Distinguish the difference between ratios, proportions, and rates.

Measures of frequency are used to describe disease occurrence. There are four types of measures: count, ratio, proportion, and rate. Count refers to the number of cases of a disease. Proportion compares a part to a whole and may be expressed as a percentage and rate compares the frequency of a disease to the population at risk for a specific period. A rate that you are probably familiar with is the infant mortality rate. It is the number of infant deaths for every 1,000 live births. The infant mortality rate is important because it is a strong indicator of the overall health of a society (Center for Disease Control [CDC], 2020, September 10).

References

Center for Disease Control. (2020, September 10). Infant mortality. https://www.cdc.gov/reproductivehealth/maternalinfanthealth/infantmortality.htm(new tab)

Upon successful completion of this discussion, you will be able to:

  • Describe the measures of frequency used in epidemiology.
  • Distinguish the difference between ratios, proportions, and rates.

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade.
  2. Review from your textbook Chapter 5.
  3. Review the Chapter 5 PowerPoint(PowerPoint presentation) file.
  4. Read the following:
    1. Calculating and Interpreting the Odds Ratio(new tab)
    2. Grasping the All-important Concept of Risk(new tab)
  5. Watch the video Incidence and Prevalence – Everything You Need to Know(new tab)
     
  6. Write an initial response to the following prompts:
    1. Describe the difference between ratio, proportions, and rates.
    2. Describe the difference between prevalence and incidence rates.
    3. Why is it important to report both the prevalence and incidence of a disease?
    4. Give an example of the prevalence and incidence rate for a disease.
  7. Support your initial discussion post with references that are relevant, scholarly, peer-reviewed sources, or authoritative professional organizations. You can utilize IWU Online Campus Library Services(new tab) to help locate these sources.
  8. Use APA Style(new tab) for all citations and references.

Rubric

Criteria

Excellent

 

Competent

 

Needs Improvement

 

Inadequate/Failing

 

Criterion Score

 

Quality of Initial Post

16 points

(13-16 points)

Thoroughly addresses the prompt(s). Post is well developed, refers to relevant course concepts (with citations and references), and provides clear evidence of critical thinking.

12 points

(9-12 points)

Adequately addresses the prompt(s).
Post refers to relevant course concepts (with citations and references) and provides clear evidence of critical thinking.

8 points

(5-8 points)

Post addresses the prompt(s) but is limited in referring to relevant course concepts (with citations and references) and providing clear evidence of critical thinking.

4 points

(0-4 points)

Post does not address the prompt(s), refer to relevant course concepts (with citations and references), and/or provide evidence of critical thinking.

Score of Quality of Initial Post,

/ 16

Timeliness

3 points

Initial posting to the question or topic assigned in the workshop activity is made by day five of the workshop.

2 points

Initial posting to the question or topic assigned in the workshop activity is made by day six of the workshop.

1 point

Initial posting to the question or topic assigned in the workshop activity is made by day seven of the workshop.

0 points

No initial posting by day seven of the workshop.

Score of Timeliness,

/ 3

Interaction

8 points

(7-8 points)

Demonstrates critical thinking through quality interaction with at least two classmates by directly commenting on their ideas and making connections to relevant content.

Advances the discussion by introducing new ideas, asking clarifying questions, and synthesizing concepts.

Responds to faculty follow-up questions.

6 points

(5-6 points)

Demonstrates critical thinking through quality interaction with at least two classmates by directly commenting on their ideas and making connections to relevant content.

Responds to faculty follow-up questions directed to you.

4 points

(1-4 points)

Interaction is incomplete (only one quality response) or lacking in quality in both responses.

May or may not respond to faculty follow-up questions directed to you.

0 points

No interaction with classmates.

Score of Interaction,

/ 8

Written Communication

3 points

Written communication is easy to read and understand. Communicates clearly through the effective control of grammar and spelling.

Appropriately uses APA for citations and references.

2 points

Written communication is readable. Communicates clearly through the control of grammar and spelling, with only minimal errors.

Appropriately uses APA for citations and references.

1 point

Written communication is not as clear due to a few issues with the effective control of grammar and spelling.

Attempts to use APA for citations and references, but errors are present.

0 points

No communication or written communication is not as clear due to many issues with the effective control of grammar and spelling.

No attempt to use APA appropriately.

Score of Written Communication,

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