2020/21 Undergraduate Module Catalogue
MEDI5217 Extended Student Research and Evaluation Project Year5
Module manager: Dr Naveen Vasudev
Email: n.vasudev@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2020/21
Pre-requisite qualifications
RESS is a compulsory strand for all five years of the MBChB programme for students entering in year 1 of the MBChB programme, unless equivalent satisfactory teaching and academic progression has been assured on alternative entry routes with a commensurate programme (e.g. Bradford Foundation Course)Pre-requisites
| MEDI4226 | Extended Student Research and Evaluation Project Year4 |
Co-requisites
| MEDI5215 | Elective |
| MEDI5218 | Campus to Clinic Advanced 5 |
This module is not approved as a discovery module
Module summary
Students utilise skills gained from four years training in RESS, and build upon student learning in the Innovation, Development, Enterprise, Leadership and Safety (IDEALS) strand and other Integrated Clinical Units and specialties. Over the life of the ESREP project, students will deliver a pragmatic piece of research or service evaluation, through a student-selected and student-led extended project.Objectives
RESS PurposeAt graduation, a newly qualified doctor should be able to critically evaluate research findings, recognise the inherent limitations and strengths of evidence, understand how this should be used in management guidelines, and be able to evaluate application to clinical practice. They will have participated in a breadth and depth of curricular experience to develop individual evaluation and research skills.
RESS Objectives years 1-5 MBChB
The RESS strand is a core part of the MBChB programme, aimed at providing medical students with the opportunity to acquire, develop, and apply research and evaluation skills. RESS maps directly to Outcome 1 of Tomorrow’s Doctors 2009: The Doctor as a Scholar and a Scientist: (12) Students will apply scientific method and approaches to medical research.
From year 3, the RESS strand is an integral part of the MBChB SAFER-MEDIC core curriculum, and all five years map to the following Tomorrow’s Doctors themes:
Biomedical practice in medical practice (8)
Population health and health improvement in medical practice (11)
Scientific method & approaches to medical research (12)
Use of information in a medical context (19)
Reflection, learning and teaching (21)
Learn and work effectively within a multi-professional team (22)
Protect patients and improve care (23)
In Year 5
Year 5 students will complete a clinically relevant project and communicate learning outcomes effectively by oral and written assessment methods.
Learning outcomes
RESS strand incorporates 6 key themes :
A. Research and evaluation methods
B. Information retrieval and evidence gathering
C. Critical analysis and review
D. Data capture and processing
E. Interpreting research implications
F. Communicating research and evaluation outcomes
Students completing the ESREP project will be able to:
1. Function as consumers and producers of medical research, and of clinical service evaluation.
2. Apply principles and methodology of clinical audit and medical research, and demonstrate practical understanding of the ethical and information governance aspects of medical research or clinical service evaluation
3. Work in small teams to complete and disseminate to colleagues a clinically relevant project that they began in RESS in semester 3 of year 3 and worked on throughout RESS in year 4 and 5.
4. Demonstrate understanding of a field of work and study within medicine that will also enhance their career planning.
This meets the aims of the RESS curriculum, and constitutes the application ofbasic clinical method and science required in years 1 – 5 of the MBChB
Syllabus
The RESS strand curricular content will follow the same basic structure in years 1-5 of MBChB (based on desired knowledge outcomes for that year mapped against the whole programme outcomes), for example:
Determine need
Formulate research question
Identify appropriate research method
Gather data
Analyse, summarise, present
Draw conclusions
Evaluate
The emphasis and degree of guidance provided will vary from year to year, building on previous experience according to the spiral model of the curriculum, depending on what is introduced, practiced, and assessed at each stage, but the trend will be towards more independence and less structure, from closed to open questions.
The Year 5 element of the curriculum is designed to meet the overall aims, and the culmination of the RESS programme is with the completion and assessment of the extended self-selected project work carried out during ESREP.
ESREP projects are selected by students from a range offered by clinicians and academics, or self designed by students where an appropriate supervisor can be identified.
Project preparation commences in the 3rd trimester of 3rd year RESS, considering ethics, data management and practical aspects with their supervisor. Projects run from the outset of 4th year with assessments to support their learning (literature review, project protocol, supervisor report). As these assessments are passed the students progress to graded assessments in the 1st trimester of 5th year (verbal project report, project report in the form of a manuscript for the medical literature, and a structured professional reflection).
Teaching is provided in earlier years (including year 4) in research strategies relevant to project work, setting and analysis of appropriate questions, literature reviewing and presentation, data collection and analysis, and the presentation of results in a number of media. In year 5 students finalise their projects and communicate the outcomes.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Supervision Meetings | 3 | 1.00 | 3.00 |
| Class tests, exams and assessment | 1 | 5.00 | 5.00 |
| Private study hours | 21.00 | ||
| Total Contact hours | 8.00 | ||
| Total hours (100hr per 10 credits) | 29.00 | ||
Private study
Students have supervisor tutorials for three hours, within a total of 3 days study protected in semester 1 of year 5, this time will be taken as sessional time within clinical attachments in the first attachment to prepare their project for assessment and conducting independent learning in the field of their project and in private.Opportunities for Formative Feedback
The assessment contributing to the grade for ESREP takes place in semester 1 of year 5. The assessment in year 4 in ESREP was for learning, assessed for quality and requiring adequate quality for progression, but not contributing directly to the grade for the module as a whole.In Year 5, semester 1, assessment of the ESREP project will involve
Presentation to a conference of peers and assessors
Individual Written report in the form of a draft manuscript and handed in during the first semester of year 5.
A piece of iterative productive professional medical reflection (that was commenced in 4th year) is completed and submitted for assessment. This evaluates how far students met their initial goals, how far this was achieved and why; their own personal actions and how far they enabled progress; the extent they met or exceeded their own expectations and why; the extent they personally made the contribution they initially wished to and why; the extent they worked well with others; the extent they were organised and communicated effectively.
All assessments for learning and progression will be assessed according to validated criteria.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Report | Written report | 50.00 |
| Presentation | Presentation made to a conference of peers and assessed by academic panel | 30.00 |
| Reflective log | Structured professional reflection | 20.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
The ESREP project runs over two academic years – the project starts in year 4 and ends in semester 1 year 5 when the final grade is awarded.
Reading list
The reading list is available from the Library websiteLast updated: 17/06/2021 14:47:50
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