Introduction to Empirical Research for Health Professionals - Physiotherapy
- Faculty
Faculty of Business Management and Social Sciences
- Version
Version 1 of 03.07.2025.
- Module identifier
22B1080
- Module level
Bachelor
- Language of instruction
German
- ECTS credit points and grading
5.0
- Module frequency
only summer term
- Duration
1 semester
- Brief description
The module serves to acquire a basic understanding of the empirical research process and the necessary competencies for the exploratory phase of a research process. In addition to acquiring a basic understanding of quantitative and qualitative research approaches, these are placed in the context of the logic of the research process on the one hand and the research needs of the discipline on the other. Students will have a critical understanding of the major theories, principles, and methods of empirical socialand health research. This module includes systematic literature review, development of a research/clinical question, overview of different research designs, as well as as an overview ( basic knowledge) of data collection methods and data analysis strategies.
- Teaching and learning outcomes
1 The empirical research process
1.1 Phases and principles of the research process
1.2 The importance of theories and hypotheses
1.3 Introduction to methods of empirical social and health research
- Quantitative research approaches
- Development of a research question
- Deriving a research question or hypotheses
- Identifying research needs and describing the problem
- Overview of study designs
- Clinical study designs
- Epidemiological research designs
- Which research designs for which clinical questions?
- Qualitative research approaches
- Basics of qualitative research methods
- Scientific theoretical basics
- Characteristics and fields of application
- Research process and research approaches (study designs)
- Quality criteria of qualitative research: introduction
1.4 Research ethics
2. research course
2.1 Computer use and research
2.2 Literature research and analysis
2.3 Techniques of scientific work (systematic literature search, citation, identifying and classifying literature and document types, structure of scientific papers)
3.0 Seminar profession-specific Qualitative Research
3.1 Research in the health professions
3.2 Research perspectives
- Overall workload
The total workload for the module is 150 hours (see also "ECTS credit points and grading").
- Teaching and learning methods
Lecturer based learning Workload hours Type of teaching Media implementation Concretization 30 Lecture Presence - 8 Learning in groups / Coaching of groups Presence or online - 15 Seminar Presence or online - Lecturer independent learning Workload hours Type of teaching Media implementation Concretization 52 Study of literature - 5 Creation of examinations - 30 Work in small groups - 10 Exam preparation -
- Graded examination
- Written examination and Homework / Assignment or
- Multiple choise written examination and Homework / Assignment or
- Written examination and Presentation or
- Multiple choise written examination and Presentation
- Remark on the assessment methods
The students will have two ways of evaluation, one written multiple-choice exam that can be implemented face-to-face or online. In addition, the students will prepare a presentation with a written report related to the contents learned in this module.
- Recommended prior knowledge
The module starts with basic knowledge, so no previous course is required.
Students who wish to start reading ahead and have basic knowledge and skills before starting the module are recommended to read the following basic literature:
Herbert R. Practical evidence-based physiotherapy. Edinburgh: Elsevier/Churchill Livingstone; 2011.
- Knowledge Broadening
Students have a basic understanding of the systematics and principles of the empirical research process.
Students understand the logic and principles of the research process and know basic methodological approaches of empirical social and health research and can relate these to a research question.
They know the basic methods of empirical social research with regard to their research orientation and possible applications and understand that different research questions require the application of different methods (quantitative or qualitative).
They are familiar with scientific work principles, ethical principles, and problems and adjust their actions accordingly.
The students know national and international databases for their systematic literature research.
- Knowledge deepening
Students distinguish between qualitative and quantitative research approaches and explain their necessity and perspectives in the therapeutic context.
Students apply ethical principles to the research context and deepen their knowledge of research ethics issues.
Students use their knowledge of English in the context of professional questions answered via English literature.
Students will describe the basic components of research methodology in the
Allied Health Professions Science and will be able to explain them.
- Knowledge Understanding
Students justify the importance of research methodology in the health and social context and are able to justify it
- Application and Transfer
The students develop comprehensive information competence.
They conduct a systematic literature search with computer support.
They conduct research in libraries, electronic databases, and on the Internet. In doing so, they determine the type and scope of the required information as well as efficient and effective access.
They critically assess their sources and integrate them in a goal-oriented manner.
- Academic Innovation
The students will explore several ways to seek information to respond to a clinical question. This will involve active learning and using several new technologies and web platforms, which will enrich the learning process and efficiency.
- Communication and Cooperation
Students will present research results systematically and in an addressee-oriented manner.
Students can formulate a complex research question, develop and implement a suitable research strategy, and argue this approach to colleagues.
Students can critically evaluate research results regarding the fit of the problem, research question, and selected data collection methods and communicate this to colleagues.
- Academic Self-Conception / Professionalism
The students justify the importance of research, which, in addition to professional autonomy and
evidence-based practice is one of the pillars in the professionalization process of allied health profesions.
- Literature
Bartels, E. M. (2013). How to perform a systematic search. Best Practice & Research Clinical Rheumatology, 27(2), 295-306.
