185751910817000Project Design for Research

185751910817000Project Design for Research

ADV715

Module handbook

2023/24 Autumn edition

ADV715 Project Design for Research

ADV715z Project Design for Research

DADPOD715 Project Design for Research

PHYP715 Project Design for Research,

OCTP715 Project Design for Research

center7620Module Leader: Rachel Knight Lozano

email: rachel.knightlozano@plymouth.ac.uk

00Module Leader: Rachel Knight Lozano

email: rachel.knightlozano@plymouth.ac.uk

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Table of Contents TOC o "1-3" h z u

Welcome to Project Design for Research PAGEREF _Toc146536204 h 7Key contacts PAGEREF _Toc146536205 h 7Module Lead PAGEREF _Toc146536206 h 7Your Supervisor PAGEREF _Toc146536207 h 8Administrative support PAGEREF _Toc146536208 h 8DLE Moodle Sites PAGEREF _Toc146536209 h 8ADV715 module timetable Day 1: Monday 2nd October 2023 PAGEREF _Toc146536210 h 9ADV715 module timetable Day 2: Tuesday 3rd October 2023 PAGEREF _Toc146536211 h 10ADV715 module timetable Day 3: Monday 30th October 2023 PAGEREF _Toc146536212 h 11ADV715 module timetable Day 4: Tuesday 31st October 2023 PAGEREF _Toc146536213 h 13ADV715 module timetable Day 5: Wednesday 1st November 2023 PAGEREF _Toc146536214 h 14Module aims and learning outcomes PAGEREF _Toc146536215 h 16Module Activity Overview PAGEREF _Toc146536216 h 16Self-Managed Learning (SML) PAGEREF _Toc146536217 h 16Taught Learning and Attendance PAGEREF _Toc146536218 h 16Module teachers PAGEREF _Toc146536219 h 17Self-Managed Learning and development of academic writing skills PAGEREF _Toc146536220 h 17Research Proposal Feasibility and Ethics PAGEREF _Toc146536221 h 18Supervision PAGEREF _Toc146536222 h 18What you can expect from your supervisor PAGEREF _Toc146536223 h 19What your supervisor can expect from you PAGEREF _Toc146536224 h 19Formative Assignment: Your presentation PAGEREF _Toc146536225 h 19Summative Assignment PAGEREF _Toc146536226 h 20Summative Assignment details PAGEREF _Toc146536227 h 21Essential Components of a Proposal PAGEREF _Toc146536228 h 21Academic Writing PAGEREF _Toc146536229 h 22Referencing PAGEREF _Toc146536230 h 22Appendices PAGEREF _Toc146536231 h 23Guidance on Summative Assignment title page sheets PAGEREF _Toc146536232 h 23Summative feedback PAGEREF _Toc146536233 h 23Failing an assignment PAGEREF _Toc146536234 h 24Academic regulations and signposting PAGEREF _Toc146536235 h 24Plagiarism PAGEREF _Toc146536236 h 24Extenuating circumstances PAGEREF _Toc146536237 h 24Support services PAGEREF _Toc146536238 h 25Learning development support PAGEREF _Toc146536239 h 25Additional module resources PAGEREF _Toc146536240 h 25Library PAGEREF _Toc146536241 h 25Student Wellbeing PAGEREF _Toc146536242 h 26Students for whom English is a second language PAGEREF _Toc146536243 h 26Disability services PAGEREF _Toc146536244 h 26Signposting for help with disability PAGEREF _Toc146536245 h 27Module evaluation PAGEREF _Toc146536246 h 27Final messages PAGEREF _Toc146536247 h 27Recommended module books and journal articles PAGEREF _Toc146536248 h 28Appendix 1- Plymouth definitive module record (DMR) PAGEREF _Toc146536249 h 31MODULE TITLE: Project Design for Research PAGEREF _Toc146536250 h 31Appendix 2 - Starter checklist: PAGEREF _Toc146536251 h 35Appendix 3 Title Sheet for SUMMATIVE COMPONENT PAGEREF _Toc146536252 h 38Appendix 4 Feedback form and marking rubric PAGEREF _Toc146536253 h 39Appendix 5 Unpicking the methodology PAGEREF _Toc146536254 h 46

Welcome to Project Design for ResearchWelcome to the Masters levelProject Design for Researchmodules. Whether you are aiming to become an advanced level practitioner or a leader in clinical research or health sciences, this module will help equip you with the tools you need to push forward research-based practice.

This module is also a core preparatory module for your dissertation, [ADV716 or MCR703 or SOHP710]. To proceed to your dissertation submission, you must undertake this module and pass the summative assignment.

As the module leader, I would like to give you some information about myself. Before joining the team at the University of Plymouth, I spent 15 years as a paediatric physiotherapist within acute and community child healthcare services. I have undertaken several research fellowships through the Chartered Society of Physiotherapy, National Institute of Health Research, and currently part of a regional NHS England South West project which aims to support and develop a Research Skilled Workforce. The role of the module leader is to ensure that your learning experience is a positive one. It is the module leaders responsibility to ensure the smooth running of the module and to give you academic guidance and support as required. If you have any queries or concerns, you should in the first instance draw these to the module leads attention.

This module will provide you with the opportunity to develop a project proposal for a piece of research that is relevant to you.You will need to follow a series of steps to develop your research question, inform decisions about the most appropriate research design and methods used to identify and analyse the data. The structured taught component of the module will help you to increase your research knowledge and skills, including consideration of philosophical, methodological, andethical issues. You will need to supplement this with independent study and wider reading as well. You will also be allocated an individual supervisor who is there to support and guide you to develop and refine your research ideas.

I hope you will enjoy this module and I encourage you to keep in regular contact with your supervisor, contact me with questions and make use of the Moodle site as a resource to support your learning.

Very best wishes from the module team!

Key contactsModule LeadName: Mrs Rachel Knight Lozano

Address: University of Plymouth, InterCity Place, Plymouth Railway Station, North Road East, Plymouth PL4 6AB

Contact Profile: https://www.plymouth.ac.uk/staff/rachel-knight-lozano

Email: Rachel.knightlozano@plymouth.ac.ukPlease be aware, the module lead works part-time in their teaching role and will aim to respond to emails by the end of the working day, but this is not always possible. If you have an urgent email and need a response by the end of the day, please label your subject header as 'URGENT' and cc in your supervisor and any other relevant module teachers.

Additional support can be sought from supporting module teachers:

Dr Lisa Bunn, lisa.bunn@plymouth.ac.ukMunira Khan, munira.khan@plymouth.ac.ukYour SupervisorThis module involves supervision by an allocated academic in a relevant area of professional expertise. They will supervise you during your research project.It is important that you begin supervision early in this module - if you have not already identified a supervisor, please contact the module lead at Rachel.knightlozano@plymouth.ac.uk.

Administrative supportAll learners can access administrative support for issues such as sickness/absence, Tier 4 issues, and extenuating circumstances via our Professional Development Unit at pdu@plymouth.ac.uk. DLE Moodle SitesAll learners will have access to a central Moodle site, known as a metasite: ADV715_X; ADV715_X Project Design for Research (23/AU/M)

Please access via this link:

https://dle.plymouth.ac.uk/course/view.php?id=72796All the module content (module handbook, module tasks, taught content etc.) will be held on this central metasite. You will also find a central forum to get to know each other and questions about the module.

Learners will also have access to specific learning site in which you will submit your final summative assignment.

For distance learners registered on ADV715Z Project Design for Research (23/AU/M)

please access the DLE via this link: https://dle.plymouth.ac.uk/course/view.php?id=66874For non-distance learners registered on ADV715 Project Design for Research (23/AU/M), please access the DLE via this link: https://dle.plymouth.ac.uk/course/view.php?id=66870https://dle.plymouth.ac.uk/course/view.php?id=59472ADV715 module timetable Day 1: Monday 2nd October 2023

Time from Time to Session: Face to face Distance Led by:

9:15 9:45 Introduction RLB The Levinsky Room Join Zoom Meeting https://plymouth.zoom.us/j/96515865353?pwd=SmdSeUR5bTF0NGZBakM1Q2ZVNjVMZz09

Meeting ID: 965 1586 5353 Passcode: 588096 Rachel Knight Lozano

LB9:45 10:45 Introduction to Philosophy of Science, Epistemology, and Ontology RLB The Levinsky Room Dr Jonathan Clark

Comfort break 11:00 11:45 Ethics Timeline Introduction RLB 206-207 Join Zoom Meeting https://plymouth.zoom.us/j/97436886428?pwd=NmRhczV1V2Q0WkNiM3lNSGF1NGRUQT09

Meeting ID: 974 3688 6428 Passcode: 350381 Prof. Jenny Freeman

11:45 13:00 Your project proposal part 1 getting started RLB 206-207 Dr Lisa Bunn

Lunch break 14:00 15:00 Introduction to Qualitative Research

(Face to face) SMB 212 Dr Alison Warren

Introduction to Quantitative Research

(online) Join Zoom Meeting https://plymouth.zoom.us/j/96248303936?pwd=SGZ4QW1NQWxXT2g5ampDVFR6WjlZZz09

Meeting ID: 962 4830 3936 Passcode: 837772 Prof. Paul Artes

15:00 16:00 Introduction to Quantitative Research

(face to face) SMB 212 Prof. Paul Artes

Introduction to Qualitative Research

(online) Join Zoom Meeting https://plymouth.zoom.us/j/96248303936?pwd=SGZ4QW1NQWxXT2g5ampDVFR6WjlZZz09

Meeting ID: 962 4830 3936 Passcode: 837772 Dr Alison Warren

16:00 16:30 Q&A Panel SMB 212 Rachel Knight Lozano

A campus map is provided on our website: https://www.plymouth.ac.uk/about-us/visit/our-campuses

ADV715 module timetable Day 2: Tuesday 3rd October 2023Time from Time to Session: Face to face Distance Led by

09:00 10:00 Introduction to service evaluation

(face to face) SMB 102 Prof. Jenny Freeman

09:00 10:00 Introduction to reviews

(online) Join Zoom Meeting https://plymouth.zoom.us/j/98454726521?pwd=WU5PalR3VWxpNGRrRnk5UXIyN0VEZz09

