spm 477 health research methods
TRANSCRIPT
Clemon George Contact: Telephone -TBA] |
[email protected] Office: Virtual, Gorham (virtual)
Hours: Thursday 11 – 1:30pm (Zoom)
SPM 477 Health Research Methods Course Syllabus
Course Meetings: SYNCHRONOUS (Live)
Course Mode: Zoom
Course Location: https://courses.maine.edu/d2l/home
Materials & Books
Required
● Kathryn H. Jacobsen. Introduction to Health Research Methods: A practical Guide. Jones and
Bartlett learning. 3rd edition. Print ISBN: 9781284197563, 1284197565 eText ISBN:
9781284211061, 1284211061
● Other required materials will be made available in Brightspace
Supplemental
● Statistics at Square One, Swinscow, T D V. http://www.bmj.com/collections/statsbk/index.shtml
Technology Requirements
● Computer with audio/visual. You should have Word ® and Microsoft PowerPoint installed on
your computer
● Microsoft Office for Home Use. Microsoft is offering their Office suite of programs to faculty, staff, and students of higher education institutions that purchase Office for their entire campus.
○ Students can install MS Office on personal computers and mobile devices at no cost.
The online version, Office 365, may also be used.
○ To download, go to https://office.com/getoffice365 and log in using your @maine.edu address
● All students in the University of Maine System are assigned an account that includes a [email protected] email account and a login name to access Brightspace and Mainstreet. Account activation and other information about UMS email can be found at http://mail.maine.edu.
● All email correspondence in this course will be sent to your @maine.edu account. If you prefer to use a different email address for University correspondence, visit http://mail.maine.edu and set your UMS email forwarding to the desired account. It is the student's responsibility to regularly check their UMS account or assure that email sent to that address is forwarded correctly to a routinely reviewed account.
● Brightspace
● See the “Technology” section for information on Brightspace’s tech requirements.
● Your work must be uploaded to Brightspace in .doc, docx or pdf. Do NOT submit your work in
.pages
Course Description The aim of this course is to introduce EHSS students to the role of research in health and exercise, to
encourage the judicious use of research information and to kindle an interest in knowledge creation
(research). Students will be expected to develop an enquiring attitude to the acquisition and use of
the available evidence to inform health decision making.
Learning Outcomes
On completing the course should be able to:
(a) Knowledge and understanding:
1. Explain the scientific method and the purpose of health research 2. Describe quantitative, qualitative and mixed methods approaches used in health research including
strengths and weaknesses in addressing particular kinds of research question 3. Analyze, interpret and critique a published journal article 4. Explain ethical principles of research, ethical challenges and approval processes 5. Identify, explain, compare, and prepare the key elements of a research proposal
(b) Subject specific skills:
6. Analyze and interpret tables of data and statistical information with the capacity to critically evaluate their potential relevance to healthcare research
(c) Personal Transferable Skills: 7. Apply the highest standards of ethics and professionalism in writing IRB application and conducting
research.
Structure & Format
• The core of the course will be delivered through a series of asynchronous lectures from the course director but may be supplemented by guest lecturers.
• Students are encouraged to work in teams. At the start of the semester, automatic teams will be formed in Brightspace. Students are encouraged to stay the course of being a team member. The purpose of this team activity is to enhance the learning process and it mimics the reality of team work in research. Further, the main outcome of the class will be a research project that will be completed as a team work.
• Students are encouraged to use the learning objectives to guide their self-study. • It is intended that classes will follow the weekly-planner, however, changes may occur. You will be
informed of these changes at least one week ahead. Keep up to date on the announcements in Brightspace
Assessment Students will be assessed for the course by a coursework component and an end of course project contributing 100 % of the final grade. The assessment will include in-course tests, group discussions and assignments. The tests will be of the form Short Questions and Answers (SQA) and Multiple Choice Questions (MCQ).
Your work must be uploaded to Brightspace in .doc, docx or pdf. DO NOT submit your work in .pages
Grading Criteria
CITI Program – This is a self-paced course. Your grade is determined based on your actual certificate
score received. You must score at least 80% to receive a CITI certificate. Information on assignments,
REQUIRED ASSESSMENTS: Weight Submission of Certification from CITI program 10 Graded Critical Appraisal 15 MCQ +/- SAQ (3) 30 Discussions (3) 15 Research Protocol (Group) 30 (Question 5/objective 5/literature review 5 /methods 10/proposal 5)
discussions and rubrics are attached under assessments details.
