Thesis Project Proposal
| Module title | Thesis Project Proposal |
|---|---|
| Module code | PYCD001 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Janet Smithson (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | Block & learning sets | Block & learning sets | Learning sets |
| Number students taking module (anticipated) | 8 |
|---|
Module description
This module is intended to draw together programme members’ learning during preceding modules about research design, feasibility, ethics and methodology and link these with their clinical interests, in order to design an innovative research proposal, with the intention that they should subsequently carry this out. In the course of the module programme members explore their areas of clinical interest, identify possible areas for exploration and then identify research methodologies which will allow them to do this, taking into account questions of feasibility, ethics and the potential value of the research for testing or enhancing clinical practice. Review the role of research in informing clinical practice in the realms of clinical practice, in terms of one or more of:
-
Treatment outcome
-
Treatment process
-
Treatment context
-
Conceptual research relevant to an area of clinical practice
-
Basic science underpinning elements relevant to an area of clinical practice.
To learn how to undertake a systematic literature review and to carry this out in relation to an area of research, relevant to an aspect of clinical practice.
Module aims - intentions of the module
The aim of this module is to provide students with the skills necessary to design and develop a major piece of novel clinical research.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Conceptualise and design clinical research that is relevant to clinical practice
- 2. Apply research to solve complex problems in clinical practice
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Evidence great depth and systematic understanding of a substantial body of knowledge in clinical research practice, and produce peer reviewed standard publication quality clinical research
- 4. Synthesise new approaches to contribute to the development of methodology and understanding in clinical research practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Analyse and manage the implications of ethical dilemmas and work proactively with others to formulate solutions; Analyse and manage the implications of ethical dilemmas and work proactively with others to formulate solutions.
- 6. Function independently and self-critically as a learner, using a wide range of learning resources.
Syllabus plan
Integrating perspectives on clinical research process in order for programme members identify an area for exploration from a research perspective, including questions of feasibility, relevance to clinical practice and ethics. To review theoretical and practice perspectives in an area clinical practice that is of interest to the programme member and review methodologies to explore and investigate this. To learn about the uses of systematic literature reviews and to carry out in relation to the programme member’s identified area of research and chosen methodology.
Group Learning Sets to support the acquisition of research design skills, understanding of methodologies and facilitate exploration of clinical research processes and add to the evidence base of practice in their clinical area (ILOs 1-5).
Individual supervision to support project design and development including ethical considerations (ILOs 5-8).
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 50 | 550 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 6 | Group tutorials (3 x 2 hours). |
| Scheduled Learning and Teaching | 6 | Group Learning Sets facilitated by module convenors (3 x 2 hours) |
| Scheduled Learning and Teaching | 8 | Individual research tutorials (8 x 1 hour). |
| Scheduled Learning and Teaching | 30 | Lectures on research methodologies, ethics and research applied to clinical practice. |
| Guided Independent Study | 550 | Individual reading and preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Proposed project presentation during learning sets to facilitators and peers. | 20 minute presentation, and 10 minutes for discussion and feedback | 1-6 | Oral from facilitator and peers |
| Thesis proposal presentation to peers and staff. | 20 minute presentation, and 10 minutes for discussion and feedback | 1-6 | Oral feedback from staff and peers. |
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 |
|---|---|---|---|---|
| Thesis Proposal made up of?3,000 word?literature review and 3,000 word proposal | 80 | 6000 words max | 1-6 | Written response from markers |
| Mini Viva Voce examination | 20 | 1-hour presentation including time for discussion and feedback | 1-6 | Oral and written feedback from staff during the viva and via tutorials after the viva. |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Thesis Proposal made up of?3,000 word?literature review and 3,000 word proposal | Resubmission of Thesis Proposal with amendments. 6000 words max | 1-6 | Minor amendments 4 weeks; Major amendments 8 weeks |
Re-assessment notes
A tutorial with your supervisor is advised to discuss your re-assessment requirements prior to submitting the revised proposal. Resubmit including track changes or highlighting showing changes, also with a letter to the marker
Indicative learning resources - Basic reading
American Psychological Association. (2019)Publication manual (6th ed). Washington DC: American Psychological Association.https://apastyle.apa.org/instructional-aids/reference-guide.pdf
Barker, C., Pistrang, N., & Elliott, R. (2015). Research methods in clinical psychology: An introduction for students and practitioners (3rd ed.). Chichester, UK: Wiley.
Bryman, A. (2015). Social research methods. Oxford university press.
Clark-Carter, D. (2010). Quantitative psychological research: The complete student’s companion (3rd ed.). Hove, UK: Psychology Press.
Field, A. (2013). Discovering statistics using SPSS (4th ed.). London: Sage.
Harper, D., & Thompson, A. R. (Eds.). (2011). Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners. John Wiley & Sons.
Lepper, G, and Riding, N. (2006). Researching the Psychotherapy Process. A practical guide to transcript-based methods. Palgrave.
Moher,D.,Shamseer,L.,Clarke,M.,Ghersi,D.,Liberati,A.,Petticrew,M.,..&Stewart,L.A.(2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1),1-9
Rohleder, P. and Lyons, A.C. (2015). Qualitative research in clinical and health psychology. Palgrave.
Indicative learning resources - Web based and electronic resources
ELE – you can find methodology references; lecture PowerPoints (usually with references on the final slide) and guides to research - on the programme ELE pages.
Indicative learning resources - Other resources
Research methods presentations and tutorials. NHS Ethics, Psychology Research Ethics Committee ELE site, e-Learning resources.
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | Evidence-based Practice and Practice-based Evidence |
| Module co-requisites | Small Scale Research Project |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Origin date | 08/04/2020 |
| Last revision date | 09/02/2023 |
