Study programme competencies |
Code
|
Study programme competences / results
|
Learning aims |
Learning outcomes |
Study programme competences / results |
Skills to use the correct statistical procedures in a clinical research study. |
AR6 AR6 AR6
|
BC1 BC1 BC1 BC1 BC1 BC1 BC1
|
CC1 CC1 CC1
|
Skills to know and apply specific analysis tools to analyze the validity and reliability of the results of
diagnostic tests in clinical practice. |
AR6 AR6 AR6
|
BC1 BC1 BC1 BC1 BC1 BC1 BC1
|
CC1 CC1 CC1
|
Contents |
Topic |
Sub-topic |
BLOCK 1. Survival Analysis |
1.1. Introduction: types of censoring, main functions of interest.
1.2. Estimation of the survival curve: Kaplan-Meier estimator, important parametric models.
1.3. Comparison of survival curves
1.4. The proportional hazards model: Cox regression model.
1.5. The competing risk model. |
BLOCK 2. Diagnostic test
|
2.1. Validity and reliability of a diagnostic test: sensitivity, specificity, predictive values, likelihood ratios.
2.2. Clinical implementation of Bayes's Theorem.
2.3. ROC curves and the area under the ROC curve. |
PRACTICAL CONTENT |
1. Choice of the appropriate technique for data analysis, application of methods with statistical software, and interpretation of results.
2. Application of epidemiological software for the analysis of the validity and reliability of diagnostic tests.
3. Interpretation of results in the evaluation of diagnostic tests |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Online forum |
A1 A4 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
0 |
1 |
1 |
ICT practicals |
A1 A5 B1 B3 B4 B5 B6 C3 |
0 |
15 |
15 |
Problem solving |
A1 A5 B1 B2 B3 B4 B5 B6 C3 C8 |
0 |
12 |
12 |
Supervised projects |
A1 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
0 |
15 |
15 |
Guest lecture / keynote speech |
A1 A4 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
0 |
24 |
24 |
Multiple-choice questions |
A1 A4 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
0 |
1 |
1 |
Case study |
A1 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
0 |
7 |
7 |
|
Personalized attention |
|
0 |
|
0 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Online forum |
Espazo de discusión informal destinado aos estudantes para o tratamento dun tema ou problema, que se desenvolverá a través dun contorno virtual de aprendizaxe mediante ferramentas de comunicación asíncrona (foro). |
ICT practicals |
Actividades prácticas que consistirán na aplicación dos contidos teóricos da materia mediante a utilización das tecnoloxías da información e as comunicacións. Empregarase software específico para a realización de estudos bioestatísticos ou epidemiolóxicos. |
Problem solving |
Plantexarase a resolución de situacións prácticas concretas, a partir dos coñecementos traballados na materia |
Supervised projects |
Traballos onde se reflicta o dominio teórico-metodolóxico da materia. Os traballos solicitaranse en formato virtual e soporte informático.
|
Guest lecture / keynote speech |
Estudio dirixido a través de material multimedia, baseado na exposición dos coñecementos teóricos da materia apoiandose no uso de medios audiovisuais |
Multiple-choice questions |
Cuestionarios de preguntas tipo test e/ou preguntas curtas co propósito de controlar a evolución na materia |
Case study |
Exposición dunha situación específica que suscita un problema que ten que ser comprendido, valorado e resolto por os/as alumnos/as. Plantexaranse problemas concretos en relación cos contidos da materia que describan unha situación real e describirase o proceso de resolución. |
Personalized attention |
Methodologies
|
Supervised projects |
Problem solving |
ICT practicals |
Online forum |
Case study |
|
Description |
The personalized attention related to these methodologies aims to guide students in the study of the subject and in the realization of the proposed practical works.
The follow-up will be done individually or in small groups, telematically, through email, the Virtual Campus or Teams.
