Health Careers Academy Course Syllabus: Marking Terms I-IV
Academic Year 2008-2009
Teacher : |
Frank Harris Fharris2@boston.k12.ma.us Class Homepage: http://mysite.verizon.net/fharris_01/index.htm Phone: 617-373-8576 |
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Subject/Course: |
Health Statistics |
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Textbooks: |
Basic Statistics for the Health Sciences, Jan W. Kuzma, Mayfield Publishing; Statistics The Exploration And Analysis Of Data, Devore and Peck ,Thomson Brooks/Cole Publishing |
Other Instructional Materials:
Technology: TI-83+ Graphing Calculator, PC based applications such as Microsoft Office 2007 including Microsoft Excel and its Statistical Pac, Statistical Package for the Social Sciences, MassOne online learning,
Course Description (Major goals and teaching strategies):
Today, all professionals and students of medicine, nursing, public health and allied health fields (clinical laboratory science, health information administration, nutrition and dietetics, occupational therapy, physical therapy, radiologic technology, respiratory therapy, and speech-language pathology and audiology) need a working knowledge of the methods of statistical analysis. This course will provide a practical introduction to statistical methods used in the health sciences fields. Concepts will include an overview of descriptive and inferential statistics, including graphical displays, probability, estimation, and hypothesis testing. Commonly used statistical methods in health care research will be discussed. The application of statistical methods to data from the health- care sciences will be emphasized through critiques of research in various clinical areas and through the use of statistical software to analyze data sets.
Students will become better at:
ü - Independent research
ü - Understanding Polls and surveys published in the newspaper.
ü - Understanding the underlying issues in healthcare research as it pertains to their own lives.
ü - Communicating and presenting their knowledge on health issues.
The teaching strategies to be used include:
Ø Direct Instruction
Ø Cooperative Learning Strategies
Ø One-on-one Direct Instruction
Instructional Objectives
A. Major Topics and Concepts: by the close of the year, students will understand the following topics and concepts:
Chapter/Topic
1) Statistics and How They Are Used
Define “statistics”
List several reasons for studying statistics
Distinguish between:
Descriptive and inferential statistics
Surveys and experiments
Retrospective and prospective studies
Descriptive and analytical surveys
Define “bias”
Describe the purpose and components of a clinical trial
17) The Health Survey and the Research Report (this section will be introduced and reviewed again at the end of the year after various
statistical testing methods have been explored)
Prepare an outline for a health survey
Preparing to critically evaluate a medical report
2) Populations and Samples
Population and sample
Parameter and statistic
The various methods of sampling
Explain why the method of selecting a sample is important
State the reasons why samples are used
Define a random sample
Explain why it is important to use random sampling
Selecting a sample using a random number table
3) Organizing and Displaying Data
Distinguish between:
Qualitative and quantitative variables
Discrete and continuous variables
Symmetrical, bimodal, and skewed distributions
Positively and negatively skewed distributions
Constructing frequency tables
Selecting appropriate graphs for quantitative vs. qualitative data
4) Summarizing Data
Compute and distinguish between measures of central tendency: mean, median, mode
Compute and list some uses for measures of variation: range, variance and standard deviation
Compare sets of data by computing and comparing their coefficients of variation
Select the correct equations for computing the mean and standard deviation
Be able to compute the mean and the standard deviation for grouped and ungrouped data
Understand the distinction between the population mean and sample mean
5) Probability
State the meaning of “probability” and compute it in a given situation
State the basic properties of probability
Select and apply the appropriate probability rule for a given situation
Distinguish between mutually exclusive events and independent events
Distinguish between permutations and combinations; be able to compute them for various events
Explain what a probability distribution is and state its major use
State the properties of a binomial distribution
Compute probabilities using a binomial distribution
Interpret the symbols in a binomial term
6) The Normal Distribution
State why the normal distribution is so important
Identify the properties of the normal distribution
Interpret the mean and standard deviation in the context of the normal curve
List the differences between the normal and the standard normal distribution
Explain the standard normal score
Compute the percentage of areas between given points under a normal curve
Compute percentiles of specified variables by using a table of standard normal scores
7) Sampling Distribution of Means
Distinguish between the distribution and the distribution of its sample mean
Explain the importance of the Central Limit Theorem
Identify the main parts of the Central Limit Theorem
Apply the principles of sampling distributions to predict the behavior of sample means
Compute and interpret the standard error of the mean
Determine when to use a t distribution
8) Estimation of Population Means
Compute a confidence interval from a set of data for
a. a single population mean
b. the difference between two population means
State three ways of narrowing the confidence interval
Determine the sample size required to estimate a variable at a given level of accuracy
Distinguish between a probability interval and a confidence interval
List the pros and cons of performing a before-after experiment
9) Tests of Significance
Outline and explain the procedure for a test of significance
Explain the meaning of a null hypothesis and its alternative
Define statistical significance
Find the value of Z or t corresponding to a specified significance level
Distinguish between a one–tailed and two-tailed test
Distinguish between the critical value and the test statistic
Determine when to use a Z test and when to use a t test
