HTHSCI 2G03

Statistics & Epidemiology I

Fall 2023

INSTRUCTOR(S):
Russell de Souza, RD, ScD
desouzrj@mcmaster.ca
Global Health Office, MDCL, 3rd floor Room 3500/E

I am an associate professor in the department of Health Research Methods, Evidence, and Impact, and
a faculty member in the B.H.Sc. program. I have been on faculty at McMaster since July 2014. My first
degree was in English literature, before I transitioned into sciences, completing a B.A.Sc. at Toronto
Metropolitan University. I practiced as a dietitian in Toronto before embarking on an academic career
through an M.Sc. in Nutritional Sciences at the University of Toronto, and a Sc.D. in Nutrition with
minors in epidemiology and biostatistics at the Harvard School of Public Health. My research interests
lie in understanding how nutrition throughout the lifespan influences the development of chronic
diseases, specifically cardiovascular disease.

Dena Zeraatkar, PhD

dena.zera@gmail.com

I am a research methodologist and epidemiologist. I am currently an assistant professor in the

Department of Anaesthesia. I completed my graduate training in the health research methodology
program in the department of Health Research Methods, Evidence, and Impact at McMaster University.
My research is centered on evidence synthesis and evaluation using non-randomized data to guide
complex healthcare and public health decisions.

TEACHING ASSISTANT(S):
Amal Khan khana268@mcmaster.ca
Sahar Khademioore Khades1@mcmaster.ca
Sara Moradi morads4@mcmaster.ca
Mehnaz Munir munirm12@mcmaster.ca
Fazle Rabbi rabbif@mcmaster.ca
Sohnia Sansanwal sansanws@mcmaster.ca
Natasha Ross rossn1@mcmaster.ca
Rosain Stennett stennetr@mcmaster.ca
Ledingoana (Alex) Thabane thabanla@mcmaster.ca

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SCHEDULE:
Wednesday 9:30 – 10:20, Friday 9:30 – 10:20 (synchronous)
Peter George Centre for Living and Learning, 127

ATTENDANCE EXPECTATIONS AND RECORDINGS:

Attendance at in-person lectures is strongly encouraged, but not graded. Lectures will be recorded and
available for viewing the same day of the lecture delivery. Tutorial attendance and participation are
graded, so you are expected to attend these.

OFFICE HOURS OR HOW/WHEN AVAILABLE:

Dr. Russell de Souza will host weekly office hours each Wednesday from 11:30 am – 12:30 pm in
MDCL, Global Health Office, Room 3500/E. If you are attending, please wear a mask. I will do the
same. I am also available by appointment. Email Dr. de Souza (desouzrj@mcmaster.ca) to schedule an
appointment.

TECHNOLOGY PLATFORM(S):
Avenue to Learn, Echo360

LEARNING OBJECTIVES:
This course is an introduction to epidemiology. The purpose is to introduce students to measures of
health (incidence, prevalence), epidemiologic study designs (randomized trials, cohort studies, case-
control studies), and measures of association you can calculate from these studies (relative risk, odds
ratio). We will also examine important considerations in the design and appraisal of epidemiologic
studies and conclude by reviewing specialized topics in epidemiology (evidence-based medicine,
causation, diagnostic tests, and screening) and issues unique to specialized fields of epidemiology
(infectious disease epidemiology, genetic epidemiology, nutritional epidemiology).

Students will be expected to be familiar with the content presented in lecture and read the assigned
chapters and any additional reading before lectures. Tutorials offer students a chance to engage with
primary literature in smaller groups. The course will help students to be better-informed consumers of
health information and it will reinforce the critical approach needed to ask the right questions in health
research.

By the end of this course, students should:

1. Understand the design, conduct, and strengths and weaknesses of various epidemiologic study
designs.
2. Understand the basic measures of disease quantification (e.g., incidence and prevalence)
3. Be able to calculate and interpret basic measures of association derived in observational studies
and randomized controlled trials (e.g., odds ratio, risk ratio)
4. Be able to critically appraise major epidemiologic studies (i.e., identify sources of bias)
5. Appreciate other important topics in epidemiology, such as evidence-based medicine, causation,
diagnostic tests, and screening.
6. Be familiar with major areas of epidemiology, such as infectious disease epidemiology, genetic
epidemiology, and nutritional epidemiology.

