Universitat Internacional de Catalunya
Final Degree Project
Other languages of instruction: Spanish
Teaching staff
Dra. Ivet Bayés Marín (ibayes@uic.es)
Introduction
During the sixth year, is made the Final Grade Dissertation (FGD) through which students, develop autonomously and supervised by a tutor, develop a research project or research article to be publicly defended.
The aims of the FGD is to provide students with a higher level of professional competence in the planning of a research project related to medicine in different areas. Thus, should implement the acquired knowledge regarding the genesis of research and knowledge that will prepare them for obtaining the degree of doctor if needed.
These projects or research articles can be framed within the following research areas:
- Basic Sciences
- Applied sciences, clinical research
- Biostatistics, Epidemiology and Public Health
- Medical Education
- Sociology of medicine, anthropology and bioethics
The kind of projects or research articles are, among others, the following:
- Basic research and laboratory work
- Clinical research, translational or applied projects
- Epidemiological or public health projects
- Research projects in medical education
- Applied social research projects in the health field
Pre-course requirements
Have passed the following subjects:
- Introduction to Epidemiology
- Management of Scientific Information
- Biostatistics
- Basic concepts in Experimental Research
- Clinical Epidemiology and Public Health
Objectives
FGD objectives are:
- Promoting the integration of knowledge and research skills acquired.
- Familiarize students with the development of competitive research proposals in different areas of research.
- Prepare students to develop a critical and rigorous mind in evaluating research projects.
- Provide tools for public presentation of research projects.
Competences/Learning outcomes of the degree programme
- 01 - Recognise the essential elements of the medical profession, including ethical principles, legal responsibilities and patient-centered professional skills.
- 05 - Recognize own limitations and the need to maintain and upgrade professional skills, with particular emphasis on autonomous learning of new knowledge and skills and motivation for quality.
- 12 - Understanding the foundations for action, the indications and efficacy of therapeutic interventions, based on available scientific evidence.
- 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.
- 32 - Know how to use information and communication technology in clinical, therapeutic, preventive health care and research.
- 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.
- CB-1 - To have acquired advanced knowledge and demonstrated, within the context of highly specialised scientific and technological research, detailed comprehension based on theoretical and practical aspects and a working methodology from one or more fields of study.
- CB-2 - To know how to apply and incorporate knowledge, an understanding of it and its scientific basis and the ability to solve problems in new and loosely defined environments, including multidisciplinary contexts that include both researchers and highly specialised professionals.
- CB-3 - To know how to evaluate and select the appropriate scientific theories and precise methodologies required by their field of study to make judgements based on incomplete or limited information. Where necessary and appropriate, this includes a reflection on the ethical and social responsibility linked to the solution suggested in each case.
- CB-4 - To be able to predict and control the evolution of complex situations through the development of new and innovative working methodologies adapted to the scientific / research, technological or specific professional field, which is generally multidisciplinary, within which they undertake their activities.
- CB-5 - To transmit in a clear and unambiguous way to a specialised or non-specialised audience, the results of scientific and technological research projects and innovation from the field of the most advanced innovation, as well as the most important concepts which they are based on.
- CB-6 - To have developed sufficient autonomy to participate in research projects and scientific or technological cooperation within the student’s own thematic and interdisciplinary context. This should also include a high degree of knowledge transfer.
- CB-7 - To be able to take responsibility for their own professional development and specialisation in one or more fields of study.
- CTP-3 - To develop critical thinking and reasoning as well as self-assessment skills.
Learning outcomes of the subject
Once the FGD is completed, students must demonstrate, understand and apply knowledge of a particular area of study, supported by the literature and scientific developments. They must also demonstrate the ability to gather and interpret relevant data within that area, and communicate information, ideas, problems and solutions to an audience and have the skills to undertake further study with a high degree of autonomy. [1]
They must also recognize the ethical issues related to plagiarism, confidentiality of information and intellectual property, as well as contribute to the progress of medical research with an attitude incorporated into clinical practice. [2]
Specifically, the expected learning RESULTS are to:
- Define the selected topic and identifies the key descriptors
- Review the most relevant databases
- Select appropriate bibliographical references for the construction of the theoretical framework
- Locate, screen and synthesize reliable and updated information.
