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PHTY30120

Academic Year 2025/2026

Research Methods (PHTY30120)

Subject:
Physiotherapy
College:
Health & Agricultural Sciences
School:
Public Hlth, Phys & Sports Sci
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Assoc Professor Deirdre Hurley Osing
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module aims to enable the student, through a series of lectures, directed tutorials and CAL workshops, a high degree of autonomous learning, group work and guided by feedback from group oral presentations to their supervisor, to produce, unique to their group: their own, advanced, research proposal, compatible with the research strategy of UCD School of Public Health, Physiotherapy & Sports Science. In the context of their own research ideas, their group research proposal should credibly plan to deal with various common research problems, issues, and procedures that their research would encounter, in the event that their plan is initiated. A variety of methods of quantitative and qualitative data collection and relevant methods of data analyses will be examined, including: formulating a research question, writing a research proposal, the research process and study designs, sampling and measurement, questionnaire design and surveys, literature and database searching, the PICO framework, citation management, scientific writing, critical appraisal of literature and research quality rating tools, data management and both quantitative and qualitative statistical methods and analysis. Research integrity and ethical issues relating to research with human subjects are addressed; the concepts of informed consent are considered in relation to ethics and human rights in line with international, national and institutional policies, and students consider the definitions of vulnerable groups and ethical issues associated with informed consent for these populations. Students engage in tutorial groups to present their developing research ideas, to develop library information skills, to gain qualitative data analysis and SPSS CAL data management and data analysis experience. The developed group research proposal requires it and all supporting documentation to be submitted in electronic form, for checking by anti-plagiarism software. The module also aims to support the student to develop skills required to deal with working within a research team: workload and time management, problem solving, planning, organisation, leadership, communication, team-work, self and peer review and feedback.

Mapped to CORU SoP: 1.13, 1.15, 1.16, 1.18, 2.13, 2.15, 5.1, 5.2, 5.5, 5.29

About this Module

Learning Outcomes:

On successful completion of this module, students should be able to:
1. Work in their assigned supervised group, identify and orally present their own initial idea(s) for research compatible with the research strategy of the UCD School of Public Health, Physiotherapy & Sports Science. and following supervisor feedback present their revised and/or developed ideas further, highlighting issues such as the need for, and feasibility of their research idea.
2. Demonstrate the appropriate application of reseach skills in literature searching, and data analysis of quantitative and qualitative data, and a critical insight into their learning as a researcher.
3. Work with their assigned group to produce and present a feasible, detailed, research proposal, compatible with the research strategy of the UCD School of Public Health, Physiotherapy & Sports Science, in a manner that indicates a professional approach to devising a credible, well planned study and demonstrates their knowledge and understanding of scientific writing, critical appraisal of the literature, and appropriate study design, research methodologies, data management, statistical analysis, research integrity, ethical issues, research resource requirements, and referencing guidelines.
4. Demonstrate an understanding of the role of relationships with professional colleagues based on mutual respect and trust and the ability to work collaboratively as a member of a research team.

Indicative Module Content:

Formulating a research question, Writing a research proposal, The research process and study design, Sampling and measurement, Questionnaire and survey design, PICO Framework, Literature and Database searching, Prospero, The systematic review process, Referencing guidelines, citation management and scientific writing, Critical appraisal of literature, Research Quality Rating Tools, Quantitative and Qualitative study designs, Data Management, Statistical Methods and Quantitative and Qualitative Analysis Skills, Research Integrity, Research Ethics Application Process, Statistical Package for the Social Sciences Theory and Practical Application, Group Member Evaluation using Feedback Fruits in Brightspace

Student Effort Hours:
Student Effort Type Hours
Lectures

22

Small Group

4

Computer Aided Lab

4

Autonomous Student Learning

95

Total

125


Approaches to Teaching and Learning:
Lectures with supplementary information online in the VLE
Tutor-led CAL sessions in library skills and Statistical Package for the Social Sciences (SPSS) use and Tutor-led qualitative thematic data analysis session
Group-based small group tutorials and oral presentations to research supervisor to support development of the Research Protocol
Workshops to support development of a feasible written group research proposal to do original research and the application of quantitative and qualitative reseach methods
Group work and peer-reviewed Group Member Evaluation using Feedback Fruits in Brightspace

AI/Academic Integrity:
Staff may utilise Artificial Intelligence (AI) during the programme to support teaching and learning and it will be clearly indicated if and when AI is used. Students are prohibited from representing work as their own that they did not write, code or create. Submission of AI-generated content to this module by a student without explicit permission and attribution is not allowed and it may reflect unacceptable professional behaviour. This may result in the initiation of a student disciplinary procedure in accordance with the “University Student Code of Conduct and Academic Integrity Policy.

