PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

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Topic 7 DQ 1

Jun 2-4, 2022

Describe the characteristics and design of a cohort study. Based on a disease or health condition identified from the “2020 LHI Topics” page on the Healthy People website (provided in the topic Resources) or an article from the GCU Library, discuss a real example of a cohort study (include the link to the article in your post to the forum). Include the participants, exposures or treatment groups, timeframe, and outcomes that were measured. Why is a cohort study described as an “observational” study rather than an “experimental” study design?

REPLY TO DISCUSSION

JT

Jun 6, 2022, 10:25 PM

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As discussed by Friis & Sellers (2020) a cohort study is an observational study that goes from cause to effect. It is a longitudinal study that follows a group of subjects over time. The exposure of a particular disease is known to be positive and how the effects of this positive exposure manifest are observed. There are two points of observation, before disease onset and then at a follow up. By doing this, a measure of effect that certain risk factors related to disease outcome. This is the best type of study for population-based studies because more measures of association can be evaluated. This is an observational study versus an experimental study because no intervention is included; the aim is to simply observe cause and effect in a certain group to determine the incidence of disease, mortality rates among this group, which then can serve as a flag for the need for more resources to prevent high numbers of untoward outcomes.

 

Hoepner et al., (2016) participated in a cohort study that looks at the association between bisphenol A and adiposity in the inner city. Prenatal mothers had their BPA concentrations measures (n =375), children aged 3 (n=408), and children 5 years (n=518). The children in age groups 3 and 5 had their urine spot tested. The children were followed up every 3 months and followed till they were 5 years of age, and then every 6 months until 7 years of age. The mothers were followed differently during their pregnancy. They wanted to see if there was an association between higher BPA concentration before birth and adiposity. There was a positive association that high prenatal concentrations of BPA were associated with adiposity by age 7.

 

References PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

 

Hoepner, L. A., Whyatt, R. M., Widen, E. M., Hassoun, A., Oberfeld, S. E., Mueller, N. T., Diaz, D., Calafat, A. M., Perera, F. P., & Rundle, A. G. (2016). Bisphenol A and Adiposity in an Inner-City Birth Cohort. Environmental Health Perspectives, 124(10), 1644–1650. https://doi-org.lopes.idm.oclc.org/10.1289/EHP205

 

Friis, R. H., & Sellers, T. (2020). Epidemiology for public health practice (6th ed.). Jones & Bartlett Learning.

 

• SH

Jun 8, 2022, 2:39 PM

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Great discussion above. I have come to discover that cohort studies are powerful tools to conduct research. Its not only differentiated from an experimental study but also other observational studies. Friis & Sellers (2019) explain that as a prospective or longitudinal study, a cohort study is distinguished from other observational research designs by the fact that it starts with a group of subjects who lack a positive history of the outcome of interest and are at risk for the outcome. By selecting study groups, cohort studies can be thought of as going from cause to effect. That is, the exposure(s) of interest is (are) determined for each member of the cohort at baseline or time of study; then, the group is followed through time to document the incidence of an outcome among the exposed and nonexposed members (Friis & Sellers, 2019).

Reference PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

Friis, R.H. & Sellers, T.A. (2021). Epidemiology for public health practice (6th ed.). Burlington,

MA: Jones & Bartlett Learning.

BC

 

Jun 6, 2022, 7:28 PM

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One of the most influential tools used in epidemiology is a cohort study.  According to the Center for Disease Control and Prevention reports the exposure and those who are unexposed to the disease of interest and tracks the participants to determine if they contract the disease of interest.  In the words of Friis and Sellers cohort studies are observational, and longitudinal study that begins with people who have not been exposed but have a harmful outcome.

The 2020 KH Topic I choose to discuss the “Prospective Cohort Study of Mental Health During Imprisonment”.  The aim of the scientific study was to determine how early detention or imprisonment of individuals can affect one’s mental health.  This was accomplished by screening 3079 prisoners and examining their psychiatric symptoms ( Hassan, Harty, Jarrett, Jones, King, Lathlean, Lowthian, Mills, Thornicroft, Web,  2011). (DOI: 10.1192/bjp.bp.110.080333).

Approximately 978 prisoners exhibited psychiatric symptoms as early as the first week of incarceration.  Those who remained in prison had follow-up interviews recorded at one and two. The results yielded data that depicted those psychiatric symptoms are prevalent during the first week of incarceration, but the presence tends to decline over a period. The overall study can be classified as observational because of the method used to collect data and type of data retrieved.

 

References: PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study

Hassan L, Birmingham L, Harty MA, Jarrett M, Jones P, King C, Lathlean J, Lowthian C, Mills A, Senior J, Thornicroft G, Webb R, Shaw J. (2011). Prospective cohort study of mental health during imprisonment. Br J Psychiatry 198(1), 37-42. DOI: 10.1192/bjp.bp.110.080333

 

Setia M. S. (2016). Methodology Series Module 1: Cohort Studies. Indian journal of dermatology, 61(1), 21–25. https://doi.org/10.4103/0019-5154.174011

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PUB 540 Topic 7 DQ 1 Describe the characteristics and design of a cohort study Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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