CHS 213
Research in Community
Health Education
Fall 2010
Instructor:
Donald E. Morisky, Sc.D., M.S.P.H (dmorisky@ucla.edu)
Office: 46-071 CHS, phone: 310-825-8508.
Class Time:
Thursdays 8:00-9:50 am, Room 61-262 CHS Lecture/Discussion)
Laboratory Session: Tuesdays 8:00-9:50 am (Lecture), Room A1-241 CHS (Computer Lab)
Tuesdays 10:00 – 10:50 am (Student lab time), Room A1-241 CHS
Office Hours:
Monday and Wednesday 3:00-4:00 pm and by appointment
Special Reader
Office Hours:
Adam Carl Cohen <adamcarlcohen@gmail.com>
Wednesdays 10-12pm in 46-071 CHS and (almost) anytime via Gchat
Here are the instructions for students to log on to the CHS 213 web site:
(1) Go to the CCLE site: http://ccle.ucla.edu/
(2) Click on "My Sites" and login using your UCLA logon ID and password
(3) Click the link "10F-COMHLT213-1 - Research in Community and Patient Health Education"
Text: Norusis, Marija J., PASW 18.0 Guide to Data Analysis, Prentice-Hall, 2010
NOTE: Statistical Package for the Social Sciences (SPSS) was acquired by IBM in 2009. The
software was renamed Predictive Analytics Software for versions 17.0.3 – 18#. IBM is calling the
most recent software version 19# IBM SPSS. Class/lab assignments can be completed with versions
of SPSS 15# through IBM SPSS 19.0.
Learning Objectives and Competencies: Upon completion of this course, Students will be able
to:
Discuss the research design and methodology used in major large scale community-based
intervention programs addressing cardiovascular risk prevention. B3, B5, B7, B8/ SBS3, SBS5,
SBS7, SBS9
Identify the major research questions used to guide the selected intervention approaches and
theoretical/conceptual framework. B3, B5, B7, B8/ SBS3, SBS5, SBS7, SBS9
Identify and discuss how the major independent and dependent variables were operationalized and
collected. B3, B5, B7, B8/ SBS3, SBS5, SBS7, SBS9
Discuss the strengths and weaknesses of the conceptual frameworks used in the design,
implementation and evaluation of large-scale community based research programs. B3, B5, B7,
B8/SB/ SBS3, SBS5, SBS7, SBS9
Discuss the development of scales and indices used in the research methodology. B3, B5, B7,B8/
SBS3, SBS5, SBS7, SBS9
Discuss the psychometric properties of scales used in the data collection activities and how statistical
approaches were used to integrate these into a multivariate predictive model. B3, B5, B7, B8/ SBS3,
SBS5, SBS7, SBS9
Conduct a reliability analysis using the formula to assess Cronbach’s alpha reliability of internal
consistency. B3, B5, B7, B8/ SBS3, SBS5, SBS7, SBS9
Understand and perform statistical analyses using SPSS to organize a data set, calculate frequency
distributions and visual histograms, conduct bivariate and multivariate analyses, and discuss the
assumptions required to perform specific statistical tests. B3, B5, B7, B8/ SBS3, SBS5, SBS7, SBS9
Conduct an independent analysis of a community based participatory research intervention,
identifying research questions, hypotheses addressing these research questions, present a conceptual
and theoretical approach to analyze the influence of selected independent and dependent variables,
and comment on the findings. B7, B8, B9, B10/ SBS3, SBS5, SBS7, SBS9
Be able to read and thoroughly understand the methodology used in scientific journals and interpret
tables and figures and present these findings to the class. B7, B8, B9, B10/ SBS3, SBS5, SBS7,
SBS9
Feel more comfortable in reading scientific journals addressing health behavior change and be able
to comment on the methodology and statistical assessments used to assess the relative effects of the
intervention. Students will no longer read only the abstract and conclusion of a research journal
article, but read the entire article to gain deeper understanding of the reason specific statistical
procedures were used. B7, B8, B9, B10/ SBS3, SBS5, SBS7, SBS9
This course is designed to provide students an opportunity to review and discuss the conceptual
framework, research methodology, research design, implementation, and evaluation aspects of
previous and ongoing community/patient health education programs. The course will emphasize the
identification, application and understanding of various research methods used to design, implement
and evaluate community-based education programs.