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MATERIALS AND FEES:
It is my goal that you will not need to access a textbook too much. That said, many students benefit
from seeing things explained in the written form, to supplement lectures. From the inception of the
course, I have been recommending Gordis’s Epidemiology textbook. However, there are many
different texts, and I have recently found 2 open-access books that cover the material in a nice way, as
well. So, I will leave the decision to you. I will never test you directly on textbook readings that I do not
cover in lectures.

Recommended Open-Access Textbooks

Bovbjerg, Marit L. (1st edition). Foundations of Epidemiology.
Available at: https://open.oregonstate.education/epidemiology/

Antunez, Giovanni. Principles of Epidemiology.

Available at: https://opendora.minnstate.edu/islandora/object/MINNSTATErepository%3A970

Recommended Purchase Textbook

Gordis L. Epidemiology (6th edition). Philadelphia, PA: Saunders, 2019. ($69 at Campus Store)
**IF YOU PURCHASE ANY OTHER EDITION, IT IS YOUR RESPONSIBILITY TO ENSURE YOU COVER THE
MATERIAL ASSIGNED IN THIS SYLLABUS. WE WILL NOT BE CONFIRMING PAGE NUMBERS**

A textbook will explain a concept in a way that clicks with some students, but not others. Below are two
additional textbooks which you may find helpful. They are not required, nor reserved for our course.

Rothman K. Epidemiology: An introduction (2nd edition). Oxford UK: Oxford University Press,
2012. (~$40)

Aschengrau A. and Seage G.R. III. Essentials of Epidemiology in Public Health (4th edition).
Burlington, MA: Jones & Barlett Learning, 2018. (~$120)

The supporting readings, including reading from the textbook, will be used to supplement your
understanding of lecture content. In case of discrepancies, the lecture content will take precedence.
Content for the midterm and final exam will be drawn from the lectures but the readings may be
important to solidify your understanding of important concepts.

COURSE OVERVIEW AND ASSESSMENT:

Evaluation
Component Proportion of final grade
Tutorial critical appraisal presentation 15%
Tutorial participation 10%
Assignment 1 10%
Assignment 2 20%
Midterm Exam 15%
Final Exam 30%

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Students will NOT be permitted to do additional assignments or extra work at the end of the term to
improve their grades. All requests to “bump-up” grades at the end of the term will be ignored.

Lectures
Lectures will be given live, in-person, and recorded using ECHO 360. There is no iClicker requirement.

Guest Lecturers
Please note, guest lecturers deliver essential course material. These are not “optional” and will be
testable. It is an opportunity for you to learn first-hand from subject matter experts, and I strongly
encourage your attendance and participation.

Tutorials
Section Day Start End Room Teaching Assistant
T01 Tue 2:30 3:20 PGCLL M24 Amal Khan
T02 Tue 11:30 12:20 PGCLL M24 Sahar Khademioore
T03 Thu 1:30 2:20 PGCLL M24 Alex Thabane
T04 Tue 10:30 11:20 HH 217 Sahar Khademioore
T05 Thu 11:30 12:20 PGCLL M24 Alex Thabane
T06 Thu 9:30 10:20 MDCL 1115 Mehnaz Munir
T07 Wed 12:30 1:20 MDCL 1115 Rosain Stennett
T08 Thu 1:30 2:20 MDCL 1008 TBA
T09 Wed 11:30 12:20 MDCL 1116 Sara Moradi
T10 Thu 10:30 11:20 MDCL 1010 Mehnaz Munir
T11 Tue 11:30 12:20 BSB 238A Fazle Rabbi
T12 Tue 1:30 2:20 MDCL 1116 Fazle Rabbi
T13 Fri 8:30 9:20 PGCLL M22 Natasha Ross
T14 Wed 11:30 12:20 MDCL 1115 Rosain Stennett
T15 Wed 4:30 5:20 MDCL 1010 Sara Moradi
T16 Fri 12:30 1:20 UH 102 Sohnia Sansanwal
T17 Fri 11:30 12:20 UH 102 Sohnia Sansanwal
T18 Fri 12:30 1:20 BSB 238A Natasha Ross

