2 or 3 years part time
Typical offer
| 2:2 Honours degree |
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PgDip Health Research Methods
UCAS code | 1234 |
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Duration | Over 2 years |
Entry year | 2024 |
Campus | St Luke's Campus |
Discipline | |
Contact |
Typical offer | 2:2 Honours degree
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PgCert Health Research Methods
UCAS code | 1234 |
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Duration | Over 1 year |
Entry year | 2024 |
Campus | St Luke's Campus |
Discipline | |
Contact |
Play a vital role in making health services better. Constant changes in healthcare means that highly skilled researchers are in-demand for developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations.
By studying MSc Health Research Methods, you could help solve important problems to deliver better, safer and more accessible healthcare to the population.
Previous topics that students have chosen for independent study include:
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Apply for individual modules 2024/25
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Accreditation of prior learning (APL)
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Programme Director: Dr Antonieta Medina-Lara
Web: Enquire online
Phone: +44 (0)1392 72 72 72
This programme is delivered at our St Luke’s Campus, which is home to the University of Exeter Medical School. The campus is a short walk from the Royal Devon and Exeter Hospital and offers a range of research facilities and equipment. Students will be able to access resources used by our Institute of Health Research.
Top 10 in the UK for our world-leading and internationally excellent Clinical Medicine research
Based on 4* + 3* research in REF 2021
Our Public Health research is 11th in the UK for research power
Submitted to UoA2 Public Health, Health Services and Primary Care. REF 2021
Major capital investment in new buildings and state-of-the-art facilities
Vibrant and active research student community supported by excellent pastoral and academic staff
Normally a minimum 2.2 Honours degree (or equivalent) in a relevant discipline. Relevant clinical or professional experience may be taken into consideration as evidence of equivalency. A personal statement, detailing your reasons for seeking to undertake this subject, will be required.
Please visit our entry requirements section for equivalencies from your country and further information on English language requirements. Please visit our international equivalency pages to enable you to see if your existing academic qualifications meet our entry requirements.
International students are normally subject to visa regulations which prevent part-time study. It is recommended that international students apply for the level of the final award you intend to complete i.e. PGCert, PGDip or Masters, due to the associated cost and requirements for a Tier 4 student Visa.
Accreditation of Prior Learning (APL) is a process whereby students, who have already gained relevant skills and knowledge prior to the start of their course, may be granted a partial credit exemption from their programme instead of unnecessarily repeating work. Find out more about APL .
Please visit our entry requirements section for equivalencies from your country and further information on English language requirements .
International students need to show they have the required level of English language to study this course. The required test scores for this course fall under Profile B2 . Please visit our English language requirements page to view the required test scores and equivalencies from your country.
The programme is divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with one credit being nominally equivalent to 10 hours of work, a 15 credit module being equivalent to 150 hours of work and a full Masters degree being equivalent to approximately 1,800 hours of work. Therefore, for applicants who are working full time (or close to full-time), we recommend applying to complete the Masters degree over 2 or 3 years rather than 1 year. To gain a Masters qualification, you will need to complete 180 credits at level 7.
It is also possible to exit with a PGCert after completing 60 credits of taught modules or a PGDip after completing 120 credits of taught modules. The list of modules below shows which are compulsory.
Health Research Methods timetable 2024/25
(Please note: timetables are draft and subject to change)
The last contact day and assessment deadline for the programme will be earlier than the actual end date of your registration with the University, to allow a period of time at the end of your active studies for further support and mitigation, if needed.
The modules we outline here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.
Full time 1 year
If you are a part-time MSc student, you will take the taught compulsory modules in your first year and your research module in your final year.
Code | Module | Credits |
---|---|---|
Fundamentals of Research Design | 15 | |
Systematic Reviews for Policy and Practice | 15 | |
Statistics as Applied To Health | 15 | |
Independent Research | 60 |
Code | Module | Credits |
---|---|---|
Qualitative Methods and Process Evaluations | 15 | |
Health Economics | 15 | |
Implementation Science | 15 | |
Leading Change in Health Services | 15 | |
Clinical Trials | 15 | |
Structuring and Solving Public Health Problems | 15 | |
Evidence to Decision: Health Technology Assessment, Health Policy and Resource Allocation | 15 | |
Future Health: Beyond Data | 15 | |
Future Health: Reimagining Systems | 15 |
Part time 2 years
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme
MSc full time, 2 year part-time and 3 year part-time
Note: If you are a part-time MSc student, take taught compulsory modules in your first year and take your research module in your final year.
