PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

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Topic 6 DQ 1

May 26-28, 2022

Describe the common characteristics and design of a case-control study. Discuss the three important features when it comes to selecting cases and controls and identify a situation when one of these might be violated. Discuss the limitations of using questionnaires for determining exposure status and provide examples of alternative strategies for collecting this information in a case-control study.

REPLY TO DISCUSSION

JT

Jun 1, 2022, 8:34 PM

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Case-control studies allow the investigator to measure exposure and outcome to study the outcome variables for both case and control.  Then the association between the control group and case groups are compared for similarities.  There are key selection criteria features when using this type of design. These are the key features as discussed by Setia (2016): 1) Case must be clearly well described to include all aspects of the selection criterion; 2) they need to come from the same group and the evaluation methods must be the same for both case and control group; 3) Matching can be used to ensure the case group and control group would be the same, for example with smokers, selection of the same age group and gender helps. One freedom is that where cases are collected is not a constraint.  Cases and control groups can come from clinics, hospitals, or medical registrars according to Kumar (n.d.).  All these factors mentioned are crucial as not create selection bias as also discussed by Setia (2016).

Case control studies are usually retrospective according to Kumar (n.d.), so selection bias can occur easily.  When selection bias occurs, it opens the door to groups that should be compared because the similarities may not be there.  And, if hospital cases are chosen, patients with higher exposure could produce skewed results.

 

References PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

Kumar (n.d.) Introduction to Study Designs – Case-Control Studies.  Health Knowledge Website. https://www.healthknowledge.org.uk/e-learning/epidemiology/practioners/introduction-study-design-ccs

Setia M. S. (2016). Methodology Series Module 2: Case-control Studies. Indian journal of dermatology, 61(2), 146–151. https://doi.org/10.4103/0019-5154.177773

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

 

BC

May 31, 2022, 8:14 PM

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Case-control studies can be classified as analytical and observational studies. The common characteristic of a case control-study is an observational study that compares the infected individuals of a particular disease to those who are uninfected.  More scientifically the case represents those with the disease of interest, while the control represents those without the disease.  For the objective of the study to be effective and displayed one must utilize the three essential features for selecting cases and controls.  Control should be selected from the source population while cases are present or from the same study. Furthermore, matching techniques should be used to ensure cases and controls have the same features.  The third characteristic is the confounding elimination.

Case-control studies are notorious to bias due to the backward approach (Aigner et al., 2018). Therefore, researchers must define the case by providing an inclusion criterion. The limitation of questionnaire lacks the appeal to one ethos, not allowing for accurate responses, time consuming, and inaccurate recall. Other methods for collecting data are the following but no limited to records and interviews. These methods of data collection will allow for the researchers to develop more of a connection and understand the subjects.

 

References: PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

 

Aigner, A., Grittner, U., & Becher, H. (2018). Bias due to differential participation in case-control studies and review of available approaches for Adjustment. PLOS ONE, 13(1). https://doi.org/10.1371/journal.pone.0191327

 

Kopec, J. A., & Esdaile, J. M. (1990). Bias in case-control studies. A review. Journal of epidemiology and community health, 44(3), 179–186. https://doi.org/10.1136/jech.44.3.179

JR

May 31, 2022, 7:22 PM

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Replies to Jeneen Thompson-McLaurin

Case Control Study on a Salmonella Outbreak

http://sphweb.bumc.bu.edu/otlt/MPH-Modules/PH/Outbreak/Outbreak8.html

• CT

May 31, 2022, 9:04 PM

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Replies to Jovan Rozar

Sorry for your lost. May she rest in peace. Prayers for you and your family.

JR

Posted Date

May 31, 2022, 7:22 PM

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Class

Just wanted to inform you class that I will not have office hours tomorrow. Unfortunately, my grandmother passed away and I will be attending the funeral tomorrow and taking time to be with family. I will be available by email if any questions arise. Also, I will be a little late with grading please bear with me. I will return to normal office hours on Thursday.

Thanks

• FK

 

May 31, 2022, 7:27 PM

Replies to Jovan Rozar

So sorry for your loss prof, accept my condolences and may her soul RIP in Jesus name

• CP

May 31, 2022, 7:36 PM

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Sorry for the loss of your loved one as well.

• TS

 

Jun 1, 2022, 5:12 AM

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Replies to Jovan Rozar

Sending prayers for comfort and peace during this difficult time. You and your family are in my thoughts and prayers.

• DJ

 

Jun 1, 2022, 5:04 PM

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OMG! So sorry for your loss Dr. Jovan, May her soul rest in perfect peace.

• LW

 

Jun 1, 2022, 6:54 PM

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Hi Professor

I’m sorry for your loss. My deepest condolences to you and your family.

Lisa

• SS

Jun 1, 2022, 11:21 PM

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Replies to Jovan Rozar

My sincerest condolence to you Professor and to your family.

• PS

Jun 2, 2022, 6:55 AM

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I am sorry for your loss Professor Jovan. Sending you love and condolences.

PS

 

Posted Date

May 29, 2022, 7:22 PM

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Case-Control studies is an analytical and observational study that compares the controls and the group with the disease mainly using questionaires. The main characteristics of a case-control study is that it is a quantitative type of study where the data is collected retrospectively that is from past to future or exposure to effect. The researcher does not follow patients into the future because of its retrospective nature & quicker. Using questionaires do have a few disadvantages such as not being able to see feelings and emotions, analysis is difficult, and the respondants may not be able to respond accurately. Setia (2016) research shows that case-control studies are not useful for rare outcomes but not rare diseases because studying rare diseases is very time consuming.

References :PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control study

Setia M. S. (2016). Methodology Series Module 2: Case-control Studies. Indian journal of dermatology, 61(2), 146–151. https://doi.org/10.4103/0019-5154.177773

• NC

  

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PUB 540 Topic 6 DQ 1 Describe the common characteristics and design of a case-control 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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