Description
Assessment 3: Public Health Data AnalysisGenerative AI tools are restricted for certain functions in this assessment task
In this assessment, you can use generative artificial intelligence (AI) in order to produce
summaries of topics that provide a basis for further non-AI-assisted enquiry only. Any use of
generative AI must be appropriately acknowledged (see Learn HQ)
Weighting: 30 %
Details of task:
This assignment involves the presentation and interpretation of descriptive statistics and statistical
test results.
You have been randomly allocated to 1 of a large number of different datasets from the
Roberton Data Set on Moodle.
This task will take approximately 10 – 12 hrs to complete.
On completion of this assessment task, you will be able to:
● Demonstrate an ability to present data clearly and interpret its results
● Conduct and show workings where appropriate for various statistical tests
● Describe the epidemiological foundations for obtaining the data
● Ability to generate an interpret results based on various statistical tests and public health
tasks
Word limit: This assessment is 2,500 word equivalent with a focus on calculations and reporting.
Format: Your results will be submitted in a question and answer format using a quiz mode on
Moodle. This report requires extensive data analysis and interpretation skills.
Submission is final and your attempt can NOT be reopened.
Criteria for marking: Question set and marking guide are available on the unit’s Moodle site.
Attempts allowed: 1Due date: 11:55 pm, Tuesday 10 October 2023
Unformatted Attachment Preview
BMS1042: Public Health & Preventive Medicine
Assessment 3 – Public Health Data Analysis
The Roberton Report
MONASH PUBLIC HEALTH & PREVENTIVE MEDICINE
Public Health Data Analysis (30%)
Assessment 3
The Council of Roberton needs our help. They are investigating the impact of car accidents and
reaction time in their population and want to ensure that they make informed decisions.
Therefore, they need you to analyse the data and provide recommendations.
What you need to know:
• Assessment questions available on Moodle in Week 2
• You will have covered all content for this assessment in Week 8
• An Assessment 3 help session will be run in Week 9
• More information in the weekly live lectures
•
•
•
•
You will be randomly allocated to a dataset
Analyse the data to complete the online report in your own time
Learn all the skills in the weekly tutorials
Use the e-books as a resource and for more practice
Assessment 3 – What’s on Moodle
In the “Assessment” tab
PDF of question set
Assessment 3 – What’s on Moodle
Where to access quiz & dataset:
Navigation bar on left hand side:
Assessment 3 section is underneath the Week-by-Week sections
Available from 10:00 am, Tues 1 August 2023.
Assessment 3 mark distribution
Section
Questions
Topic
Marks
Section A: Understanding the context
1 to 4
Reaction time & stopping distance
8 marks
Section B: Describing & Summarising Data
5 to 13
Sampling, Types of data, Reaction time
20.5 marks
Section C: Graphs and %
14 to 19
Gender and Reaction time: slow vs quick
11 marks
Section D: Conducting statistical tests
20 to 35
Do males and females differ in their reaction times?
Section E: Interpreting statistical tests
36 to 43
Handedness and Reaction time: slow vs quick
13 marks
Section F: Using statistical packages
44 to 49
Reaction time and physical activity
12 marks
Section G: Putting it all together
50
Conclusion
10 marks
TOTAL
25.5 marks
100 marks
Quiz navigation bar in The Roberton Report quiz
Each Section of the quiz is a series of questions on a research question
(see previous slide)
“Description” questions with info are highlighted.
Make sure to watch the embedded video at the start of each section.
For navigating the quiz:
•
DO: Use the “Previous page” and “Next page” buttons at the
bottom of each page of the quiz.
•
DON’T: Use the browser navigation “arrows”.
Important things to be aware of…
• You can go into the quiz as many times as you like to view
the questions / enter answers while the quiz is open.
There is no timer.
• Once Finish attempt… and Submit all and finish have
been clicked, your quiz submission is final.
Don’t submit until you’ve entered all your answers.
• At the Assessment 3 deadline, all open quizzes will
automatically submit.
• Make sure you press the submit button!
• Need an extension or special consideration?
Make sure you apply with enough time to get the outcome
before the deadline, so the quiz stays open!
Have a question?
•
•
•
•
Read the info in the “Assessment Detailed Information” Book.
Watch the “Assessment 3 video” and FAQ for Assessment 3
Download the PDF of the question set
Browse / Search the forum
– has your question has already been asked?
If you’ve done all of the above – post your question on the Forum.
BMS1042 – Assessment 3 – Public Health Data Analysis
Assessment 3: Public Health Data Analysis
Generative AI tools are restricted for certain functions in this assessment task
In this assessment, you can use generative artificial intelligence (AI) in order to produce
summaries of topics that provide a basis for further non-AI-assisted enquiry only. Any use of
generative AI must be appropriately acknowledged (see Learn HQ)
Weighting: 30 %
Details of task:
This assignment involves the presentation and interpretation of descriptive statistics and statistical
test results.
You have been randomly allocated to 1 of a large number of different datasets from the
Roberton Data Set on Moodle.
