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MRes CLINICAL RESEARCH

PROGRAMME HANDBOOK

October 2015

CONTENTS

Page

1 INTRODUCTION AND WELCOME TO THE PROGRAMME 1

2 OVERVIEW AND PHILOSOPHY OF THE PROGRAMME 2

3 PROGRAMME AIMS 4

4 LEARNING OUTCOMES 4

5 PROGRAMME STRUCTURE 5

6 LEARNING AND TEACHING STRATEGY 6

7 PERSONAL DEVELOPMENT PLANNING (PDP) 8

8 ASSESSMENT STRATEGY 13

9 STUDENT SUPPORT 17

10 PROGRAMME EVALUATION 18

11 ACADEMIC CALENDAR 21

12 OVERVIEW OF MODULES 22

DISCLAIMERThe information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

1 INTRODUCTION AND WELCOME TO THE PROGRAMME

Welcome to the MRes Clinical Research programme, delivered by the School of Health & Social Care at Teesside University. This handbook includes specific information about your programme and should be used in conjunction with the School of Health & Social Care Student Essential Guide and the University Student Handbook.

Within this handbook you will find information about the aims and learning outcomes of the programme, details of each individual module, the associated learning and teaching strategy and support mechanisms available to you. In addition to this you will also receive a Module Guide for each module which provides more detail for individual modules that you will study as part of this programme.

Other useful information, for example information regarding the University Welcome and Student Charter can be found on the University website (www.tees.ac.uk). It is here that you will also find information on equal opportunity, guidance to procedures and regulations and information about the Library.

The programme team are here to support you throughout the programme and we hope that you find the programme both enjoyable and informative. Details of all the teaching and support staff are listed below.

Staff Contact Details

Programme LeaderBarbara Neil Senior Lecturer in Research MethodsSchool of Health & Social CareH1.23 Tel: 01642 384918Email: [email protected]

Module Leaders

Dissertation Barbara Neil Senior Lecturer in Research MethodsSchool of Health & Social CareH1.23 Tel: 01642 384918Email: [email protected]

Clinical Research in ContextJosette Bettany-SaltikovSenior Lecturer in Research MethodsSchool of Health and Social CareCG12aTel 01642 382981

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mailto:[email protected]


Quantitative Research Methods and AnalysisVicki WhittakerSenior Lecturer in Medical StatisticsConstantine BuildingC016bTel: 01642 738281Email: [email protected]

Project ManagementDr Lisa AraiSenior Lecturer in Research MethodsConstantine BuildingC1.10Tel: 01642 384933Email: [email protected]

Qualitative Research Methods and AnalysisJean DavisonSenior Lecturer in Research MethodsSchool of Health & Social CareH0.37Tel: 01642 384926Email: [email protected] Evidence Synthesis Vicki WhittakerSenior Lecturer in Medical StatisticsConstantine BuildingC016bTel: 01642 738281Email: [email protected]

Clinical Research TrialsBarbara Neil Senior Lecturer in Research MethodsSchool of Health & Social CareH1.23 Tel: 01642 384918Email: [email protected]

2 OVERVIEW AND PHILOSOPHY OF THE PROGRAMME

“What does the programme offer me?”

This programme has been designed for students who are either working in a health-related research post, who wish to pursue a research career or undertake health-related research or those who are preparing to embark upon a PhD within health or







social care context. The central philosophy of the MRes Clinical Research programme is to support the development of a workforce who will be capable of developing into world class researchers. This is in support of current DH priorities to increase the research capacity and capability of health professionals and those undertaking research within the wider context of health.

As such the content of the MRes Clinical Research programme has been designed to provide you with the opportunity to develop the relevant skills and knowledge that underpin research within the wider context of health thus preparing you for a successful research or PhD career. The broad range of content ensures that you will have the opportunity to explore a wide selection of research methodologies, the context in which health research takes place, both nationally and internationally, and the intricacies of managing a health-related research project. You will also have the opportunity and support to carry out your own primary or secondary research. One of the key features of the programme is that as well as developing your knowledge and understanding of the key methodological approaches to health-related research it will also support your development of the practical skills and personal attributes necessary for a research career. Personal development planning is therefore an integral part of the programme to support your progress and enhance your learning and personal development. The programme will also support you in developing key transferable skills in numeracy, IT and communication skills and in managing your own learning and career development. It will therefore be of value to you whatever your career choice.

The programme philosophy also acknowledges that excellence in research often requires the adoption of a cross-discipline approach and that the boundaries of health and social care research are not always clear cut. The content of the programme is therefore designed to be inclusive of cross-boundary research whilst maintaining a clear health-related focus. So whilst clinical research is the central tenet of the programme, a wider approach to research methodologies is also addressed. Much of the material that you will use during this programme not only considers a cross discipline approach but also adopts an international approach so that upon successful completion of the programme you will graduate with the skills required to enable you to apply your skills to any cultural setting and therefore work in an international market.

