Dude wow, I have longed for someone that explained topics REALLY deeply and actually understood them. Putting together coherently so much information is sooo useful because I don't have to take a ton time researching. Thank you, thank you, and thank you.
I had found another 8 hour video about statistics but it was bullshit. I gave this is a try and it's actually superb. It is without hesitation everything I needed to acquire some basic knowledge for biostatistics. Now I will be able to build a much better foundation.
I am so grateful that all this information is available for free, the section on 'misleading with graphs' is a real eye-opener. Honestly, up until now, I just knew that data could be manipulated but the examples demonstrated here regarding the same shook me from inside. I feel so happy that I am studying statistics, and especially from this channel. You have made a great impact on my thought process, being aware of all this will compel me to analyze every news headline I come across and every topic I read. Thanks for preventing me from getting fooled, Thankyou so so much Sir!
This lecture is a goldmine for Biostatistics...from simple to advanced concepts everything described so well. I really thank all the members who have contributed to this video.
It's great! Gratitude to all the members who created this material. One of the best materials I found on the internet to get an overall idea of how statistics is involved in biomedical science and explanation of statistical concepts, examples are mindblowing as well.
This is the presentation ever. I am not a student of biostatistics but I have to study it for my Masters program. And this presentation has cleared the concepts. I am thanking the teacher here, sir you are the best. thank you so much for the help. :)))))
It's great! Gratitude to all the members who created this material. One of the best materials I found on RUclips to get an overall idea of how statistics is involved in Public health and explanation of statistical concepts, examples are mindblowing as well. can you do the same for EPIDEMIOLOGY?
Everytime I come back to the video I find myself trying to give it a like despite having already given it one the first time. Such an amazing content :)
Thanks. Vow....It seems that there are still nice people on the planet even though there is KALYUG. Hats off to you guys and the academy for uploading such kind of materials.
At 1:12:00, you note that to calculate Q1, you would consider the values below Q2, and include Q2. You go on to say there are an even number of values. There are indeed an even number of values, if you don't include Q2. That confused me a bit and sent me looking at other sites that confirmed you find Q1 without including Q2. Just a bit unclear there.
*2-17-21* *Nice Content* . Well organized. Understandable. A patient type of voice. Thanks for sharing great knowledge. I will be taking Biostatistics in fall of 2021. I thought it a good idea to get an early start, and learn as much as possible *before* the class. I hope I am ready. Nice accent ( *at the beginning* ). Egyptian? Just wondering. Again, thanks.
For another subject (a 29-year-old male) in the study by Diskin et al, acetone levels were normally distributed with a mean of 870 and a standard deviation of 211 ppb. Find the probability that on a given day the subject's acetone level is between 600 and 1000 ppb
I've got a question. In the second example of interquartile range, why do we include both of the middle scores to compute Q1? Since Q2 is 84.5, I simply thought the first subset would be consisted of {72,72,73,76,76,77,84,84}, and Q1 would be the middle number in between the 4th and the 5th, which is 76. However, the last subset would be {85,85,91,93,98,125,149,164}, Q3 would be (93+98)/2 which is 95.5.
@ 5:21 selction bias alters result by introducing selection bias. There is no other way for selection bias to alter the results. So, why are we using word in contrast here, when both selection bias & confounding go hand in hand.
This is very helpful! At 4:32:51, should it actually say LR have advantage over PPV and NPV rather than sensitivity and specificity? Or am I misinterpreting the statement?
Thank you so much but the house hold dogs vs falls example has me stumped at 16:05. I believe this is quasi? You are only measuring one variable, falls over 12 months. You aren’t measuring the number of dogs vs the number of falls? In my head, you would categorise people as ‘dog owners’ vs ‘non-dog owners’ - these naturally occur after discharge from hospital. Please fix my way of thinking if I am wrong here.
