PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

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Topic 6 DQ 2

May 26-30, 2022

Discuss the strengths and weaknesses of cross-sectional studies and provide examples of how they can be “descriptive” or “analytic” study designs. Discuss an example of a disease where survival could influence the association between a possible exposure and the disease when measured with a cross-sectional study. Do not discuss examples used in the textbook.

REPLY TO DISCUSSION

BC

Posted Date

Jun 1, 2022, 11:19 PM

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Case-control studies can be classified as analytical and observational studies. Case-control studies are notorious to bias due to the backward approach (Aigner et al., 2018).   A type of observational research that uses the measurement of outcome and exposure is known as a cross sectional study.  Furthermore, a cross sectional study can be descriptive or observational (Setia, 2016). With any given study design there are strengths and weakness.  Cross-sectional studies are inexpensive and can be conducted quicky. Cross sectional studies measure the outcome and exposure of participants at the same time. Also, cross-sectional studies can prove or disprove hypothesis in cases with multiple variables. However, a weakness lies in the difficulty or uncertainty that lies in determining if the exposure or outcome came first. Also, the use of questionaries does not reflect emotions and the responses tend to be fewer because of the length of completing.

 

Analytical:

The number of people in a population with diabetes who are obese and the number of people in a population with diabetes who are not obsessed (Cross Sectional Studies).

 

Descriptive: 

 Study conducted on men and women with a specific age range to reveal similarities and differences in spending trends related to gender.

 

References: PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

 

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

 

Cross Sectional Studies – UNC gillings school of global public health. (n.d.). Retrieved June 2, 2022, from https://sph.unc.edu/wp-content/uploads/sites/112/2015/07/nciph_ERIC8.pdf

 

Setia M. S. (2016). Methodology Series Module 3: Cross-sectional Studies. Indian journal of dermatology, 61(3), 261–264. https://doi.org/10.4103/0019-5154.182410

 

 

JT

Posted Date

Jun 1, 2022, 9:13 PM

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Topic 6, DQ 2, Thompson-McLaurin, Jeneen, PUB-540

According to Setia (2016) cross-sectional studies are used for surveys directed at the population, primarily used to determine the prevalence of disease at the clinic level. Advantages of the cross-sectional study is that than can be conducted quickly and inexpensively. The selection process for this regarding participant is either for inclusion or exclusion of criteria while measuring for exposure and outcome at the same time. Another advantage is that the data can be used to figure out surveillance, planning for public health, and evaluation.

Cross-sectional studies can be both descriptive and analytical. An example is when it may be descriptive is, according to Kumar (n.d.) when the investigator just wants to know how many school-aged children from ages 12 to 14 have asthma. An example of how this study design can be analytical is when the investigator is trying to determine the association with a risk factor and an outcome. This type of study is easy to put together, it doesn’t cost much, and prevalence can be measured for more than just one thing. However, there are shortcomings such as whether the exposure happened before the exposure and vice versa. Incidence cannot be measured. Also, associations can be very hard to figure out between the outcome and exposure. An example would be trying to determine the amount of sun exposure for people that developed skin cancer at 30.

 

References PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

 

Setia, M. S. (2016). Methodology Series Module 3: Cross-sectional Studies. Indian journal of dermatology, 61(3), 261–264. https://doi.org/10.4103/0019-5154.182410

 

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

 

BC

 

Jun 1, 2022, 7:44 PM

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Case-control studies can be classified as analytical and observational studies. Case-control studies are notorious to bias due to the backward approach (Aigner et al., 2018).   A type of observational research that uses the measurement of outcome and exposure is known as a cross sectional study.  Furthermore, a cross sectional study can be descriptive or observational (Setia, 2016). With any given study design there are strengths and weakness.  Cross-sectional studies are inexpensive and can be conducted quicky. Cross sectional studies measure the outcome and exposure of participants at the same time. Also, cross-sectional studies can prove or disprove hypothesis in cases with multiple variables. However, a weakness lies in the difficulty or uncertainty that lies in determining if the exposure or outcome came first. Also, the use of questionaries does not reflect emotions and the responses tend to be fewer because of the length of completing.

 

Analytical:

The number of people in a population with diabetes who are obese and the number of people in a population with diabetes who are not obsessed (Cross Sectional Studies).

 

Descriptive: 

 Study conducted on men and women with a specific age range to reveal similarities and differences in spending trends related to gender.

 

References: PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional studies

 

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

 

Cross Sectional Studies – UNC gillings school of global public health. (n.d.). Retrieved June 2, 2022, from https://sph.unc.edu/wp-content/uploads/sites/112/2015/07/nciph_ERIC8.pdf

Setia M. S. (2016). Methodology Series Module 3: Cross-sectional Studies. Indian journal of dermatology, 61(3), 261–264. https://doi.org/10.4103/0019-5154.182410

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PUB 540 Topic 6 DQ 2 Discuss the strengths and weaknesses of cross-sectional 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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