The publications describes various study designs in epidemiology. These study design are tools that researchers use in order to conduct an effective research
A great presentation from a well versed friend in research and EBM, Dr Yaser Faden.
This is a simple introduction to study design with an accompanying workshop to simplify the different types of research study designs.
The publications describes various study designs in epidemiology. These study design are tools that researchers use in order to conduct an effective research
A great presentation from a well versed friend in research and EBM, Dr Yaser Faden.
This is a simple introduction to study design with an accompanying workshop to simplify the different types of research study designs.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
sumber sumber data week 6 epid lanjt (hp-HP's conflicted copy 2012-09-20).ppt
1. • Study Designs in Epidemiologic
• Research
• RIDWAN AMIRUDDIN
• BAGIAN EPIDEMIOLOGI FKM
UNHAS 2009
2. Fundamental Assumption in
Epidemiology
• Disease doesn’t occur in a vacuum
Disease is not randomly distributed
throughout a population
– Epidemiology uses systematic approach to
study the differences in disease
distribution in subgroups
– Allows for study of causal and preventive
factors
3. Components of Epidemiology
• Measure disease frequency
– Quantify disease
• Assess distribution of disease
– Who is getting disease?
– Where is disease occurring?
– When is disease occurring?
Formulation of hypotheses concerning
causal and preventive factors
• Identify determinants of disease
– Hypotheses are tested using epidemiologic studies
4. Types of primary studies
• Descriptive studies
– describe occurrence of outcome
• Analytic studies
– describe association between
exposure and outcome
5. Basic Question in Analytic Epidemiology
• Are exposure and disease linked?
Exposure Disease
6. Basic Questions in Analytic Epidemiology
• Look to link exposure and disease
–What is the exposure?
–Who are the exposed?
–What are the potential health effects?
–What approach will you take to study
the relationship between exposure and
effect?
Wijngaarden
8. Big Picture
• To prevent and control disease
• In a coordinated plan, look to
–identify hypotheses on what is related
to disease and may be causing it
–formally test these hypotheses
• Study designs direct how the
investigation is conducted
11. Timeframe of Studies
• Prospective Study - looks forward,
looks to the future, examines future
events, follows a condition, concern or
disease into the future
time
Study begins here
12. Timeframe of Studies
• Retrospective Study - “to look back”,
looks back in time to study events that
have already occurred
time
Study begins here
13. Study Design Sequence
Case reports Case series
Descriptive
epidemiology
Analytic
epidemiology
Clinical
trials
Animal
study
Lab
study
Cohort Case-
control
Cross-
sectional
Hypothesis formation
Hypothesis testing
14. Descriptive Studies
Case-control Studies
Cohort Studies
Develop
hypothesis
Investigate it’s
relationship to
outcomes
Define it’s meaning
with exposures
Clinical trials
Test link
experimentally
Increasing
Knowledge
of
Disease/Exposure
16. Case Reports
• Detailed presentation of a single case or
handful of cases
• Generally report a new or unique finding
• e.g. previous undescribed disease
• e.g. unexpected link between diseases
• e.g. unexpected new therapeutic effect
• e.g. adverse events
17. Case Series
• Experience of a group of patients with a
similar diagnosis
• Assesses prevalent disease
• Cases may be identified from a single or
multiple sources
• Generally report on new/unique
condition
• May be only realistic design for rare
disorders
18. Case Series
• Advantages
• Useful for hypothesis generation
• Informative for very rare disease with few
established risk factors
• Characterizes averages for disorder
• Disadvantages
• Cannot study cause and effect
relationships
• Cannot assess disease frequency
19. Houseboat Carbon Monoxide
Poisonings on Lake Powell
• Study design
• Definition of injury
• Data Sources
• Population
• Bias
• Findings
• Case series
• CO poisoning
• NPS EMS transport
records
• Lake Powell events
• missing cases
• outdoor exposures
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm4949a1.htm
22. Study Designs -
Analytic Epidemiology
• Experimental Studies
– Randomized controlled clinical trials
– Community trials
• Observational Studies
– Group data
• Ecologic
– Individual data
• Cross-sectional
• Cohort
• Case-control
• Case-crossover
23. Experimental Studies
• treatment and exposures occur in a
“controlled” environment
• planned research designs
• clinical trials are the most well known
experimental design. Clinical trials use
randomly assigned data.
