Researching Clinical Education
| Module title | Researching Clinical Education |
|---|---|
| Module code | HPDM061 |
| Academic year | 2022/3 |
| Credits | 15 |
| Module staff | Mrs Sarah Bradley (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
In this module you will be introduced to the concepts and approaches to data collection and analysis required to research clinical education. This is an important activity for clinical educators: to undertake their own evaluation and research projects; to support learners within a research-inspired inquiry-led learning environment; and to understand and critique published research. The assessment will take the form of a research project proposal, which participants may then use in a variety of ways.
Module aims - intentions of the module
This module aims to support clinical educators to undertake scholarship and/or research that can inform their own practice and/or that of others.
It will provide explicit support for those full time postgraduate students who are planning their own Master’s thesis projects but will be equally important for anyone undertaking evaluation or research projects, or engaging with published research.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Understand key concepts and approaches to data collection and analysis required to research clinical education
- 2. Design and develop a small research project in clinical education (AoME 4.2.3)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Apply education theories and principles to the design of research (AoME 4.2.1)
- 4. Critically evaluate existing research literature in order to articulate the niche for your own scholarship and research activities (HEA UKPSF A5, AoME 4.2.2)
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Demonstrate an ability to create good questions that can be applied to scholarship/research, or education/clinical practice.
- 6. Reflect on the process and findings of your own scholarship and research and use this to inform your educational practice (AoME 4.2.4)
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Interactive groups sessions, lectures and practical sessions-delivered by practising professional and experts will cover:
1. Justifying your research topic (“problem, gap, hook”)
2. Designing good research questions, to include Patient & Public Involvement
3. Choice of methodology
4. Data collection: quantitative, qualitative, mixed methods
5. Data analysis
6. Research ethics
7. Communicating your findings
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 16 | 134 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 4 | 4 x 1hour lectures. For the duration of the Covid19 pandemic: - Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. |
| Scheduled learning and teaching activities | 8 | 4 x 2 hour seminars with student presentations. For the duration of the Covid 19 pandemic: - Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board |
| Scheduled learning and teaching activities | 4 | 2 x 2 hours practical sessions demonstrating student-designed project proposals. For the duration of the Covid 19 pandemic: - Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum - workshops involving practical demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom. |
| Guided independent study | 24 | Reading (books, journal articles) prior to scheduled attendances |
| Guided independent study | 24 | Web-based research |
| Guided independent study | 86 | Reading, researching, preparing and writing the summative assignment |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Draft research proposal | Within the taught sessions | 1-6 | Verbal feedback from tutor and peers |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Research project proposal | 100 | 2500 words | 1-6 | Review written work and feedback from module tutors |
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 |
|---|---|---|---|
| Research project proposal (100%) | Updated research project proposal, (2500 words), accompanied by a covering letter explaining how changes had been made in response to the initial feedback | 1-6 | Typically within six weeks of the result |
Re-assessment notes
Please 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
Tavakol M, Sandars J (2014). Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical Teacher.
Indicative learning resources - Web based and electronic resources
ELE –http://vle.exeter.ac.uk/course/search.php?search=hpdm061
Indicative learning resources - Other resources
Lingard L (2015). Joining a conversation: the problem/gap/hook heuristic. Perspectives in Medical Education 4:252-3.
Johnson M (2003). Research ethics and education: a consequentialist view. Nurse Education Today 23, 165–167. http://www.nurseeducationtoday.com/article/S0260-6917(03)00017-0/pdf
Tai J, Ajjawi R (2016). Undertaking and reporting qualitative research. The Clinical Teacher 13: 175–182
Schifferdecker KE1, Reed VA (2009). Using mixed methods research in medical education: basic guidelines for researchers. Medical Education 43: 637-44.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | N/A |
| Module co-requisites | N/A |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 29/02/2016 |
| Last revision date | 01/09/2020 |
