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PTY-40092 - Module Specification
School of Allied Health Professions and Pharmacy
Faculty of Medicine & Health Sciences

For academic year: 2025/26 Last Updated: 04 December 2025

PTY-40092 - Evaluating Healthcare and Evidence Based Practice (P&O)
Coordinator: Claire Stapleton Room: MAC1.15 Tel: +44 1782 7 33808
Lecture Time: See Timetable...
Level: Level 7
Credits: 15
Study Hours: 150
School Office:

Programme/Approved Electives for 2025/26

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2025/26

This module forms part of the MSc Prosthetics and Orthotics programme at Keele which is an innovative programme of study which prepares the graduate for diverse practice settings.
This robust module is designed to equip you with the essential skills and knowledge to practice as a highly desirable evidence-based practitioner.
Module Highlights:
- Research Study Designs: Learn to recognize appropriate study designs for various practice aspects.
- Evidence-Based Practice: Understand how to use research and evidence in practice, including creating clinical questions (PICO), clinical guidelines, journal clubs, and Critically Appraised Topics (CATs).
- Health Apps Evaluation: Explore the identification and evaluation of trusted health apps (ORCHA).
- Trusted Information: Identify reliable electronic healthcare information.
- Governance Frameworks: Introduce governance frameworks for digital health interventions.
- CAT Production: Understand the stages involved in producing a Critically Appraised Topic (CAT).
- Search Strategies: Formulate effective search strategies across various databases.
- Critical Appraisal Skills: Develop skills using critical appraisal tools for qualitative and quantitative studies, effectiveness studies, diagnostics studies, systematic reviews, and clinical guidelines.
- Evaluation Methods: Debate and evaluate different methods of practice evaluation, including service evaluations and audits.
- Assessment Preparation: Get ready for assessments with ample preparation opportunities.
- Formative Assessment: Benefit from opportunities for formative assessment.
Blended Learning Approach
Our teaching is delivered through a blend of in-situ and online (asynchronous and synchronous) learning strategies, ensuring comprehensive knowledge and understanding of key principles. Teaching strategies are inclusive to cater for individual needs, creating a student-focused learning environment.

Aims
This module aims to: introduce the student to the strategies adopted to gather, critique and implement research and other forms of evidence into practice; introduce the student to methods used to evaluate current practice; develop the students understanding of the attributes desired in an effective team member and receive feedback on their own team working performance.

Intended Learning Outcomes

Critically compare knowledge and understanding of the methods used to evaluate practice in healthcare.: 1
Select, justify and critically evaluate research designs adopted to address questions related to healthcare delivery: 1
Critically evaluate the quality, and identify confounding factors, in different forms of health related evidence: 1
Critically evaluate the efficacy of the translation of knowledge and implementation of evidence into healthcare practice : 1
Design effective search strategies to identify best evidence using health related databases: 1
Demonstrate and evaluate the attributes of an effective team member: 2

Study hours

Active learning hours, typically include:
Lectures (live in situ or synchronous online) ~ 10 hours
Tutorials/seminars ~ 15 hours
Supervised Directed study ~ 15 hours

Independent study, typically include:
preparation for tutorials/seminars ~ 30 hours
prep and writing for Assessment ~ 20 hours
additional reading ~ 60 hours

School Rules

None

Description of Module Assessment

1: Presentation weighted 80%
Oral presentation with questions on a Critically Appraised Topic (CAT)
A 15-minute individual presentation of a Critically Appraised Topic (CAT) related to a clinical or applied question in healthcare. This will incorporate knowledge of, and justification for stages of a CAT - including the search strategy, selection of best evidence, critical appraisal of the evidence and formulation of a clinical bottom line (i.e. the answer to the clinical question). The assessment will include an additional 15 minutes of questions related to their CAT, exploration of the students' knowledge related to research design/critical appraisal, and other approaches used to evaluate practice and implement evidence into practice (including barriers). Students will work in small groups (approx. 4-6 students per group) to undertake their CAT and produce a poster for their presentation. However, the summative assessment is based on an individual oral presentation of this group poster. The CAT poster and the presentation will be marked as a whole.

2: Review weighted 20%
Peer Review
The student's ability to work effectively in a team (approx. 4-6 students per group) and their contribution to the group CAT poster will be assessed by incorporating a peer review assessment. Each student will rate each of their team members using a peer assessment tool that comprises a set of questions on specific attributes of an effective team member with 6-point likert scale responses. The marks will be collated and calculated as a percentage. These attributes are identified and agreed by the students early in the module but typically include the following: 1. Ability to communicate effectively (consider verbal & written) 2. Contribution to the assessment (consider relevant background reading and background work to develop the CAT and poster production in terms of both quality and quantity of work) 3. Demonstration of effective organisation skills (preparation, planning, organising others, facilitating group work) 4. Completes work to agreed deadlines or in an acceptable timescale 5. Demonstrates care and compassion for other team members (polite, patience, tolerance, inclusivity) 6. Demonstrates an ability to offer and receive feedback politely and professionally 7. Attendance and engagement in group discussions (virtual or face to face)

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 04 December 2025