Methodological Resources for Developing the Bachelor’s Degree Final Project
Code: 104141 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500893 Speech therapy | OT | 4 | 1 |
Contact
- Name:
- José María Losilla Vidal
- Email:
- josepmaria.losilla@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Other comments on languages
If the student has difficulty understanding the test statements in Catalan, they can request the test in Spanish in writing to the course coordinator before week 4Teachers
- Eduardo Doval Dieguez
Prerequisites
There are no specific prerequisites.
Objectives and Contextualisation
The general objective of this course is to offer students the necessary skills to carry out in a methodologically correct way Bachelor's degree final project aimed at the scientific production in the field of communication and language.
To achieve this general objective, the student must be able to:
- Understand the structure and methodological contents of prototypical research papers published in the field of communication and language.
- Learn to write scientific reports based on the prototypical patterns that are provided.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Demonstrate an understanding and correct use of the terminology and methodology of speech-therapy research.
- Evaluate the scientific production that supports speech therapists' professional development.
- Find, evaluate, organise and maintain information systems.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- Managing communication and information technologies.
- Reflect on and research into language and its treatment so as to help develop the profession.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
Learning Outcomes
- Analyse a situation and identify points for improvement.
- Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and/or environmental dimensions.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Argue suitably using within the framework of statistical thought.
- Assess the usefulness of various theoretical models of language pathology, and methods and tools derived from each of these.
- Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
- Consider how gender stereotypes and roles impinge on the exercise of the profession.
- Critically and thoughtfuly evaluate scientific literature, placing it within an epistemological framework.
- Discriminate between applied research using different research methods and techniques to search for evidence in speech therapy.
- Draw reasoned conclusions on the advantages and limitations of different methodological approaches to addressing applied problems.
- Explain critically and in a reflective manner the characteristics, advantages and limitations of scientific methodology in the field of speech therapy.
- Explain the application of the scientific method for obtaining and accumulating evidence in speech therapy.
- Formulate and test hypotheses about the demands and needs of recipients, and concerning research.
- Identify situations in which a change or improvement is needed.
- Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
- Identify the social, economic and/or environmental implications of academic and professional activities within one's own area of knowledge.
- Interpret the content and scope of a claim by scientific evidence and the most adequate type of study to address this.
- Managing communication and information technologies.
- Properly identify the key components that are involved and participate in the process of scientific research.
- Search, evaluate, organise and maintain information systems.
- Set out reasoned proposals on methods of acquiring new evidence in speech therapy.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Use strategies pertaining to scientific method in the search for evidence in speech therapy.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
The course reviews the fundamental methodological aspects of the three main types of Bachelor's degree final project aimed at scientific production:
- Revision works: systematic reviews with narrative and basic metanalytic results analysis.
- Empirical works that involve data collection and statistical analysis: experimental, quasi-experimental, single-case or observational (survey, ex-post facto or systematic observation).
- Creation or adaptation of tests and questionnaires.
All the contents are presented through prototype published searches and standardized reporting structures.
Methodology
Traditional didactic techniques are combined with other resources aimed at encouraging meaningful learning.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Directed: Presentations and activities in the classroom | 36 | 1.44 | 20, 9, 10, 11, 12, 21, 13, 19, 17, 4, 26, 18, 8, 5 |
| Type: Supervised | |||
| Supervised: Tutoring | 7.5 | 0.3 | 9, 10, 13, 19, 17, 4, 8, 5 |
| Type: Autonomous | |||
| Autonomous: Reading texts and articles, conceptual abstracts, preparation and completion of work and personal study. | 100.5 | 4.02 | 20, 9, 10, 11, 12, 21, 13, 19, 17, 4, 26, 18, 8, 5 |
Assessment
In this course the assessment is intended to fulfill a pedagogical function and not just accreditation, and all the evidences are programmed so that they can achieve the corresponding formative return.
Below are the learning evidences that the student will have to contribute, their type and their weight in the final qualification:
- Evidence 1. (First assessment period). Written individual or couple work delivered through Moodle. Contents: Scientific documentation and systematic reviews. Up to 2,5 points.
- Evidence 2. (First assessment period). Written individual classroom test. Contents: Creation and adaptation of tests and questionnaires. Up to 3,5 points.
- Evidence 3. (Second assessment period). Written individual classroom test. Contents: Data analysis. Up to 4 points.
Assessable students: a student is considered assessable when he/she has presented evidences of learning with a weight greater than or equal to 4 points; otherwise it will appear in final grade sheets as "Not Asessable (NA)".
Course passed: students has passed the course when they have obtained a minimum score of 5 points and all the proposed learning evidences have been assessed.
Resit examination: for those students that have not achieved the established criteria to pass the course and who have previously been assessed on a set of activities whose weight equals to a minimum of two thirds of the total score of the course and have obtained a minimum total score of 3,5 points.
