OUTCOME-BASED DYNAMIC CURRICULUM for MD/ MS AYURVEDA

(PRESCRIBED BY NCISM)

Semester I Course - Research Methodology

(SUBJECT CODE : AYPG-RM)
(Applicable from 2024-25 batch, from the academic year 2024-25 onwards until further
notification by NCISM)

BOARD OF AYURVEDA
NATIONAL COMMISSION FOR INDIAN SYSTEM OF MEDICINE
NEW DELHI-110026
 PREFACE

The field of Ayurveda, with its rich history and profound insights into health and well-being, demands a rigorous and
evidence-based approach to research. To advance the understanding and application of Ayurvedic principles, it is
essential that postgraduate students are equipped with a solid foundation in research methodology.

This syllabus has been carefully crafted to provide students with a comprehensive insight into literature search, framing
research questions, stating hypotheses, research design, data analysis, ethical considerations, and scientific writing. By
mastering these essential skills, students will be well-prepared to conduct independent research, contribute to the
scholarly literature, and advance the field of Ayurveda.

The syllabus covers a wide range of topics, from the fundamentals of research to advanced techniques such as
systematic reviews and meta-analyses. In an effort directed to learner-centric education, it also incorporates practical
and experiential elements, including case-based learning and hands-on exercises, to ensure that students can apply their
knowledge to real-world research challenges. At the same time, the syllabus provides an adequate opportunity for a
teacher to kindle research acumen amongst students.

It is believed that this syllabus will serve as a valuable resource for postgraduate students in Ayurveda. By diligently
studying and applying the principles outlined herein, students can develop the skills and knowledge necessary to
conduct rigorous and meaningful research that will contribute to the advancement of Ayurveda.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 2 / 62

 INDEX

Summary & Credit Framework ....................................................................................................................... 4

Course Code and Name of Course ..................................................................................................................... 5
Table 1 : Course learning outcomes and mapped Program learning outcomes ............................................ 5
Table 2 : Course contents (Modules- Credits and Marks) .............................................................................. 6
Table 3 : Modules - Learning objectives .......................................................................................................... 10
Table 4 : Practical Training Activity .............................................................................................................. 43
Table 5 : Experiential learning Activity .......................................................................................................... 46
Table 6 : Assessment Summary: Assessment is subdivided in A to G points .............................................. 48
6 A : Number of Papers and Marks Distribution ........................................................................................... 48
6 B : Scheme of Assessment .............................................................................................................................. 48
6 C : Calculation Method for Modular Grade Points (MGP) ....................................................................... 48
6 D : Semester Evaluation Methods for Semester Grade point Average (SGPA) ....................................... 49
6 E : Question Paper Pattern ............................................................................................................................ 49
6 F : Distribution for summative assessment (University examination) ...................................................... 51
6 G : Blue Print for Summative assessment (University Examination) ....................................................... 53
Reference Books/ Resources ............................................................................................................................. 54
Abbreviations ..................................................................................................................................................... 60

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 3 / 62

Summary & Credit Framework

NCISM

OUTCOME-BASED DYNAMIC CURRICULUM for MD/ MS AYURVEDA

Subject Code : AYPG-RM

Summary & Credit Framework

Module Number & Name Credits Notional Maximum Marks Module

Learning Hours of assessment of Marks for
modules Summative
(Formative Assessment
assessment) (University
Examination)
1. Research Basics 1 30 25 20

2. Ethics and Regulatory Aspects in Research 1 30 25 10

3. Research Types - Part 1 2 60 50 20

4. Research Types - Part 2 1 30 25 20

5. Research Types - Part 3 2 60 50 20

6. Research Communication 2 60 50 10

9 270 225 100

Credit frame work

AYPG-RM has 6 modules of 9 credits which includes 270 Notional Learning Hours. One Credit will be having 30
Hours of learner participation and teaching, practical and experiential learning will in the ratio of 1:2:3 i.e. One credit
will have 5 hours of teaching, 10 hours of practical training and 13 hours of experiential learning and 2 hours of modular
assessment for 25 marks.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 4 / 62

Course Code and Name of Course

Course code Name of Course

AYPG-RM Semester I Course - Research Methodology

Table 1 : Course learning outcomes and mapped Program learning outcomes

CO A1 B1
No Course learning Outcomes (CO) AYPG-RM Course learning
At the end of the course AYPG-RM, the students should be able to- Outcomes mapped
with program
learning outcomes.
CO1 Demonstrates decision-making based on acquired knowledge, understanding PO1,PO5
various research types.

CO2 Conduct a comprehensive literature review to identify research gaps and define PO2,PO5
areas for future study.

CO3 Evaluate and appraise the literature to assess research gaps and the necessity for PO2,PO5
new studies.

CO4 Design and conduct research protocols using appropriate study designs and develop PO2,PO5
effective assessment tools tailored for Ayurveda.

CO5 Implement and monitor ethical and regulatory guidelines throughout the research PO2,PO4,PO5
process.

CO6 Prepare and disseminate research findings through presentations, publications in PO2,PO5
indexed journals and other professional platforms adhering to publication ethics.

CO7 Deliver impactful presentations of research projects to peers, demonstrating clarity, PO2,PO5,PO6
analysis, and professional communication.

CO8 Utilize information technology tools to enhance research capabilities, manage PO7,PO8
observations, and improve analytical accuracy.

CO9 Apply advanced instrumentation and modern techniques in Ayurvedic research to PO3,PO5,PO7,PO8
elevate study quality, accuracy and integrity.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 5 / 62

Table 2 : Course contents (Modules- Credits and Marks)

2A 2B 2C 2D 2E
Modu Module & units Num Notional Learning hours Marks
le Nu ber of
Theory Practical Experiential Total
mber Credi
Training Learning
ts
including
modular
assessment
1 M-1 Research Basics 1 5 10 15 (30) 20
The module 'Research Basics' provides a comprehensive foundation in
research, focusing on integrating Ayurvedic principles with contemporary
scientific methodologies. It emphasizes the significance of conducting
thorough literature reviews, critically appraising classical Ayurvedic texts
alongside modern studies, and understanding evidence-based practices in
Ayurveda. The module also guides learners in identifying relevant research
problems and developing clear, well-informed research questions and
hypotheses, bridging the gap between traditional knowledge and modern
scientific inquiry.
• M1U1 Overview of research process and evidence-based medicine
• M1U2 Research methods in Ayurveda Medicine
• M1U3 Literature search and critical appraisal of literature
• M1U4 Identification of research problem
• M1U5 Research question and Hypothesis

2 M-2 Ethics and Regulatory Aspects in Research 1 5 10 15 (30) 10

The module 'Ethics and Regulatory Aspects in Research' covers essential
ethical principles and guidelines crucial for conducting research in
Ayurveda. It provides insights into the constitution and functioning of
Institutional Ethics Committees for both human and animal studies,
ensuring adherence to ethical standards. The module also highlights the
National Pharmacovigilance Program for Ayurveda, focusing on adverse

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 6 / 62

 drug reporting methods. Additionally, it explores the scope and significance
of Intellectual Property Rights (IPR) and patents, ensuring researchers
understand their role in safeguarding innovations in the field of Ayurveda.
• M2U1 Basics of Ethics and Ethics Guidelines
• M2U2 Institutional Ethics Committees
Institutional Ethics Committees (Human and Animal) - constitution and
review process
• M2U3 National Pharmacovigilance Program
National Pharmacovigilance Program for Ayurveda medicine and
Adverse Drug reporting methods
• M2U4 Scope and Importance of IPR and Patents

3 M-3 Research Types - Part 1 2 10 20 30 (60) 20

The module 'Research Types - Part 1' offers a comprehensive understanding
of various research types relevant to Ayurveda. It introduces learners to
both qualitative and quantitative research methodologies, providing a
detailed exploration of descriptive and observational study designs. The
module emphasizes the importance of selecting appropriate research
designs based on the nature of the inquiry, enabling researchers to
systematically investigate Ayurvedic concepts and clinical practices. This
balanced approach to qualitative and quantitative research ensures a
thorough understanding of different study frameworks, allowing for a more
nuanced and evidence-based exploration of Ayurveda.
• M3U1 Different types of research
• M3U2 Qualitative Research
• M3U3 Descriptive study designs
• M3U4 Observational study designs

4 M-4 Research Types - Part 2 1 5 10 15 (30) 20

The module 'Research Types - Part 2' focuses on critical aspects of research
accuracy and innovation in Ayurveda. It begins with an in-depth
examination of bias in research and various strategies to minimize or

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 7 / 62

 eliminate it, ensuring the validity of study outcomes. The module then
explores the methodology of Randomized Controlled Trials (RCTs), a gold
standard in clinical research, and their application in Ayurvedic studies.
Finally, it introduces learners to emerging and innovative study designs,
equipping researchers with modern tools to advance evidence-based
Ayurveda while maintaining rigorous scientific standards.
• M4U1 Bias and ways to eliminate bias
• M4U2 Randomized Controlled Trials
• M4U3 Newer study designs

5 M-5 Research Types - Part 3 2 10 20 30 (60) 20

The module 'Research Types - Part 3' examines essential research domains
in Ayurveda. It covers preclinical studies as a foundation for drug research,
highlights the significance of literary research, and emphasizes the
development of tailored research tools. Additionally, it addresses the use of
appropriate assessment tools and terminology, ensuring researchers are
equipped to conduct rigorous investigations in Ayurveda.
• M5U1 Preclinical studies
• M5U2 Drug research
• M5U3 Literary research
• M5U4 Development of tools
• M5U5 Assessment Tools
Use of appropriate assessment tools and terminology

6 M-6 Research Communication 2 10 20 30 (60) 10

The module 'Research Communication' focuses on key elements of
presenting research in Ayurveda. It covers writing research protocols,
proposals, and synopses, along with the structure of dissertations. Learners
will also explore the types and formats of journal articles and gain insights
into conducting systematic reviews and meta-analyses, essential for
synthesizing evidence in the field.
• M6U1 Research protocol writing

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 8 / 62

Research protocol/proposal/Synopsis writing
• M6U2 Dissertation contents and structure

• M6U3 Types and structure of journal articles

• M6U4 Systematic review and meta-analysis

• M6U5 Publication guidelines

• M6U6 Referencing

• M6U7 Scientometrics

• M6U8 Publication Ethics

9 45 90 135 270 100

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 9 / 62

Table 3 : Modules - Learning objectives

3A 3B Course 3C Learning Objective (At the end of the 3D 3E Lecture/ 3F 3G Level 3H

Sr.No Outcome (lecture/practical/experiential) learning session, the students should Notional Practical Domain/ (Does/Sh Teaching
be able to) learning Training/ Sub ows how/ Learning
Hours Experiential Domain Knows h Methods
Learning ow/Kno
w)
Module 1 : Research Basics
Module Learning Objectives
(At the end of the module, the students should be able to)
1. Describe the importance of evidence-based medicine, its levels, and the research process
2. Conduct literature review and critical appraisals of articles
3. Identify a research problem
4 . Frame research question, hypotheses, and objectives

Unit 1 Overview of research process and evidence-based medicine

References: 1,2,3

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Describe research process and importance of evidence-based medicine 1 Lecture CC Knows- L&PPT
how

2 CO1,CO2,CO3 Elaborate the current status of Ayurveda medicine research 2 Practical PSY- Knows- PBL
Training 1.1 GUD how

3 CO1,CO2,CO3 Identify the level of evidence in Ayurveda research 2 Experiential- CC Knows- CBL,DIS
Learning 1.1 how

Unit 2 Research methods in Ayurveda Medicine

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 10 / 62

References: 4

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Appreciate research concepts in Ayurveda medicine system 1 Lecture CC Knows- FC

how

2 CO1,CO2,CO3 Demonstrate different research concepts in Ayurveda medicine systems with 2 Practical PSY- Shows- DIS,PrBL
examples Training 1.2 GUD how

3 CO1,CO2,CO3 List out the challenges and probable solutions in Ayurveda medicine research 2 Experiential- PSY- Shows- BS,PrBL
Learning 1.2 GUD how

Unit 3 Literature search and critical appraisal of literature

References: 5

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Describe the systematic approach of literature search using biomedical 1 Lecture CC Knows- L&PPT
databases, search engines and software how

2 CO1,CO2,CO3 Demonstrate literature search in medical databases 2 Practical PSY- Shows- D,DIS
Training 1.3 GUD how

3 CO1,CO2,CO3 Conduct a literature search for a given scenario 3 Experiential- PSY- Shows- BS
Learning 1.3 GUD how

Unit 4 Identification of research problem

References: 6,7

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 11 / 62

 3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Describe the methods for identifying the research problem 1 Lecture CC Knows- L&PPT
how

2 CO1,CO2,CO3 Enlist different ways of identifying the research problem 2 Practical PSY- Shows- PBL
Training 1.4 GUD how

3 CO1,CO2,CO3 Identify the research problem 3 Experiential- CAN Shows- CBL

Learning 1.4 how

Unit 5 Research question and Hypothesis

References: 8

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Define and explain characteristics of good research question, hypotheses- types 1 Lecture CC Know FC
and formulation, framing objectives

2 CO1,CO2,CO3 Demonstrate the qualities of good research questions (PICO/T and FINER 2 Practical PSY- Shows- PBL
approach), Training 1.5 GUD how
Demonstrate the importance of framing appropriate hypotheses and pertinent
objectives.

3 CO1,CO2,CO3 Frame research questions, hypotheses, and study objectives. 3 Experiential- CAP Knows- BS,PBL
Learning 1.5 how

Practical Training Activity

Practical No Name Activity details
Practical Elaborate the current The teacher will discuss a minimum of one major research initiative like‘A Science Initiative in Ayurveda’, CSIR-NMITLI

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 12 / 62

Training 1.1 status of Ayurveda Ministry of Ayush research initiatives in COVID-19, or any other current important Ayurveda medicine research projects or
medicine research research projects of other systems of medicine. Students can be divided into groups, and each group will be given a specific
assignment, such as the whole system approach or the Black Box approach, and asked to summarise the impressions (uniqueness,
relevance, importance) about the given research project.
Brainstorming and group discussions of prospective research topics of the Ayurveda topics.

Practical Demonstrate different The teacher will demonstrate a few research concepts quoted in Ayurveda medicine texts. Students will be divided into groups.
Training 1.2 research concepts in Each group should refer to Ayurveda medicine texts quoting research concepts, enlist any five in their prospective study area, and
Ayurveda medicine submit assignments. Students will be encouraged to do GD on the submitted assignments and present their relevance and
systems with examples applications to current research trends.

Practical Display and demonstrate The teacher will demonstrate searching relevant articles using search engines by following MeSH terms, standard Ayurveda
Training 1.3 literature search in medicine terms [WHO publication], Filtering & Boolean operators; LitMaps; and e-resources of Ayurveda medicine systems.
medical databases Following these students will do a teacher-guided activity.
Compilation
Students should be asked to select one topic and do a narrative review / Systematic review using the MeSH terms, compile at least
15 results, and submit it.
Students should be aware using of the Namaste Portal.

Practical Enlist different ways of The teacher will demonstrate different ways of identifying research problems like limitations/ lacunae/ research gap/ evidence gap/
Training 1.4 identifying the research future scope of published studies, current trends, integration of disciplines/systems, clinical observations, expert opinion,
problem brainstorming, and national/ local thrust areas with examples.
TBL
The group of students will discuss the research problems and will present them under the points of the current scenario of the
problem, Knowledge gap, Need of research question, Hypothesis, and Null hypothesis formation.

Practical Demonstrate the The teacher will demonstrate how to frame a research question (define and redefine), hypotheses, and objectives with examples
Training 1.5 qualities of good reflecting different research types and subjects. Students will refer to a minimum of 5 research articles related to the study area and
research questions using evaluate the research question, hypotheses, and objectives in these articles based on the criteria as demonstrated by the teacher.
PICO/T in the clinical Fishbowl activity –
scenario and the FINER Clinical scenarios will be given by the teacher. The half group will form the research question / Hypothesis / Objectives on the
approach in both clinical scenario. The other group will observe the question /Hypothesis with PICOT and FINER guidelines and will discuss it
and non-clinical Group activity

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 13 / 62

 scenarios, hypotheses, A group of students will review the 5 articles, understand the research question and variables, and observe using PICOT and
and objectives. FINER guidelines.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Identify the level of The teacher will divide students into 2 to 5 groups. The teacher will give a few scenarios or topics (both from Ayurveda medicine
Learning 1.1 evidence in Ayurveda and contemporary medicine, for example, hypertension, diabetes, yoga procedures, therapeutic procedures, etc.) to a group of
medicine research students. Each group should gather research works for each level of the evidence pyramid. In the end, the lacunae in evidence
across the different examples will be identified and summarised.

Experiential- List out the challenges The teacher will divide students into 2 to 5 groups. Each group should be assigned one concept quoted in Ayurveda medicine texts
Learning 1.2 and probable solutions in the hospital community and record the challenges. Students shall share their observations and the teacher will summarise.
in Ayurveda medicine
research.

Experiential- Conduct a literature Students will identify a topic of interest related to their specialty and do a literature search using the systematic approach and then
Learning 1.3 search for a given evaluate the collected literature under the guidance of a teacher.
scenario

Experiential- Identify the research Students will be divided into 2 to 5 groups and each group will be involved in identifying the research problem using any of the
Learning 1.4 problem methods demonstrated by the teacher, followed by a presentation and discussion.

Experiential- Frame research For the research problem identified in the previous unit “Research problem”, students will frame the research question,
Learning 1.5 questions, hypotheses, hypotheses, and objectives followed by discussion regarding the same as well as other possible research question formats.
and study objectives.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 14 / 62

table 6 C.
Project work: (25 marks)
Develop a research question, hypothesis, and objectives based on a given case scenario.
(Evaluation based on following checklists)
• PICOT / FINER criteria
• Self-explanatory
• H0 & H1 (where applicable)
• Primary & secondary objectives, their clarity, and relevance to the study

Or
Any practical in converted form can be taken for assessment..
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as an assessment.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 15 / 62

Module 2 : Ethics and Regulatory Aspects in Research
Module Learning Objectives
(At the end of the module, the students should be able to)
1 Illustrate basic principles of research ethics
2 Describe the composition and role of the research ethics committee
3 Appraise the Pharmacovigilance program for Ayurveda medicine and ADR reporting
4 Describe various types of IPR and patent process

Unit 1 Basics of Ethics and Ethics Guidelines

References: 9,10,11,12,13

3A 3B 3C 3D 3E 3F 3G 3H

1 CO5 Describe the history, need, role, and fundamental principles of ethics in 1 Lecture CC Knows- FC,L_VC
research related to Humans and Animals. how

2 CO5 Explain the history and contents of ICMR, ICH-GCP, and GCP-Ayurveda 1 Lecture CC Knows- L&PPT
medicine guidelines. how

3 CO5 Comprehend the contents of ICMR, ICH-GCP and GCP-Ayurveda medicine 1 Practical PSY- Shows- DIS,PER
guidelines including the process of Clinical trial registration Training 2.1 GUD how

4 CO5 Enlist cases where the principle of autonomy and justice is upheld and 1 Practical PSY-SET Shows- PBL
compromised. Training 2.2 how

5 CO5 Enlist cases where principles of beneficence/non-maleficence are upheld and 1 Practical PSY-SET Shows- PBL
compromised Training 2.3 how

6 CO5 Demonstrate the ethical principles by developing a case scenario. 1 Experiential- AFT- Shows- CBL
Learning 2.1 VAL how

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 16 / 62

 7 CO5 Identify the ethical principles in a given case scenario. 1 Experiential- AFT- Shows- DIS,RP
Learning 2.2 VAL how

Unit 2 Institutional Ethics Committees Institutional Ethics Committees (Human and Animal) - constitution and review process

References: 14,15,16,17

3A 3B 3C 3D 3E 3F 3G 3H

1 CO5 Explain the constitution, composition, review process, registration, and 1 Lecture CC Knows- L&PPT
regulation of the Institutional human and animal ethics committee. how

2 CO5 Construct the composition of the ethics committee through different case 2 Practical PSY-SET Shows- CBL
scenarios. Training 2.4 how

3 CO5 Enlist the elements of the review process through different case scenarios 3 Practical PSY-SET Shows- CBL
Training 2.5 how

4 CO5 Identify ethical issues specific to Ayurveda medicine research through different 2 Practical PSY-SET Shows- CBL,PBL
case scenarios. Training 2.6 how ,RP

5 CO5 Demonstrate the review process of IHEC 6 Experiential- AFT- Shows- PBL,RP
Learning 2.3 VAL how

6 CO5 Demonstrate the review process of IAEC 5 Experiential- AFT- Shows- PBL,RP
Learning 2.4 VAL how

Unit 3 National Pharmacovigilance Program National Pharmacovigilance Program for Ayurveda medicine and Adverse Drug reporting methods

References: 18,19,20,21

3A 3B 3C 3D 3E 3F 3G 3H

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 17 / 62

 1 CO5 Explain the history, objectives, hierarchy, and ADR reporting method of 1 Lecture CC Knows- L&PPT
the Pharmacovigilance program for Ayurveda medicine & H drugs. how

Unit 4 Scope and Importance of IPR and Patents

References: 22,23,24,25

3A 3B 3C 3D 3E 3F 3G 3H

1 CO5 Outline the importance and various forms of IPR (copyright, trademark, 1 Lecture CC Knows- FC,L&PP
industrial design, geographical designs, patents). how T

Practical Training Activity

Practical No Name Activity details
Practical Identify the contents of Group Activity
Training 2.1 ICMR, ICH-GCP, and The teacher will present different sections of ICMR, ICH-GCP, and GCP-Ayurveda medicine guidelines. Students will be divided
GCP-Ayurveda into 2 to 5 groups and each group will be assigned one key section from these guidelines and students will read and present the
medicine guidelines summary of the section. Following this, the teacher will demonstrate the process of Clinical trial registration.
including the process of Students will assess the CTRI website.
Clinical trial
registration.

