UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION
1. The title of the module Biostatistics for Health Research
2. The Department which will be responsible for management of the module SSPSSR
(CHSS)
3. The Start Date of the Module Autumn 2012
4. The cohort of students (onward) to which the module will be applicable September
2012 and January 2013 entrants
5. The number of students expected to take the module 15-20
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the
withdrawal N/A (To my knowledge there is no such module currently offered)
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]) M
8. The number of credits the module represents. Twenty
9. Which term(s) the module is to be taught in (or other teaching pattern)
The course is most likely to be offered in Autumn 2012.
10. Prerequisite and co-requisite modules
There are no prerequisites. However the participants are expected to have basic
arithmetic skills such as calculating percentages, average, etc.
11. The programmes of study to which the module contributes
At first instance, this will be a standalone module open to health service professionals. It
is tailored to address the gap in quantitative methods and statistic methods used in
medical research. The modules’ learning outcomes (which are cited below) relate to the
MSc in Health Services Research that CHSS hope to offer in the academic year
2013/2014 once a new Director is in place.
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to program learning outcomes
On successful completion of the module, students will be able to:
a. Evaluate information obtained from reference material, identifying cases where
this material is most relevance and applying it to clinical studies. This includes
cases where the student is required to critically appraise methods used in
published research. They will be in a position to effectively communicate
information, both orally and in writing, about complex statistical methods to
different types of audiences from clinicians with extensive knowledge of statistics
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
to clinician and other health professionals with limited knowledge. (Program
outcomes A1, A2 and A6, B10 and B13 - Research design for quantitative
healthcare research studies; A range of techniques for analysing quantitative data
sets within a healthcare context; Evidence-based medicine; Ability to identify,
critically evaluate and use evidence to support analyses of a problem; Ability to
formulate research questions pertinent to healthcare research).
b. Carry out calculations to appropriate levels of accuracy drawing on a wide range
of numerical, graphical and statistical techniques involved in: reading and
interpreting scale drawings, graphs, complex tables and charts, organizing and
classifying data (by hand and using the software package PASW), making
inferences and provide forecasts from different set of clinical and health survey
data. They will be using statistical methods to identify and develop an appropriate
model for the specific data sets they will work with, as well as work with
probability in terms of identifying relative risks and chances of compound events.
The students will be able to monitor and critically reflect on their choice or other’s
choice of models. (Program outcomes A1 and A2, B9, B13, C17, C18, D25 Research design for quantitative healthcare research studies; A range of
techniques for analysing quantitative data sets within a healthcare context;
Development of research skills –knowledge of methods and techniques data
collection evaluation, synthesis and presentation of evidence; Ability to formulate
research questions pertinent to healthcare research; Understanding and critical
appreciation of methodology; Formulating research questions that are pertinent to
healthcare inquiry; Ability to analyse, interpret, objectively evaluate and prioritise
information, recognising its limitations)
c. Use the PASW software to: input data from their research and create databases,
analyze that data by using the appropriate statistical method, make inferences
and interpret the computer output, communicate their findings to different
audiences. (Program outcomes A1 and A2, B9 and B14 C19, C20 - Research
design for quantitative healthcare research studies; A range of techniques for
analysing quantitative data sets within a healthcare context; Development of
research skills –knowledge of methods and techniques data collection evaluation,
synthesis and presentation of evidence; Ability to present an appropriate analysis
of primary data; Choice and application of appropriate quantitative and qualitative
methodologies; Recognition of the importance of rigour in collecting, analysing
and interpreting data)
d. Think analytically and generate different methods and use different statistical
models to tackle a clinical or health survey modeling issues (including up to date
methods). Assess the appropriateness of these models, and keep track of the
outcomes in order to re-evaluate the chosen technique and develop new ones,
via consultation with other students, with their lecturer and other clinicians familiar
to their research study. (Program outcomes A6, B9, B10, B11, B12, B14 C17,
C18, D26, D27 - Evidence-based medicine; Development of research skills –
knowledge of methods and techniques data collection evaluation, synthesis and
presentation of evidence; Ability to identify, critically evaluate and use evidence to
support analyses of a problem; Ability to review, analyse and synthesise
secondary/published data; Ability to design and justify robust modes of data
collection; Ability to present an appropriate analysis of primary data;
Understanding and critical appreciation of methodology; Formulating research
questions that are pertinent to healthcare inquiry; Critical evaluation skills relating
to logic of arguments and modes of inquiry; Ability to present arguments, findings
and critiques both verbally and in written formats.)
