Unit information: Clinical epidemiology and evidence-based medicine in 2019/20

Unit name	Clinical epidemiology and evidence-based medicine
Unit code	BRMSM0011
Credit points	20
Level of study	M/7
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Professor. Penny Whiting
Open unit status	Not open
Pre-requisites	None
Co-requisites	None
School/department	Bristol Medical School
Faculty	Faculty of Health Sciences

Description including Unit Aims

This unit introduces key concepts and study designs commonly employed in clinical epidemiology and Evidence Based Medicine. Students will gain a practical understanding of survey and questionnaire design. The unit will provide an overview of the key principles of randomised controlled trials (RCTs) and equip students with the skills to critically assess trial methodology. It will also introduce systematic reviews and other types of evidence reviews , with the aim of ensuring that students can recognise potential sources of bias when conducting evidence syntheses. Students will also gain a practical understanding of conducting diagnostic test evaluation and prognostic research, including developing and testing a prediction model. The key critical appraisal and evidence synthesis skills and knowledge acquired during this unit will be transferable to all epidemiological and public health research designs.

Intended Learning Outcomes

1. Demonstrate an understanding of the principles of survey and questionnaire design and validation
2. Identify different RCT designs and the health questions to which each is suited
3. Explain common challenges in the design and analysis of RCTs and describe how they are addressed
4. Develop and conduct a PubMed search strategy to identify reports for inclusion in a systematic review;
5. Conduct and interpret meta-analyses of RCTs
6. Differentiate between different types of evidence syntheses and describe when to apply these
7. Explain the principles of diagnostic test evaluation
8. Design and analyze a prognostic factor study and differentiate these from other observational study designs
9. Interpret prediction models for diagnostic and prognostic research questions
10. Critically appraise the quality of diagnostic accuracy studies, prognostic studies, RCTs, and systematic reviews

Teaching Information

There will be 10 teaching weeks, plus reading week and revision week. The unit is taught in teaching blocks 1 and is campus-based.

Face to face teaching for a total of 50 hours will include lectures and tutorials. Directed and self-directed learning (150 hours) will include activities such as reading and preparation for assessment

Assessment Information

Formative assessment will support student learning by using informal questioning, quizzes and group exercises in lectures and tutorials. These will form assessments for learning and will not contribute to the final unit mark. Feedback will consolidate learning for the summative assessments.

Summative assessment: The unit is assessed by coursework (100%):

• Paper based questionnaire design exercise (10%; ILO 1)
• Poster presentation addressing questions around critical appraisal of RCTs and interpretation and synthesis of results, in a systematic review trials (45%; ILOs 2-6)
• Students will produce a critical appraisal of a diagnostic accuracy or prognostic factor study, up to 2000 words in length (45%; ILOs 7-10).

An overall score of 50% will be required to pass the unit.

Reading and References

There is no essential course text.

Recommended reading:

1. Ben Shlomo Y, Brookes S, Hickman M (2013) Lecture Notes: Epidemiology, Evidence-based Medicine and Public Health. 6th Ed. Wiley Blackwell.
2. Egger M, Davey Smith G, Altman DG (2001). Systematic Reviews in Health Care; Meta-analysis in Context. 2nd Ed. London. BMJ Books. [NB 3rd edition due out in 2019]