Great channel, loving the content so far. Will you be adding a Electrical Circuits course? I would love to have a place with all content in one video for study/review
1:08:24 Hi can i check for example 1, shouldn't 17.4 be the maximum upper limit of 17 as the previous lecture states that for eg. 18's upper limit is 18.4 and lower limit is 17.5? and i.e example 2, 92.4 is maximum upper limit? Sorry, i am abit confused.
@@ahmeds2278 english dont deserve further attention, its a fussion of german, latin, and britons words, dont have structure, only value is the occidental franca language, but, no more, no order no beauty. But the statistics is a languaje of science. Learn english meeh i have more interesting things to do.
@@ahmeds2278I think you should be able to have access to knowledge regardless of your language. That’s just me though. Also, deaf people. Deaf people need subtitles and they know English.
Your calculation of q1 & q3 wrong. For n=odd (2x+1). Q1 is median of firsrt x numbera & q3 is median of last x numbers. If n= even (2x) Q1 is median of firsrt x numbera & q3 is median of last x numbers.
![BLACK BAG - Official Trailer [HD] - Only in Theaters March 14](http://i.ytimg.com/vi/Du0Xp8WX_7I/mqdefault.jpg)
⭐️ Table of Content ⭐️
0:00 Module 1 - Introduction to Statistics
29:13 Module 2 - Describing Data: Shape
45:44 Module 3 - Describing Data: Central Tendency
1:03:34 Module 4 - Describing Data: Variability
1:34:51 Module 5 - Describing Data: Z-scores
1:43:25 Module 6 - Probability (part I)
2:09:21 Module 6 - Probability (part II)
2:26:22 Module 7 - Distribution of Sample Means
2:41:24 Module 9 - Estimation & Confidence Intervals & Effect Size
2:56:59 Module 10 - Misleading with Statistics
3:17:43 Module 11 - Biostatistics in Medical Decision-making
4:13:36 Module 11b - Biostatistics in Medical Decision-Making: Clinical Application
4:56:51 Module 12 - Biostatistics in Epidemiology
5:05:16 Module 13 - Asking Questions: Research Study Design
5:10:15 Module 14 - Bias & Confounders
5:39:20 Module 16 - Correlation & Regression
6:06:19 Module 17 - Non-parametric Tests
Thank You for reuploading❤️
Thank you so much for your all videos :)
Good
Thank you ! Can you add subtitles to your videos ?
i guess I'm kinda off topic but does anybody know a good site to watch new tv shows online?
Dude wow, I have longed for someone that explained topics REALLY deeply and actually understood them. Putting together coherently so much information is sooo useful because I don't have to take a ton time researching. Thank you, thank you, and thank you.
I deeply enjoyed this lecture. I have never thought that biostatistics could be taught in such astonishing way.
This saved my life, big thanks 🙏 God bless every person who contributed into this
s ofcourse God will bless them.....
I had found another 8 hour video about statistics but it was bullshit. I gave this is a try and it's actually superb. It is without hesitation everything I needed to acquire some basic knowledge for biostatistics. Now I will be able to build a much better foundation.
I am so grateful that all this information is available for free, the section on 'misleading with graphs' is a real eye-opener. Honestly, up until now, I just knew that data could be manipulated but the examples demonstrated here regarding the same shook me from inside. I feel so happy that I am studying statistics, and especially from this channel. You have made a great impact on my thought process, being aware of all this will compel me to analyze every news headline I come across and every topic I read. Thanks for preventing me from getting fooled, Thankyou so so much Sir!
This lecture is a goldmine for Biostatistics...from simple to advanced concepts everything described so well.
I really thank all the members who have contributed to this video.
It's great! Gratitude to all the members who created this material. One of the best materials I found on the internet to get an overall idea of how statistics is involved in biomedical science and explanation of statistical concepts, examples are mindblowing as well.
This is the presentation ever. I am not a student of biostatistics but I have to study it for my Masters program. And this presentation has cleared the concepts. I am thanking the teacher here, sir you are the best. thank you so much for the help. :)))))
Hello
It's great! Gratitude to all the members who created this material. One of the best materials I found on RUclips to get an overall idea of how statistics is involved in Public health and explanation of statistical concepts, examples are mindblowing as well. can you do the same for EPIDEMIOLOGY?