Determine the difference between practical and technical significance
Determine whether the difference between two means is statistically significant for both independent and dependent sample means
Explain the meaning and relationship of the two types of errors made in testing hypotheses
Explain the meaning of a P value
Explain the relationship between a confidence interval and a test of significance and how the confidence interval can be used in testing a given hypothesis
10) Analysis of Variance
Indicate the circumstances that call for an ANOVA rather than a t test
Set up an ANOVA table that partitions the total sum of squares into between-group and within-group sums of squares
Compute the F ratio and its appropriate degrees of freedom
List the two assumptions that need to be made to perform an ANOVA
Indicate the type of hypothesis that can be tested with an ANOVA
Find the critical region for an F-ratio test
Indicate the reason for performing multiple range tests
Describe how to apply Tukey’s multiple comparison procedure
Describe an example of a randomized block design
11) Inferences Regarding Proportions
Compute the mean and standard deviation of a binomial distribution
Compute Z scores for specific points on a binomial distribution
Perform significance tests of a binomial proportion and the difference between two binomial proportions
Calculate confidence intervals for a binomial proportion and for the difference between two proportions
12) The Chi-Square Test
Indicate the kinds of data and circumstances that call for a chi-square
Compute the expected value for a chi-square contingency table
Compute a chi-square statistic and its appropriate degrees of freedom
Explain the meaning of degrees of freedom
Indicate the type of hypothesis that can be tested with chi-square
Find the critical region that can be tested with chi-square
Compute two different measures of strength of association of factors reported in 2x2 tables
13) Correlation and Linear Regression
Distinguish between the basic purposes of correlation analysis and regression analysis
Plot a scatter diagram
Compute and explain the meaning of a correlation coefficient in terms of
a. the kind of data it may be used for
b. the kind of relationship it can measure
c. its limitations
Compute and interpret a regression equation
Perform a test of significance of a correlation coefficient and of a regression coefficient
Find the confidence limits for p and B
14) Nonparametric Methods
Distinguish between
a. parametric and nonparametric methods
b. rank-sum and signed-rank tests
c. Pearson and Spearman correlation coefficients
List the advantages and disadvantages of nonparametric methods
List the assumptions necessary to perform hypothesis tests in nonparametric methods
Be able to apply the sign test to paired data
Know when and how to use Fisher’s exact test
15) Vital Statistics and Demographic Methods
Distinguish among
a. rates, ratios and proportions
b. measures of morbidity, mortality, and fertility
Compute and understand the meaning of various vital measures
State the reasons why measures are adjusted
Compute an adjusted rate by the direct method
16) Life Tables
Distinguish among the three types of life tables
Identify and be able to compute the components of a current life table
Computes measures of mortality and longevity from a life table
Construct a follow-up life table
B. Major Skills: by the close of the year, students will be able:
C. Key Questions: list a sample open-ended, “key” question students will be able to answer by the end of the course:
Current research shows the major cause of death by those between 14 and 21 is in automobile accidents. Survey shows 34% of teen aged boys and 31% of teen aged females do not wear seat belts. The sample was of 125 students and had a standard error of 5%. Discuss the difference between males/females and decide if the difference requires separate marketing campaigns to educate young people over the need to wear seat belts.
Describe how students will be assessed and how grades will be determined*:
Student’s end of term grade will be determined as follows:
Lab work …………………….40%
Examinations……………….20%
Homework…………………..10%
PROJECTS…………………..20%
Class Participation……….10%
In the 2nd and 3rd term, the combined weight of lab work and projects as they pertain to their science project will be approximately 50% of their grade. Students will fail the 2nd and 3rd term if their Science projects are not completed. Their science project is used in class as their major independent research project - a major goal of this class. No exceptions are made to this requirement.
Student’s final grade for the course will be determined as follows:
Average of the 4 terms.
Expectations and Extra Help Schedule
Students are expected to come to class prepared (notebooks, writing instruments, books, completed assignments) and ready to learn.
It is the student’s responsibility to see teacher regarding missed assignments and exams.
This must be done within three (3) days of returning to school.
In addition to HCA’s tutoring program, students are welcome to meet after school with Mr. Harris for extra help. Students should make an appointment to schedule time.
In addition:
Ø Students are expected to practice punctuality.
Ø Students should have good attendance.
Ø Students are expected to participate in whole-class and small group activities.
Ø Students are expected to develop and practice good study habits.
Ø Students are expected to observe all rules of the computer lab including no food or beverage as well as adhering to class internet policies.
Students are expected to return their textbooks in good condition. If the student damages or loses the book, the parent/guardian is expected to pay for the damaged/lost book before a replacement book will be issued.
Student/Parent Signature Sheet (to be returned to math teacher)
I understand the learning objectives, expectations, damaged/lost book policy and other information included in this syllabus.
Ø Students are expected to return their textbooks in good condition. If the student damages or loses the book, the parent/guardian is expected to pay for the damaged/lost book before a replacement book will be issued.
Ø Parents/Guardians and students should sign the syllabus signature sheet.
Students must return this signature sheet to their math teacher as soon as possible