Advanced Design and Concept Development

Faculty: Faculty of Business Management and Social Sciences

Version: Version 1 of 11.03.2025.

Module identifier: 22M1164

Module level: Master

Language of instruction: German, English

ECTS credit points and grading: 5.0

Module frequency: only winter term

Duration: 1 semester

Brief description

This course will concentrate on the preparation of a research proposal that will be developed during their BSc or Master’s degree. This course is ideal for students who are starting to think about thesis/project development. Students will discuss critically various aspects of a research proposal. These aspects will include but will not be limited to: selection of the problem, developing a problem statement and an effective literature review, state research hypothesis/objectives/or questions, delineating an adequate plan for collection and analysis of the data, designing a work plan, and highlight the significance of the research among others.

The course will be hands-on and requires that each student follow the assigned homework and has a topic for their research before starting the course. Ideally, students develop their proposals during this class based on the practical assignments. The writing of the research proposal will be the main task of this course. A presentation of the research project will be performed at the end of the class. Feedback from the instructor will be provided in all of the aspects of the research proposal.

Teaching and learning outcomes

Introduction to Writing a Proposal
1.1 Parts of a Proposal:
1.1.1 Problem statement
1.1.2 Literature review
1.1.3 Specific aims
1.1.4 Hypotheses
1.1.5 Methods
1.1.6 Study design
1.1.7 Sampling
1.1.8 Data collection
1.1.9 Statistical analysis
1.1.10 Ethical considerations
1.1.11 Work plan
1.1.12 Appendices
Planning the Proposal
2.1 Formulate a research question for the proposed project
2.1.1 General overview of clinical/research questions (PICO format)
2.1.2 Deriving a research question or hypotheses
2.1.3 Identifying research gaps and problem description
2.2 Design to address my question
2.2.1 General overview of research designs
2.2.2 Clinical study designs
2.2.3 Epidemiological research designs
2.2.4 Which research designs for which clinical questions?
Identifying the Knowledge and Literature Gap
3.1 Search strategies to identify the gap in literature
3.2 Documenting the results and the gap based on the research
Methods and Procedures
4.1 Sampling: What strategy will be used for recruiting subjects?
4.2 Recruitment strategies
4.3 Inclusion and exclusion criteria
4.4 Sample size
Introduction to the Process of Systematic Review
5.1 Familiarizing oneself with the concepts of systematic reviews, scoping reviews, and meta-analyses.
5.2 Distinguishing between systematic reviews and narrative reviews
5.3 Overview of systematic reviews and meta-analyses
5.4 Overview of the steps in conducting a systematic review
5.5 Discussion of PICO, purpose, and value of a systematic review
5.6 Components of a protocol for a systematic review
Data Collection Strategies and Outcome Measures: How to Choose a Good Outcome Measure for My Research?
6.1 Strategies for data collection: Identifying variables and their collection
6.2 Measurement instruments and data collection
6.3 Outcome measurements
6.3.1 Types of outcomes
6.3.2 Classification of outcomes
6.3.3 Functional measures
6.3.4 How to select the best outcomes
Analysis
7.1 Overview of various statistical analyses
7.2 Determining the appropriate analysis for the research question
7.3 Documenting the statistical analysis
Other Sections of a Research Proposal

Overview of the following sections:
8.1 Work plan
8.2 Ethical considerations
8.3 Summary statement
8.3 Appendices
8.4 Budget
8.5 Data dissemination and transfer

Overall workload: The total workload for the module is 150 hours (see also "ECTS credit points and grading").

Teaching and learning methods

Lecturer based learning
Workload hours	Type of teaching	Media implementation	Concretization
15	Lecture	Presence	-
10	Seminar	Presence	-
10	Individual coaching	Presence or online	-
10	Research project	Presence	-
Lecturer independent learning
Workload hours	Type of teaching	Media implementation	Concretization
30	Work in small groups		-
25	seminar paper		-
25	Work in small groups		-
25	Other		-

Ungraded exam

Oral presentation, with written elaboration or
Presentation

Remark on the assessment methods

The writing of the research proposal will be the main task of this course. A presentation of the research project will be performed at the end of the class. Feedback from the instructor will be provided in all of the aspects of the research proposal.