Tutorials will be synchronous and begin the week of September 12, 2023. You must attend your assigned
tutorial section. Otherwise, you will not get credit for participation. A teaching assistant will facilitate
them. The aims of the tutorials are:

1. To gain experience reading and understanding epidemiological studies.

2. To practice calculations taught in class (where necessary).
3. To review lecture materials from the previous week.

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Tutorial Critical Appraisal Presentation (15%): At each tutorial, a group of 2 to 3 students will present
and review the article and generate discussion with the class. This presentation accounts for 15% of your
final grade. Students who are not presenting that week are expected to have read the assigned article
and come to tutorial prepared to discuss. Each study has a series of associated questions meant to
generate discussion. Each study has a corresponding week at which it must be covered and the order in
which studies are presented in tutorials cannot be reordered.

At the first tutorial, your TA will present the article, to give you an “exemplar,” and student presentations
begin in week 2 (September 18th). At this first tutorial, you must form groups and sign up for the date
and study that you will present.

Your group presentation will account for 15% of your grade, with all group members receiving the same
grade.

The studies and questions to guide your reading are posted on Avenue.

Tutorial Participation (10%): Your participation during tutorials will account for 10% of your grade (i.e.,
to get full participation marks, you must attend 10 out of the 11 tutorials at which a student group
presentation is given; this number 10 includes the tutorial in which you are presenting). If you are not
presenting, you are expected to attend tutorial. You will receive a grade of 0 (no attendance), 1
(attendance), or 2 (attendance with participation) at each tutorial you attend. Your total score will be
scaled to make the 10% value (e.g., 10 tutorials attended with participation = 20 points out of 20; which
will give you the full 10%; 5 tutorials attended with no participation = 5 out 20; which will give you 2.5
of the 10%). This means you can miss up to 2 tutorials (out of the total 12) with no participation penalty.
The tutorial at which your group is presenting will entitle you to 2 full participation marks.

Week of Study
September 4th No tutorial
September 11th Snow 1856 (TA presentation)
September 18th Wobeser et al 2002
September 25th Barber 2014
Oct 2nd Appel 1997
Oct 9th Reading Week Break
October 16th MacMahon 1981
October 23rd Malik 2010
October 30th Lopez-del Burgo 2015
November 6th Bernal 2021
November 13th Hersh 2018
November 20th Chu 2020
November 27th Cornelis 2002
December 4th Dehghan 2017

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Course Queries
If you have questions about the course content or structure, you must first contact your TA. If your TA is
not able to address your question, then you can direct your question to Dr. Russell de Souza
(desouzrj@mcmaster.ca). For modules for which there are guest lecturers, you may also contact the
guest lecturer if they provide an email address during their lecture.

Assignments
The assignments will provide a means for you to integrate topics from several lectures, as well as
demonstrate your ability to perform standard epidemiologic calculations and read and understand
primary research. You will be graded on your ability to critically summarize material and present
coherent arguments.

Students may work in groups of up to three (you may work alone but groups cannot be larger than three).
The assignments will be posted on Avenue two weeks prior to the deadline.

Assignments will be randomly assigned to TAs for correction and random spot checks for duplicate
papers will be conducted (we have caught people submitting duplicate papers – the penalty for doing so
will be a grade of zero for ALL members of the groups involved).

Assignment #1 is due by 23:59 pm on Friday, October 6, 2023, and Assignment #2 is due by 23:59 pm on
Friday, November 10, 2023. Assignments must be submitted electronically via Avenue as a Microsoft
Word Document and the title page must include the names of all group members.

For both assignments, you may work in groups of up to 3. One person from each group (up to 3) is to
submit on behalf of the group, clearly stating on the title page the names and student numbers of each
group member. All group members receive the same grade. If you divide up the questions amongst
yourselves, and if a delinquent group member does not complete one question, it will count as a “0” for
that question. So please be mindful of this. The feedback for each group will be given to the group
member in whose name the assignment was submitted.

Late penalties will apply (see assignments for more details). You should complete a McMaster Student
Absence Form (MSAF) if you will require an extension due to a minor medical situation that you expect
to last for up to three days. If you will be absent for reasons other than medical reasons, or your medical
absence will be more than three days, or you have already exceeded one MSAF request in the term, then
you MUST visit your Associate/Assistant Dean's Office (Faculty Office) to request an extension. You may
be required to provide supporting documentation to the Dean. If I do not receive an MSAF from you, or
the Dean’s Office does not contact me with a request to give you an extension, then you will lose points
due to lateness.