2. This task will take approximately 10 – 12 hrs to complete.
1.
On completion of this assessment task, you will be able to:
●
●
●
●
Demonstrate an ability to present data clearly and interpret its results
Conduct and show workings where appropriate for various statistical tests
Describe the epidemiological foundations for obtaining the data
Ability to generate an interpret results based on various statistical tests and public health
tasks
Word limit: This assessment is 2,500 word equivalent with a focus on calculations and reporting.
Format: Your results will be submitted in a question and answer format using a quiz mode on
Moodle. This report requires extensive data analysis and interpretation skills.
Submission is final and your attempt can NOT be reopened.
Criteria for marking: Question set and marking guide are available on the unit’s Moodle site.
Attempts allowed: 1
Release date: 10:00 am, Tuesday 1 August 2023
Due date:
11:55 pm, Tuesday 10 October 2023
1
BMS1042 – Assessment 3 – Public Health Data Analysis
Assessment 3: Public Health Data Analysis
The slogan for World Health Day 2004 – Road Safety Is No Accident – suggests that road safety does not
happen accidentally, but requires a deliberate effort by governments and their many partners.
The WHO strategy for road traffic injury prevention has three objectives:
To build better systems for gathering and reporting data on traffic injuries;
To make prevention of road traffic injuries a public health priority in all countries;
To advocate for prevention and promote appropriate prevention strategies for road traffic injuries.
In Australia, on average, five peoples die every day in road crashes. In a 2018 report by the ABC using
national data found that:
48,592 people have died on the Australia’s road since 1989
Traffic injury is the biggest killer of children under 15
Traffic injury is the 2nd biggest killer of Australians aged between 15-24
The yearly death toll has decreased from 3798 (1970) to 1225 (2017)
According to the AIHW Injury in Australia: transport accidents report (updated 9 Dec 2021), in 2018-19,
transport injuries resulted in:
63,900 hospitalisations (255 per 100,000 population) – 10 % of injury hospitalisations
1,400 deaths (5.6 per 100,000 population) – 10 % of injury deaths
This is despite Australia’s strong legislative approach to road safety. Public health experts know:
Road deaths are predictable and preventable
Road safety is no accident
Links:
http://www.emro.who.int/violence-injuries-disabilities/violence-events/whd2004.html
https://www.abc.net.au/news/2018-01-25/every-road-death-in-australia-since-1989/9353794
https://www.aihw.gov.au/reports/injury/transport-accidents
Dataset: The Council of Roberton
The Council of Roberton is interested in investigating risk factors that can lead to road accidents in their
population. They have sent out a tender for the brightest researchers to inform their future public health
policies and health promotion interventions. They are interested in the association between physical activity
in terms of reaction time for stopping a car and preventing an accident.
The good news is that they have existing historical data. The data was collected from a census index from
the Council of Roberton which has 17,935 residents aged between 6 years to 80 years. Each individual’s
data were identified by a six-letter identification code. From the records given on Moodle in the Excel
file “Roberton Dataset.xlsx”, the age group and gender of each person in this population are known.
Gender was only collected as a binary variable: Male and Female. This data is a snapshot in time and
there is no historical or post-research data available.
The Council wanted to examine the association between reaction time and physical activity. Therefore, they
have conducted a one-off test as part of their health assessments and collected the reaction time of the
individuals. A quick reaction time on the test is considered an indicator of a good ability when to stop a car.
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BMS1042 – Assessment 3 – Public Health Data Analysis
A stratified random sample of 100 Roberton residents has been obtained. The stratification was based on
the age groups and the sample size from each stratum was in proportion to that in the population:
Age Group
6-20
21-35
36-50
51-65
65-80
%
22
23
25
19
11
Variable
Descriptor
Age
Years (recorded as the date of birth)
Gender
Male (M) and Female (F)
Handedness
Left-Handed (LH) and Right Handed (RH)
Physical activity
Hours per week
Reaction time to test
Seconds
Reaction time: Slow and Quick
Slow (>= 0.31 sec) & Quick ( 0.05, the p-value is not significant. Therefore, in this sample we can not justify
rejecting the null hypothesis.”
33. What is the 95% Confidence Interval? (3 decimal places) [1 mark]
_____ to _____
34. The correct description and interpretation of your 95% Confidence Interval is: [3 marks]
35. Write a conclusion paragraph about your statistical conclusions for Section D.
[4 points, 1 mark each = 4 marks]
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BMS1042 – Assessment 3 – Public Health Data Analysis
Section E: Interpreting statistical test results (13 marks)
Now, let’s look at the relationship between handedness and reaction time: slow vs quick.
Watch the embedded in the quiz
Hint: For this question, you’ll need your data summarised in the table below.
Slow
Quick
Total
Left
Right
Total
36. For the relationship between Handedness (left) and Reaction time (slow) calculate the Odds Ratio
(2 decimal places). [1 mark]
37. For the relationship between Handedness (left) and Reaction time (slow): interpret the results of the
odds ratio from the previous question [2 marks]
Next, you will calculate the SE and 95% CI of the Odds Ratio, and interpret the 95% CI.
