Course unit details:
Applying Research Methods in Practice
| Unit code | HCRI78500 |
|---|---|
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
| Teaching period(s) | Semester 2 |
| Available as a free choice unit? | No |
Aims
The Applied Research Methods in Practice module is designed to provide students with a comprehensive understanding of the fundamental principles and practical techniques involved in conducting applied research following on from the more theoretical Research Paradigms and Processes module in year 1. The course will cover various research methodologies, both qualitative and quantitative, and tools in detail used in social sciences and applied fields. Students will learn how to manage research projects, from choose the right tool for their research questions, collect and analyse data, and draw meaningful conclusions to obtaining funding. The course will also enhance skills in writing up research, understanding the process peer-review process of journal publication and improving peer review abilities. The course will emphasize the application of research methods to real-world problems and the ethical considerations associated with research. By the end of the course students will understand the principles and concepts of applied research methods, and demonstrate proficiency in different data collection techniques, including surveys, statistical sampling, interviews, observations, and archival research, as appropriate for their dissertation needs and research interests.
Learning outcomes
Whilst undertaking research is not mandated when working in Global Health, understanding the processes and being able to critically appraise the literature is a fundamental function. By
studying the methods and processes of research and evaluation, students will be prepared for any professional role in the Global Health environment. The course is designed to bring awareness of the importance of due process and procedure, together with professional, ethical and governance obligations to potential future researchers. The course will give a sufficient grounding to be able to support research and develop their experience to be able to undertake independent research in the future.
Teaching and learning methods
This module will be delivered through an asynchronous distance learning methodology within the University Canvas system. It will consist of presented written and pre-recorded video material each week with associated core reading provided through the library reading list system and access to supplementary reference material.
Students will engage in formative asynchronous discussion board conversation with peers and the course leadership on a weekly basis. A core trigger question for discussion is presented and ideas and concepts developed from this over the week being taught and the following week before being closed to further submission but remaining available for reference. This ensures that the whole cohort moves through the material together.
Knowledge and understanding
To understand qualitative and quantitative tools in depth
Be able to understand and implement research ethics to different projects.
Design specific methodological projects
Intellectual skills
Equip students with the knowledge and necessary tools and skills needed in order to conduct research in the global health space.
To be able to recognise the research ethical obligations and concerns and be able to find solutions to allow global health research to take place.
Practical skills
Sampling/subject selection for research
Apply different research tools.
Transferable skills and personal qualities
Apply different research tools to diverse questions
Understand ethical research processes
Understand how to apply for research funding
Feedback methods
Discussion Board - at the end of the module in writing
Applied Research Task 1 - in writing within 15 working days
Applied Research Task 2 - in writing within 15 working days
Recommended reading
Green, J. and Thorogood, N. (2009) chapter 2, Qualitative Methods for Health Research. Sage: London.
Jafar, A. J. N. (2018) ‘What is positionality and should it be expressed in quantitative studies?’, Emergency Medicine Journal, 35,5.
Lingard, L., Albert, M. & Levinson, W. (2008) "Qualitative Research. Grounded theory, mixed methods, and action research" BMJ 2008; 337: 459-461
Mays, N. and Pope, C. (1995) "Qualitative Research: Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research" BMJ, 311: 42-5.
Mayoux, L., ‘Quantitative, qualitative or participatory? Which method, for what and when?’ in, V. Desai and R. B. Potter (Eds.), 2010, Doing Development Research, London: Sage Publications Ltd (pp115-129). Wilson, D. and Neville, S. (2009) Culturally safe research with vulnerable populations Contemporary Nurse, 33(1): 69–79.
Hammersley, M. (1987) Some Notes on the Terms 'Validity' and 'Reliability', British Educational Research Journal 13(1) pp 73-81.
Casale, M.J., et al. (2011) Fieldwork Challenges: Lessons Learned From a North-South Public Health Research Partnership Qualitative Health Research, 12: 734-743
Marshall, P. (2007) Ethical challenges in study design and informed consent for health research in resource-poor settings. Social, Economic and Behavioural Research Special Topics No.5.
Hunt, M. ‘Ethics beyond borders: How health professionals experience ethics in Humanitarian Assistance and Development Work’, Developing World Bioethics, 8:2, 59-69.
Additional notes
20 hours of course content
10 hours of active discussion board engagement
120 hours of self-study