| Unit name | Enquiry in Healthcare Management |
|---|---|
| Unit code | BRMSM0062 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Sabi Redwood |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
Why is this unit important?
Impactful healthcare management requires the ability to make effective use of evidence gained from research and evaluation to inform decision-making and ensure that services are effective, appropriate and accessible. This unit will introduce you to approaches and methodologies for research-based evidence to guide policymaking and management decision-making.
Understanding the principles of enquiry and research, as well as the practical skills of how to access, appraise and apply evidence are vital for managing the complexities of healthcare delivery and for supporting service improvement and innovation. However, evidence is never self-evident and requires critical engagement to be translated for use by healthcare managers. In this unit we will explore different types of research evidence and their philosophical underpinnings; how to find, appraise and apply evidence; how to mobilise and implement knowledge, and how to design and carry out a practice-based enquiry/literature review, or evaluation or implementation project.
How does this unit fit into your programme of study?
Understanding, producing and using research-based evidence is a cornerstone of healthcare management practice and strategic decision-making. In particular, this unit will enable you to develop the understanding, knowledge and skills to undertake their dissertation (EFIMM0089: Dissertation in Healthcare Management). This units builds on the evaluation skills developed in their Capstone unit (MEEDM0035 Healthcare Improvement Capstone Assessment).
An overview of content
The unit is set out around three themes:
We will critically debate the concept of enquiry and evidence-based healthcare management and consider different sources of evidence and disciplinary knowledge to support healthcare management practice and decision-making. We will explore the research process and epistemological frameworks, the development of research questions and the principles of critically reviewing and appraising existing literature.
We will investigate how to develop and design a study using quantitative, qualitative and mixed methods approaches. We will examine different research methods including data collection and analysis, writing up findings, drawing conclusions and developing recommendations.
Research findings need to be ‘translated’ to enable them to be applied in practice, taking into consideration a range of factors, including the implementation context and the people involved. We will explore some of the activities encompassed by the term knowledge mobilisation related to the implementation and impact of research including co-production.
How will students, personally, be different as a result of the unit
You will develop a critical understanding of evidence-based healthcare management and the principles of enquiry underpinning research from different disciplines that can inform management practice. You will be able to engage insightfully with a range of information sources and develop conceptual, analytical and empirical skills to support evidence-based practice and decision-making.
Learning outcomes:
Different forms of engagement with the content will be facilitated.
The unit is divided into three thematic blocks and a fourth block for the development of a project proposal. Asynchronous materials will be made available on Blackboard prior to the unit starting with an additional asynchronous week during the first week of the unit. Through your engagement with taught and capstone units you may have already formed a view of the healthcare management concept you would like to further study in your dissertation unit. This combined with your engagement with these learning materials will not only provide you with the insight to start formulating your thoughts on the research proposal you might develop for your formative task, but also optimise your learning during synchronous sessions.
During the synchronous week, activities will take place on a set day of the week in timetabled sessions over the whole day. The focus of the synchronous activities will be on active engagement with the content to deepen your understanding rather than didactic sessions.
Activities will take the form of:
Asynchronous activities, spread across the unit, will include engagement with reading, asynchronous lectures and audio-visual and web-based resources, tasks and activities and preparation of the formative and summative assessment. During the final week of the unit you will be given opportunity to finalise your summative assessment.
You will have access to a range of resources structured around the three themes of the unit. These include key texts such as eBooks, journal articles, carefully curated web-based resources including audio-visual materials, and recommended reading. Relevant content will be taught via interactive synchronous sessions, active learning through the critical analysis of published research, problem-solving and learning reviews, round-up and consolidation activities, self-directed study and assignment clinics. The use of the Blackboard online learning environment will be actively pursued to develop your understanding and engagement with the unit content. There will be some core readings and critical analysis which you are required to carry out before synchronous teaching sessions.
You will be encouraged to discuss your ideas for a research or evaluation project as you move through the unit. You will be encouraged to tailor your self-directed learning activities, and enabled to navigate resources, those provided for this unit and those you identify independently through focussed searching.
Tasks which help you learn and prepare you for summative tasks (formative):
The formative assessment task will provide you with an opportunity to apply the theory of this unit into practice by planning and developing of a research proposal in preparation for your dissertation. The assessment will take the form of a presentation in which you will describe your research question and rationale for your proposed project; specific aims and objectives; a plan for its design and conduct, including data collection and analysis; and considerations of research ethics, and knowledge mobilisation or implementation.
You will present your proposal to your fellow students and members of faculty who will provide feedback and suggestions for development. While some students will use the proposed project for their dissertation, there is no obligation for them to do so. This formative assessment will give you the opportunity to apply your understanding of the research process to a relevant topic and rehearse a range of skills.
In addition, you will receive support for your formative and summative assignments through the assessment clinics at the end of the synchronous days, peer discussions during ‘Think tank’ sessions, and one-to-one guidance by the unit lead during individual tutorials.
Tasks which count towards your unit mark (summative):
The summative assessment will take the form of a written 3,500-word critical review of a research publication on a topic related to Healthcare Management. You will have the choice of three pre-selected publications using a range of different research methods which you will assess against critical appraisal criteria. You can select a critical appraisal tool to determine the research publication’s validity, reliability and relevance.
The purpose of the summative assessment is to enable you to demonstrate your understanding of the strengths and limitations of a study and assess its applicability and relevance to practice. The skills that are being developed will help you to make informed decisions based on evidence to improve services and advance knowledge in their disciplinary field and practice.
When assessment does not go to plan:
If you do not pass the unit, you will normally be given the opportunity to take a reassessment as per the Regulations and Code of Practice for Taught Programmes. Decisions on the award of reassessment will normally be taken after all taught units of the year have been completed. Reassessment will normally be in a similar format to the original assessment that has been failed.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BRMSM0062).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