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 In Module Component Repeat Offered
Portfolio: Research Portfolio- completed Library Skills, SPSS and Qualitative Worksheets demonstrating research skills developed during the module and a reflective account of your learning as a researcher Week 10 Standard conversion grade scale 40% No
30
No
Group Work Assignment: Engagement, participation and contribution to preparation of group research proposal and meaningful engagement in Group Member Evaluation peer review exercise in Brightspace Week 14 Pass/Fail Grade Scale No
10
No
Group Work Assignment: In person group oral presentation of the developing plan for completing the Research Proposal with Research Supervisor. Attendance and participation required by each group member to receive a grade. Week 11 Standard conversion grade scale 40% No
10
No
Group Work Assignment: Brightspace submission of Group Research Proposal conforming to module requirements, submission of anti-plagarism software, written contribution of each group member to proposal required for grading. Week 14 Standard conversion grade scale 40% No
50
No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Autumn 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
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Feedback is given to groups presenting their developing Research Proposal by their group's supervisor, at the initial meeting and at the later presentation with the supervisor. Anonymous peer feedback is given to fellow student group members during the Group Member Evaluation process. Feedback is given to each group on their submitted Research Proposal by the module co-ordinator.

Core Texts

Research Methods in Healthcare. Investigating Health and Health Services. Bowling A. 5th Edition. 2023. McGraw Hill.

Research Methods for Clinical Therapists, Applied Project Design and Analysis. 5th Edition. Hicks CM. 2009. Elsevier. ISBN: 9780702029981

Research Methods for Sports Studies. Jones I. 4th Edition. 2022. Taylor & Francis Group.

Research Methods and Applied Statistics. A Practical Guide to Conducting Research. Girasoli AJ. 2026. Cambridge University Press.

Research Methods and Design in Sport Management. 2nd Edition. Andrew Damon. 2019. Human Kinetics.

Research Methods for Sport Management. James Skinner, Allan Edwards, Ben Corbett. 2015. Routledge.

Research Methods in Sport Management. Ming Li, Brenda G. Pitts, Jerome Quarterman. 2008. Fitness Information Technology.

Essentials of Research Methods in Health, Physical Education, Exercise Science and Recreation. 3rd Edition. Berg KE and Latin KW.. 2007. Lippincott, Williams & Wilkins.

Introduction To Research in the Health Sciences. Stephen Polgar. 7th Edition. 2019. Elsevier. ISBN: 9780702074936

Sport, Development and Peace: Critical Global Challenges. Rookwood, J. (2025). (ed). Palgrave Macmillan.

Quantitative Statistics and SPSS
Essential Medical Statistics. 2nd Edition. Kirkwood BR and Sterne JAC. 2003. Wiley Blackwell.
Interpretation and Uses of Medical Statistics. 5th Edition. Daly L and Bourke GJ. 2000. Wiley Blackwell.
SPSS Survival Manual. 7th Edition. Pallant J, 2021. Rutledge.
Introduction to Research: Understanding and Applying Multiple Strategies. 6th Edition. DePoy E, Gitlin LN. 2020. Elsevier.
Research in Health Care. Concepts, Designs and Methods. Sim J, Wright C. 2000. Stanley Thornes Ltd.
Statistics in Kinesiology. 4th Edition. William J. Vincent, Joseph P. Weir. 2012. Human Kinetics.
Using Statistics in Sport and Exercise Science Research / Joanne L. Fallowfield, Beverley J. Hale, David M. Wilkinson. 2005. Lotus.