One of the key features of the programme alongside its focus on the development of research knowledge and skills is student support. The programme team are committed to supporting you to be as successful as possible throughout the programme and the design of the programme therefore includes a number of features to support you with your learning. In recognition of the changing nature of work and life commitments this programme has been designed, where possible, to be flexible in its mode of delivery. There is the opportunity to study modules via an attendance-learning route, a distance-learning route or a flexible-learning route – there are certain criteria attached to these different modes of delivery and they are outlined in more detail later in the Programme Handbook. The programme can also be studied on a full- or part-time basis. You will have had the opportunity to discuss which approach is the most suitable one for you during the application process and you will have further opportunities to discuss this with your Personal Tutor as part of


the PDP process and to change your learning approach at the start of each module if you find that your circumstances or preferences have changed. The PDP process is also designed to give you the opportunity to discuss your progress and to identify and put in place any additional support that you need.

3 PROGRAMME AIMS

“What will I learn?”

The overall aims of the programme are to:

Enable you to develop the skills and expertise necessary to undertake clinically relevant research

Enable you to develop an in-depth knowledge and understanding of a wide range of research methodologies and data analysis techniques relevant to your clinical practice

Foster within you a commitment to lifelong learning and the independent learning ability necessary for a clinical research career

Enable you to develop the skills needed to plan and manage a clinical research project

4 LEARNING OUTCOMES

By the end of the programme you will be able to:

Knowledge and Understanding Demonstrate a systematic and critical understanding of the context within which

clinical research is undertaken Demonstrate a comprehensive and critical understanding of quantitative

design, methods and data analysis Demonstrate a comprehensive and critical understanding of qualitative design,

methods and data analysis Demonstrate a systematic and critical understanding of project management Demonstrate a systematic and critical understanding of research governance

and ethics

Cognitive/Intellectual Skills Integrate and synthesise diverse knowledge, evidence, concepts, theory and

practice to formulate a clinically relevant research question and appropriate study design methodology and data analysis plan

Demonstrate originality and challenge orthodoxy where appropriate, on the basis of research findings

Make argued conclusions and recommendations for research/practice on the basis of incomplete/contested data

Integrate and synthesise results of data analysis with existing evidence in order to make argued conclusions and recommendations for research and/or practice


Practical/Professional Skills Act autonomously in planning a clinically relevant research project Act ethically to implement and manage a clinically relevant research project Act autonomously in planning and executing data appropriate analysis

Key Transferable Skills Demonstrate the independent learning ability to implement and manage a

research study Communicate complex academic and research issues clearly to specialist and

non-specialist audiences Be competent in numeracy skills commensurate with research Be competent in IT skills commensurate with research

5 PROGRAMME STRUCTURE

“What will I be studying and when?”

The programme consists of a number of core modules which can be taken either following the part-time or the full-time route depending on your status and preferences. Figure 1 shows the structure of the part-time route and Figure 2 the full-time route. These diagrams show you which modules you will take in each term for each year of your programme. If you find you are struggling to combine your programme with your work and/or home commitments there is the opportunity to extend your programme over a longer time period, there is also the option to fast track. Alternatively providing the correct number of credits are achieved (120) you could exit the course with a Postgraduate Diploma in Clinical Research. Please discuss this with your Personal Tutor.

Figure 1: MRes Clinical Research Part-time Route

Year Term 1 Term 2 and Term 3Year 1 Clinical Research in

Context(20 credits)

Quantitative Research Methods and Analysis(20 credits)

Clinical Research Trials(20 credits)

Year 2 Research Evidence Synthesis(20 credits)

Qualitative Research Methods and Analysis(20 credits)

Research Project Management(20 credits)

(120 credits)

Year 3 Dissertation (60 credits) (180 credits total)Figure 2: MRes Clinical Research Full-time Route


Year Term1 Term 2 and Term 3 Term 4Year 1 Clinical Research in

Context(20 credits)

Research Evidence Synthesis(20 credits)

Qualitative Research Methods and Analysis(20 credits)

Quantitative Research Methods and Analysis(20 credits)

Clinical Research Trials(20 credits)

Research Project Management(20 credits)

(120 credits)

Dissertation(60 credits)

(180 credits total)

You will find details of the content of each of these modules and the Module Leaders name and contact details in Section 11 towards the end of this guide.

6 LEARNING AND TEACHING STRATEGY

“How will I learn?”

The learning and teaching strategy has been guided by the programme aims and content and is designed to develop your independence as a learner as you progress through the programme. A variety of learning and teaching methods are used throughout the programme encouraging you to take an active role in your learning through the use of interactive-learning and teaching methods. In the early stages of the programme, learning and teaching methods aim to support you in the development of the key skills necessary for studying at master’s level and you will have the opportunity to receive feedback on your ‘mastery’ skills at an early stage of the programme. As you progress through the programme you will be encouraged to take a greater lead in your own learning. The Virtual Learning Environment (VLE) is used to support your learning for attendance, flexible and distance-learning students through e-learning@tees and you will be supported in developing e learning skills during induction and the first module.

To facilitate your successful completion of the programme three modes of programme delivery are offered; attendance, distance, or flexible. These are outlined below to help you to make the most appropriate choice. Before starting the programme you will have selected which learning approach you wish to take and this should be discussed with the admissions tutor to ensure that you are eligible for the chosen learning approach. If your circumstances or preferences change you may wish to discuss your learning route choice with your Personal Tutor. You will have the option to change your learning route choice at the start of each module; however you will not be able to change part way through a module. Please note that if insufficient students opt for the attendance or flexible routes on any module then the module may only run with the distance-learning option.


International studentsInternational students are welcome to study the programme via the distance-learning mode of delivery however international students who come to this country to study must follow the full time attendance mode of delivery. In keeping with UK Home Office immigration requirements attendance and engagement with the programme is closely monitored.

