Independent Research (CE and HLM)
| Module title | Independent Research (CE and HLM) |
|---|---|
| Module code | HPDM135 |
| Academic year | 2020/1 |
| Credits | 60 |
| Module staff | Professor Karen Mattick (Convenor) Professor Michael Eaton (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 8 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This module is the piece of independent research associated with the Masters programmes in Clinical Education, and Healthcare Leadership & Management, and is designed to enable you to produce a project report under supervision, and to demonstrate project design, development, evaluation, synthesis and dissemination skills.
Module aims - intentions of the module
The aim of the independent research module is to enable you to demonstrate their ability to design, conduct, evaluate and write up a project on a topic that is of relevance to the title and aim of their award and in doing so, to demonstrate self-direction, originality and an ability to act autonomously in the planning and implementation of project skills at an advanced professional level.
Supervisors will be drawn from academic staff depending on the research interest of the student.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Systematically and critically review relevant theory and methodology in the design and development of an independent project
- 2. Provide evidence of skills in the formulation of research questions, identification of aims and objectives and clarification and justification of choice of methodological approach
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically analyse, evaluate and synthesise a projects findings and interpret their relevance within the context of established or emerging theories, policies and/or professional practice
- 4. Demonstrate self-direction and originality in tackling and solving problems in the conduct of a project that is methodologically and ethically sound
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Present a logically argued and clearly written project report that will aim to enhance knowledge and understanding of an area of practice at an advanced level
- 6. Critically evaluate and reflect upon their own strengths, limitations and performance with reference to the design, development, organisation and write up of the project
Syllabus plan
Whilst the module’s precise content will vary from year to year, and project to project, an example of an overall structure is as follows:
Students will work under the supervision of one or more supervisors to undertake an independent research process including the following components:
- Select a topic area that is relevant and important to the field of study
- Develop a research question that is appropriate to the scale of a Masters independent research project
- Justify the need for the research with support from the background literature
- Develop an appropriate methodological approach with which to answer the research question
- Consider the ethical principles relating to the chosen project and apply for ethical approval to proceed
- Collect and analyse the data associated with the research project in a rigorous way, justifying your approach
- Write up the research project in a manner appropriate to the intended audience, ensuring that the findings/discussions answer the research question.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 560 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 40 | Supervision meetings (scheduled by arrangement between individual students and supervisors). Face-to-face meetings with dissertation supervisors may be replaced by meetings supported by email/phone/Teams/Zoom; and some lab/data projects may be replaced by Literature or data projects only. |
| Guided Independent Study | 100 | Resource gathering and in-depth reading |
| Guided Independent Study | 260 | Project design and delivery |
| Guided Independent Study | 200 | Preparation and writing of written report and presentation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Feedback and discussion with supervisor | 40 hours | 2-4,6 | Oral and online |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Project report following journal guidelines | 80 | Maximum 5,000 words (dependent on target journal guidance) | 1-5 | Written |
| Oral Presentation. Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint. | 20 | 10 minutes + 5 minutes questions | 1-5 | 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 |
|---|---|---|---|
| Project report following journal guidelines (80%) | Maximum 5,000 words (dependent on target journal guidance) | 1-5 | Typically within 12 weeks of the result |
| Oral presentation (20%) | 10 minutes + 5 minutes questions | 1-5 | Typically within 12 weeks of the result |
Re-assessment notes
If it is not practical for a reassessed presentation to be given in person then a video-conferenced/Skype presentation or a video submission may be accepted at the assessor’s discretion.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Dixon N (2001) Writing for publication a guide for new authors. International Journal for Quality in Healthcare. 13;5:417-21
Day RA and Gastel B (2006) How to write and publish a scientific paper. Cambridge University Press
Lock D. (2007).The Essentials of Project Management (3rd edition). Aldershot, Gower Publishing
Rudestam, K. and Newton, R. (2007). Surviving your Dissertation: A Comprehensive Guide to Content and Process (3rd edition). London, Sage Publications.
Swetnam, D. (2005). How to Plan, Prepare and Present Successful Work (3rd edition). Trowbridge, Cromwell Press Ltd.
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 31/01/2017 |
| Last revision date | 02/07/2020 |