Code | Module | Credits |
---|---|---|
Qualitative Methods and Process Evaluations | 15 | |
Implementation Science | 15 | |
Clinical Trials | 15 | |
Health Economics | 15 | |
Leading Change in Health Services | 15 | |
Structuring and Solving Public Health Problems | 15 | |
Evidence to Decision: Health Technology Assessment, Health Policy and Resource Allocation | 15 | |
Future Health: Beyond Data | 15 | |
Future Health: Reimagining Systems | 15 |
Part time 3 years
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme
Choose either 45 credits or 75 credits of Recommended or Other** approved modules:
Uk fees per year:.
Standalone module fees: UK: £1,100 per 15-credit module
Standalone module fees: International: £2,500 per 15-credit module Find out more about tuition fees and funding
Fees can normally be paid by two termly instalments and may be paid online. You will also be required to pay a tuition fee deposit to secure your offer of a place, unless you qualify for exemption . For further information about paying fees see our Student Fees pages.
For more information on scholarships, please visit our scholarships and bursaries page.
*Selected programmes only. Please see the Terms and Conditions for each scheme for further details.
Find out more about tuition fees and funding »
Uk government postgraduate loan scheme.
Postgraduate loans of up to £12,167 are now available for Masters degrees. Find out more about eligibility and how to apply.
There are various funding opportunities available including the Medical School's Global excellence scholarships for international fee paying students. For more information visit our Masters funding page .
The Faculty of Health and Life Sciences is delighted to offer the Pro Vice Chancellor's NHS Postgraduate Scholarship of £5000 to up to four NHS staff who accept a place to study on one of our Masters programmes. Please check your eligibility before applying.
We are pleased to offer graduating University of Exeter students completing their degree in Summer 2022 and progressing direct to a standalone taught Masters degree (eg MA; MSc; MRes; MFA) or research degree (eg MPhil/PhD) with us a scholarship towards the cost of their tuition fees. These awards are worth 10% of the first year tuition fee for students enrolling on a postgraduate taught or research programme of study in 2022/23, with the exception of the PGCE programme. Find out more
Our purpose is to deliver transformative education that will help tackle health challenges of national and global importance.
The taught component of this programme is delivered in the first two terms (one year programme) or five terms (two year programme). During this time you’ll also be helped to develop a dissertation project to be completed in the remaining six months.
All material is designed for Masters-level and will involve keynote lectures, case studies, seminars and group discussion. Within modules there is considerable scope for you to direct your learning towards fields of particular interest, especially through your choice of dissertation project and in your guided independent study.
Short assessments are tailored to each module, with some assessment taking place in class, and others requiring electronic submission of assignments towards the end of a module.
One-to-one tutorials with module leads are timetabled into each of the four taught modules to ensure that you’ll receive personalised support. The Programme Lead is also available to help you with further guidance and advice.
Professor of health services and implementation research.
Senior lecturer health services research.
Co-lead for the module "systematic reviews for policy and practice".
Rob is module co-lead for the core module Fundamentals of Research Design . He is an applied health services researcher and implementation scientist with a particular interest in the evaluation and synthesis of evidence about health policies and complex health interventions , such as public health programmes and changes in service organisation and delivery.
He has over 20 years' experience as a health services researcher, economic evaluator, and implementation science scholar in both the UK NHS and the Australian health system.
Julia has been a medical sociologist since 1999. She is a Senior Lecturer in Health Services Research in the Third Gap research group. She undertakes research about health service delivery and patient experience, using qualitative and mixed methods. She is module lead for Qualitative Methods and Process Evaluations and co-leads on Fundamentals of Research Design . She is currently qualitative lead on two NIHR funded studies: SAMUEL: Use of simulation and machine learning to identify key levers for maximising the disability benefit of intravenous thrombolysis in acute stroke pathways; and PARTNERS2: collaborative care for people with severe mental illness.