Course Evaluations
At the end of each semester, every student has the opportunity to provide constructive feedback on
their courses. It is important to me that you take the time to let me know your thoughts about the
course. I use your feedback to make improvements to the course materials, assignments, and
outcomes.
Course Policies
Grading Scale
100-93% = A
92-90% = A-
89-87% = B+
86-83% = B
82-80% = B-
79-77% = C+
76-73% = C
72-70% = C-
69-60% = D
59% or lower = F
Attendance and Late Work
You may turn in assignments early. However, work submitted after an assignment due date, unless
otherwise cleared by the instructor, will be penalized (-5% per day). Assignments submitted more
than 5 days after their due date without prior contact with the instructor will not be accepted.
Withdrawal from the Course
Last Day to Drop for a Grade of "W" – March 26. See USM’s academic calendar.
For more information, review USM’s Add/Drop and Withdrawal Policies1.
1 https://usm.maine.edu/reg/addingdroppingwithdrawal
Academic Integrity / Plagiarism
Everyone associated with the University of Southern Maine is expected to adhere to the principles of
academic integrity central to the academic function of the university. Any breach of academic integrity
represents a serious offense. Each student has a responsibility to know the standards of conduct and
expectations of academic integrity that apply to academic tasks. Violations of student academic
integrity include any actions that attempt to promote or enhance the academic standing of any
student by dishonest means. Cheating on an examination, stealing the words or ideas of another (i.e.,
plagiarism), making statements known to be false or misleading, falsifying the results of one's
research, improperly using library materials or computer files, or altering or forging academic records
are examples of violations of this policy which are contrary to the academic purposes for which the
University exists. Acts that violate academic integrity disrupt the educational process and are not
acceptable.
Evidence of a violation of the academic integrity policy will normally result in disciplinary action. A
copy of the complete policy may be obtained from the Dean of Students Office website2 or by calling
and requesting a copy at (207) 780-5242.
Final Examinations / Final Project
There is no final examination but your Research Protocol counts as your final project. It is due on
Thursday, April 29.
Course Schedule Readings / Assignment Schedule **(subject to alteration with notice)**
Weeks are Monday – Sunday to allow you flexibility in completing your reading, engaging in
discussion, and submitting assignments. See Brightspace for additional resources not listed below
2 https://usm.maine.edu/community-standards-mediation/academic-integrity
Week Topics and Activities Relevant
Outcomes
1
Jan 28
Orientation to the course; Asking the right question
Read Chap 1, chap 2;
(Please turn on your cameras)
1, 3
2
FEB 4
chap 4 specific aims
(Objectives, Hypotheses)
Protocol (Research question due)
5
3
FEB 11
Review of the literature
Read Chap 3
Discussion 1
5
4
FEB 18
Review of the literature- using PICO framework
See materials in Brightspace
Test 1- MCQ/SAQ
5
5
FEB 25
Selecting a study approach
Study design overview – Read chap 7; chap 8 case series
Protocol (Research objective/hypothesis due)
2
6
MAR 4
Study design -Cross Sectional study Read chap 9; Case Control chap 10
2
7
MAR 11
Study design -Cohort Read chap 11; Experimental chap 12
Test 2 MCQ/SAQ (review details of protocol)
2
8
MAR 18
Critical appraisal of Cross-sectional, Case Control, Cohort and Experimental Studies
See materials in Brightspace
Discussion 2
3,5
9
MAR 25
Design and data collection
Research protocol Read chap 16; IRB chap 17; Ethical review chap 18
complete the CITI
4,7
10
APR 1
Qualitative studies
Read Chap 13; chap 23 data collection; chap 32 data analysis
Protocol (Literature review due)
2,3
11
APR 8
Questionnaire development and data collection
Read Chap 21, 23
Discussion 3
3,5
12
APR 15
Data analysis
Descriptive statistics Read chap 29; comparative statistics chap 30; Regression analysis chap
31
What is a pvalue anyway?
