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96086 Research Project 1

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Health (GEM)
Credit points: 6 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject teaches skills necessary to conduct a research project. Students learn how to effectively search and appraise research findings to inform a literature review. Students gain an understanding of the research process with a focus on clinical research, by exploration of the scientific method including research design and methodology, ethical practice, data and statistical analysis. Students are allocated a group, a research question, and a supervisor. Students identify relevant background information for the project by performing a review of the scientific literature, presenting a research proposal pertaining to the research question, and preparing an application to an ethics committee. Students arrange and attend regular meetings with their supervisor outside of timetabled hours for the subject. In addition, students perform 10 hours of research work with a supervisor over the autumn and spring semesters. The 10 hours of research work may include tasks that assist with the supervisor's research (for example, assistance with data collection, analysis, collection of pilot data). Students log research hours and these are signed off by the supervisor when completed. Some students may be required to undertake specialised training (for example, in laboratory techniques), which takes place outside of timetabled hours for the subject.

Subject learning objectives (SLOs)

19. Provide an evidence-based justification for intervention selection
39. Maintain professionalism in verbal and written communication
44. Educate physiotherapists and other health professionals including students
57. Lead others effectively and efficiently within relevant professional, ethical and legal frameworks
59. Locate scholarly literature relevant to a given topic
60. Critique selected research
61. Formulate a research question
62. Undertake a review of the literature related to a research question
63. Select a research methodology relevant to a given research question
64. Present a research proposal addressing a gap in the literature
65. Construct an ethics application for a research project

Contribution to the development of graduate attributes

Practice ready

Graduates of the Master of Physiotherapy are knowledgeable, practice-ready clinicians, skilled in providing safe and effective evidence-based care to clients across the lifespan, using a wide range of therapeutic approaches including skilled hands on practice, and in a variety of clinical settings as both independent and collaborative practitioners.

Research-enabled

Graduates of the Master of Physiotherapy effectively integrate research evidence into practice, are proactive in identifying gaps in knowledge and are competent to undertake research to advance the evidence base and inform future physiotherapy practice.

Professionally Competent

Graduates of the Master of Physiotherapy embody professional and ethical practice, maintaining knowledge and competence at local and global standards. Graduates embrace opportunities for leadership and advanced roles, utilise deliberate practice to optimise physiotherapy care and advocate for the profession in interdisciplinary contexts.

Culturally Competent

Graduates of the Master of Physiotherapy are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to physiotherapy practice with indigenous Australians and other cultural groups.

Contribution to the development of Course-intended learning outcomes

Research-enabled

Apply scientific research skills to advance the evidence base supporting physiotherapy practice.

Professional and ethical practitioner

Embody the physiotherapy profession, demonstrating globally relevant ethical and professional behaviour and social accountability, while utilising deliberate critical analysis, self-reflection and self-awareness to constantly improve practice

Critical thinker

Critically analyses the research evidence underpinning practice and effectively applies new knowledge to practice, conducts and disseminate high quality research to improve professional knowledge and influence direction of future practice

Communication

Communicate effectively using high level interpersonal skills in both traditional modes of communication and when integrating advances in technology and methods of intervention delivery into patient care

Indigenous awareness and cultural competence

Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of Indigenous Australians and their health and wellbeing and integrating this knowledge into practice

Teaching and learning strategies

Prep work

Prep work is undertaken prior to masterclasses and workshops. Prep work can include watching a video, reading a blog entry/website/textbook chapter/journal article/magazine article and/or listening to a podcast/video/interview. Questions often accompany the prep work so students read with intent which encourage deep reading. Content covered in prep work is strongly linked to content covered in masterclasses and workshops. Please ensure prep work is carried out so that you have spent some time accessing and making sense of ideas. Attending the masterclasses and workshops will allow you to test these ideas and get feedback from your teachers and peers which will further consolidate your learning. Your knowledge and understanding of the prep work will be tested and applied using quizzes, group discussions and practical activities in masterclasses and workshops.

Masterclasses

Masterclasses are conducted in groups of 60 or more. There is usually a presentation of content by the teacher followed by activities which build on the prep work and the content presented. These activities are varied and require students to work alone, work in pairs or work in groups of 3 or more.

Examples of these activities include short quizzes, group discussions and “One Minute Paper” where students reflect on what they have learnt in class and share this with the class. Group discussions often involve solving a problem or answering a question based on case studies or the content topic. All activities are facilitated by the teacher. Feedback is provided by the teacher where there is discrepancy in the knowledge and understanding of the content or disagreement in opinions between groups. Feedback can also be provided by peers.

