MRes CLINICAL
RESEARCH
PROGRAMME
HANDBOOK
October 2015
CONTENTS
Page
1
INTRODUCTION AND WELCOME TO THE PROGRAMME
1
2
OVERVIEW AND PHILOSOPHY OF THE PROGRAMME
2
3
PROGRAMME AIMS
4
4
LEARNING OUTCOMES
4
5
PROGRAMME STRUCTURE
5
6
LEARNING AND TEACHING STRATEGY
6
7
PERSONAL DEVELOPMENT PLANNING (PDP)
8
8
ASSESSMENT STRATEGY
13
9
STUDENT SUPPORT
17
10
PROGRAMME EVALUATION
18
11
ACADEMIC CALENDAR
21
12
OVERVIEW OF MODULES
22
DISCLAIMER
The information contained in this handbook is, as far as possible, accurate and
up to date at the time of printing. The express permission of Teesside University
must be obtained to reproduce any, or all of this publication, other than for
personal use or for those purposes permitted by law.
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INTRODUCTION AND WELCOME TO THE PROGRAMME
Welcome to the MRes Clinical Research programme, delivered by the School of
Health & Social Care at Teesside University. This handbook includes specific
information about your programme and should be used in conjunction with the
School of Health & Social Care Student Essential Guide and the University Student
Handbook.
Within this handbook you will find information about the aims and learning outcomes
of the programme, details of each individual module, the associated learning and
teaching strategy and support mechanisms available to you. In addition to this you
will also receive a Module Guide for each module which provides more detail for
individual modules that you will study as part of this programme.
Other useful information, for example information regarding the University Welcome
and Student Charter can be found on the University website (www.tees.ac.uk). It is
here that you will also find information on equal opportunity, guidance to procedures
and regulations and information about the Library.
The programme team are here to support you throughout the programme and we
hope that you find the programme both enjoyable and informative. Details of all the
teaching and support staff are listed below.
Staff Contact Details
Programme Leader
Barbara Neil
Senior Lecturer in Research Methods
School of Health & Social Care
H1.23
Tel: 01642 384918
Email: [email protected]
Module Leaders
Dissertation
Barbara Neil
Senior Lecturer in Research Methods
School of Health & Social Care
H1.23
Tel: 01642 384918
Email: [email protected]
Clinical Research in Context
Josette Bettany-Saltikov
Senior Lecturer in Research Methods
School of Health and Social Care
CG12a
Tel 01642 382981
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Quantitative Research Methods and Analysis
Vicki Whittaker
Senior Lecturer in Medical Statistics
Constantine Building
C016b
Tel: 01642 738281
Email: [email protected]
Project Management
Dr Lisa Arai
Senior Lecturer in Research Methods
Constantine Building
C1.10
Tel: 01642 384933
Email: [email protected]
Qualitative Research Methods and Analysis
Jean Davison
Senior Lecturer in Research Methods
School of Health & Social Care
H0.37
Tel: 01642 384926
Email: [email protected]
Evidence Synthesis
Vicki Whittaker
Senior Lecturer in Medical Statistics
Constantine Building
C016b
Tel: 01642 738281
Email: [email protected]
Clinical Research Trials
Barbara Neil
Senior Lecturer in Research Methods
School of Health & Social Care
H1.23
Tel: 01642 384918
Email: [email protected]
2
OVERVIEW AND PHILOSOPHY OF THE PROGRAMME
“What does the programme offer me?”
This programme has been designed for students who are either working in a healthrelated research post, who wish to pursue a research career or undertake healthrelated research or those who are preparing to embark upon a PhD within health or
social care context. The central philosophy of the MRes Clinical Research
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programme is to support the development of a workforce who will be capable of
developing into world class researchers. This is in support of current DH priorities to
increase the research capacity and capability of health professionals and those
undertaking research within the wider context of health.
As such the content of the MRes Clinical Research programme has been designed
to provide you with the opportunity to develop the relevant skills and knowledge that
underpin research within the wider context of health thus preparing you for a
successful research or PhD career. The broad range of content ensures that you will
have the opportunity to explore a wide selection of research methodologies, the
context in which health research takes place, both nationally and internationally, and
the intricacies of managing a health-related research project. You will also have the
opportunity and support to carry out your own primary or secondary research. One
of the key features of the programme is that as well as developing your knowledge
and understanding of the key methodological approaches to health-related research
it will also support your development of the practical skills and personal attributes
necessary for a research career. Personal development planning is therefore an
integral part of the programme to support your progress and enhance your learning
and personal development. The programme will also support you in developing key
transferable skills in numeracy, IT and communication skills and in managing your
own learning and career development. It will therefore be of value to you whatever
your career choice.
The programme philosophy also acknowledges that excellence in research often
requires the adoption of a cross-discipline approach and that the boundaries of
health and social care research are not always clear cut. The content of the
programme is therefore designed to be inclusive of cross-boundary research whilst
maintaining a clear health-related focus. So whilst clinical research is the central
tenet of the programme, a wider approach to research methodologies is also
addressed. Much of the material that you will use during this programme not only
considers a cross discipline approach but also adopts an international approach so
that upon successful completion of the programme you will graduate with the skills
required to enable you to apply your skills to any cultural setting and therefore work
in an international market.
One of the key features of the programme alongside its focus on the development of
research knowledge and skills is student support. The programme team are
committed to supporting you to be as successful as possible throughout the
programme and the design of the programme therefore includes a number of
features to support you with your learning. In recognition of the changing nature of
work and life commitments this programme has been designed, where possible, to
be flexible in its mode of delivery. There is the opportunity to study modules via an
attendance-learning route, a distance-learning route or a flexible-learning route –
there are certain criteria attached to these different modes of delivery and they are
outlined in more detail later in the Programme Handbook. The programme can also
be studied on a full- or part-time basis. You will have had the opportunity to discuss
which approach is the most suitable one for you during the application process and
you will have further opportunities to discuss this with your Personal Tutor as part of
the PDP process and to change your learning approach at the start of each module if
you find that your circumstances or preferences have changed. The PDP process is
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also designed to give you the opportunity to discuss your progress and to identify
and put in place any additional support that you need.
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PROGRAMME AIMS
“What will I learn?”
The overall aims of the programme are to:




