This subject aims to develop students’ foundational skills in the identification, critical analysis and, application of research relevant to the health-related research continuum (laboratory bench, human performance, injury prevention/rehabilitation and population health), inclusive of quantitative and qualitative research paradigms. This subject has been designed to specifically develop research and research appraisal competencies relevant to careers in health-related professional practice and health and/or sport science research.
|Academic unit:||Faculty of Health Sciences and Medicine|
|Subject title:||Health Research Methods|
Delivery & attendance
|Attendance and learning activities:||It is expected that you will attend all lectures and tutorial sessions.|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
|Restrictions: ?|| This subject is not available to|
This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe the primary types, applications, and limitations of a variety of qualitative and quantitative research study designs.
- Use relevant databases to search and access peer-reviewed scientific literature to identify relevant information.
- Critically appraise research methods and reports, including statistical results.
- Clearly articulate and cite the research of others appropriately in written and oral communication.
- Select and conduct appropriate data analyses relevant to a research question.
- Demonstrate awareness of ethical research practice and principles.
|*Laboratory Activity||Lab activities involving 3 tasks each with a 15% weighting Tasks 1 and 3: individual data analysis lab reports. Task 2: 3 min + question(s), individual oral. Due Weeks 5 (Task 1), 7 (Task 2) and 10 (Task 3).||45%||Progressive||1, 2, 3, 4, 5.|
|*In-Class Quiz - Individual||6 quizzes worth 5% each - 15 mins each||30%||Fortnightly||1, 2, 3, 4, 5, 6.|
|*Seminar Presentation §||Seminar presentation of a literature review (15 min + questions, oral, Group||25%||Week 12||2, 3, 4, 6.|
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
This week introduces students to the concept of evidence-based practice, hierarchies of research evidence as well as some of the overall categories of research
This week introduces students to different forms of data, hypothesis testing and probability
This week introduces students to cross-sectional research designs and statistics which allow us to examine relationships between variables or compare between different groups
This week introduces students to the field of descriptive and analytical epidemiology. Concepts such as prevalence and incidence are described and an introduction to regression statistical analyses is provided.
This week introduces students to intervention research, particularly randomised controlled trials. The focus is on understanding factors influencing internal and external validity of these types of studies.
This week introduces students to different types of reviews of literature, including systematic reviews and meta-analysis. A focus will also be on how to interpret forest plots in meta-analysis.
This week introduces students to the primary ethical principles affecting animal, human and clinical research.
This week introduces students to the applicability of survey research as well as some key issues affecting survey design, analysis and interpretation.
This week introduces students to the applicability of qualitative research as well as some key issues affecting its design, analysis and interpretation
This week focuses on summarising the entire semester and providing an overview of how these different research designs may impact their future careers.