Universitat Internacional de Catalunya

Project Design and Research Ethics in Palliative Care

Project Design and Research Ethics in Palliative Care
3
15136
1
First semester
OB
Main language of instruction: Spanish

Other languages of instruction: Catalan, English,

Teaching staff


Dr. SÁNCHEZ MARTÍNEZ, Néstor - nsanchezm@uic.es

Introduction

This course introduces the foundations of research project design in the field of Palliative Care (PC), integrating the formulation of the research question, the selection of the most appropriate quantitative design, and protocol planning, together with a specific approach to qualitative methods and research ethics criteria applied to patients and families in situations of vulnerability.
The proposal updates the modular structure and links the activities to the Master’s Thesis (TFM), strengthening the transfer to clinical and research practice.s.

Pre-course requirements

Not required.

Objectives

Objectives:

  • Formulate solid research questions and operationalize them using frameworks such as PICO, deriving objectives and hypotheses.

  • Select and justify the quantitative study design consistent with the question and objective, and identify its main risks of bias.

  • Plan a research protocol (participants, intervention/exposure, comparators, outcomes, procedures, and timeline) aligned with EQUATOR checklists.

  • Integrate literature searching and critical appraisal throughout all phases of the design.

  • Recognize criteria for rigor and good practices in qualitative methods (Module 3) and apply research ethics principles in Palliative Care (PC).

Competences/Learning outcomes of the degree programme

  • CN06 - Describe the principles and methods of advanced PC research.
  • CP01 - Work in a self-directed or autonomous manner in PC teams, formed by peers, specialists or not, and other professionals, respecting the fundamental rights of equality between men and women, the promotion of human rights and the values of a culture of peace and democratic values; using language that avoids androcentrism and stereotypes.
  • CP02 - Apply the principles of intellectual honesty and scientific integrity in the professional field of PCs.
  • CP03 - Independently carry out tasks in the area of PC according to the protocols established for this purpose.
  • CP09 - pply solutions to problems that may arise when carrying out tasks in the field of PCs.
  • HB02 - Critically use diverse sources of information to formulate academic arguments in the field of palliative care.
  • HB03 - Integrate multidimensional care to the problems of patients in advanced illness.

Learning outcomes of the subject

Upon completion, students will be able to:

 Formulate a relevant, feasible, and ethical research question; derive PICO, objectives, and hypotheses.
 Select and justify the quantitative design (cross-sectional, cohort, case–control, clinical trial) and its components (participants, measures, comparators, outcomes).
 Outline a quantitative research protocol aligned with EQUATOR and identify its main risks of bias.
Design and carry out a search strategy and critical appraisal to support design decisions.
 Identify principles of rigor in qualitative methods and key ethical criteria in Palliative Care (PC).

Syllabus

  • Module 1 — From the question to the objective (quantitative)

    1.1 Research question and FINER. Types of questions (descriptive, comparative, relational).
    1.2 Operational PICO. Definition of P, I/E, C and O; caveats and scenarios without a formal comparator.
    1.3 Objectives and hypotheses. Linking objectives–hypotheses; 1–1 correspondence and coherence with PICO.
    1.4 Search strategy. Basic/advanced searching, controlled vocabulary, Boolean operators, record management, and resolving “excess/defect”.

    Key activities (see “Assessment”):
    • Self-assessment quiz (guided articles).
    • Forum 1: proposal of Research Question + PICO + Objectives + Hypotheses for the Master’s Thesis (TFM); peer feedback.

    Module 2 — Types of quantitative designs

    2.1 Typology and design logic. Observational (cross-sectional, cohort, case–control) and experimental (RCTs, controlled, cluster); time as an axis (cross-sectional vs. longitudinal; prospective/retrospective).
    2.2 Causal and measurement flows. Flow diagrams, E–O timing, assignment (randomization vs. none), outcomes, and main risks of bias.
    2.3 PICO → design elements. Participants (eligibility criteria), interventions/exposures and comparators (measurement and procedure), outcomes (definition and instruments).
    2.4 Best practices and EQUATOR checklists. CONSORT, STROBE, STARD, and others.

