PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

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Topic 4 DQ 1

May 12-14, 2022

Differentiate between association and causation using the causal guidelines. Discuss which of the guidelines you think is the most difficult to establish. Discuss the four types of causal relationships and use an example not listed in the textbook to describe each relationship.

REPLY TO DISCUSSION

JR

May 17, 2022, 6:17 PM

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Causality

Non-causality

Factors that collectively suggest non-causality

The more of these factors are present, the stronger the evidence against causality

 

Weak causality

Factors that collectively, support a weak cause-effect interpretation

The more of these factors are present, the more confident we can be in suggesting possible causality

 

Stronger causality

Factors that collectively, support a stronger cause-effect interpretation

The more of these factors are present, the stronger our causal inference

JT

Posted Date

May 16, 2022, 7:36 PM

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Topic 4, DQ 1, Thompson-McLaurin, Jeneen, PUB-540

Topic 4, DQ 1, Thompson-McLaurin, Jeneen, PUB-540

 

We all would like to know the cause of a disease, if we can determine the cause, then we have a better chance at knowing how to cure or slow it down. Kumar (2022) states that most causes are determined by observational study rather than experimental. There are several plausible explanations from observed associations that come from multiple sources. And, before cause and affect can be attributed to something the evidence from these multiple sources has to be strong enough that the conclusion isn’t merely a chance finding or by accident.

 

Friis & Sellers (2020) states that fully understanding the cause of a disease is not needed to treat it. The wheel model is a good example of showing the association of causality. The host is at the center, surrounded by an environment that consists of components that are biologic, social and physical. At the very center of the wheel is the genetic makeup of a person. We can substitute events that may represent the cause and association of disease when it comes to disease. This may be the easier of ways to illustrate the relationship between association and causality. The guides to this association are: plausibility, consistency, and temporality.

 

Reference PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

Kumar (2022, May 16) Causation in epidemiology: association and causation. Epidemiology for Practitioners. https://www.healthknowledge.org.uk/e-learning/epidemiology/practitioners/causation-epidemiology-association-causation

 

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

• PS

Phylicia Stubblefield

 

May 17, 2022, 8:35 PM

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There is this saying that “association is not causation”. I never knew before public health classes what that really meant. Association isn’t always causation but it’s possible in various aspects of the four types of causation relationships. In public health, we need to study the exposed population as well as the unexposed within the same population to see if there is any statistical significance. There isn’t a way to create an experiment of how exposures, people and risk factors to get an outcome. Osborne and Shakir (2021) explained the reason why exposures may appear to be associated with an event due to confounding factors, bias, and and probability. We need to differiate between actual evidence or a signal of a causal or observed association. That is why we need to measure how statistically significant various risk factors are to an exposure.

 

References: PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

Osborne, V., & Shakir, S. (2021). What Is the Difference Between Observed Association and Causal Association, Signals and Evidence? Examples Related to COVID-19. Frontiers in pharmacology, 11, 569189. https://doi.org/10.3389/fphar.2020.569189

• DJ

May 18, 2022, 5:19 AM

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Replies to Phylicia Stubblefield

Hi Phylicia,

Your comments caught my attention. Please know that you are not the only one, I cannot believe how much I have learned from this class in the past four weeks Statistical models are used to find patterns, identify links, and discover abnormalities and irregularities in data. It’s crucial to distinguish between association and causation when looking at the link between exposures and health outcomes. Epidemiologists aim to be able to reach conclusions regarding causality in the end, although most epidemiologic investigations are focused on establishing relationships (Zabihollah et al., 2020). Causation must be distinguished from the association, which is defined as a link between two variables.

Reference

 

Zabihollah Rezaee, Sara Aliabadi, Alireza Dorestani, & Nick J. Rezaee. (2020). Application of Time Series Models in Business Research: Correlation, Association, Causation. Sustainability, 12(4833), 4833. https://doi-org.lopes.idm.oclc.org/10.3390/su12124833

 

 

 

• FK

Florence King-Inneh

replied toJeneen Thompson-McLaurin

May 17, 2022, 10:02 PM

Replies to Jeneen Thompson-McLaurin

hi Jeneen,

I agree with Kumar (2022) that most causes are determined by observational study rather than experiment. I think that this is because it is often difficult to replicate the exact circumstances that lead to a disease in an experiment, so observational studies can provide valuable insights. Additionally, observational studies can often be cheaper and easier to conduct than experiments. There are a few different ways to determine the cause of a disease. One is to look at the symptoms and try to find a pattern. Another is to look at the medical history of the person or people who have the disease. And a third way is to look at environmental factors. Kumar (2022) It is correct that most causes are determined by observational studies rather than experimental ones. This is because it is often difficult to create an experiment that would accurately recreate the conditions under which a disease develops. Additionally, observational studies can often provide more detailed information than experiments.

Reference: PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines

                                                       

von Gadow, K., Zhao, X. H., Tewari, V. P., Zhang, C. Y., Kumar, A., Rivas, J. J. C., & Kumar, R. (2016). Forest observational studies: an alternative to designed experiments. European Journal of Forest Research, 135(3), 417-431.

Mayyas, M., Khoshmanesh, K., Kumar, P., Mousavi, M., Tang, J., Ghasemian, M. B., … & Kalantar‐Zadeh, K. (2022). Gallium‐Based Liquid Metal Reaction Media for Interfacial Precipitation of Bismuth Nanomaterials with Controlled Phases and Morphologies. Advanced Functional Materials, 32(8), 2108673.

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PUB 540 Topic 4 DQ 1 Differentiate between association and causation using the causal guidelines 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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