Critical appraisal group work due
Protocol (Submit your methods for formative feedback only)
5,6
13
APR 22
Reporting findings
Read Chap 35 Structure of a manuscript
Test 3 MCQ/SAQ
7
14
APR 29
Research dissemination
See Brightspace for readings
Submit your Protocol in Brightspace by 11:59 PM
Technology
Technology Support Center (Help Desk)
If you need technical support at any time during the course (especially concerning Brightspace),
please contact the Technology Support Center:
Phone: (207) 780-4029 or 1-800-696-4357
Email: [email protected]
● You need a maine.edu account to access most of our online resources. If you can’t remember
your account information, visit the UMS User Account Management website3 or contact IT at
1-800-696-4357 and ask them to help you access your maine.edu account.
● The USM Portal4 can be used to reach your student email, Brightspace, MaineStreet and most
other university online tools through a single website.
● If this is the first time you’ve used Brightspace, Log into our Brightspace website5 and tap the
“Student Training” link in the right-hand column of the page.
● Here are some tips and tricks for managing Brightspace
https://www.youtube.com/playlist?list=PLOrnAT84sHbDfVhJYp4iAQBMhlF8DqyWH
Computer Access
Participants will need a reliable PC or a Mac with the latest version of a web browser. In addition, you
will need a broadband Internet connection (DSL or faster). Below is a suggested list of recommended
software you may need to access electronic resources for this course.
Latest Versions of Web Browsers
· Mozilla Firefox6 (Windows / MacOS) - Recommend
· Google Chrome7 (Windows/MacOS) - Recommended
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· Safari8 (MacOS - Update through the App Store)
Note that Brightspace and many other web-based applications used in USM courses do not work well
in Microsoft’s web browser, Edge.
Brightspace Technical Requirements
D2L recommends having the latest version of whatever browser is being used on any computer or
mobile device. Brightspace works very well on mobile Apple and Android devices via web browser.
The Brightspace Pulse app in the Apple App Store and Google Play also allows you to receive
notifications regarding your courses on your device.
Technology in the Classroom
The method of delivery for this course is 100% online. As such, it is best to use a laptop rather than a
tablet or smartphone to access course materials.
Netiquette
Our text-based communication is vital in this course since it is the primary - and possibly only - way
we will connect with each other. Please be careful and considerate in all your communications with
each other and your instructor.
The online medium is poor at conveying tone. Consider what you are saying and remember that your
intent might not be inferred by your readers (fellow students and instructors). Take a moment to re-
read everything you write: assume that it will be taken in the worst possible light. And extend courtesy
to others: assume the most charitable light possible. Both of these steps will make communication
easier and far more civil.
I encourage you to meet with me through Zoom. Please reciprocate courtesy by turning on your
camera, before we begin the discussion.
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Your maine.edu account is issued to you for as long as you are a student of this or any other
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maine.edu account policies.
Assignments and other work stored in Brightspace
Do NOT treat important academic work in old Brightspace courses as your sole copy. Each
semester, all courses receive a fresh Brightspace page commonly referred to as a “shell.” Course
shells older than two years are automatically purged from the system, but sometimes instructors
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Google Products
Your maine.edu account is also a fully functional Google Account with access to Gmail, Google Drive,
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a portfolio or future certification, you must make and maintain your own personal backups of
these files. Consider using Google Takeout10 to backup this data prior to separating from the
University.
Box & Others
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maintained for one year after you have graduated, or otherwise separated from the university.
University Policies & Support Resources
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The following is a list of accessibility resources for the software we use in this course:
● Zoom Accessibility information 11
● Brightspace Accessibility information12
● Google Suite Accessibility information13
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Assessment details.docx
Assessment details
CITI certification
1. Go to https://mycampus.maine.edu/group/usm/libraries-and-technology Launch Pad 2. Scroll down the left side of your Launch Pad and find CITI. 3. Click on the CITI icon 4. Click “Register”
5. Enter, “University of Maine System (SSO) ---------- you should be logged into your USM account 6. Tick both “I agree… “ and “I affirm...” boxes 7. You may need to Choose University of Maine system one more time (If you are not successful with the
single sign on) 8. Enter your First and Last name 9. Enter your USM email address e.g. [email protected] -----confirm; and an alternate email address e.g.
