成人大片

Course Coordinator: Professor John Lynch
Phone: +61 8313 6541
Email: john.lynch@adelaide.edu.au
Location: RMP Level 4

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

1	Understand differences between descriptive, predictive and causal epidemiology
2	Be able to pose a sufficiently well-defined descriptive, predictive or causal question
3	Understand different types of causal thinking in epidemiology and application of “triangulation” of epidemiological evidence to assess causation
4	Understand the potential outcomes approach (POA) to causation
5	Capture a theoretical causal model using Directed Acyclic Graphs (DAG)
6	Understand the role and basic principles of high quality predictive epidemiology
7	Appreciate the importance and basic principles of high quality descriptive epidemiology
8	Understand and identify potential sources of systematic error (bias) arising from confounding, selection and information biases
9	Understand potential methods to reduce confounding, selection and information bias
10	Understand random error and apply correct interpretations of P values, and confidence intervals as measures of “uncertainty”
11	Understand different types of effect estimates from Randomised Control Trials (RCTs) and Quasi-experimental study designs
12	Understand “Target Trial Emulation” in using observational data to estimate causal effects

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 成人大片. 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 - Seminar - 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
Epidemiology	What are the different types of epidemiology?
Causation	What is a cause?
Potential Outcomes	Potential Outcomes and causation
DAGs	Directed acyclic graphs
Predicition	Predictive epidemiology
Description	Descriptive epidemiology
Bias	Confounding Selection Information
Random error	Statistical significance
RCTs to Target Trials	Moving from RCTs to Target trials in observaitonal data

N/A

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
DAG	Summative	30%	1-4
On-line assessment	Summative	30%	1-6
Participation	Summative	10%	1-11
On-line assessment	Summative	30%	1-11

N/A

Assessment 1 (30%)  Directed Acyclic Graph (DAG)

• Assesses learning objectives 1-4
• Available:    Fri Aug 9
• Due: 09.00 Fri Aug 23

 PART 1. DAG QUIZ (7 points)

You will be given a DAG that has various paths. Your task is to describe the five named paths.

 One point for each correct path description.  e.g., Describe Path X₁-C₁-Y.      Answer: Confounding Path

 PART 2. Draw your DAG for a hypothetical longitudinal observational study (23 points)

Draw a DAG to help explain your causal model.

 Strictly no more than 500 words.  Do not include references.

 You must answer each of the 7 questions. Number your answers in the same order as shown below:

1. State your research question (as a question of causal effect) in one sentence (1 point)

2. Describe the implied RCT that you would do if possible, and that this observational study is intended to approximate (3 points)

3. Describe your exposure e.g., moderate to intense physical activity for 30 mins duration, 5 times per week (2 point)

4. Describe your outcome e.g., systolic blood pressure > 140 mmHg (2 point)

5. Describe confounding of the causal effect - justify from substantive knowledge (5 points)

6. Describe at least one potential mediator of the causal effect, so there is both a direct and indirect effect of the exposure. Justify this from substantive knowledge. Depending on how your DAG is conceptualised, that may mean you also need to consider collider bias involving the mediator. (5 points)

7. Present your DAG using Daggity () (5 points)

  Assessment 2 (30%) Multiple choice on-line exam

• Assesses learning objectives 1-6
• Available: Week 7 Fri Sept 6^th
• Due: 09.00 Fri Sept 13
• Covers material from Weeks 1 to 7

 Assessment 3 (30%) Multi-choice/short answer on-line exam

• Assesses learning objective 1-11.
• Available: Week 12 Fri Oct 25th
• Due: 17.00 Fri Nov 1st 

Assessment 4 Participation in face-to-face sessions and On-line Quizzes (10%) Assesses learning objectives 1-11.

• Task: You will be scored on your intelligent and active class engagement in all aspects of the course including completing the 4 on-line quizzes. The quizzes must be completed by 09.00 Fri 25^th Oct (Week 12 – the last class).

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 University 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.