Evidence-based Wilderness Medicine
| Module title | Evidence-based Wilderness Medicine |
|---|---|
| Module code | HPDM212z |
| Academic year | 2025/6 |
| Credits | 30 |
| Module staff | Dr Emma Cockcroft (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 | 4 | 0 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
Delivery of medicine in remote and extreme environments involves challenges that are not experienced in conventional medical paradigms and critical thinking skills are key tools for clinicians working in these settings. This module will combine teaching and refining your skills in critical appraisal and research methods, with practical opportunities to apply these skills to current areas of uncertainty in wilderness and expedition medicine.
This module is compulsory for students taking the Post Graduate Diploma and Master of Science in Extreme Medicine.
Module aims - intentions of the module
This module supports your development as researcher-practitioner in extreme medicine. The taught content will focus on developing your research skills in scientific enquiry, whether that is appraising the evidence for medical treatments or developing your own research projects, on this course and beyond. At the end of this module you will be competent in critical appraisal and application of evidence-based principles to medicine in austere environments. You will develop skills and understanding in a range of frequently used research methods ready to apply to your independent research project (MSc) as well as future professional practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Evaluate concepts and approaches to data collection and analysis required to research extreme medicine
- 2. Critically appraise the research methods, findings and interpretation of other researchers
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically evaluate, select and justify appropriate research methodologies
- 4. Demonstrate an ability to formulate lines of enquiry that can be applied to scholarship/research, or clinical practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Reflect on the process and findings of your own scholarship and research and use this to inform your practice
Syllabus plan
Whilst the module's precise content may vary from year to year, an example of an overall structure is as follows:
Content will include:
- Understanding how and why published research can be used to inform clinical practice
- Formulation of answerable clinical questions
- Critically appraise, evaluate and synthesise a contemporary evidence base
- Statistical concepts used in medical research
- Translation of evidence into practice
- Academic writing
Teaching will include online synchronous teaching in research methods, and the application of the principles of EBM (Evidence-Based Medicine) to clinical practice in remote and austere environments.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 8 | 292 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Guided independent study | 192 | Online resources including pre-recorded masterclasses; readings; discussion forums; reflective logs. |
| Scheduled learning and teaching activities | 8 | Interactive small group webinars e.g. stepback consulting or small group discussion (Optional) |
| Guided independent study | 100 | Assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research proposal | 500 words | 1,3,4,5 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 50 | 2,000 words | 1-5 | Written |
| Research proposal | 50 | 1,500 words | 1,3,4,5 | 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 |
|---|---|---|---|
| Essay | Essay 2,000 words | 1-5 | Within 6 weeks of result |
| Research proposal | Research proposal 1,500 words | 1,3,4,5 | Within 6 weeks of result |
Indicative learning resources - Basic reading
- Tavakol M, Sandars J, (2014) Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II. Medical Teacher.
- How to Read a Paper: The Basics of Evidence-Based Healthcare, 7th Edition. Trisha M. Greenhalgh, Paul Dijkstra, (2024) ISBN: 978-1-394-20692-6
Indicative learning resources - Web based and electronic resources
- ELE
Indicative learning resources - Other resources
- Centre for Evidence-Based Medicine, https://www.cebm.ox.ac.uk/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | n/a |
| Module co-requisites | n/a |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 14/03/25 |
