Degree | Type | Year | Semester |
---|---|---|---|
4316222 Research in Clinical and Health Psychology | OB | 0 | 1 |
There are no prerequisites.
The objective of this module is to enable students to acquire the necessary knowledge to design an empirical or theoretical research in the field of clinical and health psychology, as well as to apply the scientific method in their professional practice.
Students learn to formulate relevant questions, to adequately define research objectives and hypotheses, and to discriminate which methods and research designs are appropriate to these objectives and hypotheses. The different sampling procedures applied in clinical and health psychology research are also reviewed, as well as the sample size calculation to assure an adequate statistical power.
Likewise, students develop skills related to the data management, statistical analysis and interpretation of the results, as well as those related to the systematic reviews, selection, critical reading and synthesis of relevant information to carry out research and act rigorously in their professional practice.
Finally, students learn to identify and discuss the clinical, methodological and technical implications of research, as well as its repercussions on the professional practices and on the development of the scientific knowledge.
This modul combines traditional teaching techniques with other resources aimed at promoting meaningful lerning.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Oral communications and activities in the classroom | 45 | 1.8 | 1, 13, 3, 6, 7, 4, 8, 10, 2, 9, 14, 5, 11, 12, 15 |
Type: Supervised | |||
Tutorials | 12.5 | 0.5 | 13, 3, 6, 7, 4, 10, 9 |
Type: Autonomous | |||
Reading of texts and articles, conceptual summaries, preparation and realization of works, personal study | 167.5 | 6.7 | 1, 13, 3, 6, 7, 4, 8, 10, 2, 9, 14, 5, 11, 12, 15 |
The evaluation process is based on the active student-centred learning model. Five evidence of learning are available, each of one with a weight equal to 20%.
Definition of “evaluable student”
A student is considered evaluable when he/she has submitted learning evidence with a weight equal to or greater than 4 marks (range 0-10). On the contrary, it will be considered as “non evaluable student”.
Requirements for a passing grade
A student has passed the subject when he/she simultaneously meets the following two criteria:
a) Achieving at least 5 marks (range 0-10) in the continuous evaluation system.
b) Achieving at least 2.5 marks (range 0-10) in all of evidences.
Not meeting these two criteria means that a maximum grade of 4.9 marks (range 0-10) can be recorded on the student’s academic transcript.
Right to reassessment
Not passed evidences can be reassessed, through individual tests.
The grade achieved in reassessment replaces the grade previously obtained in the evidences of learning, with the limitation of a maximum score of 6 marks (range 0-10).
*The criteria/requirements for the assessment in the Faculty are available at:
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EE1. Written. Methodology, dessigns and research assessment. Data management. Week 7 | 2 marks | 0 | 0 | 1, 13, 6, 7, 4, 8, 10, 2, 14, 5, 11, 12, 15 |
EE2a. Problems resolution. Adaptation and validation of assessment tools-1. Week 10 | 2 marks | 0 | 0 | 1, 13, 3, 8, 9, 14, 5, 15 |
EE2b. Problems resolution. Adaptation and validation of assessment tools-2. Week 13 | 2 | 0 | 0 | 1, 13, 3, 8, 9, 14, 5, 15 |
EE3a. Problems resolution. Statistics-1. Week 16 | 2 marks | 0 | 0 | 1, 13, 3, 9, 14, 5, 15 |
EE3b. Problems resolution. Statistics-2. Week 19 | 2 marks | 0 | 0 | 1, 13, 14, 5, 11, 12, 15 |
Abad, F.J., Olea, J., Ponsoda, V., & García, C. (2011). Medición en Ciencias Sociales y de la Salud. Madrid: Síntesis.
* Electronic resurce available at: UAB Library
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author
American Educational Research Association, American Psychological Association & National Council on Measurement in Education (2014). Standards foreducational and psychological testing. Washington, DC:American Educational Research Association
* Electronic resurce available at: UAB Library
Beaton, D., Bombardier, C. Guillemin, F., & Bosi M. (2007) Recommendations for the Cross-Cultural Adaptation of the DASH & QuickDASH Outcome Measures. Institute for Work & Health
* Available at: http://www.dash.iwh.on.ca/sites/dash/files/downloads/cross_cultural_adaptation_2007.pdf
Cumming, G., & Jageman, C. (2016). Introduction to the new statistics. New York: Taylor & Francis
Martínez-Arias, R., Castellanos-López, M.A., & Chacón-Gómez, J.C. (2015). Análisis de Datos en Psicología y Ciencias de la Salud. Volumen I: Exploración de Datos y fundamentos. Madrid: EOS Universitaria.
Martínez-Arias R, Castellanos-López MA, & Chacón-Gómez JC. (2015). Análisis de Datos en Psicología y Ciencias de la Salud. Volumen II: Inferencia Estadística. Madrid: EOS Universitaria.
Muñiz, J. (2018). Introducción a la Psicometría. Teoría clàssica y TRI. Madrid. Pirámide.
Muñiz, J., Elosua, P., & Hambleton, R.K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25, 151-157. doi: 10.7334/psicothema2013.24
Portell, M., & Vives, J. (2019). Investigación en Psicología y Logopedia. Introducción a los diseños experimentales, cuasi-experimentales y ex post facto. Servei de Publicacions de la Universitat Autònoma de Barcelona.
* Available at: https://publicacions.uab.cat/llibres/fitxa_web_llibres.asp?ID=2130
Sousa, V.D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17, 268–274. doi: doi: 10.1111/j.1365-2753.2010.01434.x
Wild, D., Grove, A., Martin, M., Eremenco, S., McElroy, S., Verjee-Lorenz, A., & Erikson, P. (2005). Principles of Good Practice for the Translation and Cultural Adaptation Process for Patient-Reported Outcomes (PRO) Measures: Report of the ISPOR Task Force for Translation and Cultural Adaptation. Value in Health, 8, 94-104. doi: 10.1111/j.1524-4733.2005.04054.x