Research Methodology

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Carmen Sofia Frade Caeiro Head Diogo André da Fonseca Pires Colaborador Andreia dos Santos Pombares Colaborador Diogo André da Fonseca Pires Gestor de Ano

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Andreia Pombares   0,53 Carmen Caeiro   0,66 Diogo Pires   0,80

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of the curricular unit, the student must demonstrate:
Knowledge and understanding of:
The importance of research in the continuous professional development
The implications of the research approach in the research process;
The principles associated with the formulation of the research question and respective justification of relevance and significance;
The different types of variables, when adequate;
The concept inherent to the methodological research design and types of study
The psychometric characteristics of measuring tools
Knowledge and understanding of the ways to make public research results, impact factors.

Clinical Reasoning about:
The ability to analyse the principles and characteristics of the different research approaches
The ability to analyse the coherence between the research problem and the hypothesis;
The ability to reflect about possible biases in the different research designs;
The ability to reflect upon the different ethical issues associated with the research designs

Syllabus

Implications of research in professional development; ethical implications of research; research approaches (qualitative, quantitative and mixed); Phases of the research process (conceptual – formulation of problems, questions, aims, hypothesis; methodological – concepts related to research design, specificity of research design, strategies and tools for data collection, psychometric properties of tools; empirical – basic concepts for qualitative and quantitative data analysis); Publication in physiotherapy.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents are aligned with the learning outcomes – the themes worked inside the classroom, are structured in order to promote knowledge and understanding of the mentioned areas, as well as the critical analysis of research articles, previously selected, according to the theme under analysis.

Teaching methodologies

Contents are explored in lectures; information search, small group work and groups discussion are also used. Brainstorming and critical analysis of articles are also carried out.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The lectures aim to develop knowledge of the different aspects of research methodology. However, the understanding of its applicability in research situations is developed using other strategies like small and large group discussions, the critical appraisal of articles and respective group discussion. These active strategies are implemented throughout the unit, fitting the articles and other examples analysed to the theme, for instance, develop a research question, decide on the research approach, decide the design or the instruments.

Assessment methodologies and evidences

For the successful completion of this unit, the student must have 9.5/20 in a written test.
If there is no success during the term, the student can complete this unit in the exam (normal or appeal) where a written test is done.
The classification of this unit corresponds to that obtained in the written test.

Attendance system

For working students (with registered status) or any other students with special status, special assessment is regulated in the Academic Regulation, approved by the Educational Committe and the Director of the ESS-IPS

Bibliografia

Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development. Thousand Oaks: Sage Publications, ISBN -13: 978-0761909613.

Bryant, A. (2017) Grounded Theory and Grounded Theorizing. Pragmatism in Research Practice. Oxford: Oxford University Press, ISBN-13: 978-0199922604.

Carter, R.E. Lubinsky, J. (2016) Rehabilitation Research: Principles and Applications, 5th Edition. Missuri: Elsevier, Section 3 and Section 4 pp. 107 a 158. ISBN: 9781455759798.

Chan, A., Tetzlaff, J.M., Gøtzsche, P.C., Altman, D. G., Mann, H., Berlin, J.A., Dickersin, K., Hróbjartsson, A., Schulz, K.F., Parulekar W.R., Krleža-Jeric,
K,Laupacis, A., Moher D. (2013) SPIRIT 2013 explanation and elaboration: guidance for protocols of clinical trials, BMJ 2013;346:e7586 doi: https://doi.org/10.1136/bmj.e7586

Clancy, M J. (2002) Overview of research designs. Emerg. Med. J. 19;546-549.

Creswell, J.; Research Design: Qualitative, quantitative and mixed approaches, Sage Publications, 2003. ISBN: ISBN-10: 0761924426; ISBN-13: 978-0761924425

Creswell, J.; Qualitative inquiry & research design: choosing among five approaches, Sage Publications, 2007. ISBN: ISBN: 1412916070, 9781412916073

Denzin, N., Lincoln, Y. (2000) Handbook of qualitative research. Thousand Oaks: Sage Publications, ISBN 0-7619-1512-5.

Flick, U. (2009) An introduction to qualitative research. London: Sage Publications. ISBN-13: 978-1847873248

Hicks, C. (2009) Research Methods for Clinical Therapists: Applied Project Design and Analysis, Elsevier – Churchill Livingstone. E-book ISBN: 9780702064029

Higgins JPT, Green S (editors). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 [updated March 2011]. The Cochrane Collaboration, 2011. Available from http://handbook.cochrane.org.

Hulley, S.B. Cummings, S.R. Browner, W.S. Grady, D. G. Newman, T.B. (2013) Designing Clinical Research 4th Edition. Philadelphia: Woters Kluwer – Lippincontt Williams & Wilkins. ISBN 978-1-60831-804-9 (pbk)

Hussein, M.E., Hirst, S., Salyers, V. & Osuji, J. (2014). Using grounded theory as a method of inquiry: advantages and disadvantages. The Qualitative Report. 19 (13). pp. 1–15.

Ip S, Paulus JK, Balk EM, Dahabreh IJ, Avendano EE, Lau J. ( 2013) Role of Single Group Studies in Agency for Healthcare Research and Quality Comparative Effectiveness Reviews. Research White Paper. (Prepared by Tufts Evidence-based Practice Center under Contract No. 290-2007-10055-I.) AHRQ Publication No. 13-EHC007-EF. Rockville, MD: Agency for Healthcare Research and Quality; January 2013. www.effectivehealthcare.ahrq.gov.

Mann, C J. Observational research methods. Research design II: Cohort, cross sectional, and case-control studies. Emerg. Med. J. (2005); 20;54-60;

Sacks, M.; Allsop, J. (2007) Researching Health. London: SAGE Publications Ltd. Pg.58-280.

Smith, J.A., Flowers, P. & Larkin, M. (2009). Interpretative phenomenological analysis. Theory, method and research. London: Sage Publications, ISBN 9781412908344.

Starks, H. & Trinidad, S.B. (2007). Choose your method: a comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research. 17 (10). pp. 1372–1380.

Silverman, D. (2013) Doing Qualitative Research. London: Sage Publications. ISBN 978-1-4462-6014-2.

Willis, J. W. (2007) Foundations of Qualitative Research. London: Sage Publications. ISBN-13: 978-1412927413.

Observations

During lectures other papers or reference material will be provided.