Course Handbook 2018-19 - MSc Clinical Research Pathways: Health Research and Clinical Research - The UEA Portal
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MSc Clinical Research
Pathways: Health Research and Clinical Research
Course Handbook 2018-19
CONTENTS
Introduction from the Course Director ................................................................................................... 3
1.0 uea student handbook, your school and course handbook ....................................................... 4
2.0 COURSE OVERVIEW/PROFILE ...................................................................................................... 5
2.1 Health Research Pathway ........................................................................................................... 5
2.2 Clinical Research Pathway ........................................................................................................... 7
3.0 AIMS and PHILOSOPHY ..................................................................................................................... 9
4.0 MEET THE COURSE TEAM ............................................................................................................... 10
5.0 CONTENT AND STRUCTURE ............................................................................................................ 11
5.1 Key Features................................................................................................................................ 11
5.2 Module Outlines ......................................................................................................................... 11
5.3 Assessment and marking ............................................................................................................ 12
5.4 Important information ................................................................................................................ 14
5.4.1 Attendance ........................................................................................................................... 14
6.0 USEFUL LINKS AND RESOURCES ...................................................................................................... 15
7.0 COURSE READING .......................................................................................................................... 17
7.1 Further Course Reading .............................................................................................................. 18
INTRODUCTION FROM THE COURSE DIRECTOR
Welcome to this handbook which holds all the information
related to the content of your post registration research award.
The handbook is relevant for all students undertaking either the
Clinical Research or Health Research pathway for the award,
MSc in Clinical Research.
Regardless of the pathway you are undertaking you will see
that there are modules common to both routes and so you will
be working alongside colleagues who are taking full and part
time options and who come from varied career backgrounds. These modules are
also shared by other post graduate programmes in the Faculty of Medicine and
Health (FMH) so you may for example you may be working with students
undertaking an MSc in Health Economics. From past experience we know that this
diversity offers experiential learning opportunities outside of the taught curriculum
and is something we view very positively.
Clinical research is a continually evolving field and spans the breadth of
pharmacological trials to the development and commercialisation of innovative
products aimed at improving and managing health conditions. As such you will learn
and expand your understanding of different research methodologies and designs as
well as the health policy and practice that governs the ethical delivery of health
research.
It is our strong hope that you will find your experience of learning research
methodology and conducting your own research enjoyable, liberating, fulfilling and
useful and that the skills you learn will provide you with a research base on which to
build a successful academic clinical career.
Please make use of the online resources available via the UEA Portal, in particular
the ‘I Love Health’ Blackboard Site, an online resource for post-qualifying students of
the Faculty of Medicine and Health.
I look forward to working with you.
Dr Kath Mares
k.mares@uea.ac.uk
01603 5930991.0 UEA STUDENT HANDBOOK, YOUR SCHOOL AND COURSE HANDBOOK
The central UEA student handbook contains information about all key UEA policies
and guidance and is for all students studying on undergraduate and postgraduate
taught programmes. It aims to give new and continuing students a central reference
point for University-wide regulations, processes and guidance to help and support
you through your studies. You can find information about these topics:
i. The advising system
ii. Learning and Teaching Services
iii. Communication
iv. The Student Portal and e:Vision
v. Campus cards
vi. Student finances
vii. The Student Support Service
viii. Regulations
ix. Health and safety
x. Generic course information
xi. Marking criteria
xii. Timetables
xiii. Coursework submission and returns
xiv. Examinations
xv. University dates for 2017/18
xvi. Appeals and complaints
xvii. Equality and inclusion for students
xviii. Student representation and feedback
This list only summarises the main headings; for full details of the content refer to the
handbook itself.
Information contained in the central UEA student handbook will not be repeated in
the School of Health Sciences (HSC) handbook. Any general information
regarding your taught provision within the HSC will be summarised in this handbook
and can also be found on the HSC Students: School and General Information
Blackboard.
