PU520 Unit 8 Coffee Study Bias Seminar Reflection Example

Reviewed by Elspeth Marlowe, MSN, RN Principles of Epidemiology Purdue University Global Free custom sample in 24 to 48h

This PU520 Unit 8 seminar reflection records a session on the 1981 hospital-based case-control study that linked coffee to pancreatic cancer. It was written for Purdue Global PU 520, Principles of Epidemiology, in the Master of Public Health (MPH). The writer arrived blaming confounding by smoking and found, on rereading the methods, that the authors had already adjusted for smoking with little change. The instructor then asked who the controls were: patients of the same gastroenterologists, many admitted for digestive conditions that may have led them to drink less coffee. If controls drank too little, cases would look like heavy drinkers even if coffee did nothing. The reflection explains why this is selection bias rather than confounding, why adjustment cannot repair it and what the writer will now check first in any case-control study.

CoursePU520 Principles of Epidemiology
UnitUnit 8
Paper typeSeminar reflection
LengthAbout 820 words, 5 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramMaster of Public Health (MPH)
UpdatedOctober 2026

Free sample paper for PU520 Unit 8

1

I Blamed Smoking and the Room Blamed the Controls: A Seminar Reflection on the 1981 Hospital-Based Study Linking Coffee to Pancreatic Cancer, and How a Session on Bias and Confounding Moved My Explanation From a Confounder to the Choice of Comparison Group

[Student Name]

Purdue University Global

PU520: Principles of Epidemiology

Unit 8 Seminar Reflection

[Instructor Name]

[Date]

The seminar and classmates are composite and credited by position; the studies discussed are real.

What this part is doingThe reflection keeps the session's sequence, because what it documents is a shift in reasoning visible only against the earlier position.
2

The Study

In 1981, a research group reported a strong association between coffee drinking and pancreatic cancer in a case-control study of patients with pancreatic cancer and control patients hospitalized under the care of the same physicians. Relative risk rose with cups per day, reaching [2.7] for three or more cups, and the association was not affected by controlling for cigarette use (MacMahon et al., 1981). The finding drew wide attention. Later research did not confirm a meaningful link.

Where I Started

I reached first for smoking. Smokers drink more coffee, and smoking is an established cause of pancreatic cancer. If smoking were not fully controlled, coffee could appear harmful by riding along with it. Several classmates made the same argument, and it was a reasonable first move.

The Turn

The instructor asked us to reread the methods. The study had adjusted for smoking, and the association barely changed. Then the instructor asked: who were the controls? They were patients admitted by the same gastroenterologists, many for disorders of the digestive system, such as ulcers and other conditions that lead doctors to advise, or patients to choose, less coffee. If the controls drank less coffee than people in the population that produced the cases, the gap between groups would show up as a risk even if coffee caused nothing. The cases may not have drunk too much coffee; the controls may have drunk too little. That is selection bias, not confounding. Controls should reflect exposure in the population from which cases arose (Wacholder et al., 1992). A critique published the same year made this point, arguing that control selection and other features of hospital-based case-control designs could produce such a result (Feinstein et al., 1981).

What this part is doingNaming the bias correctly matters, because the remedy for selection bias is a different comparison group, not more adjustment.
3

How the Session Ran

The instructor began by asking us to vote on the most likely explanation before discussing anything. Most of us chose confounding by smoking; a few chose chance; nobody chose control selection. Then we read the methods paragraph aloud, one sentence at a time, and the instructor stopped us at the description of the controls. Seeing my own vote recorded on the board made the shift harder to ignore: I had chosen an explanation the paper had already tested, without reading carefully enough to notice.

What this part is doingRecording the class vote before the discussion makes the change in reasoning visible rather than claimed.
4

What I Now Look for First

A checklist emerged from the session that I intend to keep: who the cases are and where they came from; who the controls are and whether they come from the same population; how exposure was measured and whether cases and controls might report it differently; which confounders were measured and adjusted; and only then, what the results show. Reading in that order puts design before findings, which is the habit this study taught.

Why the Difference Matters

If the problem were confounding, the fix would be better measurement and adjustment. Because the problem was likely in who was chosen as controls, no amount of statistical adjustment could repair it; only a different comparison group could. I had been reaching for a statistical answer to a design problem.

Where I Ended

I still think smoking deserved checking, and the authors checked it. But I now see control selection as the first question to ask of any hospital-based case-control study: would these controls have been exposed at the same rate as the population that produced the cases? In this study the answer was probably no, and in a direction that inflated the association.