AttendanceThe learning and teaching methods for attending students will include key lectures, seminars involving group discussions and structured learning activities, practical computer lab classes, clinical lab classes and tutorial support. These will all be delivered at Teesside University. The learning and teaching methods are designed to be interactive and you will be expected to actively participate in the learning activities and group discussions. For attending students the VLE is used as a repository for learning materials and as a mechanism for communication between the module team and students. Tutorial support for attending students will be provided through face-to-face individual and group tutorials.

DistanceFor distance-learners the VLE will be used to provide you with interactive, structured learning materials such as written learning materials, narrated PowerPoint presentations, structured learning materials and activities alongside a range of discussion forums such as discussion boards, wikis and blogs to support discussion. Individual tutorial support and dissertation supervision will be available via email, telephone or Skype depending on which would be your preferred method. As a distance-learner you will follow the same weekly timetable as the attendance learners. The learning and teaching methods are designed to be interactive and you will be expected to actively participate in the individual activities and the group discussions via the VLE. As a distance-learner there is a danger that you may feel isolated in your learning, you are therefore encouraged to communicate with other students and with your tutors regularly via the VLE and email. This regular contact will support your learning by giving you opportunities to discuss ideas and develop your understanding.

FlexibleOpting to engage with the programme via the flexible route means that you will be able to take a ‘pick and mix’ approach to your learning, selecting either the attendance or distance strategy on a week-by-week basis to accommodate your other commitments. Adopting this approach means your learning will include features from both the attendance and distance-learning strategies. The exact learning and teaching strategy and the nature of the tutorial support you receive will vary depending on your individual choices. If you adopt the flexible approach you will need to discuss and agree with your module tutors which weeks you will be attending and which weeks you will be undertaking distance-learning.

7 PERSONAL DEVELOPMENT PLANNING (PDP)


Overview of PDPPersonal development planning is an integral part of your MRes programme and you are expected to engage fully with the PDP process. The aims of the PDP process are to:

Support you in managing your own learning Identify your goals in relation to your research career and develop an Action

Plan for achieving those goals Develop the personal qualities and employability skills you will need to have a

successful research career Identify and address any support needs you have for successful completion of

your programme Plan your dissertation study and apply for ethical clearance. Maintain a Progress File

During induction your Programme Leader will introduce you to the PDP process and Progress Files and discuss your areas of interest so that you can be allocated an individual Personal Tutor who will support you throughout the programme. Your Personal Tutor will be allocated to you in Week 1 of the programme and you will be expected to meet with them at regular intervals throughout the programme. The tables below set out the minimum PDP discussions you are expected to have with your tutor. Please note that full-time students will have fewer meetings than part-time students because of the length of their programme; however the meetings will be longer to ensure that you receive the same overall support as part-time students. Attendance students are expected to meet with their PDP tutors for face-to-face discussions; distance-learners are expected to email their Personal Tutors to either agree a time period for email discussion or to arrange a time for a telephone or Skype discussion.

In the first week of the programme you will be provided with learning materials that you can use to support you in setting your goals and developing an Action Plan for the achievement of your goals. To help you think about your goals and Action Plan you will be introduced to the Researcher Development Framework which sets out the knowledge, skills and attributes that you will need to be a world class researcher. You can use this framework to help you identify your goals and an Action Plan for achieving these.

PDP will also introduce you to the notion of a Progress File and provide an example of how you can develop and maintain a Progress File. The goals and Action Plan will form the basis of your subsequent meetings with your Personal Tutor and will be an essential component of your Progress File.

As you progress through your MRes programme the PDP process will encourage you to think about your dissertation study and you will be encouraged to develop your ideas from an early stage so that you can produce a well thought out dissertation study proposal and apply for ethical clearance before starting the dissertation module. The PDP meetings are essential to support you with your ethical clearance submission alongside the knowledge and understanding you will develop throughout the core modules.


The purpose of the PDP is to support you in managing your own learning. You therefore have certain responsibilities as a student. You can also expect a certain level of support from your Personal Tutor. The responsibilities for you and your Personal Tutor are identified in the sections below:

Flow Chart for Part-time Students’ PDP Discussions

Time Scale Purpose1 Year 1

Week 1Introduction to Personal Tutor and PDP process

Individual goal-setting and Action Planning discussion and proformas

Agree format for Progress File

Introduction to RDF and link with goal setting, Action Plan and Progress File

2 Year 1Week 6

Follow up on goal-setting and Action Planning

Discuss initial progress and identify any issues/support needs

Discuss learning route choice for Terms 2–3 modules

Induction evaluation3 Year 1

Week 19-20Discussion of progress/engagement from Term 1 and identification of any support needs

Review goals/Action Plan/Progress File4 Year 1

July/AugustDiscussion of progress/engagement from Year 1 following publication of results

Review goals/Action Plan/Progress File

Discuss learning route choice for Year 2

Discuss preparation for Year 2 and initial areas of interest for dissertation study

5 Year 2Week 6

Discussion of initial progress in Year 2 and identify any issues/support needs

Discussion of development of dissertation ideas and agree relevant actions in relation to this


Discuss learning route for Terms 2-36 Year 2 Discussion of development of dissertation ideas (student


Week 12 should have written a draft research proposal at this point for Personal Tutor to review)