All information specific to your programmes of study can be found in your course
handbook (this handbook), your course specific Blackboard site and via the New
Student Website.2.0 COURSE OVERVIEW/PROFILE
2.1 Health Research Pathway
This pathway has been designed specifically to accommodate the specific needs of
the Academic Clinical Fellows (ACF). In order to achieve this the programme has
been designed:
- to provide a structured and co-ordinated generic academic training
programme which will fulfil the requirements and standards set by the
NIHR
- to provide a nurturing learning environment to accommodate the academic
fellows’ individual needs
- To achieve the above objectives, we have designed a training programme
that can be delivered over three years. The programme will allow ACFs to
obtain either an MSc degree (optional) or a total of 120 credits.
- We plan to provide additional training days and courses designed to
facilitate the learning opportunities for other transferable skills viewed as
essential for researchers/clinical academics as per NIHR guidance. The
teaching/training programmes outlined in this document are generic skills
only and provision of specialty specific research training will be arranged
by academic supervisors based on the individual trainee’s requirement
and to suit the nature of their academic field.Module Code Module Title
Introduction to Research Methods
MED-7021D
(20 credits)
Introduction to Research Methods (en bloc)
MED-7021E Only an option if unable to attend September version
(20 credits)
Introduction to Research Ethics & Governance
MED-7019D
(20 credits)
Transferrable Skills for Research
MED-7024F
(20 credits)
Dissertation
MED-7059X
(60 credits)
Further Quantitative Research Methods
MED-7013E
(20 credits)
Systematic Review & Research Synthesis
HSC-7057E
(20 credits)
Further Qualitative Research Methods
MED-7014E
(20 credits)
PART- YEAR 1 CREDITS YEAR 2 CREDITS YEAR CREDITS
TIME 3
AUTUMN Introduction to 20 Research 20 60
TERM Research Ethics and
Methods Governance
SPRING Further Quant 20 Further Quant 40
TERM Or Further Qual
Dissertation
Or Further Qual
Systematic
review
SUMMER Transferrable 20 20
TERM skills
TOTAL 60 60 60 180
AWARD PG Diploma 120 MSc 1802.2 Clinical Research Pathway
This pathway is for all other students enrolled on the Clinical Research Pathway This
programme can be undertaken either part-time or full-time. This pathway has been
designed to provide a structured and co-ordinated generic clinical academic training
programme and to provide a nurturing learning environment to accommodate the
academic fellows’ individual needs
Module Code Module Title
Introduction to Research Methods
MED-7021D
(20 credits)
Introduction to Research Ethics & Governance
MED-7019D
(20 credits)
Transferrable Skills for Research
MED-7024F
(20 credits)
Dissertation
HSC-7015X
(60 credits)
Further Quantitative Research Methods
MED-7013E
(20 credits)
Systematic Review & Research Synthesis
HSC-7057E
(20 credits)
Health Economics
MED-7006D
(20 credits)
Further Qualitative Research Methods
MED-7014E
(20 credits)
Foundations in Clinical Research: Knowledge Skill & Practice
HSC-7022E
(20 credits)
Clinical Research - PART-TIME ROUTE
PART- YEAR 1 CREDITS YEAR 2 CREDITS YEAR YEAR CREDITS
TIME 3 3
AUTUMN CORE : 20 CORE 20 60
Economics
TERM Introduction Research
Option:
Health
to Research Ethics and
Methods Governance
SPRING CORE: 20 Options: 20
TERM Further Further Quant
Dissertation
Quant Or
Or Further Qual
Further Qual
Or Systematic
review
Or Foundations
in Clinical
Research
SUMMER Option: 20 Option: 20
TERM Transferrable Transferrable
skills skills
TOTAL 60 60 60 180
AWARD PG Diploma 120 MSc 180Clinical Research - FULL-TIME ROUTE
FULL-TIME YEAR 1
AUTUMN TERM CORE: Introduction to Research Methods and
Research Ethics & Governance (40 credits)
Option: Health Economics (20 credits)
SPRING TERM CORE: Further Quant or Further Qual (20
credits
Options: Further Quant, Further Qual,
Systematic Review, Foundations in Clinical
Research (20 credits each)
SUMMER TERM Option:
Transferrable skills (20 credits)
YEAR LONG CORE (MSc only): Dissertation (60 credits)
TOTAL
Details for the FMH Shared PGT Programme Induction and the Induction event to be
held on Thursday 20 September 2018, 3 – 5pm, are available on the ‘I Love Health’
Blackboard Site via the UEA Portal.
