Causality, Bias & Confounding Flashcards

1
Q

What questions are asked in description?

A
  • what happened?
  • who was affected?
  • people with X had Y
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2
Q

What questions are asked in prediction?

A
  • what will happen?
  • who will be affected?
  • people with X are more likely to have Y?
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3
Q

What questions are asked in causal inference?

A
  • what will happen if…?
  • why were they affected?
  • if we changed X, how would it change Y?
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4
Q

What questions would be asked if it was qualitative?

A
  • what matters?
  • why does it matter?
  • how can we effectively change x?
  • should we change x?
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5
Q

The headline “organic food lowers blood and breast cancer risk” is an example of what?

A

causal nonsense

it is implying that if you eat organic food, you will have a lower risk of contracting cancer

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6
Q

What type of approach to causal inference is shown here?

A

‘causation’ of infectious disease is fairly simple

this is deterministic

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7
Q

What is meant by a deterministic relationship?

A

a deterministic relationship involves an exact relationship between two variables

the deterministic model gives the same exact results for a particular set of inputs, no matter how many times you re-calculate

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8
Q

What is an example of a deterministic relationship on a molecular level?

A

molecular and cellular processes (e.g. laboratory studies) show a deterministic relationship

relaxed myometrial cell + prostaglandin E2 = contracted myometrial cell

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9
Q
A
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10
Q

Why can a deterministic model not be used for the vast majority of health outcomes?

A

for the vast majority of health outcomes, there are multiple causes

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11
Q

What is the difference between a deterministic model and a probabilistic model?

A

probabilistic models incorporate random variables and probability distributions into the model of an event

a deterministic model gives a single possible outcome for an event

a probabilistic model gives a probability distributon as a solution

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12
Q

What type of relationship is shown here?

What problem does this raise with causal inference?

A

this relationship is NOT probabilistic

how do we identify causes and what works “best” when one thing doesn’t necessarily lead to another?

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13
Q

What is the fundamental problem of causal inference?

A

you can never know what would have happened if you had done things differently

i.e. we cannot observe the counterfactual

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14
Q

What do we need to do in order to study how most things work?

A

to study how most things work, we have to come up with an “estimate” of the counterfactual

i.e. a control

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15
Q

What is the problem with estimating the counterfactual?

A

individual people are very different and have lived very different lives

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16
Q

What is meant by exchangability?

Why is it important?

A

because everyone is different we have to work with groups of people and find ways to ensure our groups are - on average - comparable

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17
Q

What is the best way to achieve exchangability?

A

the easiest way to do this is through randomisation

this produces both the intervention group and the comparison

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18
Q

Is randomisation always going to produce exchangability?

A

NO because randomisation is a blunt tool

the sample needs to be large enough to account for differences

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19
Q

What is meant by random sampling error?

A

the random error in our population estimate (s) that results from chance fluctuations in the profile of our sample

e.g. want 50% blue and 50% green

the sample contains 83% blue and 17% green

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20
Q

Without randomisation, does a bigger sample size help to acheive exchangability?

A

without randomisation, the exposure is assigned by the underlying bio-psycho-social determinants

a bigger sample won’t help to achieve exchangability

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21
Q

What is meant by confounding bias?

A

distortion of the causal association between two variables, due to a common shared cause (a confounder)

confounding does not just generate spurious associations, it can also exaggerate, suppress and entirely mask associations

confounding can result in a distortion in the measure of an association between an exposure and a health outcome

22
Q
A
23
Q

How do we reduce confounding?

A

we reduce confounding by examining like-for-like participants

this is known as conditioning

24
Q

What is shown in this example?

A

the causal effect of obesity on cancer is confounded by exercise

25
Q

To estimate the unconfounded effect of obesity on cancer, what needs to be done?

By which 3 methods can this be achieved?

A

we would need to condition on exercise levels

restriction:

  • restrict the sample to a single value of the confounder
  • e.g. look at the association in people who do zero exercise

stratification:

  • calculate category-specific effects for different levels of the confounder
  • i.e. stratify across exercise levels

covariate adjustment:

  • adjust for exercise as covariate in a regression of obesity on cancer
26
Q

Why can conditioning not completely remove confounding?

A

unobserved confounding:

  • because of other confounding variables that we did not measure

residual confounding:

  • error in our measure of exercise - imperfect conditioning
27
Q

How does sample size affect random error and bias?

A

a larger sample size REDUCES random error (or ‘error’)

but

it has NO EFFECT on systematic error (or ‘bias’)

28
Q

How does sample size and quality affect precision and accuracy?

A

*

29
Q

What is the difference between measurement error and measurement bias?

