Overview of Modules – Core

Evidence based practice (20 credits)

Module Leader: Katherine Sanderson
Contact: K.Sanderson@tees.ac.uk

This module is designed to augment the skills of professionals required to practice evidence-based health and social care and is aimed at students from any health or social care background. It can be taken either as part of an approved Master’s programme or as a UC award module. There are two aspects to the module: to facilitate the transition to postgraduate study and set the whole Master’s programme in the framework of evidence-based practice (evidence-based practice will be implicit in the remaining modules for those undertaking a full Master’s programme). Students will develop key skills such as literature searching skills, they will also advance their ability to use critical appraisal skills as an integral part of decision making in health and social care. Students will also apply the principles of change management to effect research utilisation in health and social care. A variety of approaches to teaching will be used including the use of learning sets, e-learning@tees, formal lectures and seminars.

Students will also be able to opt for a traditional taught approach or a distance-learning route, in which e-learning@tees will be used to deliver content, or a mix of both approaches according to their needs. Students will be encouraged to focus on an area of interest that they will be able to develop in subsequent modules, such as advancing practice and/or the research dissertation. There are two elements to the assessment: one formative assessment (1,000 words) about the nature of evidence, that will enable students to develop their key skills associated with mastery, and a summative assessment (4,000 words) that involves writing a report outlining the future direction for a specific aspect of your area of practice, utilising an evidence-based approach.

Practical statistics (20 credits)

Module Leader: Paul Finn
Contact: Paul.Finn@tees.ac.uk

This module intends to provide students with a solid grounding in statistical concepts needed in analysing basic health and medical data. The indicative content provides an overview of the basic concepts in statistics. It leads students from understanding basic fundamentals up to multi-variate analysis. This module can be studied through attendance and/or distance-learning based on a VLE. For attendance students, although formal lectures will be used, most of the sessions are computer laboratory-based to ensure that students develop practical data analysis skills using SPSS. Seminars will be used to debate the adequacy of published quantitative research. For distance (online) students, teaching and learning and development of practical data analysis skills using SPSS will be facilitated through online communication. All students will be required to have access to a specified version of SPSS.

The assessment criteria emphasise the students’ understanding of statistical concepts; their ability to manipulate and interpret data; their critical skills; and their ability to report information at a professional level. The summative assessment of this module is composed of two parts. Firstly, students will undertake a mini-project (no more than 2,000 words) requiring statistical analysis of a clinical dataset and an appropriate presentation of findings (80%). Secondly, an end-of-module examination (for online completion over a 24-hour period agreed in advance) will assess the students’ statistical understanding and interpretation skills (20%).

Trauma and orthopaedics (40 credits)

Module Leader: Amar Rangan
Contact: amanda.goodman@stees.nhs.uk

This module is designed to extend students’ knowledge and understanding of the key concepts underpinning evidence-based trauma and orthopaedic practice and is aimed at students who are doctors in specialist orthopaedic training and who are undertaking the MCh Orthopaedics programme. Students will develop their knowledge and understanding of a range of relevant applied orthopaedic science topics such as anatomy and physiology, surgical anatomy, orthopaedic pathology, biomechanics, clinical assessment and investigation, evidence-based orthopaedic disease management and clinical decision making and trauma management. Module content will be delivered across a number of three-day blocks. Learning and teaching methods will include key lectures, group discussion and practical activities within a clinical lab setting. The emphasis is on the application of knowledge and understanding to clinical practice to support students in being able to adopt an evidence-based approach to their orthopaedic practice.

The VLE (e-learning@tees) will be used as a repository for learning materials and as a medium for group discussion to support student learning outside of the taught classes. Formative feedback will be provided during seminar and practical lab classes to help students develop their knowledge and practical skills. The summative assessment for the module consists of two components. Part 1 (75%) is an unseen, written examination that will assess students’ breadth of knowledge and understanding of the key concepts and topic areas covered throughout the module. Part 2 (25%) will focus on students’ ability to apply evidence, concepts and theory to the assessment and management of trauma and orthopaedic patients.

Designing research projects (20 credits)

Module Leader: Jean Davison
Contact: jean.davison@tees.ac.uk

This module is designed to provide students with the necessary knowledge and skills to design and manage a research project that is relevant to their practice. The module is targeted at any student wanting to develop their knowledge and skills in health or social care research. It also provides a preparation for the dissertation for students on master’s programmes. Indicative content is focused upon key aspects of project design for both primary and secondary quantitative and qualitative research studies, including sampling, data collection, management and analysis. Aspects surrounding the scientific and ethical credibility of key research paradigms will be addressed. The module content will be delivered in a variety of ways including key lectures, small group work, practical exercises and laboratory-based sessions.

Additionally, the module offers structured distance-learning opportunities accessed via the e-learning@tees VLE. In this regard, discussion relating to distance-learning activities will be facilitated through an internet-based module discussion board that will also offer a medium for student support and guidance. Students taking this module will come from different health and social care backgrounds and the learning and teaching materials will try to reflect this diversity. However, students will be able to focus their research proposal on an area of interest that is relevant to their area of practice. The module assessment consists of one formative assessment (outline of a research proposal, 1,000 words) and one summative assessment (4,000-word research proposal 100%).