Journal articles: 'Biostatistics|Public health'

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Tang, Douglas B. "Biostatistics: Statistics in Biomedical, Public Health and Environmental Sciences." American Journal of Tropical Medicine and Hygiene 35, no. 2 (March 1, 1986): 444–45. http://dx.doi.org/10.4269/ajtmh.1986.35.444.

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&NA;. "Jekel’s Epidemiology, Biostatistics, Preventive Medicine, and Public Health, 4th Edition." Medicine & Science in Sports & Exercise 46, no. 11 (November 2014): 2191. http://dx.doi.org/10.1249/mss.0000000000000484.

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Gruzieva, Tetiana S., Nataliia V. Stuchynska, and Hanna V. Inshakova. "RESEARCH ON THE EFFECTIVENESS OF TEACHING BIOSTATISTICS OF FUTURE PHYSICIANS." Wiadomości Lekarskie 73, no. 10 (2020): 2227–32. http://dx.doi.org/10.36740/wlek202010123.

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The aim: To evaluate the effectiveness of teaching biostatistics of future physicians in the context of the introduction of a new curriculum on the subject «Social Medicine, Public Health» in the «Biostatistics» module. Materials and methods: During the study 2 groups of students that had different curriculum were formed – experimental group (EG) (n = 257) and control group (CG) (n = 272). Their level of knowledge, skills and abilities was determined with the help of a sociological survey. The level of acquired competencies of students was assessed according to the developed motivational, cognitive, activity and reflective criteria. Bibliosemantic, analytical, sociological, medical-statistical and experimental methods were used to analyze the results. Results: The study analyzed and identified differences in a number of indicators related to the combination of work and study (EG – 28.4±2.8, CG – 43.3±3.0 per 100 students), preferences for the study of biostatistics (EG) – 47.2±3.1, CG – 30.5±2.8 per 100), acquaintances with statistical sizes and methods before the beginning of training of biostatistics (EG – 32.9±3.0, CG – 41.1±3.0 per 100), the presence of difficulties in mastering the subject (EG – 50.2±3.1, CG – 53.2±3.0 per 100). The reasons for dissatisfaction with the educational process, the optimal forms and methods of teaching biostatistics were identified. The proposals of students to improve the quality of teaching the subject are studied. The plans of the participants of the experiment for further study of biostatistics and its use in future professional activities have been clarified. Conclusions: The data obtained indicate that the implementation of the new curriculum «Social Medicine, Public Health» in the module «Biostatistics» has had a positive impact on improving the professional competence of students in biostatistics, which proves its effectiveness.

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Patel, Sejal. "The Benevolent Tyranny of Biostatistics: Public Administration and the Promotion of Biostatistics at the National Institutes of Health, 1946–1970." Bulletin of the History of Medicine 87, no. 4 (2013): 622–47. http://dx.doi.org/10.1353/bhm.2013.0084.

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Otok, Robert, Katarzyna Czabanowska, and Anders Foldspang. "Public health educational comprehensiveness: The strategic rationale in establishing networks among schools of public health." Scandinavian Journal of Public Health 45, no. 7 (November 2017): 720–22. http://dx.doi.org/10.1177/1403494817738498.

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The establishment and continuing development of a sufficient and competent public health workforce is fundamental for the planning, implementation, evaluation, effect and ethical validity of public health strategies and policies and, thus, for the development of the population’s health and the cost-effectiveness of health and public health systems and interventions. Professional public health strategy-making demands a background of a comprehensive multi-disciplinary curriculum including mutually, dynamically coherent competences – not least, competences in sociology and other behavioural sciences and their interaction with, for example, epidemiology, biostatistics, qualitative methods and health promotion and disease prevention. The size of schools and university departments of public health varies, and smaller entities may run into problems if seeking to meet the comprehensive curriculum challenge entirely by use of in-house resources. This commentary discusses the relevance and strength of establishing comprehensive curriculum development networks between schools and university departments of public health, as one means to meet the comprehensiveness challenge. This commentary attempts to consider a two-stage strategy to develop complete curricula at the bachelor and master’s as well as PhD levels.

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Petersen, Donna J., Mary E. Hovinga, Mary Ann Pass, Connie Kohler, R. Kent Oestenstad, and Charles Katholi. "Assuring Public Health Professionals are Prepared for the Future: The UAB Public Health Integrated Core Curriculum." Public Health Reports 120, no. 5 (September 2005): 496–503. http://dx.doi.org/10.1177/003335490512000504.

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In response to calls to improve public health education and our own desire to provide a more relevant educational experience to our Master of Public Health students, the University of Alabama at Birmingham (UAB) School of Public Health designed, developed, and instituted a fully integrated public health core curriculum in the fall of 2001. This curriculum combines content from discipline-specific courses in biostatistics, environmental health, epidemiology, health administration, and the social and behavioral sciences, and delivers it in a 15 credit hour, team-taught course designed in modules covering such topics as tobacco, infectious diseases, and emergency preparedness. Weekly skills-building sessions increase student competence in data analysis and interpretation, communication, ethical decision-making, community-based interventions, and policy and program planning. Evaluations affirm that the integrated core is functioning as intended: as a means to provide critical content in the core disciplines in their applied context. As public health education continues to be debated, the UAB public health integrated core curriculum can serve as one model for providing quality instruction that is highly relevant to professional practice.

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Mahmood, Nuha. "Biostatistics for clinical and public health researchMelody S. Goodman (Ed.), New York: Routledge." Biometrics 75, no. 2 (June 2019): 712. http://dx.doi.org/10.1111/biom.13081.

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Milic, Natasa, Srdjan Masic, Vesna Bjegovic-Mikanovic, Goran Trajkovic, Jelena Marinkovic, Jelena Milin-Lazovic, Zoran Bukumiric, et al. "Blended learning is an effective strategy for acquiring competence in public health biostatistics." International Journal of Public Health 63, no. 3 (October 3, 2017): 421–28. http://dx.doi.org/10.1007/s00038-017-1039-5.

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Raheem, Enayetur. "Journal of Biomedical Analytics - An Introduction." Journal of Biomedical Analytics 1, no. 1 (March 25, 2018): 51–53. http://dx.doi.org/10.30577/jba.2018.v1n1.14.

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Journal of Biomedical Analytics is a peer-reviewed open access electronic journal in biostatistics, public health, and biomedical sciences. The journal publishes original contributions in novel applications of statistical methods and insightful visualization techniques for making sense of data.

