PUB HLTH 7300OL - Developing a Research Proposal
Online - Semester 1 - 2016
General Course Information
Course Code PUB HLTH 7300OL Course Developing a Research Proposal Coordinating Unit Public Health Term Semester 1 Level Postgraduate Coursework Location/s Online Units 3 Contact Up to 6 hours per week online plus 3 hours per week preparation Available for Study Abroad and Exchange Course Description This research preparedness course will review and reinforce student learning on the research process and enable students to produce a research proposal ready for implementation. In a series of modules, the course focuses on specific aspects of doing research including: literature searching and critical appraisal; reference management; framing the research question and determining research approaches; ethical issues and ethics committee application process. Students will develop competence in assessing the validity of the published literature, determining the gaps in the evidence and developing a feasible study design that complies with the principles underpinning responsible research practice.
Course Coordinator: Professor Dino PisanielloCourse Coordinator: Mr Paul Rothmore
Phone: +61 8313 3568
Location: Level 7, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Identify a public health problem suitable for scientific investigation 2 Situate that problem within the relevant literature and existing evidence and identify gaps in the evidence about that problem (i.e. things worthy of further research) 3 Develop a (structured) research question which addresses a gap in the evidence about the problem 4 Plan an appropriate research design to investigate the research question 5 Use appropriate online databases of research evidence and reference management software 6 Apply ethical principles of research to shape or modify the research proposal
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
N/A Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesThere will be no set text for this course. All resources will be available via MyUni and will include: journal articles; government reports; video resources; online data bases; web-based tutorials and activities.
Recommended ResourcesO’Leary Z. The essential guide to doing your research project. 2nd Ed, Sage Publications 2014. ISBN 978-1-4462-5897-2
Online LearningThis course will be offered completely online.
Learning & Teaching Activities
Learning & Teaching ModesThis course will be offered completely online.
Online learning modules
Online learning modules will cover discrete aspects of the development of a research protocol. Modules will consist of a topic overview (and associated diagnostic quiz – see below), and a portfolio of various resources designed to broaden the students’ understanding of the topic and any relevant technology. Student learning will be self-directed. Students will undertake a diagnostic quiz to assess their baseline understanding of the subject matter, and complete a formative quiz at the end of each module.
Online discussion boards
Students will be able to post questions and answers to a discussion board associated with each of the modules. This will be monitored by the course coordinator but students will be encouraged to answer each other’s questions.
Peer assessment & feedback
Students will join/be allocated to groups to discuss and provide feedback about each other’s proposed research question. Online asynchronous or synchronous discussion will be facilitated through MyUni using discussion boards, Blackboard Collaborate or similar.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Up to 6 hours per week online plus 3 hours per week preparation
Learning Activities SummaryThere is a series of modules for students to progress through over the duration of the course.
Each module is preceded by a topic overview and diagnostic quiz. The module consists of a package of resources relevant to all aspects of the topic.
Topics will include:
1. Identifying topics for research
2. Searching the literature
3. Managing the search yield
4. Interpreting and assessing the quality of the literature in the context of the topic
5. Presenting and synthesizing evidence
6. Developing a research question
7. Matching the purpose, aims, question and hypothesis with study design and methodology
8. Collecting and managing data
9. Data analysis
10.Ethical considerations and processes
Specific Course RequirementsStudents will be allocated to an advisor prior to the commencement of the course.
Small Group Discovery ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning course objective(s) being addressed Module diagnostic quizzes Formative 0% 1-6 Module assessment quizzes Formative 0% 1-6 Proposal Part 1 Summative 40% 1, 2, 3, 5 Presentation of Proposal PArt 1 Summative 5% 1, 2, 3, 5 Reflective summary of peer feedback Summative 5% 1, 2, 3, 5 Proposal Part 2 Summative 45% 1-6 Reflection on advisor feedback Formative 0% 1-6 Participation Summative 5% 1-6
Assessment Related RequirementsN/A
Assessment DetailFormative diagnostic and assessment quizzes for each module (Nil loading)
There will be an online diagnostic quiz at the beginning of each module. The subsequent assessment quiz for each module can be taken as soon as students have worked through the relevant parts of the module. The questions will typically be multiple choice and will cover core concepts addressed in provided resources.
Study Proposal Part 1 40% (3500 words)
This assignment should be attempted after successful completion of Modules 1-6 at approximately half way through the course. Students will complete the aims, objectives, background and justification for their proposed study. The report will include a literature review of 3,500 words (incorporating the search strategy and yield) which situates the proposed study within the existing evidence base and identifies the research gap that the study will fill. The work should include the correct use of reference management software in its production.
Presentation of Proposal Part 1 (5%)
Students will participate in the online group activity of presentation, peer review and feedback of their proposed research question. They will present an overview of their study proposal Part 1 and accompanying research question in a virtual classroom (or equivalent).
Reflective Summary of Peer Feedback (5%) (up to 1000 words)
They will then write a brief 1-2 page reflective summary which describes how their research question was changed or modified as a result of the discussion and which identifies the final question that they will develop the research proposal around.
Study Proposal Part 2 (incorporating Part 1) 45% (1500 words)
This assessment should be attempted after all of the modules have been completed. Students will complete the rest of their proposal, using, where appropriate, a suitable reporting guideline for their study type. The document will address study design, participants, recruitment and sampling, outcomes to be measured, proposed analysis plan and data management. Students will also discuss ethical issues involved. The work should include the correct use of reference management software in its production. Students should submit the entire proposal incorporating Parts 1 & 2 with any modifications made as a result of feedback from Part 1. The marking rubric will weight the two parts appropriately so that students are not marked twice for Part 1 but the incorporation of feedback is recognised in the marking scheme. Reflection on advisor feedback (Nil loading) (maximum of 500 words) Students will provide a brief summary and reflection on the advice provided by their advisor. This will describe how the advice shaped and strengthened the Proposal.
This will be based on the extent of provision of peer-feedback, and the number (and quality) of contributions to discussion boards or virtual classrooms.
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process <https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the ost compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
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