Module GW4770-KP11

Duration

2 Semester

Turnus of offer

every summer semester

Credit points

11

Course of studies, specific fields and terms:

• Master in Health and Healthcare Science 2025, optional subject, Healthcare Development and Management
• Master in Health and Healthcare Science 2019, optional subject, Healthcare Development and Management

Classes and lectures:

• Applied qualitative research (seminar, 1 SWS)
• Advanced methods of knowledge synthesis and modeling. (seminar, 2 SWS)
• Work and Organizational Psychology (lecture, 2 SWS)
• Work- an Organizational Psychology in Practice (seminar, 1 SWS)

Workload:

• 225 hours private studies and exercises
• 105 hours in-classroom work

Contents of teaching:

• Search strategies for systematic reviews
• Study selection and data extraction for systematic reviews
• Quality assessment of primary studies
• Meta-analysis (effect sizes, fixed-effect and random-effects models, heterogeneity, forest plots)
• Presentation and reporting of systematic reviews
• History and theoretical foundations of work and organizational psychology
• Methods of personnel development (e.g., behavior modeling training, approaches to work-related or workplace learning, leadership, mentoring, and coaching approaches, approaches to health promotion)
• Methods of organizational development (e.g., employee surveys, designing change processes, dealing with resistance to change, promoting innovation processes)
• Planning and conducting employee appraisals, group work, and other communication and coordination tasks as part of the management or control of research or change processes in healthcare
• Workplace and mental health/illness as well as physical illnesses
• Deepening data analysis, theory development, and presentation of results in qualitative research
• Triangulation in qualitative research
• Ethical aspects in research involving vulnerable groups

Qualification-goals/Competencies:

• Knowledge and understanding: Students understand the importance of systematic reviews and meta-analyses for generating evidence in health and healthcare sciences.
• Knowledge and understanding: Students are familiar with the individual steps involved in conducting a systematic review and meta-analysis (e.g., search strategies, quality assessment, statistical models).
• Knowledge and understanding: Students are familiar with suitable AI-based tools that support the implementation of systematic reviews and meta-analyses.
• Knowledge and understanding: Students are familiar with suitable software that supports the assessment of bias risk and enables meta-analyses.
• Knowledge and understanding: Students deepen their knowledge of different strategies for qualitative data analysis.
• Knowledge and understanding: Students recognize the specific challenges involved in implementing qualitative and quantitative study designs to answer healthcare science questions. They reflect on the methodological perspectives of different research approaches.
• Knowledge and understanding: Students can describe and explain key theories, empirical findings, and methods in industrial and organizational psychology.
• Knowledge and understanding: Students can identify and explain typical challenges of working in organizations from a psychological and sociological perspective, particularly in relation to work motivation and work behavior, communication, cooperation and conflicts, leadership, workplace-based/workplace-related learning, and health promotion and prevention in the workplace.
• Knowledge and understanding: Students can apply the knowledge of work and organizational psychology described above to the specific conditions of healthcare organizations.
• Use, application, and generation of knowledge: Students are able to independently develop systematic search strategies and implement them in relevant databases.
• Use, application, and generation of knowledge: Students can select primary studies according to specified criteria, evaluate them critically, and extract data reliably.
• Use, application, and generation of knowledge: Students apply statistical methods to conduct and interpret meta-analyses, take heterogeneity and bias into account, and draw reflective conclusions.
• Use, application, and generation of knowledge: Students can prepare the results of systematic reviews and meta-analyses in accordance with international standards (e.g., PRISMA) and classify them in scientific discourse.
• Use, application, and generation of knowledge: Students can apply different methods of qualitative data analysis appropriately to the subject matter, acquire skills in the development of empirically based theories, and are able to present the results of qualitative analyses in a comprehensible manner.
• Use, application, and generation of knowledge: Under supervision, students are able to select, test, and evaluate options for action to avoid or solve challenges in occupational and organizational psychology when implementing innovations or managing change processes in healthcare organizations.
• Communication and cooperation: Students are able to communicate their approach and results when creating a systematic review in a clear, transparent, and audience-appropriate manner (e.g., in interdisciplinary teams or publications).
• Communication and cooperation: Students can work cooperatively in teams on complex evidence syntheses (e.g., screening or double data extraction) and critically compare the results.
• Communication and cooperation: Students can present their analysis strategies and results clearly, transparently, and in a way that is tailored to the target audience—both in writing and orally.
• Communication and cooperation: Under supervision or in simulated conditions, students are able to plan, conduct, and critically reflect on discussions from the perspective of a person with leadership responsibility in order to avoid or solve work and organizational psychology challenges when implementing innovations or leading change processes in healthcare organizations.
• Scientific self-image / professionalism: Students reflect on systematic reviews and meta-analyses as central methods of evidence-based research and practice and are able to critically assess their significance for scientific work and evidence-based action.
• Scientific self-image / professionalism: Students develop a critical awareness of quality, transparency, and reproducibility as central standards of scientific practice.
• Scientific self-image / professionalism: Students can assess the social and scientific relevance of systematic reviews for decision-making processes in research, politics, and practice.
• Scientific self-image/professionalism: Students have an initial awareness of the requirements for their own leadership and guidance behavior when managing or directing work groups or change processes in health services research or health services management.

Grading through:

• written exam

Responsible for this module:

• Prof. Dr. phil. Matthias Bethge

Teacher:

• Institute for Social Medicine and Epidemiology
• Prof. Dr. phil. Matthias Bethge
• Prof. Dr. Katharina Röse
• Mag. rer. nat. Stella Lemke

Literature:

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Language:

• German and English skills required

Notes:

Last Updated:

30.09.2025