Depending on the module, lectures are usually scheduled as follows:
- Health Economics and Further Qual – Tuesday
- Intro to Res methods and Further Quant – Wednesday
- Systematic Review and Intro to Research Ethics – Thursday
- Transferrable Skills for Research – either Monday or Tuesday
- Foundations in Clinical Research – Friday
(Please note dates are subject to change, please ensure you check e-Vision for the
most up to date information)3.0 AIMS AND PHILOSOPHY
The MSc offers health professionals the opportunity to develop their knowledge and
understanding of research skills related to healthcare. The flexible modular
framework generates an interdisciplinary environment through which research can
be explored against the wider context of health.
By the end of the MSc programme students will be able to:
- Demonstrate the practical skills and understandings outlined for the PG
Diploma (above)
- Have further honed their skills of critical appraisal and their ability to synthesise
findings of research and apply these to specialist areas of health and social
care
- have developed their research skills through the conduct of a research
dissertation, demonstrating their ability to identify an appropriate research
question and to design research to answer that question
- have extended their knowledge of Clinical Research through successful
completion of a research dissertation.4.0 MEET THE COURSE TEAM
Dr Kath Mares – Course Director
Kath qualified as a physiotherapist from Addenbrookes School
of Physiotherapy in 1993 and went on to complete Junior and
Senior physiotherapy rotations within the Norfolk and Norwich
area. In 1997 she specialised in the management and
treatment of people with acquired brain injury at what is now
known as the Specialist Rehabilitation Services (SRS) in
Norwich. In 2000 Kath started work as a Lecturer/Practitioner
in Physiotherapy working between the SRS and the University
of East Anglia. By 2005 Kath was teaching on both the BSc and pre-registration
MSC in Physiotherapy. Kath is currently the Course Director for the MSc in Clinical
Research and Lead for the NIHR funded component of this course and is a member
of the Chartered Society of Physiotherapy and the Association of Chartered
Physiotherapists. Her interests focus on movement recovery in people following
acquired brain injury with a particular interest in digital technology as one means of
delivering physical therapy interventions and optimising service delivery.
Module Module Title Module Organiser e-mail
MED- Sarah Hanson
Introduction to Research s.hanson@uea.ac.uk
7021D/E (Qual)
Methods allan.clark@uea.ac.uk
Allan Clark (Quant)
Further Quantitative
MED-7013E Jane Skinner j.skinner@uea.ac.uk
Research Methods
Further Qualitative Carys Horne and
MED-7014E j.f.moore@uea.ac.uk
Research Methods Jenny Moore
Introduction to Research
MED-7019D Andrea Stockl A.Stockl@uea.ac.uk
Ethics & Governance
Systematic Reviews and
HSC-7057E Jane Cross j.cross@uea.ac.uk
Research Synthesis
MED-7006D Health Economics To be confirmed To be confirmed
Transferrable skills for Dietmar
MED-7024F d.steverding@uea.ac.uk
research Steverding
Foundations in Clinical
Research: Knowledge
HSC- 7022E Jenny Moore j.f.moore@uea.ac.uk
Skill & Practice
HSC-7015X
Research Dissertation Kath Mares k.mares@uea.ac.uk
MED-7059X5.0 CONTENT AND STRUCTURE
5.1 Key Features
The MSc in Clinical Research is a postgraduate taught programme intended to offer
post-registration Health and Social Care Professionals an opportunity to develop
their knowledge and understanding of theory related to practice relevant to their role.
The flexible modular framework generates an interdisciplinary environment through
which specific practice can be explored against the wider contexts of care.