[email protected] 10. Follow the rest of the instructions online to register
AT step 5,
********* Are you interested in the option of receiving Continuing Education Unit (CEU) credit for
completed CITI Program courses?
11. Click “No” 12. Choose Basic Social and behavioural (not biomedical) 13. Step 6; only enter information in the fields with an asterisk. (*) 14. Choose “Student undergraduate” under Role 15. You may use your phone number or the office phone number 16. Your course is “Basic human subjects: social and behavioural” 17. Step 7 –
a. Question 1 – choose Social & Behavioral Research Investigators. b. Question 2 – 10 – Skip c. Question 11 – check NO
18. Finalize your registration and do the course! 19. Upload your 2 files (certificate and grade document) to your Brightspace
CRITICAL APPRAISAL
How do you know what you are reading isn't fake, not peer-reviewed, or inadequately reviewed? Critical appraisal of the literature is a necessary skill to have in order to understand research, to ensure that the research evidence is not biased and for you to make an informed decision on whether or not you can accept the evidence.
In class, you would have studied the different research paradigms (qualitative vs. quantitative) and explored various study designs (e.g. Case-control, discourse analysis etc.). You would have also been provided with a guide/checklist for the various study designs. In this exercise, you should follow the appropriate guide/checklist for your assigned study to determine its strengths and limitations and whether the evidence is acceptable.
You are encouraged to work as a team or alone however, you must upload your own work to Brightspace. If you worked as a team, you need to reference your team.
1. Find out who are your group members (listed under groups in Brightspace).
2. Find out what paper have you/your team been assigned (listed under the assignment)
3. Review the course modules "critical appraisal of the literature"
4. Set a time to meet with your group members (WhatsApp?) and decide how work collaboratively
5. Follow the Critical appraisal guide that is appropriate for your assignment.
6. Use the checkboxes and answer the questions
7. Now, write a few paragraphs of no more than 500 words, whether or not the study is worth it acceptable study, following the three questions guide.
1. What are the researchers addressing? (What is the research question?)
2. Was the study design appropriate (justify based on the checklist)?
3. Is the study free from bias? (Refer back to your class on study designs)
4. Conclude your review
8. Each individual must upload his or her own completed critical appraisal checklist AND the information included under #7 to Brightspace.
Rubric for Critical Appraisal
Capstone
4
Milestones
3 2
Benchmark
1
Explanation of issues Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Issue/problem to be considered critically is stated without clarification or description.
Evidence Selecting and using information to investigate a point of view or conclusion
Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.
Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question.
Influence of context and assumptions
Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.
Identifies own and others' assumptions and several relevant contexts when presenting a position.
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Conclusions and related outcomes (implications and consequences)
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
Research Protocol (30%)
Whether you are asking a federal or private agency to fund your research, you must first send out the ‘ask’ through the form of a research protocol. For those of you who will be interested in publishing your results as peer reviewed paper or a community document, you will use that research protocol to guide you in creating the final output. That is, the work of creating the research protocol is not lost but can be used for future productive work.
The aim of this assignment is to support you in gaining the skills needed for writing a research protocol. There are many steps that needs to be followed to execute a good research protocol gladly, the protocol can be written in pieces following the guide of a research paper that has been addressed in this course. Research is often conducted as a team exercise and the intent of the exercise is to mimic such a setting.
This is your only exercise that you are required to work in a group setting. If you have not chosen your group, one will be assigned to you. Here is what you need to do:
Activities
1. Agree on a health research topic that you are interested in.
2. Decide on a research question – format your research question. Submit to Brightspace
3. Review the scientific literature. Submit your literature review to Brightspace
4. Create your objectives and/or hypothesis. Submit to Brightspace
5. Decide to follow one study design. Book a Zoom meeting to discuss with me the feasibility of your study design
6. Write out your method based on the discussion you would have had under 5– this will be submitted as part of your final protocol but it is worth 1/3 of the mark.