4
Enable you to develop the skills and expertise necessary to undertake clinically
relevant research
Enable you to develop an in-depth knowledge and understanding of a wide
range of research methodologies and data analysis techniques relevant to your
clinical practice
Foster within you a commitment to lifelong learning and the independent
learning ability necessary for a clinical research career
Enable you to develop the skills needed to plan and manage a clinical research
project
LEARNING OUTCOMES
By the end of the programme you will be able to:
Knowledge and Understanding

Demonstrate a systematic and critical understanding of the context within which
clinical research is undertaken

Demonstrate a comprehensive and critical understanding of quantitative
design, methods and data analysis

Demonstrate a comprehensive and critical understanding of qualitative design,
methods and data analysis

Demonstrate a systematic and critical understanding of project management

Demonstrate a systematic and critical understanding of research governance
and ethics
Cognitive/Intellectual Skills

Integrate and synthesise diverse knowledge, evidence, concepts, theory and
practice to formulate a clinically relevant research question and appropriate
study design methodology and data analysis plan

Demonstrate originality and challenge orthodoxy where appropriate, on the
basis of research findings

Make argued conclusions and recommendations for research/practice on the
basis of incomplete/contested data

Integrate and synthesise results of data analysis with existing evidence in order
to make argued conclusions and recommendations for research and/or practice
Practical/Professional Skills

Act autonomously in planning a clinically relevant research project
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

Act ethically to implement and manage a clinically relevant research project
Act autonomously in planning and executing data appropriate analysis
Key Transferable Skills

Demonstrate the independent learning ability to implement and manage a
research study

Communicate complex academic and research issues clearly to specialist and
non-specialist audiences

Be competent in numeracy skills commensurate with research

Be competent in IT skills commensurate with research
5
PROGRAMME STRUCTURE
“What will I be studying and when?”
The programme consists of a number of core modules which can be taken either
following the part-time or the full-time route depending on your status and
preferences. Figure 1 shows the structure of the part-time route and Figure 2 the
full-time route. These diagrams show you which modules you will take in each term
for each year of your programme. If you find you are struggling to combine your
programme with your work and/or home commitments there is the opportunity to
extend your programme over a longer time period, there is also the option to fast
track. Alternatively providing the correct number of credits are achieved (120) you
could exit the course with a Postgraduate Diploma in Clinical Research. Please
discuss this with your Personal Tutor.
Figure 1: MRes Clinical Research Part-time Route
Year
Year 1
Year 2
Term 1
Clinical Research in
Context
(20 credits)
Research Evidence
Synthesis
(20 credits)
Term 2 and Term 3
Quantitative Research Methods and
Analysis
(20 credits)
Clinical Research Trials
(20 credits)
Research Project Management
(20 credits)
Qualitative Research
Methods and Analysis
(20 credits)
(120 credits)
Year 3
Dissertation (60 credits) (180 credits total)
Figure 2: MRes Clinical Research Full-time Route
Year
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Term1
Term 2 and Term 3
Term 4
5
Year 1
Clinical Research in
Context
(20 credits)
Quantitative Research
Methods and Analysis
(20 credits)
Research Evidence
Synthesis
(20 credits)
Clinical Research Trials
(20 credits)
Qualitative
Research Methods
and Analysis
(20 credits)
Dissertation
(60 credits)
Research Project Management
(20 credits)
(120 credits) (180 credits
total)
You will find details of the content of each of these modules and the Module Leaders
name and contact details in Section 11 towards the end of this guide.
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LEARNING AND TEACHING STRATEGY
“How will I learn?”
The learning and teaching strategy has been guided by the programme aims and
content and is designed to develop your independence as a learner as you progress
through the programme. A variety of learning and teaching methods are used
throughout the programme encouraging you to take an active role in your learning
through the use of interactive-learning and teaching methods. In the early stages of
the programme, learning and teaching methods aim to support you in the
development of the key skills necessary for studying at master’s level and you will
have the opportunity to receive feedback on your ‘mastery’ skills at an early stage of
the programme. As you progress through the programme you will be encouraged to
take a greater lead in your own learning. The Virtual Learning Environment (VLE) is
used to support your learning for attendance, flexible and distance-learning students
through e-learning@tees and you will be supported in developing e learning skills
during induction and the first module.
To facilitate your successful completion of the programme three modes of
programme delivery are offered; attendance, distance, or flexible. These are
outlined below to help you to make the most appropriate choice. Before starting the
programme you will have selected which learning approach you wish to take and this
should be discussed with the admissions tutor to ensure that you are eligible for the
chosen learning approach. If your circumstances or preferences change you may
wish to discuss your learning route choice with your Personal Tutor. You will have
the option to change your learning route choice at the start of each module; however
you will not be able to change part way through a module. Please note that if
insufficient students opt for the attendance or flexible routes on any module
then the module may only run with the distance-learning option.
International students
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International students are welcome to study the programme via the distance-learning
mode of delivery however international students who come to this country to study
must follow the full time attendance mode of delivery. In keeping with UK Home
Office immigration requirements attendance and engagement with the programme is
closely monitored.
Attendance
The learning and teaching methods for attending students will include key lectures,
seminars involving group discussions and structured learning activities, practical
computer lab classes, clinical lab classes and tutorial support. These will all be
delivered at Teesside University. The learning and teaching methods are designed
to be interactive and you will be expected to actively participate in the learning
activities and group discussions. For attending students the VLE is used as a
repository for learning materials and as a mechanism for communication between
the module team and students. Tutorial support for attending students will be
provided through face-to-face individual and group tutorials.
Distance
For distance-learners the VLE will be used to provide you with interactive, structured
learning materials such as written learning materials, narrated PowerPoint
presentations, structured learning materials and activities alongside a range of
discussion forums such as discussion boards, wikis and blogs to support discussion.
Individual tutorial support and dissertation supervision will be available via email,
telephone or Skype depending on which would be your preferred method. As a
distance-learner you will follow the same weekly timetable as the attendance
learners. The learning and teaching methods are designed to be interactive and you
will be expected to actively participate in the individual activities and the group
discussions via the VLE. As a distance-learner there is a danger that you may feel
isolated in your learning, you are therefore encouraged to communicate with other
students and with your tutors regularly via the VLE and email. This regular contact
will support your learning by giving you opportunities to discuss ideas and develop
your understanding.
Flexible
Opting to engage with the programme via the flexible route means that you will be
able to take a ‘pick and mix’ approach to your learning, selecting either the
attendance or distance strategy on a week-by-week basis to accommodate your
other commitments. Adopting this approach means your learning will include
features from both the attendance and distance-learning strategies. The exact
learning and teaching strategy and the nature of the tutorial support you receive will
vary depending on your individual choices. If you adopt the flexible approach you
will need to discuss and agree with your module tutors which weeks you will be
attending and which weeks you will be undertaking distance-learning.
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PERSONAL DEVELOPMENT PLANNING (PDP)
Overview of PDP
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Personal development planning is an integral part of your MRes programme and you
are expected to engage fully with the PDP process. The aims of the PDP process
are to:






