Fundamental Mathematics for Epidemiology Study - Merrill, Ray M
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"Mathematical concepts and their applications are fundamental to epidemiology. However, many public health students lack adequate quantitative background and find themselves struggling with simple math such as converting fractions to decimals; filling in 2 by 2 tables; reading story problems; understanding the difference between ratios, proportions, and rates; and connecting selected math concepts to epidemiologic study designs. Other students have been taught the math principles that deal with epidemiology, but did not learn how to apply these mathematical tools to research study designs. As…mehr

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Produktbeschreibung
"Mathematical concepts and their applications are fundamental to epidemiology. However, many public health students lack adequate quantitative background and find themselves struggling with simple math such as converting fractions to decimals; filling in 2 by 2 tables; reading story problems; understanding the difference between ratios, proportions, and rates; and connecting selected math concepts to epidemiologic study designs. Other students have been taught the math principles that deal with epidemiology, but did not learn how to apply these mathematical tools to research study designs. As the first of its kind, this book reviews fundamental math concepts and procedures for epidemiology. Students will learn how to connect the math principles and procedures to the epidemiologic study designs. They will also will gain opportunities to apply the math principles to real-life problems and case studies. Key Features: Provides step-by-step, practical real-life examples of math principles and procedure in epidemiology along with non-intimidating worksheets. Includes links to online videos and problems that can be solved iteratively, with instant feedback. Offers a pre- and post-test in each chapter to allow students to test out what they've learned. The pretest identifies current understanding and application ability. Students are then provided tailored feedback on what they need to focus on in the lesson. The post-test identifies where deficiencies were met or if the student needs to go back and review certain concepts or procedures again."--
Autorenporträt
Ray M. Merrill, Ph.D., M.P.H. has been actively involved in epidemiology and biostatisticssince his professional career began in 1995. As a Cancer Prevention Fellow at the National Cancer Institute, he worked with leading researchers in the area of cancer epidemiology. In 1998 he joined the faculty in the Department of Health Science at Brigham Young University, Provo, Utah, where he continued his research in epidemiology. Since 1999 he has also held an adjunct faculty position in the Department of Family and Preventive Medicine at the University of Utah. In 2001, he spent a sabbatical working in the Unit of Epidemiology for Cancer Prevention at the International Agency for Research on Cancer Administration, Lyon, France. He has won various awards for his research in cancer epidemiology. Dr. Merrillcurrently teaches introductory and advanced level classes in epidemiology and biostatistics. He has over 100 professional publications in epidemiology and public health journals. He is currently a full professor of epidemiology and biostatistics at Brigham Young University.