Universitat Internacional de Catalunya
Introduction to Biomedical Research. Speciality in Mental Health
Other languages of instruction: English,
Teaching staff
SPECIFIC module:
Dr Jose Emilio Rojo ( emiliorojo@uic.es )
Dr. Francisco Jose Eiroa Orosa ( fjeiroa@uic.es )
GENERAL module and course coordination:
Carlos Gª Forero (cgarciaf@uic.es)
Introduction
A basic aspect of scientific research is the method. If anything deserves to be called a "scientific method," it is the simple but fundamental process by which every new idea must be put to the test. In this course, we will try to explain what the scientific method is and how it is applied to biomedical research, how to establish a research question, and what are the particularities of biomedical research in specific fields.
This course consists of two modules:
a) A GENERAL module consisting of an introduction to science and the scientific method, which explains the basic procedure used by science to try to understand natural phenomena. In addition, we will learn are the basic concepts for formulating research questions and hypotheses, and how major designs answer these questions.
b) A specific module dedicated to the application of the scientific method in the field of neuroscience. From a selection of current issues in mental health research, carried out an approach to the scientific methodology used in the fields of psychology, neurology and neuropsychiatry.
This subject extends concepts and competences acquired in Biostatistics and Introduction to Epidemiology (2nd). The subject is integrated in the undergraduate research curriculum, which is continued in the subjects Clinical Epidemiology and Public Health (5th) and the Final Degree Project TFG (6th)
Pre-course requirements
None
Objectives
The objectives for the GENERAL module are:
a.1) Know the purpose and scope of science.
a.2) Meet the criteria to be satisfied by a correct observation of natural phenomena.
a.3) Distinguish hypothesis theory and learn to recognize the different types of explanations using science. Knowing the value of the correlations and the preferable approach to assessing competing explanations.
a.4) Be able to design an appropriate strategy to test an explanation. Know the common mistakes in designing experiments to test an explanation.
a.5) Know the different types of causal studies, the degree of strength of evidence they provide and the considerations to be taken into account when designing or evaluating the results of a causal study.
A. 6) Know how to recognize the clues that reveal at pseudoscientific explanations.
The objectives for the SPECIFIC module are:
b.1) Define the characteristics of mental health research.
b.2) Define and describe the information sources and search strategies of information in the field of mental health.
b.3) Describe some of the issues that can be addressed currently in mental health research, such as the study of the brain, cognition or personality.
b.4) Define and describe how you can research in mental health, with current means that are available in the field of neuroscience.
b.5) Define some major tests used in mental health in the field of cognition and personality, and according to the research carried out.
Competences/Learning outcomes of the degree programme
- 28 - Obtaining and using epidemiological data and assess trends and risks in health related decision-making.
- 31 - Understand, critically evaluate and know how to use sources of clinical and biomedical information to obtain, organize, interpret and communicate scientific and health care information.
- 34 - Ability for critical thinking, creativity and constructive skeptisim with a focus on research within professional practice.
- 35 - Understand the importance and limitations of scientific thinking in the study, prevention and treatment of disease.
- 36 - Be able to formulate hypotheses, collect and critically evaluate information for problem solving using the scientific method.
- 37 - Acquire basic training for research.
Learning outcomes of the subject
Upon completion of this course students should have a better understanding of how scientific thinking operates (or should operate), having acquired the basic skills to recognize and evaluate experimental results as well as the criteria to reject baseless scientific claims.
Sudents should have also have had the opportunity to learn the practical application of scientific procedures in the field of choice, with the help of leading experts whose ultimate goal is to convey the passion for research.
Syllabus
a) GENERAL MODULE CONTENTS:
1. Science and science: Information, knowledge and science. Features of scientific knowledge. The scientific method.
2. Research questions: The research question. Establishment of objectives, and hypotheses. Falsification. Research planning
3. Answer questions: Diagrams of causality (Directed Acyclic Graphs). Bias, confusion and mediation. Observation and generalization.
5. Observational designs: cross-sectional designs, cases and controls, cohort and cohort designs; diagnostic and prognostic designs.
