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PUN105 Assessment - Analytical Report

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Objectives This assessment addresses Unit Learning Outcomes 1, 2 & 3:• Discriminate the most appropriate descriptive and inferential statistics to use in a givenhealth context,• Analyse health data using statistical software and interrogate the test assumptions, and• Interpret and communicate the results of computer-generated statistical analyses.TaskYour task is to write the statistical methods and results sections of a hypothetical manuscript thatfocuses on casual serum glucose level in a cohort of individuals who were part of the FraminghamHeart Study which commenced i...

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Objectives This assessment addresses Unit Learning Outcomes 1, 2 & 3:• Discriminate the most appropriate descriptive and inferential statistics to use in a givenhealth context,• Analyse health data using statistical software and interrogate the test assumptions, and• Interpret and communicate the results of computer-generated statistical analyses.TaskYour task is to write the statistical methods and results sections of a hypothetical manuscript thatfocuses on casual serum glucose level in a cohort of individuals who were part of the FraminghamHeart Study which commenced in 1948 in the community of Framingham, Massachusetts USA. TheSPSS data set you are required to analyse was emailed to your QUT student email address on 10thSeptember. If you did not receive this email you should notify the unit coordinator immediately. Thedata coding manual for the data set is provided at the end of this document.Your analysis and reporting of results should encompass all of the following tasks/questions.1. Describe the characteristics of the people included in the sample at the baselineexamination.2. Describe and test the bivariate relationships between casual serum glucose at the baselineexamination and age, body mass index (BMI), education and use of blood pressuremedication at the time of the baseline examination.3. Describe the people who had casual serum glucose >150 mg/dL at the baseline examinationand compare them to people who had ≤150 mg/dL casual serum glucose at the baselineexamination in terms of age, BMI, whether they were cigarette smokers at baselineexamination and whether they were taking blood pressure medication at the time of thebaseline examination.4. Considering only individuals with casual serum glucose level at baseline less than or equal to150 mg/dL, which of these variables (age, BMI, smoking status and whether they weretaking blood pressure medication) measured at baseline are significantly associated withcasual serum glucose level at baseline in a multivariable analysis? Describe their relationshipwith casual serum glucose level, including which continuous variable explains the mostvariation in casual serum glucose level. Report the ‘minimum model’ obtained.5. Did the average casual serum glucose level of participants change significantly between thebaseline examination and the follow-up examination? Did the proportion of the sample withcasual serum glucose level >150 mg/dL change significantly between baseline and follow-upexamination?2You will be graded on both your analysis and interpretation, so you should avoid simple yes/noanswers to the questions. Rather, explain how you reached your answer citing any relevant results.Only statistical methods taught in this unit should be used in the assessment. Your grade will benegatively affected if alternate statistical methods are used. All questions can be answered usingthe methods taught.The report structureYour report should contain two sections; statistical methods and results. You are permitted to usesubheadings within the results section. You are not required to research the background to thedata, or the relevance of the results to the field. You are also not required to reference the data orstatistical methods used.The articles available on QUT Readings under the heading “Papers for Orientation Week exercise”provide examples of how statistical methods and results are reported in manuscripts. It isrecommended you review some of these articles so you are familiar with options for how to presentyour results.Your report should be written in clear English, using sentences and proper grammar. The report cancontain tables and graphs, however copying SPSS output is not permitted. Only the graphs fromSPSS can be included. Self-generated tables containing relevant information are acceptable butcopy-paste tables from SPSS are not appropriate. Remember that your task is to interpret theresults which means the reader should not need to see all the details of the output you obtained.Also remember to include both descriptive and inferential statistics. The reader should be able tounderstand the analysis you conducted and the assumptions you considered from reading thestatistical methods section. The report must not include analytical plans, and appendices will not beconsidered when grading reports.Formatting and word limitsYour report must contain the assessment coversheet as the first page. The assessment cover sheetis available on Blackboard in the Assessment 2 folder.The report should:1) use 12 pt font,2) have minimum of 1.5 line spacing, and3) have page margins no smaller than 2cm.It is expected the report will be well written using professional language and be free fromgrammatical and spelling errors. Your report should be written for someone who has a basicunderstanding of health and medical terms, and statistical terminology.The report should be no longer than 1,500 words. Tables, table footnotes and table/figure titles arenot included in the word count. The word count for the report must be stated on the assessmentcover sheet.

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Run the excel data in SPSS software For first question:Analyze-descriptive statistics –descriptives = It provided descriptive statistics explaining mean, standard deviation, maxima and minimaFor second question:I run correlation analysis by selecting correlate (bivariate) by putting variables including casual serum glucose at the baseline examination and age, body mass index (BMI), education and use of blood pressure medication at the time of the baseline examination. It provided me the relationship between these variables. 

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