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Introduction to Biostatistics
Introduction to Biostatistics Jie Yang, Ph.D. Associate Professor Department of Family, Population and Preventive Medicine Director Biostatistical Consulting Core Director Biostatistics and Bioinformatics Shared Resource, Stony Brook Cancer Center In collaboration with Clinical Translational Science Center (CTSC) and the Biostatistics and Bioinformatics Shared Resource (BB-SR), Stony Brook Cancer Center (SBCC). OUTLINE What is Biostatistics What does a biostatistician do • Experiment design, clinical trial design • Descriptive and Inferential analysis • Result interpretation What you should bring while consulting with a biostatistician WHAT IS BIOSTATISTICS • The science of (bio)statistics encompasses the design of biological/clinical experiments the collection, summarization, and analysis of data from those experiments the interpretation of, and inference from, the results How to Lie with Statistics (1954) by Darrell Huff. http://www.youtube.com/watch?v=PbODigCZqL8 GOAL OF STATISTICS Sampling POPULATION Probability SAMPLE Theory Descriptive Descriptive Statistics Statistics Inference Population Sample Parameters: Inferential Statistics Statistics: 흁, 흈, 흅… 푿ഥ , 풔, 풑ෝ,… PROPERTIES OF A “GOOD” SAMPLE • Adequate sample size (statistical power) • Random selection (representative) Sampling Techniques: 1.Simple random sampling 2.Stratified sampling 3.Systematic sampling 4.Cluster sampling 5.Convenience sampling STUDY DESIGN EXPERIEMENT DESIGN Completely Randomized Design (CRD) - Randomly assign the experiment units to the treatments -
Experimentation Science: a Process Approach for the Complete Design of an Experiment
Kansas State University Libraries New Prairie Press Conference on Applied Statistics in Agriculture 1996 - 8th Annual Conference Proceedings EXPERIMENTATION SCIENCE: A PROCESS APPROACH FOR THE COMPLETE DESIGN OF AN EXPERIMENT D. D. Kratzer K. A. Ash Follow this and additional works at: https://newprairiepress.org/agstatconference Part of the Agriculture Commons, and the Applied Statistics Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Kratzer, D. D. and Ash, K. A. (1996). "EXPERIMENTATION SCIENCE: A PROCESS APPROACH FOR THE COMPLETE DESIGN OF AN EXPERIMENT," Conference on Applied Statistics in Agriculture. https://doi.org/ 10.4148/2475-7772.1322 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Conference on Applied Statistics in Agriculture by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Conference on Applied Statistics in Agriculture Kansas State University Applied Statistics in Agriculture 109 EXPERIMENTATION SCIENCE: A PROCESS APPROACH FOR THE COMPLETE DESIGN OF AN EXPERIMENT. D. D. Kratzer Ph.D., Pharmacia and Upjohn Inc., Kalamazoo MI, and K. A. Ash D.V.M., Ph.D., Town and Country Animal Hospital, Charlotte MI ABSTRACT Experimentation Science is introduced as a process through which the necessary steps of experimental design are all sufficiently addressed. Experimentation Science is defined as a nearly linear process of objective formulation, selection of experimentation unit and decision variable(s), deciding treatment, design and error structure, defining the randomization, statistical analyses and decision procedures, outlining quality control procedures for data collection, and finally analysis, presentation and interpretation of results. -
Analysis of Variance and Analysis of Variance and Design of Experiments of Experiments-I
Analysis of Variance and Design of Experimentseriments--II MODULE ––IVIV LECTURE - 19 EXPERIMENTAL DESIGNS AND THEIR ANALYSIS Dr. Shalabh Department of Mathematics and Statistics Indian Institute of Technology Kanpur 2 Design of experiment means how to design an experiment in the sense that how the observations or measurements should be obtained to answer a qqyuery inavalid, efficient and economical way. The desigggning of experiment and the analysis of obtained data are inseparable. If the experiment is designed properly keeping in mind the question, then the data generated is valid and proper analysis of data provides the valid statistical inferences. If the experiment is not well designed, the validity of the statistical inferences is questionable and may be invalid. It is important to understand first the basic terminologies used