The British

Psychological Society
Promoting excellence in psychology

Supplementary guidance for research and

research methods on Society accredited
postgraduate programmes
April 2017

www.bps.org.uk/partnership
 Contact us

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applies to you please feel free to contact the Partnership and Accreditation Team:
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Tel: +44 (0)116 252 9563

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© The British Psychological Society 2017
Incorporated by Royal Charter Registered Charity No 229642

2 www.bps.org.uk/partnership
Contents
4 Introduction

5 Core standards

7 Key considerations in programme or module design

11 Good practice in managing research

12 Examples of different approaches to research and research methods on accredited

programmes

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 Introduction
In 2012 the Partnership and Accreditation Committee commenced a review of its standards for
the accreditation of postgraduate programmes, in collaboration with its postgraduate Training
Committees, Divisions, providers of accredited programmes and other relevant stakeholders. A
primary aim of the review was to achieve a balance between the need to specify core content,
and a wish to produce standards that avoid prescription and encourage a flexible approach to
delivering postgraduate training, enabling providers to deliver programmes that more readily
reflect their strengths and research expertise. The review also sought to more clearly articulate
a common core of requirements across the range of applied psychology practice, and those
standards relating to research and research methods have been a particular focus for this.

This document was developed jointly on behalf of the Society’s Research Board and the
Partnership and Accreditation Committee. It is designed to offer programme providers
supplementary guidance that will assist them in developing their research methods provision,
and the research knowledge and skills that are integral to the provision as a whole. It sets out the
Society’s minimum expectations of accredited postgraduate programmes at both Masters and
Doctoral level, and identifies those factors that programmes need to consider in order to be
able to demonstrate achievement of those standards. The document also includes a number of
examples of the different ways in which programmes might use these supplementary guidelines
to inform module or programme design. Whilst this guidance is primarily designed to support
accredited postgraduate programmes, other, non-accredited and post-qualification programmes
are also encouraged to adopt the principles and suggestions outlined as best practice.

The guidance contained in this document seeks to articulate the ways in which postgraduate
education and training in psychology might build upon material covered at undergraduate level.
It is not intended to be exhaustive or prescriptive, and it is likely that individual students
will have different experiences of undertaking research and engaging with research methods
depending on factors including: the particular expertise and research priorities of the department
or institution in which they are based; the domain of applied psychology they are studying; and
their own personal research interests of relevance to that domain.

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Core standards
a. Masters programmes
The Society accredits Masters programmes in health psychology, forensic psychology,
occupational psychology and sport and exercise psychology, and in educational psychology in
Scotland. Such programmes are accredited as stage one of a two-stage postgraduate training
route. The purpose of Stage 1 training is to build upon undergraduate knowledge and skills,
to provide an in depth knowledge and understanding of the discipline informed by current
scholarship and research, including a critical awareness of current issues and developments in
the discipline. The core standards around research and research methods for Stage 1 Masters
programmes are as follows, and should be read in conjunction with the additional standards that
are set out for each Division in the relevant Accreditation Handbook1:

Students should demonstrate the ability to use a range of techniques and research
methods applicable to advanced scholarship in the discipline. Students should learn
how to conduct qualitative and quantitative research of relevance to their specific
discipline, and each student should conduct at least one empirical study2. Students
should have the appropriate skills and capabilities to collect and analyse relevant data.

In order for students to be able to progress on to Stage 2 training, and for them to be active
consumers of research, the project should involve collecting original empirical data from
participants, or equivalent alternatives such as computational modelling of empirical data
or secondary data analysis, making use of existing large quantitative or qualitative data sets.
Systematic reviews are not included within the permissible equivalent alternatives.

In addition, accredited Masters programmes are expected to support their students’ development
of a range of core and transferrable skills to enhance their employability. The standards for the
accreditation of Stage 1 programmes are outcomes based, and encourage the development of
critical thinking skills and ways of working such that students engage with the discipline by:
l Critically evaluating the current knowledge, theory and evidence base relevant to the discipline
(note: this may comprise both psychological theory and knowledge from other disciplines),
and understand that this is an important first step for all work and activities;
l Identifying and developing skills and capabilities relevant to progression to practice in their
chosen field;
l Using a range of techniques and research methods applicable to psychological enquiry;
l Applying relevant ethical, legal and professional practice frameworks (e.g. BPS, HCPC), and
maintaining appropriate professional boundaries;
l Communicating effectively (verbally and non-verbally) with relevant audiences in an
appropriate way;
l Critically reflecting on and synthesising all of the above to inform their developing professional
identity as a trainee psychologist; and

1 Accreditation Handbooks may be downloaded from www.bps.org.uk/accreditationdownloads.

2 Students on health psychology programmes also need to complete a mini systematic review. This should not be a
full-scale publishable systematic review, but a piece of work that moves students beyond working with single papers
and allows them to demonstrate their ability to synthesise the quality of the evidence base in a chosen area.