We spend a considerable amount of time calibrating our grading approach across teaching assistants to
ensure fairness. Inevitably, there is some between-TA variability in marking. If you feel that you have
been graded unfairly, you may request a regrade. If we agree that you have a case, we will allow you a
regrade.

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You must wait at least 48 hours after the assignment is returned to you before requesting a regrade.
Requests must be made within 2 weeks after the assignment is returned to you. The teaching assistants
will not discuss grades.

If you request a regrade, please send a request via e-mail to the instructor (dena.zera@gmail.com). This
e-mail request must include the names and student numbers of all students (in the case of a group
assignment) requesting the regrade, all of whom must be copied (“cc’d”) on the e-mail request. The
email request must include the graded assignment (with TA comments) and a clean copy of your
assignment.

Upon receiving an e-mail from the instructor acknowledging the request, the entire assignment will be
re-graded de novo by another teaching assistant without knowledge of the first grade. Your new grade
for this assignment will be the re-graded mark. It may be higher, lower, or the same as your original
grade.

Midterm Exam
The midterm, scheduled for October 20, 2023, is scheduled for 50 minutes, and will consist of
approximately 30 multiple-choice questions, and be administered in person. Logistical details will be
shared closer to the time of the exam. The midterm exam will cover content up to and including
October 18th. Material presented by guest lecturers is testable. The exam material will be drawn from
lecture content, but readings will supplement your understanding.

Final Exam
The final exam is scheduled for 120 minutes and will consist of approximately 50 multiple-choice
questions and scheduled through the Registrar’s office. The exam will cover the entire course (although
an emphasis will be placed on materials covered in lectures on and after October 20th, including any
guest lectures).

Avenue 2 Learn
We will use Avenue to post tutorial readings and questions, assignments, exams, and lecture slides and
videos. You will also submit your assignments and receive your feedback through Avenue. Avenue also
provides a forum for interactive discussions between students on course content. If you have a question
related to course content, you should post it on Avenue to get feedback from your classmates. The
teaching assistants will monitor the discussions to make sure that erroneous information is not
disseminated. The course instructor will NOT monitor the Avenue discussions. Please do not submit e-
mails related to course material directly to the instructor unless you have used Avenue and your teaching
assistant to address your question first.

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Important Dates
Event Dates
Start of tutorials Week of September 11th
National Day for Truth and September 30, 2023
Reconciliation
Assignment 1 Due October 6, 2023, by 23:59
Reading week October 9 to 15, 2023 (no lectures or tutorials)
Midterm October 20, 2023
Assignment 2 Due November 10, 2023, by 23:59
End of tutorials December 8, 2023
Course review lecture December 6, 2023

Microsoft Teams
You will see that there is Microsoft Teams account for this course. We will ONLY use this to facilitate
lecture or tutorials if we must switch to on-line learning, or if a TA is unable to attend their session in-
person. You will be advised if this is the case.

Course Modules
** At certain points in the course, we may need to modify the schedule outlined below. We reserve
the right to change elements of the course and will notify you accordingly. I will provide this notice in
class, and through Avenue, as necessary. Chapters provided in the readings refer to the Gordis,
Antunez, and Bovbjerg textbooks. **

Module 1: September 6 & 8

Introduction, PICO
• To become acquainted with the course objectives and procedures
• Definition and history of epidemiology
• To begin to understand how epidemiology can be used as a tool for clinical practice and public
health
• To understand how to ask basic epidemiologic questions in PICO format
Reading: Chapter 1 (Gordis); Chapter 1-2 (Antunez); Chapter 1 (Bovbjerg)

Module 2: September 13 & 15

Health Measures
• Important health surveillance measures (e.g., mortality)
• Mortality, proportionate mortality
• Case fatality rate
• Standardization
Reading: Chapter 3, 4 (Gordis); Chapter 6 (Antunez); Chapter 2 (Bovbjerg)

