PHCM9132: Applied Research Methods for Public Health Assessment 3

Assessment 3

Task Description

The aim of this assignment is for you to discuss a range of potential methods that might be applied to address your research question and research gap. This assignment will build on the research question, brief literature review and research gap identified in A2. You are required to select two methods from the list below:

Research methods

• Interviews 
• Focus groups 
• Randomised controlled trial 
• Analysis of secondary data 
• Survey

The nature of the assignment is an essay. As before, give the essay the title “A3: ”. The essay should be structured using the subheadings below.

• Introduction 
• Method 1 
• Method 2
• Discussion 
• Conclusion
• Reference list

In the sections headed Methods 1-2, you will need to provide a concise definition of the method and how it might be applied to answer your research question and research gap. In the Discussion section, this is your opportunity to compare the suitability of the two selected methods by (1) contrasting their relative merits, drawbacks, and ethical implications which are relevant to your research question, (2) considering whether participation by specific communities and stakeholders would be needed, (3) reflecting on practical challenges such as timelines, feasibility and economic costs, and (5) how the findings might be communicated to relevant end-users. The conclusion should provide a clear statement of which method would, on balance, be most suitable to apply to your research question and research gap, with a brief justification.

The research proposal should be NO MORE THAN 1800 words. This word limit includes intext citations, but does not include the reference list (which should be in APA or Vancouver style).

Assessment Summary

This assessment required the student to prepare a structured academic essay that critically evaluated and compared two different research methods applicable to the chosen research question and identified research gap. Building upon the previous assessments (A1 and A2), this task aimed to deepen the student’s understanding of research design and methodological selection in public health or related disciplines.

Key Requirements of the Assessment:

1. Essay Structure:

   • Title: “A3: [Insert Research Title]”
   • Subheadings: Introduction, Method 1, Method 2, Discussion, Conclusion, Reference List

2. Core Components:

   • Introduction: Brief overview of the research question, purpose, and link to the research gap.
   • Method 1 and Method 2: Clear definition of each chosen research method (e.g., interviews, surveys, focus groups, RCTs, or secondary data analysis) and how each could be applied to the research question.
   • Discussion: Comparative analysis of both methods, evaluating their strengths, limitations, ethical considerations, stakeholder involvement, and feasibility (cost, time, access to participants, etc.).
   • Conclusion: Recommendation on the most suitable method, supported by justification based on analysis.
   • Referencing: Accurate use of APA or Vancouver referencing style.

3. Learning Objectives Covered:

   • Demonstrate understanding of diverse research methods.
   • Apply methodological reasoning to real-world research questions.
   • Critically evaluate research feasibility, ethics, and stakeholder implications.
   • Strengthen academic writing and referencing skills.

Mentor’s Step-by-Step Guidance and Approach

The academic mentor guided the student through a systematic process to ensure conceptual clarity, logical flow, and critical evaluation throughout the essay.

Step 1: Clarifying the Research Focus

The mentor began by helping the student revisit their research question and gap from Assessment 2. Together, they ensured that the research focus was well-defined, specific, and suitable for methodological comparison. This step laid the groundwork for selecting two relevant research methods aligned with the topic.

Step 2: Selecting Suitable Research Methods

Next, the mentor guided the student in evaluating the available methods interviews, focus groups, surveys, randomised controlled trials, and secondary data analysis. The student was encouraged to choose two contrasting methods (e.g., a qualitative and a quantitative one) to allow for meaningful comparison in the discussion section.

Step 3: Structuring the Essay

The mentor emphasized using the required subheadings for a clear academic structure. A planning outline was created to balance the word count across sections, ensuring concise yet comprehensive coverage.

• Introduction: The student was instructed to provide context, rationale, and the connection between the research gap and the methods being explored.
• Methods 1 & 2: The mentor demonstrated how to define each method concisely using credible academic sources and relate its application directly to the research problem.
• Discussion: The student learned how to present a critical comparison using evidence, weighing feasibility, ethics, and stakeholder engagement.
• Conclusion: The mentor reinforced the importance of providing a reasoned judgment supported by the discussion’s findings.

Step 4: Academic Writing and Referencing

The mentor reviewed several drafts to refine academic tone, coherence, and critical argumentation. Proper in-text citation techniques and referencing format (APA/Vancouver) were demonstrated to maintain academic integrity.

Step 5: Review and Final Refinement

Before submission, the mentor encouraged a final self-review using a checklist focusing on:

• Relevance of content to research question and gap.
• Logical flow and balance between sections.
• Clarity in comparing and contrasting methods.
• Consistent referencing and formatting.

Outcome and Learning Achievements

By the end of the guided process, the student produced a well-structured, critically reasoned essay that effectively compared two appropriate research methodologies. The student demonstrated improved ability to:

• Align research questions with appropriate methodological frameworks.
• Evaluate methods in terms of feasibility, ethics, and stakeholder needs.
• Communicate academic arguments clearly and persuasively.
• Apply scholarly referencing and writing standards consistently.

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