Universitat Internacional de Catalunya
Final Degree Project
Other languages of instruction: Spanish
Teaching staff
Dra. Ivet Bayés Marín (ibayes@uic.es)
Dr Carlos G Forero (cgforero@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:
- 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:
- 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
A
The format of the tutorials (in person or online) will be determined by the tutor.
Optionally, at the tutor’s initiative and with the coordinator’s authorization, a fifth reinforcement tutorial may be scheduled in cases where the tutor considers it necessary.
Formal aspects
Students must prepare a final report consisting of a research project on a topic of scientific interest related to their chosen subject.
Each type of project must follow the specific methodology of the corresponding study design, in accordance with EQUATOR requirements. Each type of project must be written following the sections specified in the appropriate EQUATOR reporting guideline: CONSORT (experimental designs), STROBE (observational designs), PRISMA (systematic reviews and meta-analyses), STARD (diagnostic studies), and TRIPOD (prognostic studies). Since the TFG is a research protocol, it must include all sections up to, but not including, the Results section.
As indicated above, each type of project must follow the structure and sections established by the applicable EQUATOR guideline.
ACTIVITIESThe Final Degree Project (TFG) will be completed individually by each student under the supervision and guidance of a tutor, who will support the student throughout its preparation. Five training seminars will be offered to introduce the learning activities (attendance is optional), together with four tutorials: three individual tutorials and one group tutorial (attendance at all tutorials is compulsory). The tutorials will help students integrate the theoretical and practical knowledge acquired during the degree programme and apply it to their research project with the support of their tutor.
The tutorials are structured around the submission of draft work (pre-activities), which must be submitted before each tutorial and will be discussed during the session. In addition to the tutorials, students will complete a series of activities. Completion of the TFG includes the following milestones:
1. Topic selection: The topic and type of project must be selected by September. The topic will be proposed by the student and submitted according to the established schedule through the online application available on Moodle. Although the topic may evolve during the project, this activity provides an initial assessment of the student’s potential needs and is used to assign an appropriate tutor
2. Attendance at training seminars (optional)
3. Completion of scheduled activities (compulsory): Each tutorial is associated with the submission of two activities: an initial pre-activity, submitted for assessment by the tutor before the tutorial, and a final activity that must address the issues identified in the initial activity and discussed during the tutorial. The initial pre-activity must be submitted three working days before the tutorial to allow the tutor sufficient time to review it. If it is not submitted within this period, the tutor is under no obligation to review it or conduct the tutorial session.
4. Tutorials (compulsory): The TFG includes four compulsory tutorials linked to the progressive development of the project. The tutor’s role is to support and assess the process, but not to prescribe the decisions to be made by the student or to assume responsibility for the content or final quality of the TFG. Based on the pre-activities, tutorials provide an opportunity to discuss the work and assess the student’s understanding, reasoning, autonomy, and ability to justify their decisions. Progress is assessed using structured rubrics and the corresponding tutorial reports prepared by the student. The tutor’s guidance is formative and does not replace the student’s responsibility for the scientific and methodological decisions made in their TFG. The student is responsible for initiating and fulfilling the requirements of the tutorial process.
Annex 9 sets out the objectives to be achieved during the tutorials and the schedule of the activities associated with the required submissions. Tutorials are compulsory activities and must be arranged at the student’s initiative on the dates made available by the tutors. Tutors are not responsible for initiating the tutorial process or for following up with students beyond proposing the available dates. Students must adapt to the proposed dates as far as reasonably possible.
The activities must be prepared in accordance with the EQUATOR guidelines applicable to each project. Annex 4 specifies the elements that must be included in each activity. Annex 6 provides general guidance on the minimum elements to be addressed in each section. Tutors will assess student progress using a rubric for each tutorial, establishing the objectives to be achieved for the corresponding activity and the following tutorial.
Failure to attend or submit the activities corresponding to one tutorial will limit the maximum final grade to 8 out of 10. Failure to attend or submit the required work for more than one tutorial will result in a Fail grade in the first examination period, and the student will not be permitted to defend the TFG in that examination period.
A fifth tutorial may be held before submission of the final project in the first examination period for students whom the tutorial teaching team considers to require additional support. This fifth tutorial will be arranged at the request of the tutorial teaching team and the course coordinator, never at the student’s request.
Attendance at tutorials is compulsory, and students must adapt to the schedules proposed by their tutor as far as reasonably possible. Attendance, punctuality and the student’s conduct during tutorials form part of the assessment of professionalism within the supervision process.
Students who are required to submit their TFG in the second examination period will have an additional tutorial during June to address aspects of the work requiring improvement. Students are responsible for completing the entire tutorial within the dates proposed by their tutors.
Tutors are not required to offer additional time slots, extend tutorial sessions because of student lateness, or offer alternative dates after the initial dates have been proposed or in cases of non-attendance or late submission by the student
5. Development of the final report: Students will work independently to prepare the final report, incorporating the elements developed throughout the course.
6. Submission of activities: See the TFG Dates and Actions Schedule in the TFG STUDENT GUIDE for the activity deadlines.
7. Presentation and defense of the TFG: Presentation and defense of the study protocol before an examination panel.
All TFG documentation and activities must be submitted online through the course Moodle page. Submission links for all activities will be available from the beginning of the course and will close according to the course schedule.
