If you have an enquiring mind and a thirst for knowledge, then this could be the course for you. A qualification in Clinical Research will give you the tools and skills to realise your own personal and professional goals. The course is an exciting mix of modules that exposes you to multi-disciplinary health care approaches. But it can also be tailored to your own specific needs and interests, ensuring that what you learn is most relevant to your career.
We will help you to develop the skills to conduct critical analysis of evidence that underpins health care, and to carry out in-depth qualitative and quantitative research relevant to your own practice. You will also be able to develop leadership qualities to help you deliver the best and most effective service, in whatever field of health care you operate. This course may be taken on a full or part time basis. This course is an ideal vehicle as a precursor to undertaking a PhD.
Ms. Susan Campbell
Renowned for its unique and distinctive interprofessional and interdisciplinary pre- and post- registration provision in the education and training of health professions, the School of Allied Health Professions delivers research-led and problem-based teaching that ensures graduates are fit for practice in the modern health and social care sector.
Students’ experiences and their learning environment are central to our learning and teaching strategy. Teaching is housed within award winning accommodation in the heart of the campus, and programmes have high staff: student ratios, with personal advisors providing individual professional, academic and pastoral support. Learning opportunities in practice are diverse and extends across health, social care and education environments. We are very proud of our innovative teaching methods and the passion and dedication of our staff will inspire you to be the best you can be.
Students have told us our courses are dynamic and fascinating. That’s because our approach is based on problem-solving, evidence-based learning. The courses include the following elements:
Interprofessional Learning – You will meet up with students from other health-related disciplines to exchange knowledge, practice and ideas.
Research – The teaching staff are continually involved in research, which means you will benefit from their knowledge of the very latest practices and techniques.
Supportive Culture – Teaching groups are small, which encourages a close-knit student body and a supportive learning culture. You will be assigned your own personal mentor and qualified professional who will be there every step of the way to guide you through the course.
The University of East Anglia is a fantastic place to study and has a unique atmosphere. You will love being here, learning and making lasting friendships. Studying in the School of Allied Health Professions will ensure you fulfil your full potential.
FULL TIME: Students will take 1 Compulsory and 1 Optional Module in each teaching block within the 12 months of the course. Students may study the Introduction to Research module weekly in semester 1 (MED-M31D) or en bloc in semester 2(MED-M31E). If you wish to study the MED-M31E please contact the adminstrative assistant in the FMH Learning and Teaching Hub.
Compulsory Study (40 credits)
Students must study the following modules for 40 credits:
The purpose of this module is to introduce students to the basic Principles and Guidelines outlined in the Declaration of Helsinki concerning the respect for autonomy and informed consent, beneficence and non-malfeasance (promoting good whilst avoiding harm). The skills to be developed include being able to 1: negotiate the bureaucratic processes and the organisational structures to obtain the necessary approvals 2: obtain practical experience on applying for ethical and research and governance approval 3: gain an understanding of the process and procedures that underpin the process of governmental policy decisions that surround ethical questions and debates 4: gain an understanding of how to become an active voice in these debates. This module will complement and dovetail to other modules in the Health Science programme and will illustrate the ethical issues, and the practical aspects of containing the necessary consent that is associated with undertaking qualitative and quantitative research.
The purpose of this module is to provide students with a broad introduction to the methods used in Health Science Research. . The skills to be developed include being able to 1: recognise basic quantitative and qualitative research designs 2: recognise different data collection techniques 3: acquire a basic understanding of both statistical analysis and qualitative analysis; 4: critically appraise of the research literature.
Option A Study (20 credits)
Students will select 20 credits from the following modules:
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis.
