TRANHLTH 7004OL - Developing clinical guidelines
Online - Semester 1 - 2017
General Course Information
Course Code TRANHLTH 7004OL Course Developing clinical guidelines Coordinating Unit School of Translational Health Sciences Term Semester 1 Level Postgraduate Coursework Location/s Online Units 3 Contact The time commitment will be approx. 12 hours per week Available for Study Abroad and Exchange Course Description This course introduces the student to the concept of clinical guidelines and the evidence based approach to developing clinical guidelines. In a series of online modules the course provides students with background knowledge and understanding of the role of clinical guidelines and the international approaches towards developing a clinical guideline. Students will develop knowledge and skills in defining the scope of a guideline, using the best available evidence in the development of a clinical guideline and acquire an understanding on the approaches to making recommendations for practice. Students will obtain knowledge of the principles surrounding dissemination, implementation and evaluation of a clinical guideline.
Course Coordinator: Dr Kylie Porritt
Kylie 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: email@example.com |W: www.joannabriggs.org
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Demonstrate an advanced understanding of the different international approaches to clinical guidelines development
2. Describe the key characteristics of the guideline development process
3. Critically appraise a clinical practice guideline and systematic review
4. Analyse and critique the development process of a published clinical practice guidelines
5. Engage in scholarly discussion and debate on the guideline development process with peers
6. Demonstrate an understanding of the approaches to developing recommendations for practice derived from the evidence.
7. Critically analyse key issues encountered when disseminating, implementing and evaluating a clinical practice guideline
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)
1-7 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
1,3,4,7 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
5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-7 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.
Online LearningThe 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.
In addition to the lectures and practical activities, four assessments will be scheduled at key learning milestones throughout the course. These assessments evaluate the student’s knowledge and understanding of the content covered throughout the course, requires students to apply knowledge gained through practical application and become skilful in key elements of practice guideline development.
The first assessment evaluates the student’s knowledge and understanding of key concepts and principles covered in module 1. This MCQ exam is to be completed via Myuni and upon completion will provide the students with an immediate indication of their progress and understanding.
The second assessment requires the student to apply knowledge gained in module 2 and evaluates their ability to critically analyse and appraise a published systematic review.
The third assessment provides opportunity for collegial discussion and engagement between peers. Students are required to interactive with their peers through productive and constructive discussion on the topics covered within each of the lectures via the Myuni discussion board.
The final assessment examines the students understanding of the content delivered in all 3 modules. Students are required to critique and evaluate a clinical guideline demonstrating an understanding of the key elements in guidelines development and provide supportive rationales for their evaluation.
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 SummaryThe scheduled learning activities for this course are delivered in 3 modules over the 12 week period. Each module comprises of adaptively released weekly lectures. Students must progress through each lecture and complete each module before progressing to the next.
The content covered in the lectures within each of the modules and the timeframe in which it is delivered are detailed below.
MODULE 1: UNDERSTANDING A CLINICAL GUIDELINE
• Introduction to clinical guidelines
• Historical perspectives and philosophies of development
• International approaches to guideline development (e.g. SIGN, WHO, NICE)
MODULE 2: DEVELOPING A CLINICAL GUIDELINE
• Preparatory Phase
• Guideline Development Phase
o Defining the scope of the guideline (e.g. define purpose, target audience, PIPOH)
o Establishing the guideline development group (multi-disciplinary), stakeholder and resources
o Reviewing the evidence
o Searching for evidence
o Critically appraising evidence (with specific guidance on critically appraising systematic reviews and clinical guidelines)
o Extracting evidence
o Synthesising evidence
o Developing recommendations
o Reporting and publishing a clinical guideline
MODULE 3: DISSEMINATING, IMPLEMENTING AND EVALUATING A CLINICAL GUIDELINE
• Dissemination strategies and considerations
• Implementation and adaptation strategies and considerations
• Evaluating the development process, guideline uptake, and impact
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 Exam Summative 15% 1,2 Essay Summative 25% 3 Collegial discussion Active Participation 10% 1,5-7 Essay Summative 50% 1-4,6-7
Assessment Related RequirementsN/A
Assessment DetailAssessment 1: Exam (15% of total grade, due end week 4)
The open book exam will involve multiple choice and short answer questions and will cover core concepts addressed in the lectures and reading material covered in module 1. Students will access the exam via MyUni. This summative assessment addresses learning outcomes 1 and 2 and is to be completed by the end of week 4.
Assessment 2: Essay: Critically appraise a systematic review (25% of total grade, due week 8)
Students are required to search and select a published systematic review on a topic relevant to their area of practice or interest. Students must critically appraise the paper using an internationally recognised tool and include succinct comments to justify their scores. This summative assessment, of approximately 1000 words, addresses learning objective 3 and is to be completed by the end of week 8.
Assessment 3: Collegial Discussion (10% of total grade, due end week 12)
Students are to provide a minimum of 5 meaningful and appropriate contributions to the MyUni discussion board related to the topics discussed throughout the course. At least 2 contributions to the discussion board are to be led by the student and a minimum of 2 contributions are to be in response to the contributions of their fellow students. This assessment promotes ongoing productive and constructive engagement between peers. This participation assessment (of approximately 500 words) continues throughout the duration of the course and addresses learning objective 1, 5, 6 and 7. To be completed by end of week 12.
Assessment 4: Essay: Critical Appraisal and discussion of a Guideline (50% of total course grade, due end of week 13)
Students are to search for and select ONE existing clinical practice guideline.
In an essay of 2,000 words, and using contemporary literature (as relevant) students are required to:
1. Critically appraises the clinical practice guideline using an internally recognised appraisal tool. Students must include succinct comments to justify their scores.
2. Make specific recommendations as to how the development process and resultant clinical practice guideline might be improved. A rationale must be included.
3. Critique the dissemination and evaluation strategies and techniques.
Succinct comments and rationales are to be provided to support the argument. This summative assessment addresses learning objective 1-7 and is due by end of week 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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