13. The intended generic learning outcomes and, as appropriate, their
relationship to program learning outcomes
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
On successful completion of the module, students will be able to:
a. Respond to written sources and present information orally and in writing in a clear
and organized way. Gather relevant information and access key sources by
electronic or other means; Evaluate issues according to their context, relevance
and importance; Formulate arguments on reasons why a specific statistical
methods should be applied and be able to present a reasoned opinion based
upon relevant materials; Recognise potential alternative arguments, and contrary
evidence, to a student’s own opinion and present a reasoned justification for
preference; Demonstrate an independence of mind and ability to offer critical
challenge to received understanding on particular issues; Undertake research
from a diverse range of sources; Summarise detailed and complex bodies of
information concisely and accurately; Present information in written form, in
accordance with academic conventions, and appropriately to the intended
readership; and evaluate personal performance. (Program outcomes A2, A6,
B11, B12, B14, C17, C20, C21, D27, D28, D29 - A range of techniques for
analysing quantitative data sets within a healthcare context; Evidence-based
medicine; Ability to review, analyse and synthesise secondary/published data;
Ability to design and justify robust modes of data collection; Ability to present an
appropriate analysis of primary data; Understanding and critical appreciation of
methodology; Recognition of the relationship between evidence, audit and
observed variation in healthcare settings; Recognition of the importance of rigour
in collecting, analysing and interpreting data; Ability to present arguments,
findings and critiques both verbally and in written formats; Ability to manage time;
Ability to recognise, define and prioritise problems).
b. Work with others by co-operating during workshops on solving exercises and
inputting, analysing and interpreting output from use of computer software.
Formulate arguments and defend these against opposing views. (Program
outcomes A1, A2, B9, B12, B13, B14, C18, C19, D30 - Research design for
quantitative healthcare research studies; A range of techniques for analysing
quantitative data sets within a healthcare context; Development of research skills
– knowledge of methods and techniques data collection evaluation, synthesis and
presentation of evidence; Ability to design and justify robust modes of data
collection; Ability to formulate research questions pertinent to healthcare
research; Ability to present an appropriate analysis of primary data; Formulating
research questions that are pertinent to healthcare inquiry; Choice and
application of appropriate quantitative and qualitative methodologies; Recognition
of the limitations of knowledge in medicine).
c. Undertake desk-based research. Students will be able to gather library and webbased resources appropriate for postgraduate study; Make critical judgements
about their merits and use the available evidence to construct a developed
argument to be presented orally or in writing. (Program outcomes A1, A2, B9,
B10, B12, B13, B14, C17, C18, D25, D27, D29 - Research design for quantitative
healthcare research studies; A range of techniques for analysing quantitative data
sets within a healthcare context; Development of research skills – knowledge of
methods and techniques data collection evaluation, synthesis and presentation of
evidence; Ability to identify, critically evaluate and use evidence to support
analyses of a problem; Ability to design and justify robust modes of data
collection; Ability to formulate research questions pertinent to healthcare
research; Ability to present an appropriate analysis of primary data;
Understanding and critical appreciation of methodology; Formulating research
questions that are pertinent to healthcare inquiry; Ability to analyse, interpret,
objectively evaluate and prioritise information, recognising its limitations; Ability to
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
present arguments, findings and critiques both verbally and in written formats;
Ability to recognise, define and prioritise problems).
14. Synopsis of the curriculum
This course is an introduction to the most popular concepts and methods of probability
and statistics used by clinical and translational research scientists. Clinical and
translational research examples from the published literature are used to illustrate
various statistical techniques. The computer software we will utilize is PASW (formally
SPSS) and is used for students to analyze real clinical and translational data sets. Topics
include probability concepts, sampling distributions, concepts for estimation, concepts for
hypothesis testing, hypothesis tests for population means and proportions, analysis of
variance, regression, survival analysis and non-parametric tests.
(For a further breakdown of the curriculum please refer to the attached Syllabus.)
15. Indicative Reading List
The textbooks for recommended reading are:
1. Biostatistics: the bare essentials 3rd edition, G.R Norman and D.L. Streiner.
2. Basic & Clinical Biostatistics: 4th edition, by B. Dawson and, R.G. Trapp.
3. Biostatistics: A foundation for analysis in health sciences, 9th edition, by W.W. Daniel.
4. Introduction to Randomized Controlled Clinical Trials, 2ndedition, by J. Matthews.
5. Statistics workbook for evidence-based health care, by J. Peat, B. Barton, E.Elliott
Other useful texts:
a. Practical Statistics for Medical Research by D.G. Altman.
b. Introduction to Biostatistics, 2nd edition, by R. R. Sokal and, F. J. Rohlf.
c. Intuitive Biostatistics, by H. Motulsky.
16. Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how these
relate to achievement of the intended learning outcomes
This course will be of one week length. The break up will be ten 3hr long lectures held in a
room with computing facilities. The course is designed to help health professionals
familiarise themselves with standard statistical methods for health research and with the
related software packages. The total contact hours will be 30. Delivery of lectures and
computer use are integrated to enhance student understanding of the material and the
software available to them for their analysis. Independent study has 200 hours allocated, to
allow the students to read, understand the material and worked lecture examples. Part of
this time should be used to attempt the exercises provided in the biostatistics workbook,
which is provided to solidify understanding, enhance problem solving skills and ability to
organise information clearly and coherently, and promote teamwork (as the students will be
encouraged to work together). The exercises are all based on current health research issues
and studies to enable the student relate the lecture material to current practice. The students
will be encouraged to communicate with the convenor of the module in case of any
problems. The should also try to attend office hours. The software package is PASW/SPSS.
