HLTH SC 4400 - Allied Health Research Project Planning

North Terrace Campus - Semester 2 - 2024

In this course, students will learn about research and the theoretical constructs in developing an ethical research question. Students will apply and extend the knowledge and skills developed in first- and second-year research and evidence-based practice courses and discipline specific subjects to plan a research project in your discipline. Students will develop either a systematic review protocol or a proposal for a research project including: identification of a research question that can meaningfully extend knowledge on a topic, a review of the literature and design of a research method. The course will enhance students? knowledge of the varied philosophical underpinnings and methodological approaches to conceiving and designing research in health and human services. Students will subsequently undertake the proposal in the final year subject, Allied Health Honours Research Project.

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Course Details

Course Code	HLTH SC 4400
Course	Allied Health Research Project Planning
Coordinating Unit	Sch of Allied Hlth Sci & Prac
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	Bachelor of Occupational Therapy (Hons) or Bachelor of Physiotherapy (Hons) or Bachelor of Speech Pathology (Hons)
Assessment	PICO framework and search strategy, written research project plan and oral presentation

Course Staff

Course Coordinator: Dr Henri (Hans) Bogaardt

Course Coordinator: Dr Hans Bogaardt

Course Coordinator: Dr Hans Bogaardt
Phone: +61 8 8313 8050
Email: hans.bogaardt@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences Building

Course Timetable

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

Course Learning Outcomes

1	Apply advanced technical skills, to design and implement database search strategies and solve complex research questions.
2	Critically appraise research literature and other evidence to identify research gaps and justify research plans.
3	Apply advanced discipline specific knowledge and skills to plan substantial research-based projects.
4	Develop research questions and plan research projects integrating principles of academic integrity and ethical conduct.
5	Coherently and effectively communicate research plans in written and oral formats.

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 3, 4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2, 3, 4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	-
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1, 2, 3, 4, 5
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	-
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	-
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	-

Learning Resources

Required Resources

All students should factor in the cost of their own electronic device. Required learning resources and readings will be provided on-line via MyUni. Students may need to access other online resources via the University library.

Recommended Resources

There will be a range of peer-reviewed articles – both as prescribed and recommended readings. Also, other generic materials such as, essay writing guides, study guides, referencing etc will be recommended resources.

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

The course is designed with blended learning opportunities, allowing students to learn and apply their knowledge in a variety of platforms and settings, encouraging engagement both on and off campus. Students will be required to complete online activities available on My Uni prior to their weekly workshop. Workshops will provide students with content that they will be able to practice and apply. Content will be delivered in an integrated manner, as topics overlap and are closely linked

Workload

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

Weekly 2-hour workshops will complement the online learning, focusing on various aspects of developing a research project and proposal.

Learning Activities Summary

Honours research skills is a course in which students acquire and develop research skills taught by Faculty and School academics and affiliates. In order to facilitate development of research communication skills, students will be required to attend weekly research seminars relevant to their research areas.

Workshop/tutorial material will be supplied using MyUni.

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

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

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
One PICO framework and search strategy	Summative	10%	1
One 3,500-word written research project plan	Formative & Summative	70%	1, 2, 3, 4, 5
One 10-minute oral presentation	Summative	20%	1, 2 ,3, 4, 5

Assessment Related Requirements

HLTH SC 2400 Evidence Based Practice in Allied Health 2

Assessment Detail

One PICO framework and search strategy
The PICO process is a technique used in evidence-based practice to frame and answer a clinical or health care related question and is used to develop literature search strategies. The PICO acronym stands for P-patient, population, or problem, I-intervention, C-comparison, control or comparator, O-outcome. Students will need to provide a completed PICO framework for their research question and a relevant search strategy to support their review of the relevant literature.
Feedback to Students: Written feedback provided to student using assessment rubric.

One written research project plan
Students will be required to prepare a written research project plan that will be used to guide the execution of their research project in their Honours Research Project course in fourth year, Allied Health Honours Research Project. The research project plan will articulate a clear research question and provide a review of relevant literature to support and justify the research project.
Feedback to Students:Students will have the opportunity for formative feedback via submission of a draft assignment. Written feedback provided to student using assessment rubric.

One 10-minute oral presentation
Students will present their research project plan to their peers and academic staff in the discipline. Feedback will be provided and enable the student and their identified academic project supervisor to refine the project plan prior to commencing their research project in the course, Allied Health Honours Research Project.
Feedback to Students: Verbal and written feedback provided to student using assessment rubric.

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:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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