Small Scale Research Project
| Module title | Small Scale Research Project |
|---|---|
| Module code | PYCD002 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Janet Smithson (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | Learning Sets | Block & learning sets | Learning sets |
| Number students taking module (anticipated) | 8 |
|---|
Module description
This module allows you to put the research knowledge and skills you are learning into practice by undertaking a small project within your work environment. The project may be an audit or primary research, but should be linked to your area of practice.
Module aims - intentions of the module
The aim of this module is to introduce you to the knowledge and skills required to conduct applied clinical research.On completion programme members should have acquired a basic understanding of research design, data gathering, analysis and the presentation of results. They will be familiar with related questions of feasibility and ethics.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Design and undertake innovative clinical research projects competently and independently taking into account questions of ethics and feasibility.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 2. 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
- 3. Develop new approaches to understanding clinically relevant problems and contribute to the development of methodology and understanding in clinical research practice.
- 4. Communicate complex and contentious information clearly and effectively to specialists and non-specialists, and act as an effective clinical research consultant.
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.
- 6. Manage complexity, incompleteness and contradiction, participating in a research group culture, demonstrating an ability to take a leader role and participate in effective group working, to facilitate the work of the group, including handling conflict.
- 7. Function independently and self-critically as a learner, using a wide range of learning resources to guide and support the learning and development of others.
Syllabus plan
Introduction to service-related clinical research process, including questions of feasibility, relevance to clinical practice and ethics.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 50 | 550 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 30 | Lectures on research methodologies, ethics and research applied to clinical practice. |
| Scheduled Learning and Teaching activities | 6 | Group tutorials (3 x 2 hours). |
| Scheduled Learning and Teaching activities | 6 | Group Learning Sets facilitated by module convenors (3 x 2 hours) |
| Scheduled Learning and Teaching activities | 8 | Supervision and individual research tutorials (8 x 1 hour). |
| Guided Independent Study | 260 | Project data collection and writing up |
| Guided Independent study | 290 | Independent reading. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research diary/notes field notes kept throughout the module consistent and adequate to the project. | 4,000 words max | 3, 5, 6, 7 | Review with research tutor/research supervisors |
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 |
|---|---|---|---|---|
| Service-related Research Project Report (Journal Submission (small scale research project data collection, analysis and presentation) | 80 | 5,000 words max | 1, 2, 3, 5, 6, 7 | Written response from markers |
| Poster Presentation | 20 | A1 poster format | 4 | Peer review and written response from markers |
| Both summative assessments must be passed individually to pass the module. | 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 |
|---|---|---|---|
| Service-related Research Project Report Journal Submission (small scale research project data collection, analysis and presentation) | Resubmission of Service-related Research Project Report Journal Submission (small scale research project data collection, analysis and presentation) (5,000 words max) | 1,2,3,5,6,7 | Minor Amendments 4 12 weeks Major Amendments 3 12 months |
| Poster and presentation | Resubmission of Poster and presentation (A1 poster format) | 4 | Minor Amendments 4 12 weeks Major Amendments 3 12 months |
Re-assessment notes
A tutorial with your supervisor is recommended prior to resubmission. 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 (7th ed): American Psychological Association. https://apastyle.apa.org/instructructional-aids/reference-guide.pdf
Barker, C., Pistrang, N., & Elliott, R. (2015). Research methods in clinical psychology: An introduction for students and practitioners (3rd ed.). Wiley.
Bryman, A. (2015). Social research methods. Oxford University Press.
Clark-Carter, D. (2010). Quantitative psychological research: The complete student’s companion (3rd ed.). 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.
Rohleder, P. and Lyons, A.C. (2015). Qualitative research in clinical and health psychology. Palgrave.
Robson, C. (2002)Real world research: A resource for social scientists and practitioner researchers (2nded). Oxford: Blackwell.
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. Psychology Research Ethics Committee ELE site, e-Learning resources
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Origin date | 13/03/2013 |
| Last revision date | 09/03/2023 |