Practical Enlist cases where The teacher will discuss cases like the Nuremberg trials, and Tuskegee Syphilis Experiments or create any case scenario related to
Training 2.2 the principle of the said ethics principles. Students will be divided into 2 to 5 groups and each group will be given a case scenario like decision
autonomy and justice is making, informed consent, patient information sheet, treatment discrimination based on cultural or social status, voluntariness to
upheld and withdraw, privacy, confidentiality, research misconduct, etc. The groups have to identify and analyze which ethics principle is
compromised. upheld or compromised and also to suggest any corrective measures if required.
Role plays by groups
The importance of the Informed Consent form, Random selection of patients using software, ADR protocol, and Patient
withdrawal guidelines should be emphasized.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 18 / 62

Practical Enlist cases where The teacher will discuss cases such as Tuskegee Syphilis Experiments, Stanley Milgram’s infamous experiment, or create any case
Training 2.3 principles of beneficenc scenario related to the said ethics principles. Students will be divided into 2 to 5 groups and each group will be given a case
e/non-maleficence are scenario to assess the risk-benefit ratio (for example vaccination trials, and anti-cancer trials). The groups have to suggest any
upheld and corrective measures if possible.
compromised Brainstorming
Discussions about ethics in Vaccination trials, New drug discovery, and Ethical approaches to enroll subjects having disorders like
hypertension, Diabetes, Paediatric patients, etc, or are already on another medication.

Practical Construct the The teacher will present the composition of the ethics committee. Students will be divided into 2 to 5 groups and each group will
Training 2.4 composition of be given a case scenario like quorum requirements, gender representation, presence of sponsor representative during IEC,
the ethics committee qualifications and responsibilities of members, absence of a veterinarian, CCSEA nominee, etc. The group has to identify, analyze,
through different case and present the mistake in the ethics committee composition. The teacher facilitates discussion among groups and summarises the
scenarios. key points.

Practical Revise the elements of The teacher will present the elements of the review process. Students will be divided into 2 to 5 groups and each group will be
Training 2.5 the review process given a case scenario like wrong risk identification, review by voting/unanimous call, review in an emergency, expedited review,
through different case waiver of IEC review, conflict of interest, etc. Each group will identify, analyze, and present the mistake in the ethics review
scenarios process. The teacher facilitates discussion among groups and summarises the key points.

Practical Identify ethical issues The teacher will present case scenarios specific to Ayurveda medicine research, like the benefit of survey studies to participants,
Training 2.6 specific to Ayurveda mineral formulations, cultural issues of certain medicines/ingredients, and discuss related ethical issues. Students will be divided
medicine research into 2 to 5 groups and each group will be given a case scenario like ethics involved in therapeutic procedures, add-on therapy, yoga
through different case intervention, new dosage form, use of fewer animals, vulnerable population, sponsored pharma product, etc. Each group will
scenarios. analyze the ethical issues involved and suggest possible solutions. The teacher facilitates discussion among groups and summarises
the key points.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Appraise the ethical Students will be divided into groups and the teacher will assign ethics principles for scenario development like privacy,
Learning 2.1 principles by developing confidentiality, voluntary participation, anonymity, no harm to participants, informed consent, vulnerability, etc. The group will
a case scenario. develop the script for a skit to be enacted.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 19 / 62

Experiential- Identify the ethical The groups will enact the developed skit and other groups will identify the ethical principle. The teacher facilitates discussion
Learning 2.2 principles in a given among groups and summarises key aspects.
case scenario.

Experiential- Demonstrate the review The teacher will develop dummy research protocols on human participants with challenging scenarios like an incomplete
Learning 2.3 process of IHEC application form, need for insurance, deviation from initial protocol, violation, involving vulnerable populations like children,
terminally ill, differently abled, etc. Students are divided into groups and each group will be given a dummy protocol, a week
before the class and explained that they will be members of a mock IE review committee. During the class, each group will
perform the mock review in front of the class and decide whether to approve or suggest changes for resubmission or reject. The
teacher will facilitate discussion among groups and summarise key aspects.

Experiential- Demonstrate the review The teacher will develop dummy research protocols involving animals with challenging scenarios like an incomplete application
Learning 2.4 process of IAEC form, including higher animals, multiple animal groups, procedures causing harm to animals, redundant animal experiments, etc.
Each group will be given a dummy protocol, a week before the class and explained that they will be members of a mock IAE
review committee. During the class, each group will perform the mock review in front of the class and decide whether to approve
or suggest changes for resubmission or reject. The teacher will facilitate discussion among groups and summarise key aspects.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Mock review process (Formative assessment is based on the presentation done during Experiential Learning in Unit-2—institutional ethics committees
(human and animal)—constitution and review process)
• Assessment Checklist for IHEC mock review: Trial protocol, written informed consent form(s), subject recruitment procedures (e.g. advertisements),
written information to be provided to subjects, investigator’s brochure on the study drugs, safety information, information about payments and compensation,
investigator’s curriculum vitae

Assessment Checklist for IAEC mock review: Trial protocol, respective forms, criteria for animal selection and number required, investigator’s brochure on
the study drugs, safety information, information about analyses and disposal, investigator’s curriculum vitae, visit to the animal house and look for the
infrastructure and facilities.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 20 / 62

Or
Any practical in converted form can be taken for assessment..
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.. ( 25 Marks)

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 21 / 62

Module 3 : Research Types - Part 1
Module Learning Objectives
(At the end of the module, the students should be able to)
1 Understand types of research
2 Comprehend different methods based on the type of research
3 Apply study designs in Ayurveda medicine Research

Unit 1 Different types of research

References: 26,95

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4 Distinguish different types of research 1 Lecture CK Knows- L&PPT

how

2 CO4 Display different types of research with examples 2 Practical PSY- Shows- FC
Training 3.1 GUD how

Unit 2 Qualitative Research

References: 29

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4 Describe qualitative research - definition, characteristics, relevance, types, 3 Lecture CC Knows- L&GD,PE
methods of data collection, and ways to maintain robustness like credibility, how R
transferability, dependability, and confirmability.

2 CO4 Identify the methods used in qualitative research. 4 Practical PSY- Shows- CBL,DIS

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 22 / 62

 Training 3.2 GUD how

3 CO4 Moderate/participate in Focussed Group Discussions and interviews to 6 Experiential- PSY- Shows- PBL,RP
illustrate the methods of qualitative research. Learning 3.1 GUD how

Unit 3 Descriptive study designs

References: 31,98,99

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4 Explain and distinguish various types of descriptive studies (Case report, Case 3 Lecture CC Knows- L&PPT
series, Cross-sectional, longitudinal) how

2 CO4 Differentiate the descriptive studies in published literature – Case report 2 Practical PSY- Shows- CBL,SDL
Training 3.3 GUD how

3 CO4 Differentiate the descriptive studies in published literature – Case series 2 Practical PSY- Shows- CBL,SDL
Training 3.4 GUD how

4 CO4 Differentiate the descriptive studies in published literature – Cross-sectional 2 Practical PSY- Shows- CBL,SDL
study Training 3.5 GUD how

5 CO4 Differentiate the descriptive studies in published literature – Longitudinal 2 Practical PSY- Shows- CBL,SDL
study Training 3.6 GUD how

6 CO4 Acquire the knowledge of conducting various descriptive studies in hospital 10 Experiential- PSY- Shows- PrBL,TP
community/classroom/hostel. Learning 3.2 GUD how W

Unit 4 Observational study designs

References: 32,33,102,103

3A 3B 3C 3D 3E 3F 3G 3H

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 23 / 62

 1 CO4 Distinguish various types of observational studies (case-control, cohort, and 3 Lecture CC Knows- L&PPT
cross-sectional analytical) and their applications how

2 CO4 Differentiate the cross-sectional analytical studies in published literature. 2 Practical PSY- Shows- CBL,SDL
Training 3.7 GUD how

3 CO4 Differentiate the case-control studies in published literature. 2 Practical PSY- Shows- CBL,SDL
Training 3.8 GUD how

4 CO4 Differentiate the cohort studies in published literature. 2 Practical PSY- Shows- CBL,SDL
Training 3.9 GUD how

5 CO4 Acquire the knowledge of conducting various observational studies. 10 Experiential- PSY- Shows- PBL,TPW
Learning 3.3 GUD how

Practical Training Activity

Practical No Name Activity details
Practical Demonstrate different The teacher refers to and discusses a minimum of five research articles related to different types of research such as qualitative
Training 3.1 types of research with research, quantitative research, applied research, exploratory, translational research, implementation, and integrative/
examples interdisciplinary research, and classifies them under the category.

Practical Differentiate methods The teacher refers to and discusses do-don’ts in Focus group discussion (FGD), preparation of interview schedule and guide,
Training 3.2 used in qualitative interpretation of recorded interview (transcript, code, category, theme, sub-theme), and creating sociograms.
research.

Practical Appraise the descriptive The teacher refers to and discusses a few Case reports. The student identifies the prerequisite for a case report and observations to
Training 3.3 studies in published be made and documented while dealing with a rare/ unique/interesting case.
literature – Case report Each Student should select an article regarding the case report and review it through CARE Guidelines. Ask students to download
the Checklist review the article as per the checklist and submit it.

Practical Differentiate the The teacher refers to and discusses a few Case series. The student identifies the prerequisite for a case series, and observations to
Training 3.4 descriptive studies in be made and documented.
published literature – Each Student should select an article regarding the case series and review it through the Guidelines. Ask students to download

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 24 / 62

 Case series the Checklist review the article as per the checklist and submit it.

Practical Identify the descriptive The teacher refers to and discusses research articles/previous thesis on cross-sectional studies like ICMR InDIAB. The student
Training 3.5 studies in published identifies/ summarises the basic elements (setting, location, time, mode of selection, sampling), merits, and demerits of the cross-
literature – Cross- sectional study.
sectional study

Practical Differentiate the The teacher refers to and discusses research articles/previous studies on longitudinal studies like the Framingham Study. The
Training 3.6 descriptive studies in student identifies/ summarises the basic elements (time, common characteristics of the group, assessment parameters), merits and
published literature – demerits, and the applicability of the longitudinal study.
longitudinal study

Practical Identify the cross- The teacher refers to and discusses research articles/previous thesis on cross-sectional analytical studies. The student identifies/
Training 3.7 sectional analytical summarises the basic elements (characteristics, data collection methods, bias), merits and demerits, applicability of cross-sectional
studies in published analytical studies.
literature.

Practical Appraise the case- The teacher refers to and discusses research articles/previous theses on case-control studies. The student identifies/ summarises the
Training 3.8 control studies in basic elements (characteristics, data collection methods, bias, confounder, effect modifier, risk factors), merits and demerits,
published literature. and applicability of case-control studies.
The student should be assigned one article regarding a Case-control study. Review the article following STROBE guidelines and
submit the report.

Practical Appraise the cohort The teacher refers to discuss research articles on cohort studies. The student identifies/ summarises the basic elements
Training 3.9 studies in published (characteristics, data collection methods, bias, confounder, effect modifier, risk factors), merits and demerits, and applicability of
literature. cohort studies.
Brainstorming
Students should be given activities to think about cohort study research questions as per Ayurveda.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Moderate/participate in Students will be divided into 2 to 5 groups and each group will be assigned activities such as selection of an ideal qualitative

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 25 / 62

Learning 3.1 FGD, In-depth research method for a specific research problem, role play on sensitive and non-sensitive topics for FGD, role play depicting
interview. desirable and undesirable characters regarding moderator, participants, and interviewer. While one group is performing a role-play
of FGD, the other groups can be involved in transcript and sociogram preparation.

Experiential- Acquire the knowledge Students will be divided into 2 to 5 groups. Each group will be assigned a different study design and study setting such as
Learning 3.2 of conducting various a hospital community/classroom/hostel. Later the students should present the findings, followed by a group discussion on
descriptive studies in the methodology aspects. The teacher will summarise the key points.
hospital community/clas
sroom/hostel.

Experiential- Acquire the knowledge Students will be divided into 2 to 5 groups. Each group identifies a scenario/ topic for observational study and further designs a
Learning 3.3 of conducting various study considering the basic elements (selection of case and matching control, bias elimination, measurement of exposure and
observational studies. outcome) of each study design.
Students should review observational studies from indexed journals review them under STROBE guidelines and submit them.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 4
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Case-based evaluation: ( 25 Marks)
Each student will be given a published paper on a specific study design to evaluate the elements of the respective study design.
Assessment of the review based on the summary of the given published research paper emphasizing the elements of the respective research design
and
Any practical in converted form can be taken for assessment..
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.. ( 25 Marks)

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 26 / 62

Module 4 : Research Types - Part 2
Module Learning Objectives
(At the end of the module, the students should be able to)
1 Understand different research designs used for interventional studies.
2 Comprehend merits, demerits, and applications of different designs.
3 Apply study designs in Ayurveda medicine Research.

Unit 1 Bias and ways to eliminate bias

References: 34,35,36,37

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO4 Explain bias at various stages of clinical trials and describe ways to eliminate 1 Lecture CC Knows- FC,L&G
bias such as randomization, blinding, and control. how D,L&PPT

Unit 2 Randomized Controlled Trials

References: 104

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4 Explain various types (pilot/ proof of concept/ exploratory, randomized/ 3 Lecture CC Knows- CBL,FC,
blinded/ controlled, Superiority/No- inferiority/ equivalence, phases of clinical how L&PPT
trials) and methodological details (defining eligibility and withdrawal criteria,
outcome assessment and variables, safety monitoring) of Interventional
studies.

2 CO4 Appraise the Interventional study designs in published literature. 10 Practical PSY- Shows- CBL

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 27 / 62

 Training 4.1 GUD how

3 CO4 Acquire the knowledge of conducting various interventional studies. 4 Experiential- AFT- Shows- BS,CBL,P
Learning 4.1 VAL how ER

4 CO4 Acquire the knowledge of conducting various interventional studies. 4 Experiential- AFT- Shows- BS,CBL,P
Learning 4.2 VAL how ER

5 CO4 Acquire the knowledge of conducting various interventional studies. 5 Experiential- AFT- Shows- BS,CBL,P
Learning 4.3 VAL how ER

Unit 3 Newer study designs

References:

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4 Non-conventional study designs (Black box design, n-1 design, whole system 1 Lecture CK Knows- DIS,FC,L
research, flexible-dose design) how &PPT

Practical Training Activity

Practical No Name Activity details
Practical Appraise the The teacher refers to and discusses research articles/previous theses on different types of interventional studies.
Training 4.1 Interventional study
designs in published
literature.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Acquire the knowledge Students will be divided into groups and each group will appraise the methodology for studies involving interventions of different

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 28 / 62

Learning 4.1 of conducting various natures such as diet/therapeutic procedure /medicine/counseling through published literature and present in the forthcoming class.
interventional studies. Each student will review the article, methodology, assessment criteria, inclusion and exclusion criteria, and study design and will
present it.

Experiential- Acquire the knowledge Each group will then present the observations on the methodology, followed by a group discussion on differences between the
Learning 4.2 of conducting various methodologies, merits/demerits of various interventional studies, and identification of challenges and possible solutions in the case
interventional studies. of Ayurveda medicine studies.

Experiential- Acquire the knowledge Further, each group will design an interventional study on the topic given by the teacher and present.
Learning 4.3 of conducting various
interventional studies.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Case-based evaluation:
Each student will be given a published paper on an interventional study design.
Checklist of assessment: The assessment will be based on the article review done by the student over the elements of the respective interventional study
design, like objectives, literature review, sampling techniques, randomization, blinding, methodology, statistical analysis, results, discussion, and outcomes.
Or
Any practical in converted form can be taken for assessment..
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.. ( 25 Marks)

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 29 / 62

Module 5 : Research Types - Part 3
Module Learning Objectives
(At the end of the module, the students should be able to)
1 Comprehend the characteristics, methodology, and utility of different research studies.
2 Apply these different research studies in the context of Ayurveda medicine.

Unit 1 Preclinical studies

References: 38,39

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO9 Explain the basics of in silico, in vitro, and in vivo studies. 3 Lecture CC Knows- L&PPT
how

2 CO4,CO9 Demonstrate cell culture studies and animal procedures. 1 Practical PSY- Shows- FV,L_VC
Training 5.1 GUD how

3 CO4,CO9 Demonstrate the utility of in-vitro and in-vivo studies in the Ayurveda 2 Practical PSY- Shows- FV
medicine context. Training 5.2 GUD how

4 CO4,CO9 Demonstrate in silico studies. 2 Practical PSY- Shows- L_VC

Training 5.3 GUD how

5 CO4,CO9 Acquaint with instrumentation and procedures related to the in silico, in vitro, 6 Experiential- AFT- Shows- FV
and in vivo studies. Learning 5.1 VAL how

Unit 2 Drug research

References: 40

3A 3B 3C 3D 3E 3F 3G 3H

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 30 / 62

 1 CO4,CO9 Describe protocols for drug quality testing. 1 Lecture CK Knows- FC,L&PP
how T

2 CO4,CO9 Explain and demonstrate different instrumentation used in drug research. 1 Lecture CK Knows- D,FV,L_
how VC

3 CO4,CO9 Review principles and applications of instruments. 2 Practical PSY-SET Shows- DIS,FV,L
Training 5.4 how _VC

4 CO4,CO9 Check the quality of a drug/formulation. 3 Practical PSY-SET Shows- L_VC,PT

Training 5.5 how

5 CO4,CO9 Acquaint with pharmacy college/QC unit in Ayurveda medicine pharmacy. 4 Experiential- AFT- Shows- FV,SDL
Learning 5.2 VAL how

Unit 3 Literary research

References: 92,93,94,105,106

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO9 Define and describe the scope of literary research and the steps of 1 Lecture CK Knows- L&PPT
manuscriptology. how

2 CO4,CO9 Explore available manuscript resources. 5 Practical PSY-SET Shows- ML,SDL

Training 5.6 how

3 CO4,CO9 Acquaint with manuscript library/ Oriental study institutions/ University 5 Experiential- AFT- Shows- FV,SDL
Sanskrit departments/IKS center in IITs or Video on steps of manuscriptology. Learning 5.3 VAL how

Unit 4 Development of tools

References: 41

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 31 / 62

 3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO9 Explain the importance and types of tools. 1 Lecture CK Knows- L&GD
how

2 CO4,CO9 Describe stages of tool development and methods for validating developed 1 Lecture CC Knows- L&GD
tools. how

3 CO4,CO9 Demonstrate the process of tool development and validation. 3 Practical PSY-SET Shows- CBL,DIS
Training 5.7 how

4 CO4,CO9 Develop a questionnaire. 5 Experiential- AFT- Shows- SDL

Learning 5.4 VAL how

Unit 5 Assessment Tools Use of appropriate assessment tools and terminology

References: 42,43,44,45,46,47,48

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO9 Identify appropriate assessment tool. 1 Lecture CK Knows- L&PPT

how

2 CO4,CO9 Demonstrate standard terminologies (e.g. WHO, ICD 11, DSM V, NAMASTE) 1 Lecture CK Knows- D,L&PPT
how

3 CO4,CO9 Search and choose the appropriate assessment tool. 2 Practical PSY-SET Shows- DIS,SDL
Training 5.8 how

4 CO4,CO9 Apply appropriate assessment tools in a given Ayurveda medicine scenario 3 Experiential- AFT- Shows- DIS,SDL
Learning 5.5 VAL how

5 CO4,CO9 Compare minimum 5 Ayurveda medicine terms and compare with standard 3 Experiential- AFT- Shows- DIS,PBL

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 32 / 62

 terminology. Learning 5.6 VAL how

Practical Training Activity

Practical No Name Activity details
Practical Demonstrate cell culture The teacher will demonstrate either in the lab or with the help of a video on cell culture and animal studies (animal handling, blood
Training 5.1 studies and animal collection, dosing)
procedures.

