This module aims to develop student’s knowledge and understanding of scientific randomised controlled trials, including the techniques used to minimise bias by randomising participants, blinding participants, assessors and/or statisticians, selecting an appropriate control arm and other key methodological features. Students will learn how to devise a protocol in accordance with good reporting guidelines and how to use advanced analytical techniques to generate results and aid in the interpretation of study findings. These skills will prepare students for the independent research project they undertake in their final year.

Assessment 1: Presentation Assessment: Students will plan, conduct, analyse and report the findings of a randomised controlled trial in the form of a scientific conference poster. Learning outcome 1, 2 & 3.

Appropriately and adequately equipped lecture theatre
Appropriately and adequately equipped sport and exercise laboratory
Appropriately and adequately equipped IT room
Appropriately and adequately stocked library facilitites
Internet access sufficient to blackboard

Matthews, J. N. (2006). Introduction to randomized controlled clinical trials. CRC Press.
Kotz, D., & Cals, J. W. L. (2013a). Effective writing and publishing scientific papers—part I: How to get started. Journal of Clinical Epidemiology, 66(4), 397. https://doi.org/10.1016/j.jclinepi.2013.01.002
Cals, J. W. L., & Kotz, D. (2013a). Effective writing and publishing scientific papers, part II: Title and abstract. Journal of Clinical Epidemiology, 66(6), 585. https://doi.org/10.1016/j.jclinepi.2013.01.005
Cals, J. W. L., & Kotz, D. (2013b). Effective writing and publishing scientific papers, part III: Introduction. Journal of Clinical Epidemiology, 66(7), 702. https://doi.org/10.1016/j.jclinepi.2013.01.004
Kotz, D., & Cals, J. W. L. (2013b). Effective writing and publishing scientific papers, part IV: Methods. Journal of Clinical Epidemiology, 66(8), 817. https://doi.org/10.1016/j.jclinepi.2013.01.003
Kotz, D., & Cals, J. W. L. (2013c). Effective writing and publishing scientific papers, part V: Results. Journal of Clinical Epidemiology, 66(9), 945. https://doi.org/10.1016/j.jclinepi.2013.04.003
Cals, J. W. L., & Kotz, D. (2013c). Effective writing and publishing scientific papers, part VI: Discussion. Journal of Clinical Epidemiology, 66(10), 1064. https://doi.org/10.1016/j.jclinepi.2013.04.017
Cals, J. W. L., & Kotz, D. (2013d). Effective writing and publishing scientific papers, part VIII: References. Journal of Clinical Epidemiology, 66(11), 1198. https://doi.org/10.1016/j.jclinepi.2013.06.015

1. demonstrate knowledge and understanding of the methodological features associated with the planning of a randomised controlled trial on a topic within the field of sports therapy and rehabilitation

Knowledge and Understanding
Learning
Enquiry

2. apply the underlying concepts and principles associated with conducting rigorous research by conducting a randomised controlled trial on a topic within the field of sports therapy and rehabilitation

Knowledge and Understanding
Learning
Enquiry

3. communicate effectively the findings from a randomised controlled trial on a topic within the field of sports therapy and rehabilitation to specialist and non-specialist audiences

Knowledge and Understanding
Learning
Analysis
Enquiry
Communication

The module builds upon the material taught at level 4 on the conducting research module. Students will be introduced to¿randomisation, controls, allocation concealment, blinding and sample size requirements in order to minimise bias.¿Students will be required to plan, conduct, analyse and report the findings¿of a¿project¿related to¿sports therapy and rehabilitation.¿Where possible the principles of conducting rigorous research will be taught in a practical applied way so that students also gain an appreciation for the¿impact of implement specific components of research design.¿¿¿

In order to provide the best learning experience to our students, the sport therapy and rehabilitation team is committed to providing an environment that supports and encourages students to develop their knowledge, understanding and technical skills. To achieve this, we use a variety of teaching and learning techniques to meet the diverse needs of our students. These techniques include, but are not limited to, problem-based learning, context-based learning, simulation, and peer to peer learning. This approach ensures that students are able to contextualise their knowledge and understanding and best prepares them for employment.

This module will be predominantly taught by tutor led classroom-based activities and sports therapy and rehabilitation-based scenarios will be used to contextualise material. Students will also be engaging in practical activities that simulate research activities. Additionally, students will be expected to engage independently with the sports therapy and rehabilitation literature and literature on research methodology.