Overview
This introductory unit is designed to equip emerging Health professionals with essential research and study skills. In this unit you will identify the strengths and weaknesses of research designs and methodologies, and learn how to critically evaluate information from a variety of sources. You will also conduct a systematic information search of health-related literature, use bibliographic software and enhance your academic writing skills.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2021
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Email
This unit is a fantastic unit for first year students. It was fun and engaging and helped to develop a set of beneficial learning and study skills.
It is recommended that this unit continue to be delivered as a first term, first year unit and that it continue to provide a fun, engaging and supportive learning environment for students. Further, it is recommended that this unit continue to focus on developing study and research skills that will assist students throughout the remainder of their study.
Feedback from 'Have Your Say' Survey
The assessment tasks directly align with the content that is taught in this unit making the links between learning outcomes, content and assessment items clear and transparent.
It is recommended that the assessment tasks continue to clearly align with learning outcomes and that the weekly content aligns with assessment tasks.
Feedback from 'Have Your Say' Survey
The weekly Drop-In sessions were really helpful as they allowed students to ask questions to the unit coordinator in 'real time'.
It is recommended that the weekly Drop-In sessions continue as they provide students with the opportunity to seek support and guidance from the unit coordinator in 'real time'. This is especially beneficial to DST students whom are unable to attend the live lectures.
Feedback from Moodle Discussion Forum
The Discussion Forums on Moodle were great as they provided dedicated spaces to ask questions about the assessment tasks. This made it really easy to find information as it was all in the one place.
It is recommended that the Discussion Forums continue to provide dedicated spaces for students to ask questions about each of the assessment tasks.
- Evaluate and summarise information from a variety of sources within the health setting
- Use effective search strategies to conduct a systematic information search of health-related literature
- Identify the strengths and limitations of a variety of research designs and research methodologies used by Health professionals
- Demonstrate knowledge of fundamental research and study skills concepts.
N/A
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Literature Review or Systematic Review - 60% | ||||
2 - Presentation - 40% | ||||
3 - Electronic Focused Interactive Learning (eFIL) - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Communication | ||||
2 - Problem Solving | ||||
3 - Critical Thinking | ||||
4 - Information Literacy | ||||
5 - Team Work | ||||
6 - Information Technology Competence | ||||
7 - Cross Cultural Competence | ||||
8 - Ethical practice | ||||
9 - Social Innovation | ||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Literature Review or Systematic Review - 60% | ||||||||||
2 - Presentation - 40% | ||||||||||
3 - Electronic Focused Interactive Learning (eFIL) - 0% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- EndNote (bibliographical software). You MUST use EndNote bibliographic software to format your references for the main assessment item. This software is available to both on-campus and flex students and is available for Windows and Mac users. Consult ITD for instructions on how to download this software. You are encouraged to trial this software early as I will be providing tips on its use and links to instructions each week. It is easy to use and very helpful. See https://my.cqu.edu.au/group/it-services/endonte to access the software
- Zoom (both microphone and webcam capability)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.j.hayman@cqu.edu.au
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Electronic focused interactive learning activities Due: Week 12 Friday (4 June 2021) 9:00 am AEST
This unit consists of weekly lectorials and tutorials.
The lectorials involve a series of pre-recorded lectures, broken up by various practical and applied activities (also referred to as electronic focused interactive learning (eFIL) activities), designed to further enhance your understanding of important theoretical content and concepts. The lectorials are available at least two weeks in advance via the ALLH11009 Research Methods for Health Professionals Moodle page, and can be completed in your own time. However, it is an expectation that you complete all of the lectorial materials prior to attending the tutorial each week.
The tutorials involve a live face-to-face session, delivered in person-via the Rockhampton North Campus, and also streamed live via Zoom for all other students wishing to participate. These tutorials are designed to provide real world worked examples relevant to the theoretical content and concepts. They provide further authentic learning experiences, thought provoking discussion and are designed to support all learning styles through fun, engaging and interactive activities. Whilst all students are encouraged to attend the tutorials, they will be recorded and made readily available via the ALLH11009 Research Methods for Health Professionals Moodle page within three (3) working days. The link to access the weekly tutorials is also accessible via the ALLH11009 Research Methods for Health Professionals Moodle page. You can download Zoom and create an account via your MyCQU Student Portal Homepage: https://my.cqu.edu.au/support under the IT HELP section.