Students of the programme can explore advances in both theory and practice in their
own specialist area, while also gaining from interdisciplinary perspectives from other
specialities. This will promote broad opportunities to examine the contextual and
evidence bases for their own specialist areas of health care.
Through the programme students can undertake studies leading to a an MSc in
Clinical Research – 180 M-Level credits, which can be completed through three
years of part time study or through one year of full time study.
N.B An interruption to study, or a decision to withdraw from the course after
completion of 3 x 20 credit Modules can result in an exit award of a Postgraduate
Certificate in Clinical Research, and 6 x 20 credit modules can result in the award of
a Postgraduate Diploma but these awards are not ones which students can enrol on.
For the award of MSc in Clinical Research, each 20 credit module successfully
completed will involve approximately 200 effort hours, including hours spent in the
classroom. However, different modules may require students to attend variable
numbers of teaching sessions (ranging from 25-32 hours of teaching).
5.2 Module Outlines
Full module information can be accessed via eVision as follows:
- Within the Module and Course information section, select Course Profiles
- Select ‘Health Sciences’ for the school and the current academic year.
- Select your course from the list and select Profile (on the right hand side)
- To view module information click on the module code (left hand side)
- Within the module outline there is a ‘Module description’ section.
- Within this section select ‘additional module details’
- This will take you to a ‘general information’ page where there are tabs to
select along the top to select from learning outcomes to assessment details
and so on.5.3 Assessment and marking Assessment details are normally given during the course of the Module. Submission is approximately four weeks after the end of the Module. Assignment formatting guidance: Follow Health Sciences’ standard formatting for written assignments unless otherwise told by your module lead. The full guidance is available via Studentzone Blackboard within Policies and Processes/Guidance and advice. Prior to submitting your assignment you should make sure that it conforms to the assignment guidelines, this will help you to avoid penalties. Please refer to the University Student Handbook (Taught Programmes) for guidance on assessments and submission of coursework. https://portal.uea.ac.uk/documents/6207125/8540534/University+Student+Handbook +for+Taught+Programmes The University has ‘Senate Scales’ at Masters Level that aid the marking and feedback of assessed Coursework, Dissertations and Oral Presentations. Failure to submit an assignment automatically generates a ‘Clear Fail’, 0%. Markers derive your overall mark from two broad aspects of your work: (a) The degree to which you have satisfied the specific guidelines set for your module assignment and (b) The extent to which your work is well written. The Faculty is committed to providing you with feedback and provisional results on summative assessments as quickly as possible. For dissertations, portfolios, and projects the norm will be 30 working days. For coursework (written assignments) the University policy if for feedback and provisional marks to be returned to students within 20 working days of the published submission date. Where we are unable to meet the norm, you will be notified and an explanation given. Work that is submitted after the published deadline, including approved extensions, may take longer than the 20 working day timescale but will normally be within 30 days. This is due to missing the allocated time slot for marking based on the original deadline. Provisional Marks All marks awarded are provisional until they have been ratified by the Board of Examiners. Before your marks are ratified by the Board of Examiners, feedback will be provided to you in the form both of written comments and a provisional mark. Please refer to the UEA Student Handbook (Taught Programmes).
The Board of Examiners Confirmation of Marks
The Board of Examiners meets three times a year (November, March and June).
The Board of Examiners is made up of experienced internal and external examiners
who monitor students work, scrutinise the quality of marking processes and critically
compare UEA standards of student work and marking to that in other equivalent
institutions. During the course of its work the Board of Examiners has the power to
moderate marks and assessment results in light of their findings from the above
activities.
Final results and confirmed marks will be issued following the meeting of the Board
of Examiners. A mark of 50% or more for a module will be treated as a pass mark
and will qualify for credit. A candidate who receives a mark of 49.99% or below will
be referred to reassessment.
