EVIDENCE BASED PRACTICE AND CRITICAL APPRAISAL - 2019/0

Module Overview

Within this module students will learn the skills of evidence-based practice, including the process of turning clinical problems into searchable questions, searching databases for evidence, critically appraising different types of evidence, and incorporating evidence into practice.

Module provider

School of Health Sciences

Module Leader

COOKE Debbie (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

NA

Module content

• 
  Introduction to the concepts of evidence and evidence based practice
  


• 
  Formulating a question to ask of the literature
  


• 
  Finding the best evidence
  


• 
  Appraising research articles: randomised controlled trials, non-randomised studies qualitative studies, and systematic reviews.
  


• 
  Implementing evidence in practice
  

Assessment pattern

Alternative Assessment

Not required.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to formulate research questions, conduct literature searches and critically appraise published research evidence.

The summative assessment for this module is in two parts:

·      Part one will assess the student’s ability to formulate a systematic review question in relation to their area of interest and prepare a protocol for conducting the review. Students will be asked give an oral presentation using powerpoint slides covering the rational for their research question (10%), and a description of their literature search (without abstracts) including the rationale for choice of search terms, using PICO approach where relevant. (20%). The description should contain enough detail to allow the search to be easily replicated. Students will be required to submit a copy of their powerpoint slides electronically on SurreyLearn.

·      Part two will assess the student’s ability to appraise a research paper. Students will be asked to choose a published research paper (either an RCT or a qualitative study) identified from running their literature search and to write an essay critically appraising the evidence. Students will be assessed on their ability to: apply the CASP appraisal checklist, appraise the paper and demonstrate their understanding of what the evidence means in relation to clinical practice. (2,000 words 70 %).

·      The assignment deadline for both parts will be six weeks following the last date of the module.

 

Formative assessment and feedback

·         Students will be asked to summarise to the larger group at the end of each practical appraisal session to allow them to practice articulating findings. Feedback will be provided informally by teaching staff and peers.

·         Students will be encouraged to discuss their systematic review question, search strategy and powerpoint slides with staff informally or via email prior to presentation. Feedback will be in the form of discussion or list of recommendations where appropriate.

Students will be encouraged to submit a draft of their essay plan for formative feedback from teaching staff prior to submission. Staff will provide feedback in the form of tracked changes to word documents or bullet lists of recommendations where appropriate.

Module aims

• Formulate questions from common problems in clinical practice.
• Carry out advanced searches of databases to look for evidence.
• Understand the principles of systematic review
• Retrieve relevant evidence.
• Critically appraise a range of published research.
• Understand the epidemiological concepts of absolute and relative risk
• Understand the process of implementing change in practice on the basis of evidence.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

 

1) give students a grounding in the theory of evidence based practice; methods for conducting systematic review and interpreting outcomes through taught sessions; and using practical sessions 2) provide opportunities for students to apply these theories in answering research questions relevant to their own clinical practice; 3) promote individual and group learning; 4) encourage development of generic attributes including critical thinking, team working, oral and written presentation skills.

 

 

The learning and teaching methods include:

 

• 
  10 hours interactive taught lectures (with discussion) over 4 days
  


• 
  11 hours group based practical sessions over 4 days
  

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NURM178

Other information

The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to formulate research questions, conduct literature searches and critically appraise published research evidence.

The summative assessment for this module is in two parts:

• Part one will assess the student’s ability to formulate a systematic review question in relation to their area of interest and prepare a protocol for conducting the review. Students will be asked give an oral presentation using powerpoint slides covering the rational for their research question (10%), and a description of their literature search (without abstracts) including the rationale for choice of search terms, using PICO approach where relevant. (20%). The description should contain enough detail to allow the search to be easily replicated. Students will be required to submit a copy of their powerpoint slides electronically on SurreyLearn.

   

• Part two will assess the student’s ability to appraise a research paper. Students will be asked to choose a published research paper identified from running their literature search and to write an essay critically appraising the evidence. Students will be assessed on their ability to: apply the CASP appraisal checklist, appraise the paper and demonstrate their understanding of what the evidence means in relation to clinical practice. (2,000 words 70 %).

   

• The assignment deadline for both parts will be six weeks following the last date of the module.

   

  Formative assessment and feedback

• Students will be asked to summarise to the larger group at the end of each practical appraisal session to allow them to practice articulating findings. Feedback will be provided informally by teaching staff and peers.

• Students will be encouraged to discuss their systematic review question, search strategy and powerpoint slides with staff informally or via email prior to presentation. Feedback will be in the form of discussion or list of recommendations where appropriate.

• Students will be encouraged to submit a draft of their essay plan for formative feedback from teaching staff prior to submission. Staff will provide feedback in the form of tracked changes to word documents or bullet lists of recommendations where appropriate.

Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2019/0 academic year.