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 l Disseminating their work appropriately in a range of appropriate written (e.g. professional
reports, journal papers, conference posters) and oral (e.g. presentations, one-to-one feedback)
formats.

b. Doctoral programmes
The Society currently accredits Professional Doctorate programmes and other Doctoral
qualifications in clinical psychology, counselling psychology, educational psychology, health
psychology, forensic psychology, and occupational psychology. Such programmes are accredited
either as integrated programmes that reflect in full the requirements for Chartered membership of
the Society, or as stage two of a two-stage postgraduate training route, and also broadly reflect the
core skills identified for Masters programmes, above. Whereas accredited Masters programmes
are primarily intended to build upon knowledge and skills gained at undergraduate level and
provide a foundation for progression to professional practice, trainees on Doctoral programmes
have an important role to play in extending the forefront of the discipline by contributing to the
creation and development of the evidence base.

The core standards around research and research methods for Doctoral programmes are as
follows, and should be read in conjunction with the additional standards that are set out for each
Division in the relevant Accreditation Handbook2:

Trainees should demonstrate the ability to conceptualise, design and conduct

independent, original research of a quality to satisfy peer review, extend the forefront
of the discipline, and merit publication. This should include the ability to: identify
appropriate research questions; understand and reflect on ethical issues; choose
appropriate research methods and approaches to analysis; report outcomes; and
identify appropriate pathways for dissemination.

It should be noted that research that is undertaken as part of a larger programme of

research (e.g. one stage of a multi-stage trial) will be deemed to meet this standard
provided that it is clear that the trainee is making an individual contribution to the
project in question. For example, such research might be submitted for publication as
a multi-authored paper to which the trainee in question has had a clear input.

3 Accreditation Handbooks may be downloaded from www.bps.org.uk/accreditationdownloads.

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Key considerations in programme or
module design
One of the key aims of the recent standards review was to ensure that our standards for
accreditation promote flexibility in programme design. To that end, programmes are free to design
their research and research methods provision in any way they wish, provided that they are able
to a) provide evidence that the standards in the relevant Accreditation Handbook have been met,
and b) provide a rationale for why they have reflected the considerations outlined below in their
programme design in a particular way. Programmes are free to highlight ways in which they go
beyond these guidelines, should they so wish, and innovative approaches to engaging students
and trainees with the considerations identified in this document are encouraged.

Programmes should note that whilst the dissertation or thesis will provide the main opportunity
for students and trainees to demonstrate their ability to undertake research at the appropriate
level, each of the considerations outlined below may also be addressed in other areas of the
programme; for example, this could be achieved through dedicated research methods module(s)
or by integrating relevant content across other modules, including those not dedicated to research
methods. Programmes’ assessment strategies will need to reflect the relevant core standards for
accreditation; programmes do not need to assess each aspect of the elements detailed below.

This section outlines the different factors that programmes should consider in the context of each
of the headings below, which are intended to reflect the overall research journey that individual
students and trainees will take. Examples are provided, but programmes are not expected to
cover each example given. Additionally, the level of attention that programmes give to each of the
headings below will vary.

Methodology and philosophy

By the end of their programme, students and trainees will need to be able to undertake advanced
scholarship in the discipline at the appropriate level. A critical understanding of the epistemological
foundations of the core research methods used in their discipline is central to this. Programmes
will vary in how they approach these questions, but they should consider the level of familiarity
that their students and trainees need to have with the debates around, for example: realism and
relativism; phenomenological and social constructionist approaches; or frequentist and Bayesian
statistics. Some programmes will be satisfied that their students or trainees are aware of the
existence of such debates, whereas others may offer a more in depth consideration.

Research ethics
Students and trainees need to understand the ethical considerations that apply to psychological
research. They should be able to demonstrate adherence to the general principles outlined in the
Society’s Code of Human Research Ethics, which are applicable to all research contexts and are
intended to cover all research with human participants. The Society produces a range of research
guidelines and policy documents that will be relevant to individuals undertaking other particular
types of research (for example, internet-mediated research, and research with animals), and
students should be cognisant of these as appropriate4. Additionally, students and trainees should
4The research guidelines and policy documents produced by the Society can be downloaded from the Society’s
website at: www.bps.org.uk/publications/policy-and-guidelines/research-guidelines-policy-documents/research-
guidelines-poli

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 consider issues of diversity and equality of relevance to the research in which they are engaged
(for example, access to research, the nature of the research focus, diversity of participants in
research, or the involvement of service users and carers in research).