Finalise dissertation plans and support with application for ethical clearance (dissertation supervision allocation will have taken place by this time – if dissertation supervisor is not the Personal Tutor then supervisor and Personal Tutor will meet jointly with the student to discuss dissertation plan and ethical clearance submission)

8 Year 2July/August

Discussion of progress/engagement in Year 2 and identify any support needs


Discuss learning route for Year 3

Follow up progress with ethical clearance

Discuss support for publication9 Year 3

Week 6Discuss initial progress in Term 1 and identify any support needs


Weeks 13-15Discuss progress with dissertation work


Discuss future career plans and identify support needs in relation to this

11 Year 3Weeks 24-28

Discuss progress with dissertation work

Review goals/Action Plan/Progress Files

Review future career plans and identify support needs in relation to this

12 Year 3July/August

Discuss any ongoing support needs in relation to reassessment/delayed submission/slow tracking

Formalise any continued support with publications

End-of-programme evaluation

Flow Chart for Full-time Students’ PDP Discussions


Time Scale Purpose1 Year 1

Week 1Introduction to Personal Tutor and PDP process

Individual goal-setting and Action Planning discussion and proformas

Agree format for Progress File

Introduction to RDF and link with goal-setting, Action Plan and Progress File

2 Year 1Week 4

Follow up on goal-setting and Action Planning

Discuss initial progress and identify any issues/support needs

Discuss learning route choice for Terms 2–3 modules

Induction evaluation

Discuss preparation for, and initial areas of interest for, dissertation study

3 Year 1Week 10-11

Discussion of development of dissertation ideas (student should have written a draft research proposal at this point for Personal Tutor to review)




Finalise dissertation plans dissertation supervision allocation will have taken place by this time – if dissertation supervisor is not the Personal Tutor then supervisor and Personal Tutor will meet jointly with the student to discuss dissertation plan

5 Year 1Week 36-37

Discussion of progress/engagement with dissertation following publication of results


Follow up progress with ethical clearance

Discuss support for publication6 Year 1

Week 42-43Discuss progress with dissertation work


Week 47-48Discuss progress with dissertation workFormalise any continued support with publications


End-of-programme evaluation

ResourcesResources such as goal-setting and Action Planning proformas, and links to Progress File documents can be found on the programme e-learning@tees site.

Documentation related to ethical clearance can be found on the Student Intranet.

Student Responsibilities Arranging PDP discussions within the timescales specified above Preparing for the PDP discussions Development of personal goals Development of Action Plan for achieving these goals Developing and maintaining a Progress File Identifying any issues or problems throughout the programme that may impact

on successful completion of the programme Completing actions as agreed through the PDP process Developing a feasible dissertation study proposal Completion of appropriate ethical clearance documentation Submission of ethical clearance documentation Completion of induction and programme evaluation

Personal Tutor Responsibilities Attending PDP discussion meetings or responding to PDP communications

from distance-learners within an agreed time period Providing timely feedback on PDP work/discussions Providing support on any issues/problems identified, or advice on where the

student can gain support. Communicating with programme team members as required Monitoring student progress/engagement throughout the programme and

agreeing actions as required Liaising with supervisor (if different from Personal Tutor) to provide feedback on

draft dissertation proposal plans Liaising with supervisor (if different from Personal Tutor) to provide feedback on

documentation for ethical clearance (if required) Advising on preparing work for publication and or conference presentation

where appropriate

8 ASSESSMENT STRATEGY

“How will I be assessed?”


A variety of assessment strategies are used throughout your programme. Formative assessment is used to support your learning in some modules and you are advised to make use of any formative assessment opportunities to obtain feedback on your progress. In addition to feedback for formative assignments you will also receive formative feedback in the class room setting, during tutorials and via email. A summary of the assessment types and submission weeks for each module can be found in Figure 3 and Section 11. More detailed information about the assessment and submission dates for each module will be provided in individual Module Guides; these will be provided by the Module Leaders and available via the VLE at the start of the relevant term. Further information relating to submission of assignments, feedback return, mitigating circumstances process, delayed submission, extensions, academic misconduct, presentation of assessed work, referencing and consent and confidentiality can be found in the Student Essential Guide. It is important that you read this information before completing your assessed work. Assessment and progression regulations can be found on the University Website. All modules within the programme are non-compensatable.

Written feedback on your summative-assessed work will be available to you on the Student Intranet. Feedback is normally available four to six weeks following submission of an assignment. Each module will give you the specific date that feedback will be released in the Module Guide.

External ExaminingStudents often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, and dissertations), discussing the work with your lecturers and attending the assessment boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to student representatives and School representatives. You can also request the relevant External Examiner report for your course by e mailing [email protected].

The main External Examiner for your course is Julie Currie and she works at Glasgow Caledonia University. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader.

Figure 3: Assessment Methods and Submission Weeks

Module Name Formative AssessmentType and Week of

Summative AssessmentType and Week of



Completion SubmissionYear 1RMH4040-NClinical Research in Context

1,000-word essay on the role of clinical research in health care and health service delivery

Submission programme Week 6

4,000-word case study of a clinical research protocol which will critically evaluate theoretical and philosophical underpinnings, relevant contextual issues and formulate solutions by applying appropriate legal, ethical and governance frameworks (100%).

Submission programme Week 15.

