FACULTY OF ENGINEERING
Department of Genetics and Bioengineering
MED 220 | Course Introduction and Application Information
| Course Name |
Research Skills in Biomedical Sience
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|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
MED 220
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Fall/Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
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| Course Language |
English
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| Course Type |
Elective
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| Course Level |
First Cycle
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | ||||||
| Course Objectives | The aim of this course is to guide students about general concepts of biomedical research and the major skills for project writing. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Within this course, the key elements of scientific thinking and key points for writing a scientific project along with ethical issues in research will be covered in detail within the scope of Biomedical Research. The key elements of scientific thinking, will cover observation, asking critical questions, developing a testable hypothesis, collecting and analysing data and making a logical conclusion. The key points for writing a scientific project will cover the title, aim, literature review, project uniqueness, methods, project and risk management, common domains and reporting the findings. Ethical issues will also be covered within the scope of the course. |
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Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to Scientific Enterprise / Why do Research? –I (Learning outcomes, LOs) After this section you will be able to: • Define research and its importance • Explain the purpose of research • Develop strategies to find a topic | Chapter 1. Pages:10-20, What is research?, Research Skills for Medical Students (2012) |
| 2 | Introduction to Scientific Enterprise / Why do Research? –II After this section you will be able to: • Describe alternative research designs • Describe importance of critical thinking • Explain the original scientific research | Chapter 1. Research Design, Pages:20-30, Research Skills for Medical Students (2012) |
| 3 | NIH grant proposals After this section you will be able to: • Define basic principles of research grant application writing • develop a research proposal throughout the semester | https://grants.nih.gov/grants/how-to-apply-application-guide/format-and-write/write-your-application.htm |
| 4 | Background Search/ Reviewing the literature I After this section you will be able to: • Explain what a literature review and its purpose • Explain the difference between a narrative and a systematic literature review • Lists the benefits of literature review results to patients and practitioners | Chapter 2. Pages: 31-40, What is literature review? Research Skills for Medical Students (2012) |
| 5 | Background Search/ Reviewing the literature II After this section you will be able to: • Write a research question • Perform literature research using keywords and bibliographic databases • Appraise and report information you retrieved | Chapter 2. Pages: 40-54, Literature search, Research Skills for Medical Students (2012) |
| 6 | Critical Appraisal After this section you will be able to: • Explain critical appraisal • Critically appraise the literature to your research using different study design • Use your knowledge of the practical issues associated with data collection to critically appraise the credibility of your research • Apply these skills to your own research in interpreting your results and writing up your prospective study | Chapter 3. Pages:55-71, Research Skills for Medical Students (2012) |
| 7 | Evaluation and Research Methods: Selecting an appropriate study design After this section you will be able to: • Construct a scholarly argument for your research rationale • Explain how your decision will be affected by the paradigm you have adopted • Describe the research process • Outline the limitations of alternative research designs • Evaluate what others performed in their research • Discuss the ethical aspects of research | Chapter 4. Pages: 72-90, Research Skills for Medical Students (2012) |
| 8 | Data Collection and Information Gathering to Knowledge After this section you will be able to: • Identify and use a wide range of appropriate sources of information • Explain factors affecting data collection from different sources • Explain how different types of data are collected and how the data collection methods are affected by the research paradigm you used • Explain how to verify the data • Decide what data you need for your research and how to access it • Describe how to store and dispose of your data | Chapter 5. Pages: 91-115, Access, Research Observation, Skills for Medical Students (2012) |
| 9 | Data Processing and Analysis After this section you will be able to: • Prepare data for analysis • Construct a coding frame • Explain basic principles of classification and measurement • Construct tables and other means to summarize data and present clearly and appropriately • Plan your analysis and make an accurate and meaningful interpretation of study findings | Chapter 6. Pages: 116-138, Processing, Analysing Research Skills for Medical Students (2012) and instructor’s notes. Pages: 8-11, On Being Scientist: A Guide to Responsible Conduct in Research, National Academy of Science, 3rd Ed. 2009. |
