MPH8002 : Research Methods for Public Health

• Offered for Year: 2025/26

• Module Leader(s): Dr Steph Scott
• Co-Module Leader: Dr Fiona Campbell
• Lecturer: Dr Dexter Canoy, Professor Catherine Exley, Professor Anthony De Soyza, Dr Hayley Alderson, Professor Mark Pearce, Dr Katherine Jackson, Dr Siân Russell, Dr Louise Hayes, Dr Kate Gibson, Mr Liam Spencer

• Owning School: Population Health Sciences
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

Research Methods for Public Health is built around the three core methodological tenets of: (1) study design, (2) critical appraisal and evidence synthesis and (3) principles of qualitative methods and analysis. In the first component, students are given a grounding in quantitative, qualitative, and mixed-methods study designs. The second component provides all students with the basics of critical appraisal methods and systematic reviews, equipping them to undertake a systematic review. By prioritising ethical practices and reflexivity, the third component outlines the philosophical foundations required to plan and undertake qualitative public health
projects. Through a combination of lectures, case studies, practical exercises and self-directed learning, students develop proficiency in qualitative, quantitative, and mixed method research, and are equipped to understand, critique and apply different research designs to applied health and social science research questions.

Outline Of Syllabus

The module begins with an exploration of different research paradigms and the implications of this in applied public health research. Devising research questions, formulating aims and objectives and selecting appropriate methodologies provides a core foundation for this module.

The mid-section of the course introduces students to approaches to critical appraisal and evidence synthesis. It does so by teaching students the process of systematic reviewing and the rationale behind each step taken, as an exemplar of how to apply the central research techniques of appraisal and synthesis.

The curriculum then moves on to drill deeper into different approaches to qualitative data collection, analysis and interpretation as applied to public health problems. Special focus is given to emerging trends such as participatory approaches, creative methods and longitudinal qualitative research. The module concludes by interrogating the principles of mixed methods research, as well as relational and practical ethical challenges associated with applied public health research.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

The nature of the learning and skills objectives indicate that interactive lectures and seminars incorporating group work and practical activities are appropriate as the main mode of delivery. Learning materials will be made available to students in advance of seminars, using the VLE learning platform, and it will be expected that students have done the required preparatory work.

To develop and apply the practical skills of research design and data interpretation, lectures and seminars will incorporate student-led group work sessions in which students will work in small groups on practical tasks or discussion-based activity, such as designing a piece of research to address a specified research question or quality appraising published research papers. The teaching will also introduce students to quantitative, qualitative, and mixed method (including systematic reviews) research design and methodology where they will be given opportunities to practice core skills such as analysis.

This module aims to provide students with the confidence and skills to undertake their own piece of qualitative, quantitative, or mixed methods research. Students will be expected to engage in significant self-guided learning, including allocated essential and further reading and accessing web-based learning resources. In order to ensure that all students are at a similar level of comprehension, students will be asked to read and prepare prior to the seminars and practical sessions.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

Written Exercise 1 will enable us to assess students’ ability to apply their skills and knowledge in planning and designing a rigorous qualitative study and conduct appropriate analysis. They will be asked to produce a 2,000 word research protocol consisting of pre-defined sub-headings, focusing on a health-related topic, to be agreed in advance with the module lead as part of the formative assessment.

In Presentation 1, students will be asked to prepare a presentation designed to assess their understanding and application of critical appraisal and evidence synthesis skills, using systematic reviewing as an exemplar method. Here, students will be encouraged to identify a problem, formulate a review question, and prepare a policy action by drawing on - and critiquing - that evidence.

Reading Lists

• MPH8002's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• MPH8002's Timetable