PMMPD3: Introduction to Research

Module code: PMMPD3

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 20

Level: 7

When you’ll be taught: Summer / Semester 1

Module convenor: Professor Jane Portlock, email: j.portlock2@reading.ac.uk

Module co-convenor: Ms Nicola Green, email: nicola.green@reading.ac.uk

Pre-requisite module(s): Completion of the PGCert Pharmacy Practice (comprising modules PMMPC1, PMMPC2, and PMMPC3) or equivalent Level 7 credits approved via RPL. (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s): Applicants must be: Registered as a pharmacist with the GPhC or PSNI Working at an approved pharmacy practice site and have an Educational Supervisor able to supervise their practice. (Open)

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 17 September 2025

Overview

Module aims and purpose

This module will equip the practitioner with the core knowledge and skills in research methods to be able to critically review and undertake research projects and consequently, confirm and generate evidence in health services research and clinical research. Practitioners are introduced to the core features of a research protocol and common research methodologies (including quantitative and qualitative) used in these research areas. Practitioners will build their professional portfolios and prepare for more senior pharmacist roles by describing their involvement in research activities and how they actively disseminate outcomes to appropriate audiences. 

The module learning outcomes, portfolio activities and assessments are mapped to the Royal Pharmaceutical Society’s (RPS) Post-registration Foundation Pharmacist Curriculum (2021) and Foundation Pharmacist Framework (2019) to support practitioners in becoming credentialled through the RPS.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Describe and critically appraise a range of common research methods used in health services research and clinical research.
2. Identify the key features of a research protocol.
3. Apply the principles of good research practice: the importance of ethical conduct, consent, confidentiality and governance arrangements to ensure research quality and safeguard the public.
4. Present findings from a research project undertaken locally/regionally/nationally and describe the implications on their practice/service provision to improve patient care

Module content

The module workshops will focus on common research study designs and methodologies including quantitative and qualitative, typical sampling methods, principles of formulating a research question and the structure of a research protocol. There will be a particular focus on improving the quality of care, innovation to improve working practices, locally and across health systems. Practitioners will have the opportunity to advance their practice in research skills and apply them to any studies in which they are involved. The role of ethics committees and when ethics approval is required will be explored, as will research governance principles including consent, confidentiality and data management. Methods of incorporating patient and public involvement into research will be discussed. In addition, there will a focus on key attributes of research active pharmacists– building multi-professional networks and promoting the exchange of knowledge, skills and resources to improve working relations and patient care. Demonstration of value of pharmacy to the public and other healthcare professionals will also be explored as part of the research process, as will the importance of being open to new approaches and ways of working and challenging others to consider change to improves the quality of care, through appropriate research approaches.

Structure

Teaching and learning methods

The module consists of a mixture of face-to-face and online learning. Learning outcomes are supported by two workshops which include presentations, discussions and research case studies and one assessment session, facilitated by the programme team and healthcare professionals involved in research. The workshops are underpinned by directed learning via Blackboard and self-directed learning. A significant proportion of the programme is workplace – based learning through which practitioners will develop a professional portfolio to demonstrate their advancing knowledge, skills and behaviours in research.

Study hours

At least 4 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve the following to pass this module.

1. A pass in the portfolio assessment
2. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1. Workplace-based assessments during experiential learning 
2. Feedback on workplace-based learning from educational or practice supervisor(s) 
3. Optional formative feedback on draft proposal and draft research presentation coursework 
4. Portfolio sign-off and discussion with educational supervisor

Reassessment

Additional costs