Support you in managing your own learning
Identify your goals in relation to your research career and develop an Action
Plan for achieving those goals
Develop the personal qualities and employability skills you will need to have a
successful research career
Identify and address any support needs you have for successful completion of
your programme
Plan your dissertation study and apply for ethical clearance.
Maintain a Progress File
During induction your Programme Leader will introduce you to the PDP process and
Progress Files and discuss your areas of interest so that you can be allocated an
individual Personal Tutor who will support you throughout the programme. Your
Personal Tutor will be allocated to you in Week 1 of the programme and you will be
expected to meet with them at regular intervals throughout the programme. The
tables below set out the minimum PDP discussions you are expected to have with
your tutor. Please note that full-time students will have fewer meetings than parttime students because of the length of their programme; however the meetings will
be longer to ensure that you receive the same overall support as part-time students.
Attendance students are expected to meet with their PDP tutors for face-to-face
discussions; distance-learners are expected to email their Personal Tutors to either
agree a time period for email discussion or to arrange a time for a telephone or
Skype discussion.
In the first week of the programme you will be provided with learning materials that
you can use to support you in setting your goals and developing an Action Plan for
the achievement of your goals. To help you think about your goals and Action Plan
you will be introduced to the Researcher Development Framework which sets out the
knowledge, skills and attributes that you will need to be a world class researcher.
You can use this framework to help you identify your goals and an Action Plan for
achieving these.
PDP will also introduce you to the notion of a Progress File and provide an example
of how you can develop and maintain a Progress File. The goals and Action Plan
will form the basis of your subsequent meetings with your Personal Tutor and will be
an essential component of your Progress File.
As you progress through your MRes programme the PDP process will encourage
you to think about your dissertation study and you will be encouraged to develop
your ideas from an early stage so that you can produce a well thought out
dissertation study proposal and apply for ethical clearance before starting the
dissertation module. The PDP meetings are essential to support you with your
ethical clearance submission alongside the knowledge and understanding you will
develop throughout the core modules.
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The purpose of the PDP is to support you in managing your own learning. You
therefore have certain responsibilities as a student. You can also expect a certain
level of support from your Personal Tutor. The responsibilities for you and your
Personal Tutor are identified in the sections below:
Flow Chart for Part-time Students’ PDP Discussions
1
Time Scale
Year 1
Week 1
Purpose
Introduction to Personal Tutor and PDP process
Individual goal-setting and Action Planning discussion and
proformas
Agree format for Progress File
2
Year 1
Week 6
Introduction to RDF and link with goal setting, Action Plan
and Progress File
Follow up on goal-setting and Action Planning
Discuss initial progress and identify any issues/support
needs
Discuss learning route choice for Terms 2–3 modules
3
4
Year 1
Week 19-20
Induction evaluation
Discussion of progress/engagement from Term 1 and
identification of any support needs
Year 1
July/August
Review goals/Action Plan/Progress File
Discussion of progress/engagement from Year 1 following
publication of results
Review goals/Action Plan/Progress File
Discuss learning route choice for Year 2
5
Year 2
Week 6
Discuss preparation for Year 2 and initial areas of interest
for dissertation study
Discussion of initial progress in Year 2 and identify any
issues/support needs
Discussion of development of dissertation ideas and agree
relevant actions in relation to this
Review goals/Action Plan/Progress File
6
Year 2
Week 12
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Discuss learning route for Terms 2-3
Discussion of development of dissertation ideas (student
should have written a draft research proposal at this point
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for Personal Tutor to review)
7
8
Year 2
Week 18-20
Review goals/Action Plan/Progress File
Discussion of progress/engagement from Term 1 and
identification of any support needs
Year 2
July/August
Finalise dissertation plans and support with application for
ethical clearance (dissertation supervision allocation will
have taken place by this time – if dissertation supervisor is
not the Personal Tutor then supervisor and Personal Tutor
will meet jointly with the student to discuss dissertation
plan and ethical clearance submission)
Discussion of progress/engagement in Year 2 and identify
any support needs
Review goals/Action Plan/Progress File
Discuss learning route for Year 3
Follow up progress with ethical clearance
9
10
Year 3
Week 6
Year 3
Weeks 13-15
Discuss support for publication
Discuss initial progress in Term 1 and identify any support
needs
Review goals/Action Plan/Progress File
Discuss progress with dissertation work
Review goals/Action Plan/Progress File
11
Year 3
Weeks 24-28
Discuss future career plans and identify support needs in
relation to this
Discuss progress with dissertation work
Review goals/Action Plan/Progress Files
12
Year 3
July/August
Review future career plans and identify support needs in
relation to this
Discuss any ongoing support needs in relation to
reassessment/delayed submission/slow tracking
Formalise any continued support with publications
End-of-programme evaluation
Flow Chart for Full-time Students’ PDP Discussions
Time Scale
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Purpose
10
1
Year 1
Week 1
Introduction to Personal Tutor and PDP process
Individual goal-setting and Action Planning discussion and
proformas
Agree format for Progress File
2
Year 1
Week 4
Introduction to RDF and link with goal-setting, Action Plan
and Progress File
Follow up on goal-setting and Action Planning
Discuss initial progress and identify any issues/support
needs
Discuss learning route choice for Terms 2–3 modules
Induction evaluation
3
4
Year 1
Week 10-11
Year 1
Week 14-15
Discuss preparation for, and initial areas of interest for,
dissertation study
Discussion of development of dissertation ideas (student
should have written a draft research proposal at this point
for Personal Tutor to review)
Review goals/Action Plan/Progress File
Discussion of progress/engagement from Term 1 and
identification of any support needs
Review goals/Action Plan/Progress File
5
Year 1
Week 36-37
Finalise dissertation plans dissertation supervision
allocation will have taken place by this time – if
dissertation supervisor is not the Personal Tutor then
supervisor and Personal Tutor will meet jointly with the
student to discuss dissertation plan
Discussion of progress/engagement with dissertation
following publication of results
Review goals/Action Plan/Progress File
Follow up progress with ethical clearance
6
7
Year 1
Week 42-43
Year 1
Week 47-48
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Discuss support for publication
Discuss progress with dissertation work
Review goals/Action Plan/Progress File
Discuss progress with dissertation work
Formalise any continued support with publications
11
End-of-programme evaluation
Resources
Resources such as goal-setting and Action Planning proformas, and links to
Progress File documents can be found on the programme e-learning@tees site.
Documentation related to ethical clearance can be found on the Student Intranet.
Student Responsibilities

