Estimating Risk and Rate Levels, Ratios and Differences in Case-Control
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Descriptive Statistics (Part 2): Interpreting Study Results
Statistical Notes II Descriptive statistics (Part 2): Interpreting study results A Cook and A Sheikh he previous paper in this series looked at ‘baseline’. Investigations of treatment effects can be descriptive statistics, showing how to use and made in similar fashion by comparisons of disease T interpret fundamental measures such as the probability in treated and untreated patients. mean and standard deviation. Here we continue with descriptive statistics, looking at measures more The relative risk (RR), also sometimes known as specific to medical research. We start by defining the risk ratio, compares the risk of exposed and risk and odds, the two basic measures of disease unexposed subjects, while the odds ratio (OR) probability. Then we show how the effect of a disease compares odds. A relative risk or odds ratio greater risk factor, or a treatment, can be measured using the than one indicates an exposure to be harmful, while relative risk or the odds ratio. Finally we discuss the a value less than one indicates a protective effect. ‘number needed to treat’, a measure derived from the RR = 1.2 means exposed people are 20% more likely relative risk, which has gained popularity because of to be diseased, RR = 1.4 means 40% more likely. its clinical usefulness. Examples from the literature OR = 1.2 means that the odds of disease is 20% higher are used to illustrate important concepts. in exposed people. RISK AND ODDS Among workers at factory two (‘exposed’ workers) The probability of an individual becoming diseased the risk is 13 / 116 = 0.11, compared to an ‘unexposed’ is the risk. -
Meta-Analysis of Proportions
NCSS Statistical Software NCSS.com Chapter 456 Meta-Analysis of Proportions Introduction This module performs a meta-analysis of a set of two-group, binary-event studies. These studies have a treatment group (arm) and a control group. The results of each study may be summarized as counts in a 2-by-2 table. The program provides a complete set of numeric reports and plots to allow the investigation and presentation of the studies. The plots include the forest plot, radial plot, and L’Abbe plot. Both fixed-, and random-, effects models are available for analysis. Meta-Analysis refers to methods for the systematic review of a set of individual studies with the aim to combine their results. Meta-analysis has become popular for a number of reasons: 1. The adoption of evidence-based medicine which requires that all reliable information is considered. 2. The desire to avoid narrative reviews which are often misleading. 3. The desire to interpret the large number of studies that may have been conducted about a specific treatment. 4. The desire to increase the statistical power of the results be combining many small-size studies. The goals of meta-analysis may be summarized as follows. A meta-analysis seeks to systematically review all pertinent evidence, provide quantitative summaries, integrate results across studies, and provide an overall interpretation of these studies. We have found many books and articles on meta-analysis. In this chapter, we briefly summarize the information in Sutton et al (2000) and Thompson (1998). Refer to those sources for more details about how to conduct a meta- analysis. -
Case-Control Studies Learning Objectives
Case-control studies • Overview of different types of studies • Review of general procedures • Sampling of controls – implications for measures of association – implications for bias • Logistic regression modeling Learning Objectives • To understand how the type of control sampling relates to the measures of association that can be estimated • To understand the differences between the nested case-control study and the case-cohort design and the advantages and disadvantages of these designs • To understand the basic procedures for logistic regression modeling Overview of types of case-control studies No designated cohort, Within a designated cohort but should treat source population as cohort Nested case control Case-cohort Cases only Cases and controls 1) Type of sampling - incidence density Case-crossover - cumulative “epidemic” 2) Source of controls - population-based - hospital - neighborhood - friends -family 1 Review of General Procedures Obtaining cases Obtaining controls 1) Define target cases 1) Define target controls 2) Identify potential cases 2) Define mechanism for 3) Confirm diagnosis identifying controls 4) *Obtain physician’s consent 3) Contact control 5) Contact case 4) Confirm control’s eligibility 6) Confirm case’s eligibility 5) *Obtain control’s consent 7) *Obtain case’s consent 6) Obtain exposure data 8) Obtain exposure data *need to account for nonresponse Pros/Cons of Different Methods Collection of information In-person Telephone Mail - hospital - clinic - home Case cohort study T0 Additional cases, Assemble compare -
FORMULAS from EPIDEMIOLOGY KEPT SIMPLE (3E) Chapter 3: Epidemiologic Measures
FORMULAS FROM EPIDEMIOLOGY KEPT SIMPLE (3e) Chapter 3: Epidemiologic Measures Basic epidemiologic measures used to quantify: • frequency of occurrence • the effect of an exposure • the potential impact of an intervention. Epidemiologic Measures Measures of disease Measures of Measures of potential frequency association impact (“Measures of Effect”) Incidence Prevalence Absolute measures of Relative measures of Attributable Fraction Attributable Fraction effect effect in exposed cases in the Population Incidence proportion Incidence rate Risk difference Risk Ratio (Cumulative (incidence density, (Incidence proportion (Incidence Incidence, Incidence hazard rate, person- difference) Proportion Ratio) Risk) time rate) Incidence odds Rate Difference Rate Ratio (Incidence density (Incidence density difference) ratio) Prevalence Odds Ratio Difference Macintosh HD:Users:buddygerstman:Dropbox:eks:formula_sheet.doc Page 1 of 7 3.1 Measures of Disease Frequency No. of onsets Incidence Proportion = No. at risk at beginning of follow-up • Also called risk, average risk, and cumulative incidence. • Can be measured in cohorts (closed populations) only. • Requires follow-up of individuals. No. of onsets Incidence Rate = ∑person-time • Also called incidence density and average hazard. • When disease is rare (incidence proportion < 5%), incidence rate ≈ incidence proportion. • In cohorts (closed populations), it is best to sum individual person-time longitudinally. It can also be estimated as Σperson-time ≈ (average population size) × (duration of follow-up). Actuarial adjustments may be needed when the disease outcome is not rare. • In an open populations, Σperson-time ≈ (average population size) × (duration of follow-up). Examples of incidence rates in open populations include: births Crude birth rate (per m) = × m mid-year population size deaths Crude mortality rate (per m) = × m mid-year population size deaths < 1 year of age Infant mortality rate (per m) = × m live births No. -
CHAPTER 3 Comparing Disease Frequencies
© Smartboy10/DigitalVision Vectors/Getty Images CHAPTER 3 Comparing Disease Frequencies LEARNING OBJECTIVES By the end of this chapter the reader will be able to: ■ Organize disease frequency data into a two-by-two table. ■ Describe and calculate absolute and relative measures of comparison, including rate/risk difference, population rate/risk difference, attributable proportion among the exposed and the total population and rate/risk ratio. ■ Verbally interpret each absolute and relative measure of comparison. ■ Describe the purpose of standardization and calculate directly standardized rates. ▸ Introduction Measures of disease frequency are the building blocks epidemiologists use to assess the effects of a disease on a population. Comparing measures of disease frequency organizes these building blocks in a meaningful way that allows one to describe the relationship between a characteristic and a disease and to assess the public health effect of the exposure. Disease frequencies can be compared between different populations or between subgroups within a population. For example, one might be interested in comparing disease frequencies between residents of France and the United States or between subgroups within the U.S. population according to demographic characteristics, such as race, gender, or socio- economic status; personal habits, such as alcoholic beverage consump- tion or cigarette smoking; and environmental factors, such as the level of air pollution. For example, one might compare incidence rates of coronary heart disease between residents of France and those of the United States or 57 58 Chapter 3 Comparing Disease Frequencies among U.S. men and women, Blacks and Whites, alcohol drinkers and nondrinkers, and areas with high and low pollution levels. -
