectiveness and impact of knowledge mobilisation activities in different geographical, professional, social, and organisational contexts
- Critically reflect on a variety of practical examples of KM activity from research and practice
- Develop innovative and creative ways of mobilising knowledge in health care contexts
- Identify barriers and facilitators to KM activities within a particular healthcare context
- Develop and evaluate practical approaches to knowledge mobilisation in a particular context with reference to theory, models and frameworks
Teaching methods
- Lectures (LO 1-6) Each of the lectures will present key concepts in KM
- Seminar presentations (LO 1, 3, 5) Each of the 12 sessions will include seminar discussions/presentation followed by one or a combination of the following learning activities below. These will be facilitated by the teaching team
- Discussion of reading materials such as critical review of journal articles on current themes in KM (LO1, 4). These learning activities will test conceptual thinking and the ability to apply scientific and theoretical literature to practical problems and solutions
- Critical review of various strategies that are used for knowledge mobilisation, such as infographics, visual data display, posters, animations, artwork, and videos followed by group work (LO 4, 5, 6). These sessions will equip students with knowledge based skills and visual examples of knowledge mobilisation in practice or in theory
- Group discussions and feedback (eg. Round robin, evidence safari) (LO 2). These activities will test participation in group work, critical thinking and problem solving. Feedback following each session will relate to these items
- Practical workshops such as creative design methods in KM and co-production (eg Lego serious play, user centred design) (LO 1, 2, 4, 5, 6). These sessions will introduce students to innovative and creative methods in knowledge mobilisation science, moving beyond traditional models and theories
Assessment
The module has a strong applied focus, which means that the assessment will require students to demonstrate how the knowledge acquired can be translated to the healthcare setting, either using their own organisation as an example or another NHS/Public organisation. The poster presentation will be conducted first, and feedback used to prepare a strategic plan for mobilizing knowledge.
Component
Weighting
Poster presentation 50% 1,500 word Strategic Plan 50% The pass mark is 50%.
- Research Methods in Clinical Dentistry
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(15 credits)
Research methods are a key part of clinical dentistry. This unit will aim to introduce students to patient-centred research methods and will include evidence-based dentistry, critical appraisal, research governance and ethics, quantitative and qualitative research methods, statistical appraisal of research reports.
- Evaluation Methods for Complex Settings
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(15 credits)
This module runs in the Spring semester
Introduction
The course introduces key principles for evaluating complex health and social care interventions, and where and why these methods are useful.
It gives broad perspectives while focusing on health programmes and technologies as examples.
Participants are introduced to complex situations, complex interventions and relevant innovative evaluation methodologies. Combined methods, for instance including Patient-reported outcome measures (PROMs), are explored.
The course will benefit anyone interested in evaluation, when there is a need to address issues of complexity, which are often overlooked in traditional evaluation methods.
Students will apply their learning to the development of an evaluation design in their chosen area.
Objectives
This course aims to introduce the key principles of evaluation for complex interventions and where and why these methods are useful for research in health and social care settings.
Teaching activities will give broad perspectives while focusing on programme and technology evaluations as examples. Students will demonstrate learning by developing an evaluation design, in an area of their choosing.
Learning outcomes
By the end of this course, students should be able to:
- Describe what constitutes a complex intervention or situation
- Plan the application of methodologies and principles for evaluating complex interventions
- Develop theories to guide evaluation
- Appreciate the key issues for data analysis and presentation of findings
- Discuss the strengths and limitations of methodologies for evaluating complex interventions
- Demonstrate awareness of the limitation of traditional evaluation methods including PROMs in complex situations
Teaching methods
A “blended learning” approach will incorporate directed independent learning and structured group sessions.
Seminar sessions (4 x 2-hour) will be supported by MOLE on line resources and materials, including 3 x half-hour audio recorded lectures with slide shows. Further, students are expected to do preparatory work for (3 x 2-hour) tutorials including reading recommended materials and completing preliminary exercises.
Students will also take part in 2 x 2 hour presentation sessions with group discussion and feedback.
Assessment
Component
Weighting
Essay assignment: 2,500 - 3,000 words 90% Presentation: evaluation study design 10% Assessment is carried out through formative and summative assessments.
