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This unit will focus on revising the different study designs used in public health practice and epidemiology and focus on the implementation of EBP into public health policy and practice.

The unit aims to: build on the students' basic understanding of evidence based practice, and study design to be able to apply the concepts of EBP into different contexts of policy and practice.

On-campus students only

Academic engagement includes lectures, seminars, workshops and other face to face activities.  To achieve the intended learning outcomes for this course unit, we have created a range of activities.  Your course unit leads and teaching team will support you including access to the Student Development Programme including peer-support (PASS) and the Programme Director Seminars Series.  We will consult with students to identify any additional needs and further academic engagement activities will be provided.  Assessments, preparation for assessments, reading time and independent study are also included within your timetabled activities.

Distance/blended learning students only

Students on this mode of study will have the opportunity to study synchronously with the on-campus students and asynchronously via recorded sessions and online resources.

A1. Critically appraise a range of epidemiological and qualitative study designs used to inform public health practice and decision-making.

A2. Apply understanding of the strengths, limitations, and contextual relevance of each study design to public health practice.

A3. Synthesize insights into the opportunities and constraints of implementing evidence-based practice (EBP) across diverse public health settings.

A4. Evaluate the role and impact of EBP in shaping health policy, service delivery, and inclusive research.

B1. Identify, compare, and evaluate appropriate study designs in relation to specific public health questions and population needs.

B2. Justify the selection and application of study designs for specific health research scenarios based on methodological, ethical, and practical considerations.

B3. Critically assess the limitations and challenges of EBP in real-world contexts.

C2 Be able to critically appraise common research designs and assess the published literature.

D1. Reflect on the principles, challenges, and ethical dimensions of implementing EBP in diverse public health environments.

D2. Communicate research findings and EBP recommendations effectively to varied audiences, including professionals, policymakers, and communities.

D3. Articulate the limitations and uncertainties of EBP in ways that support informed decision-making.

D4. Demonstrate advanced skills in critical appraisal, synthesis of evidence, and communication of complex research findings.

Seminars and Discussion boards will provide consolidation exercises to provide feedback for the ILOs and the summative assessment.

Brownson, R.C., Chriqui, J.F. and Stamatakis, K.A. (2009). . American journal of public health (1971), 99(9), pp.1576–1583.

MAJID, S. et al. (2011). . Journal of the Medical Library Association, 99(3), pp.229–236.

Rychetnik, L. et al. (2002). . Journal of epidemiology and community health (1979), 56(2), pp.119–127.

Kemm, J. (2006). . Journal of evaluation in clinical practice, 12(3), pp.319–324.

Coggon, D. (David), Rose, G. and Barker, D.J.P. (David J.P. (2003). London: BMJ.

Muir Gray, J.A. (2000). . In Evidence-based Practice: A Critical Appraisal. Oxford, UK: Blackwell Science Ltd, pp. 89–110. (Book Chapter)

Rychetnik, L. et al. (2004). . Journal of epidemiology and community health (1979), 58(7), pp.538–545.

NICE (2018).

(CASP)

Titler MG. (2008). . In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); Chapter 7.
 

For every 20 course unit credits we expect students to work for around 200 hours.  This amount is only a guidance and individual study time will vary.