Research Proposals
Developing Effective Research Proposals. 3rd Edition. Punch KF. 2016. Sage Publications Inc.
Research Proposals, A Practical Guide. 2nd Edition. Denscombe M. 2019. Open University Press.
Proposals That Work. A Guide for Planning Dissertations and Grant Proposals. 6th Edition. Locke LF, Spirduso WW, Silverman SJ. 2013. Sage Publications Inc.
Doing your Research Project – A Guide for First-Time Researchers. 7th Edition. Bell J and Waters S. 2018. Open University Press.
Writing and Presenting Scientific Papers. 2nd Edition. Malfors B Garnsworthy P, Grossman M. 2003. Nottingham University Press.
Rout CC, Aldous C. How to write a research protocol. South Afr J Anaesth Analg 2016;22(4):101-107.

Qualitative Research
Anderson C. American Journal of Pharmaceutical Education 2010; 74 (8) Article 141.
Braun V and Clarke V. Using thematic analysis in psychology. Qualitative Research in Psychology, 2006; 3: 77-101.
Creswell JW (2012) Qualitative Inquiry and Research Design, Choosing Among Five Traditions. Sage Publications
Creswell JW, Poth CN. Qualitative Inquiry and Research Design, Choosing Among Five Approaches. 4th Edition. Sage; 2018.
Holloway I. Basic concepts for qualitative research. Oxford: Blackwell; 1997.
Lincoln YS, Guba EG. Naturalistic Inquiry. Sage; 1985.
Suter WN. Introduction to Educational Research: A Critical Thinking Approach. Sage; 2012.
The SAGE handbook of qualitative research design. 2. Uwe Flick (ed) . 2022. SAGE Publications Ltd.
Whalley Hammell K, Carpenter C. Qualitative Research in Evidence-Based Rehabilitation. Churchill Livingstone; 2004.
Grant DA (2004). The use of qualitative research methodologies within musculoskeletal physiotherapy practice. Manual Therapy 10 (1) 1-3
Green J, Thorngood N (2004) Qualitative methods for health research: Introducing qualitative methods . London : Sage
Greenhalgh T, Taylor R (1997) How to read a qualitative paper: Papers that go beyond numbers. BMJ 315: 740-743
Kuper A, Lingard L, Levinson W (2008). Qualitative research, critically appraising qualitative research. BMJ 337, 687-689
Meyrick J (2008) What is good qualitative research? A first step towards a comprehensive approach to judging rigour/quality. Journal of Health Psychology 11, 799-808
Pope C, Mays N (Eds) Qualitative research in health care (2006) 3rd ed Oxford : Blackwell

Questionnaires/Surveys
Edwards PJ, Roberts I, Clarke MJ et al. Methods to increase response to postal and electronic questionnaires. Cochrane Database of Systematic Reviews. Version published: 30 November 2023. https://doi.org/10.1002/14651858.MR000008.pub5
Price RA, Quigley DD, Hargraves JL, Sorra J et al. A Systematic Review of Strategies to Enhance Response Rates and Representativeness of Patient Experience Surveys. Med Care 2022 Dec 1;60(12):910-918. doi: 10.1097/MLR.0000000000001784. Epub 2022 Oct 19.
Wu J, Zhao K, Fils-Aime F. Response rates of online surveys in published research: A meta-analysis. Computers in Human Behavior Reports, Volume 7, August 2022, 100206. https://www.sciencedirect.com/science/article/pii/S2451958822000409
Anema MG, Brown BE. Increasing survey responses using the total design method. J Contin Educ Nurs. 1995 May-Jun;26(3):109-14. doi: 10.3928/0022-0124-19950501-06. PMID: 7759621
Irish Social Science Data Archive https://www.ucd.ie/issda/data

Measurement
Warren M, Lininger MR, Chimera NJ, Smith CA. Utility of FMS to understand injury incidence in sports: current perspectives. Open Access J Sports Med. 2018 Sep 7;9:171–182. doi: 10.2147/OAJSM.S149139
Mokkink LB, Terwee CB, Patrick DL, Alonso J, Stratford PW, Knol DL, Bouter LM, de Vet HCW The COSMIN study reached international consensus on taxonomy, terminology, and definitions of measurement properties for health-related patient-reported outcomes. https://www.sciencedirect.com/science/article/abs/pii/S0895435610000909