Practical Explore the utility of in- The teacher will facilitate a group discussion on landmark in-vitro, and in-vivo studies and explore the limitations/ challenges/
Training 5.2 vitro and in-vivo studies possibilities of in-vitro and in-vivo studies in Ayurveda medicine like solubility of herbo-mineral formulations, therapeutic
in the Ayurveda procedures, etc.
medicine context. Interaction with experts about designing and conducting in-vitro and in-vivo studies (Desirable)

Practical Demonstrate in-silico The teacher demonstrates the use of various software and databases to explore the utilities of in-silico studies in different domains
Training 5.3 studies. like UNPD.
Students in groups are encouraged to work on the provided domain and present their work
Self Directed learning
Awareness about Molecular docking and Demonstration of software of molecular docking.

Practical Review principles and The teacher demonstrates the functioning and utility of high-end instruments like Spectrophotometer, HPTLC, HPLC, GC, LCMS,
Training 5.4 applications of XRD etc using repository videos.
instruments.

Practical Check the quality of a The teacher demonstrates experiments on drug/formulation quality testing. Students are divided into groups and each group is
Training 5.5 drug/formulation. given either an herb or a formulation, to carry out the quality testing of the same and record the findings. Include experiments like
foreign matter, Moisture content, Total ash, Acid insoluble ash, Extractive values, Specific gravity, Tablet disintegration test,
Tablet hardness, pH value, Acid value, friability test, thin layer chromatography etc. (Practical demonstration may be combined
with Experiential learning -EL-5.2)

Practical Explore available The teacher demonstrates online Manuscript Search. Student searches online Manuscript catalogs related to Ayurveda medicine or
Training 5.6 manuscript resources. published literature and compiles them (Desirable).

Practical Demonstrate the process The teacher demonstrates a minimum of two published articles regarding tool development and tool validation. Students are

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 33 / 62

Training 5.7 of tool development and divided into groups and are encouraged to search published articles on tool development and validation. The teacher facilitates
validation. discussion among the group and highlights the robustness of the tool. [Tool includes an index, scale, questionnaire, medical
instrumentation, software, apps etc.]

Practical Search & choose the The teacher demonstrates criteria for choosing assessment tools such as relevance (eg. ethnicity, time frame), specificity (eg. Pain
Training 5.8 appropriate assessment assessment in OA and RA), and requirement (eg. diagnosis, screening). Students are divided into groups and instructed to choose
tool. appropriate assessment tools for at least 2 clinical conditions (like WHO-QoL, Diabetic risk assessment, pain, and Ayurveda
medicine items). The teacher facilitates discussion among the groups and highlights the key concepts.
Peer group learning
Students should collect at least five assessment tools from the previous article, Studies, and compile the information, and share it.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Acquaint with After the visit, the student will write their observations about the facility, laboratory instrumentation, animal procedures, safety
Learning 5.1 instrumentation and guidelines.
procedures related to in
silico, in vitro, and in
vivo studies.

Experiential- Acquaint with pharmacy Students visit the pharmacy college/QC unit in Ayurveda medicine pharmacy and compile their observations.
Learning 5.2 college/QC unit in This activity can be clubbed with Practical 5.2.
Ayurveda pharmacy.

Experiential- Acquaint with a Visit a manuscript library or Oriental study institutions/ University Sanskrit departments/IKS center at IITs or Departments related
Learning 5.3 manuscript library. to Ayurveda medicine.
Optional – Repository Video on steps of manuscriptology.

Experiential- Develop a Develop a questionnaire for Ayurveda medicine.

Learning 5.4 questionnaire. Group activity based on various tools useful for Ayurveda medicine (Desirable).

Experiential- Apply appropriate Students will be divided into groups and given the task of searching for assessment tools from either theses, published articles, or
Learning 5.5 assessment tools in a projects in a given Ayurveda medicine scenario followed by brainstorming on the utility and limitations

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 34 / 62

 given Ayurveda Assessment tools from various articles compilation (at least 5)
medicine scenario The questionnaire designing for an assessment of physiological functions.
Review of questionnaire design from various articles

Experiential- Define a minimum of 5 The teacher will define a minimum of 5 Ayurveda medicine terms and compare them with standard terminology. Students are
Learning 5.6 Ayurveda medicine divided into groups and each group works on a minimum of two terms of Ayurveda medicine, coins Standard operative definitions
terms and compare for the same, and presents. The teacher facilitates discussion among groups and summarises the key concepts.
them with standard Refer to Namaste portal, WHO terminology, articles, and Book-Translational Ayurveda by Sanjeev Rastogi.
terminology.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 4
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
SAQ: 5 questions (1 question from each unit) – 25 Marks
• Field report evaluation: 25 marks

Evaluation of summary reports of Field visits, experiments in the lab, or demonstrated instruments: The report will be evaluated on the basis of active
participation during the visit/lab, observation book detailing the observations during the visit/lab, and record-keeping.
or
Any practical in converted form can be taken for assessment.. ( 25 Marks)
and
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.. ( 25 Marks)

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 35 / 62

Module 6 : Research Communication
Module Learning Objectives
(At the end of the module, the students should be able to)
1. Prepare a synopsis/research protocol/proposal and enlist dissertation contents
2. Manage references using the Reference Manager Tool
3. Comprehend types and structures of different journal articles and prepare articles as per reporting guidelines
4. Identify misconduct in scientific writing and its consequences
5. Differentiate between credible and predatory journals

Unit 1 Research protocol writing Research protocol/proposal/Synopsis writing

References: 49,50,51,52,53

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain the basic structure of the synopsis [Randomisation table, dummy table, 2 Lecture CC Knows- L&PPT
,CO7,CO8 GANTT chart, expected outcome, Budget] how

2 CO4,CO5,CO6 Explain a checklist of synopsis/protocol and differentiate between academic 1 Lecture CC Knows- D,L&GD
,CO7,CO8 protocol and funding proposal. how

3 CO4,CO5,CO6 Demonstrate the key points and processes of synopsis/protocol writing. 5 Practical PSY- Shows- D,L&GD
,CO7,CO8 Training 6.1 GUD how

4 CO4,CO5,CO6 Prepare an outline of the synopsis. 3 Experiential- AFT- Shows- CBL,DIS,

,CO7,CO8 Learning 6.1 VAL how SDL

5 CO4,CO5,CO6 Retrieve information about different funding agencies and their schemes 3 Experiential- AFT- Shows- CBL,DIS,
,CO7,CO8 especially applicable to students. Learning 6.2 VAL how SDL

Unit 2 Dissertation contents and structure

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 36 / 62

References: 54,55,56,57,58,59

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain the structure of the dissertation for different study designs (IMRAD); 1 Lecture CC Knows- L&PPT
,CO7,CO8 Orientation to online theses repositories such as Shodhganga. how

2 CO4,CO5,CO6 Appreciate the structure of the dissertation with a focus on specific 3 Practical PSY- Shows- CBL,DIS,
,CO7,CO8 requirements as per the type and design of the research. Training 6.2 GUD how PER

3 CO4,CO5,CO6 Critically appraise the result and discussion section of the thesis. 5 Experiential- AFT- Shows- DIS,PBL,
,CO7,CO8 Learning 6.3 VAL how SDL

Unit 3 Types and structure of journal articles

References: 60,61

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain the structure of different types of journal articles. 1 Lecture CC Knows- L&PPT
,CO7,CO8 how

2 CO4,CO5,CO6 Demonstrate the structure of different types of articles. 2 Practical PSY- Shows- D,L&GD
,CO7,CO8 Training 6.3 GUD how

3 CO4,CO5,CO6 Present an article in the journal club. 4 Experiential- AFT-RES Shows- DIS,PER
,CO7,CO8 Learning 6.4 how

Unit 4 Systematic review and meta-analysis

References: 62,63

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Elaborate the process of Systematic review and meta-analysis. 1 Lecture CC Knows- L&PPT

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 37 / 62

 ,CO7,CO8 how

Unit 5 Publication guidelines

References: 64,65,66,67,68,69,70

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain publication guidelines such as STROBE, PRISMA, ARRIVE, CARE, 1 Lecture CK Knows- L&PPT
,CO7,CO8 CONSORT, etc and their variations. how

2 CO4,CO5,CO6 Access different reporting guidelines. 2 Practical PSY- Shows- D,ML,SD

,CO7,CO8 Training 6.4 GUD how L

3 CO4,CO5,CO6 Review a published article by using a checklist of particular reporting 3 Experiential- PSY- Shows- CBL,DIS,
,CO7,CO8 guidelines. Learning 6.5 GUD how PER

Unit 6 Referencing
References: 71,72,73,74,75,76,77,78,79

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain the need for referencing and bibliography. Enlist the different citation 1 Lecture CC Knows- L&PPT
,CO7,CO8 styles and references manager. how

2 CO4,CO5,CO6 Demonstrate using any one reference manager tool. 4 Practical PSY- Shows- D,PT
,CO7,CO8 Training 6.5 GUD how

3 CO4,CO5,CO6 Appreciate referencing styles for different types of documents like journal 3 Experiential- AFT-RES Shows- PL,PBL,S
,CO7,CO8 articles, books, book chapters, conference proceedings, dissertations, online Learning 6.6 how DL
content, and Ayurveda medicine texts

Unit 7 Scientometrics
References: 80,81,82,83,84

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 38 / 62

 3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain journal impact factors (indexing databases, cite score, impact factor, 1 Lecture CC Knows- L&PPT
,CO7,CO8 Altimetric) and authors' impact metrics (h index, I 10 indices, G index). how

2 CO4,CO5,CO6 Select an appropriate journal and identify its quality using scientometrics 2 Practical PSY- Shows- D,DIS
,CO7,CO8 Training 6.6 GUD how

3 CO4,CO5,CO6 Acquire knowledge about various aspects of scientometry. 3 Experiential- AFT-RES Shows- SDL
,CO7,CO8 Learning 6.7 how

Unit 8 Publication Ethics

References: 85,86,87,88,89,90,91

3A 3B 3C 3D 3E 3F 3G 3H

1 CO4,CO5,CO6 Explain ethical issues in publication (authorship criteria, plagiarism, 1 Lecture CK Knows- L&PPT
,CO7,CO8 falsification & fabrication of data). how

2 CO4,CO5,CO6 Review guidelines related to Publication ethics (WAME, COPE, ICMJE, 2 Practical PSY- Shows- D,DIS
,CO7,CO8 OSPA). Training 6.7 GUD how

3 CO4,CO5,CO6 Check plagiarism using online software. 2 Experiential- PSY- Shows- SDL
,CO7,CO8 Learning 6.8 GUD how

Practical Training Activity

Practical No Name Activity details
Practical Demonstrate the key The teacher will demonstrate the key contents of the synopsis (title, introduction, need of study, research question, hypothesis,
Training 6.1 points of primary and secondary objectives) with a few examples.
synopsis/protocol

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 39 / 62

 writing.

Practical Appreciate the structure Students will be divided into groups and each group will be allotted a dissertation of a particular research design (clinical study,
Training 6.2 of the dissertation with survey study, literary research, drug research, etc.) and they will be required to identify its specific elements (such as case report
a focus on specific form in clinical study or questionnaire in survey study).
requirements as per the
type and design of
the research.

Practical Demonstrate the The teacher will refer to different types of articles like editorial, original research articles, case reports, case series, case snippets,
Training 6.3 structure of different review articles, letters to the editor, short communication, perspective/ opinion/viewpoint, commentary, book review, debate/
types of articles. discussions, vignette, etc. highlighting their structure and will explain the criteria to select a specific type.
At the end of the session, the teacher will explain the concept of a journal club and allocate different types of articles to a group of
students.

Practical Access different The teacher will demonstrate the different reporting guidelines using https://www.equator-network.org/
Training 6.4 reporting guidelines.

Practical Demonstrate using any The teacher will demonstrate the different features (searching, downloading, creating a library, importing to Word document etc)
Training 6.5 one reference manager of any one reference manager tool such as EndNote, Mendeley, or Zotero. Following this, students will install the reference
tool. manager software, explore its features and then conduct an activity using the tool.

Practical Select an appropriate The teacher will demonstrate the method of selecting an appropriate journal using manuscript matching tools like Journalfinder,
Training 6.6 journal and identify its Jane, Edanz, Endnote etc. and will subsequently demonstrate different metrics of journals shortlisted by the matching tools.
quality using Based on scientometrics, the teacher will explain how to identify predatory journals.
scientometrics.

Practical Review guidelines The teacher demonstrates various guidelines related to Publication ethics like WAME, COPE, ICMJE, and OASPA- Open Access
Training 6.7 related to Publication Scholarly Publishing Association.
ethics (WAME, COPE,
ICMJE, OASPA).

Experiential learning Activity

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 40 / 62

Experiential Name Activity details
learning No
Experiential- Prepare an outline of the Students will be divided into groups and each group will be given a topic reflecting different types of research (drug research,
Learning 6.1 synopsis. clinical study, literary research, survey study, animal study, tool development etc) to prepare a framework of the synopsis, the
students will present and critically appraise the key components.

Experiential- Retrieve information Students will visit the websites of different funding agencies (Ministry of Ayush, ICMR, DST, DBT, CSIR, and others) browse
Learning 6.2 about different funding through the different schemes, and select suitable schemes for postgraduate work.
agencies and their
schemes especially
applicable for students.

Experiential- Critically appraise the Students are divided into groups and each group will be assigned a dissertation/ research article (which follows the standard
Learning 6.3 result and discussion structure of the results and discussion section) to appreciate the difference between results and discussion along with the link
section of the thesis. between the two.

Experiential- Present an article in the Students will present the articles allocated to them during the practical and critically review them under the guidance of the
Learning 6.4 journal club. teacher.

Experiential- Review a published Students will be divided into groups and each group will be assigned a different type of article. They have to check the contents of
Learning 6.5 article by using a the article against the applicable reporting guidelines and present them.
checklist of particular
reporting guidelines.

Experiential- Appreciate referencing Students will be given different types of documents and asked to prepare referencing for the same following standard guidelines
Learning 6.6 styles for different types (like peer-reviewed journals).
of documents like
journal articles, books,
book chapters,
conference proceedings,
dissertations, online
content, and Ayurveda
medicine texts.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 41 / 62

Experiential- Acquire knowledge Students will be divided into groups and each group will search different author metrics for a minimum of 10 personalities/authors.
Learning 6.7 about various aspects of
scientometry.

Experiential- Check plagiarism using Students will be divided into groups and each group will be given a topic to prepare a review and subject to plagiarism check using
Learning 6.8 online software. online free plagiarism software/ tools.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 4
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Critical review of a published article.
Each student will be given a published article for review based on relevant publication guidelines.
The student’s review will be assessed on
1. Selection of appropriate guidelines (5 marks)
2. Review of article by ticking off the checklist (5 marks)
3. Summary of review mentioning guidelines, describing missed elements, and positive aspects of the paper (15 marks)
and
Any practical in converted form can be taken for assessment.( 25 Marks)
or
Any of the experiential as portfolio/ reelections / presentations can be taken as assessment.( 25 Marks)

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 42 / 62

Table 4 : Practical Training Activity

Practical No Practical name Hours

1.1 Elaborate the current status of Ayurveda medicine research 2

1.2 Demonstrate different research concepts in Ayurveda medicine systems with examples 2

1.3 Display and demonstrate literature search in medical databases 2

1.4 Enlist different ways of identifying the research problem 2

1.5 Demonstrate the qualities of good research questions using PICO/T in the clinical scenario and the FINER approach in both clinical and non- 2
clinical scenarios, hypotheses, and objectives.

2.1 Identify the contents of ICMR, ICH-GCP, and GCP-Ayurveda medicine guidelines including the process of Clinical trial registration. 1

2.2 Enlist cases where the principle of autonomy and justice is upheld and compromised. 1

2.3 Enlist cases where principles of beneficence/non-maleficence are upheld and compromised 1

2.4 Construct the composition of the ethics committee through different case scenarios. 2

2.5 Revise the elements of the review process through different case scenarios 3

2.6 Identify ethical issues specific to Ayurveda medicine research through different case scenarios. 2

3.1 Demonstrate different types of research with examples 2

3.2 Differentiate methods used in qualitative research. 4

3.3 Appraise the descriptive studies in published literature – Case report 2

3.4 Differentiate the descriptive studies in published literature – Case series 2

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 43 / 62

3.5 Identify the descriptive studies in published literature – Cross-sectional study 2

3.6 Differentiate the descriptive studies in published literature – longitudinal study 2

3.7 Identify the cross-sectional analytical studies in published literature. 2

3.8 Appraise the case-control studies in published literature. 2

3.9 Appraise the cohort studies in published literature. 2

4.1 Appraise the Interventional study designs in published literature. 10

5.1 Demonstrate cell culture studies and animal procedures. 1

5.2 Explore the utility of in-vitro and in-vivo studies in the Ayurveda medicine context. 2

5.3 Demonstrate in-silico studies. 2

5.4 Review principles and applications of instruments. 2

5.5 Check the quality of a drug/formulation. 3

5.6 Explore available manuscript resources. 5

5.7 Demonstrate the process of tool development and validation. 3

5.8 Search & choose the appropriate assessment tool. 2

6.1 Demonstrate the key points of synopsis/protocol writing. 5

6.2 Appreciate the structure of the dissertation with a focus on specific requirements as per the type and design of the research. 3

6.3 Demonstrate the structure of different types of articles. 2

6.4 Access different reporting guidelines. 2

6.5 Demonstrate using any one reference manager tool. 4

6.6 Select an appropriate journal and identify its quality using scientometrics. 2

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 44 / 62

6.7 Review guidelines related to Publication ethics (WAME, COPE, ICMJE, OASPA). 2

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 45 / 62

Table 5 : Experiential learning Activity

Experiential Experiential name Credit

learning No Hours
1.1 Identify the level of evidence in Ayurveda medicine research 2

1.2 List out the challenges and probable solutions in Ayurveda medicine research. 2

1.3 Conduct a literature search for a given scenario 3

1.4 Identify the research problem 3

1.5 Frame research questions, hypotheses, and study objectives. 3

2.1 Appraise the ethical principles by developing a case scenario. 1

2.2 Identify the ethical principles in a given case scenario. 1

2.3 Demonstrate the review process of IHEC 6

2.4 Demonstrate the review process of IAEC 5

3.1 Moderate/participate in FGD, In-depth interview. 6

3.2 Acquire the knowledge of conducting various descriptive studies in the hospital community/classroom/hostel. 10

3.3 Acquire the knowledge of conducting various observational studies. 10

4.1 Acquire the knowledge of conducting various interventional studies. 4

4.2 Acquire the knowledge of conducting various interventional studies. 4

4.3 Acquire the knowledge of conducting various interventional studies. 5

5.1 Acquaint with instrumentation and procedures related to in silico, in vitro, and in vivo studies. 6

5.2 Acquaint with pharmacy college/QC unit in Ayurveda pharmacy. 4

5.3 Acquaint with a manuscript library. 5

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 46 / 62

5.4 Develop a questionnaire. 5

5.5 Apply appropriate assessment tools in a given Ayurveda medicine scenario 3

5.6 Define a minimum of 5 Ayurveda medicine terms and compare them with standard terminology. 3

6.1 Prepare an outline of the synopsis. 3

6.2 Retrieve information about different funding agencies and their schemes especially applicable for students. 3

6.3 Critically appraise the result and discussion section of the thesis. 5

6.4 Present an article in the journal club. 4

6.5 Review a published article by using a checklist of particular reporting guidelines. 3

6.6 Appreciate referencing styles for different types of documents like journal articles, books, book chapters, conference proceedings, dissertations, 3
online content, and Ayurveda medicine texts.

