2024/25 Undergraduate Module Catalogue

MEDI2224 ENQUIRE 2

Module manager: Dr Suparna Mitra
Email: s.mitra@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2024/25

Pre-requisite qualifications

None; a core module of the MBChB

Pre-requisites

.

Co-requisites

MEDI2201	Control and Movement
MEDI2202	Individuals and Populations 2
MEDI2209	Integrated Summative Exam 2
MEDI2218	Innovation, Development, Enterprise, Leadership and Safety 2
MEDI2221	Essential Medical Science
MEDI2222	Clinical Pathology
MEDI2223	Clinical Assessment, Reasoning, Ethics and Patient Safety

Module replaces

The ENQUIRE modules are being introduced sequentially, with ENQUIRE 1 module approved and delivered in 2022-2023 (replacing RESS1), and ENQUIRE 2 progressing through the processes for delivery 2023-2024 to replace RESS2+SSP2. The ENQUIRE 3 module change f

This module is not approved as a discovery module

Module summary

This module continues to develop student learning about research, audit and evaluation of relevance to clinical reasoning about healthcare delivery and its innovation. This year focuses on using routinely collected data to ask and answer questions relevant to the delivery, innovation and experience of healthcare from both a doctor and patient perspective. It introduces students to consider the role of patient and public involvement and engagement (PPIE) in research, audit and service improvement projects.The module adds to the ENQUIRE Strand skills and knowledge portfolio, building on student learning in year 1 about the methods used to generate data from research and audit projects. It prepares students for the learning aims and objectives in year 3 to enable students to ask and answer questions about healthcare when considering the complexity of inter-professional teams and multiple outcomes.

Objectives

The ENQUIRE 2 objectives are for students to:
1. Explore the utility of routinely collected data to answer research, audit and evaluation questions within an evidence-based medicine framework
2. Gain an understanding of data quality and data issues related to the collection and recording of routinely collected data
3. Advance their knowledge of epidemiology and essential statistics, including how to analyse, interpret, synthesise and present data
4. Take advantage of opportunities to develop research, audit and/or evaluation skills through project work
5. Understand the principles of, and processes for, patient and public involvement and engagement (PPIE) in research, audit and service innovation.

Learning outcomes
On completion of ENQUIRE 2, students will be able to:
1. Formulate a research, audit or evaluation question within an evidence-based framework
2. Source an appropriate subset of routinely-collected data to answer the research, audit or evaluation question
3. Identify and apply appropriate data summary and analysis methods, accommodating key features relating to data quality within routinely-collected datasets
4. Demonstrate appropriate interpretation and presentation of results from data analysis
5. Critically evaluate limitations and relevance to clinical practice, delivery of healthcare and patient benefit.
6. Describe and apply ways of involving patient and public stakeholders as partners in research, healthcare innovation, and service delivery.
7. Identify relevance of learning experience for career pathway in medicine.

Skills outcomes
Consistent with LeedsforLife aims, ENQUIRE:
Provides the knowledge and skills enabling students to undertake projects that are suited to their interests, and needs. The research, audit and evaluation skills are relevant to being able to think critically about the delivery and experience of medicine and healthcare, and also consider the partnership between medicine and society.
Provides opportunities for students to experience different types of expertise from across academia, clinical academic, health settings, and community organisations when carrying out projects to develop their scientific skills, and application to clinical reasoning.

Syllabus

ENQUIRE 2 will consist of:
Lectures, tutorials, e-learning and structured self-directed learning on relevant topics to build on the knowledge and skills portfolio developed from ENQUIRE year 1.This year focuses on using routinely collected data to ask and answer questions relevant to the delivery, innovation and experience of healthcare from both a doctor and patient perspective.
Lectures (Sep-Nov) - introduction to routinely collected data, big data and the role of the clinician to support high quality datasets; data quality issues; research study designs; quantitative data approaches; data interpretation; critical appraisal; critical thinking (RAE).
Tutorials (Sep-Nov) - application of knowledge and skills through e-learning guidance, tutor and peer feedback to develop a student-selected research, audit or evaluation project to: formulate a question and associated hypothesis related to a specific disease area or treatment, access quantitative data, analyse data to assess association with key patient characteristics, and present and summarise data. The students will deliver a 10 minute oral presentation with their project group to receive feedback on their learning (formative assessment) (SSP).
Tutorials (Dec) - a two-week inter-disciplinary project focusing on understanding the principles of, and processes for, patient and public stakeholders involvement and engagement (PPIE) in research, audit and service innovation.

Teaching methods

Delivery type	Number	Length hours	Student hours
Independent Learning	19	4.00	39.00
Revision Class	3	2.00	6.00
Drop-in Session	1	2.00	2.00
Tutorials	2	2.00	4.00
Group learning	1	2.00	2.00
Lecture	8	1.00	8.00
Seminar	2	3.00	6.00
Tutorial	7	1.00	7.00
Private study hours			100.00
Total Contact hours			74.00
Total hours (100hr per 10 credits)			174.00

Private study

Term 1: Independent online learning with completion of weekly tutorial tasks, tutorial-based project work, and preparation for oral presentation (Nov); guided learning two-week structured exploration of patient and public involvement and engagement in research audit, evaluation and service innovation, and reflection of project findings to prepare the written report for assessment (Jan)
Term 3: directed learning for revision for integrated exam (2 lecture +6 SDL hours)

Opportunities for Formative Feedback

Following each lecture, students will be required to complete tasks and bring the outputs from these tasks to the next tutorial. Students will receive verbal feedback on these tasks at each tutorial. Following each tutorial, students will be required to complete further tasks which feed into their ENQUIRE 2 research projects. Students will receive verbal feedback on the progress of their research projects at each tutorial.
Online learning is provided for students to test their developing skills in advance of each lecture. Students receive immediate feedback online following completion on self-test questions.
Students will receive written feedback on their RAE formative assessment (oral presentation) towards the end of Term 1.
Students will receive written feedback on their SSP formative assessment (1000 words – self-reflective report) after the Christmas break. They will have received verbal feedback on the oral presentation from their visit to a stakeholder organisation to inform their critical thinking about the role of patient and public stakeholders in healthcare innovation.
NOTE: in term 3 there is a revision session to support students to revise their learning for the Integrated Summative Exam (separate module).

Reading list

The reading list is available from the Library website

Last updated: 16/10/2024

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