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What do the students think about this course?
"This course is great for allowing students entering their PhD who want to get a good start on readings, backgrounds, and methods for their thesis. It is also a great course to allow you to work on research communication, public speaking, and being able to answer tough questions about your lines of research."
"Engagement in this course is key. Ask questions, provide feedback, and be open to receiving feedback."
"Take the assignments seriously and you just might impress your professor with how quickly you are developing your research."
"Its okay to not know where to start. Be open with your ideas, and you'll be amazed at the feedback you receive and the direction you will be able to go."
"This course was valuable for my goal of progressing in a research career. It broadened my understanding of research as a programme, rather than just a series of projects, and highlighted what it takes to secure funding to develop such a programme. In addition, observing the professor's teaching strategies and course development techniques provided practical insights into teaching strategies and course development, which are areas that I enjoy working on."
Overview
Researchers-in-training often approach research on a study-by-study basis. However, to advance knowledge effectively and adapt to the dynamic landscape of health sciences, there is an imperative need to cultivate a more programmatic research mindset. This shift is facilitated by equipping students with the skills to apply process-oriented research frameworks/models/approaches that systematically guide the selection and sequencing of studies within a research program. Contextualized within the diverse research landscape of the Faculty of Health Sciences, this course offers a comprehensive critical appraisal of the application of selected frameworks/models/approaches, emphasizing their commonalities and differences. Moreover, by employing a variety of interactive and flipped classroom formats, this course is designed to foster an interdisciplinary perspective relevant to the field of health sciences, encouraging students to delve deeper into the complexities of contemporary issues such as ethics, social implications, and policy considerations associated with the utilization of technology and data in health sciences research.
Course Objectives
Data, Research Tools, Technologies, and Ethics
Design comprehensive data management plans and select appropriate data collection tools, considering ethical implications, social impacts, and policy considerations associated with technology and data use in health sciences research.
Evaluate and implement research technologies and data-driven strategies, addressing ethical concerns and pragmatic considerations throughout the research process.
Analyze and integrate ethical guidelines, data security measures, and quality control processes into all aspects of health sciences research, from proposal development to implementation.
Research Process
Apply principles of polarity management and the Medical Research Council (MRC) framework to develop, refine, and align research questions with appropriate research approaches in health sciences.
Design and justify comprehensive research proposals that integrate suitable methods, data collection tools, and ethical considerations tailored to specific health science contexts.
Develop programmatic research plans that build upon current studies, address gaps in health sciences literature, and apply implementation science concepts, particularly the Consolidated Framework for Implementation Research (CFIR).
Peer Review and Presentations
Evaluate and provide constructive feedback on peers' research proposals, methodologies, and presentations, focusing on data management, ethical considerations, and technological aspects.
Present clear, well-structured research proposals and findings using various communication methods, emphasizing data collection strategies, technological tools, and ethical considerations.
Integrate peer feedback to iteratively improve research proposals, presentations, and implementation plans, particularly in areas related to data management and research technologies.
Course Design
The course design incorporates principles of advocacy and inquiry, an approach that encourages students to balance asserting their own perspectives (advocacy) while remaining open to and exploring others' viewpoints (inquiry). This design utilizes group work, peer reviews, and assessment of written assignments and oral presentations to foster collaborative learning and critical thinking. The course structure follows a gradual release of responsibility model, transitioning from primarily didactic instruction in initial lectures to more collaborative and independent work as the course progresses. This shift empowers students to take increasing ownership of their learning and knowledge generation.
By incorporating these various instructional design elements, the course aims to develop critical research skills, foster interdisciplinary perspectives, and cultivate a programmatic research mindset in early PhD students. This approach is particularly beneficial for doctoral students as it:
Enhances their ability to critically evaluate and contribute to scholarly discourse
Develops essential skills in peer review and constructive feedback
Promotes self-directed learning and research independence
Encourages interdisciplinary thinking and collaboration
Prepares students for the collaborative nature of contemporary research
Key instructional design elements employed in this course include:
Scaffolding: A process of providing temporary support to learners as they develop new skills or concepts (Wood et al., 1976).
Flipped Classroom: An instructional strategy that moves direct instruction outside the group learning space, allowing for more interactive and applied learning activities during class time (Bergmann & Sams, 2012).
Problem-Based Learning (PBL): An instructional approach where students learn through the process of solving open-ended problems (Hmelo-Silver, 2004).
Peer Assessment: A learning activity where students evaluate the work of their peers based on teacher-generated criteria (Topping, 1998).
References:
Argyris, C., & Schön, D. A. (1996). Organizational learning II: Theory, method, and practice. Addison-Wesley.
Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
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