NMHS31890 Critical Appraisal of Research for Healthcare (Summer School Long)

Academic Year 2023/2024

Providing healthcare which is grounded in research evidence is widely recognised as a key skill for all healthcare professionals and policy makers. In order to facilitate the movement of research evidence into healthcare policy and practice, it is necessary to build students’ capacity to engage with health research and foster their critical appraisal skills in relation to the evidence which underpins best practice and policy. Therefore, in completing this course, students will be introduced to different types of research evidence and they will examine the relationship between clinical questions, research designs and methods. Furthermore, the students will work in small groups with a mentor who has experience and knowledge of a critical component of the evidence based healthcare process for example: clinical audit, Lean methodology, clinical research centres, systematic review and clinical trials methodology. This mentor led group work component of the module will facilitate active student engagement with and reflection upon the complex processes and mechanisms by which evidence is translated into healthcare practice. The aim of this module is to equip students with the knowledge, skills and language to embark on life-long learning and appreciation of the relationship between research evidence and an evolving healthcare practice.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module the students should be able to:

1. Recognise the importance of evidence for healthcare practice
2. Become familiar with the language of research
3. Access and summarise published research related to healthcare
4. Describe the relationship between research questions, research designs and methods
5. Recognise and appreciate some of the processes and mechanisms by which evidence is translated into healthcare practice/policy.

There will be an emphasis on the development of skills in:

1. Identifying research evidence for healthcare practice
2. Connecting five research question types with their corresponding evidence hierarchy
3. Articulating the key features of a research article
4. Recognising and applying the appropriate critical appraisal tool to featured research designs
5. Describing and appraising the key features of a ‘real’ research project/methodology in relation to the process of translating evidence into practice

Indicative Module Content:

Student Effort Hours: 
Student Effort Type Hours
Lectures

15
Small Group

15
Specified Learning Activities

50
Autonomous Student Learning

150
Total

230
Approaches to Teaching and Learning:
Group work will form a key part of this module.
Face to face lectures will be provided. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Review of research evidence End of Year Transition n/a Graded No

50
Portfolio: Portfolio of research evidence Coursework (End of Trimester) n/a Graded No

25
Group Project: Matrix of research evidence Coursework (End of Trimester) n/a Graded No

25

Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

this information will be provided during lectures
Name Role
Dr Sahar Hammoud Lecturer / Co-Lecturer
Dr Doreen Mucheru Lecturer / Co-Lecturer
Dr Deirdre O'Donnell Lecturer / Co-Lecturer
Dr Nipuna Thamanam Lecturer / Co-Lecturer
Wei Wei Lecturer / Co-Lecturer
Chu Yuan Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 

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