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Rebecca is a Research Fellow and co-lead for the module: Systematic Reviews for Policy and Practice . She has many years of experience in social and health related research. Latterly, she has mainly focused on systematic reviews but in the past has been involved with small pieces of quantitative and qualitative primary research. Her main areas of interest include improving healthcare for patients and the NHS, the mental health and behaviour of young people, and dementia and dementia care.
This programme is designed for a wide range of participants. It will enable health professionals from a variety of disciplines to gain expertise and become a more effective and confident practitioner. It is suitable for health researchers, academic clinical fellows, nurses, midwives, allied healthcare professionals and public health professionals. It is also suitable for new graduates (e.g. Medical Science, Psychology, Sociology, Geography) who wish to gain a comprehensive grounding in health services research methods as a platform for developing a career as a health researcher.
All University of Exeter students have access to Career Zone , where you’ll gain access to our wealth of business contacts, support and training as well as the opportunity to meet potential employers at our regular Careers Fairs.
Environment and human health msc.
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Clinical education msc, master of public health (mph).
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Streatham Campus in Exeter
The majority of students are based at our Streatham Campus in Exeter. The campus is one of the most beautiful in the country and offers a unique environment in which to study, with lakes, parkland, woodland and gardens as well as modern and historical buildings.
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St Luke's Campus in Exeter
Located on the eastern edge of the city centre, St Luke's is home to Sport and Health Sciences, the Medical School, the Academy of Nursing, the Department of Allied Health Professions, and PGCE students.
Find out more about St Luke's Campus.
Penryn Campus near Falmouth, Cornwall
Our Penryn Campus is located near Falmouth in Cornwall. It is consistently ranked highly for satisfaction: students report having a highly personal experience that is intellectually stretching but great fun, providing plenty of opportunities to quickly get to know everyone.
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Develop the skills and knowledge needed to enact meaningful change as an effective and confident healthcare practitioner.
Designed for health researchers, academic clinical fellows, nurses, midwives, allied healthcare professionals and public health professionals.
Also suitable for new graduates seeking a comprehensive grounding in health services research methods to develop your career as a health researcher.
Study topics such as patient and public involvement, collaborative working, evidence-based practice, complex interventions, health economics, clinical trials and medical statistics.
Taught by leading international experts and authors in complex interventions research methods.
Play a vital role in making health services better. Constant changes in healthcare means that highly skilled researchers are in-demand for developing, testing, evaluating and implementing evidence-based healthcare in highly complex situations.
By studying MSc Health Research Methods, you could help solve important problems to deliver better, safer and more accessible healthcare to the population.
Previous topics that students have chosen for independent study include:
Exploring facilitators and barriers of patients’ trust in clinical pharmacists in Primary Care.
Improving the physical health monitoring of patients taking Clozepine.
Intravenous antimicrobial therapy in the home.
Effectiveness of group psychological interventions in reducing the burden for caregivers of patients with dementia residing in the community.
This programme is designed for a wide range of participants. It will enable health professionals from a variety of disciplines to gain expertise and become a more effective and confident practitioner. It is suitable for health researchers, academic clinical fellows, nurses, midwives, allied healthcare professionals and public health professionals. It is also suitable for new graduates (e.g. Medical Science, Psychology, Sociology, Geography) who wish to gain a comprehensive grounding in health services research methods as a platform for developing a career as a health researcher.
Tuition fees.
£ 27,500 per year
Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.
University of exeter, university league table, campus address.
University of Exeter, Northcote House, The Queen's Drive, Exeter, Devon, EX4 4QJ, England
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Exeter Health Analytics is an interdisciplinary research community whose aim is to advance and promote applications of quantitative methods for health-, wellbeing- and disease-related research at the University of Exeter, with our partners and beyond. We are a community of academics, NHS partners, industry and the general public working together to develop quantitative health research underpinned by rigorous mathematical and computational techniques. Our interests span theoretical modelling through to empirical data analysis, addressing the full spectrum of research questions from understanding the causes of disease, to building predictive algorithms and modelling biological and healthcare systems.