7. Put the protocol together as a single paper;
a. Introduction - This is where you introduce the importance of your research, why you are doing the research, and incorporate the evidence from your literature review. To complete your introduction include a sentence or two stating the research objectives/hypothesis.
b. Methods – Incorporate your methods section
Ensure that you include a description of your population of interest, how you will collect the data, example of the questions you will ask, how you will analyze the data, any potential weakness in your study and how you propose to address them. Describe your team and any previous work you have done together or why you think that the team is the best one to complete this project. Give a timeline on when you will begin and
complete the research project. Discuss whether you will need to have a budget (Will participants be reimbursed? ). Describe ethical issues
c. Innovation – Create a paragraph to discuss the uniqueness of the study and how your information gained from the study will advance science/ support communities, etc.
Marking. The final project is worth 30 points. You will receive an individual mark for your participation in the process (20 points) and a team mark (10 points). Your participation mark will be based on your peers, your overall assessment of your participation and my overall assessment based on my global interaction with your team. As such, teamwork is critical to the success of this project.
Protocol Rubrics
1. Research Question
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone 4
Milestones 3 2
Benchmark 1
Topic selection Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less-explored aspects of the topic.
Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic.
Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.
Identifies a topic that is far too general and wide-ranging as to be manageable and doable.
Design Process All elements of PICOT are covered
Critical elements of PICOT included.
Critical elements of a PICOT are missing, incorrectly developed, or unfocused.
Question demonstrates a misunderstanding of the PICOT criteria
2. Literature Review
Capstone 4
Milestones 3 2
Benchmark 1
Existing Knowledge, Research, and/or Views
Synthesizes in-depth information from relevant sources representing various points of view/approaches.
Presents in-depth information from relevant sources representing various points of view/approaches.
Presents information from relevant sources representing limited points of view/approaches.
Presents information from irrelevant sources representing limited points of view/approaches.
3. Objectives/Hypothesis
Capstone 4
Milestones 3 2
Benchmark 1
Topic selection Writes a creative, focused, and manageable objective that explores/breaks down the research question into significant aspects of the question.
Writes a focused and manageable/doable objective that appropriately explores relevant aspects of the question.
Writes an objective that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.
Writes a question that is far too general and wide-ranging as to be manageable and doable.
Design Process All elements of a SMART objective are covered
Critical elements of the SMART objectives included.
Critical elements of a SMART objective are missing, incorrectly developed, or unfocused.
Objetive demonstrates a misunderstanding of the SMART criteria
4. Methods
Capstone 4
Milestones 3 2
Benchmark 1
Design Process All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines.
Critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.
Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.
Analysis Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.
Organizes evidence to reveal important patterns, differences, or similarities related to focus.
Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.
Lists evidence, but it is not organized and/or is unrelated to focus.
Limitations and Implications
Insightfully discusses in detail relevant and supported limitations and implications.
Discusses relevant and supported limitations and implications.
Presents relevant and supported limitations and implications.
Presents limitations and implications, but they are possibly irrelevant and unsupported.
5. Putting it together (Writing the proposal)
Capstone 4
Milestones 3 2
Benchmark 1
Context of and Purpose for Writing Includes considerations of audience, purpose, and the circumstances surrounding the writing task(s).
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work.
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context).
Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s) (e.g., begins to show awareness of audience's perceptions and assumptions).
Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s) (e.g., expectation of instructor or self as audience).
Content Development
Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.
Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work.
Uses appropriate and relevant content to develop and explore ideas through most of the work.
Uses appropriate and relevant content to develop simple ideas in some parts of the work.
Genre and Disciplinary
Demonstrates detailed attention to and successful
Demonstrates consistent use of important conventions
Follows expectations appropriate to a specific
Attempts to use a consistent system for basic
Conventions Formal and informal rules inherent in the expectations for writing in particular forms and/or academic fields
execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices
particular to a specific discipline and/or writing task(s), including organization, content, presentation, and stylistic choices
discipline and/or writing task(s) for basic organization, content, and presentation
organization and presentation.
Sources and Evidence
Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing Appropriate referencing/Excellent reference list
Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing. Consistent referencing
Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Attempts some referencing.
Demonstrates an attempt to use sources to support ideas in the writing. No citations or inappropriate referencing
Control of Syntax and Mechanics
Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free.
Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.
Uses language that generally conveys meaning to readers with clarity, although writing may include some errors.