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Casals, Martí, and Caroline F. Finch. "Sports Biostatistician: a critical member of all sports science and medicine teams for injury prevention." British Journal of Sports Medicine 52, no. 22 (November 2018): 1457–61. http://dx.doi.org/10.1136/bjsports-2016-042211rep.

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Sports science and medicine need specialists to solve the challenges that arise with injury data. In the sports injury field, it is important to be able to optimise injury data to quantify injury occurrences, understand their aetiology and most importantly, prevent them. One of these specialty professions is that of Sports Biostatistician. The aim of this paper is to describe the emergent field of Sports Biostatistics and its relevance to injury prevention. A number of important issues regarding this profession and the science of sports injury prevention are highlighted. There is a clear need for more multidisciplinary teams that incorporate biostatistics, epidemiology and public health in the sports injury area.

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Armitage, P., and P. K. Sen. "Biostatistics: Statistics in Biomedical, Public Health and Environmental Sciences, the Bernard G. Greenberg Volume." Biometrics 43, no. 1 (March 1987): 251. http://dx.doi.org/10.2307/2531967.

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Baker, Philip R. A., Kaeleen Dingle, and Michael P. Dunne. "Future of Public Health Training: What Are the Challenges? What Might the Solutions Look Like?" Asia Pacific Journal of Public Health 30, no. 8 (November 2018): 691–98. http://dx.doi.org/10.1177/1010539518810555.

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The Asia-Pacific region has rapidly changing health needs. This reshaping of health priorities is directly affecting current and future public health education. This brief review focuses on foundational public health skills including epidemiology, biostatistics, and health informatics. Epidemiological skills, in particular, are essential for policymakers and practitioners to identify the emergence of problems and to inform priority setting of public health efforts. Training needs to move beyond didactic, passive learning methods in class settings to approaches that engage and challenge students and academics in active, flexible learning and realistic problem-solving. We provide an overview of future trends in public health training in the Asia-Pacific region and illustrate the diversity of online training resources globally that can enrich staff and student skills and complement our active, class-based teaching.

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Luque-Fernández, Miguel Ángel, and Elsa Negro Calduch. "Education in public health, epidemiology and biostatistics in Spain from a global and comparative perspective." Gaceta Sanitaria 33, no. 6 (November 2019): 502–3. http://dx.doi.org/10.1016/j.gaceta.2019.02.005.

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Villeneuve, Paul J., Gilles Paradis, and Nazeem Muhajarine. "Always better together: the Canadian Journal of Public Health and the Canadian Society for Epidemiology and Biostatistics." Canadian Journal of Public Health 111, no. 3 (June 2020): 305–7. http://dx.doi.org/10.17269/s41997-020-00362-x.

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McGready, John, and Ron Brookmeyer. "Evaluation of student outcomes in online vs. campus biostatistics education in a graduate school of public health." Preventive Medicine 56, no. 2 (February 2013): 142–44. http://dx.doi.org/10.1016/j.ypmed.2012.11.020.

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Diallo, Gayo, and Georgeta Bordea. "Public Health and Epidemiology Informatics: Recent Research Trends." Yearbook of Medical Informatics 30, no. 01 (August 2021): 280–82. http://dx.doi.org/10.1055/s-0041-1726530.

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Summary Objectives: To introduce and analyse current trends in Public Health and Epidemiology Informatics. Methods: PubMed search of 2020 literature on public health and epidemiology informatics was conducted and all retrieved references were reviewed by the two section editors. Then, 15 candidate best papers were selected among the 920 references. These papers were then peer-reviewed by the two section editors, two chief editors, and external reviewers, including at least two senior faculty, to allow the Editorial Committee of the 2021 International Medical Informatics Association (IMIA) Yearbook to make an informed decision regarding the selection of the best papers. Results: Among the 920 references retrieved from PubMed, four were suggested as best papers and the first three were finally selected. The fourth paper was excluded because of reproducibility issues. The first best paper is a very public health focused paper with health informatics and biostatistics methods applied to stratify patients within a cohort in order to identify those at risk of suicide; the second paper describes the use of a randomized design to test the likely impact of fear-based messages, with and without empowering self-management elements, on patient consultations or antibiotic requests for influenza-like illnesses. The third selected paper evaluates the perception among communities of routine use of Whole Genome Sequencing and Big Data technologies to capture more detailed and specific personal information. Conclusions: The findings from the three studies suggest that using Public Health and Epidemiology Informatics methods could leverage, when combined with Deep Learning, early interventions and appropriate treatments to mitigate suicide risk. Further, they also demonstrate that well informing and empowering patients could help them to be involved more in their care process.

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Golembiewski, Elizabeth H., Ann M. Holmes, Joanna R. Jackson, Brittany L. Brown-Podgorski, and Nir Menachemi. "Interdisciplinary Dissertation Research Among Public Health Doctoral Trainees, 2003-2015." Public Health Reports 133, no. 2 (February 13, 2018): 182–90. http://dx.doi.org/10.1177/0033354918754558.

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Objectives: Given the call for more interdisciplinary research in public health, the objectives of this study were to (1) examine the correlates of interdisciplinary dissertation completion and (2) identify secondary fields most common among interdisciplinary public health graduates. Methods: We analyzed pooled cross-sectional data from 11 120 doctoral graduates in the Survey of Earned Doctorates, 2003-2015. The primary outcome was interdisciplinary dissertation completion. Covariates included primary public health field, sociodemographic characteristics, and institutional attributes. Results: From 2003 to 2015, a total of 4005 of 11 120 (36.0%) doctoral graduates in public health reported interdisciplinary dissertations, with significant increases observed in recent years. Compared with general public health graduates, graduates of environmental health (odds ratio [OR] = 1.74; P < .001) and health services administration (OR = 1.38; P < .001) doctoral programs were significantly more likely to report completing interdisciplinary dissertation work, whereas graduates from biostatistics (OR = 0.51; P < .001) and epidemiology (OR = 0.76; P < .001) were less likely to do so. Completing an interdisciplinary dissertation was associated with being male, a non-US citizen, a graduate of a private institution, and a graduate of an institution with high but not the highest level of research activity. Many secondary dissertation fields reported by interdisciplinary graduates included other public health fields. Conclusion: Although interdisciplinary dissertation research among doctoral graduates in public health has increased in recent years, such work is bounded in certain fields of public health and certain types of graduates and institutions. Academic administrators and other stakeholders may use these results to inform greater interdisciplinary activity during doctoral training and to evaluate current and future collaborations across departments or schools.