Arranging PDP discussions within the timescales specified above

Preparing for the PDP discussions

Development of personal goals

Development of Action Plan for achieving these goals

Developing and maintaining a Progress File

Identifying any issues or problems throughout the programme that may impact
on successful completion of the programme

Completing actions as agreed through the PDP process

Developing a feasible dissertation study proposal

Completion of appropriate ethical clearance documentation

Submission of ethical clearance documentation

Completion of induction and programme evaluation
Personal Tutor Responsibilities

Attending PDP discussion meetings or responding to PDP communications
from distance-learners within an agreed time period

Providing timely feedback on PDP work/discussions

Providing support on any issues/problems identified, or advice on where the
student can gain support.

Communicating with programme team members as required

Monitoring student progress/engagement throughout the programme and
agreeing actions as required

Liaising with supervisor (if different from Personal Tutor) to provide feedback on
draft dissertation proposal plans

Liaising with supervisor (if different from Personal Tutor) to provide feedback on
documentation for ethical clearance (if required)

Advising on preparing work for publication and or conference presentation
where appropriate
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ASSESSMENT STRATEGY
“How will I be assessed?”
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A variety of assessment strategies are used throughout your programme. Formative
assessment is used to support your learning in some modules and you are advised
to make use of any formative assessment opportunities to obtain feedback on your
progress. In addition to feedback for formative assignments you will also receive
formative feedback in the class room setting, during tutorials and via email. A
summary of the assessment types and submission weeks for each module can be
found in Figure 3 and Section 11. More detailed information about the assessment
and submission dates for each module will be provided in individual Module Guides;
these will be provided by the Module Leaders and available via the VLE at the start
of the relevant term. Further information relating to submission of assignments,
feedback return, mitigating circumstances process, delayed submission, extensions,
academic misconduct, presentation of assessed work, referencing and consent and
confidentiality can be found in the Student Essential Guide. It is important that you
read this information before completing your assessed work. Assessment and
progression regulations can be found on the University Website. All modules within
the programme are non-compensatable.
Written feedback on your summative-assessed work will be available to you on the
Student Intranet. Feedback is normally available four to six weeks following
submission of an assignment. Each module will give you the specific date that
feedback will be released in the Module Guide.
External Examining
Students often ask questions about how we know that their degree is broadly of the
same standard as degrees awarded for similar courses by other universities. In the
UK we have a system called external examining which is one of several ways that
we confirm that standards are met. An External Examiner is generally an
experienced lecturer from another university who offers an independent view as to
whether the work of students on the course is of the correct standard. The External
Examiner does this by looking at a sample of work (e.g. assignments, exam
answers, and dissertations), discussing the work with your lecturers and attending
the assessment boards to endorse results. They then produce an annual report
which tells us about any concerns they have and any good practice they have
identified. The External Examiners’ reports are made available to student
representatives and School representatives. You can also request the relevant
External Examiner report for your course by e mailing [email protected].
The main External Examiner for your course is Julie Currie and she works at
Glasgow Caledonia University. Sometimes, your modules may have a different
External Examiner and your Module Leader can provide details on request. Please
note that students are not permitted to contact External Examiners directly and
External Examiners will not respond to any communication from individual
students. If you have any concerns about your course then please speak to your
Programme Leader.
Figure 3: Assessment Methods and Submission Weeks
Module Name
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Formative Assessment
Type and Week of
Completion
Summative Assessment
Type and Week of
Submission
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Year 1
RMH4040-N
Clinical Research in Context
1,000-word essay on the role
of clinical research in health
care and health service
delivery
Submission programme
Week 6
RMH4042-N
Quantitative Research
Methods and Analysis
4,000-word case study of a
clinical research protocol
which will critically evaluate
theoretical and philosophical
underpinnings, relevant
contextual issues and
formulate solutions by
applying appropriate legal,
ethical and governance
frameworks (100%).
Submission programme
Week 15.
Formative feedback on group  Component 1 (50%)
discussion and practical
2,500-word written
activities will be provided by
research proposal which
the module tutors throughout
justifies choice of design,
the module
sampling strategy and
data collection methods
for the selected clinical
research problem from
those provided by the
tutor.
Submission programme
Week 20.