Research design
Students and trainees should be equipped with a critical understanding of a variety of research
designs, and should be aware of the different perspectives on these. They will need to be able
to select and use the most appropriate design to enable them to answer their research question,
and may also benefit from an appreciation of the philosophical underpinnings, challenges and
opportunities associated with pluralist or mixed methods designs.

Data collection
Students and trainees need knowledge and understanding of a range of data collection
techniques and methods that they can utilise in university, placement or other research settings
as appropriate. They need to have some experience of5: individual or group research (e.g. 1-to-1
semi-structured interviews; focus groups; interviews conducted on a face-to-face basis, over the
telephone or online; observational approaches); experimental methods (e.g. laboratory experiments,
field experiments, or quasi experiments); and survey approaches (e.g. questionnaire, validated
instrument). They should have an appreciation of online data collection methods6, and of
approaches to the use of secondary data. They should also be aware of a range of different
methods for both collecting and recording data, and whilst they will be aware of a range of
approaches, the in-depth experience they gain will depend on the programme and the research
they undertake individually.

Data preparation
Students and trainees will need an awareness of approaches to transcription of qualitative data,
and to understand that the method of transcription is contingent upon the specific method
of analysis specified in the research design. They will also need to be able to undertake data
screening, data cleaning and exploratory data analysis, and should be aware of the pros and cons
of common methods for dealing with missing data (e.g. casewise deletion, listwise deletion, mean
substitution, or multiple imputation).

Analysis
Students and trainees will need to know how to conduct qualitative and quantitative research.
This requires an awareness of different aspects of statistical analysis, including different
approaches to statistical inference (e.g. significance tests and confidence intervals), and an
appreciation of the assumptions upon which such measures are based. Students and trainees
will also require knowledge of power calculations, effect size, and of regression methods (e.g.
ANOVA, ANCOVA and multiple linear regression). They will need to understand issues relating to
scale construction (e.g. reliability, factor analysis). Again, whilst they will be aware of a range of
approaches to analysis, the in-depth experience they gain will depend on the programme and
the research they undertake individually.

Students and trainees will need an appreciation of the basic principles of different approaches
to qualitative analysis (e.g. thematic analysis, discourse analysis, conversation analysis, IPA,
Grounded Theory, narrative analysis, content analysis). They should also appreciate the

5 Experience may be gained informally (e.g. through practice in-class with peers) and does not need to be assessed.
6 Programmes may find it useful to refer to the Society’s Ethics Guidelines for Internet-Mediated Research.

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limitations and strengths offered by different approaches, and the additional considerations
involved in producing qualitative research that is of high quality (e.g. reflexivity and appropriate
quality criteria).

Students and trainees should be aware of, and (where available) be able to use software
packages to support the analysis of different types of data.

Advanced
The factors outlined above reflect the breadth of knowledge and understanding that students and
trainees will need to develop in relation to research methods. This reflects an expectation that
students and trainees will have an awareness and basic understanding of a range of approaches
to undertaking research that extends beyond the knowledge gained at undergraduate level.
However, the specific in-depth experience they gain will depend on the programme and the
research they undertake individually, and should normally cover at least one specialist technique
or approach to an advanced level.

The particular technique(s) adopted will reflect the strengths and expertise of the Department,
and / or those approaches that are most relevant to the branch of psychology in question and the
context in which the research occurs (e.g. practice settings). It is also expected that individual
students and trainees will have different opportunities to develop an advanced knowledge of
particular approaches, and that within a single student cohort a diversity of experiences will exist.

The list below offers examples of approaches that students or programmes may choose to
cover at an advanced level, but it is not intended to be exhaustive or prescriptive. Programmes
are free to emphasise techniques or approaches that do not appear on the list below, provided
they have a rationale for doing so:
l Evidence synthesis (e.g. narrative review, meta-analysis, meta-synthesis, systematic review)
l Structural equation modelling or latent variable modelling
l Generalised linear models
l Mediation and moderation analyses
l Multilevel modelling
l Bayesian methods
l Small n research techniques
l Simulation methods (e.g., bootstrap or permutation methods)
l Multi-dimensional scaling
l Phenomenological methods such as IPA, descriptive phenomenology
l Discursive methods such as critical/Foucauldian discourse analysis, discourse analysis
l Language-focused methods such as conversation analysis
l Narrative analysis
l Ethnographic approaches such as observation, field work
l Grounded Theory
l Framework analysis
l Template analysis
l Mixed methods (e.g. Q-Methodology, repertory grids, or the epistemology of mixed methods
and different research designs)