|
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Supervised projects |
A1 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
Application of several statistical techniques to practical cases. |
40 |
Problem solving |
A1 A5 B1 B2 B3 B4 B5 B6 C3 C8 |
Concrete practical situations, that will have to be solved using the contents introduced in the subject |
17.5 |
Multiple-choice questions |
A1 A4 A5 B1 B2 B3 B4 B5 B6 B7 C1 C3 C8 |
Multiple choice and short answer questions to assess the progress for each unit of the subject. |
42.5 |
|
Assessment comments |
<div><p><b>Assessment system </b></p><p>The subject is divided into two blocks: Block 1 (corresponding to Unit 1. Survival analysis) and Block 2 (corresponding to Unit 2. Diagnostic tests). Both blocks are independent, that is, one block's qualification is not affected by the other block's qualification. </p><p>To pass the subject, it is necessary to pass both blocks separately. In that case, the final score will be the weighted sum of each block's qualification. In case of failing at least one block, the final score will be the minimum between the weighted sum of each block's qualification and the score 4.5</p><p>The final mark will be "ABSENT" (NP) only in the case the student carried out none of the assessment activities.</p><p>Concerning students of previous academic courses, the different former marks will not be kept in the current academic course.</p><p><b>Block I (Unit 1. Survival Analysis)</b></p><p>The highest score is 6.5 (out of 10), which comes from:</p><ul> Continuous evaluation (2.5 out of 10), consisting of solving problems and multiple-choice questions to be answered online individually. A supervised project (4 out of 10), which includes the application of several statistical techniques to practical cases. It can be individual or in groups of 2-3 people. </ul><p><br /><b>Block II (Unit 2. Diagnostic test)</b></p><p>The highest score is 3.5 (out of 10), which comes from:</p><ul> Continuous evaluation (1.75 out of 10), consisting of solving problems and/or multiple-choice questions related to the contents, to be answered online individually. Multiple-choice questions (1.75 out of 10), related to the contents, to be answered online individually. </ul><div>This assessment system will be applied in both the first and second call.</div><p><b>December call </b></p><p>The regulation in the " <i>Assessment, review and complaint regulation of degrees and master studies of the UDC</i> ", article 19, shall apply. </p><p><b>High honors qualification (MH) </b></p><p>Students whose final qualification exceeds 9 may be eligible for honors. The teachers of the subject may consider additional criteria in the results obtained by the students in any of the training actions programmed in the teaching guide. </p><p><b>Fraud </b></p><p>Fraud in tests or evaluation activities will directly involve the implementation of the current rules in the <i>Assessment, review and complaint regulation of the UDC</i> and the <i> </i><i>Student Statute of the UDC</i></p><p>All these remarks are applied to the
<b>part-time students and/or with academic exemption</b>.</p></div>
|
Sources of information |
Basic
|
Hosmer, D.W. y Lemeshow, S. (1999). Applied Survival Analysis: Regression Modeling of Time to Event Data.. N.Y.: John Wiley & Sons, Inc.
Cobo, E. et al (2007). Bioestadística para no estadísticos: bases para interpretar artículos científicos. Elsevier. https://kmelot.biblioteca.udc.es/record=b1711440~S1*gag
López de Ullibarri Galparsoro I, Píta Fernández, S. (1998). Curvas ROC. CAD ATEN PRIMARIA 1998; 5 (4): 229-235.
Nordness R.J. (2006). Epidemiologia y Bioestadistica. Elsevier https://kmelot.biblioteca.udc.es/record=b1711493~S1*gag
Collet D (2015). Modelling survival data in medical research. London: Chapman & Hall;
Pita Fernández, S., Pértega Díaz, S. (2003). Pruebas diagnósticas: Sensibilidad y especificidad.. Cad Aten Primaria 2003; 10: 120-124.
Lee ET, Wang JW (2003). Satistical Methods for suvirval data analysis.. 3rd. ed. Belmont, CA: Lifetime learning Publications
Clark, T., Bradburn, M., Love, S. et al. (2003). Survival Analysis Part I: Basic concepts and first analyses.. Br J Cancer 89, 232–238 (2003). https://doi.org/10.1038/sj.bjc.6601118 (https://www.nature.com/artic
Pepe, M. S. (2003). The statistical evaluation of medical tests for classification and prediction. Oxford: Oxford University Press. |
|
Complementary
|
Pita Fernández, S (2001). Análisis de supervivencia. CAD ATEN PRIMARIA 1995; 2: 130-135. https://www.fisterra.com/mbe/investiga/supervivencia/supervivenc
SEH-LELHA (2021). Artículos de Bioestadística . https://www.seh-lelha.org/bioestadistica/
Unidade de Bioestadística Clínica del Hospital Universitario Ramón y Cajal (2021). Material docente. http://www.hrc.es/bioest/M_docente.html |
|
Recommendations |
Subjects that it is recommended to have taken before |
Statistics Applied to Health Sciences/653862206 | Statistical Models for Clinical Research/6538623028 | Statistics Applied to Health Sciences/6538623005 |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
Other comments |
English language It is
advisable a basic knowledge of English for reviewing the available
sources of information, although it is not mandatory. The recommended
level of English is A2, as stated in the Common European Framework of
Reference on Language Skills (<a href="http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf"><strong>http://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf</strong></a>).</p>
Gender perspective: According to the different regulations applicable to university teaching, the gender perspective must be incorporated in this subject (non-sexist language will be used, bibliography of authors of both sexes will be incorporated, ...). Sexist prejudices and attitudes will be identified and avoided, and values of respect and equality will be promoted. Work will be done to detect situations of gender discrimination and actions and measures will be proposed to correct them. |
|