RMH4042-NQuantitative Research Methods and Analysis

Formative feedback on group discussion and practical activities will be provided by the module tutors throughout the module

Component 1 (50%)2,500-word written research proposal which justifies choice of design, sampling strategy and data collection methods for the selected clinical research problem from those provided by the tutor.


Component 2 (50%)1,500-word report detailing the selection of data analysis technique findings and interpretation for a date set provided by the tutor.


RMH4043-NClinical Research Trials

Formative feedback on group discussions and practical activities will be provided throughout the module by the tutors

4,000-word clinical research trial protocol that is designed to answer the selected research question from those provided by the tutor (100%).


Year 2RMH4038-NResearch Evidence Synthesis

Review Protocol

Submission programme Week 5

4,000-word systematic review following a specified standardised format (100%).

Submission programme


Week 17 for full-time students.

Submission programme Week 44 for part-time students.

RMH4041-NQualitative Research Methods and Analysis

Formative feedback will be provided throughout the module by the tutors on the practical activities set for students and through tutorial support

Component 1 (50%)3,000-word research proposal for one of the research problems provided by the tutorSubmission programme Week 9.

Component 2 (50%)2,500-word report which discusses the selection, justification and application of a method of data analysis for an interview transcript provided by the tutor and which provides a formal interpretation of the data.

Submission programme Weeks 9 and 16 for full-time students.

Submission programme Weeks 36 and 43 for part-time students.

RMH4039-NResearch Project Management

Formative feedback is provided throughout the module through peer assessment of group work and informal feedback from the tutor

Individual research project plan focused on the project execution and dissemination stage for a hypothetical clinical research project provided by the tutor (100%)(4,000-words).

Submission programme Week 28 for full-time students.


Year 3RMH4009-NDissertation

Formative feedback will be provided by the individual supervisors throughout the module

15,000-word written account of the research project undertaken (100%).

Submission programme


Week 34 for full-time students.



9 STUDENT SUPPORT

“How will I be supported to succeed?”

The programme team recognise that it is often challenging to combine studying with work and family commitments and we aim to provide you with the support you need to successfully complete your MRes programme. To successfully complete your programme you will need to plan and manage your time effectively and ensure that you work consistently on your academic study throughout the year. It is essential that you complete assessed work according to the deadlines set within each module or that you contact the Module Leader to extend the deadline if necessary. If you are experiencing any difficulties during your programme please contact your Personal Tutor to discuss what support can be provided. The main support mechanisms are listed below: InductionInduction is seen as an important aspect of your programme and will help you to prepare for studying within the University. Induction will provide you with the information you need about library and information services, IT accounts and IT support, studying at master’s level and detailed information about your programme. If you are studying as a distance-learner or missed the induction day, distance-learning induction materials are available electronically through the VLE. There is also an additional induction day for international students where you will be provided with some relevant information to help you to settle into University life at Teesside

Transition to MasteryUnderstanding what is required to be successful when studying at master’s level and developing the key skills necessary for master’s level study is built into the induction and into one of the first modules (Context of Clinical Research). To be successful you will need to develop your key skills in critical thinking, academic writing, referencing, presentation of academic work and IT skills. You will have the opportunity to obtain feedback on a formatively assessed piece of work at an early stage in the programme so that you can identify any areas of weakness and identify ways of developing your ‘mastery’ skills.

Programme e-learning@tees SiteYou will have access to a programme e-learning@tees site which will provide you with information specific to your programme. The programme e-learning@tees site is also used as the main method of communication between the programme team and students so you are advised to check the site regularly. You will also be able to contact other students on your programme through the programme site.

Support throughout the programme can be found from a variety of other sources. These are outlined below.

Programme Leader/Personal TutorThe Programme Leader will be available to offer support and guidance throughout your time enrolled at the University. You will also be allocated a Personal Tutor who will be a member of the programme team or an experienced researcher. They will


guide you through Personal Development Planning (PDP) and help you to develop and maintain your Progress File. PDP, to which you will be introduced during induction, is an integral part of the programme.

Progress FileAs part of your programme and the PDP process you are expected to maintain a Progress File. If you have your own Professional Portfolio you can use this as the basis for your Progress File, or alternatively you can use the e-Portfolio available through the VLE if you wish to do so. The Progress File is a means of planning and recording your own personal development.

Progression TutorialsYou will be expected to meet with your Personal Tutor at regular intervals throughout the programme to discuss your progress and plan any support that you need. The section on PDP sets out the purpose and frequency of these meetings.

Module LeaderEach module has a Module Leader who will provide you with information specific to that module and along with the module tutors, provide academic support for that module.

Dissertation SupervisionPrior to commencing your dissertation you will be allocated an academic dissertation supervisor who will provide support and advice on your research project throughout your Dissertation module. If necessary you may also be allocated an additional Clinical Supervisor. Your dissertation supervisor will also support you with applying for ethical clearance and with writing up your project for publication.

School and University Support MechanismsA number of University-wide support mechanisms are available to you such as the Learning Hub situated in the Library, student services and the Student Union and you are encouraged to access these if you need to. The School also provides additional support mechanisms such as mitigating circumstances, fast tracking, slow tracking, delayed submission and one-week extensions. Information on these can be found in the Student Essential Guide. If you need to access any of these support mechanisms please discuss with your Programme Leader. The School has an IT helpdesk which you can access for help with any IT problems during normal working hours on 01642 384148, or [email protected] .