Everytime I come back to the video I find myself trying to give it a like despite having already given it one the first time. Such an amazing content :)
Just finished my first module and….😭😭😭thank you thank you thank you. Love your voice and calm manner of speaking🙌🏾🙌🏾🙌🏾✨✨✨thanks so so much🙏🏾
Thanks. Vow....It seems that there are still nice people on the planet even though there is KALYUG. Hats off to you guys and the academy for uploading such kind of materials.
😎 i agree
At 1:12:00, you note that to calculate Q1, you would consider the values below Q2, and include Q2. You go on to say there are an even number of values. There are indeed an even number of values, if you don't include Q2. That confused me a bit and sent me looking at other sites that confirmed you find Q1 without including Q2. Just a bit unclear there.
wooow i have really learned alot. please do something great on epidemiology. i cant wait enough
loved the description of the z score ! really nice work
No shade to my instructor, but i learned and understood more in these 6 hours than an entire semester of Research Methods course.
Absolutely well done and definitely keep it up!!! 👍👍👍👍👍
*2-17-21*
*Nice Content* . Well organized. Understandable. A patient type of voice. Thanks for sharing great knowledge. I will be taking Biostatistics in fall of 2021. I thought it a good idea to get an early start, and learn as much as possible *before* the class. I hope I am ready. Nice accent ( *at the beginning* ). Egyptian? Just wondering. Again, thanks.
@Myson Tike
*Huh* ?
How did Biostats turn out for you
Thanks for sharing basic knowledge on biostatics
if only you were my professor, thanks 🙏
Thank you so much I can't find more world to thank more 🤗🤗🤗
Thanks to You ❤😂❤🎉❤ Very Much, I'll detailed study this matter 💕😊❤🎉❤.
Thanks so much for such an excellent lecture
For another subject (a 29-year-old male) in the study by Diskin et al, acetone levels were normally distributed with a mean of 870 and a standard deviation of 211 ppb. Find the probability that on a given day the subject's acetone level is between 600 and 1000 ppb
Thank you a lot, it helps me so much.
could you add automatic english subtitles please:) It helps me better comprehend the information. Thank you:)
This is the best lecture
Thank you so much sir stay blessed and happy.
mentioned that the Unit Normal Table is available in a PDF. is there an open access website for this course?
2:32:23 central limit theorem
Thank you for this magnificent video.
I've got a question. In the second example of interquartile range, why do we include both of the middle scores to compute Q1? Since Q2 is 84.5, I simply thought the first subset would be consisted of {72,72,73,76,76,77,84,84}, and Q1 would be the middle number in between the 4th and the 5th, which is 76. However, the last subset would be {85,85,91,93,98,125,149,164}, Q3 would be (93+98)/2 which is 95.5.
You Sir are a boss!
Good 👍
This is good. Thumbs up!
Great video 👍👍
Nice comprehensive lectures
@ 5:21 selction bias alters result by introducing selection bias. There is no other way for selection bias to alter the results. So, why are we using word in contrast here, when both selection bias & confounding go hand in hand.
Thanks, you made superb video, your channel is amazing
Thanks for such beautiful work
This is very helpful! At 4:32:51, should it actually say LR have advantage over PPV and NPV rather than sensitivity and specificity? Or am I misinterpreting the statement?
so great！
This is really helpful. Please how may I get the PDF of this presentation?
At 19:05, why isn't it a quasi-experimental design? It said "all the individuals then take the drug".
Where's the control group?
Excellent course ! Thank you very much, Can you please share the slides
Thanks for this!
Can I have a pdf paper of the presentation, please, big thanks to the great work, massively beneficial.
This is great, but much better at 2x speed!!
Thank you so much but the house hold dogs vs falls example has me stumped at 16:05. I believe this is quasi?
You are only measuring one variable, falls over 12 months. You aren’t measuring the number of dogs vs the number of falls? In my head, you would categorise people as ‘dog owners’ vs ‘non-dog owners’ - these naturally occur after discharge from hospital.
