COURSE OUTLINE

Course Research Methods/Statistics in Health Sciences (2019-2020)

Code / Version RSCH72010 (101)

Total Hours 56

Credits 4

PreRequisite(s)
CoRequisite(s)

Course Description
Basic statistical and research methods and their application to analysis of data will be explored. Students will develop skills at reading
and understanding research literature in health informatics, and gain expertise in evaluating the reliability and validity of research
data.

PLAR Eligible Yes

Eligible for Supplemental Yes (See eligibility requirements in the program handbook)

Resources
Supplies | Course-approved calculator | Texas Instrument BAII+ calculator |
Physical Resources from Vendors/Publishers | Hard Copy Textbook | Bassil, K. & Zabkiewicz, D.. Health Research Methods, A
Canadian Perspective. Toronto: Oxform University Press.
Open Educational Resources (OER) | Article | Course Handout Package.

Course Outcomes
Successful completion of this course will enable the student to:

1. Define and identify the purpose of health research in the Canadian context.
2. Understand the concept of a research paradigm and its dimensions, including: epistemology, ontology and methodology.
3. Define and understand each step in the research process.
4. Compare and differentiate between the various quantitative and qualitative research methodologies, designs and sampling
strategies.
5. Compare the strengths and limitations of different types of variables, data gathering techniques (e.g. questionnaires,
interviews, measurements, etc.) and sample sizes.
6. Describe factors to consider when assessing the validity and reliability of collected data.
7. Differentiate between statistical significance and clinical relevance.
8. Conduct a literature review to critically compare the strengths and weaknesses of health-related research. Understand the
basics of the systematic review technique.
9. Propose a basic research project with appropriate methods and hypothesis, applying the concepts taught in the course.
10. Consider the ethical implications of research methodologies and the impact of research on human subjects, as per the
Government of Canada’s Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS2),
2010.
11. Understanding the importance of knowledge translation in research uptake and use.

Unit Outcomes
Successful completion of the following units will enable the student to:
1.0 Introduction to Health Research
1.1 Describe the evolution of the definition of health.
1.2 Explain what is meant by the notion of health research.
1.3 Identify and describe the four main categories used to explain the purposes of health research.
1.4 Identify and explain some key health research milestones in Canada.
2.0 Research Paradigms
2.1 Define what is meant by a research paradigm and the three distinct dimensions that help to define it.
2.2 Differentiate between epistemology, ontology, and methodology as dimensions of the research paradigm.
2.3 Explain and contrast three important epistemologies: positivism, interpretivism, and critical realism.
2.4 Differentiate between two ontologies: objectivism and constructionism.
2.5 Explain quantitative and qualitative methods of data collection including how they best align with the other dimensions
of the research paradigm.
2.6 Describe the role that induction and deduction play in the “wheel of science.”
2.7 Identify possible methods to bridge the quantitative/qualitative divide in health research.
3.0 The Research Process
3.1 Explain the concept of evidence-based practice and its role in health-related research.
3.2 Identify the key roles of the researcher when conducting a study.
3.3 List and describe each of the steps in the research process.
3.4 Identify and describe the key components of a well-developed research question.
3.5 Formulate a sound research question using the PICO(T) method
4.0 Systematic Reviews of the Literature
4.1 Identify and explain the steps involved in conducting a systematic review.
4.2 Discuss the importance of using a body of evidence to inform decisions.
4.3 Identify effective and efficient search strategy methods using library and Internet resources.
4.4 Describe the importance of assessing methodological quality.
4.5 Interpret the results of quantitative findings and discuss how to apply these findings to practice.
5.0 Research Ethics
5.1 Define ethics and morals and explain the differences between the two.
5.2 Differentiate and contrast among the three different theories of ethics: consequentialism, deontology, and
utilitarianism.
5.3 Explain the history of ethics in health research.
5.4 Identify the requirements for ethical research.
5.5 Identify the core principles and regulations that guide human research in Canada.
5.6 Explain the role of Research Ethics Boards and what is involved in the reviews they conduct.
5.7 Define and explain the role of privacy and confidentiality in research.
5.8 Identify and describe the various types of misconduct in health research.
5.9 Identify methods to deal with research involving vulnerable communities.
5.10 Apply legal and institutional standards in research, including the Tri-Council Policy Statement, 2nd edition, on the
Ethical Conduct for Research Involving Humans.
6.0 Commonly Used Study Designs in Health
6.1 Identify and explain various factors that affect the selection of a study design in health research.
6.2 Distinguish amongst the various quantitative and qualitative study designs.
6.3 Describe the nature of qualitative research including the goals and methods.
6.4 Contrast quantitative research and qualitative research and identify ways the two can function together.
7.0 Measurement
 7.1 Define and explain the process of measurement.
7.2 Differentiate and contrast between the two main types of variables and the four levels of variables.
7.3 Explain classical test theory (CTT) including its two assumptions.
7.4 Identify the steps used when devising, checking, scaling and selecting the items that will appear on a measurement
scale including possible biases in responses.
7.5 Identify and explain methods that are used to assess reliability, validity, and feasibility of a measurement scale.
8.0 Sampling
8.1 Define sampling in research and explain why it is used.
8.2 Compare and contrast the two broad classes of sampling techniques: non-probability and probability.
8.3 Describe and compare the following examples of non-probability sampling: haphazard, judgment, volunteer, quota,
modified probability, network/snowball.
8.4 Describe and compare the following examples of probability sampling: Bernoulli, simple random (SRS), systematic
(SYS), cluster, probability-proportion-to-size (PPS), the random method of PPS, the systematic method, stratified, multi-
stage.
8.5 Explain the importance of using proper estimation weights and procedures in research.
9.0 Reporting
9.1 Describe the typical structure of a research report.
9.2 Explain the importance of the following when writing a research report: choosing a voice, deciding on language,
assessing contributions, and referencing others.
9.3 Describe the different write ups that would be necessary for each of the following research purposes: reviews,
descriptions, analysis of relationship, evaluating programs, and influencing health policy.
9.4 Compare and contrast the write up approaches that are used in qualitative, quantitative, and mixed methods
research.
10.0 Knowledge Translation
10.1 Define the concept of knowledge translation (KT).
10.2 Describe which strategies are effective in influencing health care providers, the general public and patients, and
policy decision-makers.
10.3 Explain what factors influence the effectiveness of KT strategies.

Evaluation
The minimum passing grade for this course is 60 (C).
In order to successfully complete this course, the student is required to meet the following evaluation criteria:

Description Quantity Percentage

1. Mid-Term Exam(s) 35.00 %

2. Final Exam 35.00 %

3. Project Proposal (Group) 25.00 %

4. Online Quiz(zes) 5.00 %

100.00 %

Notes
Academic integrity is expected and required of all Conestoga students. It is a student's responsibility to maintain compliance with
Conestoga's Academic Integrity Policy at all times.
Conestoga College is committed to providing academic accommodations for students with documented disabilities.
An Instructional Plan will be available at the beginning of the course and will be referred to in conjunction with this course outline.

Prepared By Hilary Caldarelli, MPH; Justin St.Maurice, MSc

School Health & Life Sciences