10 PROGRAMME EVALUATION AND STUDENT FEEDBACK

The School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback, in a variety of ways, on your learning experiences both formally and informally at various points in your programme of study such as following induction, at the end of each module and after each year of your programme. The Student Essential Guide provides



information on these processes and on the student representation processes. This feedback will be used to inform enhancements to the programme for future students.

You will also be given feedback from your programme team and we expect you to take note of and act upon feedback received. Please note that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on modules, as well as actions that have been taken as a result of your evaluation of your programme of study and actions taken as a result of the evaluations made by previous student cohorts.

The VLE for this programme contains a chart - the Student Lifecycle Feedback Map - which describes these points, the type of feedback you will receive and who is likely to give you the feedback.


STUDENT LIFECYCLE FEEDBACK MAP

When you will receive feedback

Examples of the type of feedback you will receive

Who will give you this feedback

InductionAnnual induction (Academic)

Electronic information (via programme VLE) on what the programme team has done as a result of feedback from previous cohorts

Electronic information (via the programme VLE on what the programme team has done as a result of feedback from your cohort

Programme Leader

Programme Leader

Taught sessionsWithin academic modules

Verbal or electronic feedback on your progress

Electronic feedback on your cohort’s progress

Self-assessment of your progress (e.g. quizzes, online exercises)

VLE feedback on what the module team has done as a result of feedback from previous cohorts

Module team

Module Leader

You

Module Leader

At the end of academic modules

VLE feedback on your cohort’s progress

VLE feedback summarising the results of your cohort’s evaluation of the module and any Action Planned in response to it

Module team

Module Leader

At the end of each stage of your programme

VLE feedback summarising the results of your cohort’s evaluation of the stage and any Action Planned in response to it

Programme Leader

On assessmentAfter submission of formatively assessed work

Verbal, written or electronic feedback on your assignment

VLE generic feedback on your cohort’s performance on the assignment

The opportunity for verbal/electronic feedback and discussion of your assignment

Module team

Module Leader

Module Team or Personal Tutor

After submission of summatively-

Electronic feedback on your assignment

Module Leader


assessed work VLE generic feedback on your cohort’s performance on the assignment

The opportunity for verbal/ electronic discussion of your assignment

Module Leader

Module team or Personal Tutor

In-class/VLE activities

Feedback on your activities Module team Your fellow

studentsStudent/staff meetingsProgramme boards Information on what the

programme team has done as a result of feedback from previous cohorts

Information on what the programme team has done as a result of feedback from your cohort

External Examiner’s comments on your programme of study

Course Representatives



At appropriate points in your programme of study

Feedback on Professional Behaviour, attendance, Personal & Professional Development

Personal Tutor or Programme Leader

11 ACADEMIC CALENDAR

Term Start date (w/c) End date (w/c)

1 30.9.13 9.12.13

2 6.1.14 24.3.14

3 21.4.14. 12.5.14


12 OVERVIEW OF MODULES

This section provides you with a brief overview of the modules that you will be required to complete on this programme. At the start of each module you will be provided with a Module Guide that will provide more in-depth information. If you have any questions about any of the modules listed please contact the Module Leader who will be happy to answer any questions.

Clinical Research in Context (20 credits)Module Leader: Dono WidiatmokoContact: [email protected] This module is designed to prepare you to plan and conduct clinical research by providing you with a comprehensive and critical understanding of the principles and practices of clinical research and the contextual factors surrounding it. There is increasing demand for high quality clinical research to underpin practice and exciting new career pathways are available for suitably qualified practitioners to lead and develop this research provision. This module is aimed at students who either work in a clinical research environment or who wish to develop research skills in a clinical setting. The module begins with a transition to mastery then progresses to explore the conceptual, philosophical and theoretical issues relevant to clinical research. Contextual issues and their impact for good practice in planning and conducting clinical research are explored. Contextual factors influencing clinical research include health and social care policy drivers, funding bodies, regulatory and research governance frameworks, principles of good practice, public and patient involvement, legal, ethical and economic issues.

The summative assessment consists of a 4,000-word assignment based on a case study of a clinical research protocol. This will be used to assess your ability to critically evaluate the importance and impact of relevant contextual issues for effective planning and conducting clinical research and formulate solutions by applying appropriate legal, ethical and governance concepts/frameworks. This will be submitted in programme Week 15.

Depending on your status this module can be accessed by attendance, distance learning or by adopting the flexible approach involving a combination of the two. For attending students, key note lectures will be used to introduce theoretical concepts and a number of practical individual and group-based exercises will be provided to assist with skills development. Equivalent structured, resource-based learning materials will be provided for distance-learning students and will be made available on a weekly basis. Discussion and group exercises for distance-learning students will be facilitated through the blog and discussion tools in the VLE which will be accessible to all students via [email protected].




