Dear Andy,
Interesting. I am involved in an undergraduate programme in
radiography at the University of Leeds. Three years ago our
programme was up for re-approval. We evaluated our research
teaching and decided that a research methods module was
perhaps not the best way of getting the students to think through
research methods. Originally we had this module in year two of the
programme, by the time they actually did the projects they had
forgotten all about research methodology. We took the conscious
decision therefore to incorporate research learning into all aspect of
our programme in a sort of evidence-based approach. In year one
we introduce the concept of evidence-based practice and allow the
students to develop basic information retrieval skills. This is
supplemented in year two by specific tutorials on research design.
prior to beginning their projects we request that they submit a
research protocol and ultimately undertake a research project in
the third year. The project was originally 20 credits but we also
thought that the students put an awful lot of work into these
projects and we were successful in obtaining 30 credits at our re-
approval. We award 80% of the marks for the written report (8-
10,000 words) and 20% to an oral presentation where the students
relays to the rest of the group there findings.
Hope this helps.
David
David O'Halloran
Senior Lecturer
Division of Imaging and Radiotherapy Sciences
School of Healthcare Studies
Baines Wing
University of Leeds
Woodhouse Lane
Leeds, LS2 9UT
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tel: +44 (0) 113 2331224
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