B821 SUBJECT GROUP AHP DEPARTMENT

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1 MODULE DESCRIPTOR TITLE Masters Dissertation Module ( health and social Care subjects) SI MODULE CODE L CREDITS 45 LEVEL 7 JACS CODE B821 SUBJECT GROUP AHP DEPARTMET AHP MODULE LEADER Chris Wright MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study Total umber of Study Hours *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM To undertake a extended piece of independent learning To complete an original piece of work of the students choice To demonstrate a critical understanding and use of appropriate research methods To complete a piece of work that contributes to professional practice in the appropriate discipline To justify and embed the work in critical analysis of the relevant literature and theory MODULE LEARIG OUTCOMES (up to 4 LOs max) By engaging successfully with this module you will be able to 1. Plan and conduct an extended investigation of a topic of contemporary relevance to your area of practice 2. Justify the choices made within the project for example, design, data collection and analysis, management of ethical issues. 3. Show independent and original thought and insight. 4. Demonstrate a critical evaluative approach to issues arising in contemporary theory and practice. 5. Work with relative autonomy. 6. Present an appropriate report of the investigation. IDICATIVE COTET This module is essentially an individual, self directed piece of work the contents of which will be specific to your professional area and interests. ou will be expected to demonstrate a knowledge base relevant to the topic of interest as well as knowledge and understanding of appropriate methodologies.

2 ou will be advised appropriately about the necessity of obtaining ethical and scientific approval for their projects These are examples of the content that the project will need to include: abstract literature review justification for project aim of project methodology, with justification results discussion of results with reflection on previous relevant findings conclusion references appendices LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS our tutors will provide you with academic and professional support and guidance regarding the selection of the research topic, the methodology, data analysis, and preparation for publication. Research support groups may be established to facilitate peer support and Feedback mechanisms. A programme of optional Dissertation workshops are available across both semesters for students undertaking Masters dissertations within Health and Social Care. A wide range of electronically based resources are available through the Leaning Centre to support independent study The emphasis in this module is on learning through independent and autonomous study A Blackboard site is available to support students' progression through the various stages of completing a Dissertation ASSESSMET TASK IFORMATIO Formative assessment Supervisors will provide formative feedback throughout the dissertation module Summative assessment : Assessment may follow one of two possible models. Subject groups are responsible for specifying the appropriate model for their Award.

3 Assessment Option One Traditional Dissertation Submission of a written piece of work of 12,000 words. Where appropriate, the assessment may be submitted in different media, for example a video presentation. Assessment Option Two Two components: 1. Research proposal (suggested weighting 20%) ou will submit a research proposal that will form the basis of your research. The proposal will be submitted using a recognised and provided proforma. The proposal will be submitted to the relevant ethics and research governance panels for approval. Components of the Research module and the Reasoning for Physiotherapy Practice module assessments will feed into this proposal. 2. Written Assessment (suggested weighting 80%) Written assignment detailing the research in the format of an article for publication in a relevant journal identified by you. The article for publication will be augmented by the use of appendices to demonstrate the depth and authenticity of the research. Where appropriate raw data in the relevant format will be submitted. Option one Task Short Description of o.* Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Dissertation CW 100% In-module retrieval available Option two Task Short Description of o.* Task SI Code EX/CW/PR Task Weighting % Word Count or Exam Duration** 1 Research proposal CW 20% 1 Written assignment CW 80% In-module retrieval available *Assessment task limit of a max of two tasks per 20 credits, and a max of three tasks for a module larger than 20 credits ** Timetabled examinations - duration must be whole numbers of one, two or three hours and ten minutes of reading time will be added on to this as standard. FEEDBACK This is how and when you will be given feedback on your performance... Formative feedback Feedback will be given by tutors and peers through the research support groups. Feedback may also be provided by the relevant ethics and clinical governance panels. Summative feedback Assessment Model One Feedback from the written assessment will be following the assessment and award board

4 Assessment Model Two Feedback will be given as soon as the proposal has been through the relevant ethics and research governance processes. Feedback from the written article and viva or student response will be provided in a timely manner LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) This module is supportive of students being autonomous in their learning and it is expected that students will find many of their own resources. The type of resources that may be used by students are indicated below. Chalmers I, Altman D (1995) Systematic Reviews. BMJ Publishing Group Day RA (1989). How to write and publish a scientific paper (3rd edn). Cambridge University Press, Cambridge. Docherty M, Smith R (1999). The case for structuring the discussion of scientific papers. BMJ Greenhalgh T (1997). How to read a paper. BMJ Publishing Group, London. Hart C, (1998) Doing a literature review: releasing the social science imagination. London : Sage. Jenkins S, Price C J, Straker L (1998) The Researching Therapist: a practical guide to planning, performing and communicating research. Churchill Livingstone, ew ork. Rudestam KE, ewton RR (2001) Surviving your Dissertation. A comprehensive guide to content and process. 2nd ed. Sage Publications, London. Schutt RK (2006) Investigating the Social World: the processes and practices of research. Pine Forge, Sage. Silverman D (2000) Doing qualitative research: a practical handbook. London: Sage. Sim J, Wright C (2000) Research in Health Care: concepts, designs and methods. Stanley Thornes, Cheltenham Thomas SA (2000) How to write health sciences papers, dissertations and theses. Churchill Livingstone, Edinburgh Walliman (2001) our Research Project: a step-by-step guide for the first-time researcher. Sage Publications, London. Papers Hartley J (1994) Three ways to improve the clarity of journal abstracts. British Journal of Educational Psychology, 64(2), Maxwell SE, Cole DA (1995) Tips for writing (and reading) methodological articles. Psychological Bulletin, 118 (2), Web Web pages of relevant journals - Guidelines for authors Uniform requirements for manuscripts submitted to biomedical journals (Central Office of Research Ethics Committees)

5 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented /A MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 01/10/ /06/2015 Course Intake 2 DD/MM/ DD/MM/ Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information shown in the Module Task o. Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid 1 in Section 1 of the Descriptor) O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. CHECKED Date May 2014 Reason Checked Against SI