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Epidemiology > MIDTERM > Flashcards

MIDTERM Flashcards

1
Q

Prevalence formula

A

Number of cases of a disease present in the population at a specified time / # of persons in the population at that specified time

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2
Q

Case fatality formula

A

Number of individuals dying from a specific disease during a specified period of time after disease onset or diagnosis / # of individuals with the specified disease

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3
Q

Proportionate mortality formula

A

Deaths caused by a specific disease / total number of deaths

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4
Q

Cumulative incidence (risk) formula

A

Number of new cases of a disease occurring in a population during a specified period of time / # of persons who are at risk of developing the disease during that period of time

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5
Q

Incidence density (rate) formula

A

Number of new cases of a disease occurring in a population during a specified period of time / Total person-time at risk

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6
Q

Mortality rate formula

A

Total # of deaths from all causes in one year / # of persons in the population at midyear

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7
Q

Cause-specific mortality rate formula

A

Number of deaths from a specific cause in one year / # of persons in the population at midyear

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8
Q

Incidence studies: risk difference

A

(A/A+B) - (C/C+D)

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9
Q

Incidence studies: Risk ratio

A

(A/A+B) / (C/C+D)

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10
Q

Incidence studies: Rate difference

A

(A/person-time exposed) - (C/person-time unexposed)

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11
Q

Incidence studies: Rate ratio

A

(A/person-time exposed) / (C/person-time unexposed)

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12
Q

Incidence studies: Risk odds ratio

A

(A/B) / (C/D) = AD / BC

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13
Q

Prevalence studies: Prevalence difference

A

(A/A+B) - (C/C+D)

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14
Q

Prevalence studies: Prevalence ratio

A

(A/A+B) / (C/C+D)

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15
Q

Prevalence studies: Odds ratio

A

(A/B) / (C/D) = AD / BC

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16
Q

Type of prevalence study

A

cross-sectional

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17
Q

Types of incidence studies

A
  • RCTs
  • prospective & retrospective cohorts
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18
Q
  • Hypothesized the existence of the fecal-oral disease transmission route
  • Identified that cholera causes were originating from the Broad Street pump in London
  • Went from house to house counting all deaths from cholera in each house, and determined which company supplied water to each home. He determined that houses that drank water form on company had higher mortality rates that those who used the other
A

contributions of John Snow

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19
Q

Levels of prevention:
To prevent disease, before it develops so as to maintain health

A

Primary prevention

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20
Q

Levels of prevention:
Smoking prevention, condom use, wearing a seatbelt

A

Primary prevention

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21
Q

Levels of prevention:
To diagnosis and treat disease in its early stages so as to restore or improve health
- often a subclinical diagnosis

A

Secondary prevention

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22
Q

Levels of prevention:
Pap test or colon cancer screening, routine mammograms for breast cancer

A

Secondary prevention

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23
Q

Levels of prevention:
To reduce complications of disease and improve functioning and quality of life where possible
- often already have clinical symptoms

A

Tertiary prevention

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24
Q

Levels of prevention:
Hospice programs for AIDs patients, physical therapy that is designed to relieve complication from advanced arthritis

A

Tertiary prevention

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25
Q
  • Observed elevated incidence of childbed fever between two maternity clinics
  • Proposed a hand washing solution of chlorinated lime to be implemented in first clinic
A

Ignaz Semmelewis

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26
Q

The study of the distribution and determinants of health-related states or events in specified populations and the application of this study for the control of health problems

A

Epidemiology

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27
Q

As countries become industrialized they increasingly manifest the mortality patterns correctly seen in developed countries, with mortality from chronic diseases becoming the major challenge

A

Epidemiologic transitions

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28
Q

A smaller and more manageable representation of a larger group

A

Sample

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29
Q

The pool of individuals from which a statistical sample is drawn for a study

A

Population

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30
Q

The act of generalizing from a sample to a population with calculated degree of certainty

A

Statistical inference

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31
Q

we are curious about parameter in the _

A

population

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32
Q

we calculate statistics in the _

A

sample

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33
Q

An attribute of a population
- population parameters are unknowable (usually)
- we believe there is a true value for the parameter

A

Parameter

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34
Q

An attribute of a parameter
- a _ provides an estimate of a parameter

A

statistic

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35
Q

For an attribute “is what it is”