A

measurement error:

  • error in your measurement due to random factors
    • e.g. weighting scales vary according to climate (temperature, humidity, etc.)

measurement bias:

  • error in your measurement due to non-random factors
    • ​weighing scales are broken & under-report by 10%
30
Q

When does misclassification error / misclassification bias occur?

A

when measurement error and measurement bias result in misclassification

31
Q

Is this an example of error or bias?

A

BIAS

  • the GP could see that John was anxious
  • she knows that patients have a higher BP when measured
    • this is a form of response bias known as white coat hypertension
  • she was therefore less concerned about the measurement error and knew the result was likely higher than typical
32
Q

What are the 6 categories of bias?

A
  • confounding bias - in reading - up on the field
  • selection bias - in specifying and selecting the study sample
  • information bias - in executing the experimental manoeuvre (or exposure)
  • experimenter bias - in measuring exposures and outcomes
  • analytic bias - in analysing the data
  • inferential bias - in interpreting the analysis
33
Q

What is shown by this diagram?

A

different types of bias are not mutually exclusive

a study can be biased in many different ways

34
Q

Why does selection bias occur?

A

it occurs due to a systematic difference between those selected into a study (or analysis) sample and those not selected

35
Q

What are the 3 types of selection bias and why do they occur?

A

sampling bias:

  • broadly due to faulty sampling by the investigator

participation bias:

  • broadly due to behaviour of (potential) participants

attrition bias:

  • due to loss of participants from the study
36
Q

Why does sampling bias occur?

A

a failure to sample evenly across the population resulting in an unrepresentative sample

37
Q

How is this an example of diagnostic bias?

“Oral contraceptive use is associated with endometrial cancer”

A

oral contraceptive causes “breakthrough bleeding”

this is also a symptom of endometrial cancer

there is increased clinical suspicion, leading to referral and diagnosis

38
Q

What is meant by survivorship bias?

What type of bias can exacerbate this?

A
  • successful people often attribute their success to their actions and behaviours
    • “take risks!” “be rebellious!”
  • we do not know about occurrence of these actions and behaviours in non-survivors
  • this is exacerbated by attribution bias
    • people attributing their success to their actions and behaviours, not their good luck
39
Q

What is meant by participation bias?

A

bias resulting from people having differential preferences (or opportunities) to participate in research

willingness and ability to participate in research varies with almost all possible bio-psychosocial factors

  • health (physical or psychological)
  • education (interest, curosity, etc.)
  • beliefs (religious, spiritual, political, etc.)
  • psychology & personality (self-efficacy, openness, scepticism, etc.)
  • economics (time and cost, although cost is usually reimbursed)
40
Q

How is this an example of participation bias?

“Increasing levels of education are strongly protective of stillbirth”

A
  • most cases consent to participate, but consent in controls much lower in women with less education
  • control group is disproportionately educated
  • education appears protective
41
Q

Why does information bias occur?

A

due to systematic error in reporting, measurement or recording of information

42
Q

What are the 3 different types of information bias?

A

response bias:

  • people responding in inaccurate or untruthful ways

recall bias:

  • people having different abilities to remember past information

observer effect:

  • people behaving and responding differently when they know they are being observed
43
Q

What is meant by acquiescence bias?

A

people prefer yes-, true- or agree-type responses

44
Q

What is meant by social desirability bias?

A

people downplay undesirable traits and exaggerate desirable ones

e.g. people often underestimate how much alcohol they drink

45
Q

How is this an example of the observer effect?

  • “Physical activity in pregnant women with obesity measured by accelerometer*
  • Almost all participants were doing >/= 30 mins moderate / vigorous activity per day”*
A

women increased their physical activity when observed

some also juggled the accelerometer / attached it to their dog

46
Q

What is meant by experimenter bias?

A

bias due to the behaviours and actions of the experimenter, whether conscious or unconscious

beware of conflicts of interest - always check who funded a study!

47
Q

What are the 2 different types of experimenter bias?

A

confirmation bias:

  • more likely to accept findings that we expect, and refute findings that we don’t

systemic bias:

  • more likely to chase positive associations (p-hacking), seek novel results, or otherwise “find” or publish results that support our career progression and security
48
Q

What are the two main types of error in population-level research?

A
  • random error (‘error’)
  • systematic error (‘bias’)
49
Q

What is the difference between precision and accuracy?

A

precision:

  • precision increases as random error decreases
  • this can be achieved by increasing sample size

accuracy:

  • accuracy increases as systematic error decreases
  • the sample size has no effect on the degree of systematic error
50
Q

What does causal inference in observational data require?

A

causal inference in observational data requires causal inference methods

  • probability theory
  • counterfactual reasoning
  • graphical model theory

don’t infer causality without directed acyclic graphs