Formative assessment gives an indication of students’ progress and feedback is provided to students on the accuracy and quality of their work throughout the module. Students’ participation in group work and online exercises will be peer assessed to allow them to identify and reflect on their learning needs. A tutor is always present in small group assessment and feedback sessions to ensure that the feedback is focused and to provide technical and subject specific expertise.
Summative evaluation
Students are expected to give a short presentation approximately half-way through the course (‘An outline proposal for a complex evaluation’).
This will contribute towards 10% of their final mark. They will be expected to describe complex elements of the evaluation setting, and plan the application of suitable methodologies for programme theory development, data collection, analysis and dissemination.
This will provide a point of focus leading to development of their final proposal.
Students will also submit a 2,500-3,000 word assignment.
The assignment consists of an evaluation proposal in which students should consider methods of data collection, data analysis and underlying theories for evaluating a specific complex health intervention.
Headings (similar to those below) will be provided, which align with the learning outcomes and teaching activities:
- What is the setting and scope of the evaluation?
- What are the complex elements of the evaluation?
- Describe the methodology and methods of investigation
- What potential programme theories to guide the investigation?
- How will data analysis and dissemination of findings be carried out?
- Strengths and limitations of the proposal and consideration of alternative methodologies
The pass mark is 50%
- Further Statistics for Health Science Researchers
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(15 credits)
This module runs in the Spring semester
Students who choose this module can not also choose 'Further Statistics for Health Science Researchers (Online)'
Introduction
The module will cover fundamental statistical concepts, and both simple statistical methods and the more widely used advanced methods of multiple regression, survival analysis and generalised linear models.
It will be a practical module, including the teaching of the statistical software SPSS.
The module equips students with the knowledge and skills necessary to design and analyse a study to answer specific research questions, understand and critically appraise the literature, and to present research findings in a suitable fashion.
Objectives
This unit aims to:
- introduce students to fundamental concepts and modern analysis methods in statistics used by health science researchers
- enable students to apply these concepts to critically appraise research literature
- equip students with the knowledge and skills necessary to appropriately analyse a study using SPSS; and to present research findings in a suitable fashion
Learning outcomes
By the end of the unit, a student will be able to:
- Classify and appropriately display and summarise different types of data
- Describe and test statistical hypotheses in an appropriate manner
- Analyse data appropriate to the particular study design
- Understand parametric and non-parametric tests and when they should be used
- Understand how to use multiple linear regression
- Understand how to use logistic regression and other generalised linear models
- Understand how to use survival analysis
- Use SPSS to perform all of the above analyses and to manage data
- Evaluate the quality of published research from recent papers
Teaching methods
Lectures will be used to impart knowledge of key statistical concepts and methods, while structured exercise classes will apply these concepts to example data or published studies.
Assessment
Component
Weighting
Report (2,000 words) 100% Structured exercises throughout the teaching block will address materials introduced in the lectures. This will allow assessment of knowledge and application of basic concepts.
Students will plan and undertake an analysis of a quantitative dataset using statistical software. They will complete a 2,000 word project report on their analysis.
This will assess:
- their understanding of basic concepts
- their understanding of the research process
- their ability to plan and undertake a specific piece of work
- their ability to interpret and present the resultant information
The pass mark is 50%
- Further Statistics for Health Science Researchers (online)
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(15 credits)
This module runs in the Spring semester
Students who choose this module can not also choose 'Further Statistics for Health Science Researchers'
Introduction
The module will cover fundamental statistical concepts, including both simple statistical methods and the more widely used advanced methods of multiple linear regression, survival analysis and generalised linear models.
It will be a practical module, including the teaching of the statistical software SPSS, equipping students with the knowledge and skills necessary to design and analyse a study to answer specific research questions; to understand and critically appraise the literature more thoroughly; and to present research findings in a suitable fashion.