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LAI, BETTY S., MICHELLE S. LIVINGS, MICHELLE P. D’AMICO, MATTHEW J. HAYAT, and JEREMIAH WILLIAMS. "A GROWTH MINDSET PILOT INTERVENTION FOR A GRADUATE-LEVEL BIOSTATISTICS COURSE." STATISTICS EDUCATION RESEARCH JOURNAL 17, no. 2 (November 30, 2018): 104–19. http://dx.doi.org/10.52041/serj.v17i2.161.

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A growth mindset emphasizes the malleability of intelligence. The purpose of this pilot study was to implement and evaluate a growth mindset intervention for graduate students. Participants were twenty graduate students recruited from an introductory public health biostatistics class. Students were assessed three times during one semester. At each time point, students completed assessments of growth mindset, grit, social and emotional health, and attitudes toward statistics. Student grades were collected from the course instructor. Descriptive results indicate that growth mindset, grit, and social and emotional health fluctuated little over time. Mean scores for four attitudes toward statistics components improved over time. We found limited relationships between growth mindset and final grades. Growth mindset-based strategies may be more impactful at a persona, rather than academic, level. First published November 2018 at Statistics Education Research Journal Archives

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Dodds, Linda, and Eduardo Franco. "A collaboration between cousins: The Canadian Journal of Public Health and the Canadian Society for Epidemiology and Biostatistics." Canadian Journal of Public Health 107, no. 1 (January 2016): e1-e2. http://dx.doi.org/10.17269/cjph.107.5460.

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Sampselle, Carolyn M., Kenneth J. Pienta, and Dorene S. Markel. "The CTSA Mandate: Are We There Yet?" Research and Theory for Nursing Practice 24, no. 1 (February 2010): 64–73. http://dx.doi.org/10.1891/1541-6577.24.1.64.

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The ultimate aim of the National Institutes of Health Clinical and Translational Science Award (CTSA) initiative is to accelerate the movement of discoveries that can benefit human health into widespread public use. To accomplish this translational mandate, the contributions of multiple disciplines, such as dentistry, nursing, pharmacy, public health, biostatistics, epidemiology, and bioengineering, are required in addition to medicine. The research community is also mandated to establish new partnerships with organized patient communities and front line health care providers to assure the bidirectional flow of information in order that health priorities experienced by the community inform the research agenda. This article summarizes current clinical research directives, the experience of the University of Michigan faculty during the first 2 years of CTSA support, and recommendations to enhance the effectiveness of future CTSA as well as other interdisciplinary initiatives. While the manuscript focuses most closely on the CTSA Community Engagement mission, the challenges to interdisciplinarity and bidirectionality extend beyond the focus of community engagement.

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Donnison, Sharn, Peter Dunn, Rachel Cole, Michael Bulmer, Anne Roiko, and Frank Muller. "Enhancing Curriculum in Epidemiology and Biostatistics through Simulation-Based Learning." International Research in Education 4, no. 1 (November 13, 2015): 11. http://dx.doi.org/10.5296/ire.v4i1.8064.

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A course in epidemiology and biostatistics, taken by students in health promotion and other public health disciplines, is evaluated and assessed in light of a recent university directive to incorporate blended learning, and the projected increase of online students into the course. A formal curriculum evaluation was informed by qualitative data from academic staff teaching into the course and students enrolled in the course. Five areas of challenge are identified: the volume of content; the authenticity of content; the course scheduling; the disconnection between the two course components; and the authenticity of the assessment. Some potential solutions have been identified, and the use of a virtual human population proposed as an avenue for introducing these solutions in a blended learning context. The process of conducting a formal curriculum evaluation in the context of introducing blended learning may prove useful in higher education courses looking to introduce blended learning, especially in disciplines that require students to interact with people.

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Jeffcoate, S. L., M. J. Corbel, P. D. Minor, R. Gaines-Das, and G. C. Schild. "The control and standardisation of biological medicines." Proceedings of the Royal Society of Edinburgh. Section B. Biological Sciences 101 (1993): 207–26. http://dx.doi.org/10.1017/s0269727000005753.

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SynopsisAssuring the quality, safety and efficacy of the complex medicinal drugs known as ‘biologicals’ has many facets of importance to public health. This survey covers the historical basis of this area of medical science through current issues and practices to the anticipation of future challenges. The key role of the World Health Organization in promoting international biological standardisation and of biostatistics in the design and analysis of biological assays is emphasised. Examples of the importance of quality control and standardisation are drawn especially from the fields of bacterial and viral vaccines. Assurance of the quality of these is essential for the successful implementation of childhood vaccination programmes aimed at the reduction and eradication of communicable diseases worldwide.

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Payne, Jennifer, Colleen Maxwell, and Linda Dodds. "An encore collaboration between cousins: the Canadian Journal of Public Health and the Canadian Society for Epidemiology and Biostatistics." Canadian Journal of Public Health 109, no. 4 (August 2018): 439–40. http://dx.doi.org/10.17269/s41997-018-0133-7.

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Jacobsen, Kathryn H., Xiaojie Li, Meredith Gartin, Rebecca A. Malouin, and Caryl E. Waggett. "Master of Science (MS) and Master of Arts (MA) Degrees in Global Health: Applying Interdisciplinary Research Skills to the Study of Globalization-Related Health Disparities." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 14–22. http://dx.doi.org/10.1177/2373379919895032.

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Graduate global health education has grown in popularity over the past decade. The Association of Schools and Programs of Public Health has defined global public health competencies for Master of Public Health (MPH) degrees, but there are no similarly established lists of learning outcomes for other types of master’s degrees in global health. The objective of this study was to examine the program goals, curricula, and applied learning requirements for non-MPH master’s degrees in order to understand how global health is being defined and operationalized by these programs. We identified the 14 universities in the United States and Canada offering Master of Science (MS) or Master of Arts (MA) degrees in global health in 2019. Their program descriptions typically emphasize applied research skills, interdisciplinary and multidisciplinary approaches, health disparities, and globalization. Both MS and MA degree pathways use a similar research-oriented core curriculum in which (1) foundational courses introduce the social and environmental determinants of health and global burden of disease trends in the context of globalization, global health ethics, and health systems and policy; (2) a research core develops competencies in biostatistics, epidemiology, and quantitative and qualitative research methods; and (3) a thesis or other written capstone project synthesizes and applies knowledge. Only 4 of the 14 programs require an international field experience, but most encourage applied experiential learning activities. Global health appears to be maturing as an academic discipline, with non-MPH graduate degrees in global health emphasizing similar knowledge areas, research skills, and competencies.