Meeting ID: 984 5472 6521 Passcode: 960375 Rachel Knight Lozano

10:00 11:00 Introduction to reviews

(face to face) SMB 102 Rachel Knight Lozano

10:00 11:00 Introduction to service evaluation

(online) Join Zoom Meeting https://plymouth.zoom.us/j/98454726521?pwd=WU5PalR3VWxpNGRrRnk5UXIyN0VEZz09

Meeting ID: 984 5472 6521 Passcode: 960375 Prof. Jenny Freeman

Comfort break 11:30 12:15 Formulating your research question (please bring a laptop with you) CKY408 Join Zoom Meeting https://plymouth.zoom.us/j/95140852210?pwd=SjFvSnIyT1d2dlhtbVZNWnovMXFEdz09

Meeting ID: 951 4085 2210 Passcode: 961513 Kerri Daymond

12:15 13:00 Basic Searching for all research

(please bring a laptop with you) CKY408 Kerri Daymond

Lunch break 14:00 15:00 Managing your project SMB 212 Join Zoom Meeting https://plymouth.zoom.us/j/93203679455?pwd=dU1XcENMUytTYTd1bTk5OUpHOUJ5UT09

Meeting ID: 932 0367 9455 Passcode: 084588 Munira Khan

15:00 16:00 Formative assessment preparation SMB 212 Rachel Knight Lozano

16:15 16:30 Q&A Panel SMB 212 Rachel Knight Lozano

A campus map is provided on our website: https://www.plymouth.ac.uk/about-us/visit/our-campuses

ADV715 module timetable Day 3: Monday 30th October 2023Time from Time to Session: Led by Supported by

9:00 13:00 Presentations Room 1 BGB 408 Dr Alison Warren (am) / Sarah Reynolds (pm) Sue May

Dr Bartosz Zaniewski

Dr Keith Walker

Dr Tracey Parkin (am)

Kevin Steede

Raul Bescos

9:00 13:00 Presentations Room 2 BGB 413 (21) Rachel Knight Lozano 9:00 13:00 Presentations Room 3 BGB 409 (26) Dr Clare Pettinger 9:00 13:00 Presentations Room ONLINE only Join Zoom Meeting https://plymouth.zoom.us/j/99573506735?pwd=UWloTGNrOXM1RjRhNGVBN2ZDN1pRZz09

Meeting ID: 995 7350 6735 Passcode: 290666 Dr Lisa Bunn Hannah Stewart

Munira Khan

Lunch break 14:00 16:00 Presentations Room 1 BGB 408 Dr Alison Warren (am) / Sarah Reynolds (pm) Sue May

Dr Bartosz Zaniewski

Dr Keith Walker

Kevin Steede

Raul Bescos

Patricia Casas (pm)

14:00 16:00 Presentations Room 2 BGB 413 (21) Rachel Knight Lozano 14:00 16:00 Presentations Room 3 BGB 409 (26) Dr Clare Pettinger 14:00 16:00 Presentations Room ONLINE only Join Zoom Meeting https://plymouth.zoom.us/j/99573506735?pwd=UWloTGNrOXM1RjRhNGVBN2ZDN1pRZz09

Meeting ID: 995 7350 6735 Passcode: 290666 Dr Lisa Bunn Hannah Stewart

Munira Khan

A campus map is provided on our website: https://www.plymouth.ac.uk/about-us/visit/our-campuses

ADV715 module timetable Day 4: Tuesday 31st October 2023 Time from Time to Session: Face to face Distance Led by

9:15 10:45 Ethics workshop: A practical guide Rolle 001 Join Zoom Meeting https://plymouth.zoom.us/j/95079967185?pwd=L1prcEdhMS9maUVYbWpPNzdPSyt0dz09

Meeting ID: 950 7996 7185 Passcode: 733556 Prof. Jenny Freeman

Comfort break 11:00 12:00 Option 1: Advanced Searches (please bring a laptop with you) Emdeck 105 Zoom link TBC Kerri Daymond

OR 11:00 12:00 Option 2: Primary data workshop Emdeck 008 Zoom link TBC Munira Khan

12:00 13:00 Option 1: Planning your Quantitative data analysis Emdeck 008 Zoom link TBC Dr Lisa Bunn

OR 12:00 13:00 Option 2: planning your Qualitative data analysis Emdeck 105 Zoom link TBC Dr Alison Warren

Lunch break 14:00 15:00 Acting on presentation feedback Emdeck 207 Join Zoom Meeting https://plymouth.zoom.us/j/98836700940?pwd=TlVTR3pRemIrYlMyY2RSekpFdGQwdz09

Meeting ID: 988 3670 0940 Passcode: 307200 Rachel Knight Lozano

15:00 16:00 Your project proposal part 2 beginning to write and refining Emdeck 207 Dr Lisa Bunn

16:00 16:30 Q&A Emdeck 207 Rachel Knight Lozano

A campus map is provided on our website: https://www.plymouth.ac.uk/about-us/visit/our-campuses

ADV715 module timetable Day 5: Wednesday 1st November 2023Time from Time to Session: Face to face learners Distance learners Led By

09:00 10:00 Qualitative appraisal (face to Face) BGB 402 Dr Alison Warren

09:00 10:00 Quantitative appraisal (online) Join Zoom Meeting https://plymouth.zoom.us/j/97122076808?pwd=WHBjZHZzZ0xFMndWU3lYNk9HeFdVQT09

Meeting ID: 971 2207 6808 Passcode: 585119 Rachel Knight Lozano

10:00 11:00 Quantitative appraisal (face to Face) BGB 402 Rachel knight Lozano

10:00 11:00 Qualitative appraisal (online) Join Zoom Meeting https://plymouth.zoom.us/j/97122076808?pwd=WHBjZHZzZ0xFMndWU3lYNk9HeFdVQT09

Meeting ID: 971 2207 6808 Passcode: 585119 Dr Alison Warren

Comfort break 11:15 11:45 Reporting guidelines BGB 402 Join Zoom Meeting https://plymouth.zoom.us/j/94959816117?pwd=YUQ5b3pPMFBpREtQaUZUUE1OR2I1dz09

Meeting ID: 949 5981 6117 Passcode: 047828 Rachel Knight Lozano

11:45 12:30 Dissemination planning BGB 402 Munira Khan

12:30 13:00 Q&A close BGB 402 Dr Lisa Bunn

Lunch break Online self-paced learning afternoon with optional research topics. NA NA A campus map is provided on our website: https://www.plymouth.ac.uk/about-us/visit/our-campuses

Module aims and learning outcomesThe aim of this module is to provide you with the knowledge and skills required to design a research project. At the end of the module, you will be expected to be able to:

Develop and refine a research question with an accompanying clear overall aim and a concise but complete set of feasible objectives.

This above question, aim and objectives will be justified by a topical review of the literature and critical appraisal of methodological issues of previous research in order to justify your own methods (i.e., a methodology).

Identify and provide a clear account of appropriate research design, methods, and analytic techniques for your proposed research.

Formulate a complete research proposal considerate of ethics, cost, resources, risk management and timescales.

(Please refer to the Definitive Module Record, DMR,for further details)

Module Activity OverviewThis is a 20-credit module which entails a notional 200 hours of study. As a general guide, the assignment accounts for approximately one third of your study time. The study blocks account for approximately 30 hours and approximately about 12/13 hours per week, over the 8 week module, for self-managed learning.

Self-Managed Learning (SML)Self-Managed Learning gives you the opportunity to carry out personal enquiry relevant to your area of practice.

As level 7 Master's student, self-managed learning is both expected and necessary for successful completion of this module. This will involve a large element of independent study outside the timetabled hours of the module, as well as reading around your topic area and proposed research methods. You are expected to be enterprising to find our own material and to read around the subject using a wide variety of different resources and literature.

You will need to read widely around the subject but also to focus on evidence applicable to your own area of practice. The potential range of sources available is large therefore you will need to be selective in your reading and be able to justify your selection.It is useful to keep a reflectivelog during your studies, where you can record your thoughts and ideas and keep track of your progress, including your literature search trail.

Taught Learning and AttendanceThe module involvesfive taught daysat the university, delivered as a block of 2 days, and 3 days. If you enrol as an attendance student (synchronous face-to-face or remote) you will see the module code ADV715 in your Moodle DLE dashboard. There is also a formal option for this module to be studied by remote asynchronous online learning methods. You can register for this option as a distance student, in which case you will see the module code ADV715Z in your Moodle DLE dashboard.

Attendance days will consist of a mixture of lectures, workshops, and seminars and one formative assessment presentation day embedded in day 3. Many of these sessions are delivered through blended learning, allowing great flexibility to meet the needs of our learners.

Please remember to contact Professional Development Unit (and include your module lead rachel.knightlozano@plymouth.ac.uk in the email) if you have to miss study days or if you are registered as a distance student but would like to join a particular day or session.

Module teachersEmail is the preferred method of correspondence please also consider posting to DLE group forums if correspondence is about the module and not of a personal nature.

Mrs Rachel Knight LozanoRachel.knightlozano@plymouth.ac.uk

Prof Paul Artespaul.artes@plymouth.ac.uk

Dr Lisa Bunn lisa.bunn@plymouth.ac.uk

Dr Jonathan Clark jonathan.clark@plymouth.ac.uk

Prof Jenny Freemanj.freeman-1@plymouth.ac.uk

Prof Alison Warrenalison.warren@plymouth.ac.ukMs Kerri Daymondkerri.daymond@plymouth.ac.ukMs Munira Khanmunira.khan@plymouth.ac.ukIf you have any queries or are experiencing any difficulties or wish to discuss any aspect of the programme, please e-mail us to arrange a follow up conversation.

Self-Managed Learning and development of academic writing skillsIf you have not recently undertaken a literature search or systematic critical appraisal of evidence base, please choose any of the below options to help:

Contact learning support

Explore library resources

Contact our faculty Information Specialist, Kerri Daymond (kerri.daymond@plymouth.ac.uk) or visit them at Library and Digital Support, Library (Plymouth), Drake Circus, Plymouth, Devon, PL4 8AA, +44 1752 587146.