Thursday: Lecture/Discussion Format
The lecture will address research methods to be considered in the development, conceptualization,
implementation and evaluation of community-based research programs. The Course Reader
contains selected large-scale health education/health promotion community-based studies, such as
the Stanford 3-Community Project, the Stanford 5-City Project, the North Kerelia Community CV
Trial, and other community based intervention programs. These readings will form the basis of class
discussion each Friday. The lecture/discussion session will also cover evaluation concepts specific
to your master’s project, including research design, evaluation terminology, evaluating program
effectiveness, selecting an evaluation design, sample size determination, establishing a comparison
group, issues in data collection, evaluation techniques, reading frequencies, tables, descriptive
statistics, analytical methods, and reliability/validity assessment. These concepts will be integrated
into the weekend laboratory discussion sessions.
Tuesday: Laboratory/ Discussion Format
The laboratory session will meet each Tuesday from 8:00-9:50 pm. The Special Reader will give a 1
hour overview of the lab assignments for that day, followed by 20-30 minutes for student article
presentations and discussion. Afterwards, students will have about ½ hours to work in groups for
lab assignments. The SPSS Guide to Data Analysis and the Data Files used in the assignments will
be used throughout the laboratory sessions. You will set up a data file, run SPSS for Windows,
define your data, conduct simple descriptive univariate statistics, summarize your data, conduct
bivariate analysis, change the coding scheme, test hypotheses about two independent means/two
dependent means, comparing several means (ANOVA), measure associations, interpret correlation
coefficients, calculate reliability coefficients, and test regression hypotheses. Please bring a flash
drive to the computer lab on the first day and following sessions to download programs as well as to
save laboratory assignments throughout the quarter.
Each student will have the choice of selecting a research article in the syllabus or identifying a
specific article that addressed concepts to be discussed in the lab session. These articles should
pertain to the current test(s) covered in the homework (a sign-up sheet will be distributed during
session 1). The student is responsible for giving a short synopsis of the independent/dependent
variables, research question and major hypothesis being tested. Students will then discuss how
specific significance tests were used to answer the research questions. Finally, the student will
comment on the appropriateness of the test for the question and available data.
This will allow time to review questions from the homework, review the concepts for the next
homework, and prepare for the presentation of the relevant research article with discussion.
Pre-Final Exercise and Final Exam
Pre-final Exercise
Laboratory exercises will be turned in each week, up to the seventh week of class. Then, a new data
set (HIV/AIDS Prevention in the Philippines) will be available with new exercises. The data set is
from an ongoing research program in the Philippines. You will be given a laboratory exercises on
the Philippines data set to complete prior to receiving the go signal for your final laboratory exam.
The questionnaires and code books for the HIV/AIDS Philippines Longitudinal Research Project
will also be available at this time on the web. The data sets will be used by all students during the
last session, as described below. Additional readings include reliability and validity assessment,
scaling, and sample size determination, and will be included on the web.
Final Exam
Your final exam is already included in this syllabus and once you have completed all lab
assignments and the lab exercise on the Philippines data set, you can begin your final exam. For the
final exam, students will be requested to pose your own research questions, develop several
hypotheses and use the skills you have learned throughout the class to answer these research
questions. Performance will be based on how thoroughly you have used the available data and how
results, interpretation and discussion are presented.
Evaluation
Laboratory Exercises
Lab Presentation
Pre-Final Exercise
Final Exam (take home)
TOTAL
40%
10%
15%
35%
100%
LECTURE SCHEDULE
Week 1
9/30
This first class will review the syllabus, scope of the course, readings,
assignments, evaluation criteria, etc. Introduction and research related
experiences will be discussed to give you an idea of how this class will equip
you with the skills and methodological competencies necessary for solid
scientific program design and evaluation. Please feel free to make an
appointment with the instructor during orientation week.
Overview of the laboratory component of the course, availability of the
Grad Pak at Ackerman for SPSS; assignments, grading, and student presentations.
Overview of the scope of the course, requirements, expectations and
evaluation criteria, discussion of evaluation concepts, and overview of the Stanford
3-community Program (Shea and Basch articles, 01 and 02).
