| Course | MPH 510 Epidemiology in Public Health |
|---|---|
| Module | Module 2 |
| Paper type | Cohort study methods paper |
| Length | About 1,103 words, 7 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | Master of Public Health |
| Updated | September 2026 |
Free sample paper for MPH 510 Module 2
Following the Doctors: Cohort Design and Measures of Association in the Smoking and Mortality Studies
Student Name
Master of Public Health Program, Aspen University
MPH 510: Epidemiology in Public Health
Instructor Name
Month Day, Year
Following the Doctors: Cohort Design and Measures of Association in the Smoking and Mortality Studies
A cohort study follows people who differ in an exposure and compares how often they develop disease. Because exposure is measured before disease occurs, the design establishes the order of events, one of the strongest pieces of evidence for causation. This paper explains the prospective cohort design and its measures of association through one of the most influential studies in public health history, the British doctors study of smoking and mortality.
The British Doctors Study
In 1951, Richard Doll and Austin Bradford Hill sent a short questionnaire on smoking habits to British doctors and then tracked deaths through official records. Doctors were chosen because they were easy to follow and their causes of death were likely to be accurately recorded. The preliminary report, after about 29 months of follow-up, found 36 deaths from lung cancer among male doctors aged 35 and older, none of them in nonsmokers, and a death rate that rose steadily with the amount smoked (Doll & Hill, 1954).
Strengths of the Design
Measuring smoking before deaths occurred removed the risk that people with illness would recall their habits differently, a weakness of case-control studies. The cohort also allowed the investigators to study many outcomes at once, including heart disease and other cancers. The main costs were time and size: rare outcomes require large cohorts followed for years.
Incidence and Relative Risk
The basic measure in a cohort study is incidence, the number of new cases divided by the population at risk over a period. Relative risk compares incidence in the exposed with incidence in the unexposed. When the ratio equals 1, exposure makes no difference; a ratio greater than 1 signals excess risk among the exposed. The worked example uses a composite cohort of 20,000 men followed for ten years.
A Worked Example
The table presents the composite data and calculations.
| Measure | Formula | Result |
|---|---|---|
| Smokers: lung cancer cases / men | a / (a + b) | 140 / 12,000 = 11.7 per 1,000 |
| Nonsmokers: cases / men | c / (c + d) | 8 / 8,000 = 1.0 per 1,000 |
| Relative risk | Incidence exposed / incidence unexposed | 11.7 / 1.0 = 11.7 |
| Attributable risk | Incidence exposed minus incidence unexposed | 10.7 per 1,000 over 10 years |
| Attributable fraction among smokers | (RR minus 1) / RR | 91% |
| Population attributable fraction | (Total incidence minus unexposed incidence) / total | (7.4 minus 1.0) / 7.4 = 86% |
Interpreting the Measures
A relative risk of 11.7 means smokers in the composite cohort were nearly twelve times as likely to develop lung cancer as nonsmokers. The attributable risk expresses the excess in absolute terms: about 11 extra cases per 1,000 smokers over ten years. The attributable fraction among smokers suggests that about nine in ten of their cases would not have occurred without smoking, and the population attributable fraction estimates how much of the disease in the whole cohort could be prevented if smoking were eliminated.
Dose-Response
The preliminary report's most persuasive finding was the gradient: lung cancer death rates rose from zero in nonsmokers through light, moderate and heavy smokers (Doll & Hill, 1954). A dose-response relationship is hard to explain by chance or by a single confounder and is one of the viewpoints Hill later listed for judging causation.
Fifty Years Later
The study continued for half a century. The 50-year report on 34,439 male doctors found that men who smoked throughout adult life died about ten years earlier than lifelong nonsmokers, and that stopping at age 60, 50, 40 or 30 gained about 3, 6, 9 or almost 10 years of life expectancy respectively (Doll et al., 2004). The long follow-up turned an association into a detailed map of smoking's harms and of the benefits of quitting.
From Association to Causation
An association does not prove causation. Hill offered nine viewpoints for weighing such evidence, among them how strong and consistent the association is, whether exposure comes first, whether more exposure brings more disease and whether the link makes biological sense (Hill, 1965). The smoking studies satisfied nearly all of them: a strong association, consistent findings across countries and designs, exposure preceding disease, a dose-response gradient, biological plausibility from carcinogens in smoke and falling risk after quitting.
Limitations
The British doctors were not representative of the general population, being mostly men of higher social class. Smoking was self-reported at intervals rather than measured continuously. Loss to follow-up was low but not zero. Still, the study's internal validity, the comparison of smokers with nonsmokers within the same group, was strong, and its findings were replicated widely.
Cohort Studies Today
Modern cohorts, such as those following nurses, veterans or entire birth years, use the same logic with biological samples, repeated measurements and linkage to electronic records. They support studies of diet, physical activity, environmental exposures and genetics, and they help evaluate public health interventions by comparing outcomes among people who did and did not receive them.
