2019/20 Taught Postgraduate Module Catalogue

MEDS5114M Researching Clinical Education

30 creditsClass Size: 20

Module manager: Rebecca O’Rourke
Email: medrko@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2019/20

Pre-requisite qualifications

Meeting the criteria and qualifications established for acceptance onto the programme

This module is mutually exclusive with

EDUC5330M	Evidence-based T&L in Clinical
MEDS5109M	Researching Clinical Education

This module is not approved as an Elective

Module summary

This module provides training in research methodology and prepares students to undertake a small-scale clinical education research project. It introduces the principles of research design and supports students’ decision-making as they prepare to investigate a relevant issue within their own clinical education practice. It aims to develop students' critical understanding and awareness of the range of methodological and theoretical issues within clinical educational research and to develop their practical skill in applying this understanding. The module content includes: research ethics, conducting a literature search and review, identifying researchable questions, negotiating access and support for the project, research paradigms, choosing a methodology, key research methods to generate, capture and analyse data, research in practice: preparation and planning, identifying and recruiting research participants, reporting and dissemination of findings. Delivery ModelThe module is designed around an Interactive Workbook, which provides the spine for the course and will be available via the VLE. The Workbook is divided into sections, which will be released sequentially. The Workbook includes a detailed timetable, showing self-directed, peer and tutor-led activities; clear guidance on preparatory and follow-up activities, with links to multi-media study resources; and guidance on completing formative and summative assessment. There are a number of scheduled tutor-led webinars (synchronous) which provide an opportunity to discuss pre-recorded lectures, which will be available via the VLE. These also provide an opportunity to discuss and de-brief after directed peer-led learning activities. Additionally, a four day residential workshop will be organised, to overlap with teaching on MEDS5109M, to enable students to share teaching with, and to develop and discuss their ideas, with students studying a similar module face to face in the UK.Learning and Teaching Methods: Seminars face to face in Leeds: 8 seminars of 1.5 hrs each, giving 12 student hrs, and 12 academic contact hrs 5 seminars of 2 hrs each, giving 10 student hrs, and 10 academic contact hrsTutorials face to face in Leeds 3 tutorials of 1 hr each, giving 3 student hrs, and 3 academic contact hrsOnline learning in formal classes:Synchronous Group Tutorials 3 tutorials of 2 hrs each, gving 6 student hrs, and 6 academic contact hrsSynchronous Webinars 6 webinars of 1.5 hrs each, giving 9 student hrs, and 9 academic contact hrsAsynchronous Lectures 6 lectures of 1 hour each, giving 6 student hrs, and 6 academic contact hrsIndividual Tutorials 4 lectures of 1 hour each, giving 4 student hrs, and 4 academic contact hrs

Objectives

The module will provide medical and/or health professions education students with the intellectual abilities and skills to identify and design a small-scale research project relevant to their practice. It seeks to develop critical understanding and awareness of the range of research paradigms – and their impact on bias, objectivity, validity and reliability within the research and of the methodological and theoretical issues within medical and/or health professions education research. Simplistic polarisation between choosing either a 'qualitative' or 'quantitative' approach will be avoided and students will be encouraged to select and integrate methods appropriate to the kind of research issues and contexts within which they work. These decisions will include appraisal of what other strategies and methods can offer, thus providing students with a generic grounding in research methods that combines both breadth and depth; insight and capability.

Learning outcomes
On completion of the module, students should be able to:
1. Conduct, and critically appraise, a literature search relevant to their proposed research project using library and computing facilities
2. Identify a research question relevant to their medical and/or health profession education practice based upon critical reflective insight and synthesis of the available evidence
3. Integrate knowledge of different types of research paradigms and methodological approaches into planning their research design
4. Make informed decisions about research paradigms, design, methods of data collection and methods of data analysis which align with their methodological choices
5. Analyse the ethical issues raised by their proposed project and prepare a submission for ethical approval

Skills outcomes
- Demonstrate a clear understanding of the steps required to undertake a small-scale, practice-based empirical research project on a theme relevant to their role as medical and/or health professions’ educators;
- Communication skills in relation to collaborative research design and evaluation and the capacity to articulate research ideas and work in progress to peers and colleagues

Syllabus

Research context: the purposes and processes of medical and/or health professions education research; academic integrity in research; identifying and mitigating potential bias; how research can be used to inform and improve practice in medical and/or health professions education
Research problems: formulating a conceptual focus and clear rationale for a research study; developing research questions; ethics and responsibilities in teaching and learning in the clinical setting and in procedures for conducting ethical research.
Research methodologies – understanding and evaluating research paradigms; quantitative, qualitative, eclectic, mixed methods and practitioner-based approaches to research in education, medical and/or health professions education.
Evidence-based approaches to learning and teaching; designing and conducting a literature search; reviewing literature.
Research strategy and design - types of data, sampling, recruiting, selection, design and construction of appropriate research tools; appropriate forms of analysis to work with primary and/or secondary data. This will include practical exercises in interviewing, conducting focus groups and analysis of data.
Designing a research protocol.
Research supervision – roles and responsibilities

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	10	1.00	10.00
e-Lecture	6	1.50	9.00
Group learning	3	2.00	6.00
Seminar	5	2.00	10.00
Seminar	8	1.50	12.00
Tutorial	3	1.00	3.00
Independent online learning hours			100.00
Private study hours			150.00
Total Contact hours			50.00
Total hours (100hr per 10 credits)			300.00

Private study

150 hours of private study
Directed reading and self-directed research in support of learning activities and discussions, as well as in preparation for assessments.
- 25 hours reading and other activities preparing for taught units;
- 50 hours post-unit follow up activities
- 75 hours researching and writing the Research Project Protocol assignment, which includes a literature review, research design and justification, draft application for ethical review
100 hours Independent Online Learning
- Non-facilitated directed learning. Students will work through a sequence of bespoke interactive learning resources and reflective activities in the VLE. This complements the moderated and directed synchronous and asynchronous online learning in formal sessions.

Opportunities for Formative Feedback

Student progress is closely monitored throughout the programme and the residential workshop provides an opportunity to work closely with peers and tutors to ensure they are on track for the final research dissertation module. Student participation, understanding and achievement are gauged by informal observation and monitoring of contributions to coursework activities and discussions, draft assignments and the tutorial system. This module also provides opportunities for peer review of progress in developing ideas for research, which tutors facilitate, and we are therefore in close touch with how students are progressing.
Each student has an academic support tutor from within the course team delivering the module. As research ideas are firmed up, a research supervisor to work with the student on the final module is identified. This is not necessarily the same person as their academic support tutor, and we encourage supervisors to engage with and support students as they develop their research protocol and application for ethical approval.
As with other modules contributing to the MSc students participate in group and/or individual tutorials and receive on-going individual feedback, usually via e-mail, on coursework assignment drafts. We also anticipate that students will take advantage of peer support, having developed both close working relationships and confidence in using the VLE and social media over the course of the programme. Opportunities for academic writing development consultations are also available. For students who have a declared disability or SLD there is additional consultation to ensure needs are met. Academic tutors are encouraged to raise any concerns they may have concerning student progress with the programme director.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay or Dissertation	Research Protocol – to include literature review, research design and rationale and draft proposal for ethical approval -6000 words	100.00
Total percentage (Assessment Coursework)		100.00

If the student obtains a mark below 40, the assignment will be resat for a maximum mark of 50. There is a coursework requirement to engage with the online learning environment through a series of tasks which will be monitored via VLE data analytics.

Reading list

There is no reading list for this module

Last updated: 01/05/2019

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