Module GW4780-KP15

Duration

2 Semester

Turnus of offer

each summer semester

Credit points

15

Course of studies, specific fields and terms:

• Master in Health and Healthcare Science 2025, optional subject, Interprofessional Care and Research in Pain

Classes and lectures:

• Interprofessional care and research in pain (project work) (project work, 3 SWS)
• Research and Project Management (lecture, 1 SWS)
• Jour Fixe Interprofessional care and research in pain (seminar, 1 SWS)

Workload:

• 75 hours in-classroom work
• 375 hours private studies and exercises

Contents of teaching:

• Basics of research and project management: phases of a project, definition of project goals, creation of work breakdown structures with work packages, definition of milestones, time planning and management, self-organization, management and project coordination in work groups, dealing with difficulties as well as error and crisis management in projects.
• Planning and implementation of an independent project including development of the research question, planning, data collection, data evaluation and preparation of a project report (also possible as a sub-project within the framework of an already existing project). This (sub-)project can be deepened or continued in the master thesis.
• Presentation and discussion of the respective work status of the project in the group
• Reflection on experiences, own role and own learning within the project.
• Consideration of ethical requirements in the respective project, if necessary preparation of an ethics application
• Scientific communication: e.g. scientific writing, short scientific talks and posters, science slam

Qualification-goals/Competencies:

• Knowledge and understanding: Students will be able to describe and compare models and methods of research and project management and analyze and evaluate them with regard to their suitability for pain research projects.
• Knowledge and understanding: Students know the legal and ethical requirements for data collection and management in scientific projects.
• Use, application and generation of knowledge: Students can apply research and project management strategies to their own project, and create, implement and evaluate realistic project structure plans
• Use, application and generation of knowledge: Students will be able to develop independent questions (if necessary within a pain research project) under supervision, critically evaluate the state of research, select suitable research approaches in a targeted manner and justify their choice. They are able to plan and implement an independent research project under supervision.
• Use, application and generation of knowledge: Students independently acquire the research methodological and methodological expertise required for the project and apply it in a project in a reflective and justified manner.
• Use, application and generation of knowledge: Students are able to build up a scientific argumentation, to reflect critically on research results and to classify them in the scientific and professional discourse of the therapy professions.
• Use, application and generation of knowledge: Students are familiar with the concept of internal and external monitoring for quality assurance in the implementation of research projects and can apply it under supervision to an independent research project.
• Cooperation and communication: Students are able to coordinate, lead and document work group meetings. They recognize potential for conflict in cooperation and deal with errors and difficulties in a reflective and solution-oriented manner.
• Communication and cooperation: They exchange information with each other in the sense of collegial consultation. Scientific self-conception / professionalism: The students develop a scientific self-conception and are able to change their role from therapist to scientist.
• Students collaborate with diverse health professions based on mutual respect and shared values.
• Students know that many areas of health care can only succeed effectively through interprofessional collaboration.
• Students will be able to communicate with other health care professionals using appropriate professional language.
• Students will be able to integrate the perspectives and expertise of the professional groups involved in the provision of care into interprofessional collaboration and see themselves as part of a whole.
• Students develop scientific investigations with other health professionals.
• Students will be able to explain the principles of interprofessional collaboration and apply them to specific examples.

Grading through:

• project work

Responsible for this module:

• Prof. Dr. Kerstin Lüdtke

Teacher:

• Institute for Social Medicine and Epidemiology
• Institute of Health Sciences
• Prof. Annette Baumgärtner, PhD
• Prof. Dr. Katharina Röse
• Prof. Dr. Kerstin Lüdtke
• Mag. rer. nat. Stella Lemke
• PhD Waclaw Adamzyk
• PD Dr. rer. hum. biol. Tibor Szikszay

Literature:

• James L. Harris, Linda A. Roussel, Tricia Thomas, Catherine Dearman : Project planning & management: A guide for nurses and interprofessional teams. (2nd ed.). Burlington: Jones & Bartlett Learning, 2016
• Helga Meyer & Heinz-Josef Reher : Projektmanagement: Von der Definition über die Projektplanung zum erfolgreichen Abschluss. Berlin: Springer, 2016
• Waldemar Bauer, Jörn Bleck-Neuhaus, Rainer Dombois, Ingo Wehrtmann : Forschungsprojekte entwickeln - von der Idee bis zur Publikation: Ein Leitfaden für die Praxis Stuttgart: UTB, 2013

Language:

• German and English skills required

Notes:

Last Updated:

20.01.2025