Understanding Relative Risk, Odds Ratio, and Related Terms: As Simple As It Can Get Chittaranjan Andrade, MD
Understanding Relative Risk, Odds Ratio, and Related Terms: As Simple as It Can Get Chittaranjan Andrade, MD Each month in his online Introduction column, Dr Andrade Many research papers present findings as odds ratios (ORs) and considers theoretical and relative risks (RRs) as measures of effect size for categorical outcomes. practical ideas in clinical Whereas these and related terms have been well explained in many psychopharmacology articles,1–5 this article presents a version, with examples, that is meant with a view to update the knowledge and skills to be both simple and practical. Readers may note that the explanations of medical practitioners and examples provided apply mostly to randomized controlled trials who treat patients with (RCTs), cohort studies, and case-control studies. Nevertheless, similar psychiatric conditions. principles operate when these concepts are applied in epidemiologic Department of Psychopharmacology, National Institute research. Whereas the terms may be applied slightly differently in of Mental Health and Neurosciences, Bangalore, India different explanatory texts, the general principles are the same. ([email protected]). ABSTRACT Clinical Situation Risk, and related measures of effect size (for Consider a hypothetical RCT in which 76 depressed patients were categorical outcomes) such as relative risks and randomly assigned to receive either venlafaxine (n = 40) or placebo odds ratios, are frequently presented in research (n = 36) for 8 weeks. During the trial, new-onset sexual dysfunction articles. Not all readers know how these statistics was identified in 8 patients treated with venlafaxine and in 3 patients are derived and interpreted, nor are all readers treated with placebo. These results are presented in Table 1. -
Outcome Reporting Bias in COVID-19 Mrna Vaccine Clinical Trials
medicina Perspective Outcome Reporting Bias in COVID-19 mRNA Vaccine Clinical Trials Ronald B. Brown School of Public Health and Health Systems, University of Waterloo, Waterloo, ON N2L3G1, Canada; [email protected] Abstract: Relative risk reduction and absolute risk reduction measures in the evaluation of clinical trial data are poorly understood by health professionals and the public. The absence of reported absolute risk reduction in COVID-19 vaccine clinical trials can lead to outcome reporting bias that affects the interpretation of vaccine efficacy. The present article uses clinical epidemiologic tools to critically appraise reports of efficacy in Pfzier/BioNTech and Moderna COVID-19 mRNA vaccine clinical trials. Based on data reported by the manufacturer for Pfzier/BioNTech vaccine BNT162b2, this critical appraisal shows: relative risk reduction, 95.1%; 95% CI, 90.0% to 97.6%; p = 0.016; absolute risk reduction, 0.7%; 95% CI, 0.59% to 0.83%; p < 0.000. For the Moderna vaccine mRNA-1273, the appraisal shows: relative risk reduction, 94.1%; 95% CI, 89.1% to 96.8%; p = 0.004; absolute risk reduction, 1.1%; 95% CI, 0.97% to 1.32%; p < 0.000. Unreported absolute risk reduction measures of 0.7% and 1.1% for the Pfzier/BioNTech and Moderna vaccines, respectively, are very much lower than the reported relative risk reduction measures. Reporting absolute risk reduction measures is essential to prevent outcome reporting bias in evaluation of COVID-19 vaccine efficacy. Keywords: mRNA vaccine; COVID-19 vaccine; vaccine efficacy; relative risk reduction; absolute risk reduction; number needed to vaccinate; outcome reporting bias; clinical epidemiology; critical appraisal; evidence-based medicine Citation: Brown, R.B. -
Copyright 2009, the Johns Hopkins University and John Mcgready. All Rights Reserved