in the experimental design. Experimental unit For conducting an experiment, the experimental material is divided into smaller parts and each part is referred to as experimental unit. The experimental unit is randomly assigned to a treatment. The phrase “randomly assigned” is very important in this definition. Experiment A way of getting an answer to a question which the experimenter wants to know. Treatment Different objects or procedures which are to be compared in an experiment are called treatments. Sampling unit The object that is measured in an experiment is called the sampling unit. This may be different from the experimental unit. 3 Factor A factor is a variable defining a categorization. A factor can be fixed or random in nature. • A factor is termed as fixed factor if all the levels of interest are included in the experiment. -
Double Blind Trials Workshop
Double Blind Trials Workshop Introduction These activities demonstrate how double blind trials are run, explaining what a placebo is and how the placebo effect works, how bias is removed as far as possible and how participants and trial medicines are randomised. Curriculum Links KS3: Science SQA Access, Intermediate and KS4: Biology Higher: Biology Keywords Double-blind trials randomisation observer bias clinical trials placebo effect designing a fair trial placebo Contents Activities Materials Activity 1 Placebo Effect Activity Activity 2 Observer Bias Activity 3 Double Blind Trial Role Cards for the Double Blind Trial Activity Testing Layout Background Information Medicines undergo a number of trials before they are declared fit for use (see classroom activity on Clinical Research for details). In the trial in the second activity, pupils compare two potential new sunscreens. This type of trial is done with healthy volunteers to see if the there are any side effects and to provide data to suggest the dosage needed. If there were no current best treatment then this sort of trial would also be done with patients to test for the effectiveness of the new medicine. How do scientists make sure that medicines are tested fairly? One thing they need to do is to find out if their tests are free of bias. Are the medicines really working, or do they just appear to be working? One difficulty in designing fair tests for medicines is the placebo effect. When patients are prescribed a treatment, especially by a doctor or expert they trust, the patient’s own belief in the treatment can cause the patient to produce a response. -
Observational Studies and Bias in Epidemiology
The Young Epidemiology Scholars Program (YES) is supported by The Robert Wood Johnson Foundation and administered by the College Board. Observational Studies and Bias in Epidemiology Manuel Bayona Department of Epidemiology School of Public Health University of North Texas Fort Worth, Texas and Chris Olsen Mathematics Department George Washington High School Cedar Rapids, Iowa Observational Studies and Bias in Epidemiology Contents Lesson Plan . 3 The Logic of Inference in Science . 8 The Logic of Observational Studies and the Problem of Bias . 15 Characteristics of the Relative Risk When Random Sampling . and Not . 19 Types of Bias . 20 Selection Bias . 21 Information Bias . 23 Conclusion . 24 Take-Home, Open-Book Quiz (Student Version) . 25 Take-Home, Open-Book Quiz (Teacher’s Answer Key) . 27 In-Class Exercise (Student Version) . 30 In-Class Exercise (Teacher’s Answer Key) . 32 Bias in Epidemiologic Research (Examination) (Student Version) . 33 Bias in Epidemiologic Research (Examination with Answers) (Teacher’s Answer Key) . 35 Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, SAT and the acorn logo are registered trademarks of the College Entrance Examination Board. Other products and services may be trademarks of their respective owners. Visit College Board on the Web: www.collegeboard.com. Copyright © 2004. All rights reserved. 2 Observational Studies and Bias in Epidemiology Lesson Plan TITLE: Observational Studies and Bias in Epidemiology SUBJECT AREA: Biology, mathematics, statistics, environmental and health sciences GOAL: To identify and appreciate the effects of bias in epidemiologic research OBJECTIVES: 1. Introduce students to the principles and methods for interpreting the results of epidemio- logic research and bias 2. -