RMH4043-N
Clinical Research Trials
Component 2 (50%)
1,500-word report
detailing the selection of
data analysis technique
findings and
interpretation for a date
set provided by the tutor.
Submission programme
Week 26.
Formative feedback on group 4,000-word clinical research
discussions and practical
trial protocol that is designed
activities will be provided
to answer the selected
throughout the module by the research question from those
tutors
provided by the tutor (100%).
Submission programme
Week 30.
Year 2
RMH4038-N
Research Evidence
Synthesis
Review Protocol
Submission programme
Week 5
4,000-word systematic
review following a specified
standardised format (100%).
Submission programme
Week 17 for full-time
students.
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RMH4041-N
Qualitative Research
Methods and Analysis
Formative feedback will be
provided throughout the
module by the tutors on the
practical activities set for
students and through tutorial
support
Submission programme
Week 44 for part-time
students.
 Component 1 (50%)
3,000-word research
proposal for one of the
research problems
provided by the tutor
Submission programme
Week 9.

Component 2 (50%)
2,500-word report which
discusses the selection,
justification and
application of a method
of data analysis for an
interview transcript
provided by the tutor and
which provides a formal
interpretation of the data.
Submission programme
Weeks 9 and 16 for full-time
students.
RMH4039-N
Research Project
Management
Formative feedback is
provided throughout the
module through peer
assessment of group work
and informal feedback from
the tutor
Submission programme
Weeks 36 and 43 for parttime students.
Individual research project
plan focused on the project
execution and dissemination
stage for a hypothetical
clinical research project
provided by the tutor (100%)
(4,000-words).
Submission programme
Week 28 for full-time
students.
Submission programme
Week 56 for part-time
students.
Year 3
RMH4009-N
Dissertation
Formative feedback will be
provided by the individual
supervisors throughout the
module
15,000-word written account
of the research project
undertaken (100%).
Submission programme
Week 34 for full-time
students.
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Submission programme
Week 80 for part-time
students.
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STUDENT SUPPORT
“How will I be supported to succeed?”
The programme team recognise that it is often challenging to combine studying with
work and family commitments and we aim to provide you with the support you need
to successfully complete your MRes programme. To successfully complete your
programme you will need to plan and manage your time effectively and ensure that
you work consistently on your academic study throughout the year. It is essential
that you complete assessed work according to the deadlines set within each module
or that you contact the Module Leader to extend the deadline if necessary. If you are
experiencing any difficulties during your programme please contact your Personal
Tutor to discuss what support can be provided. The main support mechanisms are
listed below:
Induction
Induction is seen as an important aspect of your programme and will help you to
prepare for studying within the University. Induction will provide you with the
information you need about library and information services, IT accounts and IT
support, studying at master’s level and detailed information about your programme.
If you are studying as a distance-learner or missed the induction day, distancelearning induction materials are available electronically through the VLE. There is
also an additional induction day for international students where you will be provided
with some relevant information to help you to settle into University life at Teesside
Transition to Mastery
Understanding what is required to be successful when studying at master’s level and
developing the key skills necessary for master’s level study is built into the induction
and into one of the first modules (Context of Clinical Research). To be successful
you will need to develop your key skills in critical thinking, academic writing,
referencing, presentation of academic work and IT skills. You will have the
opportunity to obtain feedback on a formatively assessed piece of work at an early
stage in the programme so that you can identify any areas of weakness and identify
ways of developing your ‘mastery’ skills.
Programme e-learning@tees Site
You will have access to a programme e-learning@tees site which will provide you
with information specific to your programme. The programme e-learning@tees site
is also used as the main method of communication between the programme team
and students so you are advised to check the site regularly. You will also be able to
contact other students on your programme through the programme site.
Support throughout the programme can be found from a variety of other sources.
These are outlined below.
Programme Leader/Personal Tutor
The Programme Leader will be available to offer support and guidance throughout
your time enrolled at the University. You will also be allocated a Personal Tutor who
will be a member of the programme team or an experienced researcher. They will
guide you through Personal Development Planning (PDP) and help you to develop
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and maintain your Progress File. PDP, to which you will be introduced during
induction, is an integral part of the programme.
Progress File
As part of your programme and the PDP process you are expected to maintain a
Progress File. If you have your own Professional Portfolio you can use this as the
basis for your Progress File, or alternatively you can use the e-Portfolio available
through the VLE if you wish to do so. The Progress File is a means of planning and
recording your own personal development.
Progression Tutorials
You will be expected to meet with your Personal Tutor at regular intervals throughout
the programme to discuss your progress and plan any support that you need. The
section on PDP sets out the purpose and frequency of these meetings.
Module Leader
Each module has a Module Leader who will provide you with information specific to
that module and along with the module tutors, provide academic support for that
module.
Dissertation Supervision
Prior to commencing your dissertation you will be allocated an academic dissertation
supervisor who will provide support and advice on your research project throughout
your Dissertation module. If necessary you may also be allocated an additional
Clinical Supervisor. Your dissertation supervisor will also support you with applying
for ethical clearance and with writing up your project for publication.
School and University Support Mechanisms
A number of University-wide support mechanisms are available to you such as the
Learning Hub situated in the Library, student services and the Student Union and
you are encouraged to access these if you need to. The School also provides
additional support mechanisms such as mitigating circumstances, fast tracking, slow
tracking, delayed submission and one-week extensions. Information on these can
be found in the Student Essential Guide. If you need to access any of these support
mechanisms please discuss with your Programme Leader. The School has an IT
helpdesk which you can access for help with any IT problems during normal working
hours on 01642 384148, or [email protected].
10
PROGRAMME EVALUATION AND STUDENT FEEDBACK
The School of Health & Social Care relies on student feedback as a key method of
assuring and enhancing the quality of its learning and teaching. Your feedback is
very important to us and we will invite you to give constructive feedback, in a variety
of ways, on your learning experiences both formally and informally at various points
in your programme of study such as following induction, at the end of each module
and after each year of your programme. The Student Essential Guide provides
information on these processes and on the student representation processes. This
feedback will be used to inform enhancements to the programme for future students.
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You will also be given feedback from your programme team and we expect you to
take note of and act upon feedback received. Please note that feedback is not
limited to comments on your assessed work, though of course you will receive
feedback on this. It also includes feedback on your ongoing progress on modules,
as well as actions that have been taken as a result of your evaluation of your
programme of study and actions taken as a result of the evaluations made by
previous student cohorts.
The VLE for this programme contains a chart - the Student Lifecycle Feedback Map which describes these points, the type of feedback you will receive and who is likely
to give you the feedback.
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STUDENT LIFECYCLE FEEDBACK MAP
When you will
receive feedback
Induction
Annual induction
(Academic)
Examples of the type of feedback
you will receive


