96119 Research Design in Speech Pathology
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96116 Fundamentals in Speech Pathology AND 96115 Evidence-based Practice in Speech Pathology AND 96118 Language Disorders in Children AND 96117 Speech Sound Disorders in Children
There are course requisites for this subject. See access conditions.
Description
Students learn about a range of research paradigms and approaches, and how to identify various research designs involving qualitative, quantitative, mixed methods, and Indigenous research methods. They learn statistics for speech pathology research, including the use of statistics in health sciences and educational studies, and strategies for designing ethical, inclusive and rigorous clinical research. Students also learn methods of implementation science and knowledge translation in the field of speech pathology. This subject prepares students for 96123 Literature Review in Speech Pathology, their clinical practice, and lifelong self-directed professional development.
Subject learning objectives (SLOs)
| 001. | Critically appraise models of evidence-based practice in speech pathology. |
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| 060. | Participate in research initiated and/or supported by others as appropriate. |
| 061. | Explain both qualitative and quantitative paradigms of research using examples from the field of speech pathology. |
| 062. | Appraise and report on selected research in terms of rigour and the degree of confidence that can be placed in the results. |
| 063. | Conduct and interpret common statistical operations on data in speech pathology research and standardised tests. |
| 064. | Search for, locate, and identify research and related literature (e.g., clinical guidance documents, policy statements, laws and rules) relevant to the field of speech pathology. |
| 065. | Appropriately resolve problems relating to the ethical conduct of human research. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Practice as entry-level speech pathologists in the assessment, treatment and management of communication and swallowing disorders across the lifespan. (1.1)
- Apply the design elements of research; analyse and synthesise literature; identify gaps in the literature; and be able to contribute to new research in the field of speech pathology. (2.2)
- Embody professionalism in their ethical practice; their collaboration with clients, families, and communities; and their person-centred approach to practice. (3.1)
- Communicate effectively in both face-to-face and online interactions in their professional practice; and present accessible information with clarity to a variety of audiences. (3.2)
Contribution to the development of graduate attributes
1. Practice ready
Graduates of the Master of Speech Pathology are knowledgeable, practice-ready, entry-level clinicians. They are competent in the assessment, treatment, and management of communication and swallowing disorders across the lifespan as both independent and collaborative practitioners.
In this subject, students develop practice-ready knowledge and skills in critical appraisal and ethical research design for clinical and research-based scenarios across a wide variety of practice areas and service settings.
2. Evidence-Based
Graduates of the Master of Speech Pathology are evidence-based practitioners who embrace the continual pursuit of knowledge. They make decisions informed by the latest research, practitioner expertise, client values, and the context of the decisions. Graduates use contemporary digital health technologies and are ready to draw upon the evidence base to contribute to the user-centred co-design of technological advances in the field of speech pathology.
In this subject, students learn the relationship between research and evidence-based practice, and how their ability to both appraise and design research and its ethical considerations contributes to clinical decision-making and development of new knowledge in the field.
3. Professional and collaborative
Graduates of the Master of Speech Pathology have a professional, ethical, and person-centred inclusive approach to practice. They demonstrate effective communication skills with clients, families, and communities in the design and delivery of clinical services. Graduates keep abreast of local and global developments relevant to speech pathology, embrace opportunities for leadership roles, and advocate for the profession in team contexts. They integrate knowledge of health education and disability systems and concerns in national and global communities into their clinical practice.
In this subject, students collaborate professionally with their student colleagues and teaching staff to learn to appraise and design research. They communicate their learning and knowledge (e.g., rationales for their appraisal of a research article) to peers and a review panel.
4. Culturally capable
Graduates of the Master of Speech Pathology are culturally capable professionals, who are able to reflect on and explain their own cultural perspectives. They accommodate cultural differences and achieve optimal outcomes through adopting a consultative approach. Graduates seek to engage with Indigenous Australian communities in the design of culturally sensitive and appropriate services, in support of the human right to self-determination. Graduates respect diversity in all people, including people with disability and people of diverse cultural and linguistic background.
In this subject, students learn about conceptualisations of Indigenous research design, inclusive research design and ethical practice.
Teaching and learning strategies
Preparation for Learning
Students prepare for learning by completing learning activities before attending face-to-face classes. These activities may include reading recommended materials, watching a video or listening to audio podcasts, completing a quiz, or exploring online materials relating to the subject. Students take part in discussions online and answer questions online that relate to the readings and class activities. Activities before class, during class, and after class are outlined on the Canvas site for the subject.