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Module 3 – September 20 & 22
Observational Studies (I & II)
• Definition of observational study
• To understand the design features, strengths, and weaknesses of case-control studies, case
series, and case reports
• To be able to calculate an odds ratio, understand what it means, and know how to interpret it
• To understand the design features, strengths, and weaknesses of cohort and cross-sectional
studies
• To be able to calculate a relative risk, understand what it means, and know how to interpret it
• To be able to calculate attributable risk and population attributable risk, understand what they
mean, and know how to interpret them
• To be able to understand and calculate person-years and the incidence density ratio

Reading: Chapters 7-9, 12, 13 (Gordis), Chapter 5, 6, 7 (Antunez), Chapter 4, 9 (Bovbjerg)

Module 4 – September 27 & 29

Randomized Trials
• To understand the design features, strengths, and weaknesses of randomized controlled trials
and their use in health research
• Internal versus external validity
Reading: Chapters 10 and 11 (Gordis), Chapter 5 (Antunez), Chapter 4, 9 (Bovbjerg)
Additional readings:
Kendall JM. Designing a research project: randomised controlled trials and their principles.
Emerg Med J. 2003 Mar;20(2):164-8. doi: 10.1136/emj.20.2.164. Please note that this reading
is testable.

Module 5 – October 4 & 6

Bias and effect modification
• To understand the concepts of selection and information bias
• To differentiate between these concepts and see how they can affect the results of a study
• To learn strategies for managing these biases in randomized controlled trials and observational
studies
• To understand the important concepts of confounding and effect modification
• To differentiate between these concepts and see how they can affect the results of a study
• To learn strategies for handling confounding and effect modification in observational study
designs
Reading: Chapter 15 (Gordis); Chapter 6-8 (Bovbjerg)
Additional readings:
Delgado-Rodriguez M, Llorca J. Bias. Journal of Epidemiology & Community Health. 2004 Aug
1;58(8):635-41.

Response and Follow-up Bias in Cohort Studies. Am J Epidemiol. 2017 Jun 1;185(11):1044-1047. doi:
10.1093/aje/kwx106. PMID: 30052737.

Bias – Data Analysis Questions.

http://epiville.ccnmtl.columbia.edu/bias/data_analysis_questions.html

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***Assignment # 1 due on October 6 at 23:59 ***

October 9 – 15, 2023 READING WEEK

Module 6 – October 18
Dr. Nancy Santesso, RD, Ph.D.
Evidence-based Practice and Systematic Reviews
• To understand the concept of evidence-based medicine and its clinical and research applications
• To explain systematic reviews and understand their clinical and research uses

Readings: Chapter 9, p. 122-125 (Bovbjerg)

Additional readings:
Evidence-Based Medicine Working Group. Evidence-based medicine. A new approach to
teaching the practice of medicine. JAMA. 1992 Nov 4;268(17):2420-5. doi:
10.1001/jama.1992.03490170092032. PMID: 1404801.

Sackett DL, Rosenberg WM, Gray JA, Haynes RB, Richardson WS. Evidence based medicine: what
it is and what it isn't. BMJ. 1996 Jan 13;312(7023):71-2. doi: 10.1136/bmj.312.7023.71. PMID:
8555924; PMCID: PMC2349778.

*** Midterm Exam – October 20th during class time ***

Module 7 – October 25 & 27

Advanced Epidemiologic Study Designs
• To introduce more advanced epidemiologic study designs
Reading: Chapter 14, 19, 20 (Gordis)

Additional readings:
Redelmeier DA, Tibshirani RJ. Association between cellular-telephone calls and motor vehicle
collisions. N Engl J Med. 1997 Feb 13;336(7):453-8. doi: 10.1056/NEJM199702133360701. PMID:
9017937.
Mittleman MA, Maclure M, Tofler GH, Sherwood JB, Goldberg RJ, Muller JE. Triggering of acute
myocardial infarction by heavy physical exertion. Protection against triggering by regular
exertion. Determinants of Myocardial Infarction Onset Study Investigators. N Engl J Med. 1993
Dec 2;329(23):1677-83. doi: 10.1056/NEJM199312023292301. PMID: 8232456.
Price JD, Grimley Evans J. An N-of-1 randomized controlled trial ('N-of-1 trial') of donepezil in the
treatment of non-progressive amnestic syndrome. Age Ageing. 2002 Jul;31(4):307-9. doi:
10.1093/ageing/31.4.307. PMID: 12147570.
Rothman KJ, Greenland S. Causation and causal inference in epidemiology. Am J Public Health.
2005;95 Suppl 1:S144-50. doi: 10.2105/AJPH.2004.059204. PMID: 16030331.
Sackett DL. Clinical epidemiology. what, who, and whither. J Clin Epidemiol. 2002
Dec;55(12):1161-6. doi: 10.1016/s0895-4356(02)00521-8. PMID: 12547442.