Design of Experiments and Data Analysis,” 2012 Reliability and Maintainability Symposium, January, 2012
Copyright © 2012 IEEE. Reprinted, with permission, from Huairui Guo and Adamantios Mettas, “Design of Experiments and Data Analysis,” 2012 Reliability and Maintainability Symposium, January, 2012. This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of ReliaSoft Corporation's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to [email protected]. By choosing to view this document, you agree to all provisions of the copyright laws protecting it. 2012 Annual RELIABILITY and MAINTAINABILITY Symposium Design of Experiments and Data Analysis Huairui Guo, Ph. D. & Adamantios Mettas Huairui Guo, Ph.D., CPR. Adamantios Mettas, CPR ReliaSoft Corporation ReliaSoft Corporation 1450 S. Eastside Loop 1450 S. Eastside Loop Tucson, AZ 85710 USA Tucson, AZ 85710 USA e-mail: [email protected] e-mail: [email protected] Tutorial Notes © 2012 AR&MS SUMMARY & PURPOSE Design of Experiments (DOE) is one of the most useful statistical tools in product design and testing. While many organizations benefit from designed experiments, others are getting data with little useful information and wasting resources because of experiments that have not been carefully designed. Design of Experiments can be applied in many areas including but not limited to: design comparisons, variable identification, design optimization, process control and product performance prediction. Different design types in DOE have been developed for different purposes. -
How to Randomize?
TRANSLATING RESEARCH INTO ACTION How to Randomize? Roland Rathelot J-PAL Course Overview 1. What is Evaluation? 2. Outcomes, Impact, and Indicators 3. Why Randomize and Common Critiques 4. How to Randomize 5. Sampling and Sample Size 6. Threats and Analysis 7. Project from Start to Finish 8. Cost-Effectiveness Analysis and Scaling Up Lecture Overview • Unit and method of randomization • Real-world constraints • Revisiting unit and method • Variations on simple treatment-control Lecture Overview • Unit and method of randomization • Real-world constraints • Revisiting unit and method • Variations on simple treatment-control Unit of Randomization: Options 1. Randomizing at the individual level 2. Randomizing at the group level “Cluster Randomized Trial” • Which level to randomize? Unit of Randomization: Considerations • What unit does the program target for treatment? • What is the unit of analysis? Unit of Randomization: Individual? Unit of Randomization: Individual? Unit of Randomization: Clusters? Unit of Randomization: Class? Unit of Randomization: Class? Unit of Randomization: School? Unit of Randomization: School? How to Choose the Level • Nature of the Treatment – How is the intervention administered? – What is the catchment area of each “unit of intervention” – How wide is the potential impact? • Aggregation level of available data • Power requirements • Generally, best to randomize at the level at which the treatment is administered. Suppose an intervention targets health outcomes of children through info on hand-washing. What is the appropriate level of randomization? A. Child level 30% B. Household level 23% C. Classroom level D. School level 17% E. Village level 13% 10% F. Don’t know 7% A. B. C. D. -
A Randomized Control Trial Evaluating the Effects of Police Body-Worn
A randomized control trial evaluating the effects of police body-worn cameras David Yokuma,b,1,2, Anita Ravishankara,c,d,1, and Alexander Coppocke,1 aThe Lab @ DC, Office of the City Administrator, Executive Office of the Mayor, Washington, DC 20004; bThe Policy Lab, Brown University, Providence, RI 02912; cExecutive Office of the Chief of Police, Metropolitan Police Department, Washington, DC 20024; dPublic Policy and Political Science Joint PhD Program, University of Michigan, Ann Arbor, MI 48109; and eDepartment of Political Science, Yale University, New Haven, CT 06511 Edited by Susan A. Murphy, Harvard University, Cambridge, MA, and approved March 21, 2019 (received for review August 28, 2018) Police body-worn cameras (BWCs) have been widely promoted as The existing evidence on whether BWCs have the anticipated a technological mechanism to improve policing and the perceived effects on policing outcomes remains relatively limited (17–19). legitimacy of police and legal