Unit rationale, description and aim
Rigorous and ethical science is the foundation of evidence-based practice. It contributes to the academic, clinical, and/or industry-related development of policy and practice in health care across all Biomedical and Health Science disciplines. This unit introduces students to the scope and range of research methods available in biomedical and health professions. The unit will assist students in understanding the research process, levels of evidence, qualitative and quantitative research design, the steps taken for development of biomedical and health-related research questions, selection of appropriate research methods to address those questions, and identifying, appraising and synthesising existing research studies that underpin those questions. Students will learn to consider all aspects of research design through an ethical lens, with particular regard to the role culture plays in the design and conduct of an ethical research program. This unit aims to provide the opportunity for students to develop practical research skills and an ability to critically assess the quality of biomedical and health science research.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Critically reflect on the ethical principles that ...
Learning Outcome 01
Critically reflect on ethical conduct in research ...
Learning Outcome 02
Critically appraise research methods in biomedical...
Learning Outcome 03
Content
Topics will include:
- Basic terms in research
- Philosophy of science
- Inductive and deductive reasoning in health sciences research
- The ethics process and ethical considerations in research practice
- National Statement on Ethical Conduct in Research Involving Humans
- Australian Code for Responsible Conduct in Human Research
- The Declaration of Helsinki
- Partnering with Aboriginal and Torres Strait Islander Peoples in research
- Introduction to the quantitative research paradigm
- Strengths and weaknesses of the quantitative research paradigm
- Introduction to the qualitative research paradigm
- Strengths and weaknesses of qualitative research paradigm
- Introduction to the use of mixed methods
- Levels of evidence in quantitative and qualitative research
- Systematic reviews (e.g., PICO/PECO and/or SMART principles; inclusion/exclusion criteria; following PRISMA guidelines; using referencing software; searching use key terms, etc.)
- List of useful and relevant electronic databases
- How to ask qualitative and quantitative research questions
- Research question, aims, and hypotheses
- Critiquing the components of quantitative research methodology
- Critiquing the components of qualitative research methodology
- Associations between variables (e.g., exposure and outcome variables)
- Evaluation of research
- Research translation
Assessment strategy and rationale
Please note that assessment is the same for students undertaking multi-mode or online mode.
Assessment Task 1 is a critical reflection on the role of ethics in biomedical and health sciences research. This assessment will require students to demonstrate an advanced understanding of the fundamental importance of the ethics process before conducting research and/or ethical conduct as a part of the research.
Assessment Task 2, a graded hurdle task, is a critical appraisal of research studies that requires students to demonstrate an advanced understanding and demonstration of research design by critiquing the components of research methodology and by assessing the relative strengths and weaknesses of particular research methods and techniques.
Students will be allowed one re-attempt at the hurdle task.
In order to pass the unit, students must demonstrate achievement of every unit learning outcome, pass the hurdle task and obtain a minimum cumulative mark of 50%. All assessment will be submitted electronically.
Overview of assessments
Assessment 1. Ethics discussion (written ta...
Assessment 1. Ethics discussion (written task)
Enables students to demonstrate their ability to critically discuss ethical issues in biomedical and health sciences research.
35%
Assessment 2. Critical appraisal (written task) ...
Assessment 2. Critical appraisal (written task) Graded Hurdle task.
Enables students to demonstrate their ability to critically appraise a quantitative or qualitative research study or systematic review.
65%
Learning and teaching strategy and rationale
HLSC406 is offered in multi-mode or online mode.
Multi-mode
In multi-mode, essential theory and concepts will be delivered via online modules with face to face activity, using an evidence-based, student-centred teaching and active learning approach to support students in exploring theoretical and practical knowledge of research design in biomedical and/or health sciences contexts. Learning is reinforced through facilitated tutorial activities involving reading, writing, discussion, and problem solving, which provides students with the opportunity to apply lecture content to specific biomedical and/or health contexts/scenarios, thereby progressively developing their ability to apply research methods to contemporary health issues.
Online mode
In online mode, students acquire essential theoretical and practical knowledge of research methods in an evidence-based, online learning environment, which involves a series of specifically designed learning activities. This learning is extended and reinforced through readings, online discussion forums and/or other interactive activities to develop an understanding of research methods.