Degree | Type | Year | Semester |
---|---|---|---|
4315497 Communication and Language Disorders | OB | 0 | 1 |
There are no prerequisites for taking this module.
The aim of this module is for students to acquire the competences needed to do research in the field of communication disorders, as well as to act professionally according to evidence-based practice.
Students learn to formulate relevant questions, to properly define research objectives and hypotheses, and to discriminate which research methods and designs are most appropriate based on these objectives and hypotheses. Competences related to the search, selection, quality assessment and synthesis of information relevant to conducting research and acting professionally are also developed.
Finally, students learn to identify and discuss the health, methodological and technical implications of research, as well as its repercussions on evidence-based care and on the progress of scientific knowledge of the discipline.
-Systematic literature searches and synthesis of scientific evidence
-Methods, designs and research techniques applied to the field of language and communication disorders.
-Skills of methodological quality appraisal (risk of bias) and critical reading of scientific publications.
-Procedure for grading the evidence and evaluating its applicability.
-Evidence implementation
Both the learning resources and the content of the training activities are geared towards learning by doing. The synchronous sessions will combine lectures that lay the foundation for acquiring the skills, with hands-on activities to put them into practice. The evidence of learning is also oriented to evaluate in a practical way the competences to be achieved.
“N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty”.
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Computerized practice | 5.5 | 0.22 | 4, 1, 13, 3, 14 |
Critical analysis and discussion of cases | 11 | 0.44 | 5, 2, 6, 13, 12, 11, 10, 14 |
Expositive | 15 | 0.6 | 7, 9, 8, 5, 15, 1, 13, 3, 10 |
Type: Supervised | |||
Tutorship | 7.5 | 0.3 | 5, 2, 4, 15, 1, 6, 13, 12, 11, 3, 14 |
Type: Autonomous | |||
Design, preparation and execution of evidences | 66 | 2.64 | 4, 1, 13, 3, 14 |
Work on materials proposed by the teachers | 45 | 1.8 | 7, 9, 8, 5, 2, 4, 15, 1, 6, 13, 12, 11 |
Definition of evaluable student
A student is considered evaluable when he/she has submitted evidence of learning with a weight equal to or greater than 4 points.
Definition of passing grade
A student has passed the course when he/she meets the following two conditions:
a) He/she has obtained a minimum score of 5 points.
b) He/she has obtained a minimum score of 1,5 points in the first two evidences (Ev1, Ev2), and 1.5 points in Ev3. In case of not reaching these requirements, the maximum score to be recorded on the student’s academic transcript ("actas") will be 4.9 points.
Reassessment
The following two conditions must be met for students to be eligible for reassessment:
a) Not reaching the criteria established to pass the subject.
b) Have submitted evidences with a weight equal to or greater than 2/3 of the total grade.
* No unique final synthesis test for students who enrole for the second time or more is anticipated.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev1. Written individual test. Search and selection of studies | 3 points | 0 | 0 | 5, 4, 1, 13, 10, 14 |
Ev2. Written individual test. Search and interpretation of results. | 2.5 points | 0 | 0 | 5, 2, 4, 1, 3, 10 |
Ev3. Written indvidual assignment. Systematic review. | 4.5 points | 0 | 0 | 7, 9, 8, 5, 2, 4, 15, 1, 6, 12, 11, 3, 10, 14 |
Basic:
Higgins, J. P. T., & Cochrane Collaboration (Eds.). (2019). Cochrane handbook for systematic reviews of interventions (Second edition). Wiley-Blackwell.
Portell, M. & Vives, J. (2019). Investigación en psicología y logopedia: introducción a los diseños experimentales, cuasi-experimentales y ex post facto. Servei de publicacions. UAB.
Complementary:
Bono, R. & Arnau, J. (2014). Diseños de caso único en ciencias sociales y de la salud. Síntesis.
Cooper, H. M., Hedges, L. V., & Valentine, J. C. (Eds.). (2019). Handbook of research synthesis and meta-analysis (3rd edition). Russell Sage Foundation.
Shaughnessy, J.J, Zechmeister, E.B, & Zechmesiter, J.S (2007). Métodos de investigación en Psicología (7ªEd.). McGraw Hill
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