institutions, yet evidence of their Several observational studies have evaluated BWCs by compar- effectiveness is limited. To estimate the effects of BWCs, we con- ing the behavior of officers before and after the introduction of ducted a randomized controlled trial involving 2,224 Metropolitan BWCs into the police department (20, 21). Other studies com- Police Department officers in Washington, DC. Here we show pared officers who happened to wear BWCs to those without (15, that BWCs have very small and statistically insignificant effects 22, 23). The causal inferences drawn in those studies depend on on police use of force and civilian complaints, as well as other strong assumptions about whether, after statistical adjustments policing activities and judicial outcomes. -
Randomized Controlled Trials, Development Economics and Policy Making in Developing Countries
Randomized Controlled Trials, Development Economics and Policy Making in Developing Countries Esther Duflo Department of Economics, MIT Co-Director J-PAL [Joint work with Abhijit Banerjee and Michael Kremer] Randomized controlled trials have greatly expanded in the last two decades • Randomized controlled Trials were progressively accepted as a tool for policy evaluation in the US through many battles from the 1970s to the 1990s. • In development, the rapid growth starts after the mid 1990s – Kremer et al, studies on Kenya (1994) – PROGRESA experiment (1997) • Since 2000, the growth have been very rapid. J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 2 Cameron et al (2016): RCT in development Figure 1: Number of Published RCTs 300 250 200 150 100 50 0 1975 1980 1985 1990 1995 2000 2005 2010 2015 Publication Year J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 3 BREAD Affiliates doing RCT Figure 4. Fraction of BREAD Affiliates & Fellows with 1 or more RCTs 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1980 or earlier 1981-1990 1991-2000 2001-2005 2006-today * Total Number of Fellows and Affiliates is 166. PhD Year J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 4 Top Journals J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 5 Many sectors, many countries J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 6 Why have RCT had so much impact? • Focus on identification of causal effects (across the board) • Assessing External Validity • Observing Unobservables • Data collection • Iterative Experimentation • Unpack impacts J-PAL | THE ROLE OF RANDOMIZED EVALUATIONS IN INFORMING POLICY 7 Focus on Identification… across the board! • The key advantage of RCT was perceived to be a clear identification advantage • With RCT, since those who received a treatment are randomly selected in a relevant sample, any difference between treatment and control must be due to the treatment • Most criticisms of experiment also focus on limits to identification (imperfect randomization, attrition, etc. -
Randomized Experimentsexperiments Randomized Trials
Impact Evaluation RandomizedRandomized ExperimentsExperiments Randomized Trials How do researchers learn about counterfactual states of the world in practice? In many fields, and especially in medical research, evidence about counterfactuals is generated by randomized trials. In principle, randomized trials ensure that outcomes in the control group really do capture the counterfactual for a treatment group. 2 Randomization To answer causal questions, statisticians recommend a formal two-stage statistical model. In the first stage, a random sample of participants is selected from a defined population. In the second stage, this sample of participants is randomly assigned to treatment and comparison (control) conditions. 3 Population Randomization Sample Randomization Treatment Group Control Group 4 External & Internal Validity The purpose of the first-stage is to ensure that the results in the sample will represent the results in the population within a defined level of sampling error (external validity). The purpose of the second-stage is to ensure that the observed effect on the dependent variable is due to some aspect of the treatment rather than other confounding factors (internal validity). 5 Population Non-target group Target group Randomization Treatment group Comparison group 6 Two-Stage Randomized Trials In large samples, two-stage randomized trials ensure that: [Y1 | D =1]= [Y1 | D = 0] and [Y0 | D =1]= [Y0 | D = 0] • Thus, the estimator ˆ ˆ ˆ δ = [Y1 | D =1]-[Y0 | D = 0] • Consistently estimates ATE 7 One-Stage Randomized Trials Instead, if randomization takes place on a selected subpopulation –e.g., list of volunteers-, it only ensures: [Y0 | D =1] = [Y0 | D = 0] • And hence, the estimator ˆ ˆ ˆ δ = [Y1 | D =1]-[Y0 | D = 0] • Only estimates TOT Consistently 8 Randomized Trials Furthermore, even in idealized randomized designs, 1. -
