TRANHLTH 7000OL - Introduction to Translational Health Science
Online - Semester 1 - 2016
General Course Information
Course Code TRANHLTH 7000OL Course Introduction to Translational Health Science Coordinating Unit School of Translational Health Sciences Term Semester 1 Level Postgraduate Coursework Location/s Online Units 3 Contact 12 hours per week Available for Study Abroad and Exchange Y Course Description This course introduces students to the concept of translational health research. In a series of online modules, the course provides students with a background to evidence-based healthcare and the systematic review process and how this can be situated within the broader translation research trajectory (from bench research to clinical research and guideline development for practice). Students will develop skills in the management of the systematic review process, including question and inclusion criteria development, searching the literature, selecting studies and protocol development. This course provides the foundational requirements for other core courses in this stream.
Course Coordinator: Dr Kylie PorrittKylie Porritt | Research Fellow
The Joanna Briggs Institute
Faculty of Health Sciences | University of Adelaide | SA 5005 AUSTRALIA
Level 1, 115 Grenfell Street | Adelaide | SA 5000 Australia
T: +61 8 8313 5167 | F: +61 8 8313 4881 | E: firstname.lastname@example.org |W: www.joannabriggs.org
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Describe the origins and development of evidence based healthcare and translational health science
2. Explain key issues of evidence based practice as they relate to professional practice
3. Demonstrate an understanding of the broad nature of evidence, its various sources, and how it relates to answering different questions
4. Describe and discuss the translational health cycle
5. Develop a comprehensive review question using the ‘Population, Intervention, Comparator, Outcome’ (PICO) framework and document inclusion/exclusion criteria specific to the question for each element of the PICO that could be actioned through the process of conducting secondary research
6. Develop a concept map and a search strategy for one database that could be used to search published literature for the PICO focused question
7. Develop a systematic review protocol that aims to identify relevant research evidence using appropriate search strategies to answer a health related question
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)
1-4 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
5-7 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
7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
6-7 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
N/A 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 ResourcesAll resources currently exist and are already available within the School of Translational Health Science and will be made available via MyUni for this course.
Recommended ResourcesA range of useful readings can be found on MyUni.
- The course content has been developed using Articulate Storyline and will be administered via the MyUni platform.
- Assignments will be submitted online via MyUni or TURNITIN
MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is: www.myuni.adelaide.edu.au/
Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying. For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
The Helpdesk is available for extended hours during the week or through voicemail.
Phone: (08) 8303 3000
You are encouraged to post queries on the discussion board in addition to emailing course coordinator the questions of an academic nature (e.g., about assignments).
Learning & Teaching Activities
Learning & Teaching ModesThis course will be offered completely online. It will involve a series of online lectures, which have been developed using Articulate Storyline, to provide core information and outline key concepts related to the course. These lectures will be supported by interactive practicals that are designed to develop and clarify topics covered in lectures. These are generally problem-solving sessions, providing an opportunity for ‘hands on’ work with software and databases described in the lectures. Additionally, an online discussion board will be made available to students for each module. This discussion board will be monitored by the course coordinator, but students will be encouraged to answer each other’s questions. Four assignments will be scheduled at key learning milestones throughout the course, starting with a quiz at the end of Module 1 to ascertain basic knowledge of evidence based healthcare and translation science, a poster and practical assignment in Module 2 to gauge student ability to design an appropriate question and search the literature and development of a protocol for a systematic review, bringing all concepts together.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This course is a 3 unit course with an estimated 12 hours of contact time per week. As the course is completely online students have flexibility in undertaking and completing the weekly requirements.
Learning Activities SummaryA series of online lectures will be available via MyUni on a weekly basis. Lectures have been grouped into three ‘modules’ to assist students to navigate the course in a clear and coherent fashion.
MODULE 1: Introduction to evidence translation in health care and public health
• The translational cycle – definitions and models
• Evidence based healthcare – history, development, steps in EBP and international models and approaches
• The systematic review of evidence – definitions, characteristics of a review, steps in the review process, types of evidence, types of reviews
• Developing review questions of effect and experience (including Population, Intervention, Comparator, Outcome - PICO - mnemonics for quantitative and qualitative research and examples)
• Developing inclusion criteria for reviews of effect and experience (relating to population, intervention, comparator and outcomes for reviews of effect and population, phenomena of interest and context for reviews of experience)
MODULE 2: Searching for the evidence
• Developing a search strategy (a two part lecture over two weeks that examines broad characteristics of an effective search strategy, beginning with concept maps, strategies and databases with a focus on documentation of the process and challenges encountered)
• Searching for the evidence: a guide to research resources (understanding databases available and what they include)
• Selecting studies (including practical examples)
MODULE 3: Developing a systematic review protocol
• Protocol development (a two part lecture over two weeks including purpose, process and structure as well as practical examples and opportunity for hands on exercises)
• Evidence based practice and the systematic review: issues and challenges
Specific Course RequirementsProgression through modules is contingent on successful completion of the previous module.
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 Objective Quiz Summative 10% 1-4 Poster Summative 25% 5 Practical Summative 25% 6 Protocol Summative 40% 7
Assessment Related RequirementsN/A
Assessment DetailThe following assessment items cover discrete, internationally recognised steps in the systematic review process. Each assessment item is aimed at ensuring students have a comprehensive understanding of each of the steps and how to then bring them together in a comprehensive, actionable document.
Assessment 1: Quiz (10% of total course grade)
The open book quiz will involve multiple choice and short answer questions and will cover core concepts addressed in the lectures and reading materials addressing objectives 1-4. Students will access the quiz via MyUni. The quiz will be at the end of week 3 to provide a benchmark for progress in the course. To be completed by Week 3.
Assessment 2: Poster (25% of total course grade)
Using the PICO/PICo (Population, Intervention, Comparison and Outcome/ Population, Phenomena of interest, context) model, students are required to develop and design a systematic review question. This question should be presented in a poster format using PowerPoint and include a brief background and inclusion/exclusion criteria. Posters will be shared with other students via the discussion board. This assessment relates to their understanding and competency in relation to objective 5. To be completed by Week 4.
Assessment 3: Practical exercise (25% of total course grade)
As per the key concepts outlined in Module 2, this assignment requires students develop a concept map for a selected review question, develop a search strategy and conduct a basic search of a single database. This assessment relates to their understanding and competency in relation to objective 6. To be completed by Week 9.
Assessment 4: Protocol development (40% of total course grade)
Students will be required to develop and submit a full systematic review protocol expanding and refining work completed in assessment 2 and 3 of 2,000 words, to summatively assess achievement of objective 7. This piece of work should be suitable for peer review and publication. This is not to duplicate work completed in Assignment 2 and 3, but to build on and further develop those skills. Marks will be provided based on how feedback from assessment 2 and 3 is incorporated. To be completed by 13.
SubmissionAll assignments will be submitted online via MyUni.
Assignments will be marked and written feedback provided to students usually within 2 weeks and no later than 4 weeks after submission. Re-submission will not normally be considered.
Online formative and summative assessment quizzes will provide immediate feedback to the student.
The SPH late submission procedure will apply:
Marks will be deducted when an assignment for which no extension has been granted is handed in late.
The procedure is as follows:
All assignments, including those handed in late, will be assessed on their merits;
For late assignments, marks will then be deducted from the mark awarded, at the rate of
5 percentage points of the total possible per day.
The School reserves the right to refuse to accept an assignment that is more than 7 days late.
Extension must be requested no later than the last working day before an assignment is due.
Only a Course Co-ordinator may grant an extension.
Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.
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.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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