Methodology of Applied Research in Clinical and Health Psychology
Code: 43873 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 4316222 Research in Clinical Psychology and Health | OB | 0 |
Contact
- Name:
- Eduardo Doval Diéguez
- Email:
- eduardo.doval@uab.cat
Teachers
- Eduardo Doval Diéguez
- Albert Espelt Hernàndez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites.
Objectives and Contextualisation
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.
Competences
- Analyze critically the most current theories, models and methods of psychological research in the field of clinical and health psychology.
- Analyze data and interpret results on research in clinical and health psychology.
- Apply the outstanding ethical principles and act accordingly to the deontological code for the profession in the scientific research practic.
- Continue the learning process, to a large extent autonomously.
- Design, plan and to implement projects psychological research project in the area of clinical and health psychology.
- Pose relevant and new research questions in clinical and health psychology depending on the bibliography consulted.
- Search for information in scientific literature using appropriate channels and integrate such information to propose and contextualize a research topic.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Use scientific terminology to argue the results of research in the context of scientific production, to understand and interact effectively with other professionals.
Learning Outcomes
- Apply the outstanding ethical principles and act accordingly to the deontological code for the profession in the scientific research practic.
- Carry out a critical reading of a scientific publication on the basis of the methodological quality of the research design used and the scientific and practical relevance of the results or contributions.
- Carry out a descriptive analysis of a study using a quantitative methodology and interpret the results and present them in the form of graphs and tables.
- Carry out a systematic review to summarise the best available scientific evidence.
- Continue the learning process, to a large extent autonomously.
- Design research using qualitative or mixed methods.
- Design research using quantitative methodology including the preparation of a data base and the creation of the variables needed to answer the research questions.
- Identify relevant questions in clinical psychology and health psychology which require scientific clarification.
- Prepare the data matrix, clean it and create the necessary variables to carry out a descriptive analysis of a study using a quantitative methodology.
- Propose objectives, the research question and formulate hypotheses for research in clinical psychology and health psychology.
- Recognise the research and topics for study in clinical psychology and health psychology which are most appropriate for research using qualitative and mixed methods.
- Recognise the research and topics for study in clinical psychology and health psychology which are most appropriate for research using quantitative methods.
- Search for information in scientific literature using appropriate channels and integrate such information to propose and contextualize a research topic.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Use scientific terminology to argue the results of research in the context of scientific production, to understand and interact effectively with other professionals.
Content
- Research methods, designs and research techniques applied to the field of clinical and health psychology.
- Data management and data analysis.
- Creation, adaptation and validation of measurement tools.
- Statistical data analysis and interpretation of the results.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Oral communications and activities in the classroom | 45 | 1.8 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
| Type: Supervised | |||
| Tutorials | 12.5 | 0.5 | 3, 4, 6, 7, 9, 10, 13 |
| Type: Autonomous | |||
| Reading of texts and articles, conceptual summaries, preparation and realization of works, personal study | 167.5 | 6.7 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 |
This modul combines traditional teaching techniques with other resources aimed at promoting meaningful lerning.
In weeks 9 and 14, approximately 15 minutes of the session will be allocated to the evaluation surveys of the teaching and evaluation of the module.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EE1. Problems resolution. Methods, dessigns and research assessment. Data management. Week 3 | 2 marks | 0 | 0 | 1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15 |
| EE2b. Written Methodology. Statistics-2. Week 8 | 2 marks | 0 | 0 | 1, 5, 11, 12, 13, 14, 15 |
| EE3a. Written Methodology. Adaptation and validation of assessment tools-1. Week 12 | 2 marks | 0 | 0 | 1, 3, 5, 8, 9, 13, 14, 15 |
| EE3a. Written Methodology. Statistics-1. Week 6 | 2 marks | 0 | 0 | 3, 5, 9, 13, 14, 15 |
| EE3b. Written Methodology. Adaptation and validation of assessment tools-2. Week 18 | 2 marks | 0 | 0 | 1, 3, 5, 8, 9, 13, 14, 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 4 marks (range 0-10) in all of evidences.
Not meeting these two criteria means that a maximum grade of 4.8 marks (range 0-10) can be recorded on the student’s academic transcript.
Single evaluation
No single evaluation
Right to reassessment
Not passed evidences can be reassessed, through individual tests (week 20)
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
Bibliography
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 (2020). Publication manual of the American Psychological Association (7th 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
Bandalos, D.L. (2018). Measurement theory and applications for the social siencies. New York: The Guilford Press.
* 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
Iliescu, D. (2017) Adapting test in linguistic and cultural situations. Cambridge University Press
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: EOSUniversitaria.
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
*Available at: https://cadeq.files.wordpress.com/2012/01/valmi_et_al2011.pdf
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
*Availabe at: https://www.sciencedirect.com/science/article/pii/S1098301510602525
Software
Stata: Sotware for Statistics and Data Science
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | first semester | afternoon |