Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
INTRODUCTION to SURVIVAL ANALYSIS | - | Spring Semester | 3+0 | 3 | 8 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | Second Cycle (Master's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Abdulbari BENER |
Name of Lecturer(s) | Prof.Dr. Abdulbari BENER |
Assistant(s) | |
Aim | To give concept of survival analysis, definitions and functions in survival analysis, to teach censored data and kinds of censored data, to give survival curves and tests to compare survival curves, to introduce important models in survival analysis, to teach general approaches for assessing the proportional hazards assumption, to give parametric regression models, and subjects learned in the classroom and on the computer to do the practice. |
Course Content | This course contains; Concept of survival analysis,Survival Analysis Definitions,Censored data,Important functions,Survival curves,Tests to compare survival curves,Cox regression model,Assessing the proportional hazards assumption,Stratified Cox regression model,Extended Cox regression model,Parametric regression models,Accelerated failure time models,Frailty models,Competing risks. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Learns the concept of survival analysis | 14, 16, 6, 9 | E |
2. Have knowledge about the definitions and functions in survival analysis | 10, 6, 9 | E |
3. Obtains the survival curves and compares the survival curves | 16, 6, 9 | E |
4. Gets the Cox regression model and interprets | 10, 16, 6, 9 | E |
5. Learns the general approaches for assessing the proportional hazards assumption | 10, 16, 6, 9 | E |
6. Gets the stratified and extended Cox regression models and interprets | 10, 16, 6, 9 | A, E |
7. Recognizes the parametric regression models used in the survival analysis | 10, 16, 6, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Concept of survival analysis | Lecture Notes |
2 | Survival Analysis Definitions | Lecture Notes |
3 | Censored data | Lecture Notes |
4 | Important functions | Lecture Notes |
5 | Survival curves | Lecture Notes |
6 | Tests to compare survival curves | Lecture Notes |
7 | Cox regression model | Lecture Notes |
8 | Assessing the proportional hazards assumption | Lecture Notes |
9 | Stratified Cox regression model | Lecture Notes |
10 | Extended Cox regression model | Lecture Notes |
11 | Parametric regression models | Lecture Notes |
12 | Accelerated failure time models | Lecture Notes |
13 | Frailty models | Lecture Notes |
14 | Competing risks | Lecture Notes |
Resources |
- Collett, 2003, Modelling Survival Data in Medical Research, Chapman&Hall, New York. - Kleinbaum, D.G., 1996, Survival Analysis. Springer-Verlag, New York. - Lawless, J.F., 1982, Statistical Models and Methods for Life Time Data, Wiley, New York. - Lee, E.T. and Wang, J.W., 2003, Statistical Methods for Survival Data Analysis. John Wiley and Sons, New Jersey. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Can use advanced theoretical and applied knowledge gained in the fields of theoretical and applied biostatistics. | X | |||||
2 | Can use the knowledge of basic probability and statistics theories and applications at the level of expertise. | X | |||||
3 | They have knowledge of all kinds of research design in the field of health | X | |||||
4 | Can design, construct and propose solutions for research in the field of health. | X | |||||
5 | Can identify and analyze problems in health research and produce solutions based on scientific methods | X | |||||
6 | Conducts scientific clinical descriptive or analytical research on priority issues related to the field. | ||||||
7 | Evaluate and explain the information about the field of biostatistics with a critical approach. | X | |||||
8 | Observes and teaches social, scientific, and ethical values in the stages of data collection, recording, interpretation, and reporting related to the field of biostatistics. | ||||||
9 | To be familiar with the software commonly used in the fields of biostatistics and to be able to use at least one effectively | X | |||||
10 | Conducts studies in the field of biostatistics independently or as a team. | X | |||||
11 | Maintains work in the field of biostatistics individually or as a team, can participate in the decision-making process, and make and finalize the necessary planning by using time effectively. | ||||||
12 | Ensure the continuity of her professional development by using the biostatistics field and lifelong learning principles. | X | |||||
13 | Publishes a scientific article in a national and international journal or presents it at a scientific meeting. | X | |||||
14 | Take part in research, projects and activities in collaboration with other disciplines in the field of health. | ||||||
15 | A sensitive individual, they can use their knowledge for the benefit of society and have sufficient awareness about quality management, occupational safety, and environment in all processes. | X | |||||
16 | Can use the knowledge and problem-solving skills synthesized in the field of biostatistics by considering ethical principles in health research. | X | |||||
17 | It can be found in national and international policy studies in the field of biostatistics and education. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 50 | |
Rate of Final Exam to Success | 50 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 0 | 0 | 0 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 0 | 0 | 0 | |||