Taught sessions
Within academic
modules




At the end of
academic modules


At the end of each
stage of your
programme
On assessment
After submission of
formatively assessed
work




After submission of
summativelyDocument1

Who will give you this
feedback
Electronic information (via

programme VLE) on what the
programme team has done as a
result of feedback from previous
cohorts
Electronic information (via the
programme VLE on what the
programme team has done as a 
result of feedback from your
cohort
Programme
Leader
Programme
Leader
Verbal or electronic feedback
on your progress
Electronic feedback on your
cohort’s progress
Self-assessment of your
progress (e.g. quizzes, online
exercises)
VLE feedback on what the
module team has done as a
result of feedback from previous
cohorts
VLE feedback on your cohort’s
progress
VLE feedback summarising the
results of your cohort’s
evaluation of the module and
any Action Planned in response
to it
VLE feedback summarising the
results of your cohort’s
evaluation of the stage and any
Action Planned in response to it

Module team

Module Leader

You

Module Leader

Module team

Module Leader

Programme
Leader
Verbal, written or electronic
feedback on your assignment
VLE generic feedback on your
cohort’s performance on the
assignment
The opportunity for
verbal/electronic feedback and
discussion of your assignment
Electronic feedback on your

Module team

Module Leader

Module Team or
Personal Tutor

Module Leader
20
assessed work



In-class/VLE
activities
Student/staff meetings
Programme boards



At appropriate points
in your programme
of study
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
assignment
VLE generic feedback on your
cohort’s performance on the
assignment
The opportunity for verbal/
electronic discussion of your
assignment
Feedback on your activities
Information on what the
programme team has done as a
result of feedback from previous
cohorts
Information on what the
programme team has done as a
result of feedback from your
cohort
External Examiner’s comments
on your programme of study
Feedback on Professional
Behaviour, attendance,
Personal & Professional
Development