Objectives
This unit aims to:
- Introduce students to fundamental concepts and analysis methods in statistics used by health science researchers
- Enable students to apply these concepts to critically appraise research literature
- Equip students with the knowledge and skills necessary to analyse appropriately a study using SPSS; and to present research findings in a suitable fashion
Learning outcomes
By the end of the unit, a student will be able to:
- Classify and appropriately display and summarise different types of data
- Describe and test statistical hypotheses in an appropriate manner
- Analyse data appropriate to the particular study design
- Understand parametric and non-parametric tests and when they should be used
- Understand how to use multiple linear regression
- Understand how to use logistic regression and other generalised linear models
- Understand how to use survival analysis
- Use SPSS to perform all of the above analyses and to manage data
- Evaluate the quality of published research from recent papers
These outcomes relate to the following QAA subject-specific skills in health studies:
- the ability to understand, interpret and critically appraise the statistical information presented in the health and health care literature
- the ability to draw on research and research methodologies to locate, review and evaluate research findings relevant to health and health issues, across a range of disciplines
Teaching methods
Recorded lectures will be used to impart knowledge of key statistical concepts and methods (Aim 1 and LO 1-7 and 9), while structured exercises using SPSS will apply these concepts to provided example data sets (Aims 2 and 3 and LO 8).
Weekly discussion board hours (including some synchronous webinar sessions) will allow students direct contact with the module leader for questions and discussions.
Assessment
Structured exercises throughout the teaching block will address materials introduced in the lectures. This will allow assessment of knowledge and application of basic concepts (learning outcomes 1 to 9). Students will plan and undertake an analysis of a quantitative dataset using statistical software.Component
Weighting
Project report on the investigation of a specific research question using appropriate statistical analysis (2,000 words plus statistical tables) 100%
They will complete a 2,000 word project report on their analysis. This will assess their understanding of basic concepts; their understanding of the research process; their ability to plan and undertake a specific piece of work; and their ability to interpret and present the resultant information (learning outcomes 1-9).
Summative assessment: students will plan and undertake an analysis of a given quantitative dataset using SPSS. They will complete a project report (2,000 words plus statistical tables) on their analysis.
This will assess their understanding of basic concepts; their understanding of the research process; their ability to plan and undertake a specific piece of work; and their ability to interpret and present the resultant information (LOs 1-9).
The pass mark is 50%. - Public Health Informatics
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(15 credits)
This module runs in the Spring semester
Introduction
This module is designed to look at how informatics and information technology can be used to help address some of the major issues in public health.
Public health informatics was traditionally defined as "the systematic application of information and computer science and technology to public health practice, research, and learning" (Yasnoff, 2000).
In this module, we examine this rapidly changing field, using a combination of lectures, individual and group exercises and self directed learning. Key issues around the local, national and international contributions that technology can make to public health are critically examined and students are given a theoretical and practical grounding in this increasingly important discipline.
Objectives
This unit aims to provide a wide-ranging overview of the application of informatics to public health at a local, national and international level.
Learning outcomes
On completion of this module, students should be able to:
- Provide examples of information/informatics in public health at a local, national and international level.
- Have a comprehensive understanding of how informatics can be used to meet public health needs at a local, national and international level.
- Critically discuss and evaluate the strengths and weaknesses of using informatics to meet public health needs.
- Apply techniques and frameworks to interrogate and evaluate public health information systems.
- Develop a critical awareness of the challenges facing the use of informatics/information in public health and the current and future trends of the discipline.
Teaching methods
The module will consist of a variety of learning methods including lectures, seminars and exercises.
In addition, students will be expected to spend a significant amount of time on self-study, including work for specific sessions, general reading and time working on the module assessment.
Lectures will introduce students to the weekly topics and provide a theoretical background to the topic.
Specific case studies and examples will be introduced as part of the lectures and will form the basis of the weekly self-directed learning activity.
The weekly exercise or learning activity may be a scenario-based case study, an online discussion, articles to read and critically evaluate or a presentation to prepare.
In addition, practical student-led sessions will be offered where appropriate.
The assessment for the module will consist of formatics presentation, to be delivered in Week 11 and a summative assignment to be delivered in Week 15.
Further independent study will allow exploration of relevant issues, either via staff-led or student-led reading/activities.
Assessment
Component
Weighting
Group presentation (Week 11) 20% Report (2,000 words) (Week 15) 80% The module assessment is in two parts.
The first part is a group presentation. You will work in small groups and prepare a 15-minute presentation relating to new technological innovations and the contribution that they can potentially make to public health.
