Core Concepts in Applied Health Services Research
| Module title | Core Concepts in Applied Health Services Research |
|---|---|
| Module code | HPDM052 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Professor Rob Anderson (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
Module description
In this compulsory introductory module, you will critically examine the concepts and models at the heart of evidence based medicine and modern applied health services research. Embedded in this will be principles and practices of patient and public involvement in health care.
Module aims - intentions of the module
By undertaking this module you will gain critical insights into the diversity of methods needed in researching complex health care interventions, including methods to involve patients and the public in health care research. You will be introduced to and will practice masters level study skills and writing techniques throughout the module.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically examine the theories and concepts that underpin complex interventions in healthcare provision
- 2. Critically analyse the role of patient and public involvement in health services research
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Place the process of health services research in the broader context of knowledge generation
- 4. Advise on and co-ordinate various ways in which patients and the wider public can be involved in health services research
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Manage time effectively to ensure capacity for independent study
- 6. Undertake study skills and writing at masters level
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Health service systems (drivers and contexts, policies and guidelines)
Patient and public involvement in research
Evidence-based practice
Introduction to complex interventions research methods
Critical thinking and Masters level study (academic skills development)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 110 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities. | 18 | Watch ReCAP videos from previous delivery, lectures, seminars, master-classes to enhance learning through introduction to key topics, specialist areas and contemporary debates. |
| Scheduled learning & teaching activities | 18 | Group discussions where applicable, practical exercises and workshops to foster critical thinking and academic/research skills development with opportunities for peer and tutor feedback if relevant to your mode of study. |
| Scheduled learning & teaching activities | 5 | 5 weekly (1 hour) one-to-one tutorials either face-to-face or by telephone as the student prefers. Flexibility for them to be evening if by telephone. |
| Guided independent study | 65 | Web-based learning; resource gathering and in-depth reading during the period of module delivery |
| Guided independent study | 44 | Preparation and writing of assignments. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Tutorial feedback on progress and assignment plans | Scheduled with tutor | 1-6 | Verbal and written feedback |
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 |
|---|---|---|---|---|
| Two glossary entries | 20 | 500 words | 1,3,5,6 | Written feedback |
| Short oral presentation | 30 | 10-minute oral presentation | 1-6 | Verbal and written feedback |
| Long written assignment | 50 | 1500 words | 1,3,5,6 | Written feedback |
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 |
|---|---|---|---|
| Two glossary entries (20%) | Two glossary entries (500 words) | 1,3,5,6 | Typically within six weeks of the result |
| Short oral presentation (30%) | Short oral presentation (10-minute oral presentation) | 1-6 | Typically within six weeks of the result |
| Long written assignment (50%) | Long written assignment (1500 words) | 1,3,5,6 | Typically within six weeks of the result |
Re-assessment notes
Same as for the original summative assessment, to include response to the written feedback and undertaken during the University’s agreed referral/deferral period.
Indicative learning resources - Basic reading
Basic reading:
?Richards, D.A., Rahm Hallberg, I. (eds). (2015). Complex Interventions in Health: an Overview of Research Methods. London, Routledge.
Craig P. et al. Developing and evaluating complex interventions: The new Medical Research Council guidance: BMJ?2008;337:a1655
?NHS National Institute of Health Research.? INVOLVE. (accessed 5th February 2014)
Indicative learning resources - Web based and electronic resources
A full list of recommended resources will be available of the University of 番茄视频’s electronic learning environment (ELE, )
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 20/12/2016 |
| Last revision date | 08/07/2019 |