You will need your odds ratio (handedness (left) and reaction time (slow)) from the earlier question
to 6 decimal places.
38. Calculate the standard error of the odds ratio: (4 decimal places) [1 mark]
39. Calculate 95% CI of the Odds Ratio. (3 decimal places) [1 mark]
Hint: Write your answer as x.xxx to y.yyy. e.g. 0.123 to 1.234.
40. Interpret your 95 % CI from the previous question, by filling in the gaps to the sentence below. [3
marks]
This interval the value of , so it statistically significant
A: includes; excludes
B: 0; 1
C: is; is not
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BMS1042 – Assessment 3 – Public Health Data Analysis
41. Calculate the Z-statistic (2 decimal places) [1 mark]
42. Calculate the p-value (3 decimal places) [1 mark]
43. Interpret the p-value from the previous question [3 marks]
As the p-value is than 0.05, the null hypothesis is .
The odds of having a slow reaction time is left and right handed people.
A: greater than ; less than
B: not rejected ; rejected
C: the same among ; different between
(Section F follows on the next page…)
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BMS1042 – Assessment 3 – Public Health Data Analysis
Section F: Using statistical packages (12 marks)
Watch the embedded in the quiz.
The Council of Roberton has contacted you and is really interested in the association between physical
activity and how this impacts on your reaction time in the test.
Is there a correlation between the physical activity reported and their reaction times?
You are going to need to justify your answer using appropriate graphs, interpreting correlation coefficients
and appropriate summary conclusions.
44. Draw a graph for the variables: physical activity and reaction time.
Please attach the graph as a file below.
In the text box, type the file name only.
[5 marks]
45. What is your line of best fit? (All numbers to 4 decimal places) [1 mark]
46. What is the predicted reaction time for someone with 3 hours of physical activity per week?
(3 decimal places) [1 mark]
47. State your r (correlation) value (4 decimal places) [1 mark]
48. State your R2 (coefficient of determination) value (4 decimal places) [1 mark]
49. Using your results from this section interpret your data by completing this sentence. [3 marks]
“Overall, there was a [X] correlation between reaction times and physical activity. [Y] in physical
activity were correlated with [Z] reaction times of individuals.”
[X] = strong negative;
weak negative;
weak positive;
strong positive
[Y] = increases ; decreases
[Z] = increased; decreased
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BMS1042 – Assessment 3 – Public Health Data Analysis
Section G: Putting it all together (10 marks)
Congratulations! This is the end of your investigation.
Now it is time to finalise those conclusions and submit your recommendations to the Council.
Watch the embedded in the quiz.
50. Describe your results and conclusions. Based on these, suggest recommendations in the form of a
public health response that the Council of Roberton could implement to help improve this situation
(max 300 words)
[10 marks]
Key points required:
Your results (numbers and interpretation)
i. Gender (Section D)
ii. Handedness (Section E)
iii. Physical activity (Section F)
A health promotion approach response and recommendation to the council
Your overall conclusion
13
Formula Sheet & Statistical Tables
BMS1042 Public Health and Preventive Medicine – 2023
Formula Sheet
Z – score
Observed Value – True Mean
True Standard Deviation
Z score
Sample mean – True Mean
Standard Error
T score
Sample mean – True Mean
Standard Error
where df n 1
2
Larger SD
Ratio
Smaller SD2
df
SE
Equal SD
Unequal SD
Paired
df = n1 + n2 – 2
df not taught
df = n – 1 (pairs)
SDp2
(n1 1) SD12 (n2 1) SD22
n1 n2 2
SD p2
SE
t-Statistic
t stat
95% CI
n1
SE
SDd
n
SD p2
n2
x1 x2
SE
x x T SE
*
1
SD12 SD22
n1
n2
SE
2
t stat
x1 x2
SE
x x T SE
*
1
2
t stat
xd
SE
xd T * SE
Where:
n1 and n2 are the sample size
x1 & x2 are the sample means. x d is the mean of the differences.
SD1 and SD2 are the sample standard deviation
SDp is the pooled standard deviation. SDd is the standard deviation of the differences.
SE is the standard error
T* is the t multiplier
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Relative Risk
Odds Ratio
Statistic
RR
a /(a b) a (c d )
c /(c d ) c (a b)
OR
ad
bc
Standard Error
SE
1
1
1
1
a ab c cd
SE
1 1 1 1
a b c d
Z-statistic
Z
95% Confidence Interval
exp lnRR Z * SE
Expected Cell Frequency
2
lnRR
SE
Z
lnOR
SE
exp lnOR Z * SE
Row Total Column Total
Grand Total
Observed – Expected2
Expected
Correlation coefficient: t
Linear regression:
t
r ( n 2)
(1 r 2 )
coefficient
SE
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Statistical tables from Essential Medical Statistics
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END OF FORMULA SHEETS & TABLES
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