Database Searching, Academic Writing and Library Guides
https://libguides.ucd.ie/academicintegrity/academicwriting
https://libguides.ucd.ie/academicintegrity/writingdissertationstheses
https://libguides.ucd.ie/StudySkills/AcademicWriting
https://libguides.ucd.ie/academicintegrity/writingstrategies
http://libguides.ucd.ie/endnote
https://libguides.ucd.ie/academicintegrity/avoidplagiarism
https://www.ucd.ie/secca/t4media/plagiarism_studentguide.pdf

https://libguides.ucd.ie/academicintegrity/citingstyles
https://libguides.ucd.ie/harvardstyle
https://libguides.ucd.ie/vancouverstyle

Journal Citation Reports
https://www.ucd.ie/library/onlinetools - Web of Science – Clarivate - Science Citation Index, SOcial Sciences Citation Index

Physiotherapy Library Guide
https://libguides.ucd.ie/physiotherapy/databases

Public Health Libguide
https://libguides.ucd.ie/publichealth

Sports & Exercise Library Guide
https://libguides.ucd.ie/sports/databases

Systematic Reviews
Cochrane Handbook for Systematic Reviews of Interventions https://training.cochrane.org/handbook

https://libguides.ucd.ie/systematic/searching

UCD Library Research Toolkit Intro to Searching for Systematic Reviews Part 1
https://www.youtube.com/watch?v=3dkxDnNSXyA

UCD Library Research Toolkit Intro to Searching for Systematic Reviews Part 2
https://www.youtube.com/watch?v=weVr0GoMrnQ

UCD Research Ethics
Undergraduate and Taught Masters Research Ethics Committee
https://www.ucd.ie/phpss/research/undergraduateandtaughtmastersresearchethicscommittee/
UCD Research Integrity
https://www.ucd.ie/researchintegrity/

Reporting Guidelines
The EQUATOR (Enhancing the QUAlity and Transparency Of health Research) Network is an international initiative that seeks to improve the reliability and value of published health research literature by promoting transparent and accurate reporting and wider use of robust reporting guidelines
https://www.equator-network.org/.
Examples:
Interventional trials SPIRIT 2013 Statement: Defining standard protocol items for clinical trials https://www.spirit-statement.org/
Systematic reviews Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement https://www.equator-network.org/reporting-guidelines/prisma-protocols/
Qualitative research Standards for reporting qualitative research: a synthesis of recommendations https://www.equator-network.org/reporting-guidelines/srqr/

Name Role
Professor Catherine Blake Lecturer / Co-Lecturer
Ms Susan Boyle Lecturer / Co-Lecturer
Ms Phoebe Evans Lecturer / Co-Lecturer
Professor Suzanne Guerin Lecturer / Co-Lecturer
Assoc Professor Deirdre Hurley Osing Lecturer / Co-Lecturer
Dr Joel Rookwood Lecturer / Co-Lecturer
Dr Keith Smart Lecturer / Co-Lecturer
Ms Nessa Waters Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 21 Fri 13:00 - 14:50
Spring Lecture Offering 1 Week(s) - 20 Mon 14:00 - 15:50
Spring Lecture Offering 1 Week(s) - 24 Mon 14:00 - 15:50
Spring Lecture Offering 1 Week(s) - 23 Mon 15:00 - 16:50
Spring Lecture Offering 1 Week(s) - 25 Mon 16:00 - 17:50
Spring Lecture Offering 1 Week(s) - 21 Tues 15:00 - 16:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 33 Wed 14:00 - 15:50
Spring Small Group Offering 1 Week(s) - 26 Mon 16:00 - 16:50
Spring Small Group Offering 2 Week(s) - 26 Tues 15:00 - 15:50
Spring Small Group Offering 3 Week(s) - 26 Tues 16:00 - 16:50
Spring Small Group Offering 4 Week(s) - 26 Mon 15:00 - 15:50
Spring Computer Aided Lab Offering 6 Week(s) - 25 Fri 14:00 - 15:50
Spring Computer Aided Lab Offering 6 Week(s) - 26 Fri 14:00 - 15:50
Spring Computer Aided Lab Offering 7 Week(s) - 25 Fri 14:00 - 15:50
Spring Computer Aided Lab Offering 7 Week(s) - 26 Fri 14:00 - 15:50