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2012/13 Taught Postgraduate Module Catalogue

MEDR5100M Capturing Data for Research

7.5 creditsClass Size: 50

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

Taught: Semester 1 (Sep to Jan), Semester 2 (Jan to Jun) View Timetable

Year running 2012/13

Pre-requisite qualifications

As per student's parent programme

Module replaces

This module is not approved as an Elective

Module summary

The teaching style for this module will be active and participative. In a series of seminars with group activities, students will be introduced to: social inclusion in research, sampling from populations, how questionnaires function in the collection of research data, and types of data. A problem-based learning method will be used to lead students to knowledge and understanding of: how to select representative samples of subjects; how to understand and calculate population fractions, rates, and standardized rates and ratios; and how scales and tests perform in research and clinical practice - their repeatability and validity (sensitivity, specificity and predictive value). The class will work together to appraise critically how research data are introduced, described and dealt with in published research.

Objectives

This proposed module is an introduction to the collection of health research data. It will include topics on: social inclusion in research; sampling from populations; types of data; collecting data through questionnaires; how scales and tests are used to collect data; and how data are collected and described using various fractions such as rates, ratios, risks and odds. Critical appraisal of published research will underpin theory.

Learning outcomes
Once a student has successfully completed the module and its assignments he or she should be able to:

- select subjects for a research study sample - including the taking of random samples from study populations
- sample populations in a way that takes account of social inclusion and diversity
- judge when to use existing interviews and questionnaires or devise new ones - and what steps are needed in devising a new interview or questionnaire;
- determine whether clinical tests and research measures are repeatable and valid - including the calculation of sensitivity, specificity and predictive value;
- describe, explain and understand standardization, prevalence, incidence and other routinely collected data;
- calculate from research findings: basic rates, ratios, risks and odds
- understand the differences between types of data;
- appraise critically descriptions of samples, scales, tests and measures in the healthcare literature.

Skills outcomes
This module provides students with a critical awareness of research planning and methods and develops their research skills. It will include topics on: social inclusion in research; sampling from populations; types of data; collecting data through questionnaires; how scales and tests are used to collect data; how data are collected and described using various fractions such as rates, ratios, risks and odds; and critical appraisal of published research.

Syllabus

The teaching style for this module will be active and participative.

In a series of seminars with group activities, students will be introduced to:
- the measurement of symptoms, function, health status and quality of life;
- measurement of process and outcome of health service interventions;
- design of questionnaires and interviews;
- locating sources of systematically collected health related data (such as mortality data, case registers, national surveys).

A problem-based learning method will be used to lead students to a knowledge and understanding of:
- how to select representative samples of subjects; how to understand and calculate population fractions, rates, and standardized rates and ratios;
- how scales and tests perform in research and clinical practice - their repeatability and validity (sensitivity, specificity and predictive value)

The class will work together to appraise critically how research data are introduced, described and dealt with in published research.

Teaching methods

Delivery type	Number	Length hours	Student hours
Problem Based Learning	2	3.00	6.00
Seminar	2	1.00	2.00
Seminar	2	1.75	3.50
Independent online learning hours			2.00
Private study hours			61.50
Total Contact hours			11.50
Total hours (100hr per 10 credits)			75.00

Private study

Independent online learning will follow on from the formal classes and will make use of a portfolio of materials. Students will also be expected to work in their own time, researching taught and online course work, building up their knowledge using the guidance provided by formal taught and online components of the module.

Opportunities for Formative Feedback

-Formative assessment will involve monitoring students progress through discussion during and following seminars and group activities. In addition students will complete in their own time an online test (e.g. MCQ/EMQ) with automated feedback that will be marked as a formative assessment.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Problem Sheet	Satisfactory completion of problem schedule workbooks	50.00
Written Work	Writing up a critical appraisal of the data collection in a published research paper	50.00
Total percentage (Assessment Coursework)		100.00

The formative and summative workbooks are tests of learning of knowledge, understanding and skills related to practical research design. The critical appraisal judges students’ ability to apply what they have learned to examples of real health research projects.

Reading list

The reading list is available from the Library website

Last updated: 06/09/2013

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