Week 2
10/7
Evaluation Research: Domains and Interest Groups, Critiques by [03] Leventhal, et
al; [04] Kasl; and [05] Meyer, et al; Further Stanford 5-City Program, (Farquhar
JW, et al., [06]; Fortmann, et al., [07]; Winkleby MA, [08 and 09];
Week 3
10/14
Evaluation Research: Domains and Interest Groups, Stanford 5-City
Program (Farquhar JW, et al. (06); Fortmann, et al., (07)
North Kerelia, Finland Cardiovascular Risk Reduction Program; [10]. Puska P
et al; [11]; Salonen et al.
Week 4
10/21
Understanding Reliability and Validity-exercises and
discussion—class handouts: Key Questions for Various ArticlesPart 1.pdf; Application of Principles from the Readings-Part II.pdf;
Reliability Recap.doc; Validity Recap.doc; Autonomy Factors.doc;
Autonomy Figure 1.doc; Autonomy Figure 2.doc; Autonomy Figure
3.doc; —[14]. Morisky et al., 2002; continued discussion on reliability
assessment, factor analysis, and application of scaling principles and
analytical methods, and social desirability.
Week 5
10/28
Measurement Issues in Data Collection (Sample Size Determination; [15]
Statistical Methods for Rates and Proportions. Fleiss, 1981)
Week 6
11//4
Data Collection Methods and Simple Methods to Analyze Program Data;
Discussion of lessons learned and homework assignments on reliability and
Program Effectiveness - [12]. Morisky et al., 1983; 13]. Morisky et al., 1986;
Week 7
11/11
Discussion of lessons learned and homework assignments on reliability and
Program Effectiveness to prepare for final paper. Readings [100-105].
Week 8
11/18
Discussion of lessons learned and homework assignments on reliability and
Program Effectiveness to prepare for final paper. Readings [106-110].
Week 9
11/25
Happy Thanksgiving
Week 10
12/2
Evaluation concepts, including evaluation terminology, evaluating program
effectiveness, selecting an evaluation design. Establishing a comparison group,
issues in data collection, evaluation techniques, reading frequencies, tables,
descriptive statistics. Discussion of statistical methods used to explain outcome
assessments, such as regression modeling.
COURSE READER I: TABLE OF CONTENTS
01. Shea S, Basch CE. A review of five major community based cardiovascular disease
prevention programs. Part I: rationale, design, and theoretical framework. American
Journal of Health Promotion, 1990; 4:203-213.
02. Shea S, Basch CE. A review of five major community based cardiovascular disease
prevention programs. Part II: Intervention strategies, evaluation methods, and results.
American Journal of Health Promotion, 1990; 4:279-287.
03. Leventhal H, Safer MA, Cleary PD, Gutmann M. Cardiovascular Risk
Modification by Community-Based Programs for Life-Style Change: Comments on
the Stanford Study. J of Consulting and Clinical Psychology 1980; 2:150-158.
04. Kasl SV. Cardiovascular risk reduction in a community setting Some comments.
J of Consulting and Clinical Psychology 1980; 48:143-149.
05. Meyer AJ, Maccoby N, Farquhar JW. Reply to Kasl and Leventhal et al. J of
Consulting and Clinical Psychology 1980; 48:159-163.
06. Farquhar JW, Fortmann SP, Maccoby N et al. The Stanford Five-City Project:
Design and Methods. Am J of Epidemiology 1995; 122:323-334.
07. Fortmann SP, Flora JA, Winkleby MA, et al. Community intervention trials:
reflections on the Stanford Five-City. American Journal of Epidemiology 1995;
142:576-586.
08. Winkleby MA, Taylor B, Jatulis D, Fortmann SP. The Long-Term Effects of a
Cardiovascular Disease Prevention Trial: The Standard Five-City Project. American
Journal of Public Health 1996; 86(12): 1773-1779.
09. Winkleby MA, Feldman HA, Murray DM. Joint Analysis of Three U.S.
Community Intervention Trails for Reduction of Cardiovascular Disease Risk. J Clin
Epidemiol 1997; 50(6): 645-658.
10. Puska P, Tuomilehto J, SALONEN J, et al. Changes in Coronary Risk-Factors
during Comprehensive 5-year community Program to Control CardiovascularDisease (North Karelia Project). British Medical Journal 1979; 2 (6199): 1173-1178.
