In a presentation followed by a practical exercise, guide students to understand what standardisation is, why it is important in population health studies and how to do it.
By the end of the session, students can:
- Explain why standardisation is important.
- Perform standardisation.
Develop a lecture based on concrete examples of research to illustrate the key concepts related to standardisation. (Step 1)
Prepare the practical exercise. (Step 2)
- Preston, S., Houseline, P. & Guillot, M. (2001) Demography: Measuring and Modeling Population Processes, Malden MA: Blackwell, pp. 21-28.
- Palmore, J.A., & Gardner, R.W. (1994) Measuring Mortality, Fertility and Natural Increase: A Self-Teaching Guide to Elementary Measures, 4th Edition, Honolulu: East-West Center, pp. 9-34.
- Hennekens and Buring. (1987). Epidemiology in Medicine. Pp 70-73; 85-86.
- Ahmad, O.B., Boschi-Pinto, C., Lopez, A.D., Murray, C.J.L., Lozano, R., Inoue, M.
- (2001). Age standardization of rates: A new WHO standard. GPE Discussion Paper Series: No.31.
- Ezeh, A.C., and Dodoo, F.N. (2002). Institutional Change and the African Fertility Transition: The Case of Kenya. African Population and Health Research Center (APHRC) Working Paper No. 25
|30 minutes||1. Present key concepts and examples||Facilitator|
|1 hour||2. Practice the steps||Individuals|
Step 1. Present key concepts and examples
The student presents an aspect of their research project to members of their pre-assigned WIP group of peers and facilitators. The chair introduces the presenter and ensures that s/he stops at 15 minutes.
Step 2. Practice the steps
Through this practical exercise making use of Excel, students gain:
- An overview of crude death rate (CDR), age specific death rates (ASDR),
- An appreciation of the importance and limitations of each of the concepts.