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Ridde, Valéry, Dennis Pérez, and Emilie Robert. "Using implementation science theories and frameworks in global health." BMJ Global Health 5, no. 4 (April 2020): e002269. http://dx.doi.org/10.1136/bmjgh-2019-002269.

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In global health, researchers and decision makers, many of whom have medical, epidemiology or biostatistics background, are increasingly interested in evaluating the implementation of health interventions. Implementation science, particularly for the study of public policies, has existed since at least the 1930s. This science makes compelling use of explicit theories and analytic frameworks that ensure research quality and rigour. Our objective is to inform researchers and decision makers who are not familiar with this research branch about these theories and analytic frameworks. We define four models of causation used in implementation science: intervention theory, frameworks, middle-range theory and grand theory. We then explain how scientists apply these models for three main implementation studies: fidelity assessment, process evaluation and complex evaluation. For each study, we provide concrete examples from research in Cuba and Africa to better understand the implementation of health interventions in global health context. Global health researchers and decision makers with a quantitative background will not become implementation scientists after reading this article. However, we believe they will be more aware of the need for rigorous implementation evaluations of global health interventions, alongside impact evaluations, and in collaboration with social scientists.

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Gemmell, Isla, John Sandars, Stewart Taylor, and Katie Reed. "Teaching science and technology via online distance learning: the experience of teaching biostatistics in an online Master of Public Health programme." Open Learning: The Journal of Open, Distance and e-Learning 26, no. 2 (May 5, 2011): 165–71. http://dx.doi.org/10.1080/02680513.2011.567756.

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McAleer, Michael. "Perspectives on Topical Medical Research in the COVID-19 Era." Sci 2, no. 3 (August 21, 2020): 68. http://dx.doi.org/10.3390/sci2030068.

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The SARS-CoV-2 virus that causes the COVID-19 disease has wreaked havoc on the world community in terms of every imaginable parameter. The research output on COVID-19 has been nothing short of phenomenal, especially in the medical and biomedical sciences, where the search for a potential vaccine is being conducted in earnest. Much of the advanced research has been distributed in the leading medical journals, including the Journal of the American Medical Association (JAMA), where the latest research is distributed on a daily basis. The purpose of this paper is to provide some perspectives on 44 interesting and highly topical research papers that have been published in JAMA, at the time of writing, within the past two weeks. The diverse topics include public health, general medicine, internal medicine, oncology, paediatrics, geriatrics, and biostatistics.

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Chong, Andy, Amanda Chu, Mike So, and Ray Chung. "Asking Sensitive Questions Using the Randomized Response Approach in Public Health Research: An Empirical Study on the Factors of Illegal Waste Disposal." International Journal of Environmental Research and Public Health 16, no. 6 (March 18, 2019): 970. http://dx.doi.org/10.3390/ijerph16060970.

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A survey study is a research method commonly used to quantify population characteristics in biostatistics and public health research, two fields that often involve sensitive questions. However, if answering sensitive questions could cause social undesirability, respondents may not provide honest responses to questions that are asked directly. To mitigate the response distortion arising from dishonest answers to sensitive questions, the randomized response technique (RRT) is a useful and effective statistical method. However, research has seldom addressed how to apply the RRT in public health research using an online survey with multiple sensitive questions. Thus, we help fill this research gap by employing an innovative unrelated question design method. To illustrate how the RRT can be implemented in a multivariate analysis setting, we conducted a survey study to examine the factors affecting the intention of illegal waste disposal. This study demonstrates an application of the RRT to investigate the factors affecting people’s intention of illegal waste disposal. The potential factors of the intention were adopted from the theory of planned behavior and the general deterrence theory, and a self-administered online questionnaire was employed to collect data. Using the RRT, a covariance matrix was extracted for examining the hypothesized model via structural equation modeling. The survey results show that people’s attitude toward the behavior and their perceived behavioral control significantly positively affect their intention. This paper is useful for showing researchers and policymakers how to conduct surveys in environmental or public health related research that involves multiple sensitive questions.

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Litman, Ronald S. "Anesthetic and Analgesic Drug Products Advisory Committee Activity and Decisions in the Opioid-crisis Era." Anesthesiology 133, no. 4 (August 3, 2020): 740–49. http://dx.doi.org/10.1097/aln.0000000000003485.

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The United States Food and Drug Administration is tasked with ensuring the efficacy and safety of medications marketed in the United States. One of their primary responsibilities is to approve the entry of new drugs into the marketplace, based on the drug’s perceived benefit–risk relationship. The Anesthetic and Analgesic Drug Product Advisory Committee is composed of experts in anesthesiology, pain management, and biostatistics, as well as consumer and industry representatives, who meet several times annually to review new anesthetic-related drugs, those seeking new indications, and nearly every opioid-related application for approval. The following report describes noteworthy activities of this committee since 2017, as it has grappled, along with the Food and Drug Administration, to balance the benefit–risk relationships for individual patients along with the overarching public health implications of bringing additional opioids to market. All anesthesia advisory committee meetings since 2017 will be described, and six will be highlighted, each with representative considerations for potential new opioid formulations or local anesthetics.

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Paulus, Jessica K., Angie Rodday, and Farzad Noubary. "2134." Journal of Clinical and Translational Science 1, S1 (September 2017): 44. http://dx.doi.org/10.1017/cts.2017.160.