Recommended prior knowledge

This course does not require a special course, but it is desirable that this course is taken at the end of the program when the students have a basic knowledge and understanding of research methods.

Knowledge Broadening

The students can:

identify the structure of a research proposal
identify a clear and focused question in response to a clinical problem
identify a proper research design to answer a clinical question
plan a research proposal under guidance, including all relevant sections
be familiar with basic research methodologies and the distinct purposes they serve
be familiar with ethical procedures and the ethics application.

Knowledge deepening

Students can:

understand the elements of different types of research
identify, differentiate, and critic the methodology of different types of research and clinical studies
determine the scientific value of a research study and discern its practical implication for professional work
understand basic concepts of statistics
understand ethical issues when conducting clinical research
adequately present and write a well-planned and documented research project

Knowledge Understanding

Students will be able to:

evaluate the appropriateness of research designs and survey and evaluation instruments to address a research question in a therapeutic context
evaluate the appropriateness of various research methods and analyses to answer a clinical/scientific question

Application and Transfer

The students develop comprehensive information competence.
They conduct a systematic literature search with computer support.
They conduct research in libraries, electronic databases and on the Internet. In doing so, they determine the type and scope of the required information and efficient and effective access.
They critically assess their sources and integrate them in a goal-oriented manner for their research proposal

Academic Innovation

Students evaluate the fit of problems, research questions, and methodological approaches concerning their scientific practice project.

Students will explore different ways of searching for information to answer a clinical/research question. This will include active learning and the use of various new technologies and web platforms that will enrich the learning process and efficiency

Communication and Cooperation

critically discuss the design of the methodological procedure of a scientific research proposal
communicate in a collegial exchange about the benefit and use of research results in clinical practice
present a research protocol in writing and orally in a clearly structured form

Academic Self-Conception / Professionalism

Students

Justify their own decision on how to approach a clinical problem by means of theoretical and methodological knowledge
reflect on their own projects and how these can help the science in their respective disciplines and the well-being of patients and society overall
assess their own capabilities, develop autonomy to plan and reflect on the proposed research proposal

Literature

Armijo-Olivo, S., de Castro-Carletti, E. M., Calixtre, L. B., de Oliveira-Souza, A. I. S., Mohamad, N., & Fuentes, J. (2022). Understanding Clinical Significance in Rehabilitation: A Primer for Researchers and Clinicians. Am J Phys Med Rehabil, 101(1), 64-77. doi:10.1097/phm.0000000000001799
Bartels, E. M. (2013). How to perform a systematic search. Best Practice & Research Clinical Rheumatology, 27(2), 295-306.
De Vet, H. C., Terwee, C. B., Mokkink, L. B., & Knol, D. L. (2011). Measurement in medicine: a practical guide: Cambridge university press.
Domholdt, E. (2005). Rehabilitation research : principles and applications. St. Louis, Mo.: Elsevier Saunders.
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Katz, M. (2006). Study design and statistical analysis: a practical guide for clinicians: Cambridge University Press.
Katz, M. H. (2010). Evaluating clinical and public health interventions: A practical guide to study design and statistics: Cambridge University Press.
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Offredy, M., & Vickers, P. (2010b). Developing a healthcare research proposal: An interactive student guide: John Wiley & Sons.
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Applicability in study programs

Musculoskeletal Therapy (Manual Therapy – OMT)

Musculoskeletal Therapy (Manual Therapy - OMT)

Person responsible for the module

Armijo-Olivo, Susan

Teachers

Armijo-Olivo, Susan
Piekartz, Harry
Zalpour, Christoff
Ballenberger, Nikolaus