ArticleCanadian journal of public health = Revue canadienne de sante publique2026
Collaboratively building teaching resources for EDI in epidemiology and biostatistics.
Article in Canadian journal of public health = Revue canadienne de sante publique, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
- Erratum issued
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe objective of this workshop was to collaboratively co-create concrete, practical teaching resources that embed equity, diversity, and inclusion (EDI) concepts into epidemiology and biostatistics teaching in Canada.
methodsThe 3-h interactive session developed four examples of the inclusion of EDI considerations in epidemiology and biostatistics teaching based on commonly used textbooks. Participants, in small breakout groups, critically reviewed examples from two common textbooks (Modern Epidemiology and Fundamentals of Biostatistics). Groups of four participants selected two examples each from a list of core concepts (e.g., confounding, regression). The groups then integrated EDI considerations into the core examples from the textbooks by addressing focus areas like sex and gender or race and ethnicity, and presented their revised materials.
resultsTwo groups of four participants selected two topics each. Group 1 selected regression and missing data, while group 2 selected interaction/effect measure modification and hypothesis testing and two-way ANOVA. For a regression model example from Modern Epidemiology, participants recommended changing "pregnant women" to "pregnant person" for gender inclusivity and reframed "normal" to highlight social and structural determinants. In a missing data example, they replaced ageist and judgment-laden terminology ("elderly," "unwilling") with "older adults" and "unable." Group 2 discussed the importance of including biological plausibility and measurement considerations when using sex, defined as male/female, as an effect measure modification in potential analyses.
conclusionThis workshop and concomitant paper demonstrate the need for integrating EDI into epidemiology and biostatistics teaching. It also provides concrete examples of how this can be done using common textbooks. Integrating EDI into the curriculum not only improves student understanding of EDI, but can also strengthen understanding of, and interest in, epidemiology and biostatistics.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.