6.7 Acquire knowledge about various aspects of scientometry. 3

6.8 Check plagiarism using online software. 2

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 47 / 62

Table 6 : Assessment Summary: Assessment is subdivided in A to G points

6 A : Number of Papers and Marks Distribution

Subject Code Paper Theory Practical Total

AYPG-RM 1 100 NA 100

6 B : Scheme of Assessment
Credit frame work

AYPG-RM has 6 modules of 9 credits which includes 270 Notional Learning Hours. One Credit will be having 30 Hours
of learner participation and teaching, practical and experiential learning will in the ratio of 1:2:3 i.e. One credit will have 5
hours of teaching, 10 hours of practical training and 13 hours of experiential learning and 2 hours of modular assessment
for 25 marks.

Module wise Assessment:will be done at the end of each module. Evaluation includes learners active participation to
get Credits and Marks. Each Module may contain one or more credits.
Summative Assessment:Summative Assessment (University examination) will be carried out at the end of Semester I.

6 C : Calculation Method for Modular Grade Points (MGP)

Module Number & Name (a) Credits Actual Attende Maximu Obtaine MGP =d
(b) No. of d m Marks d Marks *f/c*e*1
Notional Number of assess per 00
Learnin of ment of module
g Hours notional modules (f)
(c) Learnin (e)
g hours
(d)
1. Research Basics 1 30 25

2. Ethics and Regulatory Aspects in Research 1 30 25

3. Research Types - Part 1 2 60 50

4. Research Types - Part 2 1 30 25

5. Research Types - Part 3 2 60 50

6. Research Communication 2 60 50

MGP = ((Number of Notional learning hours attended in a module) X (Marks obtained in the modular assessment ) /
(Total number of Notional learning hours in the module) X (Maximum marks of the module)) X 100

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 48 / 62

6 D : Semester Evaluation Methods for Semester Grade point Average (SGPA)

SGPA will be calculated at the end of the semester as an average of all Module MGPs. Average of MGPS of the
Semester For becoming eligible for Summative assessment of the semester, student should get minimum of 60% of
SGPA
SGPA = Average of MGP of all modules of all papers = add all MGPs in the semester/ no. of modules in
the semester Evaluation Methods for Modular Assessment

A B C
S.No Module number and Name MGP

1 Research Basics C1

2 Ethics and Regulatory Aspects in Research C2

3 Research Types - Part 1 C3

4 Research Types - Part 2 C4

5 Research Types - Part 3 C5

6 Research Communication C6

Semester Grade point Average (SGPA) (C1+C2+C3+C4+C5

+C6) / Number of
modules(6)

S. No Evaluation Methods
1. Method explained in the Assessment of the module or similar to the objectives of the module.

6 E : Question Paper Pattern

MD/MS AYURVEDA Examination

AYPG-RM
Sem I
Time: 3 Hours ,Maximum Marks: 100
INSTRUCTIONS: All questions compulsory

Number of Marks per Total Marks

Questions question
Q1 Analytical based structured question (ABQ) 1 20 20

Q2 Short answer questions (SAQ) 8 5 40

Q3 Long answer questions (LAQ) 4 10 40

100

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 49 / 62

Instructions for the paper setting.
1. Questions should be drawn based on the table 6F.
2. Marks assigned for the module in 6F should be considered as the maximum marks.
3. Refer table 6F before setting the questions. Questions should not be framed on the particular unit if indicated “NO”.
4. There will be a single application-based question (ABQ) worth 20 marks. No other questions should be asked from the
same module where the ABQ is framed.
5. Except the module on which ABQ is framed, at least one Short answer question should be framed from each module.
6. Long answer question should be analytical based structured questions assessing the higher cognitive ability.
7. Use the Blue print provided in 6G or similar blue print created based on instructions 1 to 6.

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 50 / 62

6 F : Distribution for summative assessment (University examination)

S.No List of Module/Unit ABQ SAQ LAQ

(M-1)Research Basics Marks: (20)
1 (U-1) Overview of research process and evidence-based medicine No Yes No

2 (U-2) Research methods in Ayurveda Medicine No Yes Yes

3 (U-3) Literature search and critical appraisal of literature No Yes Yes

4 (U-4) Identification of research problem Yes Yes No

5 (U-5) Research question and Hypothesis Yes Yes Yes

(M-2)Ethics and Regulatory Aspects in Research Marks: (10)

1 (U-1) Basics of Ethics and Ethics Guidelines No Yes Yes

2 (U-2) Institutional Ethics Committees No Yes Yes

3 (U-3) National Pharmacovigilance Program No No No

4 (U-4) Scope and Importance of IPR and Patents No No No

(M-3)Research Types - Part 1 Marks: (20)

1 (U-1) Different types of research No No No

2 (U-2) Qualitative Research Yes Yes No

3 (U-3) Descriptive study designs Yes No Yes

4 (U-4) Observational study designs Yes Yes No

(M-4)Research Types - Part 2 Marks: (20)

1 (U-1) Bias and ways to eliminate bias No Yes No

2 (U-2) Randomized Controlled Trials Yes Yes Yes

3 (U-3) Newer study designs No No No

(M-5)Research Types - Part 3 Marks: (20)

1 (U-1) Preclinical studies No Yes Yes

2 (U-2) Drug research No Yes Yes

3 (U-3) Literary research No Yes Yes

4 (U-4) Development of tools Yes No Yes

5 (U-5) Assessment Tools No Yes Yes

(M-6)Research Communication Marks: (10)

1 (U-1) Research protocol writing No Yes Yes

2 (U-2) Dissertation contents and structure No Yes No

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 51 / 62

3 (U-3) Types and structure of journal articles No Yes Yes

4 (U-4) Systematic review and meta-analysis No No No

5 (U-5) Publication guidelines No Yes No

6 (U-6) Referencing No Yes No

7 (U-7) Scientometrics No Yes No

8 (U-8) Publication Ethics No Yes Yes

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 52 / 62

6 G : Blue Print for Summative assessment (University Examination)

Question No Type of Question Question Paper Format

Q1 Application based Questions M1.U4, . M1.U5
1 Question M3.U2, . M3.U3, . M3.U4
20 marks M4.U2
M5.U4
All compulsory

Q2 Short answer Questions 1. M1.U1 Or . M1.U2 Or . M1.U3

Eight Questions 2. M1.U4 Or . M1.U5 Or . M2.U1
5 Marks Each 3. M2.U2 Or . M3.U2 Or . M3.U4
All compulsory 4. M4.U1 Or . M4.U2 Or . M5.U1
5. M5.U2 Or . M5.U3 Or . M5.U5
6. M6.U1 Or . M6.U2 Or . M6.U3
7. M6.U5 Or . M6.U6
8. M6.U7 Or . M6.U8

Q3 Analytical Based Structured 1. M1.U2 Or . M1.U3 Or . M1.U5 Or . M2.U1

Long answer Questions 2. M2.U2 Or . M3.U3 Or . M4.U2 Or . M5.U1
Four Questions 3. M5.U2 Or . M5.U3 Or . M5.U4 Or . M5.U5
10 marks each 4. M6.U1 Or . M6.U3 Or . M6.U8
All compulsory

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 53 / 62

Reference Books/ Resources

S.No References
1 https://scientific-publishing.webshop.elsevier.com/research-process/levels-of-evidence-in-research/

2 GRADE Methods in traditional medicine Jian-Ping Liu? Integr Med Res. 2022 Jun; 11(2): 100836.
doi: 10.1016/j.imr.2022.100836

3 Evidence-based traditional medicine for transforming global health and well-being Bhushan Patwardhan? J
Ayurveda Integr Med. 2023 Jul-Aug; 14(4): 100790. doi: 10.1016/j.jaim.2023.100790

4 Selected sections from classical texts of Ayurveda medicine

5 https://ayushportal.nic.in/

6 Health Research Fundamentals: A Companion to NIeCer 101 Course (First Edition) by P

Manickam and Tarun Bhatnagar, ICMR – NIE publication, ISBN-13 979-8889359418

7 The Craft of Research, Wayne C. Booth, University of Chicago Press, ISBN-13 978-0226239736

8 Research Question, Objectives & Hypotheses KSUMSC, https://ksumsc.com › 03 - Objectives _

Hypotheses

9 A Public Documentary on the History of Research Ethics https://www.youtube.com/watch?v=9zfrpFwIwug

10 Exploitation and ethics in clinical trials https://www.youtube.com/watch?v=HOBlWaH-Owo

11 Ethics in qualitative research https://www.youtube.com/watch?v=CAquVX1bF7U

12 Franco NH. Animal Experiments in Biomedical Research: A Historical Perspective. Animals (Basel). 2013
Mar 19;3(1):238-73. doi: 10.3390/ani3010238. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4495509/

13 Kiani AK, Pheby D, Henehan G, Brown R, Sieving P, Sykora P, et.al. International Bioethics Study Group.
Ethical considerations regarding animal experimentation. J Prev Med Hyg. 2022 Oct 17;63(2 Suppl
3):E255-E266. doi:
10.15167/2421-4248/jpmh2022.63.2S3.2768..https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9710398/

14 ICMR National ethical guidelines for biomedical and health research involving human participants
2017. https://ethics.ncdirindia.org/asset/pdf/ICMR_National_Ethical_Guidelines.pdf

15 ICH-GCP guidelines.
https://database.ich.org/sites/default/files/ICH_E6%28R3%29_DraftGuideline_2023_0519.pdf

16 Jung SY, Kang JW, Kim TH. Monitoring in clinical trials of complementary and alternative medicine.
Integr Med Res. 2021 Jun;10(2):100666. doi: 10.1016/j.imr.2020.100666. Epub 2020 Sep 23. PMID:
32989415; PMCID: PMC7510525

17 Mock Research Ethics Board: Engaging students in REBs through active learning.
https://www.youtube.com/watch?v=xjg4mGfC2qA

18 M Ajanal, S Nayak, Buduru S Prasad, A Kadam, Adverse drug reaction and concepts of drug safety in
Ayurveda: An overview. Journal of Young Pharmacists. 2013;5(4): 116-120.
https://doi.org/10.1016/j.jyp.2013.10.001.

19 Ayushsuraksha. https://www.ayushsuraksha.com/

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 54 / 62

20 Pharmacovigilance https://aiia.gov.in/pharmacovigilance/

21 Objectionable advertisements https://aiia.gov.in/pharmacovigilance/objectionable-advertisement/

22 World Intellectual Property Organization (WIPO) https://www.wipo.int/about-ip/en/

23 Indian Patent office. https://www.ipindia.gov.in/

24 Indian Patent search https://iprsearch.ipindia.gov.in/publicsearch

25 Cadbury v Nestlé: The Kit Kat trademark war explained. Read more at:
https://www.campaignindia.in/article/cadbury-v-nestle-the-kit-kat-trademark-war-explained/420468

26 Kothari CR (2004).Research Methodology –Methods and Techniques(Second Revised Edition).New Age

International Publishers-New Delhi,Page -185

27 Mack N. Qualitative research methods: A data collector’s field guide. North Carolina, USA:
Family Health International;2005
28 R Bonita, R Beaglehole, T Kjellström. Basic epidemiology 2nd edition. WHO Library Cataloguing-in-
Publication Data. World Health Organization 2006

29 MKC Nair, Remadevi S, Anish TS Harikumaran Nair GS, Ajith Kumar K, Leena ML. Editors. An
Introduction to Research Methodology. Kerala University of Health Sciences Thrissur, Kerala, 2017

30 M. C. Sobhana. Editor., Ergonomics in Ayurveda, Vaidyaratnam P.S.Varier Ayurveda College, Kottakkal,

2014

31 Ross C. Brownson, Diana B. Petitti. Editors. Applied Epidemiology- Theory to Practice. Edited by, New
York, Oxford University Press 1998

32 John W. Creswell. Research design: qualitative, quantitative, and mixed methods approach. 4th ed. SAGE
Publications India Pvt. Ltd.

33 Dona Schneider, David E. Lilienfeld editors. Lilienfeld’s Foundations of Epidemiology. Oxford University
Press 2015, 4th ed

34 Study designs: Part 4 – Interventional studies, Rakesh Aggarwal and Priya Ranganathan, Perspect Clin Res.
2019 Jul-Sep; 10(3): 137–139. doi:10.4103/picr.PICR_91_19

35 https://www.nccih.nih.gov/grants/pilot-studies-common-uses-and-misuses

36 https://ebooks.inflibnet.ac.in/socp3/chapter/pilot-study-and-pre-test/

37 https://www.youtube.com/@tejastech2015

38 Sanjeev Rastogi Editor. Translational Ayurveda. A. R. Baydoun. Cell culture techniques.

https://www.cambridge.org/core.

39 Guide for the care and use of Laboratory animals. Eighth Edition. The National Academies Press,
Washington, DC, 2011

40 Analytical Procedures and Methods Validation for Drugs and Biologics- Guidance for Industry. U.S.
Department of Health and Human Services, Centre for Drug Evaluation and Research (CDER) July 2015

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 55 / 62

41 https://www.igntu.ac.in/eContent/IGNTU-eContent-857627652716-MSW-2-Dr.HanjabamShukhdebaSharm
a-SOCIALWORKRESEARCH-1,2,3,4,5.pdf

42 WHO international standard terminologies on Ayurveda. Geneva: World Health Organization; 2022.
Licence: CC BY-NC-SA 3.0 IGO, ISBN 978-92-4-006493-5 (electronic version), ISBN 978-92-4-006494-2
(print version)

43 WHO international standard terminologies on Siddha medicine. Geneva: World Health Organization; 2022.
Licence: CC BY-NC-SA 3.0 IGO.ISBN 978-92-4-006497-3 (electronic version), ISBN 978-92-4-006498-0
(print version)

44 WHO international standard terminologies on Unani medicine. Geneva: World Health Organization; 2022.
Licence: CC BY-NC-SA 3.0 IGO ISBN 978-92-4-006495-9 (electronic version), ISBN 978-92-4-006496-6
(print version)

45 http://ccras.nic.in/content/national-ayush-morbidity-and-standardized-terminologies-portal-namstp

46 Thrigulla, Saketh Ram & Narayanam, Srikanth. (2023). Initiatives: National Ayush Morbidity and
Standardized Terminologies Electronic (NAMASTE) Portal. Journal of Ayurveda and Integrative Medicine.
14. 100781. 10.1016/j.jaim.2023.100781.

47 https://icd.who.int/en

48 Masic I, Milinovic K. On-line biomedical databases-the best source for quick search of the scientific
information in the biomedicine. Acta Inform Med. 2012;20(2):72-84. doi:10.5455/aim.2012.20.72-84

49 Basic Structure of
Synopsishttps://search.app/9Y6iB974ZySGHJZJ6https://www.who.int/groups/research-ethics-review-
committee/recommended-format-for-a-research-protocol
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5198475/

50 Research Synopsis Guidelines

2015https://www.researchgate.net/publication/279917593_Research_synopsis_guidelines

51 Protocol Writinghttps://search.app/GyFGM2kKvfNGtSdCA

52 Funding
Agencieshttps://search.app/EGkbqnNKspfvZu2d7https://search.app/hoaKGNf2EYbHdibh7
https://search.app/7Dnxm2MVLPDqDwdR7

53 Videohttps://www.youtube.com/watch?v=4UZNYFOqFwk

54 Medical dissertation basics: analysis of a course of study for medical

studentshttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC9174066/

55 Subhash Chandra Parija, Vikram Kate. Thesis Writing for Master's and Ph.D. Program. Editors. Springer
Nature Singapore Pte Ltd. 2018

56 E-Repository Shodhgangahttps://shodhganga.inflibnet.ac.in/

57 Tips and tricks for writing a scientific manuscripthttps://pubmed.ncbi.nlm.nih.gov/33261307/

58 Dissertation discussion chapter – how to plan, structure and write

ithttps://youtu.be/N57UpjRr2BA?si=ZGRr3aZwfeF5VAZX

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 56 / 62

59 How to write a dissertation conclusion chapter - 4 key structure sections with examples & questionshttps://y
outu.be/taLnJ5tuxlY?si=EnQp6u9vhOg4Gq_zhttps://youtu.be/ZIe0wV4Z_U8?si=NG-Lge8JMn7VwxZy

60 Explain the structure of different types of journal

articleshttps://www.springer.com/gp/authors-editors/authorandreviewertutorials/writing-a-journal-
manuscript/types-of-journal-articles/10285504https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8167915/
https://www.researchgate.net/publication/349198216_How_many_types_of_research_articles
https://youtu.be/xSmBT7_UUEk?si=B-sMEWPbSlbAaY8Zhttps://www.springer.com/gp/authors-
editors/journal-author

61 Structure of different types of journal

articleshttps://www.youtube.com/watch?v=NfyMD8g5jfk
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8167915/

62 Introduction to systematic review and meta-analysisEunJin Ahn, Hyun Kang Korean J Anesthesiol. 2018
Apr; 71(2): 103–112. doi: 10.4097/kjae.2018.71.2.103

63 htt
ps://
main.icmr
.nic.in/sites/default/
files/upload_documents/BEGINNERS_
GUIDE_FINAL_BOOK.pdfhttps://guides.library.harvard.edu/meta-analysis

64 Guidelineshttps://www.equator-network.org/

65 CONSORT
GUIDELINEhttps://www.equator-network.org/reporting-guidelines/consort/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398298/

66 STROBE
Guidelinehttps://www.equator-network.org/reporting-guidelines/strobe/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398292/

67 PRISMA
Guidelinehttps://www.equator-network.org/reporting-guidelines/prisma/
https://search.app/Y6P4HK2k6jpjxwbv7https://pubmed.ncbi.nlm.nih.gov/36233208/
https://youtu.be/HKToL6M7tbE?si=CulIac3FZl7DV1ln

68 ARRIVE
Guidelineshttps://www.equator-network.org/reporting-guidelines/improving-bioscience-research-reporting-
the-arrive-guidelines-for-reporting-animal-research/https://pubmed.ncbi.nlm.nih.gov/32663219/
https://youtu.be/CIP0Tz7MEPc?si=ilmXfrrE2CQ506Wc

69 CARE
Guidelineshttps://www.equator-network.org/reporting-guidelines/care/
https://pubmed.ncbi.nlm.nih.gov/28529185/

70 Variation & different reporting

guidelineshttps://youtu.be/n9BPxEzjWrI?si=4o9wyQm2I2JmQYCF
https://youtu.be/2gB0wtwjkos?si=6uh9Ypttvyik8J2q
https://www.nlm.nih.gov/services/research_report_guide.html
https://onlinecourses.swayam2.ac.in/nou24_ge73/preview

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 57 / 62

71 Preserving the Integrity of Citations and References by All Stakeholders of Science
Communicationhttps://pubmed.ncbi.nlm.nih.gov/26538996/

72 The accuracy of references in PhD theses: a case studyhttps://pubmed.ncbi.nlm.nih.gov/23981024/

73 The prevalence and inaccessibility of Internet references in the biomedical literature at the time of publicatio
nhttps://pubmed.ncbi.nlm.nih.gov/17213493/https://www.ncbi.nlm.nih.gov/books/NBK7267/https://www.n
cbi.nlm.nih.gov/pmc/articles/PMC9997612/Demonstrate using any one reference manager tool.