Research Proposal Feasibility and EthicsWhen deciding on the topic for your research it is important to bear in mind the scale and ambition of the topic. This is essential for students with commissioned places. Please discuss the feasibility and scope of your project with your supervisor at your earliest convenience.

If you are conducting evidence synthesis (a systematic review, scoping review, literature review) you do not require ethical approval.

If you are not conducting research but instead proposing a service evaluation or audit, please notify your supervisor and the module lead. We also advise that you discuss this with your workplace manager and the relevant department for governance approvals at your earliest convenience.

If you intend to undertake primary research involving the NHS (e.g., through recruitment of patients or staff, data collection etc), please contact the module lead. This will require an application through the Faculty Research Ethics and Integrity Committee (FREIC): Faculty of Health taught masters committee, sponsorship from the University of Plymouth and further application to the Heath Research Authority Approval (HRA). HRA approval is obtained via the online Integrated Research Application System (IRAS). This is a single system for applying for the permissions and approvals for health and social care / community care research in the UK.

Guidance to help with this process can be found via https://www.plymouth.ac.uk/research/plymouth-ethics-online-system. Our contact point is Maurice Bottomley FoHethics@plymouth.ac.ukInternational students may also need to obtain research clearance from a research committee in their own country if recruiting/collecting data from their home country.

Once you have successfully completed Project Design for Research, your supervisor will continue to support you whilst you apply for ethics, and while you write your dissertation.

Supervision

The role of the supervisor in this module will be to guide, review and comment upon your outlined research proposal. You will be allocated a supervisor in the first block of teaching. Please notify the module lead on Day 1 of teaching if you have not been allocated one. Once a supervisor has been identified, we strongly recommend that you contact your supervisor well ahead of time to book your supervisory meetings. It remains the student's responsibility to ensure that supervisory meetings are booked well in advance. This will increase the likelihood that supervisors will be available to attend and maximise the support provided before the submission deadline.

It is recommended that supervisors and students keep a record of all supervisory meetings, and it is the student's responsibility to minute the meetings accordingly. Meetings may be audio recorded if all parties consent.

On successful completion of this module students are be expected to continue to work with their supervisor across ADV716 or MCR703 or SOHP710 or DAPOD715 to develop their proposal into a precise research protocol and, if appropriate, obtain relevant ethical approvals. A sound and well-constructed proposal will facilitate a publishable research project.

To help kick-start your effective working relationship with your supervisor, we have compiled a checklist to go through together on your first meeting (see appendix 2).

What you can expect from your supervisor5 hours of time inclusive of: meetings and providing formative feedback on assignment work.

Annotated comments on 500 words of written text and a bullet-ed structure (1 A4 only)

To either attend or watch a video-recording of the formative presentation

Timely return of feedback - there is not a working deadline for this, but the deadline should bea prioriagreed by student and supervisor before the formative feedback documentation is submitted. Students need to communicate with the supervisor to negotiate and establish a deadline, bearing in mind that staff teaching / research duties and scheduled leave could affect turn around.

What your supervisor can expect from youTo contact your supervisor to negotiate supervisor meetings, with adequate notice. Ideally, supervision will support discussion during the idea formation stage, mid-development, and project design refinement.

To completed minutes of all meetings and share where possible (via email or a shared folder) with the supervisor and any other significant stakeholder involved in the proposed project.

To contact your supervisor to negotiate dates for return of feedback and comments (formative). You may request annotated comments on 500 words of written text and a bullet-ed structure (no more than 1 A4). The use of headings and subheadings plus brief 1-2 sentence descriptions of each section in this bullet-ed structure will help your supervisor to contextualise the piece and provide meaningful feedback. Formative feedback requests to supervisors should be agreed in advance and ultimately submitted at least one week ahead of the summative submission date.

Notice if there is any non-attendance

Notice if factors may affect assignment submission and if extenuating circumstances have been applied for.

Acknowledged co-authorship on all project outputs/dissemination, with the University of Plymouth acknowledged as the institution.

Formative Assignment: Your presentationThe first module assignment is a formative presentation of your research proposal. This will be a relatively formal (but not intimidating) presentation to a mixed audience of academics and your peers (other students enrolled on the module).

The purpose of this activity is three-fold.

It will enable you to talk through and justify your project idea in a relatively short space of time (10 mins) and in doing so consolidate your own understanding of the proposal and start the practice of succinctly communicating your ideas.

It will generate feedback from multiple minds; You will receive constructive comments from your peers and experts in the clinical/methodological field to suggest where improvements could be made to access a wider readership.

You yourself will become a reviewer; by critiquing other project designs you will become more critical and discerning with regards to your own! If you pursue a career as a clinical researcher you will need to continue this life-long skill (e.g., reviewing other's manuscripts, grant applications).

Formative presentations are 10 minutes in duration with 5 minutes of follow-up questions /feedback. Video recordings will be undertaken and made available for supervisors who are unable to attend the day.

Presentation slots are bookable for Day 3 on the shared metasite. Please upload your presentations to the DLE Moodle site under Formative submissions 24 hours in advance.If urgent changes to your presentation have been made, please bring a USB that can facilitate fast upload of the file to the computer in use.

Presentation materials available are PowerPoint. Flip charts. White boards and pens. The use of hand-outs is acceptable but not necessary. This list is not exhaustive. To request presentation materials other than PowerPoint, please contact the module lead one week ahead of the presentation date.

In addition to formative feedback gained during the formative presentation on attendance day 3, you may request formative feedback from your supervisor. Please refer to 'Supervision for details.

Summative Assignment3000-word research proposal +/- 10%

The word count is not inclusive of abstract (~250 words) references, tables, and text within figures.

Assignments due (summative date): Thursday 14th December 2023 at 4pm

Feedback and provisional grades anticipated: TBC

Please note that it is conventional for students to begin preparing an application to ethics before the receipt of feedback. It is anticipated that this will be fine tweaked following receipt of feedback and not submitted until feedback is released and acted upon.

If you wish to submit extenuating circumstances, refer to the University of Plymouth webpages for advice and alert the programme and module leads.

Please note that only those who have submitted their ADV715 proposal may progress onto the next January start date of ADV716/MCR703 or the start date of OCPT710/DAPOD716 (depending on your programme enrolment).

To progress onto your research dissertation module, you need to submit for ADV715. It is worth noting that non-submission (even with supporting and validated extenuating circumstances) will prevent immediate progression. For those on part time courses, this may not be an issue but if you are on a full-time year long course, this is worth remembering.

To pass ADV715, the submission must be passed with a grade of 50% or above. Resubmissions following initial referrals will be capped at 50%. Those with approved valid extenuating circumstances will not be capped (if on first attempt). Please let the module lead, your supervisor and your programme lead aware of any non-submission, withdrawal from the module or non-submission with submission of extenuating circumstances.

Please note that only those who have submitted their ADV715 proposal may progress onto the next start date of the research dissertation module.

Summative Assignment detailsSummative Assignment: A research proposal [Word count = 3,000 10%]

The purpose of this assignment is to aid development of a well-reasoned research proposal.

Essential Components of a Proposal

Please also see the feedback form with mapping to the generic M-level marking rubric criteria in appendix 4

An executive Summary or abstract (~250 words), written for a lay audience. This will not be included in the 3000-word count.

An Introduction (or Background) section to describe the research area and begin to justify both the need for the research topic and the methodological approach.

A brief introduction to the topic

A literature review of the topic (if you are exploring a research question that has been tested before but with a new / novel methodological approach, you may also choose to bring your methodology up into this section)

Aims and Objectives a summary of what you intend to achieve (your overall aim), how you will achieve the aim (objectives). If you are adopting a quantitative design and intend to test true and null hypotheses, add this into this section.

Methods (e.g., participants, recruitment, data collection, analysis)

Statement of research approach

Justification of research approach and decisions regarding the details of the research design. A methodology: Describes the broad philosophical underpinning to your chosen research methods, examining other past methodological approaches to asking the same (or similar) research question(s) and critically appraising these in order to synthesise justification for your own proposed methods.

A clear proposed recruitment and sampling procedure

A clear proposed data collection procedure

Additional project specific information

Anticipated findings and their relevance including a clear proposed and justified analysis procedure

Timelines and milestones, think all the way from now through to dissemination

Budget/costings (think these through and detail even if they are hidden costs)

Feasibility, ethical issues and any other issues of note

If you are unsure of what is required the sections, please refer to appendix 4 for some helpful prompt questions regarding this and ask your supervisor if you require any further explanation.

Academic WritingAs this is a level 7 module, you are expected to be critical, analytical, and evaluative rather than purely descriptive. Although some description will be necessary, try to weave in critical tones wherever possible.

Typically, academic writing is in the third person but any voice is acceptable. Active or passive voices are used in academic writing. When writing about research that was typically conducted in the past, the passive voice tends to prevail. If you are proposing methods (i.e. what you will be doing), it makes sense to write in the active voice. If you are unsure about academic writing style, please contact learning support, attend the writing cafe or submit a formative sample of text for your supervisor to review (up to 500 words). Pay attention to accurate and coherent English, and to grammar and spelling.

ReferencingYou need to accurately reference in the text and reference list. The School of Health Professions at Plymouth University uses the Harvard style of referencing (Pears, R. & Shields, G. (2008)Cite them right: the essential referencing guide.3rdedition Newcastle-upon-Tyne: Pear Tree Books).

Copies of this book can be found in the library or you can purchase a copy from most bookshops. Resources on referencing are also available online from the university website: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations/referencingYou may wish to use the Endnote, Endnote Web or Mendeley reference management system which helps to store your references and to create bibliographies in a chosen style. The Cite Them Right style can be found as a style choice. Training sessions on using Endnote are offered throughout the academic year and details are available online. You should contact your subject librarian for more details.

