Observational Study Design in Veterinary Pathology, Part 1: Study Design

Observational studies are the basis for much of our knowledge of veterinary pathology and are highly relevant to the daily practice of pathology. However, recommendations for conducting pathology-based observational studies are not readily available. In part 1 of this series, we offer advice on planning and conducting an observational study with examples from the veterinary pathology literature. Investigators should recognize the importance of creativity, insight, and innovation in devising studies that solve problems and fill important gaps in knowledge. Studies should focus on specific and testable hypotheses, questions, or objectives. The methodology is developed to support these goals. We consider the merits and limitations of different types of analytic and descriptive studies, as well as of prospective vs retrospective enrollment. Investigators should define clear inclusion and exclusion criteria and select adequate numbers of study subjects, including careful selection of the most appropriate controls. Studies of causality must consider the temporal relationships between variables and the advantages of measuring incident cases rather than prevalent cases. Investigators must consider unique aspects of studies based on archived laboratory case material and take particular care to consider and mitigate the potential for selection bias and information bias. We close by discussing approaches to adding value and impact to observational studies. Part 2 of the series focuses on methodology and validation of methods

Exploring Two Novel Features for EEG-based Brain-Computer Interfaces: Multifractal Cumulants and Predictive Complexity

In this paper, we introduce two new features for the design of electroencephalography (EEG) based Brain-Computer Interfaces (BCI): one feature based on multifractal cumulants, and one feature based on the predictive complexity of the EEG time series. The multifractal cumulants feature measures the signal regularity, while the predictive complexity measures the difficulty to predict the future of the signal based on its past, hence a degree of how complex it is. We have conducted an evaluation of the performance of these two novel features on EEG data corresponding to motor-imagery. We also compared them to the most successful features used in the BCI field, namely the Band-Power features. We evaluated these three kinds of features and their combinations on EEG signals from 13 subjects. Results obtained show that our novel features can lead to BCI designs with improved classification performance, notably when using and combining the three kinds of feature (band-power, multifractal cumulants, predictive complexity) together.Comment: Updated with more subjects. Separated out the band-power comparisons in a companion article after reviewer feedback. Source code and companion article are available at http://nicolas.brodu.numerimoire.net/en/recherche/publication

Adaptive methods for Bayesian time-to-event point-of-care clinical trials

Point-of-care clinical trials are randomized clinical trials designed to maximize pragmatic design features. The goal is to integrate research into standard care such that the burden of research is minimized for patient and physician, including recruitment, randomization and study visits. When possible, these studies employ Bayesian adaptive methods and data collection through the medical record. Due to the passive and adaptive nature of these trials, a number of unique challenges may arise over the course of a study. In this dissertation, adaptive methodology for Bayesian time-to-event clinical trials is developed and evaluated for studies with limited censoring. Use of a normal approximation to the study parameter likelihood is proposed for trials in which the likelihood is not normally distributed and assessed with respect to frequentist type I and II errors. A previously developed method for choosing a normal prior distribution for analysis is applied with modifications to allow for adaptive randomization. This method of prior selection in conjunction with the normal parameter likelihood is used to estimate future data for the purpose of prediction of study success. A previously published method for future event estimation is modified to allow for adaptive randomization and inclusion of prior information. Accuracy of this method is evaluated against final study numbers under a range of study designs and parameter likelihood assumptions. With these future estimates, we predict study conclusions by calculating predicted probabilities of study outcome and compare them to actual study conclusions. Reliability of this method is evaluated considering prior distribution choice, study design, and use of an incorrect likelihood for analysis. The normal approximation to non-normally distributed data performs well here and is reliable when the underlying likelihood is known. The choice of analytic prior distribution agrees with previously published results when equal allocation is forced, but changes depending on the severity of adaptive allocation. Performance of event estimation and prediction vary, but can provide reliable estimates after only 25 subjects have been observed. Analysis and prediction can reliably be carried out in point-of-care studies when care is taken to ensure assumptions are reasonable

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

The analysis of very small samples of repeated measurements II: a modified box correction

There is a need for appropriate methods for the analysis of very small samples of continuous repeated measurements. A key feature of such analyses is the role played by the covariance matrix of the repeated observations. When subjects are few it can be difficult to assess the fit of parsimonious structures for this matrix, while the use of an unstructured form may lead to a serious lack of power. The Kenward-Roger adjustment is now widely adopted as a means of providing an appropriate inferences in small samples, but does not perform adequately in very small samples. Adjusted tests based on the empirical sandwich estimator can be constructed that have good nominal properties, but are seriously underpowered. Further, when such data are incomplete, or unbalanced, or non-saturated mean models are used, exact distributional results do not exist that justify analyses with any sample size. In this paper, a modification of Box's correction applied to a linear model based $F$-statistic is developed for such small sample settings and is shown to have both the required nominal properties and acceptable power across a range of settings for repeated measurements

Designing and Deploying Online Field Experiments

Online experiments are widely used to compare specific design alternatives, but they can also be used to produce generalizable knowledge and inform strategic decision making. Doing so often requires sophisticated experimental designs, iterative refinement, and careful logging and analysis. Few tools exist that support these needs. We thus introduce a language for online field experiments called PlanOut. PlanOut separates experimental design from application code, allowing the experimenter to concisely describe experimental designs, whether common "A/B tests" and factorial designs, or more complex designs involving conditional logic or multiple experimental units. These latter designs are often useful for understanding causal mechanisms involved in user behaviors. We demonstrate how experiments from the literature can be implemented in PlanOut, and describe two large field experiments conducted on Facebook with PlanOut. For common scenarios in which experiments are run iteratively and in parallel, we introduce a namespaced management system that encourages sound experimental practice.Comment: Proceedings of the 23rd international conference on World wide web, 283-29