HS345 Unit 10 Statistical Analysis Report Example

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Medication gaps at a composite pharmacy chain looked about eight points lower among patients enrolled in automatic refills, and the HS345 Unit 10 statistical analysis report follows that difference until it shrinks to a sturdier four or five. Purdue Global HS 345 closes by asking BS in Health Science students to take one question from description to recommendation. The report describes 2,400 patients, tests the crude difference with a chi-square statistic of 19.1, then splits by age because older patients enrolled more and had fewer gaps anyway. A Mantel-Haenszel risk difference of about 4.5 points remains. Sensitivity checks on the gap definition, results by store and a look at enrolled patients who still had gaps lead to a randomized test at two stores.

CourseHS345 Biostatistics
UnitUnit 10
Paper typeStatistical analysis report
LengthAbout 1,120 words, 7 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBS in Health Science
UpdatedOctober 2026

Free sample paper for HS345 Unit 10

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Fewer Gaps, but Fewer Than It First Looked: A Unit 10 Statistical Analysis Report on Automatic Refills for Blood Pressure Medicine

[Student Name]

Purdue University Global

HS345: Biostatistics

Unit 10 Statistical Analysis Report

[Instructor Name]

[Date]

The pharmacy chain, its patients and every count are composite; the methods papers and text cited are real.

What this part is doingAnnouncing that the answer shrinks tells the grader the report will show its reasoning step by step, not just its result.
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Summary

Automatic refill enrollment appears to prevent four or five medication gaps for every 100 patients over six months, not the eight a first look suggests. Older patients were more likely to enroll and less likely to have gaps for reasons unrelated to the program, and separating them by age removes about a third of the apparent benefit. The program is still worth offering, with the more modest figure used in planning.

The Data

The chain's records cover [2,400] adults filling a blood pressure medicine at one of six stores over six months. [1,560] were enrolled in automatic refills, in which the pharmacy refills the prescription on schedule and texts the patient when it is ready; [840] were not. Enrollment was by patient choice at the counter, not by random assignment. The outcome is any gap of more than seven days without medicine on hand, judged from fill dates and days supplied.

Description

Gaps among enrolled patients: [281] of [1,560], 18.0 percent. Gaps among patients not enrolled: [215] of [840], 25.6 percent. Risk difference: 7.6 percentage points. Risk ratio: 0.70.

Enrolled patients were older on average: [67] percent were 65 or older, against [33] percent of those not enrolled.

A Test of the Crude Difference

A chi-square test of the two-way table gives a statistic of about 19.1, and with one degree of freedom that corresponds to p well under 0.001. At 95 percent confidence, the crude risk difference lies between 4.1 and 11.1 percentage points. On its face, enrolled patients had fewer gaps, and chance is an unlikely explanation for a difference this size in a sample this large (Bland, 2015).

Splitting by Age

Age is linked to enrollment, and it is linked to gaps through routes that bypass the program entirely: older patients in this chain are more often on Medicare plans with mail-order backups and see their doctors more regularly. That makes age a likely confounder (Jager et al., 2008).

Patients 65 and older: enrolled, [156] of [1,040] with gaps, 15.0 percent; not enrolled, [53] of [280], 18.9 percent. Risk difference 3.9 points.

Patients under 65: enrolled, [125] of [520], 24.0 percent; not enrolled, [162] of [560], 28.9 percent. Risk difference 4.9 points.

Within each age group the difference is four to five points, and the crude figure of nearly eight appears only because the enrolled group holds twice as many older patients, who have fewer gaps either way.

What this part is doingThe highlighted sentence explains where the extra three points came from, which is the step graders look for in an adjusted analysis.
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A weighted summary across the two strata, a Mantel-Haenszel risk difference, comes to about 4.5 points, bracketed at 95 percent confidence by about 0.8 and 8.1 points. The interval still excludes zero, but it is wider and closer to it than the crude interval.

What Remains Uncertain

Age is not the only difference between patients who chose enrollment and those who did not. People who sign up for a reminder service may already be more organized about their health, and that cannot be measured from pharmacy records. Some of the remaining 4.5 points may reflect that self-selection rather than the program. Fill records also miss medicine obtained elsewhere, such as free samples or a second pharmacy, which would count as false gaps. These limits are typical of observational comparisons of programs that people opt into (Grimes & Schulz, 2002).

Checking the Gap Definition

A gap of more than seven days was chosen before the analysis because most blood pressure medicines lose much of their effect within a week of the last dose, and because it matches the window the chain's pharmacists already use when they call patients about late refills. To see whether the result depended on that choice, the analysis was repeated with a fourteen-day threshold. Gaps became less common in both groups, [11.2] percent among enrolled patients and [16.9] percent among the rest, but the age-adjusted difference stayed close to four points. A conclusion that holds across two reasonable definitions is more trustworthy than one that appears under only one, and reporting the check lets a reader see that the threshold was not chosen to produce a favorable answer.

Results by Store

The six stores differed in how many patients enrolled, from [48] percent at the smallest store to [77] percent at the busiest. If the benefit were real, it should appear in most stores rather than in one. The age-adjusted difference favored enrollment in five of the six stores, and the sixth, with only [190] patients, showed almost no difference with a wide interval. Pharmacists at the busiest store said they offer enrollment to every patient at the counter, while two smaller stores offer it only when patients ask about refills. That difference in how the program is offered may itself explain some of the variation in enrollment, and it suggests a simple way to increase reach without new cost. Store-level results rest on small numbers, so they are reported here as a consistency check rather than as six separate findings, and no store should be judged on its own figure.

