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OSH40330

Academic Year 2026/2027

OSH LIterature Review Methods (OSH40330)

Subject:
Occupational Safety&Health
College:
Health & Agricultural Sciences
School:
Public Hlth, Phys & Sports Sci
Level:
4 (Masters)
Credits:
2.5
Module Coordinator:
Assoc Professor Penpatra Sripaiboonkij
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module requires students to develop their academic search, retrieval and writing skills and requires them to complete an evidence-based literature review which identifies gaps in the research literature which may, at a later stage, be used as the basis for their dissertation.

About this Module

Learning Outcomes:

At the end of this module students should be able to:
- Utilise UCD library information services.
- Select an OSH topic in need of research.
-Identify valid and relevant literature sources.
- Critically evaluate and synthesis the literature.
- Identify gaps in the literature that indicate a research need.
- Conduct systematic literature review.
- Justify the need for further research based on the literature-based evidence.
- Produce an original professional document, logically structured and argued, using appropriate evidence to support argument, and using a recognised academic referencing system.

The learning outcomes of this module are consistent with achieving the objectives of SDG 4 Quality Education as this module contributes to fostering an inclusive and equitable education that promotes lifelong learning for all.

Indicative Module Content:

Library information skills, introduction and writing basics, literature search strategies,
referencing, academic / scientific critical reading and critical writing, introduction to evidence based analysis, systemic review of literature, summarising the findings, writing the reports, literature review and critique, In-class exercise and peer review.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

25

Autonomous Student Learning

25

Lectures

20

Total

70


Approaches to Teaching and Learning:
Lectures; critical writing; enquiry & problem-based learning, group work, peer review.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Literature review search strategy
short literature review
Week 6 Graded No
35
No
Individual Project: Literature review report
critical review and analysis
Week 12 Graded No
65
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Small Group Offering 1 Week(s) - 0, 2, 8 Fri 09:00 - 10:50
Autumn Small Group Offering 1 Week(s) - 1, 3, 6, 7 Fri 09:00 - 10:50
Autumn Small Group Offering 1 Week(s) - 4, 5, 9, 10, 11 Fri 09:00 - 10:50