Unit rationale, description and aim
This unit develops postgraduate students’ ability to critically appraise, justify decisions, interpret, and apply health research within evidence-informed practice. These capabilities are essential for evidence-informed decision-making and translating research into improved health-related outcomes. The unit introduces key philosophical and methodological foundations of research, alongside practical skills in formulating research questions, conducting literature searches, critically appraising evidence, and synthesising research findings. Students will also explore how research translates into practice through knowledge translation and implementation science, and how research integrity and ethical principles guide responsible conduct in health research. This unit aims to develop students' practical research skills and their ability to critically assess the quality, ethics, and application of 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 evaluate the theoretical, philosophical...
Learning Outcome 01
Formulate a research question relevant to health, ...
Learning Outcome 02
Synthesise evidence from the literature using info...
Learning Outcome 03
Critically appraise primary research designs and s...
Learning Outcome 04
Design a methodologically rigorous, ethically defe...
Learning Outcome 05
Content
Topics will include:
- Ethics and Responsible Conduct in Health Research
- Foundations of Health Research, Evidence-Informed Practice and Knowledge Translation
- Developing Research Questions and Searching the Literature
- Quantitative and Qualitative Research Design
- Data Interpretation and Evidence Synthesis
- Systematic Review Methodology and Critical Appraisal
- Research Proposal and Systematic Review Protocol Development
- Implementation Science and Knowledge Translation
Assessment strategy and rationale
The assessment strategy provides students with the opportunity to progressively develop their knowledge and skills in research and inquiry. Two assessments are used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements:
Assessment Task 1: Critical Appraisal of Research Evidence - Students will critically appraise one primary research study and one systematic review selected from a curated set of multidisciplinary health articles (published or simulated). The task requires evaluating ethical considerations, methodological quality, rigour, and relevance, and comparing the strength of evidence to align with evidence-informed practice and decision-making.
Assessment Task 2: Systematic Review Protocol (a Graded Hurdle Task) - Enables students to critically appraise and synthesise existing health research, formulate a focused, ethically considered research question, justify decisions, and develop a structured protocol using a systematic methodology and information communication technology tools.
In order to pass this unit, students are required to achieve a final grade of 50% or more to demonstrate achievement of all learning outcomes.
Overview of assessments
Assessment Task 1: Critical Appraisal of Research...
Assessment Task 1: Critical Appraisal of Research Evidence
Enables students to critically appraise a primary research study (published or simulated) and a systematic review (published or simulated) for ethical considerations, methodological quality, rigour, relevance, and strength of evidence to align with evidence-informed practice and decision-making.
40%
Assessment Task 2: Systematic Review Protocol (a ...
Assessment Task 2: Systematic Review Protocol (a Graded Hurdle Task)
Enables students to critically appraise and synthesise existing health research, formulate a focused, ethically considered research question, and develop a structured protocol using systematic methods and information communication technology tools.
60%
Learning and teaching strategy and rationale
Teaching and learning strategies utilised in this unit will support students in meeting the aim and achieving the learning outcomes relevant to this unit as well as to the broader course learning outcomes.
ACU Online programs
This unit uses an active learning approach to support students in exploring knowledge essential to the discipline. Students are provided with choice and variety in how they learn and are encouraged to contribute to asynchronous discussions. Active learning and engagement are encouraged via online discussion forums, online drop-in sessions with online facilitators, and online assessment sessions for each assessment task with the unit's National Unit Leader. Students will receive regular, timely feedback on their learning, including information on their progress.
Campus-based programs
For students in campus-based programs, this unit is delivered in multi-mode, with a mixture of face-to-face and online activities, incorporating a series of on-campus lectures, learning activities, and online learning to support a collaborative approach to learning. Students will be encouraged to learn collaboratively, including through critical inquiry, to promote appreciation of the values, knowledge, input, and experience of their peers (where applicable). An online site will provide a central repository for all learning-related materials for the unit, along with access to other resources that will extend students’ learning opportunities.