• Community trials use nonrandom data
24. Observational Studies
• non-experimental
• observational because there is no
individual intervention
• treatment and exposures occur in a
“non-controlled” environment
• individuals can be observed
prospectively, retrospectively, or
currently
25. Cross-sectional studies
• An “observational” design that surveys
exposures and disease status at a single point
in time (a cross-section of the population)
time
Study only exists at this point in time
26. Cross-sectional Design
time
Study only exists at this point in time
Study
population
No Disease
Disease
factor present
factor absent
factor present
factor absent
27. Cross-sectional Studies
• Often used to study conditions that are
relatively frequent with long duration of
expression (nonfatal, chronic conditions)
• It measures prevalence, not incidence of
disease
• Example: community surveys
• Not suitable for studying rare or highly fatal
diseases or a disease with short duration of
expression
28. Cross-sectional studies
• Disadvantages
• Weakest observational design,
(it measures prevalence, not incidence of
disease). Prevalent cases are survivors
• The temporal sequence of exposure and
effect may be difficult or impossible to
determine
• Usually don’t know when disease occurred
• Rare events a problem. Quickly emerging
diseases a problem
29. Epidemiologic Study Designs
• Case-Control Studies
–an “observational” design comparing
exposures in disease cases vs. healthy
controls from same population
–exposure data collected
retrospectively
–most feasible design where disease
outcomes are rare
32. Case-Control Study
• Strengths
– Less expensive and time consuming
– Efficient for studying rare diseases
• Limitations
– Inappropriate when disease outcome for a specific
exposure is not known at start of study
– Exposure measurements taken after disease
occurrence
– Disease status can influence selection of subjects
33. Seismic, structural, and individual factors
associated with earthquake related injury
• Study design
• Definition of injury
• Data Sources
• Severity of Injury
• Population
• Bias
• Findings
• Case-control study
• fatal or hospital-admitted
• coroners office/hospital
records
• moderate to severe
• Los Angeles County
• controls identified by phone
• higher risk in elderly, women,
and apartments
http://ip.bmjjournals.com/cgi/reprint/9/1/62.pdf
35. Case-Crossover
• Each participant is a case acting as their own
control
– Accounts for effect of potential confounders (e.g.
matches on age, sex, genetic susceptibility)
• Exposure status immediately before
event/outcome compared with exposure
status @ some time prior to event
• Acute exposures and outcomes (e.g. anger &
MI; driving while using cell phone & injury)
• Recall of prior exposures
36. Hypothesis Testing: Case-Crossover Studies
• Study of “triggers” within an individual
• ”Case" and "control" component, but
information of both components will come
from the same individual
• ”Case component" = hazard period which is
the time period right before the disease or
event onset
• ”Control component" = control period which
is a specified time interval other than the
hazard period
37. Cell phones and crashes
• Study design
• Definition of
injury
• Data Sources
• Severity of Injury
• Population
• Bias
• Findings
• Case-crossover study
• property damage crash
• phone records, survey
• moderate, no severe injury
• Ontario
• volunteers, control time
frame
• 4 times higher risk for crash
when using the phone
N Engl J Med 1997 Feb 13;336(7):453-8
38. Epidemiologic Study Designs
• Cohort Studies
– an “observational” design comparing
individuals with a known risk factor or
exposure with others without the risk
factor or exposure
– looking for a difference in the risk
(incidence) of a disease over time
– best observational design
– data usually collected prospectively (some
retrospective)
40. Timeframe of Studies
• Prospective Study - looks forward,
looks to the future, examines future
events, follows a condition, concern or
disease into the future
time
Study begins here
41. Prospective Cohort study
Measure exposure
and confounder
variables
Exposed
Non-exposed
Outcome
Outcome
Baseline
time
Study begins here
42. Timeframe of Studies
• Retrospective Study - “to look back”,
looks back in time to study events that
have already occurred
time
Study begins here
43. Retrospective Cohort study
Measure exposure
and confounder
variables
Exposed
Non-exposed
Outcome
Outcome
Baseline
time
Study begins here
44. Cohort Study
• Strengths
– Exposure status determined before disease
detection
– Subjects selected before disease detection
– Can study several outcomes for each exposure
• Limitations
– Expensive and time-consuming
– Inefficient for rare diseases or diseases with
long latency
– Loss to follow-up
45. Experimental Studies
• investigator can “control” the exposure
• akin to laboratory experiments except
living populations are the subjects
• generally involves random assignment
to groups
• clinical trials are the most well known
experimental design
• the ultimate step in testing causal
hypotheses
46. Experimental Studies
• In an experiment, we are interested in the
consequences of some treatment on some
outcome.
