2024/25 Undergraduate Module Catalogue

MEDI3334 ENQUIRE-3

Module manager: Theresa Munyombwe/Daniel Howdon/Evie Papavasiliou
Email: t.munyombwe@leeds.ac.uk/d.howdon@leeds.ac.uk

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

Year running 2024/25

Pre-requisite qualifications

None

Pre-requisites

MEDI1204	Individuals and Populations
MEDI1208	Integrated Summative Examination
MEDI1214	Innovation, Development, Enterprise, Leadership and Safety 1
MEDI1216	Introduction to Medical Sciences
MEDI1220	Body Systems
MEDI1221	Clinical Assessment, Reasoning, Ethics and Patient Safety
MEDI1224	Enquire 1
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
MEDI2224	Enquire 2

Co-requisites

MEDI3216	Innovation, Development, Enterprise, Leadership and Safety 3
MEDI3217	Campus to Clinic 3

Module replaces

MEDI3218 - RESS 3MEDI3219 - SSP

This module is not approved as a discovery module

Module summary

ENQUIRE3 focus is to understand complexity in health delivery and patient experience. It supports students to think about clinical decision making when there are multiple outcomes, multi-morbidity, and additional needs from an ageing population (e.g. frailty) and societal structures (e.g. health inequalities).ENQUIRE3 builds on student learning from ENQUIRE 1+2 to ask questions about designs, methods, analyses, and involving patient and public partners (PPIE) in healthcare and research. It prepares students for the ENQUIRE4-5 project work.

Objectives

On completion of this module students should be able to:

1. Evaluate healthcare interventions with a population-level perspective, integrating considerations of the cost-effectiveness of such interventions.
2. Describe under what circumstances clinically beneficial treatments may be deemed not to be value for money.
3. Critically appraise the merits of available datasets to make appropriate choices when selecting data to answer specific research questions.
4. Identify an appropriate choice of an advanced statistical technique to apply, and interpret the results of, that facilitates the practice of evidence-based medicine.
5. Demonstrate an understanding of the development, validation, and evaluation of PROMs.
6. Enable a more advanced understanding of Patient and Public Involvement and Engagement (PPIE) in specific research, audit, and policy formulation contexts.

Learning outcomes
1. Interpret the headline results of cost-effectiveness analysis conducted as part of health technology assessment.
2. Describe best practice in data collection in terms of accuracy and bias for both surmountable and inherent problems.
3. Explain the output of survival analysis in terms of its implications for patient prognosis.
4. Evaluate patient reported outcome measurement properties (reliability, validity, responsiveness).
5. Analyse, interpret, and report PROM data.
6. Understand how PPIE stakeholders’ impact on the quality and relevance of evidence used to impact healthcare practice

Skills outcomes
1. Demonstrate analysis of data in order to construct an incremental cost-effectiveness ratio and articulate what it means for treatment cost-effective in different scenarios.
2. Demonstrate ability to select the most appropriate ways to collect and analyse data in order to address specific questions.
3. Conduct, and apply, statistical analyses in Stata.
4. Be able to judge and select the appropriate PROM for research or clinical practice.
5. Communicate to different stakeholders (e.g. other health and social professionals, patients, family) how the care provided by you as a clinician is based on cost-effective indicators
6. Demonstrate ability to integrate other stakeholder perspectives (e.g., patient and public) when deliberating about clinical judgements in healthcare.
7. Synthesise stakeholder perspectives (e.g. patient and public, researcher, professionals) into deliberations on clinical judgments in healthcare, showcasing adept teamwork, critical thinking, analytical skills, and creative problem-solving abilities.

Syllabus

ENQUIRE-3 consists of a primary component across the year (September to May) centring on the design of a research protocol, a smaller two-week component (December) centring on issues in Patient and Public Involvement in Research (PPIE), and a final component on the use of quantitative methods that focuses on survival analysis.

The research protocol component involves lectures, tutorials, drop-in sessions, and structured self-directed learning on relevant topics to build on the knowledge and skills portfolio developed from ENQUIRE year 1 and 2. This focuses on designing a project protocol for a project with multiple outcomes, and potentially complex interventions. The outcomes may include mortality, health-related quality of life, patient reported outcome measures (PROMs), health inequalities, as well as more directly clinical outcomes.

Lectures for this primary component will cover several topics. These consist of: an introduction to writing a research proposal, the role of NICE in providing guidance both for cost-effective treatments and for quality standards, health economics & its associated outcomes more broadly, PROMs & their use in decision-making, stakeholder involvement & governance, data sources and data collection, as well as the scheduling and management of such projects.

Tutorials alongside these lectures will support students in designing a student-selected research, audit or evaluation project protocol focusing on applying lecture materials to a specific clinical context, disease area or treatment, formulating research question(s) and associated hypotheses, determining methods (sampling, sample size, data sources, data collection, and data analysis), as well as incorporating patient and stakeholder involvement; ethics and governance. Students will receive tutor and peer feedback on their learning for each tutorial.

The PPIE component of the ICU will include seminars, tutorials, and peer education sessions in a two-week inter-disciplinary project focusing on deepening understanding and application of Patient and Public Involvement and Engagement (PPIE) across different contexts, including its significance in research (Week 1) and its role in service evaluation, policy formulation, and development (Week 2), while also enhancing and extending comprehension of fundamental concepts introduced in ENQUIRE 2 PPIE.

The final component of the ICU centres on the application of quantitative data approaches for topics previously covered in the module, as well as introducing survival analysis, a crucial aspect of much research of interest to clinicians and other relevant decision-makers.

Teaching methods

Delivery type	Number	Length hours	Student hours
Supervision	3	2.00	6.00
Supervision	6	1.00	6.00
Drop-in Session	1	2.00	2.00
Peer Review	4	2.00	8.00
Lecture	16	2.00	32.00
Seminar	2	2.00	4.00
Seminar	6	1.00	6.00
Tutorial	2	2.00	4.00
Independent online learning hours			22.00
Private study hours			10.00
Total Contact hours			68.00
Total hours (100hr per 10 credits)			100.00

Opportunities for Formative Feedback

Students learning and engagement with the module content will be monitored throughout the term via: face-to face lectures, tutorials and seminars where students present, and at which there is discussion to enhance critical thinking and clinical reasoning skills with feedback from peers and small-group tutors. There are SDL activities provided each week that have feedback components (e.g. quizzes), and prompts support students to engage with their learning, prepare for their assessments, and seek further guidance.
Feedback is provided on the poster presentation (Dec) which will inform student learning assessed by the research protocol essay (feb/march). The tutors provide detailed feedback on the research protocol essay, which informs student learning in preparation for years 4-5 project work, as does the feedback provided on the 500 word workbook task related to teaching on specific analysis skills learnt at the end of term 2 (march).

Reading list

The reading list is available from the Library website

Last updated: 05/06/2024 10:32:54

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