Discussion Board Question Number 2A fundamental ethical problem in statistics arises in experimentation (i.e., in the context of studies of experimental drugs for treating AIDS). On one side, organizations such as the National Institute of Health insist on randomly assigning treatments such as flipping a coin for each patient to decide which treatment to assign. The advantage of randomized experiments is that they allow reliable conclusions without the need to worry about lurking variables. However, some groups of AIDS patients have opposed randomization, instead making the argument that each patient should be assigned the best available treatment (or to be more precise, whatever treatment is currently believed to be the best). The ethical dilemma is to balance the benefits to the patients in the study (who would like the opportunity to choose among available treatments) with future patients (who would be served by learning as soon as possible about the effectiveness of the competing treatments). The issue is complicated. On one hand, the randomized study is most trustworthy if all the patients in the study participate. If they are not treated respectfully, the patients might go outside the study and try other drugs, which could bias the estimates of treatment effects. On the other hand, the patients might benefit from being in an experimental study. Even if the treatment is randomized, the patients are getting close medical attention from the researchers. Current best practice is to design studies so that all subjects will be expected to benefit in some way, but still keeping the randomized element. For example, a study can compare two potentially beneficial experimental treatments, rather than comparing a treatment to an inert “control.” However, there will always be conflicts of interest between the patients in the study, the scientists conducting it, and the public at large.In your original post, compare and contrast at least two research designs that might be used to research life threatening diseases/disorders. At least one design should present ethical issues and at least one design should minimize potential ethical issues. Provide at least one Scripture passage that supports your ethical perspectives on medical/public health research. Your thread is due by 11:59 p.m. (ET) on Thursday and your two replies are due by 11:59 p.m. (ET) on Sunday.Discussion Question Number 3Consider the following three scenarios:1.
Suppose you work for an organization that runs tests for
life-threatening diseases and then discusses the results with their
patients. You have just tested a 45 year old male patient, father of
six, and according to the test he is terminally ill. Statistics shows
that the man has seven months to live. 2.
Your 31 year old daughter, who for five years has been underemployed
and unemployed, announces she has secured a stable and high paying job
as Director of Operations for a Colorado Marijuana facility. 3.
You are working for a foreign government that has had a disease
epidemic in a certain region of their country which has led to the
deaths of three million children. The disease is spread by mosquitos,
and the only quick and sure way to stop the epidemic is to spray
Chemical H on the jungle environments where the mosquitos live. Spraying
the chemical will lead to environmental issues for 20 years. Pick
one of the above scenarios and in that context, explain how your
knowledge of biostatistics might inform how you address the situation
and how you might advance a Biblical worldview. Fell free to add details
or assumptions left ambiguous in the prompt. Your thread is due by 11:59 p.m. (ET) on Thursday and your two replies are due by 11:59 p.m. (ET) on Sunday.
hlth501_discussion_board_instructions.docx
rubric_discussion_board_2.docx
rubric_discussion_board_3.docx
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HLTH 501
DISCUSSION BOARD INSTRUCTIONS
Participation in the Discussion Board forums is critical for maximizing your learning experiences
in this course. You are required to be part of an online community who interact through
discussion to enhance and support the professional development of the group. Part of the
assessment criteria for the course includes assessing the quality and quantity of your
participation in the discussion.
Some characteristics we consider to be part of excellent discussion contributions are outlined
below. Your facilitator will consider these characteristics when assessing the quality and level of
your participation.
•
Integrate Biblical Worldview into topic – May include scripture reference or testimony
pertaining to topic. Avoid anecdotal references to experiences of friends and/or
acquaintances.
•
You should submit your initial post(s) early in the session and your subsequent responses
to the posts of other learners at timely intervals within the duration of the session. Keep
in mind that the goal is to have a dynamic discussion that lasts throughout the entire
session.
•
Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or
“Good ideas” will not be considered adequate. Support your statements with examples,
experiences, or references. You are, however, encouraged to be brief. Keep each post
and response to one or two short paragraphs. Be mindful that your fellow learners will be
reading and responding to you, too.
•
Make certain to address the discussion prompt(s). This does not mean you should not
extend the topic, but do not stray from the topic.
•
Discussions occur when there is dialogue. Therefore, build upon the posts and responses
of other learners to create discussion threads. Make sure you revisit the Discussion
Board forum and respond, if necessary, to what other learners have posted to your initial
responses.
•
When relevant, add to the discussion by including prior knowledge, work experiences,
references, websites, resources, etc. Make sure to give credit where appropriate.
•
Your contributions to the Discussion Board posts and responses should be complete and
free of grammatical or structural errors.
•
Your initial posts are required to be a minimum of 300 words and are due by 11:59 p.m.
(ET) on Thursday of the assigned module/week.
•
Response posts are required to be a minimum of 200 words and are due by 11:59 p.m.
(ET) on Sunday of the assigned module/week.
HLTH 501 Discussion Board 2 Rubric
Criteria
Content 80%
Structure 20%
Levels of Achievement
Advanced
Proficient
Developing
Not present
20 points*
Advanced comparison of two or
three research designs that might
be used to research life
threatening diseases/disorders.
15 to 19 points*
Thorough comparison of two
research designs that might be used
to research life threatening
diseases/disorders.
1 to 14 points*
A partial comparison of two research
designs that might be used to
research life threatening
diseases/disorders.
0 points
The student did not submit an
initial post.
Advanced
Proficient
Developing
Not present
5 points*
More than two replies to other
students that move forward
4 points*
Two replies to other students that
move forward
1 to 3 points*
One reply post replies to other
students or two posts that are not
substantive
0 points
No replies to other students
*Please see the Levels of Achievement Points spreadsheet for standardized point values based off your school/department’s grading scale.
HLTH 501 Discussion Board 3 Rubric
Criteria
Content 80%
Structure 20%
Levels of Achievement
Advanced
Proficient
Developing
Not present
20 points*
In a distinctive and thorough way,
address one or more of the
prompts.
15 to 19 points*
In a sufficient way, addresses one
of the prompts.
1 to 14 points*
Partially addresses one of the
prompts given in the discussion broad
instructions
0 points
The student did not submit an
initial post.
Advanced
Proficient
Developing
Not present
5 points*
More than two replies to other
students that move forward
4 points*
Two replies to other students that
move forward
1 to 3 points*
One reply post replies to other
students or two posts that are not
substantive
0 points
No replies to other students
*Please see the Levels of Achievement Points spreadsheet for standardized point values based off your school/department’s grading scale.
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