HLH105 Research Skills and Strategies 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | HLH105 |
|---|---|
| Corequisite(s): | HLH101 and HLH104 and HLH107-1 |
| Equivalent(s): | HLP105 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $5,364 |
| International unit fee | $8,052 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | HLH105 |
|---|---|
| Credit points: | 12 |
| Co-requisite: | HLH101 and HLH104 and HLH107-1 |
| Coordinator: | Natalie Pecheniuk | n.pecheniuk@qut.edu.au |
Overview
This unit is designed to provide opportunities for you to experience and develop core research skills. The transition from undergraduate scholar to independent researcher, regardless of the field of research, requires both general and specific thinking and practical research skills, along with research strategies beyond those obtained in an undergraduate degree. As part of the training for a career in research, this unit will include exposure, experience, and training in interdisciplinary research skills and strategies. Active student participation in learning sessions will provide opportunities for self-reflection, initiative, and actualisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate and synthesise scientific literature to identify biomedical science knowledge gaps and clearly communicate an evidence-informed research question.
- Apply appropriate research design and methods, including methods to identify, collect and analyse data.
- Demonstrate effective oral communication and presentation skills to clearly articulate a biomedical research proposal.
- Effectively communicate understanding of research ethics, health and safety regulations, biosafety standards, and defence-related controls as they apply to addressing a biomedical problem.
Content
This unit provides structured learning experiences designed to complement the research training offered by each student’s supervisory team. Through a series of workshops and formative tasks, students will develop core skills essential for conducting high-quality research and succeeding in both the unit and the broader course.
Key topics include research integrity and ethics, scientific writing, critical review of the literature, statistical analysis, and effective oral presentation skills. Students will also gain practical experience with reference management software and learn to critically assess scientific manuscripts. The curriculum incorporates important considerations for conducting biomedical research with Indigenous populations, fostering culturally responsive research practices.
Formative tasks are embedded throughout the unit to provide timely feedback that students can apply directly to their summative assessment—the introductory seminar—and to their ongoing development across other units in the course.
Learning Approaches
This unit is delivered through workshops that develop core research competencies. These include information retrieval, information technology, grant writing, authorship and publication, statistics, intellectual property, HSE, human and animal ethics, biosafety and defence controls, data management, oral and written communication.
Workshops will provide formative opportunities for you to engage in discussions and skill building activities to support your final performance in the introductory seminar assessment. You will present in-progress work to your academic supervisors and peers, and use formative feedback to refine your research and presentation
Ongoing professional development is fostered through formative assessment of student engagement in external research seminars. This supports broader learning in scientific methods and research strategies, complementing students’ individual research projects.
Feedback on Learning and Assessment
Feedback will be provided in both written and oral forms throughout the unit, including for all formative and summative assessment tasks. Regular in-class discussions will offer opportunities for collective feedback, supporting self-reflection and peer learning. Students will engage in formative practice oral presentations, with embedded peer and academic feedback designed to develop and refine their communication skills.
Students are also encouraged to engage in informal meetings with the Honours Teaching Team. These meetings provide a confidential setting to receive constructive feedback on formative or final assessment tasks, and to discuss individual challenges or concerns in a supportive environment.
Assessment
Overview
Formal assessment for this unit is comprised of an Introductory Seminar that presents your project in the context of published literature, knowledge gaps and planned methodology that will be used to support your project hypothesis and aims. The understanding of research ethics, HSE, biosafety and/or defence controls as it applies to the research project will also be discussed. This seminar will be presented to a wider audience that comprises of academics, staff and students from the School of Biomedical Sciences and wider faculty and/or external institutions.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Introductory Seminar
An oral seminar presented to staff, visiting scientists, including industry representatives and other students. Assessment is based on demonstration of scientific quality, logic and argument, clarity, use of illustrations, and answers to questions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no prescribed texts for this unit. Individual supervisors will provide guidance on locating relevant resources for each student’s specialised area of investigation. Unit requirements are outlined on Canvas and introduced during the course orientation session. University facilities are available to support the preparation of presentations and related materials.
Risk Assessment Statement
This unit is conducted entirely in seminar room settings, and no risks beyond the ordinary need to be considered.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HL53 Bachelor of Biomedical Science (Honours) (Study Area A)
- Students will demonstrate coherent and advanced knowledge of a biomedical science research area and understand the principles and practice of research ethics and laboratory health and safety related to this discipline.
Relates to: Introductory Seminar - Students will demonstrate critical thinking, independent judgement and technical skills required to conduct, analyse and disseminate research in the biomedical sciences.
Relates to: Introductory Seminar - Students will be able to effectively plan, execute and evaluate a piece of research by demonstrating responsible professional practice, and advanced problem-solving working independently and in collaboration with a research team.
Relates to: Introductory Seminar