1 Literature Review or Systematic Review
For this task, you are required to:
- Select an allied health research topic of interest
- Write a literature review that provides an overview of important facts and information, compares and contrasts findings and demonstrates your academic writing abilities
Please refer to the ALLH11009 Research Methods for Health Professionals Moodle page for additional information, including a detailed task description.
Week 8 Friday (7 May 2021) 9:00 am AEST
Week 10 Friday (21 May 2021)
NOTE: If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- Select an allied health research topic of interest
- Construct a detailed and replicable search strategy
- Conduct an information search using appropriate academic databases
- Export relevant literature into EndNote
- Write a literature review that provides an overview of important facts and information, compares and contrasts findings and demonstrates your academic writing abilities
- Use EndNote to support your literature review with appropriate referencing throughout, in accordance with APA referencing requirements
Total weighing of this task: 60% of overall grade
Please refer to the ALLH11009 Research Methods for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- Evaluate and summarise information from a variety of sources within the health setting
- Use effective search strategies to conduct a systematic information search of health-related literature
- Identify the strengths and limitations of a variety of research designs and research methodologies used by Health professionals
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Presentation
For this task, you are required to:
- Select an allied health research topic of interest (it can be the same allied health topic from your Literature Review assessment task)
- Demonstrate your understanding of research design and methodological approaches by providing a review of the literature, with an emphasis on the research design, methodology, reliability, strengths and limitations of your chosen topic
- Present a 4 - 6 minute pre-recorded Zoom presentation, using audio, visual and a PowerPoint presentation
Please refer to the ALLH11009 Research Methods for Health Professionals Moodle page for additional information, including a detailed task description.
Week 12 Monday (31 May 2021) 9:00 am AEST
Exam Week Monday (14 June 2021)
NOTE: If your assessment is not submitted in accordance with the due date, grades and feedback will be returned two weeks after submission date.
For this task, you will be graded against the following criteria:
- Select an allied health research topic of interest (it can be the same allied health topic from your Literature Review assessment task)
- Present a 4 - 6 minute pre-recorded Zoom presentation, using audio, visual and a PowerPoint presentation
- Detail the research design and methodological approaches used from at least six academic studies
- Discuss the reliability of the research design based on the hierarchy of evidence
- Identify strengths and limitations of the research design and methodological approaches
- Use effective presentation skills to engage your audience
- Support your presentation with appropriate referencing throughout, in accordance with APA referencing requirements
Total weighing of this task: 40% of overall grade
Please refer to the ALLH11009 Research Methods for Health Professionals Moodle page for additional information, including a detailed criteria sheet.
- Evaluate and summarise information from a variety of sources within the health setting
- Use effective search strategies to conduct a systematic information search of health-related literature
- Identify the strengths and limitations of a variety of research designs and research methodologies used by Health professionals
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
3 Electronic Focused Interactive Learning (eFIL)
As part of this unit, you are required to engage with interactive, online content to support your learning. This content is referred to as electric focused interactive learning (eFIL). eFIL refers to any activities included on your Moodle page in relation to course content. This may include (but is not limited to):
- H5P interactive learning activities
- Discussion forums
- Tasks set by your lecturer requiring you to email or upload content including work samples or videos
- Surveys
- Moodle Quizzes
You may complete your eFIL activities at any time throughout the term prior to the Due Date in Week 12 (Friday 4th June 2021 @ 9.00am AEST). In fact, we strongly encourage you to complete the eFIL activities as you work through your weekly content, as they are designed to support the content and therefore assist in scaffolding your learning.
Week 12 Friday (4 June 2021) 9:00 am AEST
Relevant feedback is provided upon the successful completion of each activity.
There are two requirements to pass this assessment task:
1. You must complete a minimum of 80% of the eFIL activities. An activity will be considered ‘complete’, when it has met the task requirements set for the individual activity (e.g., completion of a H5P activity, meeting activity instructions and guidelines such as posting a reflection in the discussion forum) to a satisfactory standard.
2. You must complete 100% of the 'End of Lectorial' Moodle Quizzes and must receive a mark of 100% on each quiz. You may re-attempt each quiz as many times as you need to achieve the minimum grade of 100%. Your 'End of Lectorial' Moodle quiz will appear on your Moodle page, in the appropriate week, as the final activity.
This is a must pass assessment task (i.e., you must pass each of these two requirements to pass this assessment task and therefore be eligible to pass this unit).
- Demonstrate knowledge of fundamental research and study skills concepts.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.