Extenuating Circumstances
Please refer to the University student handbook, which can be found via the Portal.
https://portal.uea.ac.uk/documents/6207125/8540534/University+Student+Handbook
+for+Taught+Programmes
The Board of Examiners and Reassessment
In the event of a failed assessment, the Board of Examiners will decide whether to
confirm the mark and consider whether or not you can be reassessed. You will then
be sent a letter notifying you of the Board of Examiners’ decision. If you are eligible
to be reassessed, you will be provided with instructions in the letter and you will be
charged a reassessment fee. You are allowed three months from the date of the
letter in which to resubmit your assignment. You will not be allowed reassessment in
any one module on more than one occasion.
Your module organiser is the person to whom you should speak regarding the nature
of the work you are to submit for reassessment, as you will be notified in the letter
offering resubmission. Students are advised to read and respond to the marker’s
feedback when undertaking their reassessment.
Students are advised that:
- The deliberations of Boards of Examiners are confidential. Examiners are not
authorised to inform students of any discussion that may have taken place in
the Board’s meeting
- Examiners are required to make academic judgements about students’
performance and marks are a guide to examiners in making those
judgements. However, other factors may be taken into account and students
should be aware that a particular number or pattern of marks does not
necessarily lead to a given result.5.4 Important information 5.4.1 Attendance The module organisers will carefully monitor attendance because a student’s contribution to each session is important for the success of the module. Poor attendance can lead to problems with passing the assessment. Poor attendance can also have a negative effect on your chances of being allowed a resubmission following failure of an assignment. Failure to meet attendance requirements may result in referral to a disciplinary committee. Usually 80% attendance is required for each module.
6.0 USEFUL LINKS AND RESOURCES Guide for Academic Writing Guide to Citing and Referencing Written and Electronic Information Further help and accessible help guides are available on the Learning Enhancement team website and via the following: - Royal College of Speech & Language Therapists - Nursing and Midwifery Council - Chartered Society of Physiotherapy - General Medical Council - British Psychological Society The JAMA Users' Guides A series of introductory articles published as the Users' Guides to EBP in the Journal of the American Medical Association (JAMA) are now available for free. These are comprehensive and easy to read - if you download them you will have a text book but beware, the tools such as calculators and the worked examples have been removed to a pay to view section. It also covers qualitative studies. CASP site This gives appraisal checklists for systematic reviews, randomised controlled trials, qualitative research studies, cohort studies, case control studies and diagnostic test studies which can be downloaded for personal use. NICE The National Institute for Health and Care Excellence (NICE) provides national guidance and advice to improve health and social care. BMJ Clinical Evidence Clinical Evidence is a new kind of decision-support resource for the evidence- based medicine (EBM) era Cochrane Collaboration Gathers and summarises the best evidence from research to help make informed choices about treatment. Health Research Authority Approval HRA Approval is the process for the NHS in England that brings together the assessment of governance and legal compliance, undertaken by dedicated HRA staff, with the independent REC opinion provided through the UK research ethics service. General Medical Council Guidance for Research This document brings together all of the GMC’s advice to doctors involved in research. NHS Research and development forum Leading, promoting, shaping and influencing quality health research and for anyone whose professional role or interests include:
- The management and quality of health research
- The strategic development of health research across the NHS and wider
health economy.7.0 COURSE READING
Access your reading list now
Alongside making notes in your lectures and discussing topics in seminars, reading
is a core part of obtaining knowledge in any degree. Your reading lists for each
module will be available through an online system. Please click on the link below and
enter your module title or module code to
access each list https://uea.rl.talis.com/index.html
Once you are at UEA you will be able to access your reading lists directly through
your online modules (via Blackboard); but before you arrive you can use the steps
above to look at the reading you will be expected to engage with. This will give you a
better feel for the topics covered in your course.
Each module will have its own reading list and items will be recorded as 'core' or
'further' reading. This allows you to know what sources are mandatory for you to do
well in the course and which are additional- if you are interested in exploring the
topic further.