Who Still Has Gaps

Even among enrolled patients, nearly one in five had a gap. Chart notes for a random [40] of them point to three causes: prescriptions that ran out of authorized refills while the pharmacy waited for the prescriber, patients who were traveling, and changes in insurance that held up a fill. Automatic refills address none of these, which is why they reduce gaps without ending them.

Recommendation

The chain should continue offering automatic refills and should offer them actively at the counter to patients under 65, whose gap rate is highest. For planning, it should assume a benefit of about four to five fewer gaps per 100 patients, not eight. To learn the true effect, the chain could offer enrollment by default to a random half of new prescriptions at two stores for six months, which would remove the self-selection that this analysis cannot.

What this part is doingEnding the recommendation with a small randomized test shows the writer knows which question the data could not answer.
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A Note on Methods

The report moves from a crude comparison to a stratified one because the first table answered the wrong question: whether enrolled patients had fewer gaps, rather than whether enrollment caused fewer gaps. Stratification by a single confounder is transparent and easy to explain to managers. A regression model with several covariates would be the next step if more patient data were available, but it would not solve self-selection either. Only random assignment can do that, which is why the recommendation ends with a small trial.

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References

Bland, M. (2015). An introduction to medical statistics (4th ed.). Oxford University Press.

Grimes, D. A., & Schulz, K. F. (2002). Bias and causal associations in observational research. The Lancet, 359(9302), 248-252. https://doi.org/10.1016/S0140-6736(02)07451-2

Jager, K. J., Zoccali, C., MacLeod, A., & Dekker, F. W. (2008). Confounding: What it is and how to deal with it. Kidney International, 73(3), 256-260. https://doi.org/10.1038/sj.ki.5002650

HS345 Unit 10 instructions, in plain terms

Unit 10 ends the course with a full analysis report built from a supplied dataset: a plain-language summary, data description, descriptive results, at least one test, an adjusted or stratified analysis, limitations and a recommendation. Reports of six to eight pages are common. Marks follow a clear question, appropriate methods, correct results with intervals, a sound account of confounding or bias, and advice grounded in the adjusted result rather than the first table. Many sections reward sensitivity checks and a note on what design would answer the question better. Write the summary last. Cite statistics sources for the methods and for confounding in observational data.

Inside the HS345 Unit 10 example

A half-page summary gives the adjusted answer first. The data section explains how patients enrolled and how a gap was defined. Descriptive results and a crude test follow, with an interval for the risk difference. The age split shows the benefit within each group; the highlighted sentence explains where the extra points came from, and a pooled estimate is given. A section names what age adjustment cannot fix, including self-selection and missing outside fills. Checks with a fourteen-day definition, results by store and a review of enrolled patients who still had gaps follow. The recommendation, a planning figure and a small randomized test, precedes a note on why stratification was chosen.

HS345 Unit 10 rubric: what earns full points

Analysis reports are graded mostly on the soundness of the methods, the correct handling of confounding and the strength of the recommendation. Methods credit covers an appropriate test, intervals and a stratified or adjusted analysis that matches the data. Confounding earns points when the confounder is justified, the adjusted result is reported and remaining bias is named. Sensitivity checks add credit. The recommendation is rewarded when it uses the adjusted figure and proposes a way to learn more. A plain-language summary, labeled tables and correct citations make up the presentation marks, and naming what the data cannot settle usually counts in a report's favor. Showing the stratified tables, not just the pooled figure, lets a grader follow how the adjustment worked.

Common HS345 Unit 10 mistakes, and how to avoid them

Many reports stop at the crude comparison and recommend expanding a program on that figure alone. Another frequent problem is adjusting for a variable without explaining why it is a confounder. Some students report a stratified table but never pool or summarize it. Others claim causation from observational data with self-selected groups. Writing the summary first often produces a summary that the analysis later contradicts. If your dataset concerns a different program, perhaps a discharge call or a vaccination reminder, share the variables and how people were assigned, and the analysis can follow the same path from first table to adjusted answer. Leaving the store-level or subgroup checks out of the report hides whether the result is consistent.

Get an HS345 Unit 10 example written to your instructions

Final HS345 Unit 10 projects usually rest on a dataset chosen in an earlier unit, and yours is where a custom sample begins. Provide the data or output, the research question, the project directions and the rubric. The first sample is free, turned around in 24-48 hours, and follows that question from the first summary table to a recommendation the data can bear. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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HS345 Unit 10 questions, answered

Is a Mantel-Haenszel estimate expected in an introductory course?

Not always. Many sections would accept the stratified table with the two within-group differences described in words. The example includes the pooled estimate because it gives the recommendation a single number with an interval. A custom sample can leave it out, or replace it with whatever adjustment method your course has covered, if the rubric does not call for it.

Where can I find a free HS345 Unit 10 sample paper?

You can read the complete Unit 10 report here, analyzing whether automatic refills reduced gaps in blood pressure medicine.

Why did the benefit shrink after splitting by age?

Older patients enrolled more often and had fewer gaps regardless of the program, so the crude comparison credited the program with part of an age difference.

What is a sensitivity analysis?

Repeating an analysis under a different reasonable choice, such as a different threshold, to see whether the conclusion holds. A result that survives such checks is more trustworthy.

How could the pharmacy learn the true effect?

By offering enrollment by default to a random half of new prescriptions, which removes the self-selection that observational data cannot correct.