JULY 19, 2023
I HAVE MOVED THE CONTENTS OF THIS COURSE-SITE TO A NEW DOMAIN-NAME.
I WON'T BE UPDATING THIS OLD ONE ANY MORE.
I AM LEAVING THE PAGES 'AS IS' FOR NOW, BUT
I WILL BE
GRADUALLY REMOVING THE LARGE FILES.
SO BEST TO VISIT THE COURSE MATERIAL AT ITS NEW DOMAIN-NAME:
http://jhanley.biostat.mcgill.ca/bios601
J Hanley
Website last updated on November 11, 2012.
| Date |
* Fundamentals/Classics | ** Construct exercise based on... |
*** How would you / how did they study...? |
| 09.10 | Farr 'on Prognosis'; Vandenbrouche/Morabia on 'risks and rates' | DTCA | |
| 09.17 | Etiologic & prevented fractions | H1N1 1 2 3 | link |
| 09.24 | Statistical models for rates | OCs 1 2 | link |
| 10.01 | Classical and regression-based control of confounding | DES 1 2 | link |
| 10.15 | On the Mode of Communication of Cholera | DPT 1 2 | link |
| 10.22 | Cohort Studies: History of the method (Doll) | RV 1 2 3 | link |
| 10.29 | The case-control study: origins and early development (Paneth et al.) | Laws 1 2 | link |
| 11.05 | Woolf55 / Mantel73 / Miettinen76 | HPV 1 2 | link |
| 11.12 | Connections: condnl.logistic regrn., 'case-controling' & Cox model | HIV 1 2 3 | link |
| 11.19 | Connections: condnl.logistic regrn., 'case-controling' & Cox model | Eggs 1 | link |
| 11.26 | Translating' effect-modification regression coefficients into words/pictures | . | . |
| 12.03 |
. | ||
| | | | |
| Notes |
... |
| * |
In advance of each session, the indicated items will have been read and studied carefully. The written answers to the accompaning exercise are to be handed in at the beginning of the session, and these, and any matters arising from the readings, will then be discussed further in the session. |
| ** |
Using the articles provided, construct an exercise, along the lines of the ones used in the "a.m." portion of the comprehensive examination, that tests a PhD student's understanding of basic principles of epidemiology and biostatistics. The exercise should comprise 5-7 questions requiring altogether about two hours for completion. You are asked also to produce a separate set of model answers; these should be equally short and to the point. Example 'a.m.' exam: 2011 |
| *** |
This is modeled on the format of the 'practicum' course when it was led by Collet, Carsley, and Hanley; it also borrows elements used by Liddell in the precursor to the practicum, and by Bailar when a portion of the PhD comprehensive examination was oral. Instead of the 'trash the article' that often takes place in journal clubs and critical appraisal sessions, this format first challenges students to suggest how they themselves would gather/generate information on a topic before they criticize how others did so. |