Course EPIB-609: Seminar for PhD students in Epidemiology: Fall 2012

previous years:   Fall2010-Winter2011     Fall2011

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[sessions are held in Room 24, Purvis Hall, 12.30pm-3.30pm Mondays]

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  2link
       
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
 
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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.