11. Salonen JT, Puska P, Mustaniemi H. Changes in Morbidity and Mortality During
Comprehensive Community Program to Control Cardiovascular-Disease during
1972-1977 in North Karelia. British Medical Journal 1979; 2 (6199): 1178-1183.
12. Morisky DE, Levine DM, Green LW, Shapiro S, Russell P. et al. Five-Year
Blood Pressure Control and Mortality Following Health Education for Hypertensive
Patients. American Journal of Public Health 1983; 73:153-162.
13. Morisky DE, Green LW, Levine DM. Concurrent and Predictive Validity of a Self-Reported
Measure of Medication Adherence and Long-Term Predictive Validity of Blood Pressure Control.
Medical Care 1986; 24:67-74.
14. Morisky DE, Ang A, Sneed C. Validating the Effects of Social Desirability on
Self-Reported Condom Use. AIDS Education and Prevention 2002; 14:351-360.
15. Fleiss JL. Statistical Methods for Rates and Proportions. Chapter 3-Determining Sample Sizes
Needed to Detect a Difference Between Two Proportions. John Wiley & Sons, p33-59, 1981.
Other Community-Based Intervention Programs
16. Barlow JH, Turner AP, Wright CC. A Randomized Controlled Study of the Arthritis
Self-Management Programme in the UK. Health Education Research 2000; 15(6); 665680.
17. Tabet S, Sanchez J, Lama J, et al. HIV, Syphilis and Heterosexual Bridging Among
Peruvian Men Who Have Sex with Men. AIDS 2002; 16(9):1271-1277.
18. Hewitt M, Denman S, Hayes L, et al. Evaluation of “Sun-safe”: A Health Education
Resource for Primary Schools. Health Education Research 2001; 16(5): 623-633.
19. Koenig LJ, Whitaker DJ, Royce RA, et al. Violence During Pregnancy Among
Women With or At Risk for HIV Infection. American Journal of Public Health 2002;
92(3): 367-370.
20. Fortenberry JD, McFarlane M, Bleakley A, et al. Relationships of Stigma and
Shame to Gonorrhea and HIV Screening. American Journal of Public Health 2002;
92(3): 378-381.
21. Baker SA, Beadnell B, Stoner S, et al. Skills Training versus Health Education to
Prevent STDs/HIV in Heterosexual Women: A Randomized Controlled Trial Utilizing
Biological Outcomes. AIDS Educ and Prev 2003; 15:1-14.
22. Vanable PA, Ostrow DG, McKirnan. Viral Load and HIV Treatment Attitudes as
Correlates of Sexual Risk Behavior Among HIV-Positive Gay Men. J of Psychosomatic
Res 2003; 54:261-269.
23. Jones R. Relationships of Sexual Imposition, Dyadic Trust, and Sensation Seeking with Sexual
Risk Behavior in Young Urban Women. Res in Nursing and Health, 2004; 27:185-197.
24. Carey MP, Carey KB, Maisto SA, et al. Reducing HIV-risk behavior among adults receiving
outpatient psychiatric treatment: Results from a randomized controlled trial J of Consulting and
Clinical Psychology 2004; 72: 252-268.
25. Richardson J, Milam J, McCutchan A, et al. Effect of Brief Safer-Sex Counseling by Medical
Providers to HIV-1 Seropositive Patients: A Multi-Clinic Assessment. AIDS 2004; 18:1179-1186.
26. Norr KF, Norr JL, McElmurry BJ, et al. Impact of Peer Group Education on HIV Prevention
among Women in Botswana. Health Care for Women International 2004; 25:210-226.
27. Hosain GMM, Chatterjee N. Beliefs, Sexual Behaviors and Preventive Practices with Respect
to HIV/AIFSS among Commercial Sex Workers in Daulatdia, Bangladesh. Public Health 2005;
119:371-381.
Readings from the HIV/AIDS Prevention Community-Based Program in the
Philippines that provide more background information and impact and
outcome results of the longitudinal study.
100. Tiglao T, Morisky DE, Tempongko S, Baltazar J, Detels R. A Community Participation
Action Research Approach to HIV/AIDS Prevention among Sex Workers. Promotion & Education
1996; 3:25-28.
101. Morisky DE, Tiglao TV, Sneed CD, Tempongko SB, Baltazar JC, Detels R, Stein J. The
Effects of Establishment Practices, Knowledge and Attitudes on Condom Use among Filipina Sex
Workers. AIDS Care 1998; 10 (2):213-220.