74 How To Use Microsoft wordhttps://youtu.be/N2yWk0Dlpt4?si=9NIsbHiBLR6vwptw

75 How To Use
Zoterohttps://www.youtube.com/watch?v=tnbwKj6-pD8https://www.youtube.com/watch?v=JG7Uq_JFDzE

76 How To Use Mendeleyhttps://www.youtube.com/watch?v=PJXnfBSq4Lg

77 WASP (Write a Scientific Paper): The use of bibliographic management

softwarehttps://pubmed.ncbi.nlm.nih.gov/30241900/

78 Reference management: A critical element of scientific

writinghttps://pubmed.ncbi.nlm.nih.gov/26952149/Referencing Style

79 Vancouver referencing stylehttps://youtu.be/C_wk3L8u7o0?si=ZTskxMdYoGMHeI-EHow to cite and

reference a journal articlehttps://youtu.be/MLwEHV_gqUE?si=hPInyXL4rA_ZkrT1https://www.youtube.c
om/watch?v=XpkL0y1PjF0

80 Journal impact factorshttps://link.springer.com/article/10.1007/s00005-021-00621-w

81 Cite score-https://rdcu.be/dOM73https://www.youtube.com/watch?v=Ui_X30Dqrzk

82 Authors impact metricshttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC9595167/

83 Quality verification using scientometrics- https://doi.org/10.1016/j.joi.2018.05.001

84 Various aspects of scientometry-https://youtu.be/9Qq_8 FHKpc?si=Wm0mgwFyGcQRBV6P

https://youtu.be/NZBMXkNdn2Y?si=sj2xxBVbjOMngcX1https://pubmed.ncbi.nlm.nih.gov/33583970/

85 Publication ethics
videoshttps://youtu.be/LmMDIBENHhU?si=k5KH3fThr0ITN4wm
https://youtu.be/oieXfTtPDdM?si=rrpKZG7NXFXWJfwp

86 Authorship Criteria
PDF
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9
122129/https://stmjournals.com/pdf/Author-Guidelines-stmjournals.pdf

87 WAME review
guidelinehttps://wame.org/recommendations-on-publication-ethics-policies-for-medical-journals

88 COPE guidelinehttps://publicationethics.org/guidance/Guidelines

89 Falsification and fabrication of

datahttps://scientific-publishing.webshop.elsevier.com/manuscript-review/research-fraud-falsification-and-
fabrication-research-data/https://www.ncbi.nlm.nih.gov/books/NBK214564/?report=reader

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 58 / 62

90 ICMJE and
OSPAhttps://www.icmje.org/recommendations/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3192379/

91 Publication process https://www.youtube.com/watch?v=GQepuG1yX-8

92 World's biggest Online Collection of Indian Manuscripts & Antique

Bookshttps://indianmanuscripts.com/ayurveda-manuscripts

93 Gujarat Ayurveda University, Digital Ayurvedic Manuscripts

Databasehttp://www.ayurvedamanuscripts.com/index.php

94 National Center of Indian Medical Heritage, AYUSH Manuscripts Advanced Repository (AMAR)
https://niimh.nic.in/amar/index.php

95 R Bonita, R Beaglehole, T Kjellström. Basic epidemiology 2nd edition. WHO Library Cataloguing-in-
Publication Data. World Health Organization 2006

96 Mack N. Qualitative research methods: A data collector’s field guide. North Carolina, USA:
Family Health International;2005
97 Ross C. Brownson, Diana B. Petitti. Editors. Applied Epidemiology- Theory to Practice. Edited by, New
York, Oxford University Press 1998

98 Bilal Ahmad Wani, Shaheen Ahmad Mir.Basics of Research Methodology and Medical Statistics for
Ayurveda Scholars.Ayurveda Sanskrit Pustak Bhandaar , Jaipur Page -95 ISBN-978-93-84277-8-5

99 Ranjith Kumar. Research Methodology a step- by -step guide for beginners:(Third Edition) SAGE
Publications Ltd Page -92ISBN 978-1-84920-300-5

100 John W. Creswell. Research design: qualitative, quantitative, and mixed methods approach. 4th ed. SAGE
Publications India Pvt. Ltd.

101 Dona Schneider, David E. Lilienfeld editors. Lilienfeld’s Foundations of Epidemiology. Oxford University
Press 2015, 4th ed

102 Laake P, Benestad HB, Olsen BR, editors. Research methodology in the medical and biological sciences.
Academic Press; 2007 Nov 5. Page -71,ISBN: 978-0-12-373874-5

103 Research Methods in Community Medicine: Surveys, Epidemiological Research, Programme Evaluation,
Clinical Trials,Sixth Edition. J. H. Abramson and Z. H. Abramson © 2008 John Wiley & Sons Ltd. ISBN:
978-0-470-98661-5

104 Bhide A, Shah PS, Acharya G. A simplified guide to randomized controlled trials. Acta Obstetricia et
Gynecologica Scandinavica. 2018;97(4):380–7. Available from:https://doi.org/10.1111/aogs.13309

105 Jagannatha S. Manuscriptology: An entrance. 1st ed. New Delhi: Parimal publications; 1996

106 Shivaganesha Murthy R S. Introduction to Manuscriptology. 1st ed. New Delhi: Sharada Publishing House;
1996

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 59 / 62

Abbreviations

Domain
CK Cognitive/Knowledge

CC Cognitive/Comprehension

CAP Cognitive/Application

CAN Cognitive/Analysis

CS Cognitive/Synthesis

CE Cognitive/Evaluation

PSY-SET Psychomotor/Set

PSY-GUD Psychomotor/Guided response

PSY-MEC Psychomotor/Mechanism

PSY-ADT Psychomotor Adaptation

PSY-ORG Psychomotor/Origination

AFT-REC Affective/ Receiving

AFT-RES Affective/Responding

AFT-VAL Affective/Valuing

AFT-SET Affective/Organization

AFT-CHR Affective/ characterization

T L Method
L Lecture

L&PPT Lecture with PowerPoint presentation

L&GD Lecture & Group Discussion

L_VC Lecture with Video clips

REC Recitation

SY Symposium

TUT Tutorial

DIS Discussions

BS Brainstorming

IBL Inquiry-Based Learning

PBL Problem-Based Learning

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 60 / 62

CBL Case-Based Learning

PrBL Project-Based Learning

TBL Team-Based Learning

TPW Team Project Work

FC Flipped Classroom

BL Blended Learning

EDU Edutainment

ML Mobile Learning

ECE Early Clinical Exposure

SIM Simulation

RP Role Plays

SDL Self-directed learning

PSM Problem-Solving Method

KL Kinaesthetic Learning

W Workshops

GBL Game-Based Learning

LS Library Session

PL Peer Learning

RLE Real-Life Experience

PER Presentations

D-M Demonstration on Model

PT Practical

X-Ray X-ray Identification

CD Case Diagnosis

LRI Lab Report Interpretation

DA Drug Analysis

D Demonstration

D-BED Demonstration Bedside

DL Demonstration Lab

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 61 / 62

 DG Demonstration Garden

FV Field Visit

JC Journal Club

Mnt Mentoring

PAL Peer Assisted Learning

C_L Co Learning

DSN Dissection

PSN Prosection

NCISM - Semester I Course - Research Methodology - (AYPG-RM) 62 / 62

Powered by TCPDF (www.tcpdf.org)

OUTCOME-BASED DYNAMIC CURRICULUM for MD/ MS AYURVEDA
(PRESCRIBED BY NCISM)

Semester I Course - Biostatistics

(SUBJECT CODE : AYPG-BS)
(Applicable from 2024-25 batch, from the academic year 2024-25 onwards until further
notification by NCISM)

BOARD OF AYURVEDA
NATIONAL COMMISSION FOR INDIAN SYSTEM OF MEDICINE
NEW DELHI-110026
 PREFACE

Statistics plays a pivotal role in postgraduate studies, especially within Ayurveda, where it is essential for conducting
research, validating traditional knowledge, and advancing clinical applications. In Ayurveda, the integration of
statistical analysis allows scholars to analyze clinical data, ensure the standardization of formulations, and evaluate the
efficacy of treatments. Additionally, the interpretation of literary research data from classical texts like Samhitas and
manuscripts is critical for bridging ancient wisdom with modern scientific approaches.

This course introduces a comprehensive approach to biostatistics, emphasizing both theoretical understanding and
practical application. Students will explore the use of statistics in clinical trials, formulation standardization, and data
analysis from textual sources. Practical learning sessions focus on real-world applications, while experiential
components guide students through analyzing classical Ayurvedic texts to derive meaningful insights using statistical
methods.

Through this curriculum, students will gain valuable skills in statistical analysis and research methodology,
empowering them to conduct robust, evidence-based research in Ayurveda. The course is designed to enhance critical
thinking, enabling scholars to contribute effectively to the field with a deepened understanding of both traditional
knowledge and contemporary scientific practices.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 2 / 91

 INDEX

Summary & Credit Framework ....................................................................................................................... 4

Course Code and Name of Course ..................................................................................................................... 5
Table 1 : Course learning outcomes and mapped Program learning outcomes ............................................ 5
Table 2 : Course contents (Modules- Credits and Marks) .............................................................................. 6
Table 3 : Modules - Learning objectives ......................................................................................................... 12
Table 4 : Practical Training Activity .............................................................................................................. 74
Table 5 : Experiential learning Activity .......................................................................................................... 77
Table 6 : Assessment Summary: Assessment is subdivided in A to G points .............................................. 80
6 A : Number of Papers and Marks Distribution ........................................................................................... 80
6 B : Scheme of Assessment .............................................................................................................................. 80
6 C : Calculation Method for Modular Grade Points (MGP) ....................................................................... 80
6 D : Semester Evaluation Methods for Semester Grade point Average (SGPA) ....................................... 81
6 E : Question Paper Pattern ............................................................................................................................ 81
6 F : Distribution for summative assessment (University examination) ...................................................... 83
6 G : Blue Print for Summative assessment (University Examination) ....................................................... 84
Reference Books/ Resources ............................................................................................................................. 85
Abbreviations ..................................................................................................................................................... 89

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 3 / 91

Summary & Credit Framework

NCISM
OUTCOME-BASED DYNAMIC CURRICULUM for MD/ MS AYURVEDA

Subject Code : AYPG-BS

Summary & Credit Framework

Module Number & Name Credits Notional Maximum Marks Module

Learning Hours of assessment of Marks for
modules Summative
(Formative Assessment
assessment) (University
Examination)
1. Fundamentals of Statistics 1 30 25 10

2. Probability, Probability Distributions, 2 60 50 25

Sampling Techniques, and Sample Size
Determinations

3. Tests of significance and parametric 2 60 50 25

statistical tests

4. Non-parametric statistical tests 1 30 25 15

5. Disease frequency; Demography and Vital 1 30 25 15

statistics

6. Correlation and Regression Analysis 1 30 25 10

8 240 200 100

Credit frame work

AYPG-BS has 6 modules of 8 credits which includes 240 Notional Learning Hours. One Credit will be having 30 Hours
of learner participation and teaching, practical and experiential learning will in the ratio of 1:2:3 i.e. One credit will have
5 hours of teaching, 10 hours of practical training and 13 hours of experiential learning and 2 hours of modular
assessment for 25 marks.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 4 / 91

Course Code and Name of Course

Course code Name of Course

AYPG-BS Semester I Course - Biostatistics

Table 1 : Course learning outcomes and mapped Program learning outcomes

CO A1 B1
No Course learning Outcomes (CO) AYPG-BS Course learning
At the end of the course AYPG-BS, the students should be able to- Outcomes mapped
with program
learning outcomes.
CO1 Domonstarte aaplication of principals of Descriptive and Inferential Statistics in PO1,PO5
research.

CO2 Demonstrate use of appropriate statistical tests in research. PO1,PO5

CO3 Analyze and present research data using suitable statistical methods, tools, and PO3,PO6
software.

CO4 Evaluate and interpret statistical data from research papers and publications. PO4,PO5

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 5 / 91

Table 2 : Course contents (Modules- Credits and Marks)

2A 2B 2C 2D 2E
Modu Module & units Num Notional Learning hours Marks
le Nu ber of
Theory Practical Experiential Total
mber Credi
Training Learning
ts
including
modular
assessment
1 M-1 Fundamentals of Statistics 1 5 10 15 (30) 10
This module provides an introduction to the fundamentals of statistics and
its significance in the biomedical field. It emphasizes the importance of
understanding how data is collected, classified, and analyzed, offering
essential tools for interpreting research findings. By exploring various
statistical methods, this module equips learners with the skills to describe
and summarize data accurately, ensuring meaningful insights are drawn
from research. It also addresses the correct and incorrect applications of
statistics, highlighting the potential for misuse and how to avoid it. This
knowledge is crucial for anyone involved in medical research or data-driven
decision-making in healthcare.
• M1U1 Fundamentals of Statistics

1. Definition of Statistics: Fundamentals of Statistics and its

applications to the biomedical field (Biostatistics), Use and misuse
of Statistics.
2. Data – Definition, Types, Classification and presentation
3. Variables- Definition, Types
4. Descriptive Statistics - Measures of Central tendency – Mean,
Median, Mode, Percentile
5. Measures of Dispersion- Range, Quartile deviation, Mean
deviation, and Standard deviation and Co-efficient of variation

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 6 / 91

2 M-2 Probability, Probability Distributions, Sampling Techniques, and 2 10 20 30 (60) 25
Sample Size Determinations
This module introduces the concept of probability, covering its definitions,
types, and fundamental laws. It explores key probability distributions,
including normal, binomial, and Poisson distributions, along with their
properties and applications. The module also discusses important concepts
such as standard error, point estimates, and confidence intervals in the
context of interpreting research results. Additionally, it focuses on sampling
techniques, both probability and non-probability-based, and the principles
of determining appropriate sample sizes for different types of studies,
including descriptive, analytical, and randomized controlled trials (RCTs).
• M2U1 Probability and Probability Distributions
Probability - Definitions, types, and laws of probability.Probability
Distributions -

1. Normal distribution: Concept and Properties.

2. Different ways to test the assumption of normality.
3. Binomial Distribution, Poisson Distribution.
4. Definitions and explanation of Sampling distribution, Standard
Error, Point Estimate, and Confidence interval

• M2U2 Sampling techniques and Sample size Determinations

1. Population and sample parameters

2. Sampling techniques (probability & non-probability based) and
Sample size Determinations:
3. Sampling designs and prerequisites for sample size computation.
4. Computation of sample size for Descriptive studies, Analytical
Studies, and RCTs.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 7 / 91

3 M-3 Tests of significance and parametric statistical tests 2 10 20 30 (60) 25
This module covers the essential concepts of hypothesis testing, including
the formulation of null and alternate hypotheses, and the understanding of
Type I and Type II errors. It delves into tests of significance, the level of
significance, power of the test, and the interpretation of the p-value,
distinguishing between statistical and clinical significance. Additionally, it
introduces parametric tests such as the Z test, Student's t-test (paired and
unpaired), F-test, and Analysis of Variance (ANOVA), including repeated
measures ANOVA, which are crucial for analyzing and interpreting data in
research studies.
• M3U1 Testing of hypothesis

1. Understand and apply the concept of null and alternate hypotheses

2. Define of Type I and type II errors,
3. Evaluate Test of significance, level of significance, power of the
test
4. Calculate 'P' value and its interpretation, statistical significance, and
clinical significance

• M3U2 Parametric tests

1. ‘Z' test
2. Student's 't' test: paired or dependent
3. Student's 't' test: unpaired or independent
4. 'F' test
5. Analysis of variance (ANOVA) test with post hoc Analysis
6. Repeated measures ANOVA with post hoc Analysis

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 8 / 91

4 M-4 Non-parametric statistical tests 1 5 10 15 (30) 15
This module introduces non-parametric methods, focusing on their
definition and fundamental principles. Non-parametric tests, such as the Chi-
square test, Fisher’s exact test, McNemar’s test, Wilcoxon test, Mann-
Whitney U test, Kruskal-Wallis, and Friedman test (with relevant post hoc
tests like Dunn), are discussed for their application when data do not meet
parametric assumptions. The module also highlights the key differences
between parametric and non-parametric tests, helping learners understand
when to use each approach based on the nature of the data and study design.
• M4U1 Non-parametric methods

1. Definition and fundamentals of non-parametric methods; Concept

and application of Chi-square test and Fisher's exact test.
2. Mann-Whitney U test: Concept and application
3. McNemar's test and Wilcoxon Signed rank test- Concept and
application
4. Kruskal–Wallis test with relevant post hoc tests: Concept and
application
5. Friedman test with relevant post hoc tests: Concept and application;
parametric vs non-parametric test.

5 M-5 Disease frequency; Demography and Vital statistics 1 5 10 15 (30) 15

This module focuses on the measures of disease frequency, covering key
concepts such as incidence, prevalence, odds ratio, relative risk, and risk
difference, along with their confidence intervals. It explains the
computation and interpretation of rates, ratios, and proportions in health
data. The module also introduces demography, highlighting its importance
and applications, particularly in fertility measures. Additionally, it covers
vital statistics, including the significance and calculation of birth, mortality,

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 9 / 91

 morbidity rates, and hospital-related statistics, essential for understanding
population health and healthcare management.
• M5U1 Measures

1. Measures of disease Frequency: Incidence and prevalence.

2. Odds ratio, Relative Risk and Risk difference, and their confidence
intervals
3. Definition and computation of the measures Rate, Ratio, and
Proportion
4. Demography and its importance and applications. Fertility measures
5. Vital statistics and its importance and applications. Birth rate,
Mortality rates, Morbidity rates, and Hospital-related statistics.

6 M-6 Correlation and Regression Analysis 1 5 10 15 (30) 10

This module introduces the concepts of correlation and regression analysis,
focusing on their properties, computation, and applications. It covers simple
linear correlation, including Karl Pearson's correlation coefficient and
Spearman's rank correlation. The module also explores linear and multiple
regression analysis for predicting relationships between variables, along
with logistic regression analysis used for binary outcomes. Additionally, it
includes survival analysis, which is crucial for studying time-to-event data,
commonly used in biomedical and clinical research.
• M6U1 Correlation and Regression Analysis

1. Concept, properties, computation, and applications of correlation.

Understanding of the scatter diagram
2. Simple linear correlation, Karl Pearson's correlation coefficient,
Spearman's rank correlation.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 10 / 91

3. Linear and multiple regression analysis of their application and
interpretation.
4. Logistic regression analysis: Concept and application.
5. Survival Analysis. Concept and application.

8 40 80 120 240 100

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 11 / 91

Table 3 : Modules - Learning objectives

3A 3B Course 3C Learning Objective (At the end of the 3D 3E Lecture/ 3F 3G Level 3H

Sr.No Outcome (lecture/practical/experiential) learning session, the students should Notional Practical Domain/ (Does/Sh Teaching
be able to) learning Training/ Sub ows how/ Learning
Hours Experiential Domain Knows h Methods
Learning ow/Kno
w)
Module 1 : Fundamentals of Statistics
Module Learning Objectives
(At the end of the module, the students should be able to)

1. Explain the fundamentals of Statistics and its application to the biomedical field (Biostatistics). Use and misuse of Statistics.
2. Define various types of data and variables.
3. Identify the data type apply, and interpret descriptive statistics to summarize the characteristics of a data set.

