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Viewing: HLTH_SCI 3900W thullenm : Introduction to The Research Process and Evidence Base - Writing Intensive

Last approved: Tue, 01 Nov 2016 14:49:06 GMT

Last edit: Tue, 01 Nov 2016 14:49:06 GMT

Proposal Type

Writing Intensive

Contact Information

luckenottep
Patricia
Luckenotte
luckenottep@missouri.edu
573/882-0115
Registrar
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
thullenm
Matthew
Thullen
thullenm@health.missouri.edu
573/884-1096
SHP/Health Sciences
Subject Area’s Department Chair/Director:
hoganr
Rosemary
Hogan
HoganR@health.missouri.edu
573/882-8422
SHP/Health Sciences

Term for Proposal

 
Spring 2017

Course Catalog Information

HP
Health Sciences (HLTH_SCI)
Health Sciences
3900W
3
 
100
Introduction to The Research Process and Evidence Base - Writing Intensive
This course provides an introduction to the basic quantitative and qualitative research techniques used in public health, health education and promotion, and the health professions. Conducting research, making medical decisions based on research findings, and using and interpreting research and evidence in practice settings all represent potential outcomes for students selecting a career in public health or the health professions. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
Restricted to Health Sciences Majors with junior or senior standing.
 
 
 

Instructor Information

thullenm
Matthew
Thullen
thullenm@health.missouri.edu
573/884-1096
SHP/Health Sciences
(numbers only)
NTT Associate Professor
521 Clark Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This course is not part of a multi-course sequence. HP 3900 in an introduction to the basic research techniques used in the health professions. Health professionals must be able to understand and to evaluate original research for the purposes of continuing education, finding new applications to practice, or participating in research. In this class, students will learn how to locate, understand, and evaluate research conducted in the health professions. Furthermore, students will learn about the foundations of the research process. The objectives of this course are to: Students will recognize and understand basic research methods terminology and concepts. Students will be able to identify strengths and limitations of various research methodologies. Students will apply research methods concepts to health- and healthcare-related scholarship and professional applications. Students will recognize the role of research in larger understandings of health and healthcare delivery. Students will be able to communicate with general audience about the strengths/limitations of various research methodologies and how they are used in health-related research. Students will develop an appreciation for the use of research and how it can be used to help improve health and quality of healthcare delivery. Students will develop skills for furthering their engagement with research beyond the course and in their professional careers. Through observing the groups working together during class sessions. There is also an evaluation at the end of the class for students to share with me anonymously their experience in the group, who did what, how the work was shared, etc.
I plan on keeping this overall strategy for Spring 2017
Face-to-face
Self paced?

40
40
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
All assignments
Article reviews The purpose of these assignments is for students to practice evaluating scholarly, peer-reviewed journal articles based on specified methods issues. Students will be asked to choose one of several pre-selected articles to review. The first assignment will cover basic topics such purpose, sample, findings, and conclusions and will be done in-class in groups. The second will ask add additional topics such as measurement, theory and hypotheses, and validity. Article Review #1: Choose one of several provided articles and answer questions about basic aspects of article (2-4 pages) Dr. Thullen - TA will provide grade and feedback. Article Review #2: Chose one of several provided articles and answer questions about basic aspects of article (3-5 pages) TA will provide grade and feedback. Individual research project. The purpose of this assignment is to practice accessing and writing about the peer-reviewed research literature on a chosen topic relevant to work in health sciences. Students are asked to find three peer-reviewed journal articles related to a common topic or research question, review each of them, and integrate their reviews into some conclusions about the "state of the literature" on your chosen topic. Students are also required to include at least two additional scholarly sources to introduce their topic and/or discuss how the articles fit within the literature. This assignment will proceed through several steps with pieces due over the semester resulting in a final draft due the week before finals week. Before each step we will review the guidelines/expectations for the next piece due and guidelines will be posted on Blackboard. The steps are as follows: Introduction + 1 article summary 3-5 pages. TAs will evaluate and provide feedback. Full draft 8-10 pages - TAs will verify it is done and submitted on time. Written peer review 2 pages TA will provide grade and feedback for how students provided feedback. Final draft 8-10 pages Dr. Thullen and TA will do grading and feedback. The final draft of the paper will have following primary components: 1) Introduction that introduces the topic and why it is important, presents some problem statement or gap in the literature, and provides a specific research questions that will be explored in the paper. 2) Brief summary of 3 articles - Use the article review assignments to help focus on important aspects but do not just answer all the same questions as the article review assignments. Use your question and what you learn in each article to guide you to the most important parts of the articles methods, findings, and conclusion for addressing your question/topic. 3) Conclusion about the "state of the art or the literature"- Here you will provide an integrated discussion of the three articles. This should include comparing/contrasting different aspects of the pieces of research and how these differences/similarities inform the specific topic area. Draw on the methodological issues we cover in the class (sample, design, type of research, measurement, etc.) in considering how the three articles you chose collectively represent the state of the literature. Also, use class material to consider what gaps or limitations remain in the literature, meaning what are the important directions for further research. 4) At least 5 peer-reviewed research articles must be used and appropriately cited - In the introduction or discussion you must include at least two additional peer-reviewed research articles to help introduce or discuss the research in your topic area.
Length of assignment:
9
instructor
13
instructor
22

Total pages for all assignments:
First drafts:
9.00
Revisions:
13.00
22.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
Dr. Thullen will provide guidance on how to do peer-review and revision in two writing workshops during the semester. Students will also engage in peer-review writing assignment. Groups in the audience will write feedback to presenting groups about strengths, areas needing further clarity/consideration, and potential limitations to be incorporated in the final presentation submitted to Dr. Thullen.
 
For both the individual and group projects students are required to select their own topic and to discuss this topic within the context of the methodological concepts that we cover in the class. Dr. Thullen will provide feedback and suggestions about how to focus the papers within the bounds of the assignment and class material but students will have ability to interpret, analyze, evaluate the research in their topic as they see fit.
Students will "practice" writing about research with two article review assignments during the first 6 weeks of the course. The intro+1 article summary is due for feedback Week 7 The Full draft is due for written peer review Week 12 Written peer review is due week 14 The final draft is due Week 16
68
%
 
1
The TA will grade most of the article reviews with a good deal of guidance on the type of feedback needed prior to grading and reviewing the TAs work before official grades are assigned. TAs will also provide feedback (w/consultation from Dr. Thullen) on the first drafts of individual papers (Intro+Article). Dr. Thullen will also encourage the TA to review all the earlier drafts of students individual papers so she can consider their progress over the quarter and the revision feedback that Dr. Thullen and peers provide. Dr. Thullen will also consult with the TA in finalizing the individual paper assignment grades.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
emailed with suggestion on using a broader base of resources. for research paper. feb 9

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Tue, 01 Nov 2016 14:48:34 GMT): I have added HLTH_SCI 3900W, 05 to the Spring 20017 schedule of classes and cancelled the regular section of HLTH_SCI 3900, 05. The 23 students who were enrolled in the regular section have been moved to the new section of HLTH_SCI 3900W, 05.
Key: 253