Workshops

Workshops are conducted in groups of 25-35. Workshop activities are varied and often require students to work in pairs or work in their research project groups. Workshops may provide an opportunity to work on aspects of the research project while under academic supervision (e.g. completing sections of the ethics application, writing literature review), facilitating immediate feedback.

Content (topics)

96086 Research Project 1 builds on knowledge gained in 96080 Clinical assessment and Treatment planning, and 96082 Core Practice for Physiotherapists. The subject meets course aims by providing students with a fundamental understanding of evidenced based practice and experience with conducting physiotherapy research. This subject gives students the skills to critique the literature, identify evidence for best clinical practice, understand research ethics, gain important research experience, and compose a research proposal.

Assessment

Assessment task 1: PEARL Evidence Summary

Intent:

This individual assessment task will give students the opportunity to understand recently published research, and demonstrate critical appraisal and written communication skills. The assessment will follow the format of the Cochrane Primary Care - Practical Evidence About Real Life Situations (PEARLS) summaries.

Graduate Attributes: Practice ready, research-enabled, professionally competent

Objective(s):

This task is aligned with the following subject learning objectives:

19, 39, 44, 59 and 60

Groupwork: Individual
Weight: 20%
Length:

One-page summary, no more than 200 words (refer to UTSOnline for details).

Criteria:

Please refer to marking criteria on UTSOnline. The marking criteria will be weighted accordingly as below:

  • Written content i.e., clinical question, bottom line, caveat, context (35%)
  • Critical appraisal using appropriate appraisal tool (20%)
  • Communication skills/language/grammar (20%)
  • Formatting and referencing (5%)

Assessment task 2: Ethics Application

Intent:

This assessment task will give students the opportunity to demonstrate their knowledge and understanding of the ethics process. This assessment is a group task , and a SPARK assessment must be completed.

Graduate Attributes: Practice ready, professionally competent, person-centred, culturally competent, research enabled

Objective(s):

This task is aligned with the following subject learning objectives:

39, 57, 61, 62, 63 and 65

Groupwork: Group, group assessed
Weight: 30%
Length:

Determined by the UTS ethics form (each section has a word count)

Criteria:

Please refer to marking criteria on UTSOnline. The marking criteria will be weighted accordingly as below:

Ethics Application Form

  • Project information (5%)
  • Methodology (15%)
  • Research Participants (10%)
  • Consent (10%)
  • Risk/Harm (15%)
  • Data & Privacy (5%)
  • Communication and writing skills (20%)
  • Supporting documents (20%)

Assessment task 3: Research Proposal Presentation

Intent:

This assessment task will give students the opportunity to demonstrate their knowledge and understanding of their research project in a formal proposal presentation. The assessment project is a group task, and a SPARK assessment must be completed.

Graduate Attributes: Practice ready, research-enabled, professionally competent

Objective(s):

This task is aligned with the following subject learning objectives:

39, 60, 61, 62, 63 and 64

Groupwork: Group, group assessed
Weight: 50%
Length:

20-25 minute presentation with questions, and written submission with literature tables.

Criteria:

Please refer to marking criteria on UTSOnline. The marking criteria will be weighted accordingly as below:

  • Background information (20%)
  • Appraisal of literature (30%)
  • Justification and significance of research question (10%)
  • Proposed Methodology and Analysis (20%)
  • Presentation skills (10%)
  • Collaboration, response to questions (5%)
  • Title, key words, timeline, referencing (5%) – submitted

Minimum requirements

In order to pass the subject, you are required to

  • complete all assessments items,
  • achieve an overall grade of ≥ 50.

Required texts

Coursework Assessments Policy

Coursework Assessments Procedures

Graduate School of Health Policy, Guidelines and Procedures (login required)

Recommended texts

Hoffmann T, Bennett S and Del Mar C (2013) Evidence-Based Practice across the Health Professions (2nd ed). NSW: Churchill Livingstone.

Herbert R, Jamtvedt G, Hagen KB and Mead J (2011) Practical Evidence-Based Physiotherapy (2nd edition). NSW: Churchill Livingstone.

Hurley W, Denegar C, Hertel (2011) Research Methods, A Framework for Evidence-based clinical practice. Lippincott Williams& Wilkins

Other resources

Cochrane (2016) Cochrane Library [Online]. Available at: http://www.cochranelibrary.com/

[Accessed 11 March 2016]

PEDro (2016) Physiotherapy Evidence Database [Online]. Available at: http://www.pedro.org.au/ [Accessed 11 March 2016]