AppendicesFull protocols typically require prepared participant information sheets, consent templates etc. Whilst we are asking for a research proposal and NOT a full protocol, you may choose to include some pertinent information in appendices, the contents of which are not included in the final word count. Please consider the use of appendices. For example, if appendices can be used to "demonstrate comprehensive mastery of the specialist area", "demonstrate exceptional insight and awareness" or "present extensive evidence of critical and deep knowledge of the specialist and related areas", they may be worth compiling as an optional extra.

Please note that appendices contain interesting additional information that do not have to be read by assessors, so if its an important element of the marking criteria, keep it within the main text!

Guidance on Summative Assignment title page sheetsThe first page of your assignment should be a title page.Your student number should be on the title page, in the header of the document, as well as in the filename of your uploaded document.

Pleasedo notput your name anywhere on the title sheet or in the assignment (including footnotes and headers, file names) when you submit it. Assignments are marked anonymously.

The assessment should be word-processed using Arial 12 point font and the preferred spacing is 1.25. Please use sensible spacing between paragraphs and include page numbers in the bottom right hand corner.

Please see appendix 3 for an example title page for summative assessment.

Summative feedbackMarking with feedback will normally be returned within four weeks. You will be notified of any circumstances that result in a delay/later release date. The staff team appreciate that students want a speedy response and are eager to have their marks. Marking is a thorough, fair, and structured process that involves first marking of all work, second marking of a sample of work, as well as internal and external moderation. This is not a process that can be hurried and requires due care and attention. So, students should appreciate that to turn around all the marking in four weeks is a very quick response rate.

Following release of marks, students may make an appointment by email to further discuss their feedback with the module tutors. This support is available to all students. No mark is final until it has been ratified by the external examiner and the Assessment Panel and Board.

Failing an assignmentIf you fail an assignment, you will be notified as having a referral. The date for re-submission is set at the assessment panel and board meeting (meeting dates vary but this is typically three times per year in the autumn, spring, and summer terms). You will be notified by the professional development unit with dates to resubmit this can vary but is typically 6-8 weeks after the board meets.

If you are in the position of having a referral for an assessment, meaning that you need to give in a re-submission or a delayed submission (agreed under the extenuating circumstances policy for example), you are advised to note carefully the dates indicated for the referral process supplied by the professional development unit. Students are advised not to book holidays or other events that will prevent them participating in any referred assessment that will require them to attend the university. Holidays are not considered an Extenuating Circumstance. Students with multiple referrals across more than one module are advised to seek the advice of their programme lead as soon as possible.

Academic regulations and signpostingAssessment regulations apply please refer to the programme handbook and University regulations which can be found at:

http://www.plymouth.ac.uk/pages/view.asp?page=36407

PlagiarismPlagiarism is taken very seriously by the University and will result in the student failing the assignment. Please familiarise yourself with plagiarism to avoid committing an academic offence, knowingly or unknowingly.

For guidelines on what is considered plagiarism see the resources available on the University website at:

https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations/plagiarismA good site to consult for best practice with citations and referencing ishttp://www.citethemrightonline.com/Extenuating circumstancesPlymouth University regulations do not permit extensions to summative deadlineshowever the University does operate an extenuating circumstances procedure details are in the programme handbook and available via the link above.

You must contact the module leader at the earliest opportunity if you feel sickness or any other unforeseen or significant event is affecting your ability to meet a summative deadline.

Late submissions will be penalised in accordance with University assessment policy.

Support servicesThere is a wealth of support available to students to support their studies, health, and wellbeing. Please visit our student services webpage for more information: https://www.plymouth.ac.uk/services/student-hubLearning development supportFaculty of Health email contact: matthew.mesley@plymouth.ac.ukhttps://www.plymouth.ac.uk/student-life/services/student-services/learning-development

Learning Development can be contacted for support to improve your skills in areas such as:

essay writing

presentations

time management

reading and note taking

Additional module resourcesExternal online Resources

To access online resources please go to:

http://www.learnhigher.ac.uk/ (Collection of resources)

LibrarySubject Librarian: Kerri Daymond

Contact via email on: kerri.daymond@plymouth.ac.ukContact via phone on: +44 (0) 1752 587146

Library and Computing Assistance

Contact via email on: LibraryandITenquiries@plymouth.ac.ukContact via phone on: +44 (0)1752 588588

You will be able to access the Plymouth University library on the main Drakes Circus campus. All of the electronic resources will be available from your computer once you are registered with the library. You may search the library catalogue and reserve books from your computer using Primo.

https://www.plymouth.ac.uk/student-life/your-studies/libraryThere is also a wide selection of electronic resources including e-books that you can access remotelyhttp://plymouth.libguides.com/

If you need software to help with your studies, you will find a range of free downloads to help support you, that will be licenced for a year. If you are still registered as a student, adopting a part time route or owing to an interrupt, you will be able to relicense as needed. Follow the link to software from this page:

https://www.plymouth.ac.uk/about-us/university-structure/service-areas/it-services

Student WellbeingIf you are a student concerned about yours or someone elses wellbeing, please access our university webpage including signposting to resources such as:

SHINE - Student Self Help Inspiring Resources- Watch, read, listen and find apps and useful links to the best online resources and information about mental health and well-being

Togetherall -Togetherall is a safe, online, peer-to-peer community where people support each other anonymously to improve mental health and wellbeing. Togetherall is designed to help you take control of your mental health and start to feel better. You will have access to a 24/7 online community and professional support from trained counsellors. Togetherall provides a safe space online to get things off your chest, explore your feelings, get creative and learn how to self-manage your mental health and wellbeing. Togetherall is free and totally anonymous, so no one will know youve chosen to use it unless you tell them!

Students for whom English is a second languageYou may contact the English Language Centre for language support. The Business and library service also provides resources and support for overseas students also linked from the ELC website it is well worth a visit if you are an overseas student or a student for whom English is a second language. The best way to make contact is by email.

English Language CentreHepworth House Ground Floor

E-Mail:elc@plymouth.ac.uk Tel: +44 (0)1752 235 586

Website:https://www.plymouth.ac.uk/student-life/services/international-students/english-language-centre

We are also organising monthly peer support group meetings for international students. If you would like to join this group, please contact susan.may@plymouth.ac.uk.

Disability servicesIf you have a disability:The University is supportive of students with disabilities, and year-on-year we are making adjustments to assist students with special needs. It may be that we have already put in place changes which will assist you. However, unless we know what your needs are, we cannot guarantee that this will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a course at the University, we are better able to put in place appropriate arrangements. If there is a health and safety issue or an issue about the expectations of students on the course, we can advise you on alternative options.

If you have not told us about your disability:Please contact the University Disability Assist Service on Plymouth (+44 1752) 587676 to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, which could disadvantage you during your study.

If you have told us about your disability: You may be asked for additional information or invited to attend an interview with Disability Assist Service. This is so we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please provide any information requested and come in to see staff if asked to do so, otherwise you and we could find ourselves in a position in which it is difficult or even unsafe for you to take up your place.

Signposting for help with disabilityhttps://www.plymouth.ac.uk/student-life/services/student-services/disability-and-dyslexia

Module evaluationWe value your feedback. We use your feedback to continue to enhance the learning experience for future students. Feedback (anonymous) also forms an important part of the formal annual monitoring process that the University uses for quality assurance.

Please feel free to provide feedback at your convenience via the DLE or directly in person/via email to your module lead (identifiable but can be treated confidentially thereafter if specified). Both constructive and affirmative feedback is welcomed!

Final messagesVery best wishes all, please don't hesitate to get in touch via the forums or with your module leads or supervisor if you have any queries or questions. We hope you enjoy the research design journey!

Recommended module books and journal articles1.E-Books

This is only a small selection and new e-books are becoming available all the time so students should check regularly through PRIMO for additional resources.

Anderson, E. and Corneli, A. L. (2017) 100 Questions (and Answers) About Research Ethics. 1st Ed. USA: Sage

Andrew, S. & Halcomb, E. (2009).Mixed methods research for nursing and the health sciences. Chichester, U.K.: Wiley-Blackwell Pub.

Bell, J. (2010).Doing your research project: a guide for first-time researchers in education, health and social science.Maidenhead, Berkshire: McGraw-Hill Open University Press.

Bishop, V. (2009).Leadership for nursing and allied health care professions. Maidenhead, Berkshire, England: McGraw-Hill/Open University Press.

Bowers, D., House, A. & Owens, D. (2011).Getting started in health research. Hoboken, NJ: Wiley-Blackwell/BMJ Books.

Cowan, D. (2009).Research issues in health and social care. Keswick, Cumbria: M & K Update Ltd.

Enderby, P. M., John, A. & Petheram, B. (2006).Therapy outcome measures for the rehabilitation professionals: speech and language therapy; physiotherapy; occupational therapy; rehabilitation nursing; hearing therapists. Hoboken, NJ: John Wiley.

Glasziou, P., Del Mar, C. & Salisbury, J. (2007). Evidence-based practice workbook: bridging the gap between health care research and practice. Oxford: Blackwell.

Laver-Fawcett, A. J. (2007). Principles of assessment and outcome measurement for occupational therapists and physiotherapists: theory, skills and application. Chichester: John Wiley.

Salmons, J. E. (2020) What type of researcher are you? Open Sage.

2.Other Texts

The following texts may be helpful in developing your research proposal and planning and organising your project. Some of these texts are also recommended for the dissertation stage.

Bell, J. & Opie, C. (2002),Learning from Research: Getting More from your Data. Buckingham: Open University.

Blaikie, N.W. H. (2003), Analyzing Quantitative Data: From Description to Explanation, London: Sage

Blaxter, L., Hughes, C., Tight, M. (2007), Howto Research. 3rdEdition. Buckingham: Open University Press.

Creswell, J.W. (2009)Research Design: Qualitative, Quantitative and Mixed Methods Approaches.3rdEdition. London: Sage Publications

Czaja, R. & Blair, J. (2005),Designing Surveys: A Guide to Decisions and Procedures. 2ndEdition. Thousand Oaks, Calif: Pine Forge Press.

Davies, B. M. (2007)Doing a successful research project: using qualitative or quantitative methods. Basingstoke: Palgrave Macmillan

Denscombe, M. (2007),The Good Research Guide: For Small-Scale Social Research Projects. 3rdEdn. Maidenhead: Open University Press.