Module Leader

Module team or
Personal Tutor


Module team
Your fellow
students

Course
Representatives

Course
Representatives

Course
Representatives
Personal Tutor or
Programme
Leader

ACADEMIC CALENDAR
Term
Start date (w/c)
End date (w/c)
1
30.9.13
9.12.13
2
6.1.14
24.3.14
3
21.4.14.
12.5.14
21
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OVERVIEW OF MODULES
This section provides you with a brief overview of the modules that you will be
required to complete on this programme. At the start of each module you will be
provided with a Module Guide that will provide more in-depth information. If you
have any questions about any of the modules listed please contact the Module
Leader who will be happy to answer any questions.
Clinical Research in Context (20 credits)
Module Leader: Dono Widiatmoko
Contact: [email protected]
This module is designed to prepare you to plan and conduct clinical research
by providing you with a comprehensive and critical understanding of the principles
and practices of clinical research and the contextual factors surrounding it. There is
increasing demand for high quality clinical research to underpin practice and exciting
new career pathways are available for suitably qualified practitioners to lead and
develop this research provision. This module is aimed at students who either work in
a clinical research environment or who wish to develop research skills in a clinical
setting.
The module begins with a transition to mastery then progresses to explore the
conceptual, philosophical and theoretical issues relevant to clinical
research. Contextual issues and their impact for good practice in planning and
conducting clinical research are explored. Contextual factors influencing clinical
research include health and social care policy drivers, funding bodies, regulatory and
research governance frameworks, principles of good practice, public and patient
involvement, legal, ethical and economic issues.
The summative assessment consists of a 4,000-word assignment based on a case
study of a clinical research protocol. This will be used to assess your ability to
critically evaluate the importance and impact of relevant contextual issues for
effective planning and conducting clinical research and formulate solutions by
applying appropriate legal, ethical and governance concepts/frameworks. This will
be submitted in programme Week 15.
Depending on your status this module can be accessed by attendance, distance
learning or by adopting the flexible approach involving a combination of the two. For
attending students, key note lectures will be used to introduce theoretical concepts
and a number of practical individual and group-based exercises will be provided to
assist with skills development. Equivalent structured, resource-based learning
materials will be provided for distance-learning students and will be made available
on a weekly basis. Discussion and group exercises for distance-learning students
will be facilitated through the blog and discussion tools in the VLE which will be
accessible to all students via [email protected].
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Quantitative Research Methods and Analysis
Module Leader: Vicky Whittaker
Contact [email protected]
This module will provide students with an understanding of experimental and
observational approaches to research and methods of data collection. Statistical
techniques available to analyse data will be focussed on with emphasis on
identifying the appropriate test/method and assessing the underlying assumptions
associated with it. The module will enable the student to critically interpret results
and findings. It is aimed at students who may be involved in the design of
investigations and the collection, presentation, analysis and interpretation of
quantitative data.
The learning and teaching strategy focuses on enabling students to develop a
comprehensive understanding of quantitative research designs and methods of
analysis appropriate to clinical research problems. Both face-to-face and online
delivery will be used to allow flexibility and provide students with the opportunity to
learn entirely in attendance, at a distance or through a combination of the two
(flexible learning). For attending students, keynote lectures will be used to introduce
theoretical concepts and individual and group-based exercises will be provided to
encourage the application of this theory to practice. For distance-learning students,
narrated PowerPoint slides and/or detailed interactive written materials will be made
available on the Virtual Learning Environment (VLE), e-learning@tees on a weekly
basis following the same timetable as the class-based sessions. Individual exercises
and activities requiring discussion through the VLE’s communication tools will be
used to encourage the application of theory to practice. Students opting for a
flexible-learning approach will be able to choose whether to access the face-to-face
session or distance-learning materials on a week-by-week basis. The flexiblelearning approach will therefore contain features of the attendance and distancelearning strategies. All students will be offered individual tutorial support to assist in
the preparation of their summative assignment.
The assessment strategy consists of two parts each carrying 50% of the overall
module mark. For Part 1, students will be required to write at 2,500-word proposal
based on a given clinical research problem. The proposal will be submitted by
teaching Week 20. For Part 2, students will be provided with a data set and asked to
select and carry out appropriate analysis. They will report their findings in a 1,500word written report to be submitted by teaching Week 26.
The module will help students to demonstrate achievement towards the following
NHS Knowledge and Skills Framework dimensions: core dimensions 1,2,4,5 and
specific dimensions IK1 – 3 and G1, 2.
Clinical Research Trials
Module Leader: Barbara Neil
Contact: [email protected]
This module will enable students to understand and apply appropriate principles and
practices in relation to the design and conduct of randomised controlled trials and
quasi-experimental clinical research trials. Students will acquire the skills required to
design randomised controlled trials and quasi-experimental clinical research trials
and consider the practicalities of implementing such trials.
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The learning and teaching strategy will focus on enabling students to develop a
comprehensive understanding of the knowledge, evidence, concepts, theory and
practice to solve foreseen and unforeseen problems in the planning and
management of randomised controlled trials and quasi-experimental clinical research
trials. Both face-to-face and online delivery will be used to allow flexibility and
provide students with the opportunity to learn entirely in attendance, at a distance or
through a combination of the two (flexible learning).
For attending students, keynote lectures will be used to introduce theoretical
concepts and individual and group-based exercises will be provided to encourage
the application of this theory to practice. For distance-learning students, online
learning materials will be provided which incorporate the practical activities
discussed in the attendance strategy. Group discussion will be facilitated though the
use of discussion forums such as blogs. Tutorial support will be provided through
the use of email and electronic communication tools such as Skype. Online learning
materials will be made available on the VLE, e-learning@tees on a weekly basis
following the same timetable as the class-based sessions.
All students will be offered individual tutorial support to assist in the preparation of
their summative assignment. The assessment strategy consists of one optional
formative assignment and one summative assignment. For the summative
assignment, students will be required to select one clinical research question from
those provided by the tutor and design and justify a clinical-research trial protocol to
answer the chosen research question (maximum of 4,000 words) in a format that
adheres to the advice provided by the module tutors and the School of Health &
Social Care. Submission of the summative assignment will be in Week 30.
The module can help students to demonstrate achievement towards the following
NHS Knowledge and Skills Framework dimensions: core dimensions 1, 2, 4, 5 and
specific dimensions IK 1 - 3 and G1, 2.
Qualitative Research Methods and Analysis
Module Leader: Jean Davison
Contact: [email protected]
This module is aimed at students who are undertaking the MRes in Clinical
Research Programme, or students who wish to undertake qualitative research. It is
designed to explore and contextualise the use of qualitative research methods based
on an understanding of the theoretical philosophical underpinnings of qualitative
methodologies. The focus of the module will be upon the use of qualitative methods
in health and social care settings in order to access subjective experiences of
individuals to allow for a greater understanding of the complexity of the human
condition.
The learning and teaching strategy focuses on enabling students to develop a
comprehensive understanding of qualitative research designs and methods of