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OBJECTIVES/SPECIFIC AIMS: Biostatistics and Epidemiology courses within clinical research or public health training programs are typically developed and taught separately. As a result, students may have trouble in their research outside the classroom, where biostatistical and epidemiological concepts must be well integrated. Case method teaching is a participant- and discussion-centered pedagogical approach that has been used in business and law schools for more than 50 years to improve student learning, yet has taken longer to be adopted in health professional schools. The case method is distinguished by presenting learners with a real-world problem without a single unique solution. Designed to mimic the constraints and incomplete information found in real life, it is an ideal approach for integrating multiple related disciplines. A team of Clinical and Translational Science (CTS) faculty from the Tufts CTSI collaborated to develop a new course that integrates epidemiology and biostatistics disciplines using the case method. METHODS/STUDY POPULATION: We developed an intermediate-level, case-based course integrating epidemiology and biostatistics topics using modern, real-world clinical examples. Recognizing the importance of technical skill building, this intermediate-level Tufts CTS course adopted a hybrid approach, incorporating lecture and in-class laboratory exercises, alongside cases. We surveyed CTS faculty to identify a set of core methodological competencies. These included randomized trials, case-control and cohort studies, confounding, effect modification, propensity scores, linear and logistic regression, and survival analysis. Faculty provided us with clinical questions and deidentified data sets corresponding to these competencies; we also reviewed publicly available data sets. RESULTS/ANTICIPATED RESULTS: CTS faculty collaborated to develop 10 cases (with accompanying data sets) from modern clinical research examples that illustrate the connections between epidemiology and biostatistical concepts. Each case contains a background section, a statement of the core problem, a data set with data dictionary, articles from the primary literature (often the publication of the data set) with discussion questions and in-class lab exercises (R programming). One case presents students with the challenge of whether acupuncture may be an effective therapy for pain associated with chronic headache. Through case activities, students gain experience weighing observational Versus experimental evidence, apply directed acyclic graph theory, and analyze clinical trial data. Qualitative evaluations in 2015 (pilot year) and 2016 indicate students preferred the integrated approach to separate courses, and found the integration facilitated application of methods to their independent research projects. Significant rewards for faculty include cross-disciplinary collaboration, sharpened teaching skills, and engaging with learners in a dynamic classroom environment. DISCUSSION/SIGNIFICANCE OF IMPACT: Despite administrative and pedagogical challenges, a case-based, integrated curriculum offers rewards for faculty and students. The case method may be a useful pedagogical strategy to integrate other closely related topics or courses in translational science to better prepare scholars for the challenges of independent research.

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Duggal, Priya, Christine Ladd-Acosta, Debashree Ray, and Terri H. Beaty. "The Evolving Field of Genetic Epidemiology: From Familial Aggregation to Genomic Sequencing." American Journal of Epidemiology 188, no. 12 (September 11, 2019): 2069–77. http://dx.doi.org/10.1093/aje/kwz193.

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Abstract The field of genetic epidemiology is relatively young and brings together genetics, epidemiology, and biostatistics to identify and implement the best study designs and statistical analyses for identifying genes controlling risk for complex and heterogeneous diseases (i.e., those where genes and environmental risk factors both contribute to etiology). The field has moved quickly over the past 40 years partly because the technology of genotyping and sequencing has forced it to adapt while adhering to the fundamental principles of genetics. In the last two decades, the available tools for genetic epidemiology have expanded from a genetic focus (considering 1 gene at a time) to a genomic focus (considering the entire genome), and now they must further expand to integrate information from other “-omics” (e.g., epigenomics, transcriptomics as measured by RNA expression) at both the individual and the population levels. Additionally, we can now also evaluate gene and environment interactions across populations to better understand exposure and the heterogeneity in disease risk. The future challenges facing genetic epidemiology are considerable both in scale and techniques, but the importance of the field will not diminish because by design it ties scientific goals with public health applications.

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Djonovic, Nela, Dragan Vasiljevic, Milos Stepovic, Dragan Milojevic, Vladimir Gajic, Dalibor Stajic, and Marija Sekulic. "Effects of meteorological conditions on mortality from chronic obstructive pulmonary disease." Srpski arhiv za celokupno lekarstvo 148, no. 7-8 (2020): 436–39. http://dx.doi.org/10.2298/sarh190509131d.

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Introduction/Objective. Previous studies have confirmed the effect of different meteorological parameters on patients suffering from lung diseases. The objective of the study is to investigate the impact of meteorological phases on the death rate from chronic obstructive pulmonary disease (COPD). Methods. The data on the number of deaths caused by COPD and meteorological phases during a five-year period (2011?2015) in Sumadija District (Central Serbia) were obtained from the Republic Hydrometeorological Service and the Center for Biostatistics and Informatics of the Kragujevac Institute of Public Health. Results. A statistically significant correlation was determined between certain meteorological phases and COPD death rate. The highest death rate was determined during colder months, February and March. The lowest death rate was detected during the warm months (June?September). Although men died more often from COPD than women, the death rate of women showed a considerable increase during the five-year period. Conclusion. COPD death rate is highly dependent on the season of the year and might be associated with certain meteorological phases. There is a need for further research of the impact of meteorological phases on the morbidity and mortality from COPD.

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Yuen, Anna S. Y., and Winnie W. S. Mak. "The Effects of Immersive Virtual Reality in Reducing Public Stigma of Mental Illness in the University Population of Hong Kong: Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 7 (July 14, 2021): e23683. http://dx.doi.org/10.2196/23683.

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Background Public stigma in mental health often brings various adverse effects on people with mental illness. Researchers have been developing different interventions in combating public stigma. Objective This study investigates the effects of immersive virtual reality (IVR) in reducing the public stigma of mental illness using a single-blinded randomized control trial. Methods A pre-post experimental design with a 1-week follow-up was conducted. Participants (N=206) were recruited through the mass mail system of The Chinese University of Hong Kong and randomized into 3 conditions: immersive animation, text, and control. In the immersive animation condition (n=72), participants experienced the simulation of daily life and the stigma experienced as an animated story protagonist with mixed anxiety and depressive disorder with IVR. In the text condition (n=65), participants experienced an identical story to the immersive animation condition with first-person audio narration using the same virtual reality headset. In the control condition (n=69), participants watched a video about planets with IVR. All participants received interventions with a researcher-assisted Oculus Go virtual reality headset. Participants’ public stigma was measured through self-administered online questionnaires and compared across conditions and at different time points using repeated measures analysis of variance. Simple and sequential mediation analyses on the relationship of condition (immersive animation vs text) and follow-up public stigma with possible mediators, including sense of embodiment and story transportation, were conducted using PROCESS. Results Public stigma did not differ significantly across conditions at pre-experiment (P>.99). In the immersive animation and text conditions, public stigma was significantly reduced at postexperiment and at the 1-week follow-up compared to pre-experiment (all with P<.001). Public stigma in the control condition at postexperiment and follow-up remained unchanged compared with pre-experiment (P=.69). Immersive animation had significantly lower public stigma than the control at postexperiment (P=.003) and follow-up (P=.02). Text also had lower public stigma than the control at postexperiment (P=.007) and follow-up (P=.03). However, immersive animation did not significantly differ from text in public stigma at postexperiment and follow-up (both P>.99). In simple mediation models, both sense of embodiment (95% CI –0.22 to 0.46) and story transportation (95% CI –0.18 to 0.00) were not significant mediators. In the sequential mediation model, both sense of embodiment and story transportation were significant sequential mediators. Sense of embodiment was positively associated with story transportation (P<.001), while story transportation was negatively associated with public stigma (P<.001). The indirect effect of the sequential mediation model was significant (95% CI –0.38 to –0.11). Conclusions This study provides novel findings and a rigorous comparison in understanding the effects of IVR on public stigma. The findings showed that IVR and text with audio narration performed similarly and significantly in stigma reduction. Sense of embodiment and story transportation were found to be sequentially associated with public stigma reduction. Trial Registration Centre for Clinical Research and Biostatistics Clinical Trial Registry CUHK_Ccrb00638; https://www2.ccrb.cuhk.edu.hk/registry/public/632

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Siminoff, Laura A. "Letter from the Dean." CommonHealth 1, no. 1 (April 2, 2020): i—ii. http://dx.doi.org/10.15367/ch.v1i1.310.