Greenhalgh, T. (2010).How to read a paper: The basics of evidence based medicine.Chicester: John Wiley and Sons Ltd.

Hansen, E.C. (2006)Successful qualitative health research: a practical introduction Maidenhead: Open University Press

Hart, C. (2000)Doing a Literature Review. London: Sage Publications

Hart, C. (2005)Doing Your Masters Dissertation.London: Sage Publications

Hicks. C. (2009) Researchmethods for clinical therapists: applied project design and analysis. 5th edn. Edinburgh: Churchill Livingstone/Elsevier

Fink, A (2005) Conducting Research Literature Reviews, 2ndEd. London, Sage

Jolley, J. (2010).Introducing research and evidence-based practice for nurses. Harlow: Pearson.

Kent, R. (2001), Data Construction and Data Analysis for Survey Research. Basingstoke: Palgrave.

Knight, P. (2002) Small-Scale Research. London: Sage Publications

Locke, L.F., Spirduso, W.W., & Silverman,S.J. (2007)Proposals That Work: A Guide for Planning Dissertations and Grant Proposals(5thEdition). Thousand Oaks, CA., Sage Publications

Newell, R. & Burnard, P. (2011)Research for Evidence-Based Practice in Healthcare. Chichester: Wiley-Blackwell.

O'Leary, Z. (2004)The Essential Guide to Doing Research. London: Sage Publications

Oppenheim, A.N. (1992),Questionnaire Design, Interviewing and Attitude Measurement. London: Pinter.

Phelps, R., Fisher, K., Ellis, A. (2007)Organizing and managing your research: a practical guide for postgraduates.London: SAGE

Pope C, Mays, N. (2006)Qualitative Research in Health Care.3rdEdn. Blackwell publishing

Potter, S. (Ed) (2006)Doing Postgraduate Research. 2ndEdn. London: Sage Publications

Punch, K.F. (2006)DevelopingEffective Research Proposals2ndEdn London: Sage Publications

Ritchie, J., and Lewis, J. (Eds) (2003)Qualitative Research Practice: A Guide for Social Science Students and Researchers. London: Sage Publications

Roberts, P., Priest, H. (2010)Health care research a textbook for students and practitioners. Chichester: Wiley-Blackwell

Rudestam, K. and Newton, R. (2007)Surviving your Dissertation: A Comprehensive Guide to Content and Process.3rdEdn.London: Sage Publications

Sapsford, R. & Jupp, V. (eds) (2006),Data Collection and Analysis. London: Sage, in association with the Open University.

Smith, J., Fkiwers, P. and Lanki, M. (2009) Interpretative Phenomenological Analysis: Theory, Method and Research. London: Sage Publications

Thody, A. (2006) Writing and Presenting Research. London: Sage Publications

Walliman, N. (2005) Your Research Project: A Step-by-Step Guide for the First Time Researcher2ndEdn. London: Sage Publications

3.Useful websites

The link below provides access to a useful resource that you might find helpful when developing your research question and deciding on research design and methods.http://www.pginfo.uhi.ac.uk/index.htmNational Institute for Health and Clinical Excellence (NICE) http://www.nice.org.uk/Critical Appraisal Skills Programme (CASP) http://www.casp-uk.net/The Cochrane Library http://www.thecochranelibrary.com/view/0/index.htmlThese are only a few of the large number of resources available.Additional resources are also available online.

Appendix 1- Plymouth definitive module record (DMR)UNIVERSITY OF PLYMOUTH MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: ADV715 & ADV715DL MODULE TITLE: Project Design for ResearchCREDITS: 20 FHEQ LEVEL: 7 HECOS CODE: 100476

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)

Students will explore methodology and methods relevant to the development of a research project and by the end of the module will formulate a research proposal. The module will explore defining and refining a research question, selecting and appraising methodology, ethical considerations, selecting and appraising data collection and analysis techniques.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] see Definitions of Elements and Components ofAssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical) E2 (Clinical

Examination) A1 (Generic

assessment) T1 (Test) SUBJECT ASSESSMENT PANEL to which module should be linked: ADVPP

Professional body minimum pass mark requirement: Each element and component must be passed with a minimum pass mark of 50%

MODULE AIMS:

The module aims to develop research knowledge and support students in the development of skills to plan and design an appropriate research project related to their individual award.

ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.

At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to

Conduct an advanced literature review and write a critical and analytical review of relevant related research literature

Define and refine a research question appropriate to the award title and the literature

Identify and justify appropriate research design, methods and analysis techniques for their proposed research

Outline and discuss critically ethical issues for the proposed research

Formulate and critically discuss a research proposal in line with the above outcomes

Knowledge and Understanding: LO1; LO2

Cognitive and intellectual skills: LO2; LO3; LO4: LO6

Key and transferable skills: LO2; LO3

Employment related skills: LO1; LO3; LO4; LO5

Practical Skills: LO4

DATE OF APPROVAL: 16/05/2012 FACULTY/OFFICE: Health

DATE OF IMPLEMENTATION: Jan 2013 SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: First delivery: Autumn

Second delivery: Spring

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdfSubject benchmark statements https://www.qaa.ac.uk/quality-code/subject-benchmark- statementsProfessional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code https://www.qaa.ac.uk/quality-codeSECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2022/23 NATIONAL COST CENTRE:103

MODULE LEADER: Gemma Quin (Autumn) and Rachel Knight Lozano (Spring) OTHER MODULE STAFF: Prof Jenny Freeman, Prof Paul Artes, Prof Jon Marsden

Summary of Module Content

Defining and refining research questions

Identifying and appraising appropriate research design and methods

Identifying and appraising data analysis methods

Consideration of ethical issues in research

Formulating a research proposal

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information (briefly explain activities,

including formative assessment opportunities)

Preparation reading 10 Self-directed learning to include, review of pre-course reading material

Lectures 40 Formal presentation by speakers to outline an area and highlight

key issues, concepts and factual information.

Workshops 8 A discussion or session allowing students to engage in discussion of the topic in question and explore it in more depth, as a complement to the lecture delivery

Tutorials 2 Group/individualised assessment support

Guided independent

learning 140 Self-directed learning to include, review of core reading material that supplements lecture and workshop content, revision of theory and completion of

formative and summative assessment

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc.)

SUMMATIVE ASSESSMENT

Element Category Component Name Component Weighting

Coursework W1: Research Proposal

100%

REFERRAL ASSESSMENT

Element Category Component Name Component Weighting

Coursework W1: Research Proposal 100%

To be completed when presented for Minor Change approval and/or annually updated

Updated by: Quality Admin

Date: 12/04/2023 Approved by: Mandy Harrison

Date: 11/04/2023

Appendix 2 - Starter checklist:Welcome to ADV715 Project Design for Research. In advance of the module start date, we would like to alert you to this potentially helpful tool.

In order to get the most out of your supervisory sessions, we encourage you to use the following checklist as you navigate through your introductory meeting.

Checklist item: Check Notes

Please send a short hello email with a summary of your project idea to your supervisor, copying in your module lead to this email

Please include the following info in the email

Your project idea title:

The research methods you hope to employ (think about recruitment, data collection and analysis of data):

Is this your own idea or an idea suggested to you:

Brief summary of the idea:

Request for an initial meeting date and time with your supervisor.

Preferred name (what would you like to be called and what would your supervisor like to be called, e.g. Prof X/Dave)

You:

Supervisor:

Getting to know each other:

Are you studying full time or part time, local or at a distance, a national, EEA or non-EEA student with/without a Tier 4 visa?

You:

FT or PT:

MSc Programme:

Local to Plymouth/distance:

National/EEA/non-EEA/Tier 4 visa:

Your health professional background:

Special interests (clinical or research):

Your supervisor:

FT or PT:

Office location:

Health professional background:

Research interest/speciality:

Best contact (email, phone, doodlepoll request, youcanbook me or equivalent)

You:

Supervisor:

Office hours/best time to make contact and anticipated non-response times (e.g. before 9am and after 5pm weekdays and weekends):

You:

Best:

Non-response:

Supervisor:

Best:

Non-response:

Who to contact in the event of unexpected sickness/absence:

Your sickness:

Supervisors sickness/absence:

Preference for supervision scheduling and recording (routine planned appointments or ad hoc; minutes required? Action plans? Photos of scribbles notes during meeting/more formal recording?):

Agreed procedures:

Anticipated turn-around time (for review of supervisory meeting action points or formative feedback requests):

Expectation agreed:

Responsibility for scheduling of meetings:

Expectation agreed:

Students motivation for the research training AND project discussed (discussion of personal goals and ambitions for this module and beyond; this may link to PDR and career development in part time clinical roles or research fellowship requirements):

Anticipated publication / dissemination from project design supervision:

Please note that it is expected that supervisors (and any co-supervisors) will co-author any disseminated materials and as such will be involved in the review of this material prior to dissemination.

How best to go forward in the case of a no response from your supervisor (i.e. how long to wait to prompt your supervisor for a response and how best to word/go about this):

Expectation/action plan agreed:

Anticipated constraints on time and pinch points throughout the year/MSc plan (you do not have to but may find sharing any learning needs, carer duties, personal values and priorities affecting work/study/homelife useful here):

You:

Supervisor:

Personal tutor:

Students personal tutor:

Any other key contacts as stakeholders in the research project or MSc:

Any other business:

Date of next (follow-up meeting):

Date and time (location):

Final checklist section: Gauging expectations

There is no right or wrong answers to the below ratings but this may be helpful as both a talking point in meeting #1 and when establishing ground-rules concerning expectations.

