| Unit name | Developing Child Health Research |
|---|---|
| Unit code | BRMS30009 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Cathy Williams |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
The aim for Developing Child Health Research is to provide students with the all the information they need to start a research study in child health. To do this, students will learn both about children and young people as well as the research methods that could be used.
How does this unit fit into your programme of study
Students will learn about the differences between children, young people and adults (physiological, developmental and systemic); developmental theory; how to talk to teenagers and children; and the types of data that are available.
They will also learn about how to find research evidence, the types of methods they can use to answer research questions including how to design trials, how to collect quantitative data and how to design and conduct qualitative studies as well as the difference between research and other methods used in the NHS such as audits.
Learning Outcomes
1. Understand what makes Child Health Research different to research in Adults
2. Be able to critically appraise evidence used for providing care of children.
3. Understand the principles behind completing a systematic review
4. Demonstrate competence and have experience of the different research methods used in Child Health research: qualitative, quantitative, and trial methodology.
Teaching will be provided in small group and tutorials. In addition to seminar/workshop teaching we will use peer led topic sharing/teaching which will improve students ability to teach/train as well as learn. We will provide reading lists and expect students to prepare for seminars, (similar to case based learning) prior to attending seminars.
Units 1 and 2 are delivered in parallel, during Teaching Block 1.
Tasks which help you learn and prepare you for summative tasks (formative):
Multiple choice questions and short answer questions will examine knowledge gained in Unit 1 and test your critical appraisal and data set analysis skills.
Tasks which count towards your unit mark (summative):
This will consist of multiple choice and short answer questions examining all the lectures in Unit 1. The emphasis will be on your understanding of methods used in child research and when they are appropriate.
When assessment does not go to plan
As this is a final year unit, reassessment is not normally permitted. However, in light of self-certification of absences or certified exceptional circumstances, the Exam Board may award a further attempt at failed or missed assessment. The reassessment will normally be in the same format as the original assessment. See the Regulations and Code of Practice for Taught Programmes for further details.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BRMS30009).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
