Top
| Preface | |
| Acknowledgements | |
| Philosophy of science and introduction to epidemiology | |
| Introduction and learning objectives | |
| Approaches to scientific research | |
| Formulating a research question | |
| Rates: incidence and prevalence | |
| Concepts of prevention | |
| Answers to self-assessment exercises | |
| Routine data sources and descriptive epidemiology | |
| Introduction and learning objectives | |
| Routine collection of health information | |
| Descriptive epidemiology | |
| Information on the environment | |
| Displaying, describing and presenting data | |
| Summary of routinely available data | |
| Descriptive epidemiology in action | |
| Overview of epidemiological study designs | |
| Answers to self-assessment exercises | |
| Standardisation | |
| Introduction and learning objectives | |
| Health inequalities in Merseyside | |
| Indirect standardisation: calculation of the standardised mortality ratio (SMR) | |
| Direct standardisation | |
| Standardisation for factors other than age | |
| Answers to self-assessment exercises | |
| Surveys | |
| Introduction and learning objectives | |
| Purpose and context | |
| Sampling methods | |
| The sampling frame | |
| Sampling error, confidence intervals and sample size | |
| Response | |
| Measurement | |
| Data types and presentation | |
| Answers to self-assessment exercises | |
| Cohort studies | |
| Introduction and learning objectives | |
| Why do a cohort study? | |
| Obtaining the sample | |
| Measurement | |
| Follow-up | |
| Basic presentation and analysis of results | |
| How large should a cohort study be? | |
| Confounding | |
| Simple linear regression | |
| Introduction to multiple linear regression | |
| Answers to self-assessment exercises | |
| Case-control studies | |
| Introduction and learning objectives | |
| Why do a case-control study? | |
| Key elements of study design | |
| Basic unmatched and matched analysis | |
| Sample size for a case-control study | |
| Confounding and logistic regression | |
| Answers to self-assessment exercises | |
| Intervention studies | |
| Introduction and learning objectives | |
| Why do an intervention study? | |
| Key elements of intervention study design | |
| The analysis of intervention studies | |
| Testing more complex interventions | |
| How big should the trial be? | |
| Further aspects of intervention study design and analysis | |
| Answers to self-assessment exercises | |
| Life tables, survival analysis and Cox regression | |
| Introduction and learning objectives | |
| Survival analysis | |
| Cox regression | |
| Current life tables | |
| Answers to self-assessment exercises | |
| Systematic reviews and meta analysis | |
| Introduction and learning objectives | |
| The why and how of systematic reviews | |
| The methodology of meta-analysis | |
| Systematic reviews and meta-analyses of observational studies | |
| The Cochrane Collaboration | |
| Answers to self-assessment exercises | |
| Prevention strategies and evaluation of screening | |
| Introduction and learning objectives | |
| Concepts of risk | |
| Strategies of prevention | |
| Evaluation of screening programmes | |
| Cohort and period effects | |
| Answers to self-assessment exercises | |
| Probability distributions, hypothesis testing and Bayesian methods | |
| Introduction and learning objectives | |
| Probability distributions | |
| Data that do not 'fit' a probability distri | |
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