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Module Overview

Contemporary healthcare education practice is increasingly underpinned by research findings, in addition to theoretical foundations. As a result, the Health Professions Educator is expected to be able to appraise and apply relevant findings from the research literature, to develop their own interests in original research, and also to problematise and research their own education practice.

This module is aimed at health care professionals who wish to develop skills in identifying an issue of interest, either relating to their own education practice, or more of more broad interest in the field of health professions education. Students will focus on the steps of developing this interest into a clear focus, framing it as a research question with reference to the literature, and designing a research study which will allow them to address this research question. They will then be supported with the skills necessary to write a research proposal which effectively communicates the research design and rationale, in order to apply for ethical approval.

Aims of the module

The Writing a Research Proposal module aims to give students the opportunity to develop the skills necessary to design a research project, relevant to their own field of clinical education practice. (As the aim of the module is to develop research skills, the proposal may be a fictional proposal and does not have to be connected to a real world research project). The module provides opportunities to explore and critically analyse the clinical education literature relevant to their field of practice; to consider research methodologies, and their application to education practice; and to design and develop a research project proposal aimed at addressing a research question in clinical education. It will also introduce students to key ethical principles relevant to clinical education research and to the discussion of how the principles apply to the research project proposed, in order to support application for ethical approval.

Research Approaches

Students will be able to produce a research proposal that uses any methodological approach, but the main focus of this module will be on qualitative research approaches appropriate to the field of Health Professions Education.Ìý Students will be expected to present an outline of their initial formative ideas for their research proposal to an online peer group discussion forum during the online teaching period of the module.

The module aims to support students in exploring the following areas:

• Social science perspectives on methodology – including phenomenological approaches; the ontology and epistemology of research approaches and application of these approaches to practice
• Development of the research problem / statement
• Development of the research question
• Critical analysis and identification of the best available literature and research evidence to support the research problem and questions.
• Exploration of issues in research design, including stakeholder involvement; research methodologies; data collection and analysis methods.
• Development of an ethical proposal in anticipation of future process of relevant Ethics Committee submission.

Module Learning Outcomes

On this module, you will develop knowledge, skills and understanding that will enable you to:

• Demonstrate an understanding of the key components of designing a research project and apply these in the context of the student’s own educational practice
• Review and critically evaluate best available evidence relevant to a specified area of professional practice, synthesising information from key sources and literature searches, appraising the literature using a recognised appraisal tool.
• Critically evaluate and appraise quantitative and qualitative research strategies, and consider the application of each to addressing different research questions in the professional and clinical environment.
• Demonstrate an ability to reflect on the ethical aspects of research, and to compose a formal application, comprising a research project proposal and ethics approval form, for potential future consideration by an ethics committee.

Mode of Delivery

This module will be delivered online, using both Activities on Moodle, (¹û¶³Ó°Ôºâ€™s Virtual Learning Environment), and live ‘Synchronous’ sessions on Zoom (including two Synchronous Day of study and regular Live Tutorials). The eight-week programme of study includes two ‘Synchronous Days’ to allow students to ‘meet’ one another and tutors, to follow up the online discussions with live, in person discussion, and to ‘check in’ with tutors regarding more challenging topics. Study on the module is structured as one- or two-week ‘Units’ of study, which students undertake in a self-directed manner, using learning activities on Moodle, which are announced at the start of each week. Self-directed study is supported by regular 90-minute live tutorials with module tutors, throughout the module. These give students the chance to explore key topics alongside their peers and tutors, to ‘check in’ regarding more challenging aspects of learning, and to receive feedback during assignment preparation

This approach combines educational methods that encourage discussion, debate, self-directed learning, reflection on personal experience, critical thinking and access to extensive online resources. This will enable you to engage in collaborative learning and to be in regular contact with module tutors. The teaching approach will vary depending on the type of learning activity. At times there will be close facilitation of online activities, and at others learning will be more self-directed, or involve peer feedback.

Summative Assessment:

The module is assessed with submission of a 2000-word assignment at the end of the module. This takes the form of a research proposal, addressing a research question of their choice, which outlines potential research project in health professions education research.

Engagement Requirements

¹û¶³Ó°Ôº expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.