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 l Visual methods (e.g. photo elicitation research, visual analytic techniques)
l Evidence-based practice (e.g. Randomised Control Trials, systematic reviews, service evaluation)
l Approaches to involving service users in research (e.g. experienced-based design,
participatory research)

Dissemination
Programmes are encouraged to consider the different ways in which students and trainees might
present and further disseminate their research. Dissertations and theses will need to be presented
in a way that reflects the particular institution’s regulations and other quality management
requirements, but alternatives to traditional approaches to presentation may include but are not
limited to: writing the research up as if for publication; producing a journal article and literature
review or project management report; or developing a poster presentation in addition to a
more formal write-up7. Programmes should also encourage their students, trainees, and recent
graduates to present their research at relevant conferences (e.g. those offered by the Society and
its divisions, as well as other organisations).

7 This may include in-class presentations to peers and / or staff.

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Good practice in managing research
l Programmes should have a clear understanding of local ethical guidelines around confidential
data storage and retention; for example, questionnaire data, interview recordings, transcripts,
consent forms.
l All research projects must conform to the appropriate governance procedures, and address
relevant ethical guidelines, including those that are outlined in the Society’s Code of Ethics
and Conduct and Code of Human Research Ethics, the HCPC’s Guidance on Conduct and
Ethics for Students, and any other local guidelines that pertain.
l Students and trainees should have access to computer facilities for data analysis and have
adequate training in their use, as appropriate, including guidance on data protection and
confidentiality.
l Each student or trainee should have a competent research supervisor. There should be a
system in place for approving the allocation of research supervisors. Supervisory loads should
be monitored and be such that adequate supervision is provided to students and trainees.
l There should be a research agreement between the supervisor and the student or trainee
that covers matters such as a schedule of regular supervision meetings and progress reviews,
written feedback on drafts and a timetable for the project. Consideration should also be given
to minimum and maximum amounts of supervision available to individual students or trainees.
Whatever the arrangements in place, programmes should be able to articulate their approach
and any policies that support its implementation.
l Great care must be taken to allow students or trainees to plan and organise their research
project in good time, such that there is the opportunity to complete it successfully. Time
must be set aside early on in the programme for discussion of the proposed project. Regular
monitoring of progress and the quality of the research must be carried out throughout the
programme.
l Programmes must be sensitive to the problems that may arise in carrying out applied
research. Care must be taken to anticipate common difficulties and take preventative action.
l Students and trainees should be made aware of any programme-specific guidelines
or requirements regarding authorship of publications. In drawing up such guidelines,
programmes should take account of the Society’s Statement of Policy on Authorship and
Publication Credit.

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 Examples of different approaches to research
and research methods on accredited
programmes
The following are offered as examples of the different ways in which accredited programmes
engage students with research and research methods as outlined in these guidelines. We would
welcome the inclusion of further examples of good practice: if you wish to submit a brief outline of
your provision, please contact [email protected].

a) Our approach to teaching research methods – MSc Health Psychology, Aston University
b) Research Methods teaching on the MSc Health Psychology (by distance learning) at the
University of Ulster
c) A focus on research methods – MSc Forensic Psychology, Nottingham Trent University
d) Our approach to teaching research methods – MSc Sport and Exercise Psychology, University
of Portsmouth
e) Research Methods teaching on the Doctoral training programmes in Clinical Psychology and
Forensic Clinical Psychology at the University of Birmingham
f) Research Methods training for PhD students on the research degree programme in
Psychology at City University London

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Our approach to teaching research methods – MSc Health Psychology,
Aston University
We currently have two 30 credit modules dedicated to research methods: Qualitative
Research Methodology and Quantitative Methodology and Advanced Statistics. These
modules cover techniques for collecting and analysing data, and principles of qualitative and
quantitative research. Both are assessed with mini-projects for which students are expected
to collect and analyse their own data to demonstrate those skills. The qualitative methodology
module also covers reflexivity and quality appraisal. These are assessed through the critical
appraisal of a published journal article using the Critical Appraisal Skills Programme checklist
for qualitative research with reference to other published criteria, e.g. Lucy Yardley’s (2001)
criteria. There is an exam to test the students’ understanding of statistics - this focuses on
their understanding of the rationale for use of particular types of tests and their ability to
interpret test results.

We also cover issues of project design and choosing the appropriate method to answer the
research question in the Research Project module (60 credits). Together with sessions about
research design - including mixed methods, we hold a project ideas workshop where students
work in small groups, with help from the teaching team, to think through their project ideas
and to identify the most useful methods for collecting and analysing data which will best
answer their research question. We do this to take the focus away from the qualitative-
quantitative distinction to encourage students to think through their question and identify the
best-fit methods.

