Researching the challenge

1. Researching the challenge Dr Julia Maz Dr Jo Gilmartin Dr Philip Esterhuizen

2. Presentation • Background to Master’s level Research Methods module • Action learning approach to module development • Results • Way forward

3. Background to Research Methods module • 15 credit module, 5 taught days • Offered school-wide • Master’s level module has problematic history • Weak student evaluations • Inconsistent module leadership • Student diversity • Programme diversity in accessing module

4. Action learning to develop Research Methods module Aim to enhance Learning and Teaching activities of Research Methods Module to: • Restructure module handbook • Restructure 5 taught study days into coherent themes • Develop diversity of teaching strategies • Improve student understanding of research methodologies and research methods • Enhance student engagement and competency regarding appraisal of research literature

5. New approach to the Research Methods module • Preparatory work: • Read up on the research process prior to day 1 • Five teaching days around distinct themes: • Philosophy and ethics of research , Qualitative Research, Quantitative Research, Mixed Methods Research and Systematic Reviews • Students set learning objectives at start of each study day which are evaluated at the end of the day • Teaching team: • Lecturer expertise aligned to themes • Co-facilitated sessions • Selection (by lecturers) and use of contemporary, subject-specific articles for appraisal • Meeting the students half way with regard to time investment (e.g. prior release of articles and creating an equal starting point for each study day)

6. Results • A mixture of positive and less positive results • Based on 3 groups of results: • one set of results from the October and March 2011/2012 cohorts • one set of results from the October 2012 cohort • one set of results from the March 2013 cohort

8. Challenges • Teaching • Multi-professional student audience (Marlow, Spratt and Reilly, 2008) • Prior knowledge of research (Mattila, Koivisto & Haggman-Laitila, 2005) • Resistance to research and/or specific methodology (Carty, 2007) • Engagement in group discussions (Lindo, Holder-Nevins, Dover Roberts, Dawkins & Bennett (2013) • Diverse expectations (Moore, Crozier and Kite, 2012; McAllister and Stockhausen, 2001)

10. Challenges • Professional socialisation • The ‘normality’ of asking ‘why’ questions in clinical practice (Epstein, Siegel & Silberman, 2008) • Task focused orientation to practice (Mattila, Koivisto & Haggman-Laitila, 2005)

12. Challenges • Knowledge and learning • Subjective/objective dichotomy of professional practice (Loke, Laurenson & Wai Lee, 2012) • Rational/intellectual versus dialogical approach to teaching (Gopee & Deane, 2013) Dilbert site (http://www.cs.vu.nl/~frankh/dilbert.html)

14. Way forward • Challenging assumptions • Threatening and anxiety-provoking • Academic supervision versus academic support • Teaching and Learning • Introduce and use a range of instruments throughout the study days to encourage students towards a competent understanding of critical appraisal • Create conditions to promote a constructive learning environment • Maintain thematic days, but spread the days over five weeks (minimum) • Develop blended learning teaching methods

15. Way forward • Evaluation • Run Research Methods module for two 2013/14 cohorts and then evaluate three groups • Research • Application for School of Healthcare funding to undertake a Systematic Review entitled: What is best practice in the teaching of research to (undergraduate) nursing, health and social care students? • Student enhancement scheme

16. Thank you for your attention