Module manager: Dr Suparna Mitra
Email: s.mitra@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2024/25
None; a core module of the MBChB
| . |
| MEDI2201 | Control and Movement |
| MEDI2202 | Individuals and Populations 2 |
| MEDI2209 | Integrated Summative Exam 2 |
| MEDI2218 | Innovation, Development, Enterprise, Leadership and Safety 2 |
| MEDI2221 | Essential Medical Science |
| MEDI2222 | Clinical Pathology |
| MEDI2223 | Clinical Assessment, Reasoning, Ethics and Patient Safety |
The ENQUIRE modules are being introduced sequentially, with ENQUIRE 1 module approved and delivered in 2022-2023 (replacing RESS1), and ENQUIRE 2 progressing through the processes for delivery 2023-2024 to replace RESS2+SSP2. The ENQUIRE 3 module change f
This module is not approved as a discovery module
This module continues to develop student learning about research, audit and evaluation of relevance to clinical reasoning about healthcare delivery and its innovation. This year focuses on using routinely collected data to ask and answer questions relevant to the delivery, innovation and experience of healthcare from both a doctor and patient perspective. It introduces students to consider the role of patient and public involvement and engagement (PPIE) in research, audit and service improvement projects. The module adds to the ENQUIRE Strand skills and knowledge portfolio, building on student learning in year 1 about the methods used to generate data from research and audit projects. It prepares students for the learning aims and objectives in year 3 to enable students to ask and answer questions about healthcare when considering the complexity of inter-professional teams and multiple outcomes.
The ENQUIRE 2 objectives are for students to:
1. Explore the utility of routinely collected data to answer research, audit and evaluation questions within an evidence-based medicine framework
2. Gain an understanding of data quality and data issues related to the collection and recording of routinely collected data
3. Advance their knowledge of epidemiology and essential statistics, including how to analyse, interpret, synthesise and present data
4. Take advantage of opportunities to develop research, audit and/or evaluation skills through project work
5. Understand the principles of, and processes for, patient and public involvement and engagement (PPIE) in research, audit and service innovation.
On completion of ENQUIRE 2, students will be able to:
1. Formulate a research, audit or evaluation question within an evidence-based framework
2. Source an appropriate subset of routinely-collected data to answer the research, audit or evaluation question
3. Identify and apply appropriate data summary and analysis methods, accommodating key features relating to data quality within routinely-collected datasets
4. Demonstrate appropriate interpretation and presentation of results from data analysis
5. Critically evaluate limitations and relevance to clinical practice, delivery of healthcare and patient benefit.
6. Describe and apply ways of involving patient and public stakeholders as partners in research, healthcare innovation, and service delivery.
7. Identify relevance of learning experience for career pathway in medicine.
Consistent with LeedsforLife aims, ENQUIRE:
Provides the knowledge and skills enabling students to undertake projects that are suited to their interests, and needs. The research, audit and evaluation skills are relevant to being able to think critically about the delivery and experience of medicine and healthcare, and also consider the partnership between medicine and society.
Provides opportunities for students to experience different types of expertise from across academia, clinical academic, health settings, and community organisations when carrying out projects to develop their scientific skills, and application to clinical reasoning.
ENQUIRE 2 will consist of:
Lectures, tutorials, e-learning and structured self-directed learning on relevant topics to build on the knowledge and skills portfolio developed from ENQUIRE year 1.This year focuses on using routinely collected data to ask and answer questions relevant to the delivery, innovation and experience of healthcare from both a doctor and patient perspective.
Lectures (Sep-Nov) - introduction to routinely collected data, big data and the role of the clinician to support high quality datasets; data quality issues; research study designs; quantitative data approaches; data interpretation; critical appraisal; critical thinking (RAE).
Tutorials (Sep-Nov) - application of knowledge and skills through e-learning guidance, tutor and peer feedback to develop a student-selected research, audit or evaluation project to: formulate a question and associated hypothesis related to a specific disease area or treatment, access quantitative data, analyse data to assess association with key patient characteristics, and present and summarise data. The students will deliver a 10 minute oral presentation with their project group to receive feedback on their learning (formative assessment) (SSP).