The two methods modules are delivered in term 1 to enable students to use the content to inform
their project proposals. The sessions on design in the research project module also come in term
1 ahead of their deadline for submitting their research proposals at the end of term.

Reflections
This model maintains the somewhat artificial distinction between qualitative and quantitative
methods, but because of this, we do aim to always emphasise the importance of
appropriateness of methods to the research question when working with students in designing
their projects. There is also limited time devoted to mixed methods designs. This is something
we will continue to review going forward.

Dr Rachel Shaw CPsychol AFBPsS, January 2014

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 Research Methods teaching on the MSc Health Psychology
(by distance learning) at the University of Ulster
The 30 credit methods and issues in research and practice module is designed to give
students a grounding in the techniques of research design, data analysis, and various issues
in the practise of health psychology (only the research methods aspects will be described
here). The module is designed as preparation for the dissertation and further research in
health psychology. At the start of the module, online revision material is provided for students
to refresh their skills in using SPSS and of undergraduate statistical knowledge.

Module content
l Practical and ethical issues in health psychology research (service evaluation v’s

research), critical literature reviewing, systematic reviews (narrative and meta-analysis, the
research question and research design).
l The role and importance of evidence based research in healthcare
l Qualitative data collection techniques (interviews, focus groups and text), data preparation
(transcription) and analysis (grounded theory, IPA, discourse analysis, narrative analysis);
triangulation and reflexivity.
l Quantitative data collection (study designs, methods of data collection, power analysis);
scale construction, reliability and validity; data screening, cleaning and strategies for
dealing with missing data; factor analysis; reliability analysis; MANOVA, hierarchical
multiple regression (HMRA); reporting and dissemination of findings.
l Philosophical foundations and tensions associated with mixed methods; mixed methods
designs; advantages and disadvantages of mixed methods; writing up a mixed methods study.

Assessment
The critical appraisal assignment introduces students to the idea of systematic reviews of
literature. Students choose one paper (out of six) and appraise the quality of the paper using
two separate appraisal tools; discuss which tools they think are the best and reflect on the use
of the tools.

The qualitative practical gives each student the opportunity to collect data (from one focus
group) on child play patterns and health. They discuss themes online (in groups) before
individually analysing and reporting the data using thematic analysis. This work is then used
by students to develop a series of questions, which are collated to produce a questionnaire.

Students discuss the themes from the qualitative practical to develop a series of questions,
which are collated to produce a questionnaire that is used in the quantitative practical. Data
from all students is ‘pooled’ and the factor structure and reliability of the new scale is explored.

The previous two pieces of coursework give students an insight into the links between
qualitative and quantitative methods and the final piece of coursework is a mixed methods
essay in which they critically discuss the advantages and disadvantages of using mixed
methods in health psychology research

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Reflections
Our students have told us that the first assignment, which is something they find quite
difficult, has helped them to become more critical in their reading of research and provides a
good foundation for the mini systematic review, which forms part of their dissertation module.
The programme team feel that the link between data collection and analysis for the qualitative
and quantitative practicals forms a logical progression for consideration of mixed methods
approaches in health psychology research. This has resulted in quite a few of our students
utilising mixed methods designs in their dissertations.

Dr Lynn Dunwoody CPsychol AFBPsS, January 2014

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 A focus on research methods – MSc Forensic Psychology,
Nottingham Trent University
The MSc in Forensic Psychology at NTU has four compulsory methods modules in addition to
the compulsory research project. Research methods are also be covered in tutorial work.

Advanced Experimentation and Statistics 1 (10 credits) and 2 (10 credits)

These modules examine the theoretical and philosophical underpinnings of statistics used in
experimental research. The module also covers application of various experimental designs
and statistical techniques and computer software such as R. Term 1 focuses on regression
methods such as ANOVA and multiple regression while term 2 extends the work to more
advanced topics: generalized linear models such as logistic regression, ordinal logistic
regression and Poisson regression and multilevel models.

Qualitative Research Design and Analysis 1 (10 credits)

This module provides a comprehensive philosophical and methodological grounding in
qualitative research. Additionally it will develop the necessary skills to manage and handle
qualitative data, alongside a range of data analytic techniques used by qualitative researchers
in psychology (e.g., thematic analysis, grounded theory and IPA).

Mixed Methods (10 credits)

This module considers the ontological, epistemological, practical, and theoretical issues
involved in combining qualitative and quantitative research in psychology. It demonstrates
some of the most effective ways in which quantitative and qualitative research techniques
can be employed together within a single research programme, and it will also introduce
some unusual methods that combine quantitative and qualitative elements within a single
procedure (for example, repertory grids and Q methodology).

