This is the first of two research project modules. The aim of this module is to develop critical, competent, informed users of research to support evidence informed clinical practice and the development of essential life-long skills. Students will work with their supervisor and in research teams to provide opportunities for collaborative, effective, reflective, research practice. Students will learn systematic research skills to support their ability to use and conduct research. Students will begin by defining their research question, formulating rationales based on the literature and research question, performing searches, data extraction and literature reviews.

The module will be largely self-directed learning supported by formative tutorials and supervisory sessions where students work closely with the supervisor and other members of their research team to develop their research skills and project. Content includes: Finding a project; Developing a research question; Formulating rationales/argumentation to support the research question; Literature searching and review; Data collection.

On successful completion of this module, students will be able to: Search for, assess and incorporate new literature as project progresses. Implement knowledge to collect data. Engage in preliminary interpretation of literature and data extraction/synthesis. Collect and systematically organise literature and/or data related to a specific research question.

On successful completion of this module, students will be able to: Develop self-awareness by seeking out supervision and support appropriately. Collaborate with members of the research team

On successful completion of this module, students will be able to:

The module will be largely self-directed learning supported by formative tutorials, online resources, supervisory sessions and collaborative peer learning. Students will be exposed to formative guidance on developing their research project through problem/enquiry-based tutorials and supervision (graduate attributes:curious, agile). Facilitated learning activities may include group tutorials and/or individual meetings with supervisors with access also to online resources to meet their learning needs. Student learning is scaffolded with active self-directed reading (graduate attribute: curious, responsible), and opportunities for peer-to-peer discussion and learning (graduate attributes: articulate, agile). Assessment will include students presenting their findings/progress to date, receiving peer/teacher feedback, developing skills in communication, knowledge dissemination and ability to articulate and justify their thinking (Graduate Attributes: articulate, agile, responsible). Research recency will be reflected in the teaching of up-to-date research skills and tools and via the direction of research supervisors to currnet/emerging research content in topic areas.