6. The Randomized Clinical Trial: What is and what is not an RCT. Types of RCT. When (not) to do an RCT.
b) Contents of the specific module:
1. Research on needs: epidemiology, population studies, incidence and prevalence, screening techniques (Dr Eiroa-Orosa).
2. Clinical research on symptoms, disorders and results (Dr Eiroa-Orosa).
3. Research on diagnostic and therapeutic techniques and procedures (Dr Eiroa-Orosa).
4. Research on the organization of services and policies (Dr. Rojo)
5. R + D + I and spin-off processes (Dr Eiroa-Orosa).
6. Basic tools in mental health: design, planning, analysis, communication of results (Dr Eiroa-Orosa).
Teaching and learning activities
Online
a) GENERAL module is taught over 6 Collaborate online sessions of theoretical content directed to the whole group.
b) SPECIFIC module is taught over 6 Collaborate online sessions in small group format. This module will alternate theoretical content with practical examples involving the use of real examples that illustrate how research can be done in mental health.
Throughout the sessions for the specific module will be implemented practices that require active student participation, and include activities such as must-read research articles, the use of scales and measuring instruments and the development of a draft research.
Evaluation systems and criteria
Online
a) For the module GENERAL: Proposal of a Research design (60%).
b) For the module SPECIFIC (40%).
Certification Test Protecting Human Subject Research Participants ¨ (NIH)
Letter of Intent of a clinical trial design.
Building your resumé.
General module: multiple question test (40%).
Specific module: to realize with each teacher (60%).
Bibliography and resources
a) For the GENERAL module:
¿Qué es esa cosa llamada ciencia?. Chalmers, A(, 4rth Ed Stephen S. Carey. Madrid: SXXI (2013).
Research Methodology in the Medical and Biological Sciences, 1st Ed Laake, P, Benestad, HB, Olsen, BR (Eds). Elsevier (2007).
b) For the SPECIFIC module:
1. Research on needs: epidemiology, population studies, incidence and prevalence, screening techniques
Alzate, M. (2003). Epidemiología psiquiátrica. Revista Colombiana de Psiquiatria, XXXII(1), 85–92.
Augsburger, A. C. (2002). De la epidemiología psiquiátrica a la epidemiología en salud mental: el sufrimiento psíquico como categoría clave. Cuadernos Médico Sociales, 81, 61–75.
Beddington, J., Cooper, C. L., Field, J., Goswami, U., Huppert, F. a, Jenkins, R., … Thomas, S. M. (2008). The mental wealth of nations. Nature, 455(7216), 1057–1060. http://doi.org/10.1038/4551057a
2. Clinical research on symptoms, disorders and results
Heckers, S. (2014). Future in Psychopathology Research. Schizophrenia Bulletin, 40(Suppl 2), S147–S151. http://doi.org/10.1093/schbul/sbt159
3. Research on diagnostic and therapeutic techniques and procedures
Rössler, W. (2013). What is Normal? The Impact of Psychiatric Classification on Mental Health Practice and Research. Frontiers in Public Health. http://doi.org/10.3389/fpubh.2013.00068
Tortella-Feliu, M., Baños, R. M., Barrantes, N., Botella, C., Fernández-Aranda, F., García-Campayo, J., … Vázquez, C. (2016). Retos de la investigación psicológica en salud mental. Clínica y Salud, 27(1), 37–43. http://doi.org/10.1016/j.clysa.2016.02.001
4. Research on the organization of services and policies
Norquist, G., & Hyman, S. E. (1999). Advances In Understanding And Treating Mental Illness: Implications For Policy. Health Affairs, 18(5), 32–47. http://doi.org/10.1377/hlthaff.18.5.32
5. R+D+I and spin-off processes
Eiroa-Orosa, F. J., & Rowe, M. (2017). Taking the Concept of Citizenship in Mental Health across Countries. Reflections on Transferring Principles and Practice to Different Sociocultural Contexts. Frontiers in Psychology, 8. http://doi.org/10.3389/fpsyg.2017.01020
6. Basic tools in mental health: design, planning, analysis, communication of results
American Psychological Association. Journal Manuscript Preparation Guidelines.
Geher, G. (2018). How to Write a Psychology Research Proposal. Psychology Today, May.