This module has been designed to enable the students to undertake in-depth critical appraisal of the research methods currently used in healthcare research. To critically appraise and to assess its suitability for application in practice, the student will need to develop an understanding of methods commonly used in health care research. To this end, research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods will be presented, and the pros and cons explored. The student will then be taken through the process of critically appraising these qualitative and quantitative research methods using appropriate published checklists. Through critiquing the research of others, the student will demonstrate the formation of his/her own research skills. This module will also address literature searching to identify appropriate literature; ethical principles surrounding research; methods of analysing and interpreting data; and will explore evidence-based practice issues surrounding the application of research into practice.

Assessment: A full critical review of literature surrounding a chosen speciality.
This will be written as a small literature review article including introduction to the subject area, methods of review used to include Mesh terms, results and discussion. The assessment allows for all learning outcomes to be met

This module is a distance learning module, which includes structured live webinars arranged throughout the module to create discussions and allow for formative feedback on tasks. There are active discussion boards used in blackboard which allow for classroom concepts to be debated as well as individual tasks that can be presented in tutorials to gain structured feedback on progress. All pre course reading materials and course documentation will be available through blackboard. It will be necessary for students to engage fully in the Black Board activities and tasks and they are encouraged to participate in the discussion forums within blackboard to enhance the teaching / learning experience. This will consist of several Activities and Tasks, from which students will be asked to actively contribute to electronic based discussions.

1. Critically analyse qualitative and quantitative research papers using appropriate checklists and different methodologies for gathering information.
Analysis, learning, Enquiry.

2. Demonstrate a thorough understanding of the ethical principles surrounding research.
Knowledge and Understanding.

3. Incorporate and apply research evidence into practice.
Application.

4. Effective dissemination of critical appraisal using appropriate formats.
Communication.

Standard library and IT facilities.

Chambers, R & Boath, E.H. (2007) Clinical effectiveness and Clinical Governance Made Easy. 4th Edition. Abingdon, Radcliffe Medical Press ISBN -9781846191466

Crombie I (1996) The Pocket Guide to Critical Appraisal. BMJ Books ISBN - 9780727910998

Gosal N. (2020) The Doctors Guide to Critical Appraisal 5th Ed. Pastest. ISBN 1784140090

Bootland D. (2017) Critical Appraisal from Papers to Patient: A Practical Guide. CRC Press. ISBN 11384457

Greenhalgh T (2010), How to Read a Paper. The Basics of Evidence Based Medicine (4th ed) BMJ Books, London ISBN- 9781444390360

Students have to be either an allied health professional registered with the HCPC, Sports therapist or biomechanist who support allied health professionals or a medical professional. All whom are involved in musculoskeletal practice.

This initial module, critical appraisal has been designed to build your skills on interpretation and application of research literature to clinical practice. It will introduce you to research methods such as interviews, focus groups, Randomised Control Trials (RCTs) and other epidemiological methods with the limitations of design at the centre of discussion. It will equip you with appraisal tools that can be utilised for evaluation of research strength, building your knowledge and judgement of the pool of research relevant to Clinical Biomechanics.