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Packed with practical advice and research quick tips, this book is the perfect companion to your health research project. It not only explains the theory of qualitative health research so you can interpret the studies of others, but also showcases how to approach, start, maintain, and disseminate your own research.
It will help you:
Whether you are studying public health, sports medicine, occupational therapy, nursing, midwifery, or another health discipline, the authors will be your surrogate supervisors and guide you through evaluating or undertaking any type of health research.
This book is the clear and extensive introduction to qualitative health research. It is useful for all under and post graduate students, and even for PhDs with quantitative background.
A thoughtful, thorough and readable account of the history and current practice of qualitative research in health.
An enormously helpful resource for anyone interested in interpreting and conducting qualitative health research. In addition to describing complex social theory in an easily digestible style, it also provides a practical ‘how to’ guide for all the stages of qualitative data collection, analysis and dissemination. Filled with useful examples, it brings qualitative health research to life in a way that is both engaging and highly accessible. It is a must read for students and experienced scholars alike!
This new edition of Green and Thorogood’s excellent textbook should be required reading for health professionals considering undertaking qualitative research. Along with a practical introduction to the theory and methods of qualitative research, this revised edition expands on the importance of theory for qualitative research, the use of secondary sources and digital methods in data collection and the integration of methods, disciplines and designs within research. It continues to be a core text for any qualitative methods training for students in health and related disciplines.
Very good basic introduction, focus on ethnography and observation as essential qual. research designs/methods. Great book also for nursing science students.
This is an great resource for students undertaking qualitative methods for the first time. Additionally, it provides a great go-to for those further along in their use of these methods.
An informative introduction to qualitative research with practical advice and real-world examples.
An excellent resource for graduate and post graduate students in health research.
Added to my reading list for three modules-like the clear writing style, and 'how to' guides-useful for both undergraduate and post graduate students
I enjoyed reading this. Its an excellent practical book that helped organise and conduct qualitative research, safe in the knowledge that the project would be robust and credible. It also serves a s a useful reference for supervision.
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Relational health group members.
Professor of relational health.
Katrina Wyatt is Professor of Relational Health; Relational health foregrounds the nature and qualities of relations to create the conditions for health and address health inequalities. She conducted the underpinning research for Connecting Communities, C2 . C2 is a transformative engagement approach to enable communities to increase control over their lives and neighbourhoods and create health . She is committed to engaging publics in the design and delivery of her research and developed the strategy for engaged research for the Wellcome Trust funded Centre for Cultures and Environments of Health . She is also deputy theme lead for Public Health and Inequalities for PenARC. Read more
Lecturer in public health.
I have a background in philosophy and medical sociology – with expertise in ethics and qualitative methodologies – and professional experience in the management consulting industry and charity sector. I am a Lecturer in Public Health, a Research Fellow in the Relational Health Group and in the Wellcome Centre for Cultures and Enviroments of Health. I am also a member of the Centre for Research in Professional Learning. Read more .
Research fellow.
I am a researcher based at the Wellcome Centre for Cultures and Environments of Health, and am also part of the Relational Health Group at the Medical School. I have a professional background in youth and community work, and take an engaged approach to research, working alongside communities and community organisations. My interest is in health inequalities, particularly in the areas of mental health, end-of-life care and the experiences of low-income communities. My current fellowship is exploring the impact of poverty on end-of-life and bereavement experiences. Read more
Esrc postdoctoral research fellow.
Jennie is an ESRC Postdoctoral Research Fellow with the Relational Health Group. Jennie is a qualitative social psychologist with a background in group interaction, creative facilitation, diagnosis, health and wellbeing. She has a particular interest in the social framing of diagnostic practices, narrative, creativity and wellbeing, mental health, bereavement and loss. Her current fellowship involves disseminating the results from her work on autism diagnosis and scoping ideas for a new research project within the context of exploring the barriers to health and wellbeing. Read more
Associate research fellow.
My current role within the Relational Health Group is as the data manager. I am involved with any data related work, including supporting systematic reviews, producing tables and writing papers. Previously I have worked with several large Randomised Controlled Trials within the Child Health group including the Healthy Lifestyle Programme (HeLP) and the Helping Children Achieve (HCA) study. Read more
Senior lecturer in public health research.
