Module overview
Understanding research, the appropriate use of qualitative and quantitative methods, and how to interpret results is fundamental to being able to critique an evidence base. The Clinical Research Skills: Theory to Practice module teaches you how to apply qualitative, quantitative and mixed methods approaches when carrying out research or evaluating a service, and to understand them when considering the results reported by others.
Our online module is delivered using a blend of live teaching and pre-recorded sessions. You are expected to attend all live sessions, which allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Practical workshops in our live sessions will allow you to work through data analysis techniques and use specialist software in a supported environment. Our recorded sessions allow you to learn at your convenience within each teaching week. Engaging with our blended learning, each teaching week allows you to build on and synthesise your learning as you go.
This module is taught once a year and typically involves approximately 10 hours of student engagement per week.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Formulate appropriate methods for quality checking, data manipulation, and presentation using qualitative and quantitative data.
- Propose the appropriate research governance process for a research project.
- Construct a data collection and analysis plan, using appropriate qualitative and/or quantitative methods.
- Evaluate a range of qualitative and quantitative research methods.
- Design an appropriate research question and objectives for your project proposal.
Syllabus
The syllabus for the Clinical Research Skills: Theory to Practice module has been developed to cover these main themes:
• Understanding qualitative research methods and knowing how to interpret findings, including key methods such as interviewing, focus group research and thematic analysis.
• Use of statistical methods for the analysis of quantitative data with an emphasis on the practical application of statistical methods and the interpretation of results using the statistical software SPSS.
• Appreciation of the key processes for designing, undertaking and interpreting good clinical research, which will enable you to appraise research projects and also prepare you for your dissertation.
Learning and Teaching
Teaching and learning methods
This online module is a blend of live teaching and recorded sessions, providing a flexible learning environment that gives you control over your studies. You should plan your time so that you can attend our live teaching and make the most of being able to take part in rich discussions, practical exercises, and interact with the teaching staff and your fellow students.
A variety of online learning and teaching methods will be adopted to promote the development of a wide range of skills. Specialist lecturers from a range of academic and health care research backgrounds will ensure a breadth and depth of perspective is offered, giving a good balance between theories, principles, and practical analysis options.
As well as the formal live teaching, live practical workshops and recorded sessions, we offer online tutorials to support your learning.
| Type | Hours |
|---|---|
| Teaching | 64 |
| Independent Study | 233 |
| Tutorial | 3 |
| Total study time | 300 |
Resources & Reading list
General Resources
e-Books. There are many e-books available from the University of Southampton library in both allergy and related academic subjects (e.g. reflection, study skills, communication skills). Access the online site: https://www-lib.soton.ac.uk/.
Internet Resources
MRC Regulatory Support Centre (e-learning on research governance).
Understanding Health Research on-line critical appraisal tool.
The Concordat to Support Research Integrity.
Turning research into practice database.
UCLA Statistical Computing Resources.
Electronic Statistics Textbook.
Textbooks
Taylor, S.J., Bogdan, R. and DeVault, M.L. (2016). Introduction to qualitative research methods : a guidebook and resource. Hoboken: John Wiley & Sons.
Campbell M.J., Machin D. & Walters S.J. (2021). Medical Statistics: A Textbook for the Health Sciences. Wiley Blackwell.
Pope, C. and Mays N. (2020). Qualitative Research in Health Care. Oxford: Wiley Blackwell.
Allen, A.K. (2012). Research Skills for Medical Students. SAGE publications.
Assessment
Assessment strategy
The assessment for the module provides you with the opportunity to achieve the learning outcomes (1) by demonstrating the depth and breadth of your knowledge of research methodologies, along with (2) showing higher cognitive skills and your ability to make sound judgements. Knowledge of qualitative and quantitative methods will be assessed formatively. There will be three summative components to the assessment data analysis for i) qualitative and ii) quantitative methods and iii) the development and written presentation of a guided research proposal. The pass mark for the module and all assessed components is 50%. If you do not achieve the pass mark on this module by achieving 50% or more in all components, you may still pass by compensation. To do this, you must achieve a qualifying mark of 40% on each assessed component. Each of the component marks is then combined, using the appropriate weighting, to give an overall mark for the module. If this overall mark is greater than or equal to 50% you will have passed the module. If your overall mark is less than 50% when the weighting has been applied to the components, you will have failed the module. If you have not achieved 40% or more on all components, you cannot use compensation and have failed the module. If you have failed the module, the Board of Examiners may offer you the opportunity to submit work at the next referral (re-sit) opportunity for all components where you have not achieved the pass mark. Marks for components which were passed will be carried forward. You must achieve the pass mark in all referred components. The referral component marks will be capped at 50%. If you fail a referral opportunity, the Board of Examiners may offer you the opportunity to repeat the module. You would need to repeat all components, and the module mark will be capped at 50%.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Assessment of Qualitative and Quantitative methods
- Assessment Type: Formative
- Feedback: Automated feedback will be provided via the online assessment system or during the live sessions as activities are completed.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Data Analysis | 30% |
| Data Analysis | 30% |
| Project proposal | 40% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Data Analysis | 30% |
| Data Analysis | 30% |
| Project proposal | 40% |
Repeat Information
Repeat type: External