- Write the theoretical framework based on the information collected
- Place the work in the context of the theoretical framework
- Compose an integrated set of questions / objectives
- Word the questions / objectives to guide the development of the research
- Arrange the different phases of the field work
- Discuse in written form the steps of the research protocol
- Develop a concrete schedule
- Detect the necessary resources in terms of the objectives of the study
- Deliver the work following the guidelines for authors in scientific papers
- Presents in clear, structured and understandable way
- Justify the most relevant contributions of the work
- Use appropriate resources in the oral presentation
- Manage time presentation effectively
- Express with conviction and property
- Successfully defend the approach to the questions raised
[1] General skills as Order 1393
[2] Skills AQU's degree in Medicine
Syllabus
- Introduction: Main reasons for conducting medical research
- Kinds of research and applications
- Background and rationale of the subject
- Objectives, study question, hypothesis
- Methodology (depending on the study design)
- Source of the information, study design
- Description of variables or aspects to study
- Plan analysis
- Schedule or scheduling of activities
- Budget (heading approximate)
- Impact or expected results of the research
- Ethical implications of medical research
- Sections and presentation of the research
The topics chosen should be assigned within the subject area of specialty, subject line and established.
The tutor/mentor will be assigned to each student based on the chosen topic and type of research. Tutors help students in relevant issues that may be the subject of a research project in which students can apply the skills acquired previously.
The mentor will also guide and monitor the process and progress of the student in the completion of the work.
Teaching and learning activities
In person
We will conduct lectures, project learning, and tutorials (in group and individual).
The deliverables will deal with the following aspects:
|
Number |
Kind |
Task |
|
1* |
Individual |
Choosing and justifying a research topic |
|
2 |
Individual |
Background: Literature search, study question and objectives |
|
3 |
Individual |
Methodology I: Desing and Analysis |
|
4 |
Individual |
Methodology II: Analysis plan, ethics, limitations and results |
|
5 |
Group |
Presentation rehearsing and general overview |
*Non-contact activity
Additional tutorial sessions could be appointed if needed, according to consideration by the mentor and coordination
Formal aspects
Students will have to produce as a final product a report consisting of a research project on a topic of scientific interest on their chosen topic.
Each typology of work will follow the specific design methodology following the EQUATOR requirements. Each typology of work will be written under the headings of the appropriate EQUATOR reporting guide for the study: CONSORT (experimental designs), STROBE (observational designs), PRISMA (systematic review and meta-analysis), STARD (diagnostic studies), TRIPOD (prognostic studies). The work will contain all the designs up to the results section, which, as it is a protocol, will not be included.
As indicated, each typology of paper will follow the format of the necessary sections established by the EQUATOR guide used.
ACTIVITIES
The Final Degree Project will be carried out individually by each student, under the supervision and guidance of a lecturer-tutor who will guide them in the preparation of the project. To this end, 5 informative seminars will be held to introduce the activities (optional) and 4 tutorials, three of them in individual format and one in group format (compulsory attendance). The tutorials will help to guide the student to integrate the theoretical and practical knowledge already acquired during the degree to translate it into the project with the tutor.
The tutorials are structured based on the delivery of drafts of work (pre-activities) that must be handed in before the tutorial and that will be discussed during the tutorial. In addition to the tutorials, different activities will be carried out. The completion of the TFG includes the following milestones:
1) Choice of topic: the choice of topic and typology of work must be finalised in September. The selection of the topic will be proposed by the student and must be delivered according to the established schedule through the online application enabled in Moodle. Although the topic may evolve during the work, this activity serves to make an initial assessment of the student's possible needs and assign him/her to a tutor.
2) Attendance at training seminars
3) Completion of the programmed activities: Each tutorial is associated with delivering two activities. An initial pre-activity is to be assessed by the tutor before the tutorial with the proposal and a final activity that must provide a solution to the issues raised by the initial activity discussed in the tutorial. The initial pre-activity must be submitted 3 working days before the tutorial to give the tutor time to review it. If it is not submitted within this period, the tutor must not review it before the tutoring session.