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Module 8 – Nov 1
Talha Rafiq, Ph.D.
Diagnostic Tests
• To understand the means of evaluating diagnostic tests (sensitivity, specificity, ROC curves)
Reading: Chapters 5 and 18 (Gordis), Chapter 11 (Bovbjerg)

Module 9 – November 3
Dr. Mark Loeb, M.D., Ph.D.
Infectious Disease Epidemiology
• To become familiar with infectious disease terminology
• To understand concepts relevant to infectious disease epidemiology: causality, dynamics
• To understand outbreak dynamics
Reading: Chapter 2 (Gordis); Chapter 3, 4 (Antunez)

Additional readings:
Loeb M, Elliott SJ, Gibson B, Fearon M, Nosal R, Drebot M, D'Cuhna C, Harrington D, Smith S,
George P, Eyles J. Protective behavior and West Nile virus risk. Emerg Infect Dis. 2005
Sep;11(9):1433-6. doi: 10.3201/eid1109.041184. PMID: 16229774; PMCID: PMC3310612.

Module 10 – November 8 & 10

Health Technology Assessment
• To introduce health technology assessment (economic evaluations in health care, types of
economic studies, interpretation of results)
Reading: Additional readings available at the following links:
Angevine PD, Berven S. Health economic studies: an introduction to cost-benefit, cost-
effectiveness, and cost-utility analyses. Spine (Phila Pa 1976). 2014 Oct 15;39(22 Suppl 1):S9-15.
doi: 10.1097/BRS.0000000000000576. PMID: 25299265.

Kymes SM. An introduction to decision analysis in the economic evaluation of the prevention and
treatment of vision-related diseases. Ophthalmic Epidemiol. 2008 Mar-Apr;15(2):76-83. doi:
10.1080/09286580801939346. PMID: 18432490.

Meltzer MI. Introduction to health economics for physicians. Lancet. 2001 Sep 22;358(9286):993-
8. doi: 10.1016/S0140-6736(01)06107-4. PMID: 11583768.

***Assignment #2 due November 10 at 23:59***

Module 11 – November 15
Metabolomics and Epidemiology
• To introduce the field of metabolomics
• To understand how metabolomic markers can improve exposure assessment
• To introduce questions and study designs commonly investigated and employed in metabolomic
epidemiology

Readings to be determined.

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Module 12 – November 17
Dr. Marie Pigeyre, MD, PhD
Genetic epidemiology
• To introduce the field of genetic epidemiology
Reading: Textbook- Chapter 16

Module 13 – November 22
TBD
Cultural Safety in Research – focus on Indigenous Communities
• To understand research considerations when working with equity-seeking groups
• To understand the historical context of research with these groups

Readings to be determined.

Module 14 – November 24
Dr. Dena Zeraatkar, PhD
Causal inference
• To review causation in epidemiology
Reading: Textbook- Chapter 14, 19, 20 (Gordis); Chapter 10 (Bovbjerg)

Additional readings available at the following links:

Rothman, K.J., Greenland, S. (2005). Causation and causal inference in epidemiology. Am. J. Pub.
Health. Supp 1 (95), S144-S150.
https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2004.059204?url_ver=Z39.88-
2003&rfr_id=ori%3Arid%3Acrossref.org&rfr_dat=cr_pub%3Dpubmed&

Module 15 – November 29
Nutritional Epidemiology
• To introduce the field of nutritional epidemiology
• To introduce questions and study designs commonly investigated and employed in nutritional
epidemiology
Additional reading:
Satija A, Yu E, Willett WC, Hu FB. Understanding nutritional epidemiology and its role in policy.
Adv Nutr. 2015 Jan 15;6(1):5-18. doi: 10.3945/an.114.007492. PMID: 25593140; PMCID:
PMC4288279.