Uses language that sometimes impedes meaning because of errors in usage.
Adapted from the Association of American College and Universities
This rubric was created using the Association of American Colleges and Universities (AAC&U) Critical Thinking VALUE Rubric. Retrieved from https://www.aacu.org/value-rubrics
Rhodes, T. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Washington, DC: Association of American Colleges and Universities.
Team Rubric
TEAMWORK VALUE RUBRIC for more information, please contact [email protected]
Definition Teamwork is behaviors under the control of individual team members (effort they put into team tasks, their manner of interacting with others on team, and the quantity and quality of contributions they make to team discussions.)
You are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4 Milestones
3 2 Benchmark
1
Contributes to Team Meetings
Helps the team move forward by articulating the merits of alternative ideas or proposals.
Offers alternative solutions or courses of action that build on the ideas of others.
Offers new suggestions to advance the work of the group.
Shares ideas but does not advance the work of the group.
Facilitates the Contributions of Team Members
Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.
Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.
Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification.
Engages team members by taking turns and listening to others without interrupting.
Individual Contributions Outside of Team Meetings
Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.
Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.
Completes all assigned tasks by deadline; work accomplished advances the project.
Completes all assigned tasks by deadline.
Fosters Constructive Team Climate
Supports a constructive team climate by doing all of the following:
• Treats team members respectfully by being polite and constructive in communication.
Supports a constructive team climate by doing any three of the following:
• Treats team members respectfully by being
Supports a constructive team climate by doing any two of the following:
• Treats team members respectfully by being polite and
Supports a constructive team climate by doing any one of the following:
• Treats team members respectfully by being
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
polite and constructive in communication.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
constructive in communication.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
polite and constructive in communication.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
Responds to Conflict Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.
Identifies and acknowledges conflict and stays engaged with it.
Redirecting focus toward common ground, toward task at hand (away from conflict).
Passively accepts alternate viewpoints/ideas/opinions.
Add column (max=20) Add column (max=15) Add column (max=10) Add column (max=5)
Total score Max =20
Weekly Discussion Forums (15%)
In this course, it is essential to actively participate in the learning process. Consistent, quality dialogue will make any course interesting and engaging. In making your comments, try to avoid repeating what has already been said and build on the discussion in a constructive and progressive manner. Examples from your work experience and personal development will add to the richness of our discussions.
Writing the Assignment: 1. Review the question(s) posted by the instructor (these will usually open several days before the module starts). 2. Provide an initial response to the questions posted giving your original views, opinions and/or new information on the topic in the first week. 3. Reply to any comments, questions or feedback about your posting that are posed by fellow learners. 4. Reflect on and post comments, questions and/or feedback to your peers’ postings within the time assigned to that module.
Quality versus Quantity? Contribution to participation will be evaluated based on the quality of your analysis and quantity of postings. (You must meet the minimum number of postings to receive points AND post on a weekly basis). Quality is judged by your ability to integrate points raised and put forth alternatives not yet identified. It means you:
• provide recapitulations and summaries; • make observations that integrate concepts and discussions; • cite relevant personal and professional examples; • ask key questions that lead to revealing discussions; • express a difference of opinion when it serves as both counterpoint and a way of exploring all sides of a concept, issue or practice; • work with others to come to a common understanding of the topics.
Quality postings will be graded using the following scale (Bloom, 1984):
Evaluation:
comprehension:
you explain, give examples, or
Application:
you explain how you applied a concept learned in class and share it with the group
Synthesis: your comments combine divergent information, formulate thoughts, or initiate ideas
you discuss the material based on your personal experience/values; this is where you may critique, compare and contrast, and interpret information.
Knowledge:
you describe, identify, or state your views on the concept(s)
paraphrase the concept(s)
What does quantity mean? Postings that are lengthier and offer more to the discussion are valued more highly than those that simply echo a previous sentiment. In other words, there is an awareness of the importance of affirming a classmate's comments with a brief "yes, I agree" while rewarding a bit more for a posting that demonstrates thoughtful treatise on a particular topic. In terms of quantity, guide yourself with completing the initial response(s) to the question posed AND at least 1 quality posting in response to comments, questions and/or feedback for any of your posting(s) for each weekly discussion forum. Your activity may be lower or higher each week depending on the question(s) being asked and your level of interest or experience with the concept.