analysis appropriate to clinical research problems. Both face-to-face and online
delivery will be used to allow flexibility and provide students with the opportunity to
learn entirely in attendance, at a distance or through a combination of the two
(flexible learning). For attending students, keynote lectures will be used to introduce
theoretical concepts and individual and group-based exercises will be provided to
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encourage the application of this theory to practice. For distance-learning students,
recorded lectures will be made available on the VLE, e-learning@tees on a weekly
basis following the same timetable as the class-based sessions.
Individual exercises and activities requiring discussion through the VLE
communication tools will be used to encourage the application of theory to practice.
Students opting for a flexible-learning approach will be able to choose whether to
access the face-to-face session or distance-learning materials on a week-by-week
basis. The flexible-learning approach will therefore contain features of the
attendance and distance-learning strategies. All students will be offered individual
tutorial support to assist in the preparation of their summative assignment.
The module content will be organised around the principles of research design: the
framing of the research problem and the development of an appropriate research
design which incorporates appropriate sample design, data collection and dataanalysis tools. The value and relevance of models which evaluate the
methodological quality such as trustworthiness will also be debated.
The module will be assessed in two parts each carrying 50% of the overall module
marks. Part 1 will be in the form of a project proposal and students will be required
to write 3,000 words on a given clinical research problem. The proposal will be
submitted by programme week 9. Part 2 of the assignment will consist of the
selection and application of a data analysis method to a verbatim transcribed
interview which will be provided by the teaching team. This report will consist of a
2,500-word report and will be submitted in programme Week 16. The module will
help students to demonstrate achievement towards the following NHS Knowledge
and Skills Framework dimensions: core dimensions 1,2,4,5 and specific dimensions
IK1–3 and G1, 2.
Research Project Management
Module Leader: Lisa Arai
Contact: [email protected]
The module is aimed at students who want to develop skills in research project
management and can be undertaken either as part of the MRes in Clinical Research
or as a stand-alone module. This module is focused on learning about the practical,
everyday aspects of the management of primary (‘live’) research projects in healthrelated areas, and is aimed at those who have already been involved in the
management of research projects as well as those completely new to it. The module
aims to introduce students to the principles and practices of effective research
project management. Research projects typically have three stages: the planning
stage (where the methodological approach to be used is refined); the execution (or
implementation) stage; and the dissemination stage.
This module focuses primarily on the second and third stages in the lifecycle of the
research project (the execution and dissemination stages). Students will learn
about: the basics of costing research projects (and the importance of staying within
budget), how to engage in good ethical practice, some of the issues involved in the
effective management of RCTs (including those relating to safety reporting) and the
good management of sensitive data. Other areas covered in the module include:
participant recruitment strategies, compliance with data protection law, the different
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elements and activities associated with dissemination of research findings and
working with others.
Students can undertake the module following an attendance, distance or flexible
learning and teaching strategy. Attendance learning will include key lectures, group
discussion and practical activities. Distance-learning will utilise interactive structured
learning materials and online discussion forums. Flexible learning includes a mix of
both attendance and distance-learning strategies. The assessment strategy has one
component (100%). This requires students to develop a report describing an Action
Plan which is focused on project execution and dissemination (4,000 words). The
assessment should be submitted in programme Week 31. This module can help
students to demonstrate achievement towards the following NHS Knowledge and
Skills Framework dimensions: core dimensions 1, 2, 4, 5 and specific dimensions IK
1 - 3 and G1, 2.
Research Evidence Synthesis
Module Leader: Vicki Whittaker
Contact: [email protected]
This module is aimed at students who are undertaking the MRes in Clinical
Research programme or who wish to undertake secondary research, synthesising
health-related research evidence. It is designed to provide students with an
understanding of all the steps necessary to undertake different types of evidence
synthesis for clinical research including systematic reviews, meta-analysis, best
evidence synthesis or narrative reviews of qualitative or mixed methods research. It
is also designed to further develop students` ability to critically evaluate, integrate
and apply evidence from research.
The learning and teaching strategy focuses on enabling students to develop a
comprehensive understanding of the diverse types of reviews appropriate to clinical
research problems. Both face-to-face and online delivery will be used to allow
flexibility and provide students with the opportunity to learn entirely in attendance, at
a distance or through a combination of the two (flexible learning).
For attending students, keynote lectures will be used to introduce theoretical
concepts and individual and group-based exercises will be provided to encourage
the application of this theory to practice.
For distance-learning students, PowerPoint presentations with detailed written
materials or recorded lectures will be made available on the Virtual Learning
Environment (VLE) (e-learning@tees) on a weekly basis following the same
timetable as the class-based sessions. Individual exercises and activities requiring
discussion through the VLE communication tools will be used to encourage the
application of theory to practice.
Students opting for a flexible learning approach will be able to choose whether to
access the face-to-face session or distance learning materials on a week-by-week
basis. The flexible learning approach will therefore contain features of the
attendance and distance learning strategies. All students will be offered individual
tutorial support to assist in the preparation of their summative assignment.
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The module will be assessed both formatively and summatively. Formative
assessment will be a 1,000-word protocol (submission Week 5). Summative
assessment will be a small scale 4,000-word review that will be handed in during
programme Week 17.
The module will help students to demonstrate achievement towards the following
NHS Knowledge and Skills Framework dimensions: core dimensions 1,2,4,5 and
specific dimensions IK1 – 3 and G1, 2.
Dissertation
Module Leader: Barbara Neil
Contact: [email protected]
This module is designed to enable the students to consolidate and develop further
their skills and knowledge gained during previous modules. The module is aimed at
students undertaking an MSc in a health or social care field. More specifically the
module will enable students to synthesise learning as they apply their researchrelated knowledge to identify a researchable problem, plan and execute a
study. Students are able to utilise a range of different methodologies for their study,
such as quantitative, qualitative or systematic review.
The module will be introduced through introductory key lectures, then supervisory
and student-led tutorials will be employed as a forum in which students and lecturers
can discuss and debate issues surrounding all aspects of the project development
and management. Students will be expected to be in contact with their supervisor a
minimum of twice per term. The purpose of these supervisory sessions is to ensure
that the project is advancing as anticipated and to support students throughout the
ethical clearance process. Where appropriate students will be encouraged to
publish their study in a peer review journal, and support with publication will be
provided by supervisors.
Assessment consists of a detailed written account of the research project (15,000
words maximum research report, 100%). Submitted programme Week 32 (part-time
students) and programme Week 50 (full-time students). Substantive work on the
project must not commence prior to the ethical approval/release. Evidence of
approval/release must be included in the dissertation. Successful completion of the
module will contribute towards the demonstration of the following NHS Knowledge
and Skills Framework dimensions: core dimensions 1, 2, 4, 5 and specific
dimensions IK 1 - 3, G1 & 2.
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