I am a mixed methods researcher specialising in the development and evaluation of complex behavioural interventions using a wide range of methods; systematic reviews, stakeholder consultation, logic model development, intervention mapping and process evaluation. I have expertise in engaging stakeholders (patients, teachers, parents, children, public health practitioners and policy makers) and actively involving them in intervention design and optimisation. This expertise informs the grants I have been, and am currently, involved in.
I teach and lead modules on the BMBS and BMed Sci undergraduate programmes (Lifestyle Medicine, Clinical Trials) and the new MSc in Public Health (Behaviour Change). Read more
Professor of medical education.
Karen is professor of medical education and director of postgraduate education for the College of Medicine & Health. Her research focusses on the experiences of doctors-in-training, especially during the transition to clinical practice and when prescribing medications, and mental ill-health especially as it affects doctors-in-training. Karen is also deputy editor for the journal Medical Education, director of awards for the Association for the Study of Medical Education (ASME) and visiting professor at Queen’s University Belfast. Read more
My role in the Relational Health Group has been the Saxton Fellowship, funded by the All Saints Education Trust, to explore how to create the conditions for the promotion of healthy lifestyle behaviours in secondary schools. Part of my role has also been to co-chair with young people the Young Person’s Advisory Group to give young people a voice in research. Read more
Senior research fellow.
I am a social scientist with a cross-disciplinary background spanning anthropology, public health, education, and international development. Drawing on narrative, ethnographic and engaged approaches, my research examines how lived experiences of health inequalities can inform more ethical and effective health care practice and policy.
My work focuses around the mental health and wellbeing of low-income communities; early life trauma; migrant health; sexual health; and the promotion of young people’s health and wellbeing. I am a Deputy Director of the Wellcome Centre for Cultures and Environments of Health and Director of the WHO Collaborating Centre for Culture and Health. Read more
Senior lecturer and co-investigator for tr14ers.
Trained as an epidemiologist, Andrew’s research interests lie in the social and cultural determinants of health (the fifth wave of public health), especially among children and young people. He is interested in the applications of theories such as complexity theory and salutogenesis to bring about improvements in the health of the public. Introduced to relational health during his PhD supervised by Professor Katrina Wyatt, Andrew has been on the fringes of C2: Connecting Communities ever since. Alongside Katrina, Andrew conducted research with the TR14ers in 2018/19 exploring their culture and ethos, and how this is sustained. Read more
Pa to professor katrina wyatt.
Programme co-ordinator and c2 partnership support.
I’m part of C2 Connecting Communities team and coordinate the partnerships between C2 and research, including the DeStress Project & the public involvement and community engagement group for the national ARC Inequalities Programme.
I am currently conducting research in the WCCEH , with the Transforming Engagement Programme mapping social networks using Network Canvas software; this research is exploring new methodologies to evidence links between strong community networks and health in partnership with the TQ6 Community Partnership Hub project.
I provide mentorship and support for C2 partnerships and create spaces for C2 partners to engage with research for mutual benefit.
senior lecturer.
I have expertise in public health nutrition and work across the social and natural sciences using mixed-methods (qualitative, quantitative, and public engagement).
I research sustainable dietary guidelines and innovative methods to study food systems and evaluate food policies (e.g., food labelling and Healthy Start food vouchers). I have a particular interest in how sustainability can be integrated into the nutrition risk analysis process to effect policy change and make food systems healthier, fairer, and more environmentally sustainable. Read more
Associate professor in public health, sustainability and environment, university of exeter; honorary professor, university of west london.