If you would like to get a head start on your reading please feel free to do so but
we would advise that you don't buy any books yet until you explore what the
UEA library has to offer.7.1 Further Course Reading MSc Clinical Research General: Title: The Unofficial Guide to Medical Research, Audit and Teaching Authors: Zeshan Qureshi, Ceen-Ming Tang, Colin Fischbacher (2015) Title: Oxford Handbook of Clinical and Healthcare Research Authors: Sumantra Ray, Sue Fitzpatrick, Rajina Golubic and Sue Fisher (2016) Title: Medical Research Essentials Author: Rania Esteitie (2014) Title: An Introduction to Clinical Research (Success in Medicine) Authors Piers Page, William Eardley (2012) Title: Understanding Medical Research: The Studies That Shaped Medicine Author: John A. Goodfellow Title: Writing Science: How to Write Papers That Get Cited and Proposals that get Funded. Author: Joshua Schimel (2012) Title: Advice to a young scientist Author: JP Medawar (1979) To View: https://www.ted.com/talks?sort=newest&q=Health https://www.ted.com/talks?sort=newest&q=research Research Synthesis – Resources: An example of a protocol in the sort of format you will be using is: Camilleri M, Andresen V, Keller J, Layer P, Montori VM. Pharmacological and non- pharmacological interventions for symptomatic gastroparesis (Protocol). Cochrane Database of Systematic Reviews 2008, Issue 2. Art. No.: CD007116. DOI: 10.1002/14651858.CD007116 (but there are lots more to find on the Cochrane Library that may be closer to your topic). Examples of other review protocols and completed reviews can be found by searching on the Cochrane Library Examples of BMJ systematic reviews The Cochrane handbook (details on how to do each bit of a review – free and downloadable) The CRD also produce a useful free manual on how to carry out systematic reviews
RevMan software (for meta-analysis) can be downloaded free. Guyatt G and Rennie D (Eds) (2002) Users’ Guide to the Medical Literature – Essentials of Evidence-Based Clinical Practice. AMA Press, Chicago.ISBN 1- 57947-191-9. Also written by pioneers in the field and based on the JAMA guidelines this is a comprehensive toolkit for evidence-based practice. The attached mini - CD provides an electronic version of the guide with interactive links. References – MSc/PG Dip Clinical Research Brown G, 1993, ‘Effective Teaching’, in Ellis R, ed., Quality Assurance for University Teaching, Open University Press, Buckingham, pp. 211-232 Aveyard H, (2014, Doing a Literature Review in Health and Social Care: A practical guide, 3rd Ed., Maidenhead: Open University Press Becker L (2004) How to Manage your Postgraduate Course. Basingstoke: Palgrave Macmillan Bourner T, Reynolds A, Hamed M & Barnett R, (1991), Part-time Students and Their Experience of Higher Education, OU Press, Buckingham Cottrell S, (2013), The Study Skills Handbook, 4th Ed., Basingstoke, Palgrave Macmillan Cottrell, S (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd Ed., Basingstoke: Palgrave Macmillan Craswell, G and Poore M (2012) Writing for Academic Success: A Postgraduate Guide. 2nd Ed., London:Sage Davies M (2011) Study Skills for International Postgraduates. Basingstoke: Palgrave Macmillan Pascall G & Cox R, (1993), Women Returning to Higher Education, OU Press, Buckingham. Pears R, and Shields G, (2013) Cite them Right; the essential referencing guide, 9th Ed., Basingstoke: Palgrave MacMillan Prosser M & Trigwell K, (1999), Understanding Learning and Teaching: The Experience in Higher Education, OU Press, Buckingham Rickards T, (1992), How to Win as Mature Student, Kogan Page, London Roberts H, Gonzalez J, Harris O, Huff D, Johns A, Lou R & Scott O, (1994), Teaching from a Multicultural Perspective, Sage, Thousand Oaks Schuller T, Raffe D, Morgan-Klein B & Clark I, (1999), Part-time Higher Education, Jessica Kingsley, London Wallace M and Wray A (2011) Critical Reading and Writing for Postgraduates. 2nd Ed., London:Sage
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