Cluster Randomization Trials In Schools Setting: Design And Analysis | 38523
Journal of Applied & Computational Mathematics
Our Group organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.
This Readership is 10 times more when compared to other Subscription Journals (Source: Google Analytics)
All submissions of the EM system will be redirected to Online Manuscript Submission System. Authors are requested to submit articles directly to Online Manuscript Submission System of respective journal.
Cluster randomization trials (CRT) are commonly used in the evaluation of non-therapeutic interventions such as improvement
of education programs, health educations and Enovation in behavioral and environmental improvement in schools and
communities. Cluster as a unit of randomization varies in sizes; it could be households or families, entire communities, religious
institution, hospitals units, classrooms. Unlike individual randomized trials, CRT can measure the interventions effect on a
targeted group of individuals. However, it is prone to be less efficient and weaker statistical power hence requires more clusters.
During the past two decades, CRT designs and methodology has been intensely improved, although scattered, it cover a wide
range of applications. Fisher’s theory of experimental designs assumed that the randomization unit is the same unit of analysis.
The uniqueness of CRT is that the randomization unit is clusters, and the analysis target clusters’ members. In school setting,
measurements obtained from students within a school are expected to be more correlated than measurements obtained from
students in different schools, similarly, for classes within schools. Such correlation should be accounted for during the statistical
analysis stage. Another source of challenge is related to the collaboration of the gatekeepers and stakeholders in these schools,
consistent reliability of tools used, consistency among therapists and teachers. Also, seasonal effects as well as uncontrolled school
‘changes related to personnel’s and budget cutting. CTR require approval of the ethical committees’ designated within schools,
which requires better understanding of study design since gatekeepers can’t consent on behalf of students.
Abbas F Jawad has earned his MSc (1986) and PhD (1993) from the Graduate School of Public Health, University of Pittsburgh, USA. He is an Associate Professor of Biostatistics in Pediatrics at the University of Pennsylvania, Perelman School of Medicine, and Department of Pediatrics at the Children’s Hospital of Philadelphia. He has published more than 100 papers in reputed journals and has been providing biostatistical support for medical pediatric research for more than 20 years.