Professor Tischler is a Chartered Psychologist and Associate Fellow of the British Psychological Society. She has a PhD in psychology from the University of Nottingham where she worked for 12 years. She retains an honorary position at the University of Nottingham Medical School. Her research interests focus on creativity and mental health and multisensory approaches to dementia care. She is co-executive editor of the journal Arts and Health: an international journal for research, policy and practice. She has worked as a curator in the outsider art field, she serves on the scientific advisory board for Boots UK archive and is an advisory board member for the Hamwe Festival, University of Global Health Equity, Rwanda. Read more
Kath is a Research Fellow within the Relational Health Group. Kath’s interests are around early intervention and prevention activities to support parents and children, specifically relating to their mental health and wellbeing. Kath is also interested in how research knowledge is translated into practice and how programmes are implemented. She is currently undertaking an NIHR Fellowship and working with the charity Action for Children, looking into how community champions can support parent and child wellbeing and child development across Devon. Read more
University of Exeter South Cloisters St Luke's Campus Exeter EX1 2LU Beth Seager, RHG Administrator [email protected]
Professor Katrina Wyatt, Head of RHG [email protected]
Directions to St Luke's campus
The Relational Health Research Group understands health as an emergent behaviour of the relations within systems and their environments.
Our engaged research encompasses the many ways in which researchers and people outside the university meaningfully work together throughout the research process, from understanding the nature of the problems and agreeing the issues that need to be researched and creating the questions together, to delivering the research in partnership which generates mutually beneficial outcomes.
This approach draws on years of working with Folk.us , a DH funded Programme to ensure patients, service users and carers were meaningfully involved in health and social care research across the South West, and the transformative engagement approach which underpins the C2 programme .
What is Relational Health?
Relational health focuses on the nature and qualities of relationships in order to create the conditions for health and address health inequalities
There is an increasing body of evidence demonstrating the association between positive relationships and health and wellbeing [1]. Moreover, positive relationships can also mitigate some of the negative impacts of adverse conditions and experiences [2,3]. There is also an increased understanding of schools, neighbourhoods, workplaces etc, as complex adaptive systems, and that health is an emergent property arising from the system’s complex nature [4,5]. Health, as an emergent behaviour of a complex system, is therefore a consequence of the nature of the relations that comprise such systems. These relations can be the relations that subsist within the system, as well as relations that exist between the system and its environment [6].
Hence, in order to understand how health is constituted in complex systems, we need to understand the relational nature of these systems and their distinctive “relationalities”.
Relational Health is therefore concerned with understanding the relational dynamics of social systems to understand how the conditions are created for health/ ill health in and of the system. This focus on relationships within the system and its wider environment as determinants of health/ ill health takes the focus away from trying to affect individuals at risk of ill health or individual behaviours in isolation.
A Relational Health approach means the focus is on understanding the nature and the qualities of the relations which support the system to self-organise towards a more health creating ‘state’.
Taking a relational approach is a challenge to much of the dominant discourses of prevention science and public health approaches. In particular, a relational health approach to understanding the nature of population health challenges is a radical departure from the way that health and health ‘problems’ are currently conceptualised and addressed. For the most part, population health problems are identified and determined externally, ie from outside of the system and then programmes or policies developed to address the problem, which is usually aimed at targeting unhealthy behaviours or populations deemed to be more at risk. Such programmes tend to be evaluated on individual outcomes (and with a ’logic of coherence’ which renders context as static). Whilst this approach might have some effect in the short term, there is evidence suggesting that programmes aimed at supporting health can actually widen rather than reduce inequalities [7].
By comparison, a relational health approach insists that a necessary condition for systems to self-organise into becoming health creating environments is for the school or neighbourhood or workplace to identify and recognise the nature of the issues.
Addressing poor health and health inequalities by creating the conditions to identify the barriers to health is a fundamentally different starting point to most stakeholder engagement processes; whereby stakeholders are brought into conversations about the externally determined problem to understand what it means to them and what would be feasible and acceptable ways of addressing it. What is significant here is that the problem is still externally determined.
A relational approach starts with the recognition that more of the same can not deliver change on the scale that is needed and that new ways of delivering services are needed in response to what people identify as the barriers to a health promoting environment.
These new ways of working /delivering services start by understanding the current behaviour of the system by actively listening to understand the nature of the lived realities for people living and working in particular neighbourhoods or organisations. This approach requires practitioners, researchers and commissioners to engage people living and working in these areas to hear what the ‘problems’ are for the service or school or neighbourhood and to develop new ways of working with the residents/ workforce to respond to these issues. The local partnerships which then form become a sustainable means for the identification of local problems and responding to them. The new relationality of the system becomes the process by which the system self-organises to a more health creating ‘state’ and becomes a sustainable way for the system to adapt and respond to changes in the environment.
