Course Details

1. Describe the need for statistical analysis in everyday life examples.
2. Identify the difference between population and sampling in statistics. Distinguish the difference between quantitative and qualitative variables with their respective subcategories.
3. Organize and present data in a table format, explain the terminology of frequency and relative frequency in data collection.
4. Describe measures of location and calculate location measures in various real life datasets.
5. Justify the need for calculating measures of spread and estimate measures of spread in various examples.
6. Use of statistical software and analyses of real life datasets using the package
7. To get familiarized with the different epidemiological studies, the types and the measures that are used in the various research studies
8. To be in position to write a study protocol, perform an epidemiological study, collect and record data and to perform the necessary statistical analyses
9. To acquire knowledge how to perform a bibliographic research and how to record the main bibliographic sources/references
10. To be in position to communicate/present in the best manner the results of a study

Introduction to Statistical Analysis: Population and sample, difference and examples from everyday life

Methods of Sampling : Simple Random Sampling, Systematic Sampling, Stratified Sampling

Types of Variables: Discrete and Continuous Quantitative Variables, Nominal and Ordinal Qualitative Variables.

Presentation and Organisation of Data: Frequency Tables, Relative Frequency Tables, Percentages

Measures of location and Spread: Mean, mode, median, range, standard deviation for simple datasets and grouped datasets

Statistical Models for analysis of datasets: Introduction to various statistical models depending on the problem under investigation

Use of SPSS: Introduction to the software, entering datasets, various types of data, commands for statistical tests.

Introduction to Research Methodology: Study design, Principles and types of epidemiological studies

Epidemiological studies: Basic principles and differences in the various epidemiological studies, Basic epidemiological measures, Choosing the right design for the research purpose, Conducting an epidemiological study

Writing a research protocol: Basic principles of writing a complete research protocol, structure and content, formulating the research question, project management, good examples of protocols

Oral communication: Communication of the results, preparing the contents, preparing the slides, preparing the speech, delivering the presentation

• Rothman KJ, Greenland S, Lash TL (2008). Modern Epidemiology 3rd ed. Rothman KJ, Greenland S, Lash TL eds Philadelphia: Lippincott – Raven.
• Haynes B.R., Sachett D., Guyatt G., Tugwell P. (2006). Clinical Epidemiology. How to Do Clinical Practice Research, Lippincott Williams and Wilkins, A Wolters Kluwer Company, New York.

We use a variety of teaching methods to meet different learning styles and needs of the course. This means that the student can expect a set of lectures, seminars, case studies and learning based on group discussions and problems (problem solving, student oriented). The result is a rich learning experience where students can benefit from courses which are relevant, practical and current.
Graduate students are required to participate during their studies in scientific activities (conferences, workshops) objects associated with the Program enriching their knowledge with additional knowledge to the theoretical and practical training in relation to their practical training and preparation of their thesis work.
Courses other than teaching or instructional books proposed by each teacher to study their contents usually offer several other forms of additional teaching materials such as notes, educational CD / DVD, Internet courses, or hung on the website of the Department or the educational platform (e-class) of the graduate program                                                         .
It is possible, at the discretion of the teacher, lessons supplemented by classroom exercises and assignments, individual or group, to better their strengthening. In any case, at the discretion of the teacher to determine the specific requirements of the exercise (or exercises) in each course, or other work, which should prepare the student for the course.