Module 16 – December 1
Screening
• To understand how epidemiology can be used to evaluate the effectiveness of screening
programs
Reading: Chapters 5 and 18 (Gordis); Chapter 11 (Bovbjerg)

Review session – December 6

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REQUESTS FOR RELIEF FOR MISSED ACADEMIC TERM WORK (MSAF):
In the event of an absence for medical or other reasons, students should review and follow the Academic
Regulation in the Undergraduate Calendar “Requests for Relief for Missed Academic Term Work”.
Describe the process students are to follow for missed work, extensions, grade adjustments, late grade
penalties, etc.

REQUEST FOR RELIEF DUE TO SUSPECTED COVID-19 SYMPTOMS

All of us in the program, instructors, and students, have a vested interest in the health of our
community. As such, I request that if any of you have COVID-19 symptoms, that you do not attend
class or tutorial in person. Should this arise, do not use an MSAF. In lieu of participation mark for this
missed class, simply advise your TA and Dr. de Souza. You will be asked to complete a 1-page article
commentary that will be graded as 0 (unacceptable) 1 (acceptable) or 2 (outstanding). This grade will
replace the missed tutorial.

Suspected COVID make up assignment for tutorial attendance (no MSAF required)

If you are away due to suspected or confirmed COVID-19 infection, please submit a commentary (about 1000,
but no more than 1500 words) on the assigned article for the week’s tutorial you have missed. This will enable
you to get 1-2 participation marks for that session. The article should address the following elements:

1. Why did the authors do the study?

2. What was the PICO question?
3. What was the study design?
4. What methods did they use to analyze the data and answer the PICO question?
5. What were their findings?
6. What were the strengths of the study?
7. What were the limitations of the study?
8. What might be a future study that will come out of this work?

The assignment will be graded by your TA as unsatisfactory (0 points), satisfactory (1 point), or outstanding (2
points).

CONDUCT EXPECTATIONS:
As a McMaster student, you have the right to experience, and the responsibility to demonstrate,
respectful and dignified interactions within all of our living, learning, and working communities. These
expectations are described in the Code of Student Rights & Responsibilities (the “Code”). All students
share the responsibility of maintaining a positive environment for the academic and personal growth of
all McMaster community members, whether in person or online.
It is essential that students be mindful of their interactions online, as the Code remains in effect in
virtual learning environments. The Code applies to any interactions that adversely affect, disrupt, or
interfere with reasonable participation in University activities. Student disruptions or behaviours that
interfere with university functions on online platforms (e.g., use of Avenue 2 Learn, WebEx or Zoom for
delivery), will be taken very seriously and will be investigated. Outcomes may include restriction or
removal of the involved students’ access to these platforms.

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ACADEMIC INTEGRITY:
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process.
The academic credentials that you earn are rooted in the principles of honesty and academic integrity.
It is your responsibility to understand what constitutes academic dishonesty.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned
academic credit or advantage. This behaviour can result in serious consequences, e.g., the grade of
zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F
assigned for academic dishonesty”), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the
various types of academic dishonesty please refer to the Academic Integrity Policy. Important and
helpful information can be found here.
The following illustrates only three forms of academic dishonesty:
• plagiarism, e.g., the submission of work that is not one’s own or for which other credit has been
obtained.
• improper collaboration in group work.
• copying or using unauthorized aids in tests and examinations.

GENERATIVE ARTIFICIAL INTELLIGENCE (AI) USE PROHIBITED:

Students are not permitted to use generative AI in this course. In alignment with McMaster academic
integrity policy, it “shall be an offence knowingly to … submit academic work for assessment that was
purchased or acquired from another source.” This includes work created by generative AI tools. Also
state in the policy is the following, “Contract Cheating is the act of “outsourcing of student work to
third parties” (Lancaster & Clarke, 2016, p. 639) with or without payment.” Using generative AI tools is
a form of contract cheating. Charges of academic dishonesty will be brought forward to the Office of
Academic Integrity.

ACADEMIC ACCOMMODATION OF STUDENTS WITH DISABILITIES:

Students with disabilities who require academic accommodation must contact Student Accessibility
Services (SAS) at 905-525-9140 ext. 28652 or sas@mcmaster.ca to make arrangements with a Program
Coordinator. For further information, consult McMaster University’s Academic Accommodation of
Students with Disabilities policy.