Tutorials (Dec) - a two-week inter-disciplinary project focusing on understanding the principles of, and processes for, patient and public stakeholders involvement and engagement (PPIE) in research, audit and service innovation.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Independent Learning | 19 | 4 | 39 |
| Revision Class | 3 | 2 | 6 |
| Drop-in Session | 1 | 2 | 2 |
| Tutorials | 2 | 2 | 4 |
| Group learning | 1 | 2 | 2 |
| Lecture | 8 | 1 | 8 |
| Seminar | 2 | 3 | 6 |
| Tutorial | 7 | 1 | 7 |
| Private study hours | 100 | ||
| Total Contact hours | 74 | ||
| Total hours (100hr per 10 credits) | 174 | ||
Term 1: Independent online learning with completion of weekly tutorial tasks, tutorial-based project work, and preparation for oral presentation (Nov); guided learning two-week structured exploration of patient and public involvement and engagement in research audit, evaluation and service innovation, and reflection of project findings to prepare the written report for assessment (Jan)
Term 3: directed learning for revision for integrated exam (2 lecture +6 SDL hours)
Following each lecture, students will be required to complete tasks and bring the outputs from these tasks to the next tutorial. Students will receive verbal feedback on these tasks at each tutorial. Following each tutorial, students will be required to complete further tasks which feed into their ENQUIRE 2 research projects. Students will receive verbal feedback on the progress of their research projects at each tutorial.
Online learning is provided for students to test their developing skills in advance of each lecture. Students receive immediate feedback online following completion on self-test questions.
Students will receive written feedback on their RAE formative assessment (oral presentation) towards the end of Term 1.
Students will receive written feedback on their SSP formative assessment (1000 words – self-reflective report) after the Christmas break. They will have received verbal feedback on the oral presentation from their visit to a stakeholder organisation to inform their critical thinking about the role of patient and public stakeholders in healthcare innovation.
NOTE: in term 3 there is a revision session to support students to revise their learning for the Integrated Summative Exam (separate module).
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Report | 1000 word written report linking research skills, project findings and knowledge of patient partners in research - Pass/Fail | |
| Presentation | Group Oral presentation of project work (10 minutes with time for questions) - Pass/Fail | |
| Total percentage (Assessment Coursework) | 0 | |
All assessments for the ENQUIRE Strand modules are Formative Assessments. Their function is to a) provide timely feedback enabling students to identify their needs and direct their own learning, b) identify students who would benefit from additional academic or student support, and c) check student engagement with the module and meet professional standards required by the General Medical Council. All students who engage with these assessments for learning receive a pass for the module. These assessments for learning are compulsory and require students to engage fully with them. The ICU provides criteria to define the sufficient standard students need to meet for each assessment. These criteria differ depending on the purpose of the assessment for learning. For ENQUIRE 2, tasks are provided to support engagement with teaching throughout the term in small groups and completing self-directed learning activities, to submit written work demonstrating minimum attainment of skills needed to write up an empirical study, and relevance of learning for their professional career development. Students who do not meet the engagement standards receive a fail. Students who fail to engage are seen by the ENQUIRE year-lead to discuss their reasons for their behaviour as soon as possible after the feedback is given. Where appropriate students are referred to the year-level student support team. All students are given a chance to meet the engagement standards by being offered a related assessment for learning to be completed by the end of the University resit period. Students who do not pass the module will not be able to progress to the next year. There are two changes between RESS and ENQUIRE: First, a change in approach to recognise most SDL and seminar activities are to support student engagement with learning and opportunities for feedback within sessions. Second, to integrate the RESS written report and RESS 2 SSP reflective log into a single report that encourages students to reflect critically on what they learnt from community placement, generate ideas about what to try next, and how it supports their career navigation.
The reading list is available from the Library website
Last updated: 16/10/2024
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