Unit 1 Fundamentals of Statistics

1. Definition of Statistics: Fundamentals of Statistics and its applications to the biomedical field (Biostatistics), Use and misuse of Statistics.
2. Data – Definition, Types, Classification and presentation
3. Variables- Definition, Types
4. Descriptive Statistics - Measures of Central tendency – Mean, Median, Mode, Percentile
5. Measures of Dispersion- Range, Quartile deviation, Mean deviation, and Standard deviation and Co-efficient of variation

References: 1,2,3,4,5,6,7,8,9,10,11,12

3A 3B 3C 3D 3E 3F 3G 3H

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 12 / 91

1 CO1,CO2,CO3 Define Statistics and Describe the concepts of Biostatistics. Use and misuse of 1 Lecture CK Know L&PPT
Statistics

2 CO1,CO2,CO3 Explain the data, variables, and their types 1 Lecture CK Knows- L&PPT
how

3 CO1,CO2,CO3 Appraise to enter, clean, group, and code for given data sets in Excel and other 2 Practical PSY- Shows- EDU,L&
statistical software. Training 1.1 MEC how GD

4 CO1,CO2,CO3 Explain different methods of Presentation of data 1 Lecture CE Knows- L&GD

how

5 CO1,CO2,CO3 Construct the tables (tabulate) with one or more factors of classification 2 Practical PSY- Does PBL
manually /Statistical tool/software (Frequency distributions) Training 1.2 MEC

6 CO1,CO2,CO3 Collect, enter, clean, and manually tabulate data collected/ statistical tool/ 3 Experiential- PSY-SET Shows- PSM
software. Learning 1.1 how

7 CO1,CO2,CO3 Represent the quantitative and qualitative data Diagrammatically and 2 Practical PSY- Shows- PBL
graphically(Cumulative frequency distributions and their Graphical Training 1.3 GUD how
representation, Histogram, Frequency Polygon, Frequency Curve, Ogives,
Population Pyramid, and Box Plot)

8 CO1,CO2,CO3 Data collection, enter,cleaning, tabulation, and graphically/ diagrammatically 3 Experiential- PSY-SET Shows- PBL
present the data collected manually/ statistical tool/ software Learning 1.2 how

9 CO1,CO2,CO3 Explain the Measures of Central Tendency 1 Lecture CAP Knows- L&PPT
Mean(arthematic, geometric,harmonic) , Median, Mode and Proportion. how

10 CO1,CO2,CO3 Calculate and Demonstrate measures of Central tendency using different sets of 2 Practical PSY-SET Shows- PSM
data (5 each) Training 1.4 how

11 CO1,CO2,CO3 Collect, enter, clean, and compute measures of central tendency manually/ 2 Experiential- PSY-SET Shows- PAL
statistical tool/ software Learning 1.3 how

12 CO1,CO2,CO3 Explain the measures of Dispersion- Range, Quartile deviation, Mean 1 Lecture CK Knows- L&PPT

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 13 / 91

 deviation, and Standard deviation and Co-efficient of variation. how

13 CO1,CO2,CO3 Calculate and Demonstrate measures of Dispersion using different sets of data 2 Practical PSY-SET Shows- D
Training 1.5 how

14 CO1,CO2,CO3 Collect,enter,clean data with computing measures of dispersion with manually/ 2 Experiential- PSY-SET Shows- C_L,D,DI
statistical tool/ software Learning 1.4 how S,PT,PrB
L

15 CO1,CO2,CO3 Collect, enter, clean, present, and compute descriptive data analysis for one 3 Experiential- PSY- Does PAL
quantitative and qualitative variable manually/tool/software. Learning 1.5 GUD

Practical Training Activity

Practical No Name Activity details
Practical Data handling
Training 1.1
Demonstration by the teacher
Data entry, cleaning, grouping, and coding of given data sets in Excel.
Hands-on training
Divide students into three groups
The students should be provided sample datasets (one specific to domain/subject* and one demographic)to each
group for data entry, cleaning, grouping, and coding of the given data set in Excel.
Encourage students to discuss their approaches within their groups.
Invite each group to narrate and show the procedure they followed with their dataset in Excel.
A discussion on the different methods used for text and numeric data, the challenges encountered, and the insights
gained from the data
The teacher shall summarize the key concepts covered in the practical.

Practical Graphically
Training 1.2 representinon of

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 14 / 91

 qualitative data Demonstration by the teacher
Tabulation of given data set using Excel/Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets(specific to domain/subject*) or can use previous data sets for
hands-on practice.
Instruct each group to tabulate their assigned dataset.
Instruct the presentation of only qualitative data graphically and diagrammatically.
Encourage students to use excel/statistical tools/software for presentation.
Encourage students to discuss their approaches within their groups.
The teacher shall summarize the key concepts covered in the practical.

Practical Diagrammatic and

Training 1.3 graphical representation
of quantitative and Demonstration by the teacher
qualitative data Tabulation of given data set manually and using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided with sample datasets(one specific to domain/subject* and one demographic)or
case studies for hands-on practice.
Instruct each group to tabulate their assigned dataset.
Instruct to present only quantitative data graphically.
Encourage students to use statistical tools/software for presentation.
Encourage students to discuss their approaches within their groups.
The teacher shall summarize the key concepts covered in the practical.

Practical Calculation of measures

Training 1.4 of Central Tendency (3
Sets of Data) Demonstration by the teacher

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 15 / 91

 Calculate the mean, median, and mode manually using Statistical Software/tools.

Hands-on training
Divide students into small groups.
The students should be provided Sample datasets (specific to domain/subject*) or can use previous data sets for
hands-on practice.
Instruct each group to calculate the mean, median, and mode for their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their results.
Facilitate a discussion on the differences between mean, median, and mode in various datasets and their merits and
demerits.
The teacher shall summarize the key concepts covered in the practical.

Practical Calculation of measures

Training 1.5 of Dispersion (3 Sets of
Data) Demonstration by the teacher
Calculating the measures of Dispersion manually and using Statistical Software/tools.
Hands-on training
Divide students into small groups
The students should be provided Sample datasets (specific to domain/subject*) or can use previous data sets for
hands-on practice.
Instruct each group to calculate the range, variance, standard deviation, etc., for their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their results.
Facilitate a discussion on the differences between range, variance, and standard deviation in various datasets.
The teacher shall summarize the key concepts covered in the practical.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 16 / 91

Experiential learning Activity
Experiential Name Activity details
learning No
Experiential- Data collection, entry, Data Collection-Students should collect data specific to their domain/ subject from sources such as clinics/ inpatient departments
Learning 1.1 and cleaning collected (IPD)/ laboratories/animal houses/ Central Research Facility/Drug testing laboratories/pharmacies or surveys, or data from existing
data datasets. Whichever is feasible, Students may be given 2-3 days.
Data Entry: Once the data is collected, students should enter it into statistical software/ Tools

Experiential- Presention of the data . Data Entry and Cleaning: Cleaning the Data entered into statistical software/ Tools.
Learning 1.2 Data tabulation: They should create frequency distributions to visualize the data distribution.
Data presentation and interpretation: They should present the tabulated data graphically/ diagrammatically and also interpret it.

Experiential- Measures of central Data Collection-Domain specific data collected in Experiential learning 1.1 taken
Learning 1.3 tendency manually/ Data Cleaning: Cleaning the data sets in statistical software/ Tools
statistical tool/ software Central Tendency: Students should calculate measures of central tendency (mean, median, mode)
Interpreting Descriptive Statistics: After calculating and visualizing measures of central tendency, students should interpret the
results to draw meaningful conclusions about the dataset. They should identify patterns, trends, and relationships within the data.

Experiential- Measures of dispersion Data Collection-- Domain-specific data collected in Experiential learning 1.1 taken
Learning 1.4 Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Measures of Dispersion: Students should calculate measures of dispersion (range, variance, standard deviation)
Interpreting Descriptive Statistics: After calculating and visualizing Measures of Dispersion, students should interpret the results
to draw meaningful conclusions about the dataset. They should identify patterns, trends, and relationships within the data.

Experiential- Descriptive data Data Collection-- Domain-specific data collected in Experiential learning 1.1 taken
Learning 1.5 analysis Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Data Exploration: They should create frequency distributions and histograms to visualize the data distribution.
Central Tendency and Dispersion: Students should calculate measures of central tendency (mean, median, mode) and measures
of dispersion (range, variance, standard deviation)
Interpreting Descriptive Statistics: After calculating and visualizing descriptive statistics, students should interpret the results to
draw meaningful conclusions about the dataset. They should identify patterns, trends, and relationships within the data.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 17 / 91

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
A.1.Practical structured Viva Prepare a 10 viva questions including all the topics of module 1. – 20 Marks
2.Answer key- Prepare the key points that need to be covered and marks to be allocated to different sections.
Example - Question:What is mean?
Answer Key:*Definition(1M): The mean is a measure of central tendency, also known as the arithmetic average of a dataset. *Formula(1M):
Mean = Sum of all values
Number of values
3.Score all students as per answer key.
B.Practical Record Book – 5 Marks
Or
Any practical in converted form can be taken for assessment.
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 18 / 91

Module 2 : Probability, Probability Distributions, Sampling Techniques, and Sample Size Determinations
Module Learning Objectives
(At the end of the module, the students should be able to)

1. Define and explain the Concept and laws of probability

2. Explain different probability distributions, standard error, point estimate, and confidence interval.
3. Explain and relate the various types of Sampling techniques.
4. Compute sample size for Descriptive studies, Analytical studies, and RCTs.

Unit 1 Probability and Probability Distributions Probability -

Definitions, types, and laws of probability.
Probability Distributions -

1. Normal distribution: Concept and Properties.

2. Different ways to test the assumption of normality.
3. Binomial Distribution, Poisson Distribution.
4. Definitions and explanation of Sampling distribution, Standard Error, Point Estimate, and Confidence interval

References: 13,14,21,22,23,24

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO4 Explain Sample Spaces and Events associated with a random experiment. 1 Lecture CK Know L&PPT
Define probability and discuss the laws of probability.

2 CO1,CO2,CO4 Generate questions on probability, experimental probability, Mutually 2 Experiential- PSY-ADT Shows- BS,DIS,I

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 19 / 91

 Exclusive, and Exhaustive Events in probability. Learning 2.1 how BL,PT,PE
R,PSM

3 CO1,CO2,CO4 Define and discuss the properties of normal distribution and explain standard 1 Lecture CAP Knows- DIS,L&P
normal distribution. how PT

4 CO1,CO2,CO4 Explain ways to test the assumption of normality (based on measures of central 1 Lecture CK Know L&PPT
tendency, histogram, Shapiro-Wilk test)

5 CO1,CO2,CO4 Test and appraise the assumption of normality of given data sets using Excel 2 Practical PSY-SET Shows- D,PAL
and other software. Training 2.1 how

6 CO1,CO2,CO4 Interpret results in Excel and other software for testing the normality of given 2 Practical PSY- Shows- D
data sets. Training 2.2 GUD how

7 CO1,CO2,CO4 Discuss assumptions, properties, and the application of binomial and poison 1 Lecture CK Know L&PPT
distribution

8 CO1,CO2,CO4 Compute the mean and variance of normal, binomial, and poison distribution 2 Practical PSY-ADT Shows- BL,D
(given the probability distribution function). Training 2.3 how

9 CO1,CO2,CO4 Identify and justify normal, binomial, and poison distribution using a secondary 2 Experiential- PSY-ADT Shows- BL,D,DIS
dataset /Published data Learning 2.2 how ,PAL,PER
,PBL

10 CO1,CO2,CO4 Collect and present of different real-life events in Respective subject domains 2 Experiential- PSY-ADT Shows- BL,D
where they can apply normal, binomial, and poison concepts. Learning 2.3 how

11 CO1,CO2,CO4 Define and explain Sampling distribution, Standard Error, Point Estimate, and 1 Lecture CK Know L&PPT
confidence Interval

12 CO1,CO2,CO4 Compute and interpret Standard Error, Point Estimate, and confidence interval 2 Practical PSY-ADT Shows- D,DIS,PT,
for the mean. Training 2.4 how PER,PrBL

13 CO1,CO2,CO4 Compute and interpret Standard Error, Point Estimate, and confidence interval 2 Practical PSY-SET Shows- BL,D,IBL
for proportion. Training 2.5 how ,PER

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 20 / 91

 14 CO1,CO2,CO4 Identify and interpret the point estimate and confidence interval in the given 2 Experiential- PSY-SET Shows- BL,D
research papers/data sets. Learning 2.4 how

15 CO1,CO2,CO4 Identify and interpret the point estimate and confidence interval for collected 2 Experiential- PSY-SET Shows- D,PT,PER
data sets. Learning 2.5 how

Unit 2 Sampling techniques and Sample size Determinations

1. Population and sample parameters

2. Sampling techniques (probability & non-probability based) and Sample size Determinations:
3. Sampling designs and prerequisites for sample size computation.
4. Computation of sample size for Descriptive studies, Analytical Studies, and RCTs.

References: 15,16,17,18,19,20

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO4 Explain the population, sample, parameter, and statistic. 1 Lecture CK Know L&PPT

2 CO1,CO2,CO4 Describe different Sampling techniques (Probability based) (simple, stratified, 1 Lecture CK Know L&PPT
systematic, cluster)

3 CO1,CO2,CO4 Describe different Sampling techniques (non-probability based) (snow ball, 1 Lecture CK Know L&GD
convenience, quota)

4 CO1,CO2,CO4 Demonstrate Sampling techniques (probability) 2 Practical PSY-SET Shows- D,IBL

Training 2.6 how

5 CO1,CO2,CO4 Demonstrate Sampling techniques (non-probability) 2 Practical PSY-SET Shows- D,PL,PT,

Training 2.7 how PER

6 CO1,CO2,CO4 Concept and understanding of sample size and study design (Descriptive, 2 Lecture CK Know L&PPT
Analytical, and all study Designs)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 21 / 91

7 CO1,CO2,CO4 Determine and Compute sample size for Descriptive study Designs manually, 2 Practical PSY-SET Shows- D,DIS,PE
using Excel and other available software/tools.) Training 2.8 how R,PrBL

8 CO1,CO2,CO4 Determine and compute sample size for analytical studies (manually, using 2 Practical PSY-SET Shows- D,DIS,PT,
Excel and other available software/tools). Training 2.9 how PER,PBL

9 CO1,CO2,CO4 Determine and compute sample size for RCT study designs (manually, using 2 Practical PSY-SET Shows- D,IBL,PB
Excel and other available software/tools). Training 2.10 how L

10 CO1,CO2,CO4 Recognize sampling designs and critique sample sizes in research papers. Also, 2 Experiential- PSY-SET Shows- BL,BS,IB
give the recommendations if they contradict. Learning 2.6 how L,PAL,PE
R,SDL,T
BL

11 CO1,CO2,CO4 Calculate sample size for an observational study, use appropriate sampling 3 Experiential- PSY-SET Shows- D,IBL,PA
techniques, and collect the data. Learning 2.7 how L,PER,PB
L

12 CO1,CO2,CO4 Calculate sample size for analytical study using appropriate sampling technique 3 Experiential- PSY-SET Shows- D,PAL,P
and collect the data. Learning 2.8 how BL,TBL

13 CO1,CO2,CO4 Calculate sample size for RCT study using appropriate sampling technique and 2 Experiential- PSY-SET Shows- BL,D,DIS
collect the data. Learning 2.9 how ,PT,PER,
PrBL,SD
L

14 CO1,CO2,CO4 Build and justify different scenarios using appropriate Study design, sampling 2 Experiential- PSY-SET Shows- BS,PrBL,
techniques, and sample size formula. Learning 2.10 how TBL

15 CO1,CO2,CO4 Plan and produce a simulated model for different probability Sampling 2 Experiential- PSY-SET Shows- BS,D-
techniques. Learning 2.11 how M,RP

16 CO1,CO2,CO4 Plan and produce a simulated model for different non-probability sampling 2 Experiential- PSY-SET Shows- D,IBL,PT,
techniques. Learning 2.12 how PER

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 22 / 91

Practical Training Activity
Practical No Name Activity details
Practical Normal Data
Training 2.1
Demonstration by the teacher
Test normality using statistical tools/ software.
Hands-on training/ presentation
Divide students into small groups
The students should be provided with Sample datasets (2 each) for hands-on practice.
Instruct each group to test the normality using measures of central tendency, Histogram, and Shapiro-Wilk test.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and give inputs for further
improvisation.

Practical Interpretation of Normal

Training 2.2 Data.
Demonstration by the teacher

Interpretation of results after testing the normality using Excel and other software.

Hands-on training and Interpretation

Each group is provided with the data set (1 each) for hands-on practice.
Instruct the groups to test the normality of the given data set.
Advocate for each group to discuss the different ways of interpreting results, the challenges encountered, and the
insights gained.
Then, students should be provided with only an output sheet/histogram/ result sheet from software/tool after testing

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 23 / 91

 for normality (2 each) to interpret the result as hands-on practice.
conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Calculate the mean and

Training 2.3 variance of normal,
binomial, and poison Demonstration by the teacher
distribution. Calculation of means and variance of normal, binomial, and poison distribution for given data sets (manually/
Statistical Software/tools)
Hands-on training/ peer discussion
Divide students into small groups
Given the probability distribution function, the students should be provided with Sample datasets,
Instruct the group to identify the type of probability distribution
Direct each group to manually calculate the mean and variance of normal, binomial, and poison distribution for
their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Instigate brainstorming within the groups to discuss their approaches and findings.
conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Standard Error and

Training 2.4 confidence interval
Demonstration by the teacher
Calculation of Standard Error, Point Estimate, and confidence interval for mean manually and using Statistical
Software/tools
Hands-on training/ presentation
Divide students into small groups

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 24 / 91

 The students should be provided with Sample datasets for hands-on practice.
Instruct each group to calculate the standard error, Point Estimate, and confidence interval for the mean for their
assigned dataset.
Encourage students to use statistical software for calculation and verification.
Invite each group to present their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Standard Error and

Training 2.5 confidence interval
Estimation. Demonstration by the teacher
Calculation of Standard Error, Point Estimate, and confidence interval for mean manually and using Statistical
Software/tools
Hands-on training/ Presentation
Divide students into small groups
The students should be provided with Sample datasets for hands-on practice.
Instruct each group to calculate the Standard Error, Point Estimate, and confidence interval for proportions for
their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Invite each group to present their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Perform of probability

Training 2.6 sampling
Demonstration by the teacher

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 25 / 91

 Probability sampling using real-world examples

Hands-on training / Peer learning/ Demonstration

Divide students into small groups.
Instruct each group to demonstrate data Collection using probability sampling techniques.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to demonstrate the probability sampling method.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Non-probability
Training 2.7 sampling
Demonstration by the teacher

Non-probability sampling using real-world examples

Hands-on training/ Peer learning/ Demonstration

Divide students into small groups.
Instruct each group to demonstrate data Collection using non-probability sampling techniques.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to demonstrate the non-probability sampling method.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Sample size for

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 26 / 91

Training 2.8 Descriptive study Compute sample size for Descriptive study Designs (manually, Excel, and other available software/tools.)(5 for each case
Designs. scenario)
Demonstration by the teacher
Train to identify different study designs and decide the sample size calculation method to be used.
Compute sample size for Descriptive study Designs (manually, Excel, and other available software/tools)
Hands-on training (problem-based learning)
Divide students into small groups
The students should be provided with a Sample case scenario (5 each) with all information needed for sample size
calculation for hands-on practice.
Encourage students to identify the study design and calculate the sample size. Thereby, they will discuss the
approaches and findings within their groups.
Invite each group to present and justify their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Practical Sample size for

Training 2.9 analytical studies.
Determine and compute sample size for analytical studies (manually, using Excel and other available software/tools).
Demonstration by the teacher
Train to identify different study designs and decide the sample size calculation method to be used.
Compute sample size for analytical study Designs (manually, Excel, and other available software/tools)
Hands-on training (problem-based learning)
The students should be provided with a Sample case scenario (5 each) with all information needed for sample size
calculation for hands-on practice.
Encourage students to identify the study design and calculate the sample size. Thereby, they will discuss the
approaches and findings within their groups.
Invite each group to present and justify their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 27 / 91

 improvisation.

