1,288 research outputs found
An exact adaptive test with superior design sensitivity in an observational study of treatments for ovarian cancer
A sensitivity analysis in an observational study determines the magnitude of
bias from nonrandom treatment assignment that would need to be present to alter
the qualitative conclusions of a na\"{\i}ve analysis that presumes all biases
were removed by matching or by other analytic adjustments. The power of a
sensitivity analysis and the design sensitivity anticipate the outcome of a
sensitivity analysis under an assumed model for the generation of the data. It
is known that the power of a sensitivity analysis is affected by the choice of
test statistic, and, in particular, that a statistic with good Pitman
efficiency in a randomized experiment, such as Wilcoxon's signed rank
statistic, may have low power in a sensitivity analysis and low design
sensitivity when compared to other statistics. For instance, for an additive
treatment effect and errors that are Normal or logistic or -distributed with
3 degrees of freedom, Brown's combined quantile average test has Pitman
efficiency close to that of Wilcoxon's test but has higher power in a
sensitivity analysis, while a version of Noether's test has poor Pitman
efficiency in a randomized experiment but much higher design sensitivity so it
is vastly more powerful than Wilcoxon's statistic in a sensitivity analysis if
the sample size is sufficiently large.Comment: Published in at http://dx.doi.org/10.1214/11-AOAS508 the Annals of
Applied Statistics (http://www.imstat.org/aoas/) by the Institute of
Mathematical Statistics (http://www.imstat.org
Error-free milestones in error prone measurements
A predictor variable or dose that is measured with substantial error may
possess an error-free milestone, such that it is known with negligible error
whether the value of the variable is to the left or right of the milestone.
Such a milestone provides a basis for estimating a linear relationship between
the true but unknown value of the error-free predictor and an outcome, because
the milestone creates a strong and valid instrumental variable. The inferences
are nonparametric and robust, and in the simplest cases, they are exact and
distribution free. We also consider multiple milestones for a single predictor
and milestones for several predictors whose partial slopes are estimated
simultaneously. Examples are drawn from the Wisconsin Longitudinal Study, in
which a BA degree acts as a milestone for sixteen years of education, and the
binary indicator of military service acts as a milestone for years of service.Comment: Published in at http://dx.doi.org/10.1214/08-AOAS233 the Annals of
Applied Statistics (http://www.imstat.org/aoas/) by the Institute of
Mathematical Statistics (http://www.imstat.org
Cross-screening in observational studies that test many hypotheses
We discuss observational studies that test many causal hypotheses, either
hypotheses about many outcomes or many treatments. To be credible an
observational study that tests many causal hypotheses must demonstrate that its
conclusions are neither artifacts of multiple testing nor of small biases from
nonrandom treatment assignment. In a sense that needs to be defined carefully,
hidden within a sensitivity analysis for nonrandom assignment is an enormous
correction for multiple testing: in the absence of bias, it is extremely
improbable that multiple testing alone would create an association insensitive
to moderate biases. We propose a new strategy called "cross-screening",
different from but motivated by recent work of Bogomolov and Heller on
replicability. Cross-screening splits the data in half at random, uses the
first half to plan a study carried out on the second half, then uses the second
half to plan a study carried out on the first half, and reports the more
favorable conclusions of the two studies correcting using the Bonferroni
inequality for having done two studies. If the two studies happen to concur,
then they achieve Bogomolov-Heller replicability; however, importantly,
replicability is not required for strong control of the family-wise error rate,
and either study alone suffices for firm conclusions. In randomized studies
with a few hypotheses, cross-split screening is not an attractive method when
compared with conventional methods of multiplicity control, but it can become
attractive when hundreds or thousands of hypotheses are subjected to
sensitivity analyses in an observational study. We illustrate the technique by
comparing 46 biomarkers in individuals who consume large quantities of fish
versus little or no fish.Comment: 33 pages, 2 figures, 5 table
Isolation in the construction of natural experiments
A natural experiment is a type of observational study in which treatment
assignment, though not randomized by the investigator, is plausibly close to
random. A process that assigns treatments in a highly nonrandom, inequitable
manner may, in rare and brief moments, assign aspects of treatments at random
or nearly so. Isolating those moments and aspects may extract a natural
experiment from a setting in which treatment assignment is otherwise quite
biased, far from random. Isolation is a tool that focuses on those rare, brief
instances, extracting a small natural experiment from otherwise useless data.
We discuss the theory behind isolation and illustrate its use in a reanalysis
of a well-known study of the effects of fertility on workforce participation.