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In the past few months, our world has changed. The current public health crisis has crystalized the importance of the disciplines encompassed in our college. The public health sciences are at the forefront of managing the epidemic, and our social workers and clinical fields—nursing and rehabilitation disciplines—are critical to helping the public manage the extreme dislocation this epidemic has brought to many, many people’s lives. Sadly, the response of our country has been lacking, and our healthcare system has been sorely ill-prepared to respond swiftly. All this is to say that health-focused research is critical to improving the health and well-being of Americans and key to improving the U.S. healthcare system and, importantly, the public health infrastructure. It is only fitting, then, that it is under these circumstances—and just before National Public Health Week—that we launch CommonHealth, the journal of Temple University’s College of Public Health. The COVID-19 pandemic is a testament to the importance, and power, of accurate information shared responsibly. It is our job to not only generate new knowledge, but also to share that knowledge with the public and those practicing on the front lines. In doing so, we inform new practices and improve upon old ones, continually moving toward a world with better health and well-being for all. In CommonHealth, you will find research that approaches the health issues of our day from multiple angles and across many health disciplines. We in the College of Public Health know that health is about more than just a disease or a disability; positive health involves your environment, your state of mind, and your behaviors. Our college embraces this diversity of perspectives, and that will be evident in each issue of this journal. Complex healthcare problems, from pandemics to personal health, to issues of social justice, are intertwined, and they call for equally complex solutions. We are united across our departments—Communication Sciences and Disorders, Epidemiology and Biostatistics, Health and Rehabilitation Sciences, Health Services Administration and Policy, Kinesiology, Nursing, Social and Behavioral Sciences, and the School of Social Work—to improve quality of life for everyone, no matter their zip code or economic status. For many of our students, this will be an introduction to academic publication. The journal will be managed by a team of talented graduate students who will gain invaluable experience, from soliciting and editing articles to publication and promotion. In my time at the College of Public Health, I have seen firsthand the impressive work of our student and faculty researchers, and we in the college are so excited to share that work with a wider audience. In these times, our mission to train the next generation of health professionals and create new knowledge toward building healthier communities is more important than ever. As we have seen over the past month—and as we will see even more in the coming ones—what we do with that information is just as important as the findings themselves. CommonHealth will be an important tool in the dissemination of new knowledge and cutting-edge research.

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Ramaswamy, Rohit, Tobias Chirwa, Kathryn Salisbury, Jabulani Ncayiyana, Latifat Ibisomi, Laetitia Rispel, Charles van der Horst, and Audrey Pettifor. "Developing a Field of Study in Implementation Science for the Africa Region: The Wits–UNC AIDS Implementation Science Fogarty D43." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 46–55. http://dx.doi.org/10.1177/2373379919897088.

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From 2014 to 2019, the Wits–UNC (University of Witwatersrand and University of North Carolina at Chapel Hill) AIDS Implementation Science D43 Training Program laid critical academic foundation by creating a graduate degree program in implementation science (IS) for master’s- and doctoral-level students in the Department of Epidemiology and Biostatistics at the Wits School of Public Health. Before this collaboration, funded by the Fogarty International Center (FIC) at National Institutes of Health, no IS degree existed in Southern Africa. The FIC “D43” is an international research training grant mechanism to strengthen global health research expertise through education. Historically, students from low-resource settings have been trained in health sciences at universities in the United States or the United Kingdom. This is not scalable or sustainable and therefore this D43 focused on building capacity in South Africa where HIV-related challenges are located. Consequently, South Africans and other African international students were able to apply to the newly offered program, allowing training at significantly lower costs. IS allows a systematic assessment of factors affecting the implementation of HIV interventions and in developing strategies for addressing them. It guides the successful scale-up of effective programs and informs policy to improve programs. The training aims to assist in lowering the HIV incidence rate, suppressing viral load for those infected, and meeting the UN 2030 Agenda for Sustainable Development. A second cycle of funding from 2019 to 2024 will enable the infrastructure built in the first program to train South African HIV researchers and practitioners in the field who are unable to enroll in a formal academic program.

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Inkelas, Moira, Onyebuchi A. Arah, Vladimir G. Manuel, Roch Nianogo, Douglas E. Morrison, Nathaniel Anderson, Defne Yilmaz, and Tony Kuo. "50565 CTSA collaboration to support K-12 school re-opening in the COVID-19 pandemic." Journal of Clinical and Translational Science 5, s1 (March 2021): 81. http://dx.doi.org/10.1017/cts.2021.610.

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ABSTRACT IMPACT: The mobilization of a CTSA-sponsored team with multi-disciplinary translational science expertise enabled the university to provide a range of T1-T4 expertise to a large, complex school district that resulted in permanent learning and data science infrastructure. OBJECTIVES/GOALS: The Clinical Translational Science Institute (CTSI) formed a multidisciplinary science team to provide expertise in support of the re-opening of in-person learning in the second-largest U.S. school district during the COVID-19 pandemic. METHODS/STUDY POPULATION: The assembled interdisciplinary science team provided expertise in epidemiology, machine learning, causal inference and agent-based modeling, data and improvement science, biostatistics, clinical and laboratory medicine, health education, community engagement, and experience in outbreak investigation and management. The team included TL1 pre and postdoctoral fellows and mobilized scientists from multiple professional schools and T1-T4 stages of translational research. RESULTS/ANTICIPATED RESULTS: Tangible outcomes achieved using this team approach included the development of practical metrics for use in the school community, a learning process, the integration of preventive design elements into a testing and tracing program, and targeted and data-driven health education. The team, for example, generated new data displays for community engagement and collaborated with the school district in their use to visualize, learn from, and act on variation across a 700 square mile region. DISCUSSION/SIGNIFICANCE OF FINDINGS: Novel translational methods can be used to establish a learning environment and data science infrastructure that complements efforts of public health agencies to aid schools in the COVID-19 pandemic. These new capabilities apply to COVID-19 testing and vaccines and can be mobilized for future population health challenges faced by school districts.