Practical Sample size for

Training 2.10 experimental study
Design. Determine and Compute sample size for experimental (manually, Excel, and other available software/tools.)
Demonstration by the teacher
Train to identify different study designs and train to calculate the sample size calculation for different study
designs.
Compute sample size for experimental study Designs (manually, Excel, and other available software/tools)
Problem-based learning
The students should be provided with a Sample case scenario (5 each) with all information needed for sample size
calculation for hands-on practice.
Encourage students to identify the study design and calculate the sample size. Thereby, they will discuss the
approaches and findings within their groups.
Invite each group to present and justify their results.
Conclusion and summarization
The teacher shall summarize the key concepts covered in the practical session and also give inputs for further
improvisation.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Probability and
Learning 2.1 experimental
probability. Students will be divided into groups.
Each group will discuss and pose an enquiry (2 each)
Access to study resources (e-learning) will be provided so that students can find relevant resources.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 28 / 91

 Each group is asked to make a meaningful explanation using prior and new knowledge and share the findings.
The group that proposed the enquiry is asked to evaluate/critic the group that is sharing the findings.

The teacher will evaluate the group findings, summarize the key concepts, and give input for further improvisation.

Experiential- Normal, binomial, and Identify and justify normal, binomial, and poison distribution from collected secondary dataset /Published data.
Learning 2.2 poison distribution. Data Collection- Students should collect published/ secondary data from different sources.
Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Data Exploration: They should create histograms to visualize the data distribution and use statistical software/tools to test the
distribution.
Interpreting Descriptive Statistics: Students should interpret the results to draw meaningful conclusions about the dataset after
visualizing descriptive statistics and calculating test statistics. They should identify and justify the distribution.
The teacher should summarize and conclude the session.

Experiential- Normal, binomial, and Data Collection- Instructed to collect real-life events related to their subject domain where they can apply concepts of normal,
Learning 2.3 poison Distribution. binomial, and poison.
Data Exploration /Reflective Observation: Students then carry out peer discussion on the collected data with the subject experts
and seniors pgs. Finally, review the experience attained.
Interpreting /abstract conceptualization: Students should conclude the learning achieved through experience.
The teacher should summarize and conclude the session.

Experiential- Confidence interval Data Collection- Students should collect 5 domain-specific research papers from databases (Google Scholar/PubMed/Cochrane/
Learning 2.4 estimation. Dissertation, etc.
Data Exploration: Students should identify point estimates and confidence intervals in the domain-specific research paper.
Interpreting: After identifying, students should interpret the point estimate and confidence interval to draw meaningful
conclusions about the research paper.
The teacher should summarize and conclude the session.

Experiential- Confidence interval - Identify and interpret the point estimate and confidence interval for collected data sets.
Learning 2.5 Identify and interpret Data Collection- Students should collect data from different sources or through surveys.
Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Data Exploration: They should calculate point estimates and confidence intervals from the collected data set.
Interpreting: After calculating and visualizing, students should interpret the point estimate and confidence interval to draw

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 29 / 91

 meaningful conclusions about the dataset.
The teacher should summarize and conclude the session.

Experiential- Sample size and Data Collection- Students should collect 5 research papers from databases (Google Scholar/PubMed/Cochrane/ dissertation, etc.
Learning 2.6 Sampling designs. Data Exploration: Students should Recognize the sampling designs and sample size studied in the research paper.
Interpreting: Students should critique the sampling design sample sizes in research papers after identifying them. Also, give the
recommendation if it contradicts.
The teacher should summarize and conclude the session.

Experiential- Sample size for an Active experimentation: The student is instructed to

Learning 2.7 observational study. Step one: Select a topic for observational study
Step two: Do a literature search for sampling variability, margin of error, confidence interval, and sample mean/proportion/
coefficient.
Step three: calculate the sample size
Step four: choose the appropriate sampling technique
Step five: collect the data.
Step six: submit a report.
The teacher shall study the submitted report and give feedback.

Experiential- Sample size for Active experimentation: The student is instructed to

Learning 2.8 analytical study. Step one: Select a topic for analytical study
Step two: Do the literature search for sampling variability, margin of error, confidence interval, and sample mean/proportion/
coefficient.
Step three: calculate the sample size
Step four: choose the appropriate sampling technique
Step five: collect the data.
Step six: submit a report.
The teacher shall study the submitted report and give feedback.

Experiential- Calculate sample size Active experimentation: The student is instructed to

Learning 2.9 for RCT. Step one: Select a topic for RCT study
Step two: Do the literature search for sampling variability, margin of error, confidence interval, and sample mean/proportion/
coefficient.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 30 / 91

 Step three: calculate the sample size
Step four: choose the appropriate sampling technique
Step five: collect the data.
Step six: submit a report.
The teacher shall study the submitted report and give feedback.

Experiential- Study design, sampling Active experimentation: The student is instructed to

Learning 2.10 techniques, and sample Step one: Plan scenarios (5 each)
size formula. Step two: Specify the study design
Step three: specify the sampling technique to be used
Step four: specify the sample size formula that has to be used.
Step five: compile and submit a report
The teacher shall study the submitted report and give feedback.

Experiential- Probability sampling Self-directed learning ( role play/simulated worlds/ video )

Learning 2.11 techniques. Step one: Form a group of 5 members each
Step two: plan and create simulated learning (role play/simulated worlds) for probability sampling.
Step three: exhibit the created simulated learning

Experiential- Non-probability Self-directed learning (role play/simulated worlds/ video)

Learning 2.12 sampling techniques. Step one: Form a group of 5 members each
Step two: plan and create simulated learning (role play/simulated worlds) for probability sampling.
Step three: exhibit the created simulated learning

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 4
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Working Portfolio on Experiential learning components of the module. 5 marks for each step.
Student instructions
1. Submit a draft of your experiential learning.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 31 / 91

2.Receive feedback you’re mentor on methodology.
3.Revise the report based on the feedback.
4.Include reflections on what you learned after each experiential learning.
5. Show drafts of experiential learning with notes on what was challenging and how you overcame the obstacles.
and (25 Marks)
Any practical in converted form can be taken for assessment.
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 32 / 91

Module 3 : Tests of significance and parametric statistical tests
Module Learning Objectives
(At the end of the module, the students should be able to)

1. Know the fundamentals of hypothesis testing and tests of significance

2. Identify and apply appropriate parametric tests and interpret the findings

Unit 1 Testing of hypothesis

1. Understand and apply the concept of null and alternate hypotheses

2. Define of Type I and type II errors,
3. Evaluate Test of significance, level of significance, power of the test
4. Calculate 'P' value and its interpretation, statistical significance, and clinical significance

References: 25,26,27,28,29

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO4 Understand and explain the concept of null and alternate hypotheses 1 Lecture CK Know BL
(Examples)

2 CO1,CO2,CO3 Construct the null and alternate hypothesis 2 Practical PSY-SET Shows- BL
,CO4 Training 3.1 how

3 CO1,CO2,CO3 Define and explanation of Type I and Type II errors 1 Lecture CC Shows- L&PPT
,CO4 how

4 CO1,CO2,CO3 Demonstrate type I & type II errors from the data collected from secondary 2 Practical PSY- Shows- BL,D,PB

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 33 / 91

 ,CO4 sources, Training 3.2 GUD how L

5 CO1,CO2,CO3 Understand and describe Tests of significance (steps involved), level of 1 Lecture CAP Knows- L&PPT
,CO4 significance, and power. how
Explain one-tail and two-tail tests.

6 CO1,CO2,CO3 Distinguish tests of significance for different scenarios (one sample, two 2 Practical PSY-SET Shows- BL,D,GB
,CO4 samples, independent, dependent, parametric, non-parametric) Training 3.3 how L
Differentiate one-tail and two-tail tests.

7 CO1,CO2,CO3 Collect data from primary/secondary sources like articles or theses, identify 3 Experiential- PSY-SET Does BL,D,PT,
,CO4 data as one sample/two sample/ independent/ dependent/ one-time Learning 3.1 PER,PBL
point/repeated, and suggest appropriate parametric/non-parametric test

8 CO1,CO2,CO3 Outline the importance of the 'p' value and its interpretation. 1 Lecture CAP Knows- L&PPT
,CO4 Distinguish the statistical significance and clinical significance how

9 CO1,CO2,CO3 Examine the data and evaluate the significance and power. Critic the 2 Practical PSY-SET Shows- D,PL,PT,
,CO4 significance (statistical vs. clinical) in the given scenario. Training 3.4 how TBL

10 CO1,CO2,CO3 Collect data from secondary sources like articles or theses. Identify the tests of 3 Experiential- PSY- Does BL
,CO4 significance to be applied. Critic and interpret on level of significance, power, Learning 3.2 GUD
type I & type II errors, and p-value.

Unit 2 Parametric tests

1. ‘Z' test
2. Student's 't' test: paired or dependent
3. Student's 't' test: unpaired or independent
4. 'F' test
5. Analysis of variance (ANOVA) test with post hoc Analysis
6. Repeated measures ANOVA with post hoc Analysis

References: 30,31,32,33,34

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 34 / 91

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Explain the 'Z' test, its application, and interpretation. 1 Lecture CC Knows- L&PPT
,CO4 how

2 CO1,CO2,CO3 Calculate the 'Z' test using different statistical tools/software for a data set 2 Practical PSY-SET Shows- BL
,CO4 Training 3.5 how

3 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a larger sample 3 Experiential- PSY- Does BL
,CO4 (n>30) with single/two groups. Utilizing data, do a Z test. Analyze the data Learning 3.3 GUD
with statistical tools and interpret the findings in terms of statistical and clinical
significance.

4 CO1,CO2,CO3 Explain the dependent 't' test, its application, and interpretation 1 Lecture CAP Knows- L&PPT
,CO4 how

5 CO1,CO2,CO3 Demonstrate the 'dependent 't' test using different statistical tools/software for a 2 Practical PSY-SET Shows- BL
,CO4 data set Training 3.6 how

6 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with one 3 Experiential- PSY- Does BL
,CO4 group and two-time points. Utilizing data, do a dependent t-test. Analyze the Learning 3.4 GUD
data with statistical tools,
Interpret the findings in terms of statistical and clinical significance.

7 CO1,CO2,CO3 Explain the independent 't' test, its application, and interpretation 1 Lecture CAP Knows- L&PPT
,CO4 how

8 CO1,CO2,CO3 Demonstrate the independent ‘t' test using different statistical tools/software 2 Practical PSY-SET Shows- BL
,CO4 for a data set Training 3.7 how

9 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with two 3 Experiential- PSY- Shows- BL
,CO4 groups and one-time points. Utilizing data, do an independent t-test. Analyze Learning 3.5 GUD how
the data with statistical tools,
Interpret the findings in terms of statistical and clinical significance.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 35 / 91

10 CO1,CO2,CO3 Explain the 'F' test, its application and interpretation 1 Lecture CAP Knows- L&PPT
,CO4 how

11 CO1,CO2,CO3 Demonstrate the 'F' test using different statistical tools/software for a data set 2 Practical PSY-SET Shows- BL,D,PE
,CO4 Training 3.8 how R,PBL

12 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with 3 Experiential- PSY-SET Shows- BL,BS,D,
,CO4 more than two groups. Utilizing data, do an F test. Analyze the data with Learning 3.6 how DSN,IBL,
statistical tools, PER,PBL
Interpret the findings in terms of statistical and clinical significance.

13 CO1,CO2,CO3 Explain the ‘ANOVA’ test along with post hoc analyses, its application, and 1 Lecture CAP Knows- L&PPT
,CO4 interpretation how

14 CO1,CO2,CO3 Demonstrate the 'ANOVA' test with analysis using different statistical 2 Practical PSY-SET Shows- BL,BS,D,
,CO4 tools/software for a data set Training 3.9 how DIS,IBL,
PL

15 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with 3 Experiential- PSY- Shows- D,DIS,PT,
,CO4 more than two groups and one-time points. Utilizing data, do ANOVA. Learning 3.7 GUD how PER,PBL
Analyze the data with statistical tools,
Interpret the findings in terms of statistical and clinical significance.

16 CO1,CO2,CO3 Explain the 'repeated measures ANOVA' test along with post hoc analyses, its 1 Lecture CAP Knows- L&PPT
,CO4 application, and interpretation how

17 CO1,CO2,CO3 Demonstrate the 'repeated measures ANOVA' test with Analysis using 2 Practical PSY- Shows- BL,D,DIS
,CO4 different statistical/software for data set tools Training 3.10 GUD how ,PER,PBL
,TBL

18 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with 3 Experiential- PSY- Does D,PAL,P
,CO4 more than two groups and more than two-time points. Utilizing data, do Learning 3.8 GUD ER,PBL,T
repeated measures ANOVA. Analyze the data with statistical tools, BL
Interpret the findings in terms of statistical and clinical significance.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 36 / 91

 19 CO1,CO2,CO3 Collect quantitative data from primary/secondary sources for a sample with 2 Experiential- PSY- Shows- D,DIS,IB
,CO4 more than two groups and more than two-time points. Utilizing data, plan all Learning 3.9 GUD how L,PT,PER
parametric tests and assign levels of significance. Analyze the data with
statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.

Practical Training Activity

Practical No Name Activity details
Practical Null and alternate
Training 3.1 hypothesis.
Demonstration by the teacher
Construction of null and alternate hypotheses in different research conditions, such as superiority/inferiority design
and clinical, experimental studies, etc.
Examples 1-2 for each condition: clinical, experimental studies - clinical, experimental, analytical studies
–conditions: Test group T ?C Control group, T not less than C, T not more than C
Hands-on training
Divide students into small groups and allot one research area for each group.
Instruct each group to prepare possible research questions and research hypotheses.
Students discuss and construct possible hypotheses.
Invite each group to present their hypothesis.
Discussion on the different classification techniques used, the challenges encountered, and the insights gained.
The teacher shall summarize the key concepts covered in the practical.

Practical Type I & type II errors

Training 3.2
Demonstration by the teacher
Datasets collected from research articles or theses demonstrate type I & II errors.
Explain possible solutions to overcome them
Hands-on training

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 37 / 91

 Divide students into small groups and allot one research data for each group.
Facilitate the students by providing sample datasets or case studies for hands-on practice.
Encourage students to discuss their findings & opinions within their groups.
Invite each group to present their findings on type I & II errors.
Promote a discussion on the insights gained from the data
The teacher shall summarize the key concepts covered in the practical

Practical Tests of significance

Training 3.3
Demonstration by the teacher
Datasets collected from research articles or theses show how to identify different types of
parametric/nonparametric tests to be applied for different conditions of data and differences in one/two-tail tests.

Hands-on training
Divide students into small groups.
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to identify appropriate parametric or nonparametric tests for the assigned dataset.
Encourage students to find similar conditions of data from the internet or any thesis.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their results.
Facilitate a discussion on identifying appropriate parametric or nonparametric tests and one/two-tail tests for
various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical Data significance and

Training 3.4 power.
Demonstration by the teacher
Calculating the ‘significance and power’ manually and using Statistical Software/tools.
Hands-on training

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 38 / 91

 Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the significance and power of their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Brainstorm on statistical and clinical significance in various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical 'Z' test Calculation using

Training 3.5 statistical tools/software.
Demonstration by the teacher
Demonstrate Z test manually and using Statistical Software/tools, for example, a data set of continuous data of a
larger sample (n>30)
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the Z variate and p-value for their assigned dataset.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in Z variate for various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical Dependent 't' test.

Training 3.6
Demonstration by the teacher
Calculating the ‘t’ value and p-value for a single group, two-time point data set having continuous data of smaller
sample (n<30), manually and using Statistical Software/tools

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 39 / 91

 Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the ‘t’ value and p value for their assigned dataset.
Encourage students to calculate the t value manually/using Excel and statistical tables for ‘t.’
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in t value –p value for various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical Independent 't' test

Training 3.7
Demonstration by the teacher
Calculating the ‘t’ value and p-value for two groups, a one-time point data set having continuous data of smaller
sample (n<30), manually and using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the ‘t’ value and p value for their assigned dataset.
Encourage students to calculate manually/using Excel and statistical tables for ‘t’.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in t value –p value for various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical 'F' test Calculation.

Training 3.8

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 40 / 91

 Demonstration by the teacher
Calculating the ‘F’ value and p-value and applying appropriate tests for Two groups, a one-time point data set
having continuous data of smaller sample (n<30), manually and using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the F and p values and apply analysis to their assigned dataset.
Encourage students to calculate manually/using Excel and statistical tables for ‘t.’
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in F value –p value and posthoc analyses for various datasets.
The teacher shall summarize the key concepts covered in the practical.

Practical 'ANOVA' test

Training 3.9 Analysis
Demonstration by the teacher
Calculating the ‘F’ value and p-value and applying appropriate tests for Three or more groups, a one-time point
data set having continuous data of smaller sample (n<30), manually and using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the ‘F’ value and p-value and apply analysis to their assigned dataset.
Encourage students to calculate manually/using Excel and statistical tables for ‘f’.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in F value –p value and post hoc analyses for various datasets.
The teacher shall summarize the key concepts covered in the practical.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 41 / 91

Practical Annova test - Repeated
Training 3.10
Demonstration by the teacher
Calculating the ‘F’ value and p-value and applying appropriate tests for one group, more than two-time points
data set having continuous data, manually and using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the ‘F’ and p values and apply analysis to their assigned dataset.
Encourage students to calculate manually/using Excel and statistical tables for ‘f’.
Encourage students to use statistical software for calculation and verification.
Encourage students to discuss their approaches, findings, and interpretations within their groups.
Invite each group to present their results and interpretation.
Facilitate a discussion on the differences in F value –p value and post hoc analyses for various datasets.
The teacher shall summarize the key concepts covered in the practical.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Parametric/non- Teacher activity:
Learning 3.1 parametric test Divide students into multiple groups.
Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Collection of data from primary/secondary sources:
Data Collection- Students should collect data from different sources, such as articles or theses, by conducting interviews, clinical
posting, or by gathering from existing datasets.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 42 / 91

 Data Entry and Cleaning: Once the data is collected, students should enter it into Excel/statistical software/Tools
Classify data as:
independent/dependent
Categorical or continuous data (Nominal/Ordinal/Scale)
one sample/two samples/more than two samples
one-time point /repeated measures
Do appropriate descriptive statistics
Find whether sampling is random or not.
Find whether the distribution is Normal or not.
Find the appropriate Statistical Test:
parametric/non-parametric
Which type of parametric /nonparametric
Discuss the findings with your group members.
Each group will present the findings and discussion by all students and faculty concerned to conclude.
The teacher shall summarize the key concepts covered.

Experiential- level of significance, Teacher activity:

Learning 3.2 power, type I & type II Divide students into multiple groups.
errors, and p-value. Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software.

Student activity as Groups:

Collection of data from secondary sources :
Students should collect data from different sources, such as articles or theses, or by gathering data from existing datasets.
Data Entry and Cleaning: Once the data is collected, students should enter it into Excel/statistical software/ Tools
Analyze the data as follows:
independent/dependent
Categorical or continuous data (Nominal/Ordinal/Scale)
one sample/two samples/more than two samples
one-time point /repeated measures
Do appropriate descriptive statistics
Find whether sampling is random or not.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 43 / 91

 Find whether the distribution is Normal or not.
Identify the tests of significance to be applied.
Decide the level of significance and p-value
Calculate the power
Discuss the possible type I & type II errors
Critic and interpret the data set selected on the following
level of significance
power
type I & type II errors
p-value
Discuss the findings with your group members.
Each group will present the findings and discussion by all students and faculty concerned to conclude.
The teacher shall summarize the key concepts covered.