Whether a woman becomes pregnant at a certain moment in her life and whether
she brings that pregnancy to term may reflect her aspirations for family,
education and career, the degree of control she exerts over her fertility, and
the quality of her relationship with the father; moreover, these aspirations
and relationships are unlikely to be recorded with precision in surveys and
censuses, and they may confound studies of workforce participation. However,
given that a women is pregnant and will bring the pregnancy to term, whether
she will have twins or a single child is, to a large extent, simply luck. Given
that a woman is pregnant at a certain moment, the differential comparison of
two types of pregnancies on workforce participation, twins or a single child,
may be close to randomized, not biased by unmeasured aspirations. In this
comparison, we find in our case study that mothers of twins had more children
but only slightly reduced workforce participation, approximately 5% less time
at work for an additional child.Comment: Published in at http://dx.doi.org/10.1214/14-AOAS770 the Annals of
Applied Statistics (http://www.imstat.org/aoas/) by the Institute of
Mathematical Statistics (http://www.imstat.org
Comment: The Place of Death in the Quality of Life
Comment on The Place of Death in the Quality of Life [math.ST/0612783]Comment: Published at http://dx.doi.org/10.1214/088342306000000277 in the
Statistical Science (http://www.imstat.org/sts/) by the Institute of
Mathematical Statistics (http://www.imstat.org
Covariance Adjustment in Randomized Experiments and Observational Studies
By slightly reframing the concept of covariance adjustment in randomized experiments, a method of exact permutation inference is derived that is entirely free of distributional assumptions and uses the random assignment of treatments as the reasoned basis for inference.\u27\u27 This method of exact permutation inference may be used with many forms of covariance adjustment, including robust regression and locally weighted smoothers. The method is then generalized to observational studies where treatments were not randomly assigned, so that sensitivity to hidden biases must be examined. Adjustments using an instrumental variable are also discussed. The methods are illustrated using data from two observational studies
Some Counterclaims Undermine Themselves in Observational Studies
Claims based on observational studies that a treatment has certain e§ects are often met with counterclaims asserting that the treatment is entirely without e§ect, that all associations with treatment are produced by biased treatment assignment. Some counterclaims undermine themselves in the following speciÖc sense: presuming the counterclaim to be true may strengthen the support that the original data provide for the original claim, so that the counterclaim fails in its role as a critique of the original claim. In mathematics, a proof by contradiction supposes a proposition to be true en route to proving that the proposition is false. Analogously, the supposition that a particular counterclaim is true may justify an otherwise unjustiÖed statistical analysis, and this added analysis may interpret the original data as providing even stronger support for the original claim. More precisely, the original study is sensitive to unmeasured biases of a particular magnitude, , but an analysis that supposes the counterclaim to be true may be insensitive to much larger unmeasured biases, 0 \u3e . Illustrated using data from the US Fatal Accident Reporting System
E-Learning. A study of students’ attitudes and learning outcome when using blended learning with integration of multimedia instructions
The advent of new technologies has provided opportunities and challenges for education institutions to seek more effective ways of teaching and learning. Elearning is now an established phenomenon in education and institutions are increasing their effort to offer greater flexibility, more personalized learning, and greater learner satisfaction. Consequently blended learning has emerged as a delivery method that addresses the face-to-face advantages of a traditional classroom and the time efficiency and location convenience of an online teaching and learning environment. The opportunities of flexibility and convenience are not evident in a classroom environment. However the face-to-face interactions provide the foundation for social communication which can be critical to online learning. Educators who are comfortable with traditional classroom delivery will meet learners’ enhanced demands for flexibility through online presence for courses. As educators are generally time-pore, and with little clear direction, research can give them valuable insights into advantaged and disadvantaged of various teaching and learning formats. This thesis examines students’ attitudes when using blended learning with integration of multimedia instructions. It identifies aspects around cognitive learning outcome and provides insight into students’ experiences and their overall satisfaction with this instructional design. The main objective with this initiative is to sustain the evolution from traditional teaching to active learning and to better integrate the increasing number of educational resources online. In particular this study includes aspects about students’ attitudes towards using a blended learning format, learning theories, the instructional principles of multimedia production, and identification of optimal ways to use e-learning. This thesis contributes to the field of e-learning by three main contributions (A1-A3): A1: A contribution utilizing blended learning with integration of multimedia instructions. The quality of the blended learning format is discussed on the basis of the attitudes and experiences from the adult participants. The contribution outlines characteristics about good properties of multimedia instructions to supplement traditional classroom teaching. The content of A1 constitutes a paper that is submitted for journal publication. A2: A model for testing the cognitive learning outcome using a blended learning format with two different teaching treatments. A2 constituted the main part of a conference proceedings paper. The study further contributes in a book with the title: Cases on managing e-learning: Development and implementation. Will be released in 2012. A3: This contribution outlines a blended learning course design for postgraduate dental students with emphasis on flexibility and location convenience. The course was redesigned from a former traditional course format. The content of A3 constitutes a paper that is submitted for journal publication. The research makes a contribution in the exploration of the advantages and disadvantaged of utilizing blended learning. The research methods comprise both quantitative and qualitative investigation approaches. The empirical data for this thesis were collected through 149 participating students and 13 semi-structured interviews. The thesis supports the view of increased favorable ways of teaching and learning when using new online technologies. However no evidence for increased cognitive learning outcome was identified. Nonetheless the blended learning format with integration of multimedia instructions holds an experienced potential for improved quality of teaching and learning in terms of enhanced satisfaction among learners. The main findings. The thesis contributes to the field of e-learning by the following main contributions. First, an identification of educational key issues favourable to a blended learning format with integration of multimedia instructions; second, identification of factors to produce high quality multimedia instructions; third, the design of a test procedure to conduct measurements on cognitive learning outcome based on a basic retention level and a more advanced transfer level; forth, suggestions how to improve the influence of the internet media for future postgraduate dental educational programs
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