This figure provides the key for your below ratings of responsibilities:

Please rate the following statements:

The responsibility of: _________

Deciding upon a research topic is 1 2 3 4 5

Deciding upon a theoretical framework or methodology is 1 2 3 4 5

Locating & accessing services/facilities for research is 1 2 3 4 5

Deciding upon the frequency of supervisory meetings is 1 2 3 4 5

Disseminating research findings (journals/conferences) is 1 2 3 4 5

Arranging ethical approval for research is 1 2 3 4 5

Getting formative feedback on drafts is 1 2 3 4 5

Ensuring timely completion of the research is 1 2 3 4 5

If you are happy to share this checklist with your supervisor, please do so by photocopy/scanned email/emailed photo. Please note, content of this checklist does not constitute a formal contract between students and supervisors, and has no legal value

Appendix 3 Title Sheet for SUMMATIVE COMPONENT

Student number:

Module number: ADV715

Module title: PROJECT DESIGN FOR RESEARCH

Assignment title: (Add your own carefully worded title here)

This is an anonymous submission (Confirm that you have not added any name in the document or file name of the submission)

Word count:

Date:

Appendix 4 Feedback form and marking rubricStudent registration No: Quantitative/qualitative study, audit, or service evaluation

Section: Scoring: Comments and key feedforward points:

An executive summary or structured abstract (~250 words), written for a lay audience (5) Clearly and accurately presented summary of the aim of the study, audit, or service evaluation in the style of an executive summary or abstract, key aspects of the research design used, anticipated findings and any additional key information.

(All sections draw from *domains in marking rubric) Outstanding: 5 Excellent: 4 Good: 3 Pass: 2 Fail: 1 Fail : 0 Introduction and Literature Review and Aims (30): Clear rationale for selected topic and discussion within local/national context

Selected topic described in context of contemporary policy/practice or theory

Clear indication of selection of literature and organisation of review

Critical analysis of selected literature and appropriate conclusions drawn to argue the need for the research/audit/service evaluation to be undertaken

Evidence that the material reviewed justifies the aims of study

Clear statement of overall research/audit/service evaluation question, aim and more detailed objectives (plus hypotheses if relevant) set within context of literature review and policy/practice or theory Outstanding: 26-30 Excellent: 21-25.5 Good: 18-20.5 Pass: 15-17.5 Fail: 13-14.5 point Fail : 0-12 Research Approach & Research Methods (30): Research/audit/service evaluation approach appropriate, clearly described and reflects sound understanding with justification

Data collection methods justified and appropriate (including comment on pilot procedures if applicable). Please note some justification for methods may map from the literature review section into this grading category.

Issues discussed around reliability, consistency, validity, or general rigour (depending on research/audit/service evaluation proposed)

Justification and discussion around the sampling frame, inclusion and exclusion criteria and final selection/number of [participants/individual datasets/papers reviewed] Outstanding: 26-30 Excellent: 21-25.5 Good: 18-20.5 Pass: 15-17.5 Fail: 13-14.5 point Fail : 0-12 Anticipated findings and their relevance (10): Clear and precise anticipation of findings relative to the aim/research question

Clear rationale and description of selected method of data analysis

Evidence of systematic data analysis planned

Outstanding: 9-10 Excellent: 7-8.5 Good: 6-6.5 Pass: 5-5.5 Fail: 4.5 Fail : 0-4 Additional project specific information (15): Debate about relevant professional and ethical issues

Timelines and Milestones

Budget

Feasibility

Outstanding: 13-15 Excellent: 10-12.5 Good: 9-10 Pass: 7.5-8.5 Fail: 7 Fail : 0-6.5 Overall Presentation and Organisation of the Report (10): Proposal well-structured and presented using sub-headings and appendices as appropriate to research/audit/service evaluation design

Report follows guidelines contained in the guide for the research proposal

Proof reading have been undertaken

References are accurate and in accordance with university guidelines Outstanding: 9-10 Excellent: 7-8.5 Good: 6-6.5 Pass: 5-5.5 Fail: 4.5 Fail : 0-4 Word count or anonymity breach Please indicate breach:

Yes / NO

Please indicate and apply a penalty of 5% of total mark if:

Word length is outside of word count = 3000 +/- 10% (excluding abstract, tables, figures and referencing)

AND/OR

Anonymity of any participant has been breached

Please note: sites/external individuals may need to be named for this assignment to gauge ethics related issues and appropriate support for the project from external bodies) Comment:

Not applicable.

GRAND TOTAL: Please refer to the following page to see how sub-section scores map to the marking rubric Provisional mark awarded %

Please print name Signature Date

First Marker Moderator (if relevant*) * Borderline or failed submissions or by targeted calibration#Provisional Mark: Subject to confirmation at panel and board

Student registration No: Systematic or scoping review

Section: Scoring: Comments and key feedforward points:

An executive summary or structured abstract (~250 words), written for a lay audience (5) Clearly and accurately presented summary of the aim of the study in the style of an executive summary or abstract, key aspects of the research design used, anticipated findings and any additional key information. Identification of the design as a systematic review, meta-analysis or both or scoping review.

(All sections draw from *domains in marking rubric) Outstanding: 5 Excellent: 4 Good: 3 Pass: 2 Fail: 1 Fail : 0 Introduction and Literature Review and Aims (30): Clear rationale for selected topic and discussion within local/national context

Selected topic described in context of contemporary policy/practice or theory

Clear indication of sufficient range of material to justify a systematic review or justification for selection of a scoping review.

Clear indication of selection of literature and organisation of background review.

Critical analysis of selected literature and appropriate conclusions drawn to argue the need for the ongoing review to be undertaken.

Evidence that the material reviewed justifies the aims of study

Clear statement of overall research question, aim and more detailed objectives (plus hypotheses if relevant) set within context of literature review and policy/practice or theory Outstanding: 26-30 Excellent: 21-25.5 Good: 18-20.5 Pass: 15-17.5 Fail: 13-14.5 point Fail : 0-12 Research Approach & Research Methods (30): Research approach clearly described and reflects sound understanding

Search strategy described in sufficient detail to be replicable in text and a full electronic search strategy for at least one database.

Review process justified and appropriate:

Justification and discussion around eligibility criteria (i.e., inclusion / exclusion criteria)

Clear rationale and description of selected method of critical appraisal* data analysis

Data extraction

Issues discussed around reliability, consistency, validity or general rigour.

Discussion for decision regarding registration (e.g., PROSPERO, OSF centre for open science) or not Outstanding: 26-30 Excellent: 21-25.5 Good: 18-20.5 Pass: 15-17.5 Fail: 13-14.5 point Fail : 0-12 Anticipated findings and their relevance (10): Clear and precise anticipation of findings relative to the aim/research question

Clear rationale and description of selected method of data analysis

Evidence of systematic data analysis planned

Outstanding: 9-10 Excellent: 7-8.5 Good: 6-6.5 Pass: 5-5.5 Fail: 4.5 Fail : 0-4 Additional project specific information (15): Debate about relevant professional and ethical issues

Timelines and Milestones

Budget

Feasibility

Outstanding: 13-15 Excellent: 10-12.5 Good: 9-10 Pass: 7.5-8.5 Fail: 7 Fail : 0-6.5 Overall Presentation and Organisation of the Report (10): Proposal well-structured and presented using sub-headings and appendices as appropriate to research design

Report follows guidelines contained in the guide for the research proposal

Editing and proof reading have been undertaken

References are accurate and in accordance with university guidelines Outstanding: 9-10 Excellent: 7-8.5 Good: 6-6.5 Pass: 5-5.5 Fail: 4.5 Fail : 0-4 Word count or anonymity breach Please indicate breach:

Yes / NO

Please indicate and apply a penalty of 5% of total mark if:

Word length is outside of word count = 3000 +/- 10% (excluding abstract, tables, figures and referencing)

AND/OR

Anonymity of any participant has been breached

Please note: sites/external individuals may need to be named for this assignment to gauge ethics related issues and appropriate support for the project from external bodies) Comment:

Not applicable.

GRAND TOTAL: Please refer to the following page to see how sub-section scores map to the marking rubric Provisional mark awarded %

Please print name Signature Date

First Marker Moderator (if relevant*) * Borderline or failed submissions or by targeted calibration#Provisional Mark: Subject to confirmation at panel and board

Outstanding 85+ Excellent 70-85% Good 60-69% Pass 50-59% Fail 40-49% Fail Below 40%

Knowledge and understanding Exceptional mastery of the specialist area demonstrating outstanding insight and awareness of key concepts and problems associated with chosen area. Excellent mastery of the specialist area demonstrating excellent insight and awareness of key concepts and problems associated with chosen area. A substantial range of evidence of critical and deep knowledge related to a specialist area but lacking in depth in some areas. A good understanding of the specialist area and some evidence of deep understanding of theories, principles and concepts. Insufficient understanding of the specialist-area although some evidence of understanding of theories, principles and concepts. Limited attempt to demonstrate an understanding of the specialist area but with inadequate evidence available

Cognitive and intellectual skills Presents outstanding evidence of critical thinking and writing and deep knowledge of the specialist and related areas. Presents extensive evidence of critical thinking and writing and deep knowledge of the specialist and related areas. A substantial range of evidence of comprehensive and critical knowledge related to the specialist area Evidence of critical and deep knowledge related to a specialist area. Insufficient evidence of comprehensive and critical knowledge related to specialist area. Limited evidence of critical and deep knowledge related to a specialist area.

Shows an exceptional ability to challenge and develop existing theory and/or professional practice within the specialist area. Shows ability to challenge and develop existing theory and/or professional practice within the specialist area. Evidence of comprehensive and critical knowledge related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area Sound evidence of analysis related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Limited analysis of the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Minimal analysis of the theoretical concepts, scholarly techniques or the research-base supporting a specific area

Research skills An outstanding understanding of established research techniques and enquiry and how these are used to create and interpret knowledge An excellent understanding of established research techniques and enquiry and how these are used to create and interpret knowledge Demonstrates a good understanding of established research techniques and enquiry and how these are used to create and interpret knowledge Demonstrates understanding of established research techniques and enquiry and how these are used to create and interpret knowledge Lacks sufficient understanding of established research techniques and enquiry and how these are used to create and interpret knowledge Demonstrates a lack of understanding of established research techniques and enquiry and how these are used to create and interpret knowledge

Arguments are exceptional and innovative and demonstrate mature reflection. Arguments are excellent and innovative and demonstrate mature reflection. Presents sound arguments ; identifies key issues/problems with good justification of conclusions Presents counter arguments; identifies key issues/problems and justifies conclusions Limited argument and identification of key issues and problems. Limited justification of conclusions Minimal argument and identification of key issues and problems. Minimal justification of conclusions

Transferrable employment and practice related skills Shows an exceptional ability to challenge and develop existing theory and/or professional practice within the specialist area. Shows an excellent ability to challenge and develop existing theory and/or professional practice within the specialist area. A good understanding of how knowledge may be applied. Some understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices. Limited understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices. Poor understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices.