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
It is essential for the students who will then move on to carry out their own research, but
also to critically appraise and comment on published work in their area as they will have a
better understanding of the theory and thus be able to interpret the output and results
obtained using this software.
The teaching methods will ensure that the following program outcomes are met:
Lectures: 12.a, 12.b, 12.d, 13.a
Computer workshop: 12.c, 13.b
Private study: 12.a, 12.b, 12.d, 13.c
The teaching methods will ensure the following program outcomes are met: A2; A6; B9; B10;
B14; C17; C18; C19; C20; D25 – 29 - A range of techniques for analysing quantitative data
sets within a healthcare context; Evidence-based medicine; Development of research skills –
knowledge of methods and techniques data collection evaluation, synthesis and presentation
of evidence; Ability to identify, critically evaluate and use evidence to support analyses of a
problem; Ability to present an appropriate analysis of primary data; Understanding and
critical appreciation of methodology; Formulating research questions that are pertinent to
healthcare inquiry; Choice and application of appropriate quantitative and qualitative
methodologies; Recognition of the importance of rigour in collecting, analysing and
interpreting data; Ability to analyse, interpret, objectively evaluate and prioritise information,
recognising its limitations; Critical evaluation skills relating to logic of arguments and modes
of inquiry; Ability to present arguments, findings and critiques both verbally and in written
formats; Ability to manage time; Ability to recognise, define and prioritise problems).
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
At the end of the Module all students are required to complete two Biostatistics
assignments. These are designed to test your knowledge and understanding of
quantitative and statistical analysis and how it can be applied to health research and
clinical practice, including analysis and appraisal. The students are required to answer 3
out of the 4 questions given in each assignment. The first assignment is due a week after
the end of the module and will be based on the material covered in lectures 1 to 3
(Summarizing data, understanding differences between observational studies and
experiments, probability models for population parameters, and probability models for
sampled data).The second assessment is due four weeks after the end of the course and
it will cover material from lectures 4 to 8 (Comparing two population means, ANOVA,
proportions, Chi Squared tests, Regression and Survival Analysis).
The assignments make up 100% of the modules assessment (40% Assignment 1 and
60% Assignment 2).
The students will be encouraged to contact the module convenor if they require more
help and guidance.
The assessment methods will ensure the following module outcomes are met:
Assessments: 12.a, 12.c, 12.b, 12.d, 13.a, 13.c
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
The assessment methods will ensure the following program outcomes are met:
A2; A6; B9; B10; B14; C17; C18; C19; C20; D25 – 29 - A range of techniques for
analysing quantitative data sets within a healthcare context; Evidence-based medicine;
Development of research skills –knowledge of methods and techniques data collection
evaluation, synthesis and presentation of evidence; Ability to identify, critically evaluate
and use evidence to support analyses of a problem; Ability to present an appropriate
analysis of primary data; Understanding and critical appreciation of methodology;
Formulating research questions that are pertinent to healthcare inquiry; Choice and
application of appropriate quantitative and qualitative methodologies; Recognition of the
importance of rigour in collecting, analysing and interpreting data; Ability to analyse,
interpret, objectively evaluate and prioritise information, recognising its limitations; Critical
evaluation skills relating to logic of arguments and modes of inquiry; Ability to present
arguments, findings and critiques both verbally and in written formats; Ability to manage
time; Ability to recognise, define and prioritise problems).
18. Implications for learning resources, including staff, library, IT and space
Library: Some investment in hard copies of books will be required.
IT: 10-15 CD’s of the latest version of PASW/SPSS should be made available to
students. Computing helpdesk has been lending these CD’s to students of all subjects
both at the Canterbury and Medway Campus, so I do not see this to be a problem.
Space: provided by UKC, this should be a room with computing facilities for both lecturer
and students.
19. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’sdisability/dyslexia support service, and specialist support will be
provided where needed.
As far as can be reasonably anticipated, the curriculum, learning and teaching methods
and forms of assessment do not present any non-justifiable disadvantage to students
with disabilities.
20. Campus(es) where module will be delivered
Canterbury
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
21. Partner College/Validated Institution
22. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Statement by the School Director of Learning and Teaching/School Director of Graduate
Studies (as appropriate): "I confirm I have been consulted on the above module proposal and
have given advice on the correct procedures and required content of module proposals"
................................................................
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of
the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved
the introduction of the module and will be responsible for its resourcing"
.................................................................
..............................................
Nominated Responsible Officer
Partner College/Validated Institution
Date
of
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
New module specification approved by Faculty 20 March 2012
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
New module specification approved by Faculty 20 March 2012