Longitudinal studies that use data collected as part of usual care risk reporting biased results: a systematic review
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
BACKGROUND: Longitudinal studies using data collected as part of usual care risk providing biased results if visit times are related to the outcome of interest. Statistical methods for mitigating this bias are available but rarely used. This lack of use could be attributed to a lack of need or to a lack of awareness of the issue. METHODS: 2015. We asked whether the extent of and reasons for variability in visit times were reported on, and in cases where there was a need to account for informativeness of visit times, whether an appropriate method was used. RESULTS: Of 44 eligible articles, 57% (n = 25) reported on the total follow-up time, 7% (n = 3) on the gaps between visits, and 57% (n = 25) on the number of visits per patient; 78% (n = 34) reported on at least one of these. Two studies assessed predictors of visit times, and 86% of studies did not report enough information to assess whether there was a need to account for informative follow-up. Only one study used a method designed to account for informative visit times. CONCLUSIONS: The low proportion of studies reporting on whether there were important predictors of visit times suggests that researchers are unaware of the potential for bias when data is collected as part of usual care and visit times are irregular. Guidance on the potential for bias and on the reporting of longitudinal studies subject to irregular follow-up is needed.
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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 | 0.788 | 0.997 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.013 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.006 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| 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