HLTH SC 1404 - Evidence Based Practice in Allied Health 1

North Terrace Campus - Semester 2 - 2021

This course introduces students to the use of research-based evidence in professional health care practice. Working in interprofessional teams and using a range of case scenarios, students will develop research skills in areas relevant to their field of practice. Through online activities and workshops, students will learn about the role of evidence-based practice in health. Students will be exposed to a range of study areas including systematic approaches to acquiring evidence, critical appraisal of the literature, interpretation of research design, descriptive and inferential statistics and assessment of research outcomes. Students will learn how an evidence-based approach in health informs clinical practice as well as developing research skills to determine the most appropriate intervention techniques for application in a given clinical population. Finally, students will learn to appreciate the complex interaction between social, economic and environmental influences that contribute to sustainability thinking in health research.

  • General Course Information
    Course Details
    Course Code HLTH SC 1404
    Course Evidence Based Practice in Allied Health 1
    Coordinating Unit TBS
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Restricted to B. Occupational Therapy (Hons), B. Physiotherapy (Hons) and B. Speech Pathology (Hons) students only
    Course Description This course introduces students to the use of research-based evidence in professional health care practice. Working in interprofessional teams and using a range of case scenarios, students will develop research skills in areas relevant to their field of practice. Through online activities and workshops, students will learn about the role of evidence-based practice in health. Students will be exposed to a range of study areas including systematic approaches to acquiring evidence, critical appraisal of the literature, interpretation of research design, descriptive and inferential statistics and assessment of research outcomes. Students will learn how an evidence-based approach in health informs clinical practice as well as developing research skills to determine the most appropriate intervention techniques for application in a given clinical population. Finally, students will learn to appreciate the complex interaction between social, economic and environmental influences that contribute to sustainability thinking in health research.
    Course Staff
    Co-Course Coordinator: Dr Jessica Stanhope
    Phone: +61 8 8313 2063
    Email: jessica.stanhope@adelaide.edu.au  
    Location Level 4, Helen Mayo South

    Student & Program Support Services Hub
    Phone: +61 8 8313 5336
    Email: askhealthsc@adelaide.edu.au  
    Location: Ground Floor, Helen Mayo North
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Timetable information can be found in the MyUni website for this course.
  • Learning Outcomes
    Course Learning Outcomes
    1 Explain the relative merits and uses of the different types of evidence used in practice.
    2 Develop research skills including literature searching and referencing, critical analysis, interpretation, synthesis and communication of scientific data.
    3 Appropriately appraise components of health research evidence.
    4 Communicate research outcomes appropriate to peers.
    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)
    2
    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, 2, 3
    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
    4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2, 3, 4
    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
    -
    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
    -
  • Learning Resources
    Required Resources
    Introduction to Research in the Health Sciences, 7th edn. Polgar S & Thomas S. Elsevier, 2019
    Online Learning
    All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Through a series of online materials, readings and interactive workshops, students will be introduced to the fundamental concepts of evidence-based practice, and develop foundational skills in research literacy.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workshops: 12 x 2 hours = 24 hours
    Online Class: 12 x 1 hour = 12 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 1 hour per session = 12 hours
    Preparation for Seminar Sessions: 1 hour per session = 6 hours
    Preparation for Assessment Tasks = 30 hours
    Weekly reading: 3 hours per week = 36 hours
    Online modules: 2 hours per week = 24 hours
    TOTAL = 146 hours
    Learning Activities Summary
    Topics covered will include:

    • Developing questions
    • Conducting structured database searches
    • Identifying and understanding the merits of quantitative, qualitative and mixed methods designs
    • Identifying and understanding potential methodological bias
    • Descriptive and inferential statistics
    • Referencing a range of sources
    Small Group Discovery Experience
    Whilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    The assessment for Evidence Based Practice in Allied Health 1 consists of:

    Assessment Task Task Type Weighting Learning Outcome
    Examination Summative 40% 1, 2, 3
    Assignment Summative 20% 2, 3, 4
    Continuous Assessment Summative 40% 1, 2, 3, 4
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail
    Examination (40%) - A two-hour written examination covering the entire course content will be held during the University examination period. Students will be required to complete a variety of different types of questions to demonstrate their achievement of the course learning outcomes.

    Assignment (20%) - The assignment will involve the critical appraisal and interpretation of a research paper, where students will also be asked to summarise the research findings, in light of the study limitations.

    Continuous Assessment (40%) - The continuous assessment will take the form of a workbook, which will be submitted in four sections (worth 10% each). The workbook will build on workshop activities.
    Submission
    Detailed information on assessment task submission can be found in the MyUni website for this course.
    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
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