Option B Study (60 credits)
Students will select 60 credits from the following modules:
This module is designed for practitioners working within clinical research who wish to develop their knowledge and skills to plan, implement and conduct clinical research. The module will run for six study days. The core content of this module will reflect a thematic approach by building, session by session, a student's knowledge base of developing and implementing clinical research in a systematic and structured way. This module will be delivered by adopting a blended learning approach through a combination of the following: Lectures from UEA staff and specialist clinical research professionals Interactive web-based discussions Student-led seminars Asynchronous E-learning activity Service user input Directed and self-directed study By the end of this module the student will be able to: Demonstrate a systematic critical appreciation of the relevance of clinical trials to the drug development process (C1). Critically evaluate the relevance of clinical trials to the development of evidence-based practice/medicine including an appreciation of gaps in knowledge (C1). Demonstrate a detailed critical knowledge of the different types of clinical research (C2.1) Demonstrate an in-depth understanding of the importance of RCTs and the concept of blinding (C1). Demonstrate an ability to critically evaluate and apply the legal frameworks governing clinical research and the role and functions of the regulatory bodies such as MHRA and NICE (C3.1) Demonstrate an ability to critically evaluate and apply effective strategies for gaining informed consent (C3.4). Demonstrate an ability to critically evaluate and apply the research protocols (C2.5) Demonstrate a critical appreciation of the development of the skills required for a senior role in the conduct of clinical research (C2.4) Demonstrate an ability to critically evaluate current theories and evidence regarding monitoring, audit and inspection (C2.6). Demonstrate a systematic understanding of the range of approaches and communication strategies within a study team; between a study team and the wider team and participants (C2.2). Demonstrate an ability to comprehensively evaluate and apply effective methods of research dissemination.
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study.
The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis.
This module aims to equip non-economists with a basic understanding of health economics, its value and limitations. The module will cover fundamental economic principles and their application to health care. These will include concepts of opportunity cost, supply and demand, and efficiency, as well as the economic evaluation of health care interventions using techniques such as cost effectiveness analysis, cost utility analysis and cost benefit analysis. The unit will also examine how economic principles can be applied to system level health policy issues such as health care priority setting, alternative models of health care financing and organisation, and equity and inequalities in health.
The purpose of this module is to build upon ideas introduced in the Introduction to Research Methods module and the Further Quantitative Research Methods module, the completion of which is necessary for entry to this course. The skills to be developed further include being able to 1: increase students' depth and breadth of classical statistical techniques used in health research 2: introduce some newer ideas and outline some of the philosophies underlying certain statistical methodologies 3: apply basic statistical theory and the understanding of statistics in practice
Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents; 1. Introduction, framing questions, inclusion/exclusion criteria 2. Sources of evidence and literature search strategy 3. Data extraction, and validity assessment 4. Synthesizing evidence from qualitative studies 5. Synthesizing evidence from quantitative studies 6. Quality of systematic reviews, and overview of reviews 7. Recent development in research synthesis methods 8. Systematic review protocol. Learning outcome: Provides students with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, students will be able to: • Frame questions appropriate for a systematic review • Design an appropriate literature search strategy • Assess the relevance and quality of primary studies • Qualitatively and quantitatively synthesize data from primary studies • Appropriately interpret findings of a systematic review and meta-analysis • Understand common pitfalls in systematic reviews and meta-analysis • Become familiar with recent method research relevant to systematic reviews.
At masters degree level the purpose of PGT research masters degrees are primarily to familiarise and prepare students for careers with significant but diverse research components. This course meets the central need of all Clinical Researchers to communicate effectively in formats that are either written or oral and to a variety of audiences from their peers as researchers to members of the public. In this module students will focus on communicating the work they are undertaking and the rationale for it. Students will consider writing for peers and for the public, preparing abstracts, posters, papers and grant applications and giving oral presentations. By the end of the module students will have: • Written lay and professional abstracts • Assembled a poster • Given a presentation • Prepared a grant application
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Entry Requirements
Degree Subject:
A health care profession
Degree Classification:
2.2 or equivalent
Alternative Qualifications:
The University will also consider applications from applicants with current registration as a health professional with an appropriate professional statutory regulatory body
Entry Requirement
Applicants should normally have a good first degree from a recognised higher education institution.
Students for whom English is a Foreign language
We welcome applications from students whose first language is not English or those whose degree was not taught in English. To ensure such students benefit fully from postgraduate study, we require evidence of proficiency in English. We also will require a certain standard to be achieved on the written element of the test. Our usual entry requirements are as follows:
IELTS: 7.0 (minimum 7.0 in all component)
TOEFL: Internet-based score of 98 (minimum 22 in all components and 23 in speaking)
PTE: 70 (minimum 70 in all components)
All scores must be less than two years old.
Fees and Funding
Fees for the academic year 2013/14 will be:
UK/EU Students: £3,300
For those applying under the SHA contract, contract prices will apply.
Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.