Descriptive Statistics and ANOVA
Basic statistics Descriptive statistics and ANOVA Thomas Alexander Gerds Department of Biostatistics, University of Copenhagen Contents I Data are variable I Statistical uncertainty I Summary and display of data I Confidence intervals I ANOVA Data are variable A statistician is used to receive a value, such as 3.17 %, together with an explanation, such as "this is the expression of 1-B6.DBA-GTM in mouse 12". The value from the next mouse in the list is 4.88% . The measurement is difficult Data processing is done by humans Two mice have different genes They are exposed . and treated differently Decomposing variance Variability of data is usually a composite of I Measurement error, sampling scheme I Random variation I Genotype I Exposure, life style, environment I Treatment Statistical conclusions can often be obtained by explaining the sources of variation in the data. Example 1 In the yeast experiment of Smith and Kruglyak (2008) 1 transcript levels were profiled in 6 replicates of the same strain called ’RM’ in glucose under controlled conditions. 1the article is available at http://biology.plosjournals.org Example 1 Figure: Sources of the variation of these 6 values I Measurement error I Random variation Example 1 In the same yeast experiment Smith and Kruglyak (2008) profiled also 6 replicates of a different strain called ’By’ in glucose.The order in which the 12 samples were processed was at random to minimize a systematic experimental effect. Example 1 Figure: Sources of the variation of these 12 values I Measurement error I Study design/experimental environment I Genotype Example 1 Furthermore, Smith and Kruglyak (2008) cultured 6 ’RM’ and 6 ’By’ replicates in ethanol.The order in which the 24 samples were processed was random to minimize a systematic experimental effect. -
In Cardiovascular Epidemiology in the Early 21St Century
255 VIEWPOINT Heart: first published as 10.1136/heart.89.3.255 on 1 March 2003. Downloaded from A “natural experiment” in cardiovascular epidemiology in the early 21st century A Sekikawa, B Y Horiuchi, D Edmundowicz, H Ueshima, J D Curb, K Sutton-Tyrrell, T Okamura, T Kadowaki, A Kashiwagi, K Mitsunami, K Murata, Y Nakamura, B L Rodriguez, L H Kuller ............................................................................................................................. Heart 2003;89:255–257 Despite similar traditional risk factors, morbidity and mortality rates from coronary heart disease in western sectional study of cardiovascular disease in migrant Japanese men aged 45–69 years in and non-western cohorts remain substantially different. Hawaii, and California, and Japanese in Japan in Careful study of such cohorts may help identify novel the 1960s.5 Most of those migrated to the USA in risk factors for CHD, and contribute to the formulation of the late 19th or early 20th century, or were second generation Japanese American. By adopting new preventive strategies Americanised dietary lifestyle, the concentrations .......................................................................... of serum total cholesterol among Japanese American men in the 1960s were higher than that he term “natural experiment” is defined as: in men in Japan by almost 1.3 mmol/l. The study “Naturally occurring circumstances in which showed that the CHD mortality was significantly subsets of the population have different levels higher in Japanese American men than in men in T Japan. of exposure to a supposed causal factor, in a situ- While developed countries have witnessed a ation resembling an actual experiment where dramatic decline in CHD mortality during the human subjects would be randomly allocated to 1 20th century, it remains one of the leading causes groups.” The term is derived from the work of Dr of mortality in the western world.