Epidemiology: Flashcard Set

Epidemiology: Flashcard Set

Use a small concept deck for retrieval, discrimination, application, and spaced rechecking instead of memorizing isolated words. Studies disease frequency, association, study designs, bias, confounding, screening, and causal reasoning. Course titles, local sequences, grading, safety rules, required tools, and assessment formats vary; align this resource with the current syllabus and instructor directions.

Learning outcomes

• Explain and apply incidence and prevalence, then connect it to measures of association using course-appropriate evidence.
• Explain and apply measures of association, then connect it to study designs using course-appropriate evidence.
• Explain and apply study designs, then connect it to bias and confounding using course-appropriate evidence.
• Explain and apply bias and confounding, then connect it to screening and causal inference using course-appropriate evidence.
• Explain and apply screening and causal inference, then connect it to incidence and prevalence using course-appropriate evidence.

Prerequisite readiness

statistics, probability, public-health concepts, algebra, and research ethics Use a short ungraded check, repair the smallest missing skill, and immediately retest it in a course-level task.

Ten-card deck

• incidence and prevalence: explain the idea and give a valid example.
• incidence and prevalence: identify the decisive difference from measures of association.
• measures of association: explain the idea and give a valid example.
• measures of association: identify the decisive difference from study designs.
• study designs: explain the idea and give a valid example.
• study designs: identify the decisive difference from bias and confounding.
• bias and confounding: explain the idea and give a valid example.
• bias and confounding: identify the decisive difference from screening and causal inference.
• screening and causal inference: explain the idea and give a valid example.
• screening and causal inference: identify the decisive difference from incidence and prevalence.

Deck schedule

Retrieve before revealing, rate accuracy and explanation quality, mix cards, and retire only after two delayed successful applications.

Reliable method

define population exposure outcome and time, choose a design or measure, build the comparison, quantify uncertainty, and identify bias Keep assumptions, intermediate reasoning, units, sources, tool use, and checks visible so another learner can follow the decision process.

Representative application

Compare risks in a cohort and explain why association, confounding, selection, and measurement affect causal interpretation. Predict a reasonable result before working, compare the outcome with the prediction, and explain limitations or alternative interpretations.

Error recovery

Watch for confusing prevalence with incidence or treating a relative association as causal without absolute risk and study limitations. Mark the first unsupported move, classify the cause, correct the reasoning, and schedule a fresh mixed recheck after a delay.

Accessibility, integrity, and safety

Use approved accommodations and accessible formats. Follow course rules for collaboration, citation, calculators, software, generative tools, laboratories, clinical settings, field activity, privacy, copyright, and human or animal subjects. Never use Exams.fit to obtain protected questions or bypass assessment rules.

Evidence to save

When permitted, preserve an epidemiologic analysis with population, measures, design, bias assessment, uncertainty, and conclusion with the prompt, first attempt, feedback, revision, verification, and reflection. Remove restricted assessment content and private or proprietary information.

Open-learning reference

Compare this original Exams.fit resource with the relevant OpenStax collection and MIT OpenCourseWare when they match the local course. Reviewed August 2, 2026. This page does not replace the current syllabus, instructor, institution, or qualified professional.