102. Sneed CD and Morisky DE. Applying the Theory of Reasoned Action to Condom use
Among Sex Workers. Social Behavior and Personality 1998; 26(4):317-328.
103. Morisky DE, Peña M, Tiglao TV, Liu K. The Impact of the Work Environment on Condom
Use among Female Bar Workers in the Philippines. Health Education and Behavior 2002;
29(4):461-472.
104. Morisky DE, Stein JA, Sneed CD, Tiglao TV, Tempongko SB, Baltazar JC, Detels R, Liu K.
Modeling Personal and Situational Influences on Condom Use Among Establishment-Based
Commercial Sex Workers in the Philippines. AIDS and Behavior 2002; 6:163-172.
105. Morisky DE, Chiao C, Stein JA, Malow R. Impact of Social and Structural Influence
Interventions on Condom Use and Sexually Transmitted Infections among Establishment-Based
Female Bar Workers in the Philippines. Journal of Psychology and Human Sexuality 2005; 17: 4563.
106. Chiao C, Morisky DE, Ksobsech K, Rosenberg R, Malow R. The Relationship Between
HIV/Sexually Transmitted Infection Risk and Alcohol Use During Commercial Sex Episodes:
Results From the Study of Female Commercial Sex Workers in the Philippines. Substance Use &
Misuse 2006; 41(10-12):1509-1533.
107. Morisky DE, Stein J, Chiao C, Ksobiech K, Malow R. Impact of a Social Influence
Intervention on Condom Use and Sexually Transmitted Infections among Establishment-Based
Female Sex Workers in the Philippines: A Multilevel Analysis. Health Psychology 2006;
25(5):595-603.
108. Chiao C, Morisky DE, Ksobsech K, Rosenberg R, Malow R. The Relationship between
HIV/STI Risk and Alcohol Use during Commercial Sex Episodes: Results from the Study of
Female Commercial Sex Workers in the Philippines. Substance Use & Misuse 2006; 41(1012):1509-1533.
108. Withers M, Dornig K, Morisky DE. Predictors of Workplace Sexual Health Policy at Sex
Work Establishments in the Philippines. AIDS Care 2007; 19(8): 1019-1024.
109.
Chiao C, Morisky DE. Clinic Appointment Attendance for Sexually Transmitted Infection
Screening among Filipina Sex Workers: A Multilevel Analysis. AIDS Care 2007; 19(9):1166-1170.
111. Chiao C, Morisky DE, Ksobsech K, Malow R. Promoting HIV Testing and Condom Use
among Filipina Commercial Sex Workers: Findings from a Quasi-Experimental Intervention
Study. AIDS & Behavior, 2009; 13(5):892-901.
112. Morisky DE, Lyu SY, Urada LA. The role of non-formal education in combating the HIV
epidemic in the Philippines and Taiwan. Prospects 2009; 39(4):335-357.
113. Morisky DE, Chiao C, Ksobiech K, Malow RM. Reducing Alcohol Use, Sex Risk Behaviors,
and Sexually Transmitted Infections among Filipina Female Bar Workers: Effects of an Ecological
Intervention. Journal of Prevention & Intervention in the Community 2010; 38(2):104-117.
114. Morisky DE, Tiglao TV. Educational and structural interventions and their impact on
condom use and STI/HIV prevention for filipina women and male customers. Asia-Pacific Journal
of Public Health 2010; 22(3) 151S-158S.
115. Morisky DE, Malow RM, Tiglao TV, Lyu SY, Vissman AT, Rhodes SD. Reducing sexual
risk among Filipina female bar workers: effects of a CBPR-developed structural and network
intervention. AIDS Education and Prevention 2010; 22(3):252-71.
Date due
Week 1
Chapters 1-3
9/28/2010
Week 2
Chapters 4-5
Article (Author/Title)
No article due the week Introduction of the Special Reader, office hours,
assignment expectations, Lab orientation, logging on to SPSS, navigating the
system, use of the tutorial, and other things to help get you started.
01 Deichmann et al. (1999). Improvements in Diabetic Care as Measured by
HbA1c After a Physician Education Project.