Bortz, Jürgen; Schuster, Christof (2016): Statistik für Human- und Sozialwissenschaftler. Limitierte Sonderausgabe
Breidenstein, G.; Hirschauer, S.; Kalthoff, H.; Nieswand, B. (2013): Ethnografie: Die Praxis der Feldforschung. Konstanz, München: UVK.
Brezina, H., Grillenberger, A. (2008): Schritt für Schritt zur wissenschaftlichen Arbeit in Gesundheitsberufen. 2. Aufl., Wien: Facultas Universit?tsverlag.
Coggon, D. (2007): Statistik. Einführung für Gesundheitsberufe. Bern: Verlag Hans Huber.
Davies, K. S. (2011). Formulating the evidence based practice question: a review of the frameworks. Evidence-Based Library and Information Practice, 6(2), 75-80.
Domholdt, E. (2005). Rehabilitation research : principles and applications. St. Louis, Mo.: Elsevier Saunders
Flick, U. (2007): Qualitative Sozialforschung. Eine Einführung. 6. Aufl. Reinbek bei Hamburg: Rowohlt.
Helfferich, C. (2011): Die Qualit?t qualitativer Daten. Manual für die Durchführung qualitativer Interviews. Aufl., Wiesbaden: VS Verlag.
Herbert, R. (2011). Practical evidence-based physiotherapy. Edinburgh: Elsevier/Churchill Livingstone.
Hulley, S. B., Cummings, S. R., & Browner, W. S. (2015). Designing Clinical Research. Retrieved from public.ebookcentral.proquest.com/choice/publicfullrecord.aspx
Katz, M. (2006). Study design and statistical analysis: a practical guide for clinicians: Cambridge University Press.
Katz, M. H. (2010). Evaluating clinical and public health interventions: A practical guide to study design and statistics: Cambridge University Press.
Kleibel, V., Mayer, H. (2011): Literaturrecherche für Gesundheitsberufe. 2. Aufl., Wien: Facultas Universit?tsverlag.
Kleibel, V. u. Mayer, H. (2017): Literaturrecherche für Gesundheitsberufe. Wien: Facultas Verlag 3., überarbeitete Auflage.
Koller, M.M. (2014): Statistik für Pflege- und Gesundheitsberufe. Wien: Facultas Universit?tsverlag.
Kühn, T.; Koschel, K.-V. (2011): Gruppendiskussion: ein Praxis-Handbuch. Wiesbaden: VS Verlag für Sozialwissenschaften.
Lamnek, S. (2005): Gruppendiskussion: Theorie und Praxis. Weinheim: Beltz.
Lindsey, W. T., & Olin, B. R. (2013). PubMed searches: Overview and strategies for clinicians. Nutrition in Clinical Practice, 28(2), 165-176.
Mangold, S. (2013): Evidenzbasiertes Arbeiten in Physio- und Ergotherapie. 2. Aufl., Berlin: Springer.
Mayer, H., van Hilten, E. (2007): Einführung in die Physiotherapieforschung. Wien: Facultas Universit?tsverlag.
Morse, J.M. (2012): Qualitative Health Research. Creating a New Disciplin. Walnut Creek CA.: Left Coast Press.
Panfil, E.-M. (2010): Wissenschaftliches Arbeiten in der Pflege. Lehr- und Arbeitsbuch für Pflegende. Bern: Verlag Hans Huber.
Patton, M.Q. (2002): Qualitative Research & Evaluation Methods, 3rd ed., Thousand Oaks: Sage.
Portney, L. G., & Watkins, M. P. (2009). Foundations of clinical research: applications to practice (Vol. 892): Pearson/Prentice Hall Upper Saddle River, NJ.
Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167.
Scherfer, E., Bossmann, T. (2011): Forschung verstehen. Ein Grundkurs in evidenzbasierter Praxis. 2. Aufl., München: Pflaum.
Schnell, R., Hill, P.B., Esser, E. (2011): Methoden der empirischen Sozialforschung. 9. Aufl., München: Oldenbourg Wissenschaftsverlag.
Straus, S. E., Glasziou, P., Richardson, W. S., & Haynes, R. B. (2018). Evidence-based medicine E-book: How to practice and teach EBM: Elsevier Health Sciences.
- Linkage to other modules
This module is directly related to the following modules:
1) Quantitative and qualitative research methodology for therapy professions.
2) Quantitative and qualitative research methodology in health professions-consolidation and study design-physiotherapy.
The contents of this module are complemented and deepened in both module (Quantitative and Qualitative Research Methodology for Therapy Professions and Quantitative and Qualitative Research Methods in the Health Professions-Consolidation and Study Design-Physiotherapy).
- Applicability in study programs
- Occupational Therapy, Physiotherapy (dual programme)
- Occupational Therapy, Physiotherapy (dual programme)
- Person responsible for the module
- Armijo-Olivo, Susan
- Teachers
- Armijo-Olivo, Susan