Quantitative Research Methods and AnalysisModule Leader: Vicky WhittakerContact [email protected] This module will provide students with an understanding of experimental and observational approaches to research and methods of data collection. Statistical techniques available to analyse data will be focussed on with emphasis on identifying the appropriate test/method and assessing the underlying assumptions associated with it. The module will enable the student to critically interpret results and findings. It is aimed at students who may be involved in the design of investigations and the collection, presentation, analysis and interpretation of quantitative data. The learning and teaching strategy focuses on enabling students to develop a comprehensive understanding of quantitative research designs and methods of analysis appropriate to clinical research problems. Both face-to-face and online delivery will be used to allow flexibility and provide students with the opportunity to learn entirely in attendance, at a distance or through a combination of the two (flexible learning). For attending students, keynote lectures will be used to introduce theoretical concepts and individual and group-based exercises will be provided to encourage the application of this theory to practice. For distance-learning students, narrated PowerPoint slides and/or detailed interactive written materials will be made available on the Virtual Learning Environment (VLE), e-learning@tees on a weekly basis following the same timetable as the class-based sessions. Individual exercises and activities requiring discussion through the VLE’s communication tools will be used to encourage the application of theory to practice. Students opting for a flexible-learning approach will be able to choose whether to access the face-to-face session or distance-learning materials on a week-by-week basis. The flexible-learning approach will therefore contain features of the attendance and distance-learning strategies. All students will be offered individual tutorial support to assist in the preparation of their summative assignment.

The assessment strategy consists of two parts each carrying 50% of the overall module mark. For Part 1, students will be required to write at 2,500-word proposal based on a given clinical research problem. The proposal will be submitted by teaching Week 20. For Part 2, students will be provided with a data set and asked to select and carry out appropriate analysis. They will report their findings in a 1,500-word written report to be submitted by teaching Week 26.

The module will help students to demonstrate achievement towards the following NHS Knowledge and Skills Framework dimensions: core dimensions 1,2,4,5 and specific dimensions IK1 – 3 and G1, 2.

Clinical Research TrialsModule Leader: Barbara Neil Contact: [email protected] module will enable students to understand and apply appropriate principles and practices in relation to the design and conduct of randomised controlled trials and quasi-experimental clinical research trials. Students will acquire the skills required to




design randomised controlled trials and quasi-experimental clinical research trials and consider the practicalities of implementing such trials.The learning and teaching strategy will focus on enabling students to develop a comprehensive understanding of the knowledge, evidence, concepts, theory and practice to solve foreseen and unforeseen problems in the planning and management of randomised controlled trials and quasi-experimental clinical research trials. Both face-to-face and online delivery will be used to allow flexibility and provide students with the opportunity to learn entirely in attendance, at a distance or through a combination of the two (flexible learning).

For attending students, keynote lectures will be used to introduce theoretical concepts and individual and group-based exercises will be provided to encourage the application of this theory to practice. For distance-learning students, online learning materials will be provided which incorporate the practical activities discussed in the attendance strategy. Group discussion will be facilitated though the use of discussion forums such as blogs. Tutorial support will be provided through the use of email and electronic communication tools such as Skype. Online learning materials will be made available on the VLE, e-learning@tees on a weekly basis following the same timetable as the class-based sessions. All students will be offered individual tutorial support to assist in the preparation of their summative assignment. The assessment strategy consists of one optional formative assignment and one summative assignment. For the summative assignment, students will be required to select one clinical research question from those provided by the tutor and design and justify a clinical-research trial protocol to answer the chosen research question (maximum of 4,000 words) in a format that adheres to the advice provided by the module tutors and the School of Health & Social Care. Submission of the summative assignment will be in Week 30.

The module can help students to demonstrate achievement towards the following NHS Knowledge and Skills Framework dimensions: core dimensions 1, 2, 4, 5 and specific dimensions IK 1 - 3 and G1, 2.

Qualitative Research Methods and AnalysisModule Leader: Jean DavisonContact: [email protected] This module is aimed at students who are undertaking the MRes in Clinical Research Programme, or students who wish to undertake qualitative research. It is designed to explore and contextualise the use of qualitative research methods based on an understanding of the theoretical philosophical underpinnings of qualitative methodologies. The focus of the module will be upon the use of qualitative methods in health and social care settings in order to access subjective experiences of individuals to allow for a greater understanding of the complexity of the human condition.

The learning and teaching strategy focuses on enabling students to develop a comprehensive understanding of qualitative research designs and methods of analysis appropriate to clinical research problems. Both face-to-face and online delivery will be used to allow flexibility and provide students with the opportunity to



mailto:e-learning@tees

learn entirely in attendance, at a distance or through a combination of the two (flexible learning). For attending students, keynote lectures will be used to introduce theoretical concepts and individual and group-based exercises will be provided to encourage the application of this theory to practice. For distance-learning students, recorded lectures will be made available on the VLE, e-learning@tees on a weekly basis following the same timetable as the class-based sessions.

Individual exercises and activities requiring discussion through the VLE communication tools will be used to encourage the application of theory to practice. Students opting for a flexible-learning approach will be able to choose whether to access the face-to-face session or distance-learning materials on a week-by-week basis. The flexible-learning approach will therefore contain features of the attendance and distance-learning strategies. All students will be offered individual tutorial support to assist in the preparation of their summative assignment.

The module content will be organised around the principles of research design: the framing of the research problem and the development of an appropriate research design which incorporates appropriate sample design, data collection and data-analysis tools. The value and relevance of models which evaluate the methodological quality such as trustworthiness will also be debated. The module will be assessed in two parts each carrying 50% of the overall module marks. Part 1 will be in the form of a project proposal and students will be required to write 3,000 words on a given clinical research problem. The proposal will be submitted by programme week 9. Part 2 of the assignment will consist of the selection and application of a data analysis method to a verbatim transcribed interview which will be provided by the teaching team. This report will consist of a 2,500-word report and will be submitted in programme Week 16. The module will help students to demonstrate achievement towards the following NHS Knowledge and Skills Framework dimensions: core dimensions 1,2,4,5 and specific dimensions IK1–3 and G1, 2.

