A Comparison of the Statistical Power of Different Methods for the Analysis of Repeated Cross-Sectional Cluster Randomization Trials with Binary Outcomes
Why this work is in the frame
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Bibliographic record
Abstract
Repeated cross-sectional cluster randomization trials are cluster randomization trials in which the response variable is measured on a sample of subjects from each cluster at baseline and on a different sample of subjects from each cluster at follow-up. One can estimate the effect of the intervention on the follow-up response alone, on the follow-up responses after adjusting for baseline responses, or on the change in the follow-up response from the baseline response. We used Monte Carlo simulations to determine the relative statistical power of different methods of analysis. We examined methods of analysis based on generalized estimating equations (GEE) and a random effects model to account for within-cluster homogeneity. We also examined cluster-level analyses that treated the cluster as the unit of analysis. We found that the use of random effects models to estimate the effect of the intervention on the change in the follow-up response from the baseline response had lower statistical power compared to the other competing methods across a wide range of scenarios. The other methods tended to have similar statistical power in many settings. However, in some scenarios, those analyses that adjusted for the baseline response tended to have marginally greater power than did methods that did not account for the baseline response.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.028 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it