10/5/2010
Bar Graphs
02. Islam et al. (2008). Cohort study of medication adherence in older adults
(CoSMO): Extended effects of hurricane Katrina on medication adherence
among older adults.
03. Bissell et al. (2004). Evidence of the effectiveness of health sector
preparedness in disaster response: the example of four earthquakes.
Week 3
Chapters 6-10
04. Braverman et al. (2001). World Health Report 2000: how it removes
equity from the agenda for public health monitoring and policy.
10/12/2010
Scatterplot
and Boxplot
05. Young and Hade (2006). Holidays, Birthdays, and Postponement of
Cancer Death
Binomial Test
06. Clayton et al. (1999). Public health in managed care: A randomized
controlled trial of effectiveness of the postcard reminders.
Week 4
07. Juniper et al., (1996). Measuring quality of life in children with asthma.
Chapters 11-14
10/19/2010
One-sample ttest
Paired t-test
08. Lauby et al. (2000). A Community-Level HIV Prevention Intervention for
Inner-City Women: Results of the Women and Infants Demonstration
Projects.
09. Nelson et al. (2003). A comparison of national estimates from the
National Health Interview Survey and the Behavioral Risk Factor
Surveillance System.
Independent
sample t-test
and normal
distribution
Week 5
Chapters 15-17
10. Bollella et al. (1999).Nutrient Intake of Head Start Children: Home vs.
School
10/26/2010
One-way
ANOVA and
Tukey
11. Aikens et al. (2005). Adherence to maintenance-phase antidepressant
medication as a function of patient beliefs about medication.
correction
Two-way
ANOVA
Week 6
Chapters 18-20
12. Bryson et al. (2008). Alcohol screening scores and medication
nonadherence.
11/2/2010
Chi-square
and
Somers’ d
13. Marx et al. (2006). Diarrheal illness detected through syndromic
surveillance after a massive power outage: New York City, August 2003.
Linear
Regression
Wilcoxon
paired test
and MannWhitney
Wilcoxon
rank sum and
KruskalWallis
Week 7
Chapters 21-23
14. Van Griensven et al. (1998). Evaluation of a targeted HIV prevention
programme among female commercial sex workers in the south of Thailand.
11/9/2010
Multiple
Regression
15. Wang et al. (2002). Noncompliance with antihypertensive medications:
The impact of depressive symptoms and psychosocial factors.
Week 8
11/16/2010
Turn in last HW assignment
Review additional SPSS procedures
Receive Pre-Final Exercise
Week 9
11/23/2010
Research questions/Hypotheses due
Review additional SPSS procedures
Work on Pre-Final Exercise
Week 10
11/30/2010
Pre-Final Exercise due ( on or before this date)
Review additional SPSS procedures
Receive Final Exam
Finals Week
12/13/2010
Final Exam due on or before 12pm on December 13, 2010
NOTE: A HARD COPY of the entire exam must be received on or before
Monday, December 13, 2010. Please e-mail your entire exam (including
syntax) and place a hard copy (no syntax) in the mail folder of the Special
Reader and in Dr. Morisky mailbox on the A-Level on or before
December 13, 2010.
Additional Readings will be added and /or students can identify their own readings for class
presentation/discussion
Laboratory Homework Assignments-PASW Statistics 18.0 Guide to Data Analysis
Week
Week 1:
9/28/2010
Content
Chapters 1-3.
Week 2:
10/5/2010
Chapters 4-5.
Week 3:
10/12/2010
Chapters 6-10.
Week 4:
10/19/2010
Chapters 11-14.
Week 5:
10/26/2010
Chapters 15-17.
Week 6
11/2/2010
Chapters 18-20.
Week 7:
11/9/2010
Chapters 21-23.
Exercise
Statistical Concepts - #3.2, 3.3, 3.6
Due
10/5/2010
Statistical Concepts - #4.1, 4.3, #5.2, 5.9
Data Analysis: #4.1, 4.5, 4.12, #5.4, 5.6
10/12/2010
Statistical Concepts: #6.1, 8.1 8.2 #9.2, #10.2
Data Analysis: #6.6, #7.4, #8.7, #8.20; #9.10, #10.1
10/19/2010
Statistical Concepts: #11.7, #12.3, #13.2, #14.4
Data Analysis: #11.5, #12.7, #13.10, #14.16
10/26/2010
Statistical Concepts: #15.1 #16.3, #17.3
Data Analysis: #15.2, 15.10, #16.7, #17.16
11/2/2010
Statistical Concepts: #18.2, #20.3
Data Analysis: #18.4, #19.7, #20.3, 20.5
11/9/2010
Statistical Concepts: #21.3, #22.3, #23.4
Data Analysis: #21.3, 21.5, #22.5, #23.8
11/16/2010
Week 8-10. Once all assignments have been turned in, students will be given the Philippines HIV/AIDS
data set. Use this time to become familiar with this new data set. You will have to merge three data sets in
order to calculate change scores. You will be given two laboratory exercises to complete prior to receiving
your final laboratory exam on this data set.