The higher up the scale, the better quality rating attached to the posting. However,
remember that the scale is just a guide; it is not meant to cause you undue stress!
Evaluation The component of weekly discussions is scored out of a total of 45 points that are distributed as follows:
Week
Topic Score Possible for Initial Postings
Score Possible for Response Postings
Total
3 literature 5 10 15 8 appraisal 5 10 15 11 instruments 5 10 15 TOTAL Possible: 45
Refer to the rubric that follows to see the criteria that will be used to assign points for individual discussion and/or group discussion participation each week.
Rubric for Weekly Postings References: Bloom, B. (1984). Taxonomy of educational objectives. Boston, MA: Allyn and Bacon
Category Exemplary 5 points (per week)
Proficient 3 to 4 points (per week)
Below Expectations 1 to 2 points (per week)
No effort 0 points
Promptness and Initiative
Participation is strong, consistent, and timely throughout the course; demonstrates good self-initiative
Participation is strong, consistent, and timely throughout the course, with some exceptions; requires occasional prompting to post
Participation is minimal, sporadic, or non- Did not enter existent; ‘last minute’ participation is discussion common or posts after the discussion period is over; limited initiative or rarely participates freely
Initial Post Content: (Interacts with others; information relates to the topic, integrates course content, readings, examples from work experience; integrates other research; asks probing questions; demonstrates critical thinking; uses citations and references when required)
Category
Response Post Content: (Responds to the assigned minimum # of “initial” posts; integrates course content, readings, examples from work experience; integrates other research; asks probing questions; demonstrates critical thinking; uses citations and references when required)
Information clearly relates to the main topic; contributions are thoughtful and relevant to the discussion; substantial, valid and thought-provoking Clear evidence of critical/reflective thinking (application, analysis, synthesis and evaluation) Posting integrates multiple viewpoints, personal examples, and weaves both course readings and other participants' postings into their discussion of the subject Citations and references used consistently
Exemplary
Provides substantial and regular follow up postings that are related to the topic, reflective, supportive and/or challenging Prompts responses from others Demonstrates a clear understanding of other author's comments Citations and references used consistently
Information relates to the main topic Some critical/reflective thinking is evident Posting builds upon the ideas of another participant or two including the use of personal examples; digs deeper into the question(s) posed Citations and references used moderately
Proficient )
Interacts 2 to 3 times with instructor and/or other learners with postings that: Prompts responses from others Demonstrates an understanding of other author's comments Citations and references used moderately
Information has little or nothing to do with the main topic or simply restates the main concepts; little and/or modest insight into the topic A simple "me too" or "I agree" comment that neither expands the conversation nor demonstrates any degree of reflection by the student No evidence of critical thinking, just rephrases or summarizes ideas in reading Uses few examples Uses few citations or references when required
Below Expectations
Interacts minimally with instructor and/or other learners Demonstrates a limited understanding of other author's comments
Did not enter discussion and/or Posts topics which do not relate to the discussion Makes short or irrelevant remarks
No effort 0 points
Did not enter discussion and/or Posts topics which do not relate to the discussion Makes short or irrelevant
remarks
Contribution to the Learning Community
Aware of needs of community Frequently attempts to motivate the group discussion Presents creative approaches to topic Consistently introduces multiple new ideas or ways of thinking about concepts presented; directs discussions to an advanced learning level
Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group Interacts freely
Little to occasional meaningful effort to become involved with learning community as it develops Seems indifferent
Did not enter discussion
Grammar, spelling, syntax and word choice
Grammatically correct, no misspelling; consistently superior syntax and word choice with strong expression; consistently clear, concise, organized format
Few grammatical or spelling errors noted in posts; syntax and word choice contribute to the understanding and clarity of posts; tolerable to adequate formatting
Errors in spelling and grammar evidenced in several posts; syntax and word choice contribute little to the understanding of posts; questionable formatting
Did not enter discussion
SPM 477 Health Research Methods - Course Syllabus 1
References: Bloom, B. (1984). Taxonomy of educational objectives. Boston, MA: Allyn and Bacon