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Healthcare & Health Services
Young People and Families
Health Inequalities
Mental Health and Wellbeing
NHS healthy workplaces
The Healthy Workplace Programme was a collaboration between PenARC and the European Centre for Environment and Human Health. The overarching aim of the healthy workplace programme was to develop an NHS healthy workplace programme which sought to create the conditions for health and wellbeing within an NHS hospital through the lens of complexity. To support the development of a programme we undertook a systematic review of programmes delivered in healthcare settings which sought to improve health behaviours for the whole population (ie were not targeted at a subgroup of people or behaviours such as smokers, overweight staff). We also worked with the healthy workplace team in Public Health Cornwall to undertake a series of case studies on organisations and businesses which had achieved a ‘gold healthy workplace award’ to understand how they developed their programme and the enablers and barriers to participation in the programme. The findings from the review and the case studies and the interviews with the NHS ward staff led to the development of a framework, the “Wellbeing on the Ward (WoW) framework.” Using complexity principles, the framework seeks to illuminate the enablers and barriers on the ward to health and wellbeing behaviours. By populating the framework with the ward staff, areas and activities to improve physical and emotional wellbeing are identified.
This research is supporting the Inclusivity Project .
Young Persons Advisory Group (YPAG)
To explore how we can create the conditions for meaningful involvement of young people in adolescent health research.
University of Exeter Engaged Research Exploratory Award
Youth engagement in research can lead toward greater awareness and understanding of health issues as a community and public health policy, as well as research interests for young people. We are working with a local school to explore how setting up a Young Person’s Advisory Group could be mutually beneficial to young people and researchers. We are running six workshops this year where the students will be learning some research skills, providing advice on current projects and coming up with ideas for research.
For more information contact: Camilla Forbes
Our Skills and Expertise
We have considerable expertise in transdisciplinary, engaged research approaches to understanding and addressing barriers to health and wellbeing and inequalities.
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IMAGES
COMMENTS
Study Health Research Methods and develop the skills and knowledge needed to enact meaningful change as an effective and confident healthcare practitioner. ... Activities between the University of British Columbia and Exeter include a joint research symposium focused on Community, Culture, Creativity, and Wellbeing held at Exeter in May 2018 ...
Overview. Within this Health Research Methods MSc programme from The University of Exeter you will be taught by the leading international experts and authors in complex interventions research methods.. Topics such as patient and public involvement, collaborative working, evidence-based practice, complex interventions, health economics, clinical trials and medical statistics will provide a ...
You will be taught by the leading international experts and authors in complex interventions research methods. Topics such as patient and public involvement, collaborative working, evidence-based practice, complex interventions, health economics, clinical trials and medical statistics will provide a common thread that runs throughout the programme.
MSc Health Research Methods. Campus: St Luke's, Exeter. The global burden of disease and challenges of safe and accessible health services means that more than ever practitioners and researchers need skills for developing, testing, evaluating and implementing evidence-based health care in highly complex situations.
In this compulsory introductory module, you will critically examine the concepts and models at the heart of evidence based medicine and modern applied health services research. Embedded in this will be principles and practices of patient and public involvement in health care. Extended Independent Research (90 Credits) - Core.
Activities between the University of British Columbia and Exeter include a joint research symposium focused on Community, Culture, Creativity, and Wellbeing held at Exeter in May 2018 and a faculty-led, co-funded initiatives in Sport, Exercise and Health Sciences, Climate Change and Digital Humanities.
Health Economics. 27th Feb 2023. 6th - 8th Mar 2023 13th - 15th Mar 2023 29th Mar 2023 Webinar. 14th Mar 2023 Submission of slides 15th Mar 2023 Oral presentation 21st Apr 2023 Scientific Paper. HPDM055. Julia Frost. Qualitative Methods and Process Evaluations. 16th Mar 2023. 17th, 23rd & 24th Mar 2023 27th & 28th Mar 2023.
Health Research Methods (Taught) Course options. 2024 - 2025 2025 - 2026. 5 course options available . Qualification type . Location. Start date. ... For information on how you can fund your postgraduate degree at the University of Exeter, please visit our course page. Provider information. Visit our website. University of Exeter Northcote ...