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Enderlein, G. "Sen, P. K. (edi.): Biostatistics – Statistics in biomedical, public health and environmental sciences. The Bernard G. Greenberg Volume. North-Holland, Amsterdam – New York – Oxford 1985, 519 S., $ 60,–, Dfl. 210,–." Biometrical Journal 29, no. 2 (1987): 172. http://dx.doi.org/10.1002/bimj.4710290210.

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Arrossi, Silvina, Sarah Temin, Suzanne Garland, Linda O’Neal Eckert, Neerja Bhatla, Xavier Castellsagué, Sharifa Ezat Alkaff, et al. "Primary Prevention of Cervical Cancer: American Society of Clinical Oncology Resource-Stratified Guideline." Journal of Global Oncology 3, no. 5 (October 2017): 611–34. http://dx.doi.org/10.1200/jgo.2016.008151.

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Purpose To provide resource-stratified (four tiers), evidence-based recommendations on the primary prevention of cervical cancer globally. Methods The American Society of Clinical Oncology convened a multidisciplinary, multinational panel of oncology, obstetrics/gynecology, public health, cancer control, epidemiology/biostatistics, health economics, behavioral/implementation science, and patient advocacy experts. The Expert Panel reviewed existing guidelines and conducted a modified ADAPTE process and a formal consensus-based process with additional experts (consensus ratings group) for one round of formal ratings. Results Existing sets of guidelines from five guideline developers were identified and reviewed; adapted recommendations formed the evidence base. Five systematic reviews, along with cost-effectiveness analyses, provided evidence to inform the formal consensus process, which resulted in agreement of ≥ 75%. Recommendations In all resource settings, two doses of human papillomavirus vaccine are recommended for girls age 9 to 14 years, with an interval of at least 6 months and possibly up to 12 to 15 months. Individuals with HIV positivity should receive three doses. Maximal and enhanced settings: if girls are age ≥ 15 years and received their first dose before age 15 years, they may complete the series; if no doses were received before age 15 years, three doses should be administered; in both scenarios, vaccination may be through age 26 years. Limited and basic settings: if sufficient resources remain after vaccinating girls age 9 to 14 years, girls who received one dose may receive additional doses between age 15 and 26 years. Maximal, enhanced, and limited settings: if ≥ 50% coverage in the priority female target population, sufficient resources, and cost effectiveness, boys may be vaccinated to prevent other noncervical human papillomavirus–related cancers and diseases. Basic settings: vaccinating boys is not recommended. It is the view of the American Society of Clinical Oncology that health care providers and health care system decision makers should be guided by the recommendations for the highest stratum of resources available. The guideline is intended to complement but not replace local guidelines.

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Vaughan, Roger, Matthew Covey, Michelle Romanick, Anthony Carvalloza, and Barry S. Coller. "4042 Enhancing Scientific Rigor, Reproducibility, and Reporting in Translational Science Training and Practice." Journal of Clinical and Translational Science 4, s1 (June 2020): 130. http://dx.doi.org/10.1017/cts.2020.387.

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OBJECTIVES/GOALS: Irreproducible and incompletely reported research lead to misallocated resources, wasted effort in pursing inappropriate avenues of investigation, and loss of public trust. To address this challenge, we employed a Team Science approach to create a multi-modal program to support Rigor, Reproducibility, and Reporting in Translational Science. METHODS/STUDY POPULATION: We conducted literature searches to reveal sources of irreproducibility and recommended corrective actions, invited leaders in the field to give lectures on opportunities to support reproducible science, and worked with the Rockefeller team science leadership group to instill an overarching rigor approach, infused into all training efforts. This multifaceted program was labeled R3 (R-cubed) for Enhancing Scientific Rigor, Reproducibility, and Reporting. RESULTS/ANTICIPATED RESULTS: Didactic Courses: Introduction to Biostatistics and Critical Thinking – focus on pitfalls in inferential statistics, consequences of poor research, and errors in published research.Scientific Writing – teaches methods and procedures in writing to ensure reproducibility. Lecture SeriesEstablished nine lectures on topics related to R3, including Data Management, Statistical Methods, Genomic Analyses, Data Repositories, Data Sharing, Pharmacy Formulation, and e-lab notebooks. WebsiteCreating a comprehensive website as repository for research, methods, programs, updates, and improvements related to R3. KL2 Clinical Scholars Seminars and NavigationScholars participate in seminars and tutorials to discuss opportunities to improve R3 across the research life-course.DISCUSSION/SIGNIFICANCE OF IMPACT: Striving for research reproducibility takes focused energy, discipline, and vigilance, but the effort is worthwhile as rigorous and reproducible science is the prerequisite for successful translation of great discoveries into improved health. CONFLICT OF INTEREST DESCRIPTION: none

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Akpalu, Albert, Fred Stephen Sarfo, Bruce Ovbiagele, Rufus Akinyemi, Mulugeta Gebregziabher, Reginald Obiako, Lukman Owolabi, et al. "Phenotyping Stroke in Sub-Saharan Africa: Stroke Investigative Research and Education Network (SIREN) Phenomics Protocol." Neuroepidemiology 45, no. 2 (2015): 73–82. http://dx.doi.org/10.1159/000437372.

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Background: As the second leading cause of death and the leading cause of adult-onset disability, stroke is a major public health concern particularly pertinent in Sub-Saharan Africa (SSA), where nearly 80% of all global stroke mortalities occur, and stroke burden is projected to increase in the coming decades. However, traditional and emerging risk factors for stroke in SSA have not been well characterized, thus limiting efforts at curbing its devastating toll. The Stroke Investigative Research and Education Network (SIREN) project is aimed at comprehensively evaluating the key environmental and genomic risk factors for stroke (and its subtypes) in SSA while simultaneously building capacities in phenomics, biobanking, genomics, biostatistics, and bioinformatics for brain research. Methods: SIREN is a transnational, multicentre, hospital and community-based study involving 3,000 cases and 3,000 controls recruited from 8 sites in Ghana and Nigeria. Cases will be hospital-based patients with first stroke within 10 days of onset in whom neurovascular imaging will be performed. Etiological and topographical stroke subtypes will be documented for all cases. Controls will be hospital- and community-based participants, matched to cases on the basis of gender, ethnicity, and age (±5 years). Information will be collected on known and proposed emerging risk factors for stroke. Study Significance: SIREN is the largest study of stroke in Africa to date. It is anticipated that it will shed light on the phenotypic characteristics and risk factors of stroke and ultimately provide evidence base for strategic interventions to curtail the burgeoning burden of stroke on the sub-continent.

