最新糖心Vlog

Full details of each week's activities can be found in MyUni.

1	Explain different approaches to summarising, evaluating and publishing psychological evidence.
2	Execute a systematic literature search using electronic databases.
3	Critique findings from meta-analyses and meta-syntheses.
4	Communicate the implications of psychological evidence for public policy and psychological practice.
5	Generate research questions that effectively address gaps in an evidence base.

This is a fully online offering using MyUni. Students will require access to the internet to access course content and will be provided with curated required and recommended readings and resources. They will use a telecommunications application (Zoom) to engage in online tutorials.

Detailed reading lists will be provided within course modules; all reading will be accessible online.

This is a fully online offering. MyUni will be used for all course materials, communication, links to curated resources, online tutorial support and assignments including submissions, feedback and grades.

 Best practice for accelerated online learning at the 最新糖心Vlog of Adelaide will be used, and will include the following elements:

1) Announcement

2) Syllabus Outlines

3) Assessment Overviews

4) Detailed assessment guidance for each assessment piece

5) Discussion boards

6) Turn-it-in

7) Modules

8) Group Collaboration Area

9) Course Readings

Engagement with course content is facilitated by online videos, interactive online activities, curated readings and resources, and self-directed study supported by weekly online 90 minute tutorial sessions.

There are 6 Weekly Modules with learning scaffolded across the modules to ensure that students develop deep discipline knowledge as well as the academic literacy, research skills and capacity to apply and communicate their understanding as specified for an AQF8 level offering.

Students will complete all of the following activities online;

• Read the material presented in MyUni and participate in the interactive exercises, which will expand upon the material more thoroughly.
• Watch the videos that are in the course to learn about key concepts.
• Complete the exercises putting work into practice.
• Participate in the discussion boards & interactive group sessions.
• Attempt all the quizzes for learning purposes and are not graded to assist in parts of the course or ask for help on the discussion boards.
• Complete readings online and use communication tools to interact and expand on content.

Hours per Week
Tutorials: 1.5
Tutorial Preparation: 1
Assessment Related Tasks: 8.5
Engaging with online content: 9
Readings: 5

The course is presented over six weeks, with one module per week:

1. Introduction and Literature Search
Overview of review types with a case study of reviews on implicit racial bias
Standards and guidelines for conducting reviews
Literature searches based on a PICO-style research question

2. Quality Assessment
Internal validity in studies
Cochrane standards for assessing the internal validity of a randomised-controlled trial
Other formal standards for assessing the validity of various study designs
Informal standards for assessing study quality: replicability considerations and journal prestige

3. Quantitative Synthesis (Meta-Analysis)
Step 1: Data collection
Step 2: Calculation of the pooled effect size
Step 3: Inspection of heterogeneity indices adn forest plots
Step 4: Examination of sources of heterogeneity
Step 5: Detection of publication bias
Step 6: Correction of publication bias
Walk-through of a published meta-analysis

4. Qualitative Synthesis (Meta-Synthesis)
Introduction to meta-aggregation
Introduction to meta-ethnography
Walk-through of a published meta-aggregation
Walk-through of a published meta-ethnography

5. Practice and Policy Applications
Healthcare: The steps and time gap from synthesis to implementation
Healthcare case study 1: Updating the DSM
Healthcare case study 2: Evidence-based psychological practice in 最新糖心Vlog
General case study 1: Legal testimonies
General case study 2: Workplace diversity

6. Contributing to the Evidence Base
Reading cleverly to identify evidence gaps
Writing about evidence gaps
Answering research questions using open data

N/A

Assessment Task	Task Type	Assessment % Weighting	Hurdle Requirement	Course Learning Outcome(s) being assessed
Assessment 1: Short-Answer Questions: The Literature Search Process	Summative	20%	No	1, 2
Assessment 2: Report: Formally Assessing the Quality of a Single Study	Summative	35%	No	1
Assessment 3: Report: Meta-Analysis and Emerging Research Questions	Summative	45%	No	1, 3, 4, 5

There are no assessment related requirements for this course.

Assessment 1: SAQs: The Literature Search Process (800 words) (Weighting 20%):

Students will be assessed on their ability to communicate the steps of a literature search used when planning a systematic review. The research question will be based on an existing systematic review that students will, through their search, be extending to incorporate more recent studies. The purpose of this assessment is for students to demonstrate their ability to appropriately search scientific literature to answer a research question; in this case, a research question posed in a systematic review.

 

Assessment 2: Report: Formally Assessing the Quality of a Single Study (1500 words) (Weighting 35%):

This report will require students to assess the quality of a psychological intervention trial based on formal criteria developed by Cochrane. The criteria are available to researchers across the health sciences who are completing study quality assessments as part of an evidence synthesis. The criteria are fast becoming the standard of choice across the health sciences, so familiarity with the criteria will enable students to become more discerning consumers of reviews, across a number of health-related fields. Students will draw conclusions about the quality of various features (‘domains’) of the study’s methodology, as specified in the criteria.

 

Assessment 3: Report: Meta-Analysis, Meta-Synthesis and Future Research Questions (2200 words) (Weighting 45%):

This report will require students to interpret the results of a meta-analysis and comment on the results’ implications for health policy, implications for future research, and connections to findings from a meta-synthesis. The purpose of this assessment is to demonstrate understanding of aggregative statistics in meta-analysis, aggregative qualitative analysis in meta-synthesis, and best-practice for highlighting evidence gaps in scientific writing.

All assessment occurs online: e-submission, checking for academic integrity in written assessments, e-marking and uploading of videos and other content for both summative and formative assessment task.

 Assignments will be submitted via Turnitin

Counselling for Fully Online Postgraduate Students

Fully online students can access counselling services here:

Phone: 1800 512 155 (24/7) 

SMS service: 0439 449 876 (24/7) 

Email: info@assureprograms.com.au

Go to the  to learn more, or speak to your Student Success Advisor (SSA) on 1300 296 648 (Monday to Thursday, 8.30am–5pm ACST/ACDT, Friday, 8.30am–4.30pm ACST/ACDT)