A

Distribution

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36
Q
  • there are no _ involved in creating the distributions
  • we are simply collecting (and then plotting) the data
  • we can summarize a distribution in several ways:
    • mean ( a measure of central tendency)
    • median (an alternative of central tendency)
    • standard deviation (a measure of the spread)
    • range and interquartile range (other measures of spread)
A

statistics

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37
Q

A very important point is that sample sizes increases, the precision increases, and the _ _ decreases
- thus, the _ _ will get narrower as the sample sizes increases

A
  • standard error
  • confidence interval
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38
Q

The mean and the _ _ (ex: heights) do not change as a function of sample size

A

standard deviation

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39
Q

The probability, given that the null hypothesis is true, of obtaining a statistic as extreme or more extreme than the statistic actually observed

A

P-value

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40
Q
  • Calculating a p-value requires you to specify an _ _
  • Think p-value as a measure of your data’s _ with the null hypothesis
  • A _ p-value indicates data is not very compatible with the null hypothesis
A
  • expected value
  • compatibility
  • low
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41
Q

The role of statistics: why do we do statistical tests?
There will always be some _ from random processes
- Statistics are exceptionally good at characterizing random variability (“chance”)

A

variability

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42
Q

The role of statistics: why do we do statistical tests?
Using statistics we can characterize the _ in the data that would be present if the null hypothesis were true
- Based on this distribution we can calculate a p-value and use it to make a decision about the null hypothesis

A

variability

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43
Q

Confidence intervals (CI):
The narrower the CI, the more precise the interval
- How narrow the CI can be determined by subtracting the lower CI from the upper CI

A

Precision

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44
Q

Confidence intervals (CI):
Ratios (Ex: risk ratio, odds ratio) with CI that include _ are NOT statistically significant

A

1

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45
Q

Confidence intervals (CI):
- Absolute differences such as risk difference, prevalence difference, etc. with CI that include _ are NOT statistically significant

A

0

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46
Q

Confidence intervals (CI):
_ _ _ have the property that if you repeated the study many times (always with the same sample size), _ of the intervals would contain the true value of the parameter

A
  • 95% confidence intervals
  • 95%
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47
Q

A quantity calculated to indicate the extent of deviation for a group as a whole (of some attribute of a population)

A

Standard deviation

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48
Q

A measure of the statistical accuracy of an estimate, equal to standard deviation of the theoretical distribution of a large population of such estimates (an attribute of a statistic)

A

Standard error

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49
Q

A range of values so defined that there is a specified probability that the value of a parameter lies within it

A

Confidence intervals

50
Q

The product of an interaction of the human host, an infectious or other type of agent, and the environment that promotes the exposure

A

Epidemiologic triad

51
Q

Epidemiologic triad
Must be susceptible (for disease to occur), which is determined by a number of factors, including but not limited:
- Biological factors
- Socio-demographic characteristics
- Host behaviors

A

Host

52
Q

Epidemiologic triad
Cause of disease
- Types:
- Biological (bacterium, virus, prions)
- chemical
- physical (traumatic injury, radiation)
- nutritional

A

Agent

53
Q

Epidemiologic triad
Supports transmission of the agent from a source to that host
- Examples:
- temperature/altitude
- crowding
- neighborhood/population density
- water/milk/food
- radiation
- air pollution
- noise
- economic deprivation

A

Environment

54
Q

An organism that transmits a pathogen/disease
- not required for all diseases, but essential for some diseases
- Examples:
- mosquito
- deer tick

A

Vector

55
Q

The resistance of group of people to an attack by a disease to which a large proportion of the members of the group are immune
- if a large percentage of the population is immune, the entire population is likely to be protected, not just those who are immune

A

Herd immunity

56
Q

The time interval from receipt of infection to the time of onset of clinical illness
- may be affected by initial dose received
- in some diseases, individuals may be able to transmit the disease prior to showing clinical signs and symptoms of the disease

A

incubation period

57
Q

SIR model stands for:

A

Susceptible, Infected, Resistant

58
Q

SIR model:
The number of new cases from one infected case is R0

A

Susceptible

59
Q

SIR model:
dead

A

Infected

60
Q

SIR model:
Can be recovered or vaccinated

A

Resistant

61
Q

The distribution of the times of onset of a disease

A

Epidemic curve

62
Q

The number of diseased persons in a population at a specific time divided by the number of persons in the population at that time

A

Prevalence

63
Q

Prevalence:
- Does not account for the _ of a disease and therefore is not a measure of risk
- Useful to measure the _ _ _ in a community (population) for:
- policy designs, where to locate clinics and other resources
- can be useful for diseases that are difficult to determine the _ or _ such as asthma or obesity