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Boulieri, Areti, James E. Bennett, and Marta Blangiardo. "A Bayesian mixture modeling approach for public health surveillance." Biostatistics 21, no. 3 (September 25, 2018): 369–83. http://dx.doi.org/10.1093/biostatistics/kxy038.

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Summary Spatial monitoring of trends in health data plays an important part of public health surveillance. Most commonly, it is used to understand the etiology of a public health issue, to assess the impact of an intervention, or to provide detection of unusual behavior. In this article, we present a Bayesian mixture model for public health surveillance, which is able to provide estimates of the disease risk in space and time, and also to detect areas with unusual behavior. The model is designed to deal with a range of spatial and temporal patterns in the data, and with time series of different lengths. We carry out a simulation study to assess the performance of the model under different scenarios, and we compare it against a recently proposed Bayesian model for short time series. Finally, the proposed model is used for surveillance of road traffic accidents data in England over the years 2005–2015.

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Tran, Thuan V., Huong T. T. Tran, Minh V. Hoang, Oanh T. Bui, Sang M. Nguyen, Pingping Bao, Qiuyin Cai, et al. "Establishing the Vietnam Center of Research Excellence on Cancer and Other Noncommunicable Diseases (V-CORE): Challenges and Opportunities." JCO Global Oncology 6, Supplement_1 (July 2020): 19. http://dx.doi.org/10.1200/go.20.14000.

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PURPOSE Noncommunicable diseases (NCDs), including cancer, have emerged as a major public health problem in Vietnam; however, NCD research in Vietnam is limited, primarily because of inadequate research infrastructures, funding, and well-trained investigators. To address these challenges, we established a US-Vietnam-China partnership to plan for building the V-CORE (Vietnam Center of Research Excellence on Cancer and Other Noncommunicable Diseases) with the support of a grant from the US National Cancer Institute. The objectives of this program are to assess the need and current NCD research capabilities and infrastructure in Vietnam and to develop and pilot test research capacity building/enrichment programs, including conducting two research projects for demonstration. METHODS AND RESULTS Through a need- and capacity-assessment workshop, with participation of stakeholders in NCD research and prevention in Vietnam, we identified top priorities and gaps and needs in cancer and other NCD research in Vietnam. We organized two site visits for Vietnam National Cancer Institute delegates to observe epidemiologic research field operations, core laboratories, and biorepositories at Vanderbilt University Medical Center and Vanderbilt Epidemiology Center, as well as at several partner institutes in Shanghai, People’s Republic of China. We organized an in-country workshop on the principles and methodology of epidemiology and biostatistics. We sponsored overseas training for 4 Vietnamese scholars. We conducted two demonstration projects: a case-control study involving 501 patients with breast cancer and 468 controls, and a community survey for diabetes and other metabolic conditions involving 1,035 urban and rural residents of Vietnam. We also jointly sponsored with Vietnam National Cancer Institute an international conference on cancer research and prevention in 2017, and jointly published 11 papers. CONCLUSION Within a 3-year period, we have built a productive collaborative network and laid a solid foundation for building the V-CORE in Vietnam. We strive to maintain and expand the collaboration and bring the success of the National Cancer Institute grant work to full fruition.

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Bahurupi, Yogesh, and Bheemisetti Manideep Sai. "Essentials of Biostatistics & Research Methodology." Indian Journal of Community Health 32, no. 4 (December 31, 2020): 754. http://dx.doi.org/10.47203/ijch.2020.v32i04.027.

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The 3rd edition of “Essentials of Biostatistics & Research Methodology” by Dr. Indranil Saha & Dr. Bobby Paul is one of the complete books on Biostatistics & Research Methodology for Undergraduates, Postgraduates & Ph.D. students of health disciplines. It contains 11 chapters of Essential Biostatistics which are explained from basic to higher statistical concepts in an easy, understandable language by using appropriate examples, tables, diagrams wherever possible. Chapter 1 explains basic data & its presentation with maximum examples accurately. Estimation of sample size is explained excellently with formulae, examples for each study method. Sampling technique and variability, correlation, regression concepts are explained in a way they gave complete insight into the concepts. The advanced topics are a good guide for biostatisticians.

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Pfeiffer, Ruth M. "Extensions of criteria for evaluating risk prediction models for public health applications." Biostatistics 14, no. 2 (October 19, 2012): 366–81. http://dx.doi.org/10.1093/biostatistics/kxs037.

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Pickering, R. M. "Biostatistics and Epidemiology: A primer for Health Professionals." Journal of Epidemiology & Community Health 45, no. 2 (June 1, 1991): 174. http://dx.doi.org/10.1136/jech.45.2.174-b.

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Paul, Keltie. "A Study Guide to Epidemiology and Biostatistics." Family & Community Health 20, no. 2 (July 1997): 80–81. http://dx.doi.org/10.1097/00003727-199707000-00010.

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Webber, R. H. "Book Review: A Review of Biostatistics." Tropical Doctor 17, no. 1 (January 1987): 38. http://dx.doi.org/10.1177/004947558701700115.

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Morton, Richard F., Richard J. Hebel, and Robert J. McCarter. "A Study Guide to Epidemiology and Biostatistics." Journal For Healthcare Quality 13, no. 2 (March 1991): 38. http://dx.doi.org/10.1097/01445442-199103000-00024.

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Dutton, Cynthia, Paul Wing, and Charles Eaton. "Teaching epidemiology and biostatistics through interactive problem solving." Journal of Cancer Education 6, no. 3 (1991): 129–32. http://dx.doi.org/10.1080/08858199109528108.

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Hauschke, Dieter, Makoto Hayashi, Karl K. Lin, David P. Lovell, W. David Robinson, and Isao Yoshimura. "Recommendations for Biostatistics of Mutagenicity Studies." Drug Information Journal 31, no. 2 (April 1997): 323–26. http://dx.doi.org/10.1177/009286159703100202.

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Journal articles on the topic 'Biostatistics|Public health'

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