Reflections
The MSc in Forensic Psychology was developed with a strong emphasis on assessment,
rehabilitation and treatment and the evaluation of rehabilitation and treatment. For this reason
there is a relatively strong emphasis on quantitative and mixed methods.

Professor Thom Baguley MBPsS, January 2014

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Our approach to teaching research methods – MSc Sport and Exercise
Psychology, University of Portsmouth
The 30 credit unit in Applied Research Methods at Portsmouth is designed to give

students an advanced understanding of research philosophy and epistemology, reviewing

research articles, ethics, research design, data collection techniques, and hands on
experience of data analysis and interpretation. In developing this unit we have worked hard
to provide a curriculum that introduces students to a suite of research techniques that span
qualitative, quantitative, quasi-experimental, and experimental approaches. We were also
cognisant to avoid students self-selecting a side of the qualitative-quantitative distinction and
aimed to encourage students to think through their research questions and identify best-fit
design and methods.

Content
The content aligned with qualitative research covers research designs (e.g., ethnography,
action research, single-subject designs); data collection techniques (e.g., interviews, focus
groups, observation); data preparation (e.g., transcription) and analysis (e.g., grounded
theory, IPA, discourse analysis, narrative analysis); triangulation, critical friends, and
reflexivity; and reporting and dissemination of findings.

The content aligned with quantitative research covers data collection (study designs, methods
of data collection, power analysis); scale construction, reliability and validity; data screening,
cleaning and strategies for dealing with missing data; factor analysis; reliability analysis;
MANOVA, hierarchical multiple regression; multilevel analysis; mediation and moderation;
and reporting and dissemination of findings.

Assessment
There is a report to test the students’ understanding of statistics – this focuses on their
understanding of the rationale for use of particular types of tests and their ability to process,
interpret, and disseminate test results.

The qualitative content is assessed through the submission of an APA-formatted method

(data analysis section only) and results section for a qualitative interview study. Students
are required to conduct and record a 1-hour interview on a topic of their choice with an
appropriate participant using a semi-structured interview guide developed specifically for this
interview. They must then transcribe and analyse the transcript for elementary themes, before
presenting these tentative themes in their submission.

Reflections
The model for this unit provides a balanced introduction to many advanced issues allied with
applied research within our field. This balance invariably creates challenges for students
who have a fear of statistics or a distrust of all things narrative, but typically results in a more
rounded introduction to advanced research methods training. To develop the unit further,
we will look to incorporate more advanced (e.g., Bayesian methods), alternative (e.g., mixed-
methods) and evidence synthesis (e.g., narrative review, meta-analysis, and systematic
review) approaches to the curriculum.

Dr Chris Wagstaff CPsychol AFBPsS, June 2014

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 Research Methods teaching on the Doctoral training programmes in Clinical
Psychology and Forensic Clinical Psychology at the University of Birmingham
We offer a 3-year Doctorate in Clinical Psychology and a 4-year Doctorate in Forensic Clinical
Psychology. The majority of our programme is not modular, but our Research Methods course
takes the form of a 20 credit module in Year 1. There is some supplementary, ‘extra-modular’
research teaching in Year 2. These are professional doctorates, and at Birmingham they are
classified as research degrees.

We approach the Research Methods element of training with the aim of preparing trainees to
identify and evaluate evidence, and to plan and conduct research relevant to applied practice.
Given the range of domains in which they work, and the array of methods which are available
to them, we view the teaching as having two primary functions. Firstly, we aim to give trainees
the opportunity to develop an informed position on applied research and its relationship to
practice. Secondly, we aim to provide them with sufficient scaffolding, regarding the use of
the key methods, to enable them to adapt and apply them to real-world world problems, and
to guide their further learning in the future.

Philosophy and concepts

In the early part of the course, we explore what research is for, and we examine the different
ways in which various biases can influence the production and interpretation of evidence.
We use team teaching to provide a dialogical example of the relationship between evidence
and practice, and between epistemology and method, with tutors role-playing caricatures of
‘strong’ realist and relativist positions. We aim to introduce the idea that, underlying many
polarities (e.g. qualitative and quantitative, empiricist and interpretivist) there are shared
concerns about the meaning and quality of evidence. We invite trainees to identify and
explore some of these shared concerns.