Pre-activities must be submitted through standard Moodle activities. Final activities must be submitted through the Turnitin plagiarism-detection tool.
Submission deadlines are strict. No extensions will be granted for late submissions, and documents cannot be modified once submitted. Activities not submitted by the deadline will be considered not completed.
Unless otherwise indicated, all activities must be submitted via Moodle no later than 14:00 on the submission date.
Under no circumstances will late submissions be accepted or extensions granted unless there is a previously justified reason. Technical failures affecting students’ equipment during the final hour before the submission deadline will not be considered a valid justification.
Submissions by email will not be accepted unless specifically requested. This is a security measure, as Moodle provides an online record of all submitted assignments and retains the submitted documentation.
COMMUNICATION AND FORUMSThe forums are moderated by the tutorial teaching team and the course coordinator. They are used to support and coordinate the course and constitute the official communication channel throughout the TFG. They operate as follows:
- General forums: Messages posted in the general forums are used to communicate matters relevant to the entire group. There are two types of general forum:
- TFG Noticeboard: A non-participatory forum used by the TFG teaching team to communicate with the group. All messages posted on this forum are binding and must be read. Students are responsible for keeping up to date with these communications.
- Questions: A question-and-answer and discussion forum concerning the TFG, moderated by the course coordination team. Students may use this forum to raise questions concerning procedures or content.
- Tutor forums: These forums are used for communication with tutors. All questions concerning the content and processes of individual projects—including queries, reference-related questions and requests for review—must be addressed through these forums. These are participatory and open forums designed to foster competence in research collaboration among students. Participation in the forums will form part of the assessment of competencies during the supervision process.
Personal email communication with tutors or the course coordinator should be reserved for individual administrative matters unrelated to TFG content. Email messages will not be considered official communications by the course coordination team or the tutorial teaching team.
Topic selection: The topic and type of project must be selected by September. The topic will be proposed by the student and submitted according to the established schedule through the online application available on Moodle. Although the topic may evolve during the project, this activity provides an initial assessment of the student’s potential needs and is used to assign an appropriate tutor.
Completion of scheduled activities: Each tutorial is associated with the submission of two activities: an initial pre-activity, submitted for assessment by the tutor before the tutorial, and a final activity and tutorial report, which must address the issues identified in the initial activity and discussed during the tutorial. The initial pre-activity must be submitted three working days before the tutorial to allow the tutor sufficient time to review it. If it is not submitted within this period, the tutor is under no obligation to review it before the tutorial session.
Tutorials: Annex 9 sets out the objectives to be achieved during the tutorials and the schedule of the activities associated with the required submissions. 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 Mentoring Process (20% weigth): ongoing assessment of the student’s progress during supervision sessions by the supervisor, including both demonstrated competences and their improvement.
Written Report (20% weight: 15% defense committee, 5% supervisor): final written protocol based on definitive activities carried out during the supervision process.
Oral Presentation and Defense (40% weight): 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% weight): 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.
Use of Generative Artificial Intelligence (GENAI) in the TFG
Students are responsible for the content they submit and for all scientific and methodological decisions made in their TFG. Students must personally demonstrate their understanding of the work and justify the sources used and the scientific and methodological decisions made.
The use of generative artificial intelligence must be compatible with student authorship, the acquisition of the course competencies, academic integrity, and the protection of information.
The following are not permitted: a) delegating the intellectual development of the TFG to GenAI; b) fabricating or incorporating unverified information; c) concealing the use of GenAI; or d) entering personal, clinical, or confidential information into unauthorized tools.
Restricted use of GenAI is permitted during the preparation of activities and the written TFG. Any use that substantially influences the writing, structure, analysis, or presentation of the work must be declared and described.
Any content produced with the assistance of GenAI must be reviewed and validated by the student using appropriate original sources. AI tools are not considered scientific sources.
The use of GenAI in real time during assessed tutorials and the oral defense is not permitted unless expressly authorized. All TFGs must include a declaration regarding the use of artificial intelligence.
Unauthorized use of GenAI in the preparation of activities or the final TFG will affect the grade. In the event of a repeated infringement, the work will be invalidated and the student will receive a FAIL grade for the current examination period; the student will not be authorized to defend the TFG during that examination period.
The full regulations, including permitted uses, uses subject to mandatory declaration, unauthorized uses, and their academic consequences, are set out in the Extended TFG Student Guide.
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
- Task 1 (Topic Proposal): September 24th 2026
- Task 2 (Introduction): November 12th 2026 (Pre-activity); December 17th 2026 (Final Activity)
- Task 3 (Methodology I): January 29th 2027 (Pre-activity); February 18th 2027 (Final Activity)
- Task 4 (Methodology II): March 13rd 2027 (Pre-activity); April 8th 2027 (Final Activity)
- Submission of the TFG Final Report: April 22th 2027
- Task 5 (Defense Rehearsal): May 3rd 2027
- Oral Presentations: May 12–19th 2027
- Submission of Grades: June 16th 2027