A
  • duration
  • burden of disease
  • onset or beginning
64
Q

The rate of disease in a population

A

Morbidity

65
Q

Deaths

A

Mortality

66
Q

Reflect the transition from a non-diseased to a diseased state

A

Incidence

67
Q

Incidence:
- _ disease cases
- Generally represented by two measures:

A
  • New
    1. Cumulative incidence (or risk)
    2. Incidence rate (or incidence density)
68
Q

The number of people who develop a disease divided by the total number of people at risk of developing that disease over a specified period of time

A

Cumulative incidence (or risk)

69
Q

Rate of new cases of a disease in a population at risk for the disease (Ex: new cases that occurs per unit of time)
- person-time

A

Incidence rate ( or incidence density)

70
Q

Individuals do not have to be followed up for the entire time period specified to calculate a rate, individuals may be followed for differing periods of time and thus contribute different amounts of
- (all times added together)

A

person-time

71
Q

Surveillance in which available data on reportable diseases are used, or in which disease reporting is mandated or requested, with the responsibility for the reporting often falling on the health care provider or district health officer

A

Passive surveillance

72
Q

Passive surveillance:
- No active search for cases
- Advantage: _
- Disadvantage: _ and _
- Examples; clinics, hospitals, schools

A

Advantage: less expensive
Disadvantage: cases and outbreaks might be missed

73
Q

Surveillance in which project staff are recruited to carry out a surveillance program; they make periodic visits to healthcare facilities such as clinics and hospitals

A

Active surveillance

74
Q

Active surveillance:
- Advantage: _
- Disadvantage: _
- Example: field epidemiologists recruited to collect data and interview health care workers

A

Advantage: more complete than passive surveillance
Disadvantage: requires more time and resources

75
Q

Disease duration is a major determinant of population _
- short term/long term duration

A

prevalence

76
Q

Increase/decrease/stays the same prevalence?
A new measure is developed that prevents new cases of disease from occurring

A

decreases prevalence

77
Q

Increase/decrease/stays the same prevalence?
There is immigration of a large number of healthy people into the population

A

decreases prevalence

78
Q

Increase/decrease/stays the same prevalence?
There is immigration of a large number of unhealthy people (most of whom are cases of the disease)

A

increases prevalence

79
Q

Increase/decrease/stays the same prevalence?
A treatment is developed that prolongs the life of people suffering from the disease

A

increases prevalence

80
Q

Increase/decrease/stays the same prevalence?
A treatment is developed that prolongs the life of people suffering from the disease.

A

increases prevalence

81
Q

Increase/decrease/stays the same prevalence?
A new test is developed that increases the number of new cases of disease that are diagnosed

A

increases prevalence

82
Q
  • Notice the size of the total population, total number who died, and proportion of total who died
  • check overall patterns (number and death rate for each population subgroups separately, notice marginal row & column totals and rates)
  • Examine subgroups according to sex, age and SES
A

Reading tabulated data (2x2 table)

83
Q

A measure of the severity of a disease

A

Case fatality rates

84
Q

Mortality rate from a specified cause for a population

A

Cause-specific mortality

85
Q

A measure of the frequency of occurrence of death in a defined population during a specified interval

A

Mortality rate

86
Q

Describes the proportion of deaths in a specified population over a period of time attributed to a specific disease

A

Proportionate mortality

87
Q

Descriptive epidemiology of a certain population (Ex: age,sex, SES)

A

Distribution

88
Q

A sample of persons from a population is enrolled and their exposures and health outcomes are measured simultaneously
- Alternate names: survey, prevalence

A

Cross-sectional study

89
Q

Type of observational study in which two groups differing in outcome are identified and compared on the basis of some supposed causal attribute
- Alternate names: retrospective

A

Case-control study

90
Q

Epidemiologist records whether each study participant is exposed or not, and then tracks the participants to see if they develop the disease of interest; similar to an experimental study
- Alternate names: prospective, prospective cohort, longitudinal, follow-up, incidence

A

Cohort study

91
Q

Use groups or populations as the unit of analysis (study groups can be countries, states, counties, census tracts)
- Alternate names: correlation

A

Ecological study

92
Q
  • measures incidence of disease (risk, rates)
  • good for studying rare exposures
  • clear temporal relationship between exposures and outcome
  • it is possible to evaluate multiple exposures and multiple diseases in the same study
A

Cohort study advantages

93
Q
  • insufficient for studying rare diseases
    • requires large sample sizes
  • can be expensive to follow people over time
  • some potential bias
    • information bias
    • bias from nonresponse and loss follow up
A