Please fix my way of thinking if I am wrong here.
Module 8 5:25:38
this is helpful 🖤
Great channel, loving the content so far. Will you be adding a Electrical Circuits course? I would love to have a place with all content in one video for study/review
True
beautiful unit
I shared this with a friend she said it took her from almost dropping to a 88 grade
1:08:24 Hi can i check for example 1, shouldn't 17.4 be the maximum upper limit of 17 as the previous lecture states that for eg. 18's upper limit is 18.4 and lower limit is 17.5? and i.e example 2, 92.4 is maximum upper limit? Sorry, i am abit confused.
Any reference sources that we can use? Great work btw
Thank youu very much 🥰
very helpful👏
Sir, this video is really good and useful, thank you for uploading.
Where shall I get modules 8 and 15?
ruclips.net/p/PLqF0_71PTqABCZ8laTMNY3J0zKnJifQCy
@@seneshgThank you
Thankyou very much for the video. It is very helpful.
Is it possible to get the slides as a pdf ?
excellent. thank u
Thank you
Very great lecture, can you recommend me more book about your Module 11, i want to take deep dive in this topic
is the slide deck available ?
❤ Is it possible to get the slide as pdf?
Guys you are amazing ❤️❤️
thanks ♥️
Big big thanks
Thamks for making video which teaches me a lot and my small request is can you please make full course on coordinate geometry
Please upload the general chemistry full course
Hi! Any courses on Biomedical imaging & Logistic Regression for medicine? Thanks!
Thank u
excuse me, could i ask if I should write down all the notes on the slides, or I just let the video stream and follow the flow? Thank you guys so much!
Thanks, but where could I find videos that going deeper?
Thanks for the video, it was very helpful. One question: What is that handwriting font used on the page headings?
God bless you ❤️
Can someone help me, which textbook is suitable for this lecture?
2:39:55 dividing -8/2.5 =-3.2, so how you got this result??????
Makes no sense how -0.64 was obtained. Should give P=0.069%
confused here as well..???
think it is a typo. -3.2 is not in unit normal table. I just used 68 instead of 67, to get a value inside the table for practice.
where can i find the presentation please?
Dear thank you sooo much for this great video
Is there any pdf for the lecture so we review or study after finishing the video ?
Thanks a lot for this. There is an error at 1.31.01. You didn't include the glucose reading 98 which brings error in your calculation.
why not subtitles??? you lost half of the target public
It's still fine
Go cry somewhere else. In Your own country.
If you can’t understand English, why even bother learn about statistics ?!
Go learn English first buddy
@@ahmeds2278 english dont deserve further attention, its a fussion of german, latin, and britons words, dont have structure, only value is the occidental franca language, but, no more, no order no beauty. But the statistics is a languaje of science. Learn english meeh i have more interesting things to do.
@@ahmeds2278I think you should be able to have access to knowledge regardless of your language. That’s just me though. Also, deaf people. Deaf people need subtitles and they know English.
Thankyouu!
You are welcome
Is there is any exam for this course ?
If you pursue Masters of Science in Clinical Epidemiology & Biostatistics, this is part of the course module
Its good but would also like to see worked examples in code (say in Excell)
can you share the link of the slides?
How do I get the pdf
how i can get these notes
Does anyone know if this will help with usmle step 3
can i get this pdf ?????
Your calculation of q1 & q3 wrong.
For n=odd (2x+1). Q1 is median of firsrt x numbera & q3 is median of last x numbers.
If n= even (2x) Q1 is median of firsrt x numbera & q3 is median of last x numbers.
I noticed the thumbnail says "couse" instead of course
can you add a link leading to the slides used in the video, that'll be very helpful.
could you share the slides please
this was too drowsy to follow (imvho), but at 1,25 speed, it's much better. problem solved.
Take a shot everytime he says "what kind of study is this 🤨"
cool here for upsc only
11:09
3rd june
does anyone have access to the ppt presented here?
57:03