General Exam | 0 | 0 | 0 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 0 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
INTRODUCTION to SURVIVAL ANALYSIS | - | Spring Semester | 3+0 | 3 | 8 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | Second Cycle (Master's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Abdulbari BENER |
Name of Lecturer(s) | Prof.Dr. Abdulbari BENER |
Assistant(s) | |
Aim | To give concept of survival analysis, definitions and functions in survival analysis, to teach censored data and kinds of censored data, to give survival curves and tests to compare survival curves, to introduce important models in survival analysis, to teach general approaches for assessing the proportional hazards assumption, to give parametric regression models, and subjects learned in the classroom and on the computer to do the practice. |
Course Content | This course contains; Concept of survival analysis,Survival Analysis Definitions,Censored data,Important functions,Survival curves,Tests to compare survival curves,Cox regression model,Assessing the proportional hazards assumption,Stratified Cox regression model,Extended Cox regression model,Parametric regression models,Accelerated failure time models,Frailty models,Competing risks. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Learns the concept of survival analysis | 14, 16, 6, 9 | E |
2. Have knowledge about the definitions and functions in survival analysis | 10, 6, 9 | E |
3. Obtains the survival curves and compares the survival curves | 16, 6, 9 | E |
4. Gets the Cox regression model and interprets | 10, 16, 6, 9 | E |
5. Learns the general approaches for assessing the proportional hazards assumption | 10, 16, 6, 9 | E |
6. Gets the stratified and extended Cox regression models and interprets | 10, 16, 6, 9 | A, E |
7. Recognizes the parametric regression models used in the survival analysis | 10, 16, 6, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Concept of survival analysis | Lecture Notes |
2 | Survival Analysis Definitions | Lecture Notes |
3 | Censored data | Lecture Notes |
4 | Important functions | Lecture Notes |
5 | Survival curves | Lecture Notes |
6 | Tests to compare survival curves | Lecture Notes |
7 | Cox regression model | Lecture Notes |
8 | Assessing the proportional hazards assumption | Lecture Notes |
9 | Stratified Cox regression model | Lecture Notes |
10 | Extended Cox regression model | Lecture Notes |
11 | Parametric regression models | Lecture Notes |
12 | Accelerated failure time models | Lecture Notes |
13 | Frailty models | Lecture Notes |
14 | Competing risks | Lecture Notes |
Resources |
- Collett, 2003, Modelling Survival Data in Medical Research, Chapman&Hall, New York. - Kleinbaum, D.G., 1996, Survival Analysis. Springer-Verlag, New York. - Lawless, J.F., 1982, Statistical Models and Methods for Life Time Data, Wiley, New York. - Lee, E.T. and Wang, J.W., 2003, Statistical Methods for Survival Data Analysis. John Wiley and Sons, New Jersey. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Can use advanced theoretical and applied knowledge gained in the fields of theoretical and applied biostatistics. | X | |||||
2 | Can use the knowledge of basic probability and statistics theories and applications at the level of expertise. | X | |||||
3 | They have knowledge of all kinds of research design in the field of health | X | |||||
4 | Can design, construct and propose solutions for research in the field of health. | X | |||||
5 | Can identify and analyze problems in health research and produce solutions based on scientific methods | X | |||||
6 | Conducts scientific clinical descriptive or analytical research on priority issues related to the field. | ||||||
7 | Evaluate and explain the information about the field of biostatistics with a critical approach. | X | |||||
8 | Observes and teaches social, scientific, and ethical values in the stages of data collection, recording, interpretation, and reporting related to the field of biostatistics. | ||||||
9 | To be familiar with the software commonly used in the fields of biostatistics and to be able to use at least one effectively | X | |||||
10 | Conducts studies in the field of biostatistics independently or as a team. | X | |||||
11 | Maintains work in the field of biostatistics individually or as a team, can participate in the decision-making process, and make and finalize the necessary planning by using time effectively. | ||||||
12 | Ensure the continuity of her professional development by using the biostatistics field and lifelong learning principles. | X | |||||
13 | Publishes a scientific article in a national and international journal or presents it at a scientific meeting. | X | |||||
14 | Take part in research, projects and activities in collaboration with other disciplines in the field of health. | ||||||
15 | A sensitive individual, they can use their knowledge for the benefit of society and have sufficient awareness about quality management, occupational safety, and environment in all processes. | X | |||||
16 | Can use the knowledge and problem-solving skills synthesized in the field of biostatistics by considering ethical principles in health research. | X | |||||
17 | It can be found in national and international policy studies in the field of biostatistics and education. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 50 | |
Rate of Final Exam to Success | 50 | |
Total | 100 |