Active Lectures / workshops
Active lectures and workshops briefly introduce topic content each week and guest lecturers are invited to share their professional expertise on particular topic areas at relevant times throughout the session or through video-based mediums. Workshops are active and require students to engage and participate in class through analysis of research, quizzes, class discussion and debate and other active and collaborative learning methods.
Feedback
Students have several opportunities to request and receive feedback from learning and teaching staff in class and online contexts. Lecturers provide feedback in a variety of formats and at various times throughout the subject to enable students to understand how they are progressing with their learning and where to focus their efforts. Students also receive feedback from lecturers specifically relating to assessment tasks. Students also provide peer feedback in learning activities and assessment tasks to enhance their learning at that of their peers.
Research-integrated Learning
Students actively engage with the research appraisal and design process. Students apply research appraisal and design knowledge to available research studies and problems.
Collaborative Learning
Clinical decision-making and research both require a team-based approach. Collaborative online and face-to-face learning activities and assessment tasks provide students opportunity to develop collaborative team skills.
Assessment
Assessment task 1: Online quiz
| Intent: | Speech pathologists need to know about the paradigms of qualitative and quantitative research and the ethical principles of research in order to interpret research reports. In this assessment, students apply their early learning in quantitative and qualitative research design and ethical research principles to answer multiple choice and short answer questions. This assessment task will allow students to demonstrate their foundational knowledge and to identify strengths in knowledge and areas for further focus in the subject. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 061, 063, 064 and 065 This task is aligned with the following course learning outcomes: 1.1, 2.2 and 3.1 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 45 minutes |
| Criteria: | See marking criteria in Canvas site. |
Assessment task 2: Online exam
| Intent: | Speech pathologists need to understand and apply knowledge about the design of rigorous research in both appraising evidence and in designing studies to create new knowledge. This assessment will provide students with an opportunity to demonstrate and apply their learning of quantitative research design and its critical appraisal to clinical and research scenarios. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 060, 061, 062, 063 and 065 This task is aligned with the following course learning outcomes: 1.1, 2.2 and 3.1 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2 hours |
| Criteria: | See Canvas for marking criteria |
Assessment task 3: Qualitative research appraisal and design group assignment
| Intent: | Speech pathologists often need to develop a summary of published scientific evidence for an area of practice and report of their findings to an audience of colleagues (e.g., a journal club, or a state-wide webinar or study group). They are also involved in designing research projects to address clinical problems and seek funds for this research from various funding bodies. In this task, students draw on their knowledge of qualitative research design and methodologies to explain the strengths and weaknesses of two published research studies; and design a small qualitative research study addressing a clinical question. Students present this design in the form of an Expression of Interest form for a clinical research grant. These tasks represent real world processes speech pathologists use in evidence-based practice (EBP) and in clinical research. The group task format encourages students to engage in collaboration to determine the strengths and weakness of published research, and the best approach to designing a qualitative study to solve a clinical problem. Written and oral components of the task provide students with an opportunity to present their findings in two different modalities (slideshow presentation with audio narration and written report) for varying audiences (clinical colleagues, and a grant review panel respectively). |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 060, 061, 062, 063, 064 and 065 This task is aligned with the following course learning outcomes: 1.1, 2.2, 3.1 and 3.2 |
| Type: | Project |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | Part A: Written appraisal using appraisal framework – 1000 words +/-10% Part B: Expression of Interest form for a clinical research grant – up to 2000 words |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 4: Online participation and contribution
| Intent: | To encourage student engagement with the learning activities in the online-only weeks (2, 4, 6, 8, 10, 12) in order to consolidate learning and prepare for fortnightly face-to-face workshops. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 060, 061, 062, 063, 064 and 065 This task is aligned with the following course learning outcomes: 1.1, 2.2 and 3.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 6 x 10 minutes |
| Criteria: | See Canvas for marking criteria |
Minimum requirements
Attendance at a minimum of 85% of classes / online sessions
Achievement of total 50% grade for subject assessment tasks
Achievement of 50% in must-pass assessment tasks (see Subject Outline)
Required texts
Liamputtong. P. (Ed.). (2017). Research Methods in Health Foundations for Evidence-based Practice (3rd Ed.), Melbourne, Australia: Oxford University Press.
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Other resources
Additional readings and resources will be available the subject’s canvas site.