最新糖心Vlog

Course Coordinator: Professor John Lynch
Phone: +61 8313 6541
Email: john.lynch@adelaide.edu.au
Location: Level 7, 178 North Terrace

Learning and Teaching Team
Phone: +61 8313 4637
Email: postgrad_enq@adelaide.edu.au
Location: Level 7, 178 North Terrace

1	Understand, describe and apply the potential outcomes model of causation.
2	Understand and use different epidemiological effect measures
3	Illustrate a causal model using Directed Acyclic Graphs (DAG).
4	Use DAGs to describe confounding, selection and measurement error as sources of bias, and draw a DAG describing their own research question.
5	Describe and apply appropriate methods to control confounding.
6	Interpret results of a multivariable epidemiological analysis.
7	Appraise various study designs for causal inference
8	Understand multiple imputation for missing data
9	Understand the difference between systematic and random error, and the correct interpretation of P values and their use in null hypothesis significance testing
10	Understand evidence hierarchies and processes of evidence triangulation

Each week there will be assigned journal articles to provide background to and complement the lectures and practical/tutorial sessions. You will be expected to have read this material before class. Required readings are available via a reading list on MyUni.

These texts are NOT required, but we think they would be valuable additions to your professional library.

Szklo M, Nieto FJ. Epidemiology: Beyond the Basics. Jones and Bartlett, Burlington, 2014 (3rd edition).

Rothman K.  Epidemiology.  An Introduction. Oxford 2002. A short introduction to epidemiology that is consistent with his larger classic textbook Modern Epidemiology 3rd edition.

Saracci R. Epidemiology. A Very Short Introduction. Oxford Uni Press, Oxford, 2010. 

All presentations will be available on-line through MyUni after the lecture.

MyUni is the primary entry point to online learning at the 最新糖心Vlog of Adelaide. Through MyUni you will have access to course materials, discussion forums, announcements, and the submission of assignments. You can connect to MyUni on or off campus via the internet. Access my uni at: www.myuni.adelaide.edu.au/
For enquiries about online education services, what’s available and access to MyUni, contact the Online Education Helpdesk at 8313 3000 or by email at servicedesk@adelaide.edu.au

Lectures - Practicals - Tutorials - Small Group Workshops

To successfully complete the course students will be required to spend time out of contact hours on reading, class preparation, assignments and study. That time commitment will vary from student to student but in general a full-time student with 24 units per year would normally spend 48 hours per week on their studies during teaching periods.

Topic	Lecture
Causation?	What is a "cause" epidemiology?
Counterfactuals	"Potential outcomes" model of causation
DAGs	Directed Acyclic Graphs (DAGs)
Systematic Error	Confounding Selection Measurement Error
Confounding	Confounding Propensity Scores
Effect measure modification	Interaction
Random error	P values
Study design rubric	GATE framework
Study design rubric	Study designs
Critical Appraisal	Individual study designs
Systematic reviews	Meta analysis
Triangulating evidence	Integrative epidemiology
Review	Review

N/A

All tutorials and practicals offer small group experiences to enhance individual and group learning.

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
DAG	Summative	25%	1-4
Analysis report	Summative	25%	1-7
Participation	Summative	10%	1-10
Take-home exam	Summative	40%	5-10

N/A

Assessment 1 (25%): DAG Draw a DAG and provide and explain your causal model (no more than 500 words). Assesses learning objectives 1-4.
You are required to draw a DAG that describes an epidemiological research question of your choice and provide an explanation of  your DAG. The research question must be of relevance to public health. Your DAG should reflect the causal model that would need  to be tested to explore your research question. A strict limit of 500 words will be applied to the explanation. The word limit excludes any words used within the DAG illustration.
 
Assessment 2 (25%): Analysis Report
Interpret provided output and write results section and main conclusion. Assesses learning objectives 1-7.
Some background information about an epidemiological study and table/s of results will be provided to you. Your task is to use this  information to write the results section, limitations and concluding sentence of a scientific paper. You will need to draw upon what  you have learned about confounding, random error, significance testing and p-values. You are expected to use words to interpret  the effect estimate. The results and conclusions should be written in a formal, scientific style.
 
Assessment 3 (10%): Class participation and engagement in all aspects of the course.
Assesses learning objectives 1-10.
Participation means showing up for each class having completed the assigned readings. In class it means asking questions about  anything in the readings, lectures or discussion that seems unclear, offering arguments and responses, and listening to  the arguments and responses of others, as well as demonstrating a positive attitude towards learning.
Making contributions to discussion means:
Asking questions about things in the text or things said in class that are unclear or confusing
Offering answers to questions asked by others in class
Making claims or observations about the issues being discussed
Offering support, criticism, modification or clarification for claims being discussed
The sheer number of your contributions does nothing to improve your grade.
Contributions should be relevant and helpful. A genuine question always counts as relevant and helpful.
 
Assessment 4 Take-home exam (40%): Structured review of a published study with a choice of articles.
Assesses learning objective 5-10.
Your task is to review one of four published articles using the critical analysis skills that you have obtained during the course. The  articles will be given in the last lecture. As a guide, you should; locate and use the most appropriate reporting guideline to  structure your review, use the concepts from the evidence hierarchy to describe the level of evidence that the paper provides, discuss potential sources of bias that have and have not been addressed in the article, conclude with a statement (your  opinion) on the overall quality of evidence that this article provides.

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be  provided at the time a student requests an extension.  Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual 最新糖心Vlog deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  </student/grievance/process/>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the  date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and  will only be permitted for the most compelling of reasons.