The second part will take the form of a 2,000 word report from the following brief: "Explore, using an external evaluation framework, a specific, named system/application (for example a disease register, disease surveillance network or some global epidemiological resource) which provides information to help meet health needs at a population level."
The report should:
- Briefly identify and discuss around 4-6 articles, excluding the source materials of the chosen evaluation framework, which will examine and highlight issues associated with the specific system/application.
- Examine the system/application critically: looking at both its strengths and weaknesses, using an external evaluation framework, which may focus on issues such as sharing data, security, confidentiality, ethics and usability.
- Consider the current status of the system/application and make an assessment of prospects for its further development and utilisation.
- Systematic Reviews and Critical Appraisal Techniques
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(15 credits)
This module runs in the Spring semester
Students who choose this module can not also choose 'Systematically Reviewing the Research Literature (online)'
Introduction
This module is designed to familiarise students with principles of systematic reviews and critical appraisal and the acquisition of skills necessary to undertake such work.
The unit includes:
- an introduction to principles of systematic literature reviews and critical appraisal
- search strategies; computer-assisted search methods
- practicalities of writing up the results of a systematic review
- introduction to meta-analysis (reviews of quantitative studies) and meta-synthesis (reviews of qualitative studies)
- dissemination of findings
Objectives
This module aims to provide a wide-ranging overview of systematic review methods and their application to a wide variety of public health and health services research questions and will:
- Identify the main components of, and stages in conduct of, a systematic review
- Explore the range of methods available for identification of studies for inclusion in a systematic review
- Emphasise the importance of quality assessment of research studies in determining internal and external validity
- Describe the application of systematic review methods to a range of research questions, including qualitative and quantitative questions
- Facilitate the selection of appropriate standards for presenting and reporting review methods
- Learn meta-analysis methods, using meta-analytic software and/or explore methods for meta-synthesis
Learning outcomes
By the end of the unit, a candidate will be able to:
- Describe the key principles of a systematic review and how they are used within healthcare
- Formulate a complete and valid review question
- Assess the different methods for identifying evidence and their respective merits
- Recognise the importance of quality assessment as a key component of the systematic review process
- Analyse the contribution of the different stages of the systematic review process to the limitation of the potential for bias
- Explain how different methods of synthesis may be used to produce and present evidence within a systematic review
- Interpret the findings from the systematic review process within the context of recommendations for research and recommendations for practice
Teaching methods
Lectures will be used to orientate students to the topic.
They will identify the utility of systematic review methods in general and explore the main stages of the review process within which detailed consideration of specific types of review question can take place.
Practical workshops will equip students with experience and skills related to the principal stages of the systematic review process.
Finally, independent study will allow follow up of an extensive repository of resources and preparation of the mini-systematic review assignment.
Expectations
You will be expected to spend a significant amount of time on self study (76 hours), including preparing for taught sessions and general reading and will also spend time working on your assignment (50 hours).
You will also be expected to develop considerably your literature searching skills alongside this module, for example by taking advantage of the IRISS courses offered by the Information Resources team.
Assessment
Component Weighting Report (3,000 words) 100% The assessment will consist of a 3,000 word structured report in which students will be asked to review systematically a given topic (therapeutic, surgical, screening, health promotion, qualitative) or, following discussion with the module coordinator, a topic of their own choice.
The output will be a “mini-review” demonstrating application of review principles to a subset of 3-6 relevant items.
The pass mark is 50%.
- Sociology of Health and Illness
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(15 credits)
This module runs in the Spring semester
Introduction
The sociology of health and illness involves studying how society is structured by looking at the patterns of relationships that have an existence over and above individuals.
In this respect it looks at how health is distributed as a consequence of how people are related to each other in a number of ways. This involves looking at how for example social class and gender relations result in varying patterns and experiences of health.
The sociology of health and illness module goes well beyond this however. In this module you will also undertake a journey to study social organisation.
What this means is that you will be looking at how the collective ideas of, for example health, can shape what we think is good and bad about health. We will be exploring how our very ideas about health can be controlled and manipulated, and how these ideas are historically located.
Beyond this sociology is also the study of what things mean to people. A large part of the sociology of health and illness involves understanding how people relate to each other both rationally and emotionally through what things mean for them.
Not only this but we will explore how the meaning of health can shape encounters with various health professionals including doctors, health promoters, dentists and various different therapists.
