The second course, Study Designs in Epidemiology, provides an overview of the most common study designs, their strengths and limitations.The third course, Validity and Bias in Epidemiology, builds on the fundamental concepts taught in the previous courses to discuss bias and confounding and how they might affect study results.This specialization aims to equip you with the skills that will allow you to correctly interpret epidemiological research, consider its limitations, and design your own studies.
In this module, you will learn the key elements of case-control study design, and you will learn how to estimate the appropriate measure of association when presented with data from a case-control study.
Cohorts were ancient Roman military units, but in modern epidemiology the word “cohort” is used to describe a group with a shared characteristic.
Analytic studies typically should be used to test hypotheses, not generate them.
However, in certain situations, collecting data quickly about patients and a comparison group can be a way to explore multiple hypotheses.
Studies can be time- and resource-intensive, and a hastily constructed study might not answer the correct questions.
For example, in a foodborne disease outbreak investigation, if the culprit food is not on your study’s questionnaire, you probably will not be able to implicate it.
In almost all situations, generating hypotheses before designing a study will help you clarify your study objectives and ask better questions.
-specific questionnaire with approximately 40 common food sources of listeriosis (e.g., soft cheese and deli meat).
This module focuses on case-control studies, which is one of the best known epidemiological study designs.
Case-control studies are particularly useful when you don’t have the luxury of waiting for a long follow-up period to conclude.