| 10 | Interpreting the Implications of Research After this section you will be able to: • Explain the difference between analysis and interpretation • Evaluate the broader implications of research • Interpret graphs, tables and other ways of representing data visually • Apply research findings to clinical decision-making | Chapter 7. Pages: 139-155, Research Skills for Medical Students (2012), and instructor’s notes. |
| 11 | Communicating the Outcomes of Research and Evaluation After this section you will be able to: • Identify the ethical responsibilities of the authors • Explain intellectual property and copyright • Write up your findings clearly in an appropriately structured way • Tell others about your findings through academic reports (Specific emphasis on plagiarism ,authorship and the allocation of credit) | Chapter 8. Pages: 156-177, Academic products, Research Skills for Medical Students (2012), and instructor’s notes. Pages 35-48, On Being Scientist: A Guide to Responsible Conduct in Research, National Academy of Science, 3rd Edt. 2009. |
| 12 | Evaluation of Student Projects-I | |
| 13 | Evaluation of Student Projects-II | |
| 14 | Evaluation of Student Projects-III | |
| 15 | Special topic: “Choosing and using your advisor” | Page 124, Writing Up Your University Assignments and Research Projects: A Practical Handbook (2008) |
| 16 | Feedbacks /Evaluation of the Course |
| Course Notes/Textbooks | Ann K. Allen. Research Skills for Medical Students (2012), Edt. Becky Taylor, SAGE Publications Inc., Learning Matters Imprinting, London. (ISBN 978-0-85725-837-3) |
| Suggested Readings/Materials |
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EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
20
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | ||
| Presentation / Jury | ||
| Project |
1
|
50
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
70
|
|
| Weighting of End-of-Semester Activities on the Final Grade |
30
|
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
1
|
16
|
| Study Hours Out of Class |
0
|
||
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
0
|
||
| Project |
1
|
38
|
38
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
30
|
30
|
| Total |
132
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
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| 1 | To have adequate knowledge in Mathematics, Science and Genetics and Bioengineering; to be able to use theoretical and applied information in these areas on complex engineering problems. |
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| 2 | To be able to identify, define, formulate, and solve complex Genetics and Bioengineering problems; to be able to select and apply proper analysis and modeling methods for this purpose. |
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| 3 | To be able to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the requirements; to be able to apply modern design methods for this purpose. |
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| 4 | To be able to devise, select, and use modern techniques and tools needed for analysis and solution of complex problems in Genetics and Bioengineering applications; to be able to use information technologies effectively. |
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| 5 | To be able to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or Genetics and Bioengineering research topics. |
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| 6 | To be able to work efficiently in Genetics and Bioengineering disciplinary and multi-disciplinary teams; to be able to work individually. |
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| 7 | To be able to communicate effectively in Turkish, both orally and in writing; to be able to author and comprehend written reports, to be able to prepare design and implementation reports, to present effectively, to be able to give and receive clear and comprehensible instructions. |
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| 8 | To have knowledge about global and social impact of Genetics and Bioengineering practices on health, environment, and safety; to have knowledge about contemporary issues as they pertain to engineering; to be aware of the legal ramifications of Genetics and Bioengineering solutions. |
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| 9 | To be aware of ethical behavior, professional and ethical responsibility; to have knowledge about standards utilized in Genetics and Bioengineering applications. |
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| 10 | To have knowledge about industrial practices such as project management, risk management, and change management; to have awareness of entrepreneurship and innovation; to have knowledge about sustainable development. |
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| 11 | To be able to collect data in the area of Genetics and Bioengineering, and to be able to communicate with colleagues in a foreign language. |
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| 12 | To be able to speak a second foreign language at a medium level of fluency efficiently. |
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| 13 | To recognize the need for lifelong learning; to be able to access information, to be able to stay current with developments in science and technology; to be able to relate the knowledge accumulated throughout the human history to Genetics and Bioengineering. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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