Research Project ManagementModule Leader: Lisa AraiContact: [email protected] The module is aimed at students who want to develop skills in research project management and can be undertaken either as part of the MRes in Clinical Research or as a stand-alone module. This module is focused on learning about the practical, everyday aspects of the management of primary (‘live’) research projects in health-related areas, and is aimed at those who have already been involved in the management of research projects as well as those completely new to it. The module aims to introduce students to the principles and practices of effective research project management. Research projects typically have three stages: the planning stage (where the methodological approach to be used is refined); the execution (or implementation) stage; and the dissemination stage.

This module focuses primarily on the second and third stages in the lifecycle of the research project (the execution and dissemination stages). Students will learn about: the basics of costing research projects (and the importance of staying within




budget), how to engage in good ethical practice, some of the issues involved in the effective management of RCTs (including those relating to safety reporting) and the good management of sensitive data. Other areas covered in the module include: participant recruitment strategies, compliance with data protection law, the different elements and activities associated with dissemination of research findings and working with others.

Students can undertake the module following an attendance, distance or flexible learning and teaching strategy. Attendance learning will include key lectures, group discussion and practical activities. Distance-learning will utilise interactive structured learning materials and online discussion forums. Flexible learning includes a mix of both attendance and distance-learning strategies. The assessment strategy has one component (100%). This requires students to develop a report describing an Action Plan which is focused on project execution and dissemination (4,000 words). The assessment should be submitted in programme Week 31. This module can help students to demonstrate achievement towards the following NHS Knowledge and Skills Framework dimensions: core dimensions 1, 2, 4, 5 and specific dimensions IK 1 - 3 and G1, 2.

Research Evidence SynthesisModule Leader: Vicki WhittakerContact: [email protected] This module is aimed at students who are undertaking the MRes in Clinical Research programme or who wish to undertake secondary research, synthesising health-related research evidence. It is designed to provide students with an understanding of all the steps necessary to undertake different types of evidence synthesis for clinical research including systematic reviews, meta-analysis, best evidence synthesis or narrative reviews of qualitative or mixed methods research. It is also designed to further develop students` ability to critically evaluate, integrate and apply evidence from research.

The learning and teaching strategy focuses on enabling students to develop a comprehensive understanding of the diverse types of reviews appropriate to clinical research problems. Both face-to-face and online delivery will be used to allow flexibility and provide students with the opportunity to learn entirely in attendance, at a distance or through a combination of the two (flexible learning).

For attending students, keynote lectures will be used to introduce theoretical concepts and individual and group-based exercises will be provided to encourage the application of this theory to practice.

For distance-learning students, PowerPoint presentations with detailed written materials or recorded lectures will be made available on the Virtual Learning Environment (VLE) (e-learning@tees) on a weekly basis following the same timetable as the class-based sessions. Individual exercises and activities requiring discussion through the VLE communication tools will be used to encourage the application of theory to practice.




Students opting for a flexible learning approach will be able to choose whether to access the face-to-face session or distance learning materials on a week-by-week basis. The flexible learning approach will therefore contain features of the attendance and distance learning strategies. All students will be offered individual tutorial support to assist in the preparation of their summative assignment.The module will be assessed both formatively and summatively. Formative assessment will be a 1,000-word protocol (submission Week 5). Summative assessment will be a small scale 4,000-word review that will be handed in during programme Week 17.

The module will help students to demonstrate achievement towards the following NHS Knowledge and Skills Framework dimensions: core dimensions 1,2,4,5 and specific dimensions IK1 – 3 and G1, 2. Dissertation Module Leader: Barbara NeilContact: [email protected] This module is designed to enable the students to consolidate and develop further their skills and knowledge gained during previous modules. The module is aimed at students undertaking an MSc in a health or social care field. More specifically the module will enable students to synthesise learning as they apply their research-related knowledge to identify a researchable problem, plan and execute a study. Students are able to utilise a range of different methodologies for their study, such as quantitative, qualitative or systematic review. The module will be introduced through introductory key lectures, then supervisory and student-led tutorials will be employed as a forum in which students and lecturers can discuss and debate issues surrounding all aspects of the project development and management. Students will be expected to be in contact with their supervisor a minimum of twice per term. The purpose of these supervisory sessions is to ensure that the project is advancing as anticipated and to support students throughout the ethical clearance process. Where appropriate students will be encouraged to publish their study in a peer review journal, and support with publication will be provided by supervisors.

Assessment consists of a detailed written account of the research project (15,000 words maximum research report, 100%). Submitted programme Week 32 (part-time students) and programme Week 50 (full-time students). Substantive work on the project must not commence prior to the ethical approval/release. Evidence of approval/release must be included in the dissertation. Successful completion of the module will contribute towards the demonstration of the following NHS Knowledge and Skills Framework dimensions: core dimensions 1, 2, 4, 5 and specific dimensions IK 1 - 3, G1 & 2.



sohsc.tees.ac.uk web viewevidence synth. e. sis . vicki whittaker. senior lecturer in medical...

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