Scientific Methodology, 5 credits
Forskningsmetodik, 5 hp
Time: Week 40-42, 2019
Number of students: Maximum 30
By the end of the course the students will be able to:
- In dialog and in writing show a knowledgeable and critical attitude regarding scientific investigations and reports
- Describe different designs, sampling and replicating strategies and methods of analysis used in qualitative and quantitative research and discuss the strength and weaknesses of results generated by these
- Discuss the foundation provided by the general philosophy of science to the recent spectrum of scientific methodologies.
- Independently review and evaluate scientific articles/reports
- Formulate, present and discuss appropriate study protocols in a common particular context, including hypotheses, design, sample selection and choice of statistical methods (if applicable).
- Discuss the philosophical and scientific aims of research
- Present in writing and orally her/his own research project in the light of relevant quantitative and qualitative research methodologies.
- Identify and discuss (as shown in writing, oral presentation and in dialog with other scientists) the advantages and disadvantages of alternative methods for investigating the students own research issues.
- The philosophy of science
- Qualitative methodologies in scientific research
- Quantitative methodologies in scientific research
- Research designs
- Data collection
- Data analysis
- Writing, presenting and defending scientific reports
Lectures and/or tutorial groups and seminars.
The educational method used is problem-based learning (PBL). PBL emphasises the student’s development of free, self-supporting, lifelong learning ability as an instrument for critical inquiry. The students own queries and formulated problems form the basis of PBL. Important is also the student’s ability to take responsibility for his/her own learning, and to seek and evaluate information and knowledge and to train co-operation and a flexible attitude to different views and ideas.
The course is given in such a way that both men’s and women’s experiences and knowledge are made visible and developed.
1. Evaluation of a written report (about 2000 - 3000 words) of the students own research project including
1.1. The background of and fundamental research questions in the students research
1.2. The metrology of the measurement methods used
1.3. The pros and cons of the experimental designs planned or used
1.4. Discussion of the results already obtained
2. Evaluation of an oral presentation of the research project at a seminar
3. The ability of the student to answer theoretical questions (within the scope of the learning outcomes) posed by the examiner at the seminar of the PhD students protocols
Students who have failed the course or part of the course twice are entitled to request another examiner for the following examination occasion.
Admitted to education at research level (PhD-studies).
PhD students are admitted according to the following priority order:
1. PhD students registred at the Faculty of Health Sciences or PhD students strongly connected to the Faculty of Health Sciences registred at other faculties within Linköping University
2. PhD students registred at other faculties within Linköping University
3. PhD students registred at other universities
Participation in the course of other students than above is only possible if there are fewer applicants from the above groups than students to be admitted.
Pass or Fail.
Planning and implementation of the course shall be carried out on the basis of the wording in this course plan. The evaluation of the course should therefore consider the question how well the course agrees with the course plan. Written evaluation will be arranged at a scheduled time at the end of the course.
At the student's request, course certificate may be issued by the course organiser.
Hulley, Cummings, Browner, Grady, & Newman (2010). Designing Clinical Research 4th ed. Philadelphia: Lippincott Williams and Wilkins.
Melnyk, B. and Morrison-Beedy, D. (2012). Intervention Research: Designing, Conducting, Analyzing, and Funding. Springer: New York.
Patton, MQ (2015). Qualitative research and evaluation methods, 4th ed. Thousand Oaks, CA: Sage Publications.
John W. Creswell (2013) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th Edition. Thousand Oaks, CA: Sage Publications.
If the course is withdrawn, or is subject to major changes, examinations according to this course plan are normally offered on a total of at least three occasions within one year, one of them in close connection with the first examination.
The course is normally given in English.
- Professor Anna Stromberg, Department of Medical and Health Sciences.
- Professor Tiny Jaarsma, Department of Social and Welfare Studies.
Senast uppdaterad: Fri Mar 22 10:14:43 CET 2019