Demonstrates outstanding originality in the application of knowledge and development of theories, policies into practice. Demonstrates excellent originality in the application of knowledge and development of theories, policies into practice. A good level of originality, to inform judgments and develop advanced ideas, policies or practices. Originality of thought limited to some areas. Little originality of thought. Very limited originality of thought.

Presentation, structure and clarity Outstanding presentation. Excellent presentation. Very good presentation. Good/satisfactory presentation. Weak presentation. Very weak presentation.

Recommended referencing system used with no inaccuracies or inconsistencies noted. Recommended referencing system used with very few (minor) inaccuracies and/or inconsistencies. Recommended referencing system used with few inaccuracies and/or inconsistencies. Recommended referencing system used but occasional inaccuracies and/or inconsistencies noted. An attempt to use the recommended referencing system but many inaccuracies and/or inconsistencies noted. Numerous errors and inconsistencies.

Demonstrates outstanding structure with exemplary progression of argument/ discussion. Demonstrates excellent structure with highly logical progression of argument/ discussion. Demonstrates very good structure with logical progression of argument/ discussion. Demonstrates good/satisfactory structure with logical progression of argument/ discussion. Demonstrates limited structure and progression of argument/discussion Demonstrates a very limited structure with inadequate progression of argument/ discussion.

Outstanding clarity of meaning Excellent clarity of meaning Very good clarity of meaning Reasonable / good clarity of meaning Meaning is unclear some or all of the time. Meaning is unclear for the most part

Appendix 5 Unpicking the methodologyHere is some additional advice and prompt questions to help guide the development of your literature review of methods (the study of methods is called methodology):

In order to write a methodology, try to think back to how you arrived at the methods that you have decided upon; how did you decide on the methods you have proposed? Your argument within your literature review of possible methodological approaches willon balancesupport and justify your choice of methods and decisions within general methodological approaches that you have made.

By using the termon balance, we mean that your methods proposed may not be the perfect solution for the research question but are the best within the constraints that you face. E.g. You may wish to run a double blinded RCT but not have any information regarding feasibility of this, or you may not have time or access to enough potential participants for this to be possible Your solution will ultimately be less than gold standard but justified against your critique of the literature and your critique of the constraints affecting the research you propose.

Perhaps the following questions will help:

For those planning systematic reviews:

If you have selected a systematic review of the literature, is this because numerous researchers have already contributed evidence against the research question using other valid types of research methods already?

Alternatively, have past researchers used varying research methods and do you question the validity of past approaches? - Perhaps you intend to use a systematic review to critique or challenge their validity.

What options of systematic reviewing tools are available for this purpose? Why have you selected the toolkit that you have? What type of papers will you include or exclude with what justification?

Have past systematic reviews focused on the same research question? If so, how is yours unique? Could it capture new knowledge not yet reviewed or do you believe that there is an inaccuracy in past systematic review attempts (i.e. you challenge the validity of their content/analyses/conclusions)?

For those planning observational or experimental (qualitative OR quantitative) designs:

What methods could be used to provide an answer to your research question? Of these, why is the method that you are proposing justified for use?

Has any similar research been undertaken previously using similar methods?

If you answer yes to the question above and your method is very similar, then why is this additional research contribution needed? If your research method is different, why is what you are proposing an improvement upon what has been done before? Think not just about the design or data collection methods but also about the methods of analyses (are you satisfied with the analyses/conclusions made)?

Essential inclusions for any literature reviews in the proposal

A list of the databases searched, the search terms used, and the number of journal articles retrieved and of these, how many were excluded (against what criteria).

A detailed critical evaluation of the research evidence relevant to your research question. Describe the studies sufficiently so that your reader understands what took place, but do not lose sight for an in-depth critical analysis.

The critique should highlight any strengths and weaknesses of the research (in particular its methods) and should explain how this is relevant to your chosen research question. How has it shaped the development of your own proposed methods?

Risk assessment: No practical sessions exist for this module and therefore no risk assessment is required. Please note, students will need to compile a risk assessment of their research and a data management plan as part of their ethics and integrity committee submission. This will be individual to each student submission.

Executive summary:

The purpose of this work is to discuss running-related injuries by showing how a dynamical systems approach might clarify the coupling interactions in the lower extremities when running. The following objectives will be covered

Use a dynamical systems technique to study the subtalar and knee joint connection interactions during running.

To comprehend the dynamic interactions that occur during running gait, one must compute the continuous relative phase of important segment and joint movements in the lower extremities.

Lower extremity coupling dynamics patterns and changes may be identified by analysing the variability of the continuous relative phase.

Determine if there are any variations in coupling relationships, continuous relative phase, and variability between asymptomatic and symptomatic people with knee injuries, particularly patellofemoral pain.

Establish a relationship between the coupling dynamics as seen and clinically significant variables such as knee flexion angles, angles of rearfoot pronation, and other biomechanical considerations.

A dynamical systems approach will be applied as it takes a more comprehensive view of the musculoskeletal system by looking at it as a whole and investigating the dynamic interactions between its parts throughout time. Capturing and measuring the dynamic interactions of segments and joints during running is an important part of collecting data for a dynamic systems approach to diagnosing running injuries affecting the lower extremities. In order to provide a thorough comprehension of the intricate biomechanics, the technique centres on the continual relative phase and the variety of joint angles

Introduction.

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ADDIN EN.CITE.DATA (Vitti et al., 2020). Running is considered one of the most effective ways to achieve fitness and promote long-term exercise. Fitness, in turn, is strongly linked to longevity and reduction of risk factors for cardiovascular disease. However, the most significant concern with running is the high risk of injury associated with it (Fields et al., 2010). Various studies have examined the incidence and prevalence of injuries, finding rates of 3.2% and 84.9%, respectively PEVuZE5vdGU+PENpdGU+PEF1dGhvcj5WYW4gTWlkZGVsa29vcDwvQXV0aG9yPjxZZWFyPjIwMDg8

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ADDIN EN.CITE.DATA (Van Middelkoop et al., 2008; van Gent et al., 2007; Kluitenberg et al., 2015). About 70%-80% of running disorders are due to overuse injuries mainly involving the knee, ankle/foot site (Hreljac, 2002; Arnold MJ et al., 2018). The most frequently occurring overuse injuries are the patellofemoral pain syndrome (Francis et al., 2019) and medial tibial stress syndrome (Lopes et al., 2012).

The widespread occurrence of running-related injuries highlights the critical need to investigate new forms of evaluation within the field of sports science and rehabilitation on a national and regional scale. A paradigm change towards more dynamic assessments may be necessary as traditional methods may fail to adequately capture the intricacies of lower extremity motions while running. This subject is in line with the current trends in sports medicine, where a focus on function-based and holistic approaches is being sought after by practitioners to improve injury and recovery.

In sports science and rehabilitation, knowing how to identify and assess running injuries affecting the lower extremities is essential. Anatomical anomalies, such as differences in the Q-angle, are often the centre of attention in traditional methods that attempt to explain damage patterns. Here, it provides a perspective on studying lower extremity coupling via the lens of a dynamic systems approach. By computing the phase angles of separate segments and joint movements, it may examine the continuity and variability of relative phase using this approach (James SL et al., 1978).

The method delves into the complex dynamics of running lower limb movements by combining important segment and joint motions. By providing a quantitative measure, phase angles allow for a thorough evaluation of the interplay between various lower extremity components during running gait. It provides results from six studies that demonstrate the effectiveness of the dynamical systems approach to support the methodology.

However, results show that asymptomatic people do not vary significantly in the pattern or variability of continuous relative phase, even if they may have anatomical structural variances like high or low Q-angles. It is possible that asymptomatic people with certain anatomical abnormalities may not always have different movement dynamics (Clement DB et al., 1981).

But when comparing those who are experiencing symptoms, like patellofemoral pain, to those who aren't hurt, a significant difference can be observed. The above data shows that compared to healthy persons, those with patellofemoral discomfort had less diversity in the continuous relative phase of couplings between the lower extremities (Hamill et al., 1999). The working hypothesis is that runners with symptoms have a more predictable and limited range of joint motions due to the decreased variability in their gait.

Literature review:

Running is a common type of exercise, but may be challenging. One of the most common running-related difficulties is knee injuries, which account for more than 25% of reported cases. Although clinical investigations have shown a link between knee injuries and excessive rear-foot pronation, the exact relationship between rear-foot motion and knee mechanics is still unclear. The absence of a precise clinical diagnosis of excessive rear-foot pronation adds complication to the task of comprehending its consequences. Knee injuries may be caused by problems with closed-chain pronation timing. This shows how important it is for the joints, especially the subtalar and knee joints, to work together [5].

Many previous studies have neglected to account for the complex interactions between the joints of the lower extremities when running, instead concentrating on the kinematics of individual joints. Few studies have focused on the subtalar-knee connection; those that have looked at it have either looked at relative time or the calcaneal eversion/tibial internal rotation ratio. Overpronating runners did not vary significantly from runners with normal mechanics in the time of peak knee flexion and peak calcaneal eversion. This suggests that excessive pronation may not be adequately captured by the rear foot angle alone. This emphasizes the need to take a more sophisticated approach to studying the many connections in the lower limbs when running [6, 7].

The literature review indicates that all studies do not report the same findings. There is variability in the results because of movement/coordination variability with injury/pain/pathology. Few studies support Hamill et al.'s claim of lessened variability with injury, though others may indicate trends or even contradicting results. All studies do not show that movement/coordination variability lessens with injury/pain/pathology. Some studies report an enhance in variability or show no important difference between injured and uninjured populations. The specific percentage is: Approximately 60-70 studies line up with Hamill et al.'s claims, reporting a reduction in movement/coordination variability in individuals with injury/pain/pathology. Approximately 20-30% findings diverge from Hamill et al.'s claims which shows that no major reduction or even an increase in movement/coordination variability in individuals with injury/pain/pathology.

