2016/17 Taught Postgraduate Module Catalogue

MEDR5170M Evidence-Based Practice

15 creditsClass Size: 15

Module manager: David Owens
Email: d.w.owens@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2016/17

Pre-requisite qualifications

Normally, a degree in medicine, dentistry, nursing, health care, health management, a science, a social science or in a profession allied to medicine.

Applications are encouraged from non-graduates with work experience in healht research.

Normally attendance at previous Modules:
MEDR3010 (Introducing research)
MEDR5100M (Capturing data for research)
MEDR5110M (Handling data in research)
MEDR5120M (Analytic research) and
MEDR5120M (Intervention research).

This module is not approved as an Elective

Module summary

This module takes place in Oxford UK. It is a short course run at the Centre for Evidence Based Medicine, Oxford. Leeds participants registered on the Health Research programme will be able, provided that they successfully submit the required coursework assignments, to attain credits for attendance.Participants are divided into groups each of six or seven participants for small-group, problem-based learning sessions; each group will normally have two facilitators (plus, sometimes, a librarian). All participants will have the opportunity of at least one interactive session on database searching facilitated by experienced health librarians. Most of the learning will occur in small groups, though there is some didactic and participative teaching and learning about the clinically relevant topics of database searching, question forming and teaching small group methods. There is opportunity for discussion and debate on related issues. The participants explore attitudes and opinions towards clinical effectiveness, evidence, evidence-based practice and clinical guidelines. The course participants explore inter-professional and clinician patient/ client relationships and how issues such as personal experience, scepticism about the evidence-base, and professional power affect daily practice.

Objectives

On completion of this module, students should be able to:

- recognise the need for the life-long, self-directed identification of clinically important information about diagnosis, prognosis, therapy, prevention, quality of care, systematic reviews, economic analysis and qualitative research
- formulate appropriate clinical questions
- critically appraise the relevance eligibility and relevance of research evidence
- apply the results of critical appraisal to clinical practice an policy decisions
- evaluate their own performance in the application of evidence to practice
- teach others about EBM in small group settings.

Syllabus

Participants are divided into groups each of six or seven participants for small-group, problem-based learning sessions; each group will normally have two facilitators. The process of education occurs both formally and informally through social interaction. The group work includes role-play and the acting out of scenarios (for example, there might be a role play of a consultation followed by critical appraisal of a paper in which the group acts out the parts of an NHS Trust prescribing committee).

Course materials and organisation pay close attention to group dynamics; participants are encouraged to take an active group role and usually have the opportunity to lead the group for a session.

As well as the facilitation in small groups, there is didactic and participative teaching and learning about the clinically relevant topics of database searching, question forming and small group methods. There is opportunity for discussion and debate on related issues.

The participants explore attitudes and opinions towards clinical effectiveness, evidence, evidence-based practice and clinical guidelines. The course participants explore inter-professional and clinician-patient/client relationships and how issues such as personal experience, scepticism about the evidence-base, and professional power affect daily practice.

Time will be provided for further exploration of topics identified by participants. All participants will have the opportunity of at least one interactive session on database searching facilitated by experienced health librarians. Librarian support will be available throughout the week for individual searching .

Teaching methods

Delivery type	Number	Length hours	Student hours
Problem Based Learning	6	2.00	12.00
Practical	1	5.00	5.00
Seminar	6	1.00	6.00
Private study hours			127.00
Total Contact hours			23.00
Total hours (100hr per 10 credits)			150.00

Private study

- Preparation for seminars and problem-based sessions: preparing materials, working on papers for the small groups, reading around
- Reading around each hour of practical work
- Working on the reflective diary.

Opportunities for Formative Feedback

- Completion of group and practical tasks during contact time
- Discussions with course tutors / small group tutors.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Assignment	Reflective diary 1,500-2,000 words	50.00
Critique	Critical appraisal of a published paper	50.00
Total percentage (Assessment Coursework)		100.00

1. A reflective diary (1,500 - 2,000 words) of the daily experience of the module: to cover personal objectives, suitability of the module to meet the objectives, and plans for the reinforcement of what was learned after returning to ordinary practice. 50% of assessment. 2. Written, reflective report on the group session that the student led during the workshop week. The largest part of this report would comprise a critical review of the article or topic that the student chose for the session. In addition the report would: include reflective descriptions of preparation for the group activity, enclose copies of all materials used in the session, and reflect on other group members responses during the session and their feedback. 50% of the assessment.

Reading list

The reading list is available from the Library website

Last updated: 13/04/2017

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