ACADEMIC ACCOMMODATION FOR RELIGIOUS, INDIGENOUS OR SPIRITUAL OBSERVANCES (RISO):

Students requiring academic accommodation based on religious, indigenous or spiritual observances
should follow the procedures set out in the RISO policy. Students requiring a RISO accommodation
should submit their request to their Faculty/Program Office normally within 10 working days of the
beginning of term in which they anticipate a need for accommodation or to the Registrar’s Office prior
to their examinations. Students should also contact their instructor/coordinator as soon as possible to
make alternative arrangements for classes, assignments, and tests.

COURSES WITH AN ONLINE ELEMENT:

This course uses online elements and platforms. Students should be aware that, when they make use
of these platforms, information such as first and last names, usernames for the McMaster email
accounts, and program affiliation may become apparent to all other students in the same course. The
available information is dependent on the technology used. Continuation in a course that uses on-line
elements will be deemed consent to this disclosure. If you have any questions or concerns about such

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disclosure, please discuss this with the course instructor.

COPYRIGHT AND RECORDING:

Students are advised that lectures, demonstrations, performances, and any other course material
provided by an instructor include copyright protected works. The Copyright Act and copyright law
protect every original literary, dramatic, musical, and artistic work, including lectures by university
instructors. Students must not disseminate these materials to others not registered in the course, or
post to third-party websites. The recording of lectures, tutorials, or other methods of instruction may
occur during a course, either by the instructor for instructional purposes; students may make
recordings for the purpose of personal study but must not be disseminated in any form. Students
should be aware that their voice and/or image may be recorded by others during the class. Please
speak with the instructor if this is a concern for you.

EXTREME CIRCUMSTANCES:
The University reserves the right to change the dates and deadlines for any or all courses in extreme
circumstances (severe weather, labour disruptions, etc.). Changes will be communicated through
regular McMaster communication channels, such as McMaster Daily News, A2L, Microsoft Teams
and/or McMaster email.

HEALTH AND WELLNESS RESOURCES FOR STUDENTS:

As a signatory on the Okanagan Charter, McMaster University is committed to enhancing mental
health and wellness and provides various resources for students to manage their well-being. Students
are encouraged to seek support as necessary; the following are several campus- and community-based
resources that you may find helpful. For more resources and additional information, please visit
https://wellness.mcmaster.ca/resources/

ON-CAMPUS RESOURCES:

Student Wellness Centre: Provides counselling, medical services, wellness education, guided
self-help, and other relevant resources. PGCLL 210; 905-525-9140, x27700;
https://wellness.mcmaster.ca

Sexual Violence Support: An on-campus resource where students, staff, and faculty of all
backgrounds and social identities can find support and information about sexual, intimate
partnership or family violence. UH 104; 905-525-9140 x20909; https://svpro.mcmaster.ca

Faculty/Program Office: Feel free to contact an Academic Advisor in your Faculty/Program

Office who can connect with academic advising and connect you with other resources.

OFF-CAMPUS RESOURCES:

Good2Talk: Free, confidential helpline providing professional counselling and information and
referrals for mental health, addictions, and well-being to post-secondary students in Ontario,
24/7/365; 1-866-925-5454; https://good2talk.ca

SACHA (Sexual Assault Centre - Hamilton Area): Confidential, anonymous 24-hour

nonjudgmental telephone support for adults who have experienced sexual violence. 905-525-
4162; http://sacha.ca

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 If you have immediate safety concerns for yourself or others, call Campus Security who will
respond with the MSU Emergency First Response Team (EFRT) at 905-522-4135 or call 911 if
you are off campus.

COURSE MODIFICATION:
At certain points in the course, it may make good sense to modify the schedule, deadlines, evaluation,
or other elements. If such changes become necessary, students will be notified accordingly.

GRADING SCALE:
Conversion from percentages to letter grades will follow the standard McMaster procedure. All
percentage grades within 0.5% of the next letter grade will be reviewed (rounding not guaranteed).

EMAIL COMMUNICATION:
All emails sent to the instructor must originate from your official McMaster University email accounts.

LAND ACKNOWLEDGEMENT:
McMaster University recognizes and acknowledges that it is located on the traditional territories of the
Mississauga and Haudenosaunee nations, and within the lands protected by the Dish with One Spoon
wampum agreement.

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