Objectives
The aims of the module are to:
- Develop a critical awareness of the sociology of health and illness including its relevance to health policy;
- Introduce key themes of the sociology of health and illness;
- Assemble key debates and discussions within the sociology of health and illness relevant to key components of public health;
- Evaluate and assess core aspects of the sociology of health and illness relevant to public health;
- Explore one application of the sociology of health and illness to public health in depth.
Learning outcomes
By the end of the module, students will be able to:
- Demonstrate the skills to be able to review and assess a range of issues in the sociology of health and illness that are relevant to a self directed and defined problem;
- Show how an awareness of theoretical positions can enhance the exploration of a topic or problem in public health;
- Engage critically and independently in debates related to the sociology of health and illness and how these can help us evaluate public health problems;
- Produce a detailed work centred around a sociological exploration of a particular issue in public health.
Teaching methods
This module consists of 10 sessions. Each session consists of a 1 ¾ hour discussion forums.
The purposes of the forums are to introduce key concepts and theories, identify foundational assumptions and substantive ideas. We will also be seeking to illustrate the application of these assumptions and ideas to problems in public health.
The sessions will focus on developing students’ ability to:
- employ sociological arguments;
- interact through the medium of sociology;
- assemble and organize sociological approaches to a problem;
- encouraging the acceptance of different perspectives on a problem with the purpose of exposing hidden points of meaning;
- challenging our own perspectives and taken for granted assumptions about a problem or area;
- criticising both public health policy and sociological perspectives on health and illness justifying our own perspectives on the basis of sociological theory and evidence.
Assessment
Component Weighting Reflective account Formative Essay (3,000 words) Summative (100%) In order to facilitate learning we will promote writing and feedback through formative feedback and a summative assessment.
The formative assessment will involve a reflective account involving the application of sociology to an area of health (1,000 words).
The summative assessment for the module will be through the presentation of one 3,000 word assignment on a detailed aspect of the sociology of health and illness. You will be expected to select one question to address as part of your assignment (100% of the final grade).
The pass mark is 50%.
- Contemporary Health Psychology and Behaviour Change
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(15 credits)
This module runs in the Spring semester
Introduction
Health psychology is a rapidly growing field of study as there is increasing awareness amongst health professionals of the need to focus on social and psychological as well as biomedical aspects of illness.
This module provides an introduction to contemporary research in this area, covering both traditional mainstream approaches and newly emerging critical studies, with practical implications for public health.
Topics covered include:
- approaches within health psychology
- contemporary, traditional and policy approaches to health behaviour change
- communication between health professionals and patients
- the experiential aspects of illness
- stress and health
- the application and relevance of contemporary work in global and cultural context
Objectives
To develop a critical understanding of the range of perspectives and approaches in contemporary health psychology.
Learning outcomes
By the end of the module a candidate will be able to demonstrate:
- Apply contemporary developments in health psychology to public health problems
- Compare and contrast differing theoretical approaches and assess their relative strengths and weaknesses in relation to healthcare policy and practice
- Describe and evaluate debates concerning the relationship between psychological dimensions of health and the social and cultural context (including the public health policy context)
Teaching methods
The unit is taught weekly in 2-hour blocks using a combination of lectures and seminars. Lectures will be used to impart knowledge and understanding of the principles of health psychology.
Seminars will be used to allow students to further explore the practical aspects. On some weeks a 'flipped classroom' will be used, where students effectively access the 'lecture' component online prior to the classroom session and the classroom session will be devoted to discussion and assimilation/application of knowledge.
A key component will be an assessed group project to be undertaken by students that will require them to independently research and review the literature, and to design an intervention based on the principles of comtemporary of health psychology, which will then be explored further through the production of an individual essay.
Expectations
Students are expected to attend all 12 taught sessions (including the online learning to cover the week of face-to-face contact missed due to the May Day Bank Holiday) and also conduct group work with fellow students and work independently on the essay.
To this end, students are expected to demonstrate independent learning that goes beyond the content of the taught sessions and also to demonstrate teamwork skills and the ability to think critically rather than merely reproduce lecture content.
Thus in addition to the 24 hours of teaching, students will be expected to spend around 26 hours doing group work and approximately 100 hours studying independently throughout the course of the semester, including time spent preparing for the tutorials each week and for the essay.