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License. Your use of this material constitutes acceptance of that license and the conditions of use of materials on this site. Copyright 2009, The Johns Hopkins University and John McGready. All rights reserved. Use of these materials permitted only in accordance with license rights granted. Materials provided “AS IS”; no representations or warranties provided. User assumes all responsibility for use, and all liability related thereto, and must independently review all materials for accuracy and efficacy. May contain materials owned by others. User is responsible for obtaining permissions for use from third parties as needed. Section F Measures of Association: Risk Difference, Relative Risk, and the Odds Ratio Risk Difference Risk difference (attributable risk)—difference in proportions - Sample (estimated) risk difference - Example: the difference in risk of HIV for children born to HIV+ mothers taking AZT relative to HIV+ mothers taking placebo 3 Risk Difference From csi command, with 95% CI 4 Risk Difference Interpretation, sample estimate - If AZT was given to 1,000 HIV infected pregnant women, this would reduce the number of HIV positive infants by 150 (relative to the number of HIV positive infants born to 1,000 women not treated with AZT) Interpretation 95% CI - Study results suggest that the reduction in HIV positive births from 1,000 HIV positive pregnant women treated with AZT could range from 75 to 220 fewer than the number occurring if the -
Chapter 30: Quantum Physics ( ) ( )( ( )( ) ( )( ( )( )
Chapter 30: Quantum Physics 9. The tungsten filament in a standard light bulb can be considered a blackbody radiator. Use Wien’s Displacement Law (equation 30-1) to find the peak frequency of the radiation from the tungsten filament. −− 10 1 1 1. (a) Solve Eq. 30-1 fTpeak =×⋅(5.88 10 s K ) for the peak frequency: =×⋅(5.88 1010 s−− 1 K 1 )( 2850 K) =× 1.68 1014 Hz 2. (b) Because the peak frequency is that of infrared electromagnetic radiation, the light bulb radiates more energy in the infrared than the visible part of the spectrum. 10. The image shows two oxygen atoms oscillating back and forth, similar to a mass on a spring. The image also shows the evenly spaced energy levels of the oscillation. Use equation 13-11 to calculate the period of oscillation for the two atoms. Calculate the frequency, using equation 13-1, from the inverse of the period. Multiply the period by Planck’s constant to calculate the spacing of the energy levels. m 1. (a) Set the frequency T = 2π k equal to the inverse of the period: 1 1k 1 1215 N/m f = = = =4.792 × 1013 Hz Tm22ππ1.340× 10−26 kg 2. (b) Multiply the frequency by Planck’s constant: E==×⋅ hf (6.63 10−−34 J s)(4.792 × 1013 Hz) =× 3.18 1020 J 19. The light from a flashlight can be considered as the emission of many photons of the same frequency. The power output is equal to the number of photons emitted per second multiplied by the energy of each photon. -
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Calculus Formulas and Theorems
Formulas and Theorems for Reference I. Tbigonometric Formulas l. sin2d+c,cis2d:1 sec2d l*cot20:<:sc:20 +.I sin(-d) : -sitt0 t,rs(-//) = t r1sl/ : -tallH 7. sin(A* B) :sitrAcosB*silBcosA 8. : siri A cos B - siu B <:os,;l 9. cos(A+ B) - cos,4cos B - siuA siriB 10. cos(A- B) : cosA cosB + silrA sirrB 11. 2 sirrd t:osd 12. <'os20- coS2(i - siu20 : 2<'os2o - I - 1 - 2sin20 I 13. tan d : <.rft0 (:ost/ I 14. <:ol0 : sirrd tattH 1 15. (:OS I/ 1 16. cscd - ri" 6i /F tl r(. cos[I ^ -el : sitt d \l 18. -01 : COSA 215 216 Formulas and Theorems II. Differentiation Formulas !(r") - trr:"-1 Q,:I' ]tra-fg'+gf' gJ'-,f g' - * (i) ,l' ,I - (tt(.r))9'(.,') ,i;.[tyt.rt) l'' d, \ (sttt rrJ .* ('oqI' .7, tJ, \ . ./ stll lr dr. l('os J { 1a,,,t,:r) - .,' o.t "11'2 1(<,ot.r') - (,.(,2.r' Q:T rl , (sc'c:.r'J: sPl'.r tall 11 ,7, d, - (<:s<t.r,; - (ls(].]'(rot;.r fr("'),t -.'' ,1 - fr(u") o,'ltrc ,l ,, 1 ' tlll ri - (l.t' .f d,^ --: I -iAl'CSllLl'l t!.r' J1 - rz 1(Arcsi' r) : oT Il12 Formulas and Theorems 2I7 III. Integration Formulas 1. ,f "or:artC 2. [\0,-trrlrl *(' .t "r 3. [,' ,t.,: r^x| (' ,I 4. In' a,,: lL , ,' .l 111Q 5. In., a.r: .rhr.r' .r r (' ,l f 6. sirr.r d.r' - ( os.r'-t C ./ 7. /.,,.r' dr : sitr.i'| (' .t 8. tl:r:hr sec,rl+ C or ln Jccrsrl+ C ,f'r^rr f 9.