HMGT 400 UMD Average Annual Percent of Diabetic Medicare Enrollees Paper This is not more than 20-page submission. In this assignment, students will go thr

HMGT 400 UMD Average Annual Percent of Diabetic Medicare Enrollees Paper This is not more than 20-page submission. In this assignment, students will go through the steps to set up a quantitative research study…This report should include qualitative and quantitative sections. Here are the main steps to perform this team project:

Step #1: Topic selection

The instructor will provide a list of topics; the team also should submit the team agreement plan with the selected topic in week 1 for the faculty feedback and approval.

Step #2: Performing Qualitative analysis

2.1. This section of the assignment is aimed at giving students an opportunity to select and analyze at least 5 articles using the ‘Review Manager 5’ tools to analyze the risk of bias for 5 selected articles following these steps:

– The methodological quality and risk of bias evaluation of the selected studies should be conducted independently by two team members, following the Cochrane Handbook for Systematic Reviews (Higgins, 2011), a domain-based evaluation for each study should be done across five domains:

– Selection bias,

– Performance bias,

– Detection bias,

– Attrition bias and,

– Reporting bias.

The judgment of studies for potential bias should be indicated by assigning ‘low risk’, ‘high risk, or ‘unclear risk’, for each respective source of bias.

Reference

Cochrane Handbook for Systematic Reviews of Interventions. (n.d.). Retrieved July 12, 2019, from https://training.cochrane.org/handbook

2.2. Report your finding using the Bias-Tables and Bias-Plots.

Table 1: Literature Review Analysis

Authors, Year of Publication

Intervention/

Policy evaluated

Study design/

Time Period

Data/

Study Population

Relevant Findings/

Recommendations

Author1, YYYY

Author2, YYYY

Author3, YYYY

Author4, YYYY

Author5, YYYY

Table 2. Literature Review, Table of Biases

Selection Bias

Performance Bias

Detection Bias

Attrition Bias

Reporting Bias

Authors

Systematic differences between baseline characteristics of the groups that are compared.

Systematic differences between groups in the care that is provided, or in exposure to factors other than the interventions of interest.

Systematic differences between groups in how outcomes are determined.

Systematic differences between groups in withdrawals from a study.

Systematic differences between reported and unreported findings.

Author1, 2019

Y

Y

Y

Y

Y

Author2, 2019

Author3, 2019

Author4, 2019

Author5, 2019

Note:

Y: Low risk

N: High risk

U: Unclear

Step #3: Performing Quantitative data analysis design, this is very similar to the Individual Assignments 1 and 2 (please look at the instruction for more details).

For this section:

3.1. Select one of the class data sets

3.2. Identify relevant variables

3.3. Choose the statistical method you plan to use for your analysis

3.4. Identify statistical software your team will use to run the statistical analysis focusing on EXCEL or RStudio (BONUS points) as the main software (you can use any other software such as SAS, STATA or SPSS, but the master-code will be available only for RStudio)

3.5. Analyze the data, state your conclusions and support them, this section should be included:

3.5.1. Hypothesis or research questions with a short paragraph to discuss the issue.

3.5.2. Research Method for this section first report the table of variables, then define the variables using the example provided in step-by-step instruction.

3.5.3. Report the software and type of analysis you performed in this section included descriptive table and plots

3.5.4. Discuss your findings

3.5.5. Discussion: for this section compare your finding with the LR (literature review) you performed in the first section

3.5.6. Recommendations: suggest a few policy recommendations based on your finding and LR.

Note: Make sure to submit your RStudio codes for your instructor review (for BONUS points). Assignment #3 – Group Project
This is not more than 20-page submission. In this assignment, students will go through the steps to set
up a quantitative research study. The Instructor will divide the class into groups to complete the
assignment in week 1. Each group should submit 1 topic selection in week 1, and 1 final report. This
report should include qualitative and quantitative sections. Here are the main steps to perform this
team project:
Step #1: Topic selection
The instructor will provide a list of topics; the team also should submit the team agreement plan with
the selected topic in week 1 for the faculty feedback and approval.
-Approved Selected Topic: Comparing average annual percent of diabetic Medicare enrollees age 6575 having eye examination between B and W
-Dataset: Medicare National Data CSV dataset.
Step #2: Performing Qualitative analysis
2.1. This section of the assignment is aimed at giving students an opportunity to select and analyze at
least 5 articles using the ‘Review Manager 5’ tools to analyze the risk of bias for 5 selected articles
following these steps:
– The methodological quality and risk of bias evaluation of the selected studies should be conducted
independently by two team members, following the Cochrane Handbook for Systematic Reviews
(Higgins, 2011), a domain-based evaluation for each study should be done across five
domains:
– Selection bias,
– Performance bias,
– Detection bias,
– Attrition bias and,
– Reporting bias.
The judgment of studies for potential bias should be indicated by assigning ‘low risk’, ‘high risk, or
‘unclear risk’, for each respective source of bias.
Reference
Cochrane Handbook for Systematic Reviews of Interventions. (n.d.). Retrieved July 12, 2019,
from https://training.cochrane.org/handbook
2.2. Report your finding using the Bias-Tables and Bias-Plots.
Table 1: Literature Review Analysis
Intervention/
Study design/
Data/
Relevant Findings/
Policy evaluated
Time Period
Study Population
Recommendations
Authors, Year of
Publication
Author1, YYYY
Author2, YYYY
Author3, YYYY
Author4, YYYY
Author5, YYYY
Table 2. Literature Review, Table of Biases
Selection Bias
Performance
Bias
Detection Bias
Systematic
differences
between groups
Systematic
in the care that
differences
is provided, or in
between
exposure to
Systematic
baseline
factors other
differences
characteristics of than the
between groups
the groups that interventions of in how outcomes
Authors are compared. interest.
are determined.
Author1, Y
2019
Author2,
2019
Author3,
2019
Author4,
2019
Author5,
2019
Note:
Y
Y
Attrition Bias
Reporting Bias
Systematic
differences
between groups
in withdrawals
from a study.
Systematic
differences between
reported and
unreported findings.
Y
Y
Y: Low risk
N: High risk
U: Unclear
Step #3: Performing Quantitative data analysis design, this is very similar to the Individual
Assignments 1 and 2 (please look at the instruction for more details).
For this section:
3.1. Select one of the class data sets
3.2. Identify relevant variables
3.3. Choose the statistical method you plan to use for your analysis
3.4. Identify statistical software your team will use to run the statistical analysis focusing
on EXCEL or RStudio (BONUS points) as the main software (you can use any other software such as SAS,
STATA or SPSS, but the master-code will be available only for RStudio)
3.5. Analyze the data, state your conclusions and support them, this section should be included:
3.5.1. Hypothesis or research questions with a short paragraph to discuss the issue.
3.5.2. Research Method for this section first report the table of variables, then define the variables
using the example provided in step-by-step instruction.
3.5.3. Report the software and type of analysis you performed in this section included descriptive table
and plots
3.5.4. Discuss your findings
3.5.5. Discussion: for this section compare your finding with the LR (literature review) you performed in
the first section
3.5.6. Recommendations: suggest a few policy recommendations based on your finding and LR.
Note: Make sure to submit your RStudio codes for your instructor review (for BONUS points).

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