4) Tutorials: The student's guide includes the objectives to be achieved in the tutorials and the activities' planning, associated with the activities to be presented. The tutorials are compulsory activities that will be carried out at the initiative of the student on the dates set by the tutors for this purpose. The tutors will not be responsible for the initiative to carry out the tutorials nor will they have to follow up the students beyond proposing the dates of the tutorials, to which the students must adapt as far as possible.
Tutors will monitor students based on a rubric for each tutorial, establishing objectives for the achievement of the activity and the following tutorial. Failure to attend any of the tutorials will result in a maximum grade of nine points.
A 5th tutorial may be held before the delivery of the final work of the first call for students for whom the tutorial faculty considers necessary a reinforcement. This 5th tutorial will be held at the request of the faculty and at the request of the subject coordination, never at the request of the student.
Attendance at the tutorials is compulsory, and students must adapt to the timetable proposed by the tutor as far as possible. The performance of the tutorial, the punctuality of attendance, and the attitude of the students during them are part of the evaluation of the professionalism in the follow-up.
For students who have to sit a second call, an additional tutorial will be held during June to cover aspects of the work done that need to be improved.
It is the student's responsibility to complete the tutorial within the dates proposed by the tutors. It is not the tutors' obligation to offer extraordinary timetables, extensions of duration due to unpunctuality new dates of completion after the initial proposal, or in case of non-appearance or delays in the student's deliveries.
5) Development of the final report: Writing of the report, in which the student works autonomously in the creation of the final report, gathering the elements worked on during the course.
6) Delivery of activities: See Table of dates and actions TFG course 24-25 in the TFG GUIDE where the dates of the activities are collected.
7) Presentation and defense of the TFG: Presentation of the study protocol before a tribunal.
SUBMISSION OF ACTIVITIES
All TFG documentation will be submitted in online format through the Moodle page of the course. All activities will have open deadlines at the beginning of the course and closed deadlines according to the course calendar.
Pre-activities will be delivered in standard Moodle activities. Final activities will be submitted in the plagiarism control tool Turnitin.
Submission dates are closed, and no extensions will be granted for late submissions or modification of documents once submitted. Unless otherwise stated, all activities must be submitted on Moodle by 2:00 pm on the day of submission at the latest.
Late submissions will not be accepted under any circumstances and extensions will not be granted unless previously justified. Technical failure of students' equipment in the last hour before the end of the activity is not a justifiable cause.
Deliveries of material by email will not be accepted unless requested. This is a security practice as we will have an online record of assignments submitted and they will be kept in Moodle.
COMMUNICATION AND FORUMS
The forums are activities moderated by the faculty of tutors and the coordination of the subject. The forums serve as a channel to dynamise and coordinate the subject and are the official means of communication during the TFG. They function as follows:
1) General Forums: General forum messages are a means of communicating aspects of interest to the whole group. There are two types of general forums.
- TFG Board: This is a non-participatory forum that serves as a channel of communication between the TFG Senate and the group. All messages in this forum are binding and must be read. It is the student's responsibility to keep up to date with these communications.
- Consultations: This is a forum for questions/answers and debate on the TFG moderated by the faculty coordination. In this forum, you can make contributions on procedural aspects or content.
2) Tutor Forums: Forum for communication with tutors. In this forum, all queries regarding content and processes on individual assignments (doubts, reference queries, questions, revisions) will be addressed. It is important that these forums are participatory and open to foster collaborative research skills among students. Participation in the forums will be an element of competence assessment in the follow-up.
Personal e-mail (with tutors or coordination) will be reserved for particular aspects of individual student management not related to the contents of the TFG. From coordination and the faculty, e-mail messages will not be considered official.