    Key activities (see “Assessment”):
    • Forum 2: selection and justification of the design for your project.
    • Forum 3: structured summary of critical design points (≥2 key elements).

    Module 3 — Qualitative methods and Research Ethics
    (No changes — per the responsible faculty)

    • Qualitative designs (phenomenology, ethnography, grounded theory).

    • Sampling, data collection/analysis, and rigor criteria.

    • Research ethics in Palliative Care and international legal/regulatory framework.

    • Application of ethical principles to the protocol.

Teaching and learning activities

Online



    • Asynchronous: video/slides, guided readings, self-learning quizzes, moderated forums, supervised/tutored protocol work.

    • Synchronous (3 sessions of 60’): 1 per module (Q&A, discussion of examples and protocols).

    • Minimum participation: attendance at 2 out of 3 sessions.

    • The schedule will be communicated before the course starts. For students in different time zones, a time slot will be agreed and will not go past 22:00 in their local time.

    •  

Evaluation systems and criteria

Online



Continuous assessment (70%)

Module 1

  • Guided-article quiz.

  • Forum 1: Research Question + PICO + Objectives + Hypotheses for the Master’s Thesis (TFM).

Module 2

  • Forum 2: Selection and justification of the design.

  • Forum 3: Structured summary of the design with ≥2 critical points.

Module 3

  • Participation and interaction (feedback to ≥2 peers in each forum; quality and respect).

  • Synchronous attendance (≥2/3) and engagement.

  • Critical appraisal (brief guided commentary on an article related to your topic).

Final work (30%) — Research protocol

  • Coherence among Question–PICO–Objectives–Hypotheses.

  • Design alignment (participants, measures, comparators, outcomes) and feasibility.

  • Best practices (relevant EQUATOR; risks of bias and how to minimize them; logistics and timeline).

  • Writing and presentation (structure, inclusive language, references).

Cross-cutting criteria (applied to all evidence):

  • Clarity and coherence of reasoning.

  • Integration of concepts (design–biostatistics–critical appraisal).

  • Critical thinking (strengths/limitations and justified decisions).

  • Practical application to the real context of Palliative Care (PC).

Minimum requirements to pass the course:

  • Submit ≥70% of continuous-assessment activities.

  • Attend ≥2 out of 3 synchronous sessions.

  • Achieve ≥5/10 in the weighted average.

Bibliography and resources

Argimón, JM, Jiménez J. Métodos de investigación clínica y epidemiológica. 3a ed. Madrid:
Elsevier; 2004.

Burns N, Grove SK. Investigación en Enfermería. 3ª ed. Madrid: Elsevier; 2004.

Saracci R. Epidemiology: A Very Short Introduction. Oxford U.K.: Oxford University Press, 2010

Ward H, Toledano MB, Shaddick G, Davies B, Elliott P. Oxford Handbook of Epidemiology for Clinicians. Oxford, U. K.: Oxford University Press, 2012. 416 p. (Oxford Medical Handbooks).

Gordis L. Epidemiología. 3ª ed. Madrid: Elsevier España, S.A., 2014.

Hulley SB, Cummings SR y col. Diseño de las investigaciones clínicas. 3ª ed. Lippincot Williams and Wilkins, 2008.

Mayan M. Una introducción a los métodos cualitativos. Módulo de entrenamiento para estudiantes y profesionales. México: Qual Institute Press. International Institute for Qualitative Methodology; 2001.

Creswell JW. (1998). Qualitative inquiry and research design: choosing among five traditions. London: Thousand Oaks: SAGE.

Mercado FJ, Gastaldo D, Calderón C. (2002). Paradigmas y diseños de la investigación cualitativa en salud. Una antología iberoamericana. Guadalajara, México: Universidad de Guadalajara

Morse JM. (2005) Asuntos críticos en los métodos de investigación cualitativa. Alicante: Universidad de Alicante.

Valles MS. (2000) Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Madrid: Síntesis.

Vazquez ML. Introducción a las técnicas cualitativas de investigación en salud. Cursos GRAAL 5. Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona, 2006.

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