Retrospective Cohorts
Not every cohort study must wait years for outcomes. A retrospective cohort uses records collected in the past, such as employment files or medical charts, to define exposure and then traces outcomes up to the present. Occupational studies of asbestos workers used this approach. The logic is the same, exposure defined before outcome, but the data already exist, which saves time at the cost of less control over measurement.
Confidence Intervals
Every relative risk is an estimate with uncertainty. A 95% confidence interval marks out the plausible span for the true value; when that span sits entirely above or below 1, the association is statistically significant at the conventional level. Large cohorts produce narrow intervals. In the composite example, with 148 cases, the interval around a relative risk of 11.7 would be wide in absolute terms but would still lie far above 1.
Public Health Uses of the Measures
Relative risk speaks to causation and to individual risk, which is why clinicians use it to counsel patients. Attributable risk and the population attributable fraction speak to public health impact, telling planners how many cases a program could prevent. A modest relative risk for a very common exposure can produce more cases than a large relative risk for a rare one, which is why both kinds of measures matter.
Conclusion
The British doctors study shows why the cohort design is central to epidemiology: measuring exposure first, following people over time and comparing incidence yields relative and attributable risks that describe both the strength and the public health impact of an exposure. Combined with Hill's viewpoints, cohort evidence can support confident judgments about cause and prevention.
References
Doll, R., & Hill, A. B. (1954). The mortality of doctors in relation to their smoking habits: A preliminary report. BMJ, 1(4877), 1451-1455. https://doi.org/10.1136/bmj.1.4877.1451
Doll, R., Peto, R., Boreham, J., & Sutherland, I. (2004). Mortality in relation to smoking: 50 years' observations on male British doctors. BMJ, 328(7455), Article 1519. https://doi.org/10.1136/bmj.38142.554479.AE
Hill, A. B. (1965). The environment and disease: Association or causation? Proceedings of the Royal Society of Medicine, 58(5), 295-300. https://doi.org/10.1177/003591576505800503
MPH 510 Module 2 instructions, in plain terms
MPH 510's catalog entry centers on finding causes of disease in populations, and since the second module's prompt stays in the classroom, this example explains the cohort design and its core calculations. Study design assignments usually ask you to describe a design, apply it to a real study, calculate measures of association and interpret them. Check whether your instructor supplies data or expects you to construct an example. Show each formula and result in a table. Interpret relative and attributable measures in words, not only numbers. Discuss strengths, weaknesses and what the design can say about causation. Use a well-known study so readers can check the facts. Keep the two-by-two layout consistent throughout.
How the MPH 510 Module 2 example is put together
Fourteen headings carry roughly 1,000 words in this cohort example, with a three-column calculation table. It introduces the British doctors study, explains cohort strengths, defines incidence and relative risk and works through the composite calculations. Interpretation of each measure, dose-response, the 50-year follow-up, Hill's viewpoints, limitations and modern cohorts follow, along with retrospective cohorts, confidence intervals and public health uses of the measures. The side note by the study description explains why choosing doctors made follow-up and cause of death reliable. The conclusion ties the design and its measures to confident judgments about prevention. Each row of the table shows the formula beside the answer, so a reader can follow the arithmetic line by line.
MPH 510 Module 2 rubric: what earns full marks
Instructors typically grade study design papers on accurate description of the design, correct calculations, sound interpretation, discussion of bias and limits, and links to causal reasoning. This sample cites the 1954 preliminary report, the 50-year follow-up and Hill's 1965 lecture on causation in APA format. The table shows every formula with its result, which makes the arithmetic easy to check. Interpretation distinguishes individual risk from population impact. Limitations address representativeness and self-reported exposure. The causation section applies each viewpoint to the evidence rather than simply listing them, which separates strong papers from average ones. Clear labeling of the composite teaching data, kept apart from the real study figures, is another point instructors look for.
Common MPH 510 Module 2 mistakes, and how to avoid them
A common error is confusing relative risk with odds ratio or with attributable risk, or reporting a relative risk without saying what it means. Another is labeling the composite data as real. Keep teaching examples clearly marked. Round consistently and show units, such as per 1,000 over ten years. When causation is discussed, apply the viewpoints to specific evidence. If calculations are causing trouble, a tutor can work through a two-by-two table with you until the steps feel routine. Finish with one sentence on what the measures mean for prevention. Label every number with its unit and time period. A relative risk means little without the incidence figures behind it, so report both.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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MPH 510 Module 2 questions, answered
What does MPH 510 Module 2 usually ask for?
Aspen's MPH 510 covers the methods used to find causes of disease, so explaining a study design and calculating measures of association is a typical assignment. Check your classroom prompt.
How is relative risk calculated?
Divide the incidence of disease in the exposed group by the incidence in the unexposed group.
What is the population attributable fraction?
The proportion of disease in a whole population that would be prevented if the exposure were removed.
Where can I find a free MPH 510 Module 2 sample paper?
Read the British doctors cohort paper right here, including a step-by-step table that calculates relative risk and attributable fractions.
How is relative risk interpreted in MPH 510 Module 2?
A relative risk above 1 means higher incidence among the exposed; for example, 11.7 means the exposed group had nearly twelve times the incidence of the unexposed.