Medical Research Evaluation
| Module title | Medical Research Evaluation |
|---|---|
| Module code | CSC2013 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Dr Reza Zamani (Convenor) Dr Vrinda Nayak (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 100 |
|---|
Module description
Translational Medical Research Evaluation (TMRE) module builds on your knowledge and research enquiries learnt in year 1 and will further develop your skills in appraising research and its translation into medical and clinical arena, as well as providing a supported environment for personal and professional skill development such as, organization tasks, goal-oriented group discussion, communication, and team leadership. Working in groups, with a facilitator, you will research a scientific topic in detail and in doing so develop your skills in the collection, interpretation, formulation and presentation of scientific evidence.
Further insight into medical science and the application of scientific research will be developed via ‘Arena’ seminars (facilitated by a scientist, a doctor and a patient, see below) and external visits to laboratories at the University and healthcare environments, where possible. Whether you are on the core programme or any of its specialised pathways (Neuroscience, Human Genomics, Pharmacology and Therapeutics), by active engagement in research and group discussion in this module, you will amass a solid body of knowledge and enhance your understanding of the field of study. TMRE is an optional module suitable for Medical Sciences students on the core programme as well as those on any of the specialised pathways and Sport & Exercise Medical Sciences programme.. It is also suitable for those on Sport & Exercise Medical Sciences and Biosciences programmes.
Module aims - intentions of the module
This module aims to develop your scientific research enquiry, scientific communication and leadership skills. With expert guidance you will consolidate your skills in the collection, interpretation, formulation and presentation of scientific evidence. You will be provided with opportunities to engage with researchers and clinicians further developing these transferrable skills.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a fundamental understanding, with associated illustrative practical applications, of the key principles underpinning basic and applied medical research practice (including the critical
- 2. With limited guidance, demonstrate a critical ability to formulate and refine a research question and research strategy
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Demonstrate knowledge and critical appraisal of research and its medical / clinical / healthcare application in the discipline involved in, such as, Human Genomics or Neuroscience.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. With limited guidance, apply skills of critical thinking, problem-formulation and problem-solving.
- 5. With limited guidance, demonstrate professional competence in communicating effectively with healthcare professionals and non-specialised audiences.
- 6. With limited guidance, manage time, workload, ambiguity of knowledge and understanding, change and stress effectively
- 7. With limited guidance, understand and apply key skills of effective management and leadership.
Syllabus plan
1. Medical Research Evaluation (MRE)
In groups, students are supplied with a research trigger (e.g. research data or journal article) by the facilitator expert in a medical or clinical research area related to either a pathway (e.g. Pharmacology and Therapeutics) or other core life sciences areas (e.g. Immunopathology, cardiovascular and diabetes, etc). Working together as an investigative team, led each week by students acting as team leaders, pertinent and rational avenues of research enquiry are explored to meet the objectives which the group have set. At the start of each new session, the outgoing team leaders deliver a short presentation detailing the teams’ research progress during their lead period. Two or three team leaders are allocated at each session.
At the end of each term, each group’s research findings are collectively presented to the rest of their year cohort inspiring scholarly exchange and debate.
This team-based research process facilitates shared learning, and the consequent evolution of, leadership and enquiry-led research skills e.g. selecting and refining appropriate strategies, critical appraisal and interpretation of information, managing conflict and timeline setting.
2. Arena sessions and laboratory visits
Group “Arena” sessions will explore how scientific research and new therapies may improve patient health by discussing a disease from the viewpoints of scientist, doctor and patient. Highly popular, these sessions help consolidate abstract knowledge with real life experience within a supported setting.
You will also have to opportunity to visit medical research laboratories within healthcare and University settings. Structured sessions explore how science and emerging technologies may improve patient health. Wherever possible, students will visit research laboratories to enable them to gain a career-inspiring insight into the practices of different cutting-edge clinical or medical research groups.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 28 | 122 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 6 | A number of workshops will be delivered to prepare you for the tasks and assessments which you will encounter in the module. These workshops will include- PowerPoint and oral presentations, poster preparation and presentations, and understanding the assessment of scientific reviews.3x2hours |
| Scheduled Learning and Teaching Activities | 14 | MRE, expert facilitated research enquiry sessions. Seven sessions, 7x 2 hours. |
| Scheduled Learning and Teaching Activities | 2 | Each group presents the group poster they have produced to the rest of the cohort. |
| Scheduled Learning and Teaching Activities | 2 | Module lead-facilitated large group session, induction and feedback. A 1 hour induction session will take place at the start of the term. At the end of the term a 1 hour feedback session will occur. |
| Scheduled Learning and Teaching Activities | 4 | Expert-facilitated structured Arena sessions. Two x 2 hour sessions will happen in term 2. |
| Guided Independent Study | 40 | For each MRE session you will be expected to perform literature searches and acquire information to address your research question that week. You are also expected to come prepared for each session so that you can discuss the information you have found. When it is your week to be the team leader, you will also have to prepare a 15 minute presentation |
| Guided Independent Study | 12 | Preparation of large group presentation. |
| Guided Independent Study | 15 | Research and prepare group poster. |
| Guided Independent Study | 40 | Research and produce summative scientific paper-style Report |
| Guided Independent Study | 15 | Preparation for and reflection on workshops activities, Arena and Lab visits |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group presentation of cumulative research. The students will use their poster as the basis of their talk. | 15 minutes and 5min Q&A | 1-7 | Personal and key skills feedback from peers and facilitators, verbal. |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Group prepared scientific poster | 20 | Poster A0 in size | 1-5,7 | Written |
| Engagement in small group learning | 10 | Contribution to sessions | 4-7 | Written |
| Written Scientific Paper- Style Report | 50 | 2000 words | 1-6 | Written |
| Team Leader presentation, completed by each student | 20 | 10 minutes and 5min Q&A | 1-5,7 | Written |
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 |
|---|---|---|---|
| Group prepared scientific poster (20%) | Poster A0 in size | 1-5,7 | Re-assessment period |
| Engagement in small group learning (10%) | 1000 words reflective essay on Role of collaboration and leadership in advancement of scientific knowledge | 4-7 | Re-assessment period |
| Written Scientific Paper-style Report (50%) | Written Scientific Paper-style Report (50%) | 1-6 | Re-assessment period |
| Team Leader presentation, completed by each student (20%) | Individually prepared poster A0 in size | 1-5,7 | Re-assessment period |
Indicative learning resources - Basic reading
The recommended texts for the course are posted on the http://vle.exeter.ac.uk/course/view.php?id=3154
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | CSC1004: Fundamental Skills for Medical Scientists |
| Module co-requisites | CSC2012: Disease Diagnostics and Therapeutics CSC2014: Principles and Medical Research |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 17/03/2010 |
| Last revision date | 09/11/2017 |