Module Overview

Contemporary healthcare education practice is increasingly underpinned by research evidence, 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.  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, (UCL’s Virtual Learning Environment), and live ‘Synchronous’ sessions on Zoom (including two Synchronous Day of study and regular Live Web Tutorials). The eight-week programme of study includes two ‘Synchronous Days’ at the start and end of the module, 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 Web 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.

 

Learning on the Module

 

Formative Assessment:

Weekly study:  Students will be expected to engage with mandatory activities on Moodle every week. Study is divided into one, two, or three-week or two-week units, each with its own theme, course materials, reading list and learning activities. Each week you will work through course materials, which include recommended readings and other materials, and undertake learning activities in collaboration with peers. In order to allow peer discussion regarding the issues at the core of each unit’s learning, there will be a weekly or two-weekly deadline for completing the learning activities so that all students are posting in the forums during the same one or two week period.

Students are also expected to attend two compulsory synchronous days.

Peer Learning Activities: In the first half of the module, you will take part in a compulsory peer discussion activity to learn how to refine your research focus, involving talking with a partner and sharing a summary of your discussion online. You will also take part in a collaborative exercise to build a resource which you will be able to draw on when you come to complete your assignment.

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.