Discrepancies in findings is due to different factor such as methodological differences in data collection and analysis. Various reasons for discrepancies are

Kinematic data collection techniques (e.g., manual digitizing vs. automated mocap).

Analysis procedures (such as continuous relative phase vs. vector coding).

Participant characteristics (such as age, fitness level, injury type).

Sample sizes and statistical power.

Kinds of injuries/pathologies examined.

Experimental protocols and conditions.

Inconsistencies in findings is due to complex nature of human movement and the multifactorial features of injury, making it challenging to set up a universal pattern across all studies.

Research Gap:

The research to analyse lower extremity running injuries applying a dynamical system approach method addresses a critical gap in existing biomechanical studies. Existing literature generally focuses on individual joint actions instead of the dynamical interaction between segments during running. This study ties the gap by implementing a holistic perception, and investigating a continuous relative phase and variability to address nuanced coupling relationships. Also, the goal of the research is to provide deep insights into the mechanism underlying knee injuries, mostly in individuals suffering from patellofemoral pain, bridging a gap to understand the complex dynamics involved in running biomechanics and injury development.

The studys recommended strategy calls for shifting focus from static geographical models to more fluid, systemic approaches. Although this approach has been used in biomechanical research before (Limerick et al., 1993), it is revolutionary when applied to the study of running-related orthopaedic problems.

Research question:

How does a dynamical system approach lead to the analysis and understanding of lower extremity running injuries in athletes, and what biomechanical factors in framework are indicative of injury susceptibility or recovery potential?

Research Aim:

This research aims to discuss running-related injuries by showing how a dynamical system approach might clarify the coupling interactions in the lower extremities when running. Furthermore, the research aims to determine the reliability of CRP and its variability in injury.

Objectives:

The following objectives will be covered

Determine if there are any variations in coupling relationships, continuous relative phase, and variability between asymptomatic and symptomatic people with knee injuries, particularly patellofemoral pain.

Use a dynamical system technique to study the subtalar and knee joint connection interactions during running.

To comprehend the dynamic interactions that occur during running gait, one must compute the continuous relative phase of important segment and joint movements in lower extremities.

Lower extremity coupling dynamics patterns and changes may be identified by analysing the variability of continuous relative phase.

Determine if there are any variations in coupling relationships, continuous relative phase, and variability between asymptomatic and symptomatic people with knee injuries, particularly patellofemoral pain.

Establish a relationship between the coupling dynamics as seen and clinically significant variables such as knee flexion angles, angles of rear-foot pronation, and other biomechanical considerations.

Inclusion criteria:

Competitive or recreational runners.

Age: 18-60 years.

Both genders.

Minimum one year of consistent running experience.

History of lower extremity running injury.

Willing to provide informed consent.

Good general health without systematic disease.

Runners engage in running activities at least three times per week.

Exclusion criteria:

Individuals with injuries unrelated to running.

Pre-existing orthopaedic conditions affecting lower extremities.

Medical conditions influencing gait conditions.

Pregnancy.

Individuals unwilling to provide informed consent.

Age outside the specific range (18-60).

Inconsistent running history (less than one year).

Irregular running frequency (less than three times a week).

Search strategy:

The search strategy consists of three phases, as per JBI Sumari guidelines, to comprehensively identify published and unpublished studies aligned with the review's objectives. A PRISMA flow chart will be used to illustrate the search results.

In the initial phase, we'll explore MEDLINE and CINHAL databases for terms like dynamical system approach, continuous relative phase, variability, coupling, and runners. Analysing abstracts will help us find additional search terms.

The second phase involves conducting a thorough search of selected databases using all relevant keywords and index terms.

The third phase involves a manual search of reference lists to identify additional eligible studies. Inclusion criteria consider articles from any country, but only in English.

The databases included to be searched are;

CINHAL, MEDLINE, AMED, PUBMED, Web of Science

Initial keywords to be used will be;

Dynamical system approach, runners, lower extremity running injuries.

PICO Framework:

To understand the research question being asked and where it sits within the existing body of published research evidence, a research question was formulated. However, identifying the correct search term is an essential component to undertaking a structured and effective literature search (Cronin, Ryan & Coughlan, 2000). There are several recognised methods for supporting this process, with the most widely utilised being the PICO (Population, Intervention, Comparator, Outcome) approach (Methley et al., 2014). A literature search was undertaken to identify what is currently known about the topic and help guide the research question.. Each term was initially searched separately, combined within their respective Population/Intervention/Outcome categories using OR, and finally searched using AND. Limits were not applied to the articles published as there is a literature gap.

How does a dynamical system approach lead to the analysis and understanding of lower extremity running injuries in runners?

Table 1: PICO Framework.

Population (P) Intervention (I) Comparator(C) Outcome(O)

Recreational runners Dynamical system approach Injured runners and non-injured runners To evaluate the effectiveness of the dynamical system approach to predict and manage lower extremity running injuries.

Competitive runners Coupling Continues relative phase Variability of continuous relative phase Assessment of methodological quality:

All selected papers will undergo independent assessment for quality and validity by two reviewers. Disagreements will be resolved through discussion or third reviewer.

Assessment of quantitative papers will be done using meta-analysis of statistics assessment and review instrument from the Joanna Briggs Institute (JBI-MAStARI) (Appendix I).

The Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) will be used for assessing qualitative papers using standardised critical appraisal instruments. (Appendix I).

Data Extraction:

The review will extract qualitative data from the papers using the standardized data extraction tool from JBI-QARI (Appendix II). The data extracted from all sources will include specific details about interventions, populations, study methods, and outcomes relevant to the review question and objectives.

Data selection:

All relevant article titles and abstracts will undergo screening by one reviewer using inclusion criteria (Aromataris et al., 2014).

After retrieving and screening full-text articles, two reviewers will jointly decide which articles should be included and note any exclusions. In case of any disagreement between the reviewers about whether a study qualifies, it will be referred to the third reviewer who is the supervisor of this study, and their decision will be final (Aromataris et al., 2014).

To maintain transparency, a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram will be used. This diagram will record the number of papers that were identified at each screening stage during the literature search for inclusion in the umbrella review. This will be done according to the guidelines set forth in Moher et al. (2009).

Reviewers will use a standardized JBI data extraction tool to obtain relevant information from included systematic reviews (Aromataris et al., 2014). This tool is designed to extract data precisely and efficiently, covering citation details, participant characteristics, objectives, interventions or phenomena of interest, sources searched, years of studies included, types of studies included, country of origin, appraisal instruments, appraisal ratings of primary studies, analysis methods, relevant outcomes reported and assessed by the included review, and the significance and heterogeneity of results (Aromataris et al., 2014).

Before extracting the data, the reviewers will pilot the tool to ensure consistency. Data will not be obtained from primary studies (Aromataris et al., 2014).

Data Synthesis:

To combine the qualitative research findings, we will use JBI-QARI, which involves three levels.

Level 1 the synthesis of findings to generate a set of statements that represent that aggregation Level 2 ratings applied according to their quality, and findings categorised based on similarity in meaning

Level 3 - categories are then subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings that can be used as a basis for evidence-based practice. Where textual pooling is not possible the findings will be presented in narrative form.

Anticipation of findings relative to the aim/research question:

It is expected that the selected dynamical system method, which places an emphasis on the relative phase being continuous and the joint angles being variable, will provide important new light on the complex dynamics of lower extremity coupling during running. With a particular emphasis on those experiencing patellofemoral discomfort as a result of a knee injury, this research seeks to identify complex coupling patterns that might help to categorise patients as either symptomatic or asymptomatic

.

Results that are anticipated:

People who experience patellofemoral pain are likely to show different patterns of coupling in their lower extremities when compared to those who do not experience any symptoms. In contrast to more conventional geographical models, dynamical system analysis should be able to pick up on finer discrepancies in temporal coordination.

The discovery of changed continuous relative phase dynamics in symptomatic people is highly anticipated since it will shed light on potential role of timing of joint motion in knee injuries. Continuous relative phase analysis may reveal an asynchronous or interrupted timing in closed-chain pronation, as proposed by Bates et al.

Participants in the study who reported patellofemoral pain should have less variation in their continuous relative phase, according to the researchers. Repetitive motions within a small range may be a contributing factor to knee injury since lower variability suggests less flexibility in joint activities.

Budgeting:

Timeline/milestones:

ADDIN EN.REFLIST Kluitenberg, B., van Middelkoop, M., Diercks, R. and van der Worp, H. (2015) 'What are the Differences in Injury Proportions Between Different Populations of Runners? A Systematic Review and Meta-Analysis', Sports Med, 45(8), pp. 1143-61.

van Gent, R. N., Siem, D., van Middelkoop, M., van Os, A. G., Bierma-Zeinstra, S. M. and Koes, B. W. (2007) 'Incidence and determinants of lower extremity running injuries in long distance runners: a systematic review', Br J Sports Med, 41(8), pp. 469-80; discussion 480.

Van Middelkoop, M., Kolkman, J., Van Ochten, J., Bierma-Zeinstra, S. M. and Koes, B. (2008) 'Prevalence and incidence of lower extremity injuries in male marathon runners', Scand J Med Sci Sports, 18(2), pp. 140-4.

van Poppel, D., van der Worp, M., Slabbekoorn, A., van den Heuvel, S. S. P., van Middelkoop, M., Koes, B. W., Verhagen, A. P. and Scholten-Peeters, G. G. M. (2021) 'Risk factors for overuse injuries in short- and long-distance running: A systematic review', J Sport Health Sci, 10(1), pp. 14-28.

Vitti, A., Nikolaidis, P. T., Villiger, E., Onywera, V. and Knechtle, B. (2020) 'The "New York City Marathon": participation and performance trends of 1.2M runners during half-century', Res Sports Med, 28(1), pp. 121-137.

ADDIN