| Unit name | Critical appraisal for Health and Wellbeing |
|---|---|
| Unit code | SPOLM0052 |
| Credit points | 10 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Li |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Aims – This course aims to introduce students to the breadth of research in health and wellbeing, and to enable them to critically appraise a range of study methodologies.
The objectives are–
To introduce students to the range of research undertaken in the field
To introduce students to the principles and practice of critical appraisal
To discuss research papers, their methods and findings
On the successful completion of the unit, students will be able to:
Teaching in this Unit will be delivered through blended learning across TB1 and TB2, including group seminars (either face to face or online in line with social distancing guidance) and guided, pre-seminar, asynchronous activities. Staff will lead some of these sessions whilst others will be student led and facilitated. Feedback will be provided for the formal assessment as well as each student-led session.
Formative assessment (Pass/fail): Select and lead student discussion of an appropriate research paper. This assessment is associated with Intended Learning Outcomes 2, 3, 4, and 6.
Summative assessment: A portfolio of structured summaries of research papers, to include use of published Critical Appraisal Tools (CATs). Any research papers published in peer-reviewed journals which address human health and wellbeing, using any research method are eligible for inclusion.
In total the portfolio should be to a maximum of 4,000 words (excluding the critical appraisal tools themselves).
The assessment for the unit is not a traditional essay, responding to the focus on application of skills above subject knowledge. This assessment is associated with Intended Learning Outcomes 1, 2, 3, 5, 7 and 8.
Liz Trinder; Shirley Reynolds (Eds) (2000) Evidence-based practice a critical appraisal. Oxford : Blackwell Science , 2000
Narinder Kaur Gosal (2015) The Doctor's Guide To Critical Appraisal. Knutsford, Pastest. Fourth Edition.
Kuper, Lingard, Levinson (2008) Critically appraising qualitative research. BMJ 2008;337:a1035
Thorne (2017) Metasynthetic Madness: What Kind of Monster Have We Created? Qualitative Health Research 2017, Vol. 27(1) 3–12
Mays & Pope Qualitative research in health care Assessing quality in qualitative research BMJ 2000;320:50–2
Carroll & Booth Quality assessment of qualitative 'evidence for systematic review and synthesis: Is it meaningful, and if so, how should it be performed? 'Res. Syn. Meth. 2015, 6 149–154
Creswell & Miller. Determining Validity in Qualitative Inquiry. THEORY INTO PRACTICE, Volume 39, Number 3, Summer 2000
Jeanfreau & Jack . Appraising Qualitative Research in Health Education: Guidelines for Public Health Educators Health Promot Pract. 2010 September ; 11(5): 612–617. doi:10.1177/1524839910363537
Petticrew, Roberts (2006) Systematic reviews in the social sciences a practical guide. Oxford : Blackwell
Cochrane Handbooks http://training.cochrane.org/handbooks
http://joannabriggs.org/research/critical-appraisal-tools.html
BMJ How to read a paper series http://www.bmj.com/about-bmj/resources-readers/publications/how-read-paper
Critical Appraisal Skills Programme http://www.casp-uk.net/
Enhancing the quality of healthcare reporting http://www.equator-network.org/
