| Study programme competencies |
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Code
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Study programme competences
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| A2 |
CE2. Ser capaz de deseñar proxectos de investigación no ámbito da discapacidade e dependencia |
| A5 |
CE5. Ser capaz de utilizar eficientemente os recursos tecnolóxicos na comprensión e investigación da discapacidade e a dependencia? |
| B1 |
CB6. Posuír e comprender coñecementos que acheguen unha base ou oportunidade de ser orixinais no desenvolvemento e/ou aplicación de ideas, a miúdo nun contexto de investigación |
| B2 |
CB7. Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en ámbitos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo |
| B4 |
CB9. Que os estudantes saiban comunicar as súas conclusións e os coñecementos e razóns últimas que as sustentan a públicos especializados e non especializados dun modo claro e sen ambigüidades |
| B5 |
CB10. Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en boa medida autodirixido ou autónomo. |
| B6 |
CG1 Ser capaz de seleccionar e desenvolver as estratexias investigadoras para estudar a problemática relacionada coa discapacidade e a dependencia |
| B10 |
CG5 Capacidade para integrar coñecementos científicos de carácter avanzado ligados ao ámbito da discapacidade e a dependencia |
| B11 |
CG6 Ser capaz de acceder á información relacionada coa discapacidade e a dependencia |
| C3 |
CT3. Utilizar as ferramentas tecnolóxicas básicas necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida |
| C6 |
CT6. Valorar críticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas aos que deben enfrontarse |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Upon successful completion of the course, students will be able to recognize the structure of different research projects. |
AR2
|
BR11
|
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| Upon successful completion of the course, students will be able to identify the different phases and tasks that are required in research activity. |
AR2
|
|
|
| Upon successful completion of the course, students will be able to program different methodological designs. |
AR2
|
BR1
BR2
BR5
BR6
|
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| Upon successful completion of the course, students will be able to identify the advantages and disadvantages of different methodological designs. |
|
BR6
|
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| Upon successful completion of the course, students will be able to calculate the more usual epidemiological indicators, the sample size and the main descriptive statistics. |
AR5
|
BR10
|
CR3
|
| Upon successful completion of the course, students will be able to choose the more appropriate statistical tests in each case. |
|
BR6
|
CR3
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| Upon successful completion of the course, students will be able to interpret the most usual epidemiological indicators, the descriptive statistics and the outcomes of the main statistical tests. |
AR5
|
BR4
BR10
|
CR3
CR6
|
| Contents |
| Topic |
Sub-topic |
| LESSON 1. RESEARCH PLAN |
Structure of a research. Activities in a research: measurement, comparison and interpretation. |
| LESSON 2. TIPES OF EPIDEMIOLOGICAL STUDIES. |
Descriptive studies vs. analytical studies. Cross-sectional studies vs. longitudinal studies. Experimental studies vs. observational studies. Prospective studies vs. retrospective studies. Questions of validity, accuracy and reliability in epidemiological studies. |
| LESSON 5. FUNDAMENTALS ON STATISTICS. |
The concept of Statistics. Variables. Tabulation and graphical representation of variables. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| ICT practicals |
A5 B4 B6 B10 B11 C3 |
45 |
45 |
90 |
| Supervised projects |
A2 A5 B1 B2 B4 B5 B6 B10 B11 C3 C6 |
25 |
40 |
65 |
| Mixed objective/subjective test |
B1 B5 B6 B10 C6 |
2 |
10 |
12 |
| Practical test: |
A5 B1 B2 B4 B6 B10 B11 C6 C3 |
2 |
11 |
13 |
| Guest lecture / keynote speech |
A2 B1 B5 B6 B10 B11 C6 |
20 |
20 |
40 |
| |
| Personalized attention |
|
5 |
0 |
5 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| ICT practicals |
Throughout the course, students should develop tutored classroom practices, many of which involve the use of ICT, in particular the handling of SPSS. |
| Supervised projects |
In the first half of the course, students will develop a research project in all its phases and which takes as its subject's own final project. |
| Mixed objective/subjective test |
Proba escrita utilizada para a avaliación da aprendizaxe que pode conter distintos tipos de preguntas: preguntas test e/ou de resposta breve e/ou de desenvolvemento. |
| Practical test: |
Proba na que se valorará fundamentalmente o manexo das técnicas estatísticas máis adecuadas en cada caso, fundamentalmente a través do emprego do programa SPSS. Esta proba poderá ser realizada de forma conxunta coa proba teórica para poder avaliar conxuntamente a relización de varias fases do proceso de investigación. |
| Guest lecture / keynote speech |
Students, with the help of the teacher, will expose in the classroom the content of the basic readings that the teacher will indicate at any time. |
| Personalized attention |
|
Methodologies
|
| Mixed objective/subjective test |
| Practical test: |
| Guest lecture / keynote speech |
| ICT practicals |
| Supervised projects |
|
| Description |
| For the development of practices, students will have the personal attention of the teacher in the classroom. In addition, students must attend at least two tutorials throughout the development of their supervised project. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Mixed objective/subjective test |
B1 B5 B6 B10 C6 |
Exame de todos os contidos da materia, que inclúe os tratados nas sesións maxistrais, prácticas e traballos. O tipo de exame será de exposición escrita podendo incluír preguntas tipo test e/ou preguntas de resposta breve e/ou para desenvolver.