Assessment
Component Weighting Peer-reviewed assignment (500 words - formative) 0% Poster (group) 40% Essay (1,500 words) 60% A0 poster (group work) on a related topic (from a selection or may choose own, which the module coordinator will approve) (40%) plus 500-word formative assignment, with peer review and reflection on peer feedback.
A 1,500 word essay reflecting on the group work from a theoretical perspective (60%).
The pass mark is 50%.
- Qualitative Research Design and Analysis
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(15 credits)
This module runs in the Spring semester
Introduction
On completing the module students will be expected to be able to:
- Understand qualitative research approaches, methods and forms of analysis which are relevant to health services research and technology assessment
- Be able to plan and undertake a simple analysis of student-generated qualitative data
- Critically appraise the methods and results of qualitative research in health services research
Objectives
This module aims to provide a comprehensive introduction to key terms and concepts that underpin qualitative research design and analysis, with particular reference to the discipline of health services research and public health.
Learning outcomes
By the end of the module, a successful candidate will be able to demonstrate:
- A systematic understanding of the most widely used approaches to qualitative data collections
- A systematic understanding and critical awareness of key issues around validity, reliability and sampling in qualitative research
- A systematic understanding and critical awareness of ethical issues and reflexivity as applied to qualitative research
- A systematic understanding and critical awareness of how qualitative research is written up in practice
Teaching methods
- Lectures
- Seminars
- Tutorials
- Problem-solving/example classes/group exercises
- Fieldwork
Assessment
Component
Weighting
Outline of proposed research protocol Formative (0%) Research report (3,000 words) 100% One method of summative assessment is used. Students will produce:
- A research report (3,000 words) based on a single qualitative, semi-structured interview that they will undertake (with a friend, student or colleague), transcribe and analyse.
There will also be a formative assessment wherein students will submit brief summary outlines of their proposed research protocol (500 words) and receive feedback before the summative assessment.
The pass mark is 50%.
- Economic Evaluation and Health Care Financing
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(15 credits)
This module runs in the Spring semester
Introduction
This module introduces the basic principles of economic evaluation as applied to healthcare interventions and health care financing.
The core part of the course focuses on economic evaluation and covers the different types that are available and the various stages and techniques that need to be applied to generate results. As alternative techniques are described, the strength and weakness of each will be highlighted, with the students being encouraged to critically appraise their appropriateness to different contexts.
The course also introduces the concepts of markets and market failure, models of health care financing and objectives of health care systems.
Objectives
This unit aims to introduce the basic principles of economic evaluation as applied to healthcare interventions and health care financing. It will provide students with knowledge and understanding of these basic principles and the ability to operationalise them in applied research. It will also enable students to critically appraise their validity and appropriateness to different contexts.
Learning outcomes
By the end of the module, a candidate will be able to:
- describe and reflect upon the principles of economic evaluation;
- describe and reflect upon the methods used to undertake economic evaluations in healthcare;
- critically appraise published economic evaluations;
- describe and reflect upon alternative health care financing systems.
Teaching methods
The aims and learning outcomes are achieved through two main teaching methods.
Firstly, informal lectures, some of which will include group exercises, will provide the majority of the contact hours with lecturers.
Secondly, tutorials will be given to explore in more depth some issues arising in the preceding lectures. These will take the form of student-led discussions and practical work. They will reinforce the learning outcomes and provide practical experience of applying some of the concepts.
Further support will be provided online via multiple choice questions and discussion boards to support students’ self-led learning.
Assessment
Formative assessment
Written assignments comprising long and short answers which will assess the knowledge and understanding of students relating to the methods and application of some economic evaluation techniques.
This work is not formally assessed or marked but model answers will be provided and student answers will be reviewed in a group session.
Summative assessment
A 3 hour written unseen examination (100% weighting) will be undertaken to assess the knowledge and understanding of the student relating to the principles and methods of economic evaluation and health care financing.
Students must pass the exam in order to pass the course.
The pass mark is 50%.
The content of our courses is reviewed annually to make sure it is up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research, funding changes, professional accreditation requirements, student or employer feedback, outcomes of reviews, and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption.
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