No unique final synthesis test for students who enrole for the second time or more is anticipated.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Ev1. (First assessment period). Written individual or couple work delivered through Moodle. Contents: Scientific documentation and systematic reviews | 2,5 points | 2 | 0.08 | 2, 3, 1, 20, 6, 9, 16, 15, 14, 25, 24, 22, 23, 4, 26, 18, 7, 8, 27, 5 |
| Ev2. (First assessment period). Written individual classroom test. Contents: Creation and adaptation of tests and questionnaires | 3,5 points | 2 | 0.08 | 6, 11, 21, 13, 25, 24, 22, 23, 5 |
| Ev3. (Second assessment period). Written individual classroom test. Contents: Data analysis | 4 points | 2 | 0.08 | 6, 10, 11, 12, 21, 13, 19, 17, 25, 24, 22, 23 |
Bibliography
Basic bibliography
Students will have access through moodle to the documents in pdf format that constitute the basic bibliography of the course.
Complementary bibliography
Abad, F., Olea, J., Ponsoda, V. i García, C. (2011). Medición en Ciencias Sociales y de la Salud. Madrid: Síntesis.
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association Publications and Communications Board Working Group on Journal Article Reporting Standards (2008). Reporting standards for research in psychology. Why do we need them? What might they be? American Psychologist, 63(9), 839-851.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Atkins D.C., Bedics J.D., McGlinchey J.B., & Beauchaine T.P. (2005). Assessing clinical significance: does it matter which method we use? Journal of Consulting and Clinical Psychology, 73(5)5, 982-989. doi: 10.1037/0022-006X.73.5.982
Babbie, E. (2000). Fundamentos de la investigación social. México: Thomson.
Botella, J. & Sánchez Meca, J. (2015). Meta-análisis en ciencias sociales y de la salud. Madrid: Síntesis.
Botella-Ausina J., Suero-Suñe M., & Ximénez-Gómez C. (2012). Análisis de datos en Psicología I. Madrid: Ediciones Pirámide.
Espelt, A., Viladrich, C., Doval, E., Aliaga, J., García-Rueda, R. i Tárrega, S. (2014). Uso equitativo de tests en ciencias de la salud. Gaceta Sanitaria, 28, 408-410. doi: 10.1016/j.gaceta.2014.05.001
Guardia-Olmos J., Freixa-Blanchart M., Peró-Cebollero M., & Turbany-Oset J. (2010). Análisis de Datos en Psicología (2a Ed). Madrid: Deltapublicaciones.
Higgins, J. P. T., Green, S., & Cochrane Collaboration. (2008). Cochrane handbook for systematic reviews of interventions. Chichester, England; Hoboken, NJ: Wiley-Blackwell.
Higgins, J.P. T. & Green, S. (Eds.) (2011). Cochrane handbook for systematic reviews of interventions Version 5.1.0. The Cochrane Collaboration. Disponible a: www.cochrane-handbook.org. Versió española disponible a: http://www.cochrane.es/?q=es/node/269
Jacobson N, & Truax P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59 (1), 12–19. doi:10.1037/0022-006x.59.1.12.
Kazdin A.E. (1999). The meanings and measurement of clinical significance. Journal of Consulting and Clinical Psychology, 67(3), 332-339.
León, O. y Montero, I. (2003). Métodos de investigación en Psicología y Educación (3ª ed.). Madrid: McGrawHill.
Martínez Arias, M.R., Hernández, M.J. i Hernández, M.V. (2006). Psicometría. Madrid: Alianza Editorial.
Martínez-Arias R, Castellanos-López MA, & Chacón-Gómez JC. (2015). Análisis de Datos en Psicología y Ciencias de la Salud. Volumen I: Exploración de Datos y fundamentos. Madrid: EOS Universitaria.
Meneses, J. (Co.). (2013). Psicometría. Barcelona: FUOC.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.
Moreno, R.; Martínez, R.J. y Chacón, S. (2000). Fundamentos metodológicos en psicología y ciencias afines. Madrid: Pirámide.
Muñiz, J. (2009). Teoríaclásica de los tests. Madrid: Pirámide.
Pardo A., Ruiz M.A., & San Martín R. (2009). Análisis de datos en ciencias sociales y de la salud (I). Madrid: Editorial Síntesis.
Pardo A, & San Martín R. (2010). Análisis de datos en ciencias sociales y de la salud (II). Madrid: Editorial Síntesis.
Portell, M. & Vives, J. (2013). Mètodes d'investigació.Bellaterra: Universitat Autònoma de Barcelona.
Sánchez-Meca, J., & Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.
Silva, L.C. (2000). Diseño razonado de muestras y captación de datos para la investigación sanitaria. Madrid: Diaz de Santos.
Solanas, A., Salafranca, L., Fauquet, J. y Núñez, M.I. (2005). Estadística descriptiva en Ciencias del Comportamiento. Madrid: Thomson.
Viladrich, C. i Doval E. (Eds.). (2008). Psicometria. Barcelona: Editorial UOC.
Software
The free access software jamovi (https://www.jamovi.org/) will be used to perform statistical and psychometric analyses presented in the course.