Evaluation and review

We provide an introduction to the logic of systematic literature searching, a typology of
different forms of review, and some discussion of their different functions. We introduce
quality frameworks for the evaluation of different types of literature, and discuss common
issues which arise in the implementation of applied research (particularly intervention
studies). We also provide a further session on meta-analysis. Colleagues from the library
also support the module, by providing ‘hands on’ training in the use of electronic databases.
Trainees conduct a systematic search on an area of literature which is relevant to their clinical
placement, and they write up a summary and evaluation of this literature as an annotated
bibliography. In the final research volume of the thesis, trainees include a further, standalone
literature review, relevant to the area of their empirical project.

Research designs and methods

We run sessions on small n research (single case experimental designs), intervention and
outcome studies, correlation designs and survey methods, service-related research, and
qualitative inquiry. Our teaching on qualitative inquiry involves an interviewing exercise, and
the session on qualitative analysis explores the relationship between epistemological focus and
methodological practice through a coding exercise where trainees apply generic concepts (i.e.
experiential, discursive and narrative) to their interpretation of a transcript. Further optional,

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supplementary workshops on specific qualitative methods (e.g. IPA) are offered, as required,
in Year 2. Our teaching in quantitative analysis involves a ‘hands on’ refresher session on
SPSS, and includes linear models, mediation and moderation, and simulation methods.

Ethics
Discussion of ethical issues in different approaches to applied research inevitably arises
during the sessions above, so in the dedicated session on research ethics, we take a
pragmatic approach. We describe the process of preparing and submitting an application for
ethical review, in some detail, outlining the issues which will concern ethics committees, and
discussing possible solutions. Then we ask trainees to work in small groups, and to provide
ethical review of a sample application. These experience-based exercises provide a valuable
insight into the high standards expected of applications, and the extra level of scrutiny
generated by group review processes.

Process
We aim to foster strong links between the focus of our teaching and the trainees’ practical
needs. Thus, trainees will conduct single-case experiments, and develop service-related
research projects, while on their professional placements.

In order to reduce the risk of delay with ethical review, and to set a stringent quality standard for
the final thesis, we also provide a very structured process for trainees to follow during the first
year, as they prepare their ideas for their major empirical projects. This includes a ‘research
proposal facilitation session,’ where trainees meet with one of the course team’s Research
Tutors to receive detailed feedback on the practical, ethical and methodological implications
of their ideas, before they begin to develop their proposal in detail. We also use this to spot
useful opportunities for service-user involvement in the further development of the project, and
to recommend these to the trainee. We are fortunate that the University has an established
service-user research group, and that this group are keen to support trainee research.

After the facilitation session, trainees go on to develop a formal research proposal, which is
the main assessment for the Research module. This proposal is submitted in the format of
a generic ethics application, and is supplemented by a short literature review. We provide
feedback on both the coherence and viability of the proposal, and any issues which are likely
to be of concern to an ethics committee. Our timescale presumes that most trainees will aim
to submit their applications for ethical review during the first term of the second year.

Reflections
From experience with the Group of Trainers in Clinical Psychology, we believe that the main
issues for us will also be recognisable as perennials for most other Doctoral programmes.
There is, for example, a tension between facilitating the development of programmatic
research amongst the course team and their colleagues, and enabling trainees to develop
strong and innovative ideas of their own. Similarly, the ‘pitching’ of research methods
teaching on a doctoral training program can be difficult when the cohort may contain a blend
of experienced post-doctoral researchers (with less direct clinical experience) alongside
experienced clinicians (with relatively little research experience). We find that these issues
need a bit of improvisation and adjustment each year.

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 In terms of our research curriculum, we try to balance the need for generic training with the
changing demands of the clinical environment. Thus, in recent years, we have supported
growing numbers of trainee projects using: innovative qualitative designs (dyadic and short-
scale longitudinal studies, for example); meta-analyses and meta-ethnographies; and
sub-studies of larger, more complex programmatic projects. We envisage that these areas will
continue to grow, but also that we will begin to see more integration of trainee projects with local
programmes of service-development (this is the area of teaching on the research course which
has probably reviewed more often than any other over the last 10 years), and more studies of
the barriers and mechanisms for the implementation of evidence-based practice itself.

