Bibliographic record
Abstract
Introduction & Objective: Unadjusted analyses, fully adjusted analyses, or adjusted analyses based on tests of significance on covariate imbalance are recommended for covariate adjustment in randomized controlled trials. It has been indicated that the tests of significance on baseline comparability is inappropriate, rather it is important to indicate the strength of relationship with outcomes. Our goal is to understand when the adjustment should be used in randomized controlled trials.
 Methods: Unadjusted analysis, fully adjusted analysis, and adjusted analysis based on baseline comparability were examined under null and alternative hypothesis by simulation studies. Each data set was simulated 3000 times for a total of 9 scenarios for sample sizes of 20, 40, and 100 each with baseline thresholds of 0.05, 0.1, and 0.2. Each scenario was examined by the change in magnitude of correlation from 0.1 to 0.9.
 Results: Power of fully adjusted analysis under alternative hypothesis was increased as the correlation increased while adjusted analysis based on the covariate imbalance did not compare favorably to the unadjusted analysis. Type 1 error was decreased in adjusted analysis based on the covariate imbalance under null hypothesis. It was then observed that p-value does not follow a uniform distribution under the null hypothesis.
 Conclusion: Unadjusted and fully adjusted analyses were valid analyses. Full adjustment could potentially increase the power if adjustment is known. However, adjusted analysis based on the test of significance on covariate imbalance may not be a valid analysis. Tests of significance should not be used for comparing baseline comparability.
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How this classification was reachedexpand
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 | 0.119 | 0.383 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.007 | 0.001 |
| 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) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".