3. Submit your application for an 'Offer in Principle'. 4. Your chosen institution (s) will send you a decision in minutes! 5. Get ready to apply with an expert counsellor. Find the nearest IDP office. Find entry requirements, course fees and intake dates for studying a MSc Health Research Methods degree at University of Exeter in United Kingdom.
Activities between the University of British Columbia and Exeter include a joint research symposium focused on Community, Culture, Creativity, and Wellbeing held at Exeter in May 2018 and a faculty-led, co-funded initiatives in Sport, Exercise and Health Sciences, Climate Change and Digital Humanities. ... Research methods, data science and ...
Embark on a transformative journey with the Health Research Methods MSc/PgDip/PgCert at the University of Exeter. This programme equips you with the skills to drive change in healthcare through evidence-based research. Delve into topics like patient involvement, health economics, and clinical trials under the guidance of leading experts.
I have over 25 years' experience as a health services researcher, economic evaluator, and implementation science scholar in both the UK NHS and (from 2002 to 2005) the Australian health system. I am Director of the ESMI research group (since April 2014). Since 2017 I have also Co-led of the Exeter HS&DR Evidence Synthesis Centre.
GJ leads the School for Public Health Environments Research at Exeter (SPHERE). G J is also Deputy Director of the Exeter NIHR Policy Research Programme Evidence Reviews Facility. As an educator, GJ teaches research methods from foundational statistics to advanced survival analysis, and developed the College of Medicine and Health's Master of ...
Study Health Research Methods and develop the skills and knowledge needed to enact meaningful change as an effective and confident healthcare practitioner. ... Activities between the University of British Columbia and Exeter include a joint research symposium focused on Community, Culture, Creativity, and Wellbeing held at Exeter in May 2018 ...
Methodological Research. Our methodological research encompasses a range of development and evaluation of new methods; in particular methods of evidence synthesis and decision modeling. We also have ongoing research into other strategies for enhancing the use of research in health policy making. At ESMI such work is often based upon PhD or post ...
Our research. The Health and Community Sciences Department explores a wide range of research areas, that address pressing challenges in our national and international communities. Our researchers are dedicated to advancing knowledge and making a meaningful impact on various aspects of human health and well-being.
This programme is designed for a wide range of participants. It will enable health professionals from a variety of disciplines to gain expertise and become a more effective and confident practitioner. It is suitable for health researchers, academic clinical fellows, nurses, midwives, allied healthcare professionals and public health professionals.
⇑ Back to top. Projects. Members of the Health Economics Group have interests in econometrics, preference elicitation, methods for economic evaluation, including economic modelling methods, applied research in health and social care, health outcomes (health valuation) research, decision-making and priority-setting, and in areas of neurodegenerative diseases, infectious diseases, mental ...
The Qualitative Research Reference Group is a group of experienced qualitative researchers belonging to different topic-based research groups within the Medical School. This includes using a broad range of qualitative research approaches to explore health services delivery, perspectives on social care, and the environment and human health. Our ...
Exeter Health Analytics is an interdisciplinary research community whose aim is to advance and promote applications of quantitative methods for health-, wellbeing- and disease-related research at the University of Exeter, with our partners and beyond. We are a community of academics, NHS partners, industry and the general public working ...
Behavioural Science Research Group. Led by Professor Sarah Dean, the Behavioural Science Research Group (BSRG) focuses on the application of behavioural science theories and methods as applied to health and wellbeing.. The group focuses on long-term health conditions, across the life-course and the promotion of healthy behaviours for addressing complex societal issues.
Qualitative Methods for Health Research . Fourth Edition. Judith Green - Exeter University, UK; Nicki Thorogood ... Packed with practical advice and research quick tips, this book is the perfect companion to your health research project. It not only explains the theory of qualitative health research so you can interpret the studies of others ...
Professor of Relational Health. [email protected]. Katrina Wyatt is Professor of Relational Health; Relational health foregrounds the nature and qualities of relations to create the conditions for health and address health inequalities. She conducted the underpinning research for Connecting Communities, C2.