Confounding and Interaction: An Interactive Self-Study Quiz

Abstract

OPEN ACCESSSeptember 26, 2014Confounding and Interaction: An Interactive Self-Study Quiz Kelly Arps, David Schulman, MD, MPH, Stefan Tigges, MD, MSCR Kelly Arps Emory University School of Medicine Google Scholar More articles by this author , David Schulman, MD, MPH Emory University School of Medicine Google Scholar More articles by this author , Stefan Tigges, MD, MSCR Emory University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9912 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: The study of evidence-based medicine involves complex statistical concepts. One of the most challenging aspects for students is the transition from simplified explanatory examples of such topics to analysis of their application in clinical research. This module bridges that gap and guides the progression from following step-by-step examples to independently approaching open-ended questions. It is designed for use by medical and other professional students to reinforce the specific topics of confounding and interaction. Methods: Using examples taken from medical literature, the problem sets emphasize recognition of potential confounders, stratification to identify instances of confounding, and study design that minimizes risk of confounding. At every step, learners have the option to follow a link for applicable reference information. Therefore, students attempt to solve a problem independently, but if at any point they are stumped, they can immediately access progressively more detailed reminders of the core concept required to solve the problem until they reach the point from which they are able to approach the rest of the problem independently. This module is most effective as a self-study tool to assess and promote understanding. Results: The module was provided to Emory University School of Medicine first-year students to supplement their classroom-based course in evidence-based medicine. The students used the module as a self-study tool for the final exam as well as for preparation for future practical application. The final average examination grade for this course improved 5 percentage points from the previous average. Discussion: We also distributed this module to fourth-year medical students enrolled in an evidence-based medicine elective in spring 2014. A limitation of the module is that it is not designed as a primary resource for teaching the included material. Expanding the resource in the future to include more basic information may facilitate its use as an independent-learning tool. Educational Objectives By the end of this session, learners will be able to: Recognize confounding in medical research.Use stratification to determine whether confounding or interaction is present.Describe appropriate study methods to minimize confounding. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Confounding Interactive Module.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationArps K, Schulman D, Tigges S. Confounding and Interaction: An Interactive Self-Study Quiz. MedEdPORTAL. 2014;10:9912. https://doi.org/10.15766/mep_2374-8265.9912 Copyright & Permissions© 2014 Arps et al. This is an open-access article distributed under the terms of the Creative Commons Attribution license.KeywordsClinical ResearchIndependent StudyCohort StudiesBiomedical ResearchInteractionStudy DesignConfoundingStratificationEvidence-Based MedicineBiasConfounderConfounding Factors (Epidemiology) Disclosures None to report. Funding/Support None to report. Loading ...