Experimental Design and Statistics
| Module title | Experimental Design and Statistics |
|---|---|
| Module code | CSC2023 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Nick Owens (Convenor) Dr Musarrat Maisha Reza () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 11 |
| Number students taking module (anticipated) | 250 |
|---|
Module description
This module explores the core principles of experimental design and statistics vital for medical scientists, starting with study design, hypothesis generation, and data collection through to statistical analysis and establishing conclusions.. You will investigate how research is used to make rational and justified decisions – from basic science to how it is applied in healthcare.
In order to best understand how evidence is generated, interpreted and applied, you will design your own research proposal on a topic within the medical research field. Science is a creative activity and you will have the opportunity to develop your own research question and devise the methods and analysis of your study.
Module aims - intentions of the module
Scientific research is constantly evolving and generating vast quantities of data – how do we go about understanding how this information is generated and what it means? Why do we need to ask specific questions and how can we use the answers to improve healthcare?
You will study how scientific advances are made, communicated and how they have shaped public perceptions and ethical views.
You will explore different kinds of research strategy – deciding which research methods are best suited to answering which kind of questions. What are the advantages and limitations of each kind of study design and how you should analyse and interpret the data they provide.
You will get experience of designing and analysing your own research study and, importantly, learn how to communicate your results in a clear and critical way.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify and describe the principles of scientific research through hypothesis development, evaluation and testing.
- 2. Understand the role of controls, replication, randomisation and confounding factors in experimental design.
- 3. Identify the key kinds of experimental design, the advantages and limiations of each, and which scenarios each should be applied.
- 4. Identify and apply the appropriate statistical analysis to accompany different experimental designs.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Create a valid research question and design and analyse a study to address it.
- 6. Write a research proposal based on a specialism within the medical research field.
- 7. Critically appraise different types of medical research study (qualitative, observational, experimental).
- 8. Formulate appropriate strategies to answer different kinds of medical research question.
- 9. Use statistical methods to analyse and interpret basic research data.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Work effectively as part of a research team.
- 11. Manage a complex workflow.
- 12. Demonstrate professional competence in communicating effectively with healthcare professionals and lay audiences.
- 13. Use feedback and experience to reflect upon your progress.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- The module provides learning opportunities around experimental design and statistics, using practical workshops and seminar sessions to demonstrate key principles underlying experimental design.
- Teaching seminar sessions where content is discussed and facilitated by a tutor which will guide you through data handling, critical appraisal of papers and key concepts underlying study design.
- Online lecture content will be provided the week before each seminar, which will discuss key ILOs, along with preparation material for the seminar sessions, which will run every other week.
- This will further be supported by statistics workshops which will provide training in statistical analysis and supporting on-line and structured workshops for key skills in scientific communication and poster presentation.
In addition to this core delivered material, you will design, analyse and report a research study of your own. Support for this will be given in the seminar sessions.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 47 | 253 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 5 | (5 x 1 hour) Lectures/induction/feedback |
| Scheduled learning and teaching activities | 8 | (8 x 1 hour) Workshops |
| Scheduled learning and teaching activities | 22 | (11 x 2 hour) Facilitated seminars |
| Scheduled learning and teaching activities | 12 | (8 x 1.5 hour) Statistics workshops |
| Guided Independent Study | 123 | Group poster work and data analysis, presentation prep. Research proposal design/ write-up/ |
| Guided Independent Study | 130 | Lecture/workshop/small group preparation, consolidation, reading, revision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Engagement in small group learning, peer report | Contribution to sessions | 10-13 | Written and verbal-peer and provider |
| Lay abstract writing | 350 words | 1-13 | Written and peer |
| Data handling in class test | 5 SAQs |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 40 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Professionalism Award | 10 | n/a | 10-13 | Written and verbal |
| Research project proposal | 40 | 2500 words | 2, 4-7, 9-13 | Written |
| Group poster | 10 | One PowerPoint slide and 5 min verbal questioning, along with peer feedback on group contribution | 5,6,10,12,13 | Written and verbal peer and provider |
| Written examination | 40 | 2.5 hours | 1-4, 7-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Professionalism Award (10%) | Professionalism remediation meeting | 10-13 | Ref/ def period |
| Research project proposal (40%) | Research project report (2500 words) | 2,4-7,9-13 | Ref/ def period |
| Individual poster based on group poster assessment (10%) | 1 PowerPoint slide with verbal annotation | 5,6,10,12,13 | Ref/ def period |
| Written examination (40%) | Written examination (2.5 hours) | 1-4,7-9 | Ref/ def period |
Re-assessment notes
There is no change in format of the research project proposal when you refer or defer your assessment relative to normal reports. The group poster will be assessed as an individual piece of work, based on data provided by the module convenor.
In the event of you failing the professionalism award assessment component and failing the module overall, you will be required to meet with your Academic Tutor as soon as possible to remediate this failure as a referred assessment. This will involve submitting any outstanding components required for this award, and, if necessary, undertake any actions required by the Academic Tutor to remediate for any unprofessional behaviour. In the event of you failing the professionalism award component but passing the module overall, you will be required to meet with your academic tutor for an individual meeting to remediate at the beginning of the following academic year.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Ruxton and Colegrave 4th Edition; Experimental Design for the Life Sciences; ISBN 978-0-19-871735-5
Boyle and Ramsay (2017) Writing for Science Students; ISBN 978-1-137-57151-9
All other reading and resources will be indicated by, and accessible via, the module ELE page.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | Fundamental skills for medical scientists |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 12/04/2010 |
| Last revision date | 04/09/2020 |