Experiential- Z test Teacher activity:

Learning 3.3 Divide students into multiple groups.
Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews,
gathering data from existing datasets, or collecting from a ward/class. Take care that the sample number is more than 30, has a
continuous type, and follows random sampling. Collect data from two samples and two-time points.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed with the Z test.
Make Null and alternate hypotheses. (Superiority/inferiority or equal between groups). Do a test of significance, i.e., the ‘Z test’
for this data. Fix the level of significance at 0.05 or 0.01.
Z Test: Perform the Z test an the prepared data sheet using statistical software/excel/manually. Use appropriate methods like one-
tail (left or right) or two-tail tests.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 44 / 91

 Find the possibilities errors. Discuss the Z variate, zone of acceptance and rejection.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- Paired/dependent t-test’. Teacher activity:

Learning 3.4 Divide students into multiple groups.
Allot or mentor each group to select different types of datasets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:

Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews,
gathering data from existing datasets, or collecting from a ward/class. Take care that the sample number is less than 30, has a
continuous type, and follows random sampling. Collect data from one sample and two-time points.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed to the paired/dependent t-test.
Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., ‘paired/dependent t-test’ for
this data. Fix the level of significance at 0.05 or 0.01.
‘Paired/dependent t-test’: Perform the test an the prepared data sheet using statistical software/excel/manually. Use appropriate
methods like one-tail (left or right) or two-tail tests.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possibilities errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- Unpaired/independent t- Teacher activity:

Learning 3.5 test. Divide students into multiple groups.
Allot or mentor each group to select different types of datasets for the assignment.
Guide them in using the statistical tools/software

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 45 / 91

 Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews,
gathering data from existing datasets, or collecting from a ward/class. Take care that the sample number is less than 30, has a
continuous type, and follows random sampling. Collect data from two samples and one or two time points.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed to ‘unpaired/independent t-test’.
Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., unpaired/independent t-test
for this data. Fix the level of significance at 0.05 or 0.01.
‘Unpaired/independent t-test’: Perform the test an the prepared data sheet using statistical software/excel/manually. Use
appropriate methods like one-tail (left or right) or two-tail tests.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possibilities errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- F test. Teacher activity:

Learning 3.6 Divide students into multiple groups.
Allot or mentor each group to select different types of datasets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews or,
gathering data from existing datasets, or collecting from a ward/class. Take care that the sample number is more than 30, has a
continuous type, and follows random sampling. Collect data from more than two samples.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed to the ‘F test’.
Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., ‘F test’ for this data. Fix the

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 46 / 91

 level of significance at 0.05 or 0.01.
‘F test’: Perform the test an the prepared data sheet using statistical software/excel/manually.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possibilities errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- ANOVA. test Teacher activity:

Learning 3.7 Divide students into multiple groups.
Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews or,
gathering data from existing datasets or collecting from a ward/class. Take care that the sample number is more than 30 with
continuous type and follow random sampling. Collect data from more than two samples at one-time point.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed to ‘ANOVA’.
Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., ‘ANOVA’, for this data. Fix
the level of significance at 0.05 or 0.01.
‘ANOVA: Perform the test an the prepared data sheet using statistical software/excel/manually.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possibilities errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- ANOVA Teacher activity:

Learning 3.8 Divide students into multiple groups.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 47 / 91

 Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews,
gathering data from existing datasets, or collecting from a ward/class. Take care that the sample number is more than 30 with
continuous type and follow random sampling. Collect data at more than two-time points.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed to ‘repeated measures ANOVA.’
Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., ‘repeated measures ANOVA’
for this data. Fix the level of significance at 0.05 or 0.01.
‘Repeated measures ANOVA’: Perform the test on the prepared data sheet using statistical software/excel/manually.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possibilities errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Experiential- Parametric test Teacher activity:

Learning 3.9 Divide students into multiple groups.
Allot or mentor each group to select different types of data sets for the assignment.
Guide them in using the statistical tools/software
Student activity as Groups:
Data Collection- Students should collect data from different sources or through surveys. This can involve conducting interviews or,
gathering data from existing datasets or collecting from a ward/class. Take care that the sample number is more than 30, has a
continuous type, and follows random sampling. Collect data from more than two samples and at more than two-time points.
Data Entry and Cleaning: Once the data is collected, students should enter it into a datasheet/excel and statistical software/ Tools
Data Exploration:
Do appropriate descriptive statistics. (Mean, Median, range, variance, Standard deviation, Standard Error, etc.)
Find whether the distribution is Normal or not. If following normal distribution, proceed with an appropriate statistical test.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 48 / 91

 Make Null and alternate hypotheses. (Superiority/inferiority or equal). Do a test of significance, i.e., a ‘parametric test’ for this
data. Fix the level of significance at 0.05 or 0.01.
Parametric Test: Perform the appropriate parametric test on the prepared data sheet using statistical software/excel/manually.
Interpretation: After calculating and visualizing descriptive and inferential statistics, students should interpret the results to draw
meaningful conclusions about the dataset. Find whether the Null hypothesis proved or not.
Find the possible errors.
Analyze the data with statistical tools, selecting the appropriate test.
Interpret the findings in terms of statistical and clinical significance.
The teacher shall summarize the key concepts covered.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 4
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.

• Problem based assessment (15 Marks)

1. Provide a Scenario one each on *hypothesis formulation, *steps in testing of hypothesis *parametric tests and
2. Based on the information student shall formulate a hypothesis/steps in testing of hypothesis/ parametric test to be applied.
3.
Example: Scenario: It has been observed that individuals who drink coffee before going to bed often take longer to fall asleep compared to those
who do not consume coffee before bedtime.Frame the null hypothesis and alternate hypothesis for the research domain.
Null Hypothesis (H?):
Drinking coffee before going to bed has no effect on the time it takes to fall asleep.
Alternative Hypothesis (H?):
Drinking coffee before going to bed increases the time it takes to fall asleep.
B. Performance assessment (10): 1.Provide students one Sampled data.
2.Ask them to perform manually the test statistics.
and (25 marks)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 49 / 91

Any practical in converted form can be taken for assessment.
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 50 / 91

Module 4 : Non-parametric statistical tests
Module Learning Objectives
(At the end of the module, the students should be able to)

1. Know the fundamentals of non-parametric statistical tests

2. Identify and apply appropriate non-parametric tests

Unit 1 Non-parametric methods

1. Definition and fundamentals of non-parametric methods; Concept and application of Chi-square test and Fisher's exact test.
2. Mann-Whitney U test: Concept and application
3. McNemar's test and Wilcoxon Signed rank test- Concept and application
4. Kruskal–Wallis test with relevant post hoc tests: Concept and application
5. Friedman test with relevant post hoc tests: Concept and application; parametric vs non-parametric test.

References: 35,36,37,38,39,40,41,42,43,44

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Explain non-parametric methods, their application, and interpretation 1 Lecture CK Know L&PPT
,CO4 Explain the Concept and application of the Chi-square test, Fisher's exact test.

2 CO1,CO2,CO3 Calculate the Chi-square test and Fisher's exact test using statistical 2 Practical PSY-SET Shows- BL
,CO4 tools/software. Training 4.1 how

3 CO1,CO2,CO3 Collect the relevant data sets and apply the Chi-square test, Fisher's exact test 3 Experiential- PSY-SET Does BL
,CO4 Learning 4.1

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 51 / 91

4 CO1,CO2,CO3 Explain the Mann-Whitney U test, and its application, and interpretation 1 Lecture CAN Knows- L&PPT
,CO4 how

5 CO1,CO2,CO3 Calculate the Mann-Whitney U test using statistical tools/software. 2 Practical PSY-SET Shows- BL
,CO4 Training 4.2 how

6 CO1,CO2,CO3 Collect the relevant data sets and apply the Mann-Whitney U test. 3 Experiential- PSY-SET Does BL
,CO4 Learning 4.2

7 CO1,CO2,CO3 Explain and apply McNemar's test and Wilcoxon's Signed rank test 1 Lecture CAP Knows- L&PPT
,CO4 how

8 CO1,CO2,CO3 Calculate McNemar's test, and Wilcoxon Signed rank test using statistical 2 Practical PSY-SET Shows- BL
,CO4 tools/software. Training 4.3 how

9 CO1,CO2,CO3 Collect the relevant data sets and apply McNemar's test and Wilcoxon Signed 3 Experiential- PSY-SET Shows- BL
,CO4 rank test. Learning 4.3 how

10 CO1,CO2,CO3 Explain and apply the Kruskal–Wallis test with relevant post hoc tests. 1 Lecture CAP Knows- L&PPT
,CO4 how

11 CO1,CO2,CO3 Calculate the Kruskal–Wallis test with relevant tests using statistical 2 Practical PSY-SET Shows- BL
,CO4 tools/software. Training 4.4 how

12 CO1,CO2,CO3 Collect the relevant data sets and apply the Kruskal–Wallis test with relevant 2 Experiential- PSY-SET Does BL
,CO4 post hoc test Learning 4.4

13 CO1,CO2,CO3 Explain and apply the Friedman test with relevant post hoc tests. 1 Lecture CAP Knows- BL
,CO4 Parametriuc vs Non parametric test. how

14 CO1,CO2,CO3 Calculate the Friedman test with relevant post hoc tests using statistical 2 Practical PSY-SET Shows- BL
,CO4 tools/software. Training 4.5 how

15 CO1,CO2,CO3 Collect the data sets, identify and apply relevant nonparametric tests( Chi- 2 Experiential- PSY-SET Does BL
,CO4 square test, Mann-Whitney U test, McNemar's test, Wilcoxon Signed rank, Learning 4.5
Kruskal–Wallis test, Friedman test with relevant tests)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 52 / 91

Practical Training Activity
Practical No Name Activity details
Practical Chi-square test and
Training 4.1 Fisher's exact test (2
Sets of Data for each) Demonstration by the teacher
The collection of relevant data, data entry in statistical software, use of the appropriate application (Chi-square test
and Fisher's exact test), viewing the outcome, analyzing it, and reporting the outcome.
Hands-on training
Divide students into small groups (3-5 in number)
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and enter it in statistical software, use the appropriate application (Chi-square
test and Fisher's exact test), view the outcome, and analyze and report it.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Practical Mann-Whitney U test (2

Training 4.2 Sets of Data)
Demonstration by the teacher
Collection of relevant data, data entry in statistical software, use of the appropriate application (Mann-Whitney U
test), viewing the outcome, analyzing and reporting the outcome.
Hands-on training
Divide students into small groups (3-5 in number)
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and enter it in statistical software, use the appropriate application (Mann-
Whitney U test), view the outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 53 / 91

 A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Practical McNemar's test and

Training 4.3 Wilcoxon Signed rank
test (2 Sets of Data for Demonstration by the teacher
each) Collection of relevant data, data entry in statistical software, use of the appropriate application (McNemar's test
and Wilcoxon Signed rank test), viewing the outcome, analyzing it, and reporting the outcome.
Hands-on training
Divide students into small groups (3-5 in number)
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and enter it in statistical software, use the appropriate application (McNemar's
test and Wilcoxon Signed rank test), view the outcome, and analyze and report it.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Practical Kruskal Wallis test (2

Training 4.4 Sets of Data)
Demonstration by the teacher
Collection of relevant data, data entry in statistical software, use of the appropriate application, viewing the
outcome, analyzing and reporting the outcome.
Hands-on training
Divide students into small groups (3-5 in number)
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and enter it in statistical software, use the appropriate application (Kruskal
Wallis test), view the outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 54 / 91

 Invite each group to present their classification results.
A discussion on techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Practical Friedman test (2 sets of

Training 4.5 Data)
Demonstration by the teacher
The collection of relevant data, data entry in statistical software, use of the appropriate application (Friedman test),
viewing the outcome, analyzing it, and reporting the outcome.
Hands-on training
Divide students into small groups (3-5 in number)
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and enter it in statistical software, use the appropriate application (Friedman
test), view the outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Experiential learning Activity

Experiential Name Activity details
learning No
Experiential- Application of Chi- Data Collection -Collection of relevant data from hospitals, surveys, interviews, secondary data, etc by the students
Learning 4.1 square test and Fisher's Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
exact test using Identification of Appropriate statistical test- Chi-square test and Fisher's exact test
secondary data Appropriate use of statistical tools and calculation

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 55 / 91

 Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the
dataset.
The teacher shall discuss, summarise, and conclude the session.

Experiential- Application of Mann- Data Collection -Collection of relevant data from hospitals, surveys, interviews, secondary data, etc by the students
Learning 4.2 Whitney U test using Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
secondary data Identification of Appropriate Statistical Test-Mann-Whitney U
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the
dataset.
The teacher shall discuss, summarise, and conclude the session.

Experiential- McNemar's test and Data Collection -Collection of relevant data from hospitals, surveys, interviews, secondary data, etc by the students
Learning 4.3 Wilcoxon's signed rank Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
test. Identification of Appropriate Statistical test-McNemar's test and Wilcoxon Signed rank
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the
dataset.
The teacher shall discuss, summarise, and conclude the session.

Experiential- Application of Kruskal Data Collection -Collection of relevant data from hospitals, surveys, interviews, secondary data, etc by the students
Learning 4.4 Wallis test using Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
secondary data Identification of Appropriate Statistical Test-Kruskal Wallis test
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the
dataset.
The teacher shall discuss, summarise, and conclude the session.

Experiential- Application of Data Collection -Collection of relevant data from hospitals, surveys, interviews, secondary data, etc by the students
Learning 4.5 Friedman test using Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
secondary data Identification of Appropriate Statistical Test-Friedman test
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 56 / 91

 dataset.
The teacher shall discuss, summarise, and conclude the session.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Assessment method-Structured Educational Video- Assign each student one non-parametric tests. for making a Structured Educational Video. (25 marks)
Student instructions
1. Prepare the script for the assigned non-parametric test, which includes – content, objectives, Key points and Step-by-Step Explanation of One Test.
2. Record the video and submit it to the mentor.
Or
Any practical in converted form can be taken for assessment.
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 57 / 91

Module 5 : Disease frequency; Demography and Vital statistics
Module Learning Objectives
(At the end of the module, the students should be able to)

Define and explain the basic measures of disease frequency, demography, and vital statistics
Identify the appropriate use of measures of disease frequency, demography, and vital statistics in public health.
Estimate the intensity of public health problems by using different measures.

Unit 1 Measures

1. Measures of disease Frequency: Incidence and prevalence.

2. Odds ratio, Relative Risk and Risk difference, and their confidence intervals
3. Definition and computation of the measures Rate, Ratio, and Proportion
4. Demography and its importance and applications. Fertility measures
5. Vital statistics and its importance and applications. Birth rate, Mortality rates, Morbidity rates, and Hospital-related statistics.

References: 45,46,47,48,49,50,51,52,53,54,55

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO3,CO4 Define, compute, and explain the differences between the measures Rate, Ratio, 1 Lecture CK Know L&PPT
and Proportion.

2 CO1,CO3,CO4 Define incidence and prevalence (distinguish between point prevalence and 1 Lecture CK Know L&PPT
period prevalence).

3 CO1,CO3,CO4 Calculate the incidence and prevalence rates from raw data and explain the use 2 Practical PSY-SET Shows- CD
of rates in public health. Training 5.1 how

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 58 / 91

4 CO1,CO3,CO4 Define and explain Odds ratio (OR), Relative Risk (RR), and risk difference in 1 Lecture CAP Knows- L&PPT
relevance to epidemiological research. how

5 CO1,CO3,CO4 Calculate and interpret OR, RR 3 Practical PSY- Shows- BL,D,PT,

Training 5.2 GUD how PER

6 CO1,CO3,CO4 Calculate Confidence Interval for OR & RR. 3 Practical PSY- Shows- BL,D,PT,
Training 5.3 GUD how PER

7 CO1,CO3,CO4 Explain Vital statistics, their importance, their uses and methods of obtaining 1 Lecture CAN Knows- BL,L&PP
vital statistics, Birth rate, Mortality rates, Morbidity rates, and Hospital-related how T
statistics

8 CO1,CO3,CO4 Define Demography and explain the importance of statistics in demography. 1 Lecture CAN Knows- L&PPT
Define fertility measures (Total Fertility Rate (TFR), Age-Specific Fertility how
Rates(ASFR), Gross Reproduction Rate (GRR), and Net Reproduction Rate
(NRR).).

9 CO1,CO3,CO4 Calculate vital statistics and demographic statistics (Birth rates, death rates) 2 Practical PSY- Shows- BL,D,PT,
Training 5.4 GUD how PER,PBL

10 CO1,CO3,CO4 Search the secondary data from freely available websites (like Census of 3 Experiential- PSY- Shows- BL,BS,D,
India/NFHS/WHO fact sheets, etc.) to calculate measures of Vital Statistics and Learning 5.1 GUD how PT,PER,P
measures of Demography. BL

11 CO1,CO3,CO4 Calculate measures of Vital Statistics for at least any three Indian states and at 2 Experiential- PSY- Shows- BL,BS,D,
least any 3-time points using the secondary data. Learning 5.2 GUD how IBL,PT,P
BL,PSM

12 CO1,CO3,CO4 Calculate the demographic measures for at least three Indian states and at least 2 Experiential- PSY- Shows- BL,BS,D,
three-time points using the secondary data. Learning 5.3 ORG how DIS,PER,
PBL

13 CO1,CO3,CO4 Compare & Contrast measures of Vital statistics & Demography for at least 2 Experiential- PSY- Shows- BL,BS,D,
three Indian states and discuss. Learning 5.4 ORG how DIS,PT,P

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 59 / 91

 ER,PSM

14 CO1,CO3,CO4 Compare & Contrast measures of Vital statistics & Demography for at least 2 Experiential- PSY- Shows- BL,IBL,P
any three years for three Indian states and discuss. Learning 5.5 ORG how AL,PER,P
BL

15 CO1,CO3,CO4 Prepare a one-page report on data analysis and findings of the secondary data 2 Experiential- PSY- Shows- BL,D,PT,
analysis Learning 5.6 GUD how PER,PBL

Practical Training Activity

Practical No Name Activity details
Practical Incidence rate and
Training 5.1 prevalence rate
calculation. Demonstration by the teacher
Collection of relevant data, data entry, manual work, entering statistical software, use of the appropriate
application, viewing the outcome, analysis, and reporting the outcome.
Hands-on training
Divide students into small /three groups.
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and work manually.
Instruct each group to collect and enter data in statistical software, use appropriate applications, view the outcome,
and analyze and report it.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session.

Practical Calculation of OR, RR

Training 5.2
Calculation of OR, RR, and Confidence Interval for OR & RR using Statistical Software (3 Sets of Data)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 60 / 91

 Demonstration by the teacher
Collection of relevant data, data entry, manual work, entering in statistical software, use of the appropriate
application, viewing the outcome, analysis, and reporting the outcome.
Hands-on training
Divide students into small /three groups.
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and work manually.
Instruct each group to collect data and enter it in statistical software, use appropriate applications, view the
outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarise, and conclude the session
Divide the students into two groups, and a quiz can be conducted between the groups

Practical Calculation of OR, RR

Training 5.3
Calculation of OR, RR, and Confidence Interval for OR & RR using Statistical Software (3 Sets of Data)
Demonstration by the teacher
Collection of relevant data, data entry, manual work, entering in statistical software, use of the appropriate
application, viewing the outcome, analysis, and reporting the outcome.
Hands-on training
Divide students into small /three groups.
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and work manually.
Instruct each group to collect data and enter it in statistical software, use appropriate applications, view the
outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 61 / 91

 The teacher shall discuss, summarise, and conclude the session

Divide the students into two groups, and a quiz can be conducted between the groups

Practical