• The subjects in the study who actually
receive the treatment of interest are
called the treatment group.
• The subjects in the study who receive no
treatment or a different treatment are
called the comparison group.
47. Epidemiologic Study Designs
• Randomized Controlled Trials (RCTs)
– a design with subjects randomly assigned to
“treatment” and “comparison” groups
– provides most convincing evidence of
relationship between exposure and effect
– not possible to use RCTs to test effects of
exposures that are expected to be harmful,
for ethical reasons
48. time
Study begins here (baseline point)
Study
population
Intervention
Control
outcome
no outcome
outcome
no outcome
baseline
future
RANDOMIZATION
49. Epidemiologic Study Designs
• Randomized Controlled Trials (RCTs)
– the “gold standard” of research designs
– provides most convincing evidence of
relationship between exposure and effect
• trials of hormone replacement therapy in
menopausal women found no protection
for heart disease, contradicting findings
of prior observational studies
50. Randomized Controlled Trials
• Disadvantages
–Very expensive
–Not appropriate to answer certain
types of questions
• it may be unethical, for example, to
assign persons to certain treatment
or comparison groups
51. Thromboembolism and Air
Travel
• Study design
• Outcome
• Treatment
• Population
• Findings
• RCT
• DVT
• Elastic hose
• high risk for DVT
• lower frequency of DVT
in those wearing hose
Angiology 52(6):369-374, 2001
53. RANCANGAN EKSPERIMEN
MANIPULASI Variabel eksperimental
PENGENDALIAN Variabel non-
eksperimental:
1. Pembatasan subyek
2. Randomisasi subyek
3. Matching
4. Rancangan subyek sama
MONITOR perubahanVariabel Tercoba
54. Jenis Eksperimen (Umum):
• Satu eksperimental vs.
Kontrol:
• Eksperimental banyak vs.
Kontrol:
• Eksperimental A vs.
Experimental B
X…………………………………..…
……….Ox
K……………………………………
……………Ok
XXX...………………………………
…….OX
K……………………………………
………….OK
Xa………………………………..…
……….Oa
Kb……………………………………
55. ANCAMAN VALIDITAS INTERNAL
History
- Kejadian “baru” yang muncul
Maturasi
- Perubahan yang dialami
subyek
Pengujian
- Telah mengenal uji yang akan
diberikan
Istrumentasi
- Alat ukur tidak valid
– Pre & post-test berbeda
– Pewawancara tidak
setara
Regresi statistik
- Kecendrungan
“ketengah”
Seleksi diferensial
- Subyek berbeda nilai
variabel-tercoba
Mortalitas
- Drop-out dalam
penelitian
56. ANCAMAN VALIDITAS EXTERNAL
• Interaksi uji awal dengan perlakuan
- Pada rancangan-ulang: kepekaan naik
• Interaksi seleksi dengan perlakuan
- Selection bias
• Pengaturan terlalu spesifik
- “Novelty effect”
• Perlakuan ganda
- Sisa perlakuan awal - akumulatif
57. Variabel non-Eksperimental
(confounding)
Variabel subyek
Mis.: genetik, umur, sex, pendidikan, dll
Variabel Lingkungan
kegiatan sekitar yang mempengaruhi studi
Pengendalian:
Randomisasi
Matching
Rancangan ulang
Rancangan analisa statistik
Pengendalian:
Lingkungan dibuat konstan
Randomisasi
Rancangan analisa statistik
59. Rancangan pra-eksperimental
1. Perlakuan tunggal (one-shot case study):
2. Perlakuan ulang (one group pre-post test):
3. Perlakuan statistik
X ---------------->
O
O ----------------> X ------------
----> O
X ----------------> O
K ----------------> O
60. RANCANGAN EKSPERIMEN MURNI
• Rancangan e-sederhana (Post – test only control goup
design)
• Rancangan e-ulang (pre - & post-test control group design)
X ----------------------------------->O
K ---------------------------------->O
X ----------------------------->X ------------------------------>O
O ---------------------------->X ----------------------------->O
61. 3. RANCANGAN E-SOLOMON (solomon your group design)
4. RANCANGAN FAKTORIAL
O --------------------------> X -----------------------
----> O
r: ------------------------------------------------------
-------
O --------------------------- K -----------------------
----> O
r: ------------------------------------------------------
---> O
X---------------------------
> O
r: ------------------------------------------------------
------
K --------------------------
-> O
A-
1
A-
2
A-1 ;
B-1
A-1 ;
B-2
A-2
;B-1
A-2
;B-2