SPE2050 : Research Methods in Practice II
SPE2050 : Research Methods in Practice II
- Offered for Year: 2024/25
- Module Leader(s): Dr Stephanie Van Eeden
- Lecturer: Dr Fiona Smith
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 2 Credit Value: | 10 |
ECTS Credits: | 5.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module focuses on clinical research methods and evidence based practice. For students on the BSc Speech and Language Therapy this is their final research methods in practice module. For the Masters of Speech and Language Sciences course this is the second of four RMP modules leading to the dissertation in year 4.
The main objective of this course is to help you further develop your understanding of the principles of experimental design and their application to evidence based practice. This includes critiquing of different sorts of study designs and their application using explicit and well recognised quality criteria. After the course you will be able to choose appropriate research methods, describe them appropriately and examine them in different types of research papers. You will also have the basic underpinning research knowledge to carry out audit and service development work in practice.
In relation to HCPC Standards of Proficiency, this module focuses on:
11.1 engage in evidence based practice
11.2 gather and use feedback and information, including qualitative and quantitative data, to evaluate the response of service users to their care
11.3 monitor and systematically evaluate the quality of practice, and maintain an effective quality management and quality assurance process working towards continual improvement
11.6 recognise the value of gathering and using data for quality assurance and improvement programmes
12.2 demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process
13.8 recognise a range of research methodologies relevant to their role
13.9 recognise the value of research to the critical evaluation of practice
13.10 critically evaluate research and other evidence to inform their own practice
This module provides an understanding of and discussion of the principles underpinning these standards, with opportunities to apply them in the critical evaluation of research and in thinking about the design of audits and service evaluations.
Outline Of Syllabus
The following topics are considered:
Introduction to evidence based practice
Formulating questions in service related research
Critical appraisal and understanding bias
Levels of evidence
Intervention designs: RCT
Intervention designs: Single case experimental design and case series
Qualitative research methods for quality assurance: Surveys
Qualitative research methods for quality assurance: Interviews and focus groups
Audit and service evaluation
Critical appraisal of intervention studies
The critical appraisal sessions will focus on intervention literature in domains relevant to all other aspects of the course – ie different aspects of speech and language therapy such as aphasia, developmental language disorders, dysfluency etc.
Relevant aspects of RCSLT curriculum guidelines:
This module contributes to the key graduate capabilities around research and evidence-based practice (4.2.4), with a focus on critical appraisal to allow students to use the evidence base to support clinical reasoning and practice (section A), research skills and methods (section B) equipping students with the knowledge and skills to understand, interpret and apply research to practice and the knowledge to engage in research related activity and service evaluation and development (section C).
Learning Outcomes
Intended Knowledge Outcomes
To further knowledge acquired in preceding RMP course in year 1.
To consider what is evidence based practice
To understand different sorts of research designs and frameworks for critical appraisal
To understand the role of audit, service evaluation and research in quality assurance and service improvement
Intended Skill Outcomes
The ability to actively interpret the results from published research studies
To understand different research techniques and what sort of questions they can and cannot answer.
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 2 | 15:00 | 30:00 | N/A |
Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | Lectures & workshops scheduled together to allow initial introduction to topics and then interactive group work to consolidate application to practice. |
Guided Independent Study | Directed research and reading | 1 | 24:00 | 24:00 | N/A |
Scheduled Learning And Teaching Activities | Workshops | 11 | 1:00 | 11:00 | Lectures & workshops scheduled together to allow initial introduction to topics and then interactive group work to consolidate application to practice. |
Guided Independent Study | Independent study | 1 | 24:00 | 24:00 | N/A |
Total | 100:00 |
Teaching Rationale And Relationship
The lectures provide an initial introduction to topics and interactive group work enables students to consider application to practice.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
Description | Length | Semester | When Set | Percentage | Comment |
---|---|---|---|---|---|
Written Examination | 90 | 2 | A | 100 | N/A |
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 |
---|---|---|---|
Oral Presentation | 2 | M | Group class presentations: 20 minute presentations by groups of approximately 4 students. |
Assessment Rationale And Relationship
The formative assessment allows groups of students to work together to critically appraise an intervention study and then present their findings to their peers. This is crucial professional experience.
The exam is appropriate for assessing their understanding of key concepts and could use their knowledge to be evidence based practitioners.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SPE2050's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- SPE2050's past Exam Papers
General Notes
N/A
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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.