HSCS 5410 Research Methodology in Health Sciences

This course includes the basic research techniques and scientific writing skills necessary for health care professionals, with a focus on systematic inquiry, the Scientific Method, hypothesis building, reviewing literature, procedure design, and evidence-based practice. The final product of the course will be a complete introduction, review of literature, and methods for an empirical or action research study. We will employ a philosophy of "learning by doing" throughout the course, designed to allow each student to practice the research process.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Demorest Campus: fall

Student Learning Outcomes

Alignment	Current Objective
EBP-1 EBP-2	Students will define evidence-based practice as it relates to athletic training clinical practice and explain the role of evidence in the decision-making process.
EBP-6 EBP-7	Students will describe and contrast research and literature resources including databases, online critical appraisal libraries, and other resources and conduct relevant searches to answer a specific clinical question.
EBP-3	Students will describe and differentiate the types of quantitative and qualitative research, research components, and levels of research evidence and use a systematic approach to create and answer a clinical question through review and application of existing research.
EBP-4	Students will describe and differentiate the types of quantitative and qualitative research, research components, and levels of research evidence and use a systematic approach to create and answer a clinical question through review and application of existing research.
EBP-8	Students will describe the differences between narrative reviews, systematic reviews, and meta-analyses.
7.1.3	Students will identify the level of literacy of the intended message audience, tailor the messaging to them, pilot test where feasible, revise messaging based on feedback, and evaluate the message impact.
1.1.3	Students will use contemporary theories/models to plan and apply the assessment process for health education/promotion, to define the priority population to be assessed, and to engage those populations, partners, and stakeholders.
EBP-9	Students will use standard criteria or developed scales (PEDro, CAT) to critically appraise the structure, rigor, and overall quality of research studies.