Evidence Based Practice Research 1

General Information

In this practical research subject and its companion subject, students will learn how to undertake research to inform evidence-based physiotherapy practice. They will learn by engaging in the planning, conduct and reporting of a collaborative program of research relevant to physiotherapy practice. This collaborative program of research will encompass a comprehensive and rigorous review of relevant literature and an applied research project. The outputs from these research activities will reflect the range of research outputs commonly required of practitioner-researchers and evidence-based practitioners. Project concepts and ongoing support and guidance will be provided by supervisors with combined expertise and experience in research and in the respective area of physiotherapy practice. Emphasis will be on identification and critical synthesis of available evidence, ethical conduct of rigorous research, professional teamwork and collaboration, and high-quality reporting and dissemination of research findings, to inform physiotherapy practice. Students will have opportunities to co-author research papers for submission to peer-reviewed journals and to prepare research presentations and abstracts for submission to a professional conference.

  • Academic unit: Faculty of Health Sciences and Medicine
    Subject code: PHTY72-415
    Subject title: Evidence Based Practice Research 1
    Subject level: Postgraduate
    Semester/Year: September 2021
    Credit points: 15.000
  • Timetable: https://bond.edu.au/timetable
    Delivery mode: Intensive
    Workload items:
    • Group Learning: x18 (Total hours: 72) - Group Project Workshops allow students to work on research project activities that contribute towards the completion of assessment items. These may be undertaken as a large group, individually and/or as part of a research project team. Allocated time will also involve opportunities to meet with Research Project Supervisors and industry partners when appropriate.
    • Tutorial: x6 (Total hours: 6) - Active learning will be facilitated through face-to-face resource sessions. Problem-solving activities will be integrated to allow students to work in project teams to apply key research concepts to address the learning outcomes and assessment requirements.
    • Personal Study Hours: x11 (Total hours: 100) - Recommended study hours
    • Group Learning: x1 (Total hours: 2) - Interprofessional Education Activity
    Attendance and learning activities: Students are required to attend face to face teaching, workshop sessions and directed project work. Active learning will be facilitated through face-to- face resource sessions. Problem-solving activities will be integrated to allow students to work in project teams to apply key research concepts to address the learning outcomes and assessment requirements. In addition to the above group project workshops will allow students to work on research project activities that contribute towards the completion of assessment items. These activities may be undertaken individually and/or as part of a research project team. There will be opportunities to meet with Research Project Supervisors, when appropriate. Research planning workshops will provide opportunities to meet with Supervisors and Industry Partners, when appropriate. Students will be required to undertake self-directed project work that will be scheduled throughout the semester.
  • Prescribed resources:

    Others

    • Rod Pope (2019). Research Resource Map. Bond University Bond University Available at: https://www.diigo.com/profile/hsm_rmc/R0
    • Centre for Reviews and Dissemination, University of York (2009). Systematic Reviews: CRD’s guidance for undertaking reviews in health care (3rd Edn). York, United Kingdom Centre for Reviews and Dissemination, University of York Available at: https://www.york.ac.uk/crd/guidance/
    • International Centre for Allied Health Evidence, University of South Australia The ‘Learning Hub’ at the International Centre for Allied Health Evidence, University of South Australia. University of South Australia, Adelaide International Centre for Allied Health Evidence, University of South Australia
    After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
    iLearn@Bond & Email: iLearn@Bond 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
Academic unit: Faculty of Health Sciences and Medicine
Subject code: PHTY72-415
Subject title: Evidence Based Practice Research 1
Subject level: Postgraduate
Semester/Year: September 2021
Credit points: 15.000

Enrolment requirements

Requisites:

Pre-requisites:

Co-requisites:

There are no co-requisites
Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

Restrictions:

Nil

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.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:

  1. Develop research questions of relevance to physiotherapists and plan research to address these questions.
  2. Systematically search and critically review literature in order to identify gaps in the evidence base.
  3. Engage appropriately in discussions with research and clinical supervisors, and other key sources to gain information and advice to guide research planning.
  4. Evaluate existing evidence to support a rationale for the proposed research project, relevant to physiotherapy education and/or practice.
  5. Develop an ethics proposal for the research project using knowledge of research approaches, methods, statistics and research ethics.
  6. Plan the rationale and methodology of a research project and demonstrate readiness to commence the collaborative project.
  7. Recruit participants, collect data and/or extract and collate data from one or more databases in collaboration with supervisors and other researchers, in an ethical and professional manner.
  8. Enter, check, prepare and analyse research data, using appropriate software and relevant statistical and/or qualitative analysis techniques.
  9. Prepare a research manuscript, with content submitted in the approved chosen journal style and using the specified instructions for authors, and with the intent to disseminate the research findings by publication.
  10. Disseminate research findings in an oral seminar/podium or conference poster format to address gaps in knowledge and inform development of physiotherapy or health-related practice.
  11. Demonstrate effective, professional and ethical leadership, management, communication and research skills, a commitment to learning and evidence based practice, and the ability to work collaboratively in a team.

Generative Artificial Intelligence in Assessment

The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.

  • Type Task % Timing* Outcomes assessed
    Capstone Project Students will progressively develop and submit research project documents while undertaking key tasks they must complete in order to successfully plan and conduct their capstone research project. In EBPR 1, these documents will include ethics application(s) (if relevant), requests for gatekeeper approval (if relevant), evidence of necessary approvals being obtained, the study protocol, and a project plan (including a project summary and scope statement, Gantt chart, risk register and communication plan) if relevant. C Week 13 1,3,4,5,6,11
    Workplace Performance Report Each student will be individually and progressively assessed by their research supervisor(s) on their performance as an ethical, responsible and effective researcher and research team member, within the context of their collaborative research project. 25.00% Week 14* 1,3,11
    Literature Review§ Report of first steps of literature review formatted for a target journal. Task will not include a finalised synthesis, meta-analysis or discussion of findings from identified literature. This summative assessment will be a group collaboration (2/3) 75.00% Week 14* 1,2,4,5,6,7,8,9,10
    • § 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.

  • Assessment criteria

    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.

    Quality assurance

    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.

Type Task % Timing* Outcomes assessed
Capstone Project Students will progressively develop and submit research project documents while undertaking key tasks they must complete in order to successfully plan and conduct their capstone research project. In EBPR 1, these documents will include ethics application(s) (if relevant), requests for gatekeeper approval (if relevant), evidence of necessary approvals being obtained, the study protocol, and a project plan (including a project summary and scope statement, Gantt chart, risk register and communication plan) if relevant. C Week 13 1,3,4,5,6,11
Workplace Performance Report Each student will be individually and progressively assessed by their research supervisor(s) on their performance as an ethical, responsible and effective researcher and research team member, within the context of their collaborative research project. 25.00% Week 14* 1,3,11
Literature Review§ Report of first steps of literature review formatted for a target journal. Task will not include a finalised synthesis, meta-analysis or discussion of findings from identified literature. This summative assessment will be a group collaboration (2/3) 75.00% Week 14* 1,2,4,5,6,7,8,9,10
  • § 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.

Study Information

Submission procedures

Students must check the iLearn@Bond 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.

Academic Integrity

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.

Bond University utilises Originality Reporting software to inform academic integrity.

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.

Accessibility and Inclusion Support

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 aims to address the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand. (Please refer to the subject supplement guide for mapping of the subject Learning Outcomes to the Physiotherapy Roles and Key Competencies outlined in the Physiotherapy Practice Thresholds in Australia and Aotearoa New Zealand).

Subject curriculum

Approved on: Jul 9, 2021. Edition: 1.2
Last updated: Oct 10, 2022