MCR8010 : Data Management and Communication of Clinical Research: Doing Clinical Research Well (E-learning)
MCR8010 : Data Management and Communication of Clinical Research: Doing Clinical Research Well (E-learning)
- Offered for Year: 2024/25
- Module Leader(s): Dr Louise Hayes
- Lecturer: Mr David McGeeney, Dr Alison Clapp
- Owning School: Pharmacy
- Teaching Location: Off Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
None
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
None
Aims
This module aims to familiarise students with study designs commonly used for clinical research. In particular the module aims to: ensure students understand the differences between qualitative and quantitative research and which approach is best suited to addressing which types of questions; enable students to develop skills in different methods of data handling, interpretation and presentation; provide students with the opportunity to develop the ability to critically appraise published literature.
Outline Of Syllabus
- Quantitative Research
- Qualitative Research
- Observational Research
- Critical Appraisal of Research
- Data Collection, Management, Coding and analysis using appropriate software
- Systematic Review
- Interpretation and Presentation of Results
Learning Outcomes
Intended Knowledge Outcomes
Upon completion of this module students will be able to:
• Compare between qualitative and quantitative research methods;
• Describe a range of different study designs for clinical research and argue their appropriateness for
different research questions;
• Select an appropriate study design to address a research question;
• Select an appropriate method to analyse research data.
Intended Skill Outcomes
Upon completion of this module students will be able to:
• Design a small scale research project within their own clinical speciality;
• Collect, compile and critically appraise current literature;
• Compose a coding framework;
• Collect, analyse, interpret and present research data;
• Manage data appropriately.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 3 | 20:00 | 60:00 | Assessments |
| Guided Independent Study | Directed research and reading | 10 | 5:00 | 50:00 | Online content |
| Guided Independent Study | Skills practice | 2 | 4:00 | 8:00 | Software |
| Guided Independent Study | Independent study | 35 | 1:00 | 35:00 | Supplemental reading |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 3 | 1:00 | 3:00 | Webinar sessions |
| Guided Independent Study | Online Discussion | 11 | 4:00 | 44:00 | Discussion board activities |
| Total | 200:00 |
Teaching Rationale And Relationship
This module will be delivered as e-learning via the VLE through a series of guided learning opportunities including e-based lectures or tutorials. The e-learning module is supplemented by interactive learning opportunities including discussion boards and webinar sessions as well as some Recap/Panopto versions of the face to face learning experiences. Work will be submitted to the VLE for assessment.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Prof skill assessmnt | 2 | M | 45 | Critique of a qualitative and a quantitative paper using CASP tool (2500 words max). |
| Oral Examination | 2 | M | 45 | Analysis and presentation of a published research paper via 10 minute recorded oral presentation |
| Portfolio | 2 | M | 10 | Participation in collaborative e-learning activities throughout the module (Discussion Boards) & engagement with computer 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.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 2 | M | Calculating and interpreting measures of frequency and association (2 sets of 9 questions) |
Assessment Rationale And Relationship
Assessment for this module involves a number of written and practical tasks.
The recorded oral presentation allows students to demonstrate their ability to interpret research data and present it in an appropriate format.
The qualitative and quantitative critiques allow student to demonstrate a critical understanding of the different types of statistical analysis.
The participation mark is included to encourage and reward the student's engagement with the collaborative activities. Should a student fail the participation component they will be required to submit a short (250 word) piece on one of the two discussion boards that were used in the original mark as well as engagement with computer assessment.
The formative assessment provides student with feedback on their strengths and any areas for improvement in relation to statistical data analysis and interpretation.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MCR8010's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- MCR8010's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.