Dr Michael Larkin MBPsS (Senior Research Tutor)

and Dr Chris Jones (Research Director), June 2014

20 www.bps.org.uk/partnership
Research Methods training for PhD students on the research degree
programme in Psychology at City University London.
Research methods training for our PhD students in the Psychology Department at City
University London is provided through a number of structured and unstructured activities
that cater for the specific training needs that arise in different sub-disciplines of psychology,
whilst fostering broader academic skills in the conduct and dissemination of original
research. Students joining the PhD programme and who have not already gained a masters
level qualification in research methods are normally expected to complete some formally
taught modules during their first year of study to provide them with the necessary research
methodological foundations for their area of research. The number and type of modules
required depends on the students’ field of study as well as their academic background.
Normally students pursue one or two 15-credit modules available through the department’s
MSc programmes in Organisational Psychology, Health Psychology, Behavioural Economics
and Clinical, Social and Cognitive Neuroscience (under development at the time of writing).
Where relevant, students can also access courses in other departments through the City
Graduate School’s Doctoral Training Framework, which co-ordinates resources for research
students across the Institution. Students can also attend courses externally through national
and international doctoral training consortia such as the ESRC’s National Centre for Research
Methods and the Network of European Neuroscience Schools (NENS) of which the department
is a member. Examples of the modules that our students typically pursue internally within the
department include:

Research design and statistics: This module introduces students to prominent

approaches in qualitative data collection and analysis and to questionnaire design and
factor analytic techniques. It also provides instruction on quantitative methods including
generalised linear models and the use and interpretation of multiple regression.

Research design and analysis: This two-part module provides detailed coverage
of practical and theoretical issues relating to various qualitative and quantitative
methodologies, with a focus on particularly those issues that arise in the context of
counselling research practices. Topics include Grounded Theory, Action Research &
Ethnography, Psychosocial and Phenomenological approaches as well as issues arising
in single case studies or small sample size research.

Programming tools for psychologists: This module teaches students basic principles
of software programming by introducing them to three software packages that are
commonly used in psychological research to collect and analyse data online or in the
Laboratory. Students learn how to implement questionnaires online using Qualtrics, how
to programme laboratory experiments using E-prime and Matlab and how to analyse and
manipulate data in Microsoft Excel and MatLab. In addition, the module alerts students
to the practical and theoretical limitations of the various software packages and also to
ethical issues that arise particularly in the context of online research.

Complementing the structured training components, each student’s supervisory team

provides discipline specific training within the research infrastructure that is provided by
the department’s major research groups and their laboratory facilities (e.g., the Cognitive
Neuroscience Research Unit; Human Memory Research Group; Autism Research Group;

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 etc..). For example, students carrying out research in the cognitive Neuroscience Research
Unit may receive training in the use of Electroencephalography (EEG) or Transcranial Magnetic
Stimulation (TMS) techniques. Students carrying out research in the Autism Research Group
are normally trained in the administration of gold-standard diagnostic assessments, and those
working with infants in the baby lab may receive training in eye-tracking methodologies. In short,
students have access to the entire research infrastructure of the department and supervisors
ensure that each student acquires the set of specialist and transferable skills that provide them
with the foundations for research excellence and independence.

A final level of training, particularly focused on fostering skills in the dissemination of research
findings to various types of audiences, is provided through a number of research seminars
and formal assessments. Throughout the year, students are required to attend a fortnightly
research student seminar at which they are expected to present on their work at least once a
year. The seminar is chaired by the Senior Tutor for Research (the PhD programme director)
and takes the format of an oral conference session whereby two students typically present for
20 minutes, with 10 minutes allowed for questions and discussion. Students are also expected
to attend and contribute to lab meetings and a departmental research seminar and they are
required to attend an external speakers seminar series that runs throughout the academic
term. Outside the department, students are also encouraged to engage with the Researcher
Skills Development programme offered by the Graduate school, which provides further
opportunities for students to gain experience in disseminating their work in a variety of formats
such as short talks, posters and through social media. To encourage students to disseminate
their work at national and international conferences, the department also provides generous
financial support for these activities.

Finally, to ensure that students are receiving the necessary training and support needed
for them to progress to completion within good time, their progress is monitored through
regular supervision meetings and through formal progress reviews every six months. Progress
milestones are set and discussed in liaison with the principal supervisor and logged on an
online system (Research and Progress) that needs to be kept up to date by the student, and
that is closely monitored by the programme director and programme administrator. At the end
of each 12 month registration period, students present on their progress to a panel of staff that
provides feedback on the current level of progress and makes recommendations for the next
12 month period.

Reflections
Our department has recently expanded substantially in terms of the number of academic staff, the
research infrastructure and the number of PhD students. This expansion has led to substantial
improvements in our research training provisions and feedback from students through regular
Staff Student Liaison Committee meetings suggest that they are overall very content with the
opportunities for research methods training that are available. The recently established Graduate
School in the University has led to further resources that many of our students avail themselves
of. They are particularly keen to engage with the Researcher Skills Development Programme, not
only because it offers them opportunities to disseminate their work but also because it provides
opportunities for them to engage with PhD students in other disciplines.

Dr Sebastian Gaigg MBPsS, July 2014

22 www.bps.org.uk/partnership
accreditation through partnership 23
 The British Psychological Society
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