PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

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Topic 5 DQ 1

May 19-21, 2022

Compare and contrast the key differences between descriptive and analytic epidemiological studies. What are the characteristics of data collected from descriptive studies designs and how can the data be used in public health?

 

REPLY TO DISCUSSION

JRPM

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Replies to Jovan Rozar

A Descriptive Study Example

 

Class,

I have provided a link that shows an example of a descriptive case study

http://ori.hhs.gov/education/products/sdsu/eg_desc.htm

  • CT

May 24, 2022, 4:02 PM

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Is this where the study designs come into play with descriptive study?, there are two types study design which is observational and interventional. Descriptive study is where they compare 2 or more variables, without any other hypothesis.

Reference: PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

 

Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part 2 – Descriptive studies. Perspectives in clinical research, 10(1), 34–36. https://doi.org/10.4103/picr.PICR_154_18

JT

 

Posted Date

May 23, 2022, 7:50 PM

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Topic 5, DQ 1, Thompson-McLaurin, Jeneen, PUB 540

Contrasting characteristics of descriptive epidemiology will answer the questions: time, place and person as discussed on the website lesson 6 of the (Centers for Disease Control and Prevention, 2013). The importance of describing the data benefits public health by allowing the epidemiologist to look at the data by seeing what is or is not there in terms of ages represented or not represented. The second part of descriptive epidemiology can look at patterns and trends where disease outbreaks occur, what time of the year, and who is being affected more than others, the time. Thirdly, this way of analysis helps public health by mapping everything out to look at as the larger picture, the place. And the fourth benefit is, as this is all laid out, the determination as to what groups are affected compared to other groups can be identified by race, gender, neighborhood; the person. This allows staging of resources by severity.

Analytic epidemiology compares using a control group of people that were not affected. This allows the epidemiologist to root out certain characteristics that are specifically associated with the disease as opposed to not being associated with the disease. Just like in the church outbreak, the people that belonged to the church, but had not had dinner on that night were excluded from the pool to be investigated. When characteristics can be identified that are associated with the disease, it gives public health the chance to start working on interventions. It can also lead to determining what a specific cause may be. This is done by studying the associated and non-associated groups by either an experimental study or observational study.

References PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

 

Centers for Disease Control and Prevention. (2013). Descriptive and Analytic Studies. 

https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section6.html

 

Dicker et al. (2012). Principles of Epidemiology in Public Health Practice: An Introduction to Applied 

Epidemiology and Biostatistics. Centers for Disease Control and

Prevention.  https://www.cdc.gov/cels/dsepd/ss1978/lesson1/section7.html

PS

Posted Date

May 22, 2022, 5:58 PM

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Descriptive epidemiological studies uses observational studies of the distribution of disease in terms of person, place and time. The study describes the distribution of a set of variables, without regard to causal or other hypothesis. Birth and mortality rates, distributions of disease, and incident rates are good examples of descriptive epidemiology. The purpose of descriptive epidemiological studies is to interpret disease distribution and identifying risk factors that directly affects the health outcome. Descriptive epidemiological studies take a look at the person, time, and place. Centers of Disease Control and Prevention (2019) mentions that person aspect of the observational study is to look at the age, ethnic group/race, and socioeconomic factors. Time is one of the center factors of descriptive epidemiology because the disease patterns are very time specific. For example, most people never heard of the coronavirus until there was an epidemic outbreak in December 2019. So the time after 2019 is important when it comes to the coronavirus.

 

Analytic epidemiological studies look at the relationship between exposure and diseases.

The purpose of analytic study in epidemiology is to identify and quantify the relationship between an exposure and a health outcome. Analytical epidemiological studies compare the exposed versus the unexposed in odds ratio.

References PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

Principles of Epidemiology. (2019). Centers for Disease Control and Prevention. https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section6.html

PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies
PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies

 

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PUB 540 Topic 5 DQ 1 Compare and contrast the key differences between descriptive and analytic epidemiological studies 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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