Cohort study disadvantages

94
Q

Investigator moves through time with study
- investigator can decide what data to collect during study because follow-up time has not yet occurred
- can take a long time (have to wait for disease to develop)
- Expensive

A

Prospective cohort studies (concurrent)

95
Q

Rely on historical records (not necessarily a problem)
- limited to what information was recorded - investigator cannot go back in time to add additional data collection
- efficient for diseases with long induction and latent period
- Takes fewer resources

A

Retrospective cohort studies (non-concurrent)

96
Q

A cohort study where individuals are randomized to be exposed or unexposed

A

Randomized control study

97
Q
  • RCT uses the same measures and methods as a _
  • Randomization is the _ because it is expected to balance the risk factors for disease in both the exposed group and the unexposed group
  • Example: randomization increases the likelihood the groups will be comparable in regards to: gender, race, severity of disease, SES
A
  • cohort study
  • “gold standard”
98
Q
  • Reduces bias
  • Provides most reliable evidence on the effectiveness of interventions because the processes used during conduct of an RCT minimize the risk of confounding factors influencing the results
A

Advantages of a randomized control study

99
Q
  • Expensive and time consuming
  • problems with generalisability (participants that volunteer to participate might not be representative of the population being studied)
  • loss of follow-up
A

Disadvantages of a randomized control study

100
Q

Interpreting ratio measures:
If the relative risk = 1 the risk is equal and there’s _ _ _ _

A

no evidence of association

101
Q

Interpreting ratio measures:
If the relative risk > 1 the risk in the exposed group is _, _ _ _ and exposure is possibly _ for the disease

A
  • greater, association is positive
  • causal
102
Q

Interpreting ratio measures:
If the relative risk < 1 the exposed group is _, _ _ _, and exposure is possibly _

A
  • less, association is negative
  • protective
103
Q

Interpreting ratio measures:
Risk ratio = 1.9

A

Harmful

104
Q

Interpreting ratio measures:
Risk ratio = 0.5

A

preventive

105
Q

Participants exposed to (exposure) have (blank times) the risk of developing (outcome) compared to the unexposed

A

Interpreting ratio measures

106
Q

Another measure sometimes used in incidence or prevalence studies, and always used in case-control studies
- The number of times an event occurs divided by the number of times it does not occur

A

Odds ratio

107
Q

If the overall prevalence of diseases (Ex: (A+C) / (A+B+C+D)) is less than 5% than the OR is a good approximation of the RR

A

odds ratio in a cohort study

108
Q
  • A ratio of two measures of disease frequency
  • Gives information about the strength of the association
A

Relative measures

109
Q
  • The difference between two measures of disease frequency
  • Give info about public health impact of exposure
  • When baseline risk is really low, _ _ may be more telling
A

Absolute measure

110
Q

The percentage of disease-free UNR freshman who contract tuberculosis for their first time before the end of their freshman year

A

Cumulative incidence

111
Q

The number of new HIV cases diagnosed among injection drug users during 100 person years of follow-up

A

incidence rate

112
Q

The percent of UNR seniors who currently have SARS-CoV-2 antibodies

A

Prevalence

113
Q

The proportion of people who were diagnosed with lymphoma cancer who died within 1 year of their diagnosis

A

Case fatality rate

114
Q

In a randomized control trial that you perform, you conclude that a significant difference exists between your experimental group and the control group. What action can you take in relation to the null hypothesis?

A

Reject the null hypothesis

115
Q

You are doing a study to identify the mean cholesterol level of university students who eat at Panda Express every day. What will be strongly affected by your sample size:

A

Standard error of the student’s mean cholesterol level in your sample

116
Q

A term for all of the new cases/person time at risk

A

incidence density

117
Q

If the number of new cases is known in a population, what is needed in order to calculate the incidence density (incidence rate)?

A

Total person-time

118
Q

At the beginning of the school year, the prevalence of students who have chlamydia at UNR is 30%. At UNLV, the prevalence of chlamydia is 50%. Can we definitively conclude that cumulative incidences of chlamydia is higher at UNLV than at UNR?

A

No, because we do not know how long students have had chlamydia

119
Q

Women who have had hysterectomies (removal of uterus) should not be included in incidence studies for uterine cancer, because they are not at risk of having the cancer. What would be the effect on incidence rates of uterine cancer if women with hysterectomies were included in the the denominator of the calculations?

A

The incidence rate would tend to decrease

120
Q

The exposure distribution among the cases (i.e., people with disease) is compared with the exposure distribution among the controls

A

case-control study

Epidemiology (2 decks)

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