CHS 213 Fall 2010
Criteria for Laboratory Presentations:
The purpose of the laboratory presentations is to reinforce content discussed in the laboratory
sessions. Additionally, the purpose is to allow for interaction among students and the teaching
assistant. Therefore, active participation (i.e. questions and constructive feedback) are expected
and encouraged. Remember, constructive feedback pertains to feedback regarding the methods
used in the papers, not necessarily your classmates’ presentation styles. Presentations should be
informal and do NOT need to use PowerPoint. Have at least three questions for general
discussion.
Please adhere to the following guidelines in the preparation of your presentation.
•
•
•
•
•
•
•
•
•
•
•
•
What is the problem being researched in the article?
What is the explicit research question?
What is the purpose of the research?
What is/are the research hypothesis/es
o This should be stated such that it is pertinent to the type of test used or covered
from the week prior.
o Keep in mind that the study hypothesis/es may be different from the hypothesis/es
for the tests being used.
o State both the null and alternative hypotheses.
What are the variables used (i.e., independent and dependent variables)
What types of variables are they?
What type of test was used? What is the null hypothesis of the test?
What are the assumptions of the test?
o Were the assumptions met?
Was the test appropriate?
o If not, then what would you do differently (i.e. different control variables, etc.)
What were the limitations of the study?
Results
Conclusions
CHS 213 Fall 2010
Final Exam Guidelines:
These guidelines are to assist you in preparing your final examination. Prior to this examination, you will
have completed a set of pre-final questions designed to help you familiarize yourself with the HIV/AIDS
Philippines data set, to be used for this final. In the final, you must develop a research problem of interest,
develop the theoretical rationale (based on literature), create an analysis plan, and present the results.
The following assignments are due to Dr. Morisky and the Special Reader electronically:
• Research Questions/Hypotheses due by 11/24/10 by 5:00pm PST
• Pre-Final Exercise due by 12/3/10 by 5:00pm PST
• Final Exam paper due by 12/13/10 by 12noon PST (electronic)
• Hard Copy due on or before 12/13/10 by 12noon PST.
In order for your final Exam paper to be complete, the following MUST be included:
Your Final Exam paper
• Should be 10-15 pages in length
• Output should be included within the text of the paper, not at the very end (appendix style)
• All syntax for your analysis needs to be in the order it appears in the paper, added as an
appendix.
• You are to e-mail the paper with Syntax AND deliver a hardcopy (no Syntax) to the
Special Reader and Dr. Morisky no later than 12/13/10 by 12noon PST.
The paper should include:
• A brief introduction/background
o The introduction should include a description of the purpose of your analysis
(research question). You must also include at least three references from the
literature, as well as an appropriate theoretical framework and pertinent concepts.
This should not be lengthy; however, it should be informative enough to allow a
reader to understand the purpose of your analysis.
o Dr. Morisky has written numerous papers using this data set, which can be found on
the class website. It is your responsibility to pull whatever is pertinent for the
questions you want to answer with your analysis.
• Detailed methods section (Main part!!!)
o Include characteristics of the data set (sample and variables to be used).
o Dr. Morisky has discussed sampling, sample sizes, etc. Use what you know.
o Include the rationale for the tests to be used
o Include the assumptions for the tests to be used
o Include the methods for testing the assumptions.
• Results: Bring it all together.
o The type of sequential analyses used should be detailed here.
o Any statistics used should be explained and justified.
o If you transform variables, that should be mentioned and explained, in detail.
• Discussion:
o Interpret your results
o Discuss limitations of the data (including the type of sample, if relevant) or
limitations of the analysis
o Provide alternative interpretations
• Include your bibliographic references