Superar esta proba será requisito indispensable para aprobar a materia.
Se o profesor e a maioría simple do alumnado así o acorda, poderá facerse un ou varias probas teóricas da materia durante o curso, de forma que en caso de superalas, o alumnado poida liberar parte ou toda a materia da proba mixta nas convocatorias oficiais. |
40 |
| Practical test: |
A5 B1 B2 B4 B6 B10 B11 C6 C3 |
Exame práctico mediante o uso de recursos informáticos de todos os contidos da materia.
Superar esta proba será requisito indispensable para aprobar a materia.
Se o profesor e a maioría simple do alumnado así o acorda, poderán realizarse unha ou varias probas prácticas da materia durante o curso, de forma que en caso de superalas, o alumnado poida liberar parte ou toda a materia da proba práctica nas convocatorias oficiais. |
20 |
| Supervised projects |
A2 A5 B1 B2 B4 B5 B6 B10 B11 C3 C6 |
It will consist in developing a research project at all its stages and taking as its subject their final project. |
40 |
| |
|
Assessment comments |
At the beginning of the course students must choose one of two ways: either continuous assessment or assessment by examination on the official date. Those opting for the latter route will only have to present a theoretical and practical examination on the official date. Students who choose the path of continuous evaluation may not be presented for consideration by the official date in June. It is understood that chose not continuous assessment those students who did not communicate to the teacher by e-mail their choice by continuous assessment before October 15, 2016. The evaluation of the efforts of students who have opted for continuous assessment will be based on a system of points that have to be accumulated throughout the course. The maximum number of points that students can get will be 100 on continuous assessment and 80 in non-continuous assessment. Their final score will depend directly on the number of points they accumulate. In some classes the teacher will pass a signature sheet to monitor student attendance. Students in the continuous evaluation, will approve the subject if they meet each and every one of the following three conditions: (1) to attend at least 75% of classes in which attendance was monitored; (2) to accumulate 50 or more points and (3) to obtain in each of the tests, at least a third of the points in game (10 on the ICT practicals and workbook, and 7 in the supervised project and the objective tests). Students in non-continuous evaluation must obtain at least 50 points to pass, since the theoretical part will involve a maximum 50 points and the practical part will involve a maximum of 30 points. The latter will also be applied to all the students in the official opportunity of July. The teacher reserves the right to make changes along the course, provided they are not in contradiction with any of the information contained herein. |
| Sources of information |
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Basic
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Argimón Pallás, J.M. (2013). Métodos de investigación clínica y epidemiológica. Barcelona: Elsevier
Hair, J.F., Anderson, R.E., Tathan, R.L. & Black, W.C. (1995). Análisis multivariante. Madrid: Prentice-Hall
Sentís, J., Pardell, H., Cobo, E. & Canela, J. (2001). Bioestadística. Barcelona: Masson
Martínez-González M.A. et al. (2014). Bioestadística amigable. Barcelona: Elsevier
Norell, S. (1994). Diseño de estudios epidemiológicos. Madrid: Siglo XXI
Hulley, S.B., Cummings, S.R.,Browner, W.S., Grady, D.G. & (2014). Diseño de investigaciones clínicas. Buenos Aires: Wolters Kluwer Health
Irala-Eatévez, J. de, Martínez-González, M.A. & Seguí-Gómez, M. (2004). Epidemiología aplicada. Barcelona: Ariel
Moreno Altamirano, L., Cano Valle, F. & García Romero, H. (1994). Epidemiología clínica. México: Interamericana-McGraw-Hill
Ruiz Morales, A. & Morillo Zárate, L.E. (2004). Epidemiología clínica. Investigación clínica aplicada. Bogota: Editorial Médica Panamericana
Rothman, K.J. (1987). Epidemiología moderna. Madrid: Ediciones Díaz de Santos
León, O.G. & Montero, I. (2000). Métodos de investigación en Psicología y Educación. Madrid: McGraw-Hill
León, O.G. & Montero, I. (2003). Métodos de investigación en psicología y educación. Madrid: McGraw-Hill
Cubo Delgado, S., Martín Marín, B. & Ramos Sánchez, J.L. (Coords.) (2011). Métodos de investigación y análisis de datos en ciencias sociales y de la salud. Madrid: Ediciones Pirámide
Coolican, H. (2005). Métodos de investigación y estadística en psicología. México: Manual Moderno
Silva, L.C. (2004). Regresión logísitca. Madrid: La Muralla
Pardo Merino, A. & Ruiz Díaz, M.A. (2002). SPSS 11. Guía para el análisis de datos. Madrid: McGraw-Hill
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Complementary
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| Recommendations |
| Subjects that it is recommended to have taken before |
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| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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