What Classmates Added

One classmate pointed out that the study's dose-response pattern, usually a sign of causation, could also arise from biased controls if the controls' coffee reduction was strongest among those with the most serious digestive illness. Another noted that the study was carefully done for its time and that its authors called for confirmation, which the field then provided. Both points kept me from treating the study as a cautionary tale about careless researchers.

What I Will Do Differently

When I read a case-control study, I will write down who the controls are and how their exposure might differ from the source population before I look at the results. I will also ask whether the authors adjusted for the confounder I suspect, rather than assuming they did not.

A Question I Still Have

How should a researcher choose hospital controls at all, if almost every admitting diagnosis might be related to some exposure? Population controls avoid the problem but are harder to recruit and may answer questions differently.

5

References

Feinstein, A. R., Horwitz, R. I., Spitzer, W. O., & Battista, R. N. (1981). Coffee and pancreatic cancer: The problems of etiologic science and epidemiologic case-control research. JAMA, 246(9), 957-961. https://doi.org/10.1001/jama.1981.03320090019020

MacMahon, B., Yen, S., Trichopoulos, D., Warren, K., & Nardi, G. (1981). Coffee and cancer of the pancreas. New England Journal of Medicine, 304(11), 630-633. https://doi.org/10.1056/NEJM198103123041102

Wacholder, S., McLaughlin, J. K., Silverman, D. T., & Mandel, J. S. (1992). Selection of controls in case-control studies: I. Principles. American Journal of Epidemiology, 135(9), 1019-1028. https://doi.org/10.1093/oxfordjournals.aje.a116396

The Purdue Global PU520 Unit 8 instructions

Unit 8 of PU 520 commonly closes a session on bias and confounding with a written reflection about one real study. Prompts usually want the study, the writer's initial explanation, what changed during the session, the correct concepts and lessons for reading research, written in the first person. Describe the study briefly and accurately for readers who missed the session. Give your first explanation a fair hearing, since showing that it was reasonable makes the change meaningful. Identify the moment and argument that shifted your thinking, and name the bias precisely. Explain why the distinction matters for what can be fixed. Credit classmates by role. Reference the study and any methods sources in APA style, and finish with a habit you plan to keep and a question still open.

Inside the PU520 Unit 8 example

The sample describes the 1981 study and its dose-response finding, with a margin note on keeping the session's order. The writer's starting explanation, confounding by smoking, gets a fair paragraph. A section on how the session ran records the class vote, with a margin note. The turn comes when the instructor points to the controls, and a highlighted line says the controls may have drunk too little. The bias is named, citing guidance on control selection and a contemporary critique, with a third margin note. Sections on what the writer now checks first, why the difference matters, the final position, classmates' contributions, a new habit and an open question complete the reflection.

PU520 Unit 8 rubric: what earns full points

PU 520 reflections are usually graded on whether the study is described correctly, a fair statement of the writer's initial reasoning, a clear description of the change, correct use of methodological concepts, attention to classmates' contributions, lessons for practice, sources and writing quality. Study points go to correct facts with citation. Initial-view points reward a reasonable starting argument. Change points depend on identifying what moved the writer. Concept points require naming the bias correctly and explaining its remedy. Contribution points go to crediting others' arguments. Reflections that distinguish selection bias from confounding, and explain why adjustment cannot fix the former, tend to earn the highest grades.

PU520 Unit 8 help: mistakes that cost points

Bias reflections often lose points by naming a bias without explaining how it worked in the study, or by treating every problem as confounding. Others criticize the original authors unfairly. Describe the study accurately. State your first explanation and why it seemed reasonable. Show the moment your view changed and the evidence that changed it. Name the bias precisely and explain its mechanism and remedy. Credit classmates' points by their roles. Avoid hindsight harshness: note what the authors did well for their time. Close with a concrete habit, such as identifying the control group before reading results, and a question about study design you are still working through.

Get a PU520 Unit 8 example written to your instructions

A different published study in your PU520 Unit 8 seminar changes nothing about the method. Name the study, add the session questions or the task set for those who missed the live meeting, and attach the reflection rubric. Back comes a free first custom sample within 24-48 hours, reflecting on the bias that study exposed and cited in your section's style. 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.

More PU520 papers and MPH samples

PU520 Unit 8 questions, answered

Where can I find a free PU520 Unit 8 sample paper?

The complete PU520 Unit 8 seminar reflection is here, on the 1981 coffee and pancreatic cancer study and control selection.

What did the 1981 study report?

A strong association between coffee drinking and pancreatic cancer, with risk rising with cups per day.

Why was confounding by smoking not the main problem?

The authors adjusted for smoking and the association barely changed.

What was the likely problem?

Selection bias: controls with digestive illnesses may have drunk less coffee than the population that produced the cases.

How long is the PU520 Unit 8 reflection?

About three pages in the first person.