Instrumental Variable Analysis for Estimation of Treatment Effects With Dichotomous Outcomes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Instrumental variable analyses are increasingly used in epidemiologic studies. For dichotomous exposures and outcomes, the typical 2-stage least squares approach produces risk difference estimates rather than relative risk estimates and is criticized for assuming normally distributed errors. Using 2 example drug safety studies evaluated in 3 cohorts from Pennsylvania (1994-2003) and British Columbia, Canada (1996-2004), the authors compared instrumental variable techniques that yield relative risk and risk difference estimates and that are appropriate for dichotomous exposures and outcomes. Methods considered include probit structural equation models, 2-stage logistic models, and generalized method of moments estimators. Employing these methods, in the first study the authors observed relative risks ranging from 0.41 to 0.58 and risk differences ranging from -1.41 per 100 to -1.28 per 100; in the second, they observed relative risks of 1.38-2.07 and risk differences of 7.53-8.94; and in the third, they observed relative risks of 1.45-1.59 and risk differences of 3.88-4.84. The 2-stage logistic models showed standard errors up to 40% larger than those of the instrumental variable probit model. Generalized method of moments estimation produced substantially the same results as the 2-stage logistic method. Few substantive differences among the methods were observed, despite their reliance on distinct assumptions.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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