Choice of topic: the choice of topic and type of work must be finalised in October. The selection of the topic will be proposed by the student, which has to be released according to the calendar established through the online application enabled in Moodle. Although the topic may evolve during the work, this activity serves to make an initial assessment of the student's possible needs and thus assign him/her to a tutor. Attendance at training seminars Completion of scheduled activities: Each of the tutorials is associated with the delivery of two activities. An initial pre-activity is to be assessed by the tutor before the tutorial with the proposal and a final activity has to propose a solution to the issues raised by the initial activity discussed in the tutorial. The initial pre-activity must be released 3 working days before the tutorial to give the tutor time to review it. If it is not released within this period, the tutor must not review it before the tutoring session. Tutorials: Annex 9 compiles the objectives to be achieved in the tutorials and the planning of the activities, associated with the activities to be presented. Tutorials are compulsory.
Evaluation systems and criteria
In person
The Final Degree Project (TFG) will be assessed after the submission of the written report and its public defense before an examination panel. The evaluation will be carried out in accordance with the grading system established for official university degrees valid throughout the national territory, as stipulated in Royal Decree 1125/2003, of September 5 (BOE No. 224, September 18, 2003).
The evaluation is competence-based, focusing on the elements previously outlined (pages 6 and 7 of this document). Each specific competence has its own assessment indicators or learning outcomes, which are grouped into four competence domains:
1) Information Management: Ability to search, review, synthesize, and integrate information. Aspects to be assessed in this area:
- Ability to define and justify the research problem.
- Perform a critical appraisal of the literature, evaluating sources and their relevance.
- Consult and correctly reference appropriate bibliography within the theoretical framework.
2) Methodology: Ability to design and analyze data to address a research objective. Aspects to be assessed:
- Formulate objectives and hypotheses clearly, appropriately, and usefully for the project’s development.
- Select and define the most suitable study design for the research question.
- Plan design aspects according to the appropriate method.
- Assess the feasibility of the study within the proposed framework. Studies must be feasible, ideally within a 3–5 year period.
- Understand and justify potential and real limitations of the proposed study.
- Demonstrate a constructive critical perspective directed towards research.
3) Communication and Professionalism: Ability to communicate and debate scientific ideas effectively in a scientific environment. Aspects to be assessed:
- Express oneself effectively, clearly, and respectfully in the research field, using appropriate resources.
- Synthesize ideas and communicate effectively in both presentation and written forms.
- Defend, revise, and adapt the study’s design and components (objectives, hypotheses, design, variables, instrumentation, analysis, limitations, ethical aspects) in response to external feedback.
- Demonstrate responsibility in task management, punctuality in submissions, proactivity, and student autonomy.
4) Ethical Aspects: Capacity to integrate bioethics as a key condition in research.
- Recognize ethical implications of the research question and study development.
- Manage ethical considerations as determinants of the study design.
- Plan data management according to current regulations.
All these elements will be assessed by the supervisor and the examination panel, based on the following evaluable components:
a) TFG Report: final protocol submitted at the end of the academic year.
b) Panel Assessment: oral presentation and defense of the protocol in a public session.
c) Monitoring: supervision meetings, interim submissions, and activities.
d) Peer Evaluation (as Panel Member): the student’s assessment of a peer’s work.
The evaluation relies on 7 rubrics for the different competences, which standardize assessment criteria. Each rubric includes the specific competences and their indicators (learning outcomes). Depending on the type of project, competences are weighted according to their relevance in the study design.
Evaluation Criteria
- Management of information systems and bibliographic sources.
- Clarity and critical justification of obtained information and its sources.
- Formulation of research questions and objectives guiding the work.
- Definition and handling of variables according to design and objectives.
- Adequacy of statistical analysis.
- Study feasibility regarding timeframe and economic scope.
- Quality of the written protocol.
- Professionalism and quality of the oral defense.
- Accuracy of the written document: organization, interpretation, and clarity in written and oral communication.
- Planning in project development.
- Student proactivity and autonomy in information search and alternative proposals.
- Assessment of the student’s learning process during supervision sessions, considering improvements in the work and activities.
- Professionalism demonstrated during supervision and defense; adequacy of interaction with supervisor, panel, and peers.
For each student, there are seven rubrics that determine the final grade:
1) Report assessment by the supervisor.
2) Monitoring assessment by the supervisor.
3) Report assessment by the panel president.
4) Report assessment by the panel secretary.
5) Oral defense assessment by the panel president.
6) Oral defense assessment by the panel secretary.
7) Peer evaluation role assessment by the president and secretary.
The examination panel will be composed of members of the supervisors’ faculty not involved in directing the student’s project. Exceptionally, faculty members from the Department of Medicine, other departments, methodological experts, or external professionals may also participate.
After the defense, the panel will evaluate the student (rubrics 3–7), and this evaluation will be averaged with the supervisor’s assessments (rubrics 1–2). The evaluation will be formally recorded in a consensus report signed by the president and secretary.
If the TFG is graded as NOT PASSED, the panel will issue a report outlining the errors, omissions, and deficiencies that must be corrected to make the project acceptable.
Grading
The evaluation of the competence domains (Information Management, Methodology, Communication, Ethics) is based on four assessment elements:
Student Monitoring Process (20%): ongoing assessment of the student’s progress during supervision sessions by the supervisor, including both demonstrated competences and their improvement.
Written Report (50%): final written protocol based on definitive activities carried out during the supervision process.
Oral Presentation and Defense (20%): presentation in electronic format (8 minutes, recommended 6–12 PowerPoint slides), modeled on a scientific congress presentation. Students must submit the presentation in advance (as per the academic calendar) and cannot modify it afterward. Evaluation will focus on clarity and adequacy of content, not on design or formatting.
Peer Evaluation (10%): the student will evaluate a peer’s project by reviewing their written report and participating as a panel member in their oral defense, asking at least one question.
Plagiarism
Plagiarism is the use of others’ ideas or sentences without acknowledging the source, presenting them as original. It applies regardless of the source: published work, unpublished material, other students’ work, websites, commercial services, or any third-party creations.
On a first occurrence, the supervisor will issue a warning.
On a second occurrence, the project will be canceled, graded as NOT PASSED, and the student will not be allowed to defend it during that session.
If plagiarism is detected in the Final Report, the project will be graded as NOT PASSED, and defense will not be authorized.
All plagiarism cases will be reported to the student’s advisor and the University Disciplinary Committee.
Passing Criteria
The course is passed with a minimum average of 5/10 points across the rubrics. Grades range from 0 to 10 (with decimals) and are accompanied by qualitative marks: Fail, Pass, Good, Very Good, Excellent, or Distinction (Honors).
Honors (MH) may be awarded to projects with ≥9.5 points, which demonstrate originality, methodological innovation, and outstanding clarity in both writing and defense. Presentation of results derived from the protocol will be considered an extraordinary contribution for Honors.
Writing and defending the report in English may earn up to +0.25 points, provided the written grade exceeds 7.5. This bonus will only apply if the English level is deemed adequate and will not substitute for substantive academic quality. It does not apply for Honors.
Honors cannot be awarded in the second session.
If the supervisor deems the report or presentation unfit for passing, they may recommend withdrawal. The coordinator will consult the panel, and if all evaluators agree, the student will be advised to re-submit in the second session.
Second Session
If the student receives NP (Not Presented) or NOT PASSED in the first session, they must attend the second session on the scheduled date. Students in this situation are entitled to a supervision meeting after the first evaluation to submit required materials and discuss necessary changes for the final report.
The second-session defense follows the same procedure as the first, except:
The panel will consist of three members of the TFG Faculty Board (without peer evaluation).
The defense will not be public.
DEADLINES AND CALENDAR OF ACTIVITIES
- Activity 1 (Topic Proposal): September 17, 2025
- Activity 2 (Introduction): November 12, 2025 (Preliminary submission); December 17, 2025 (Final submission)
- Activity 3 (Methodology I): January 30, 2026 (Preliminary submission); February 18, 2026 (Final submission)
- Activity 4 (Methodology II): March 13, 2026 (Preliminary submission); April 8, 2026 (Final submission)
- Activity 5 (Defense Rehearsal): May 5, 2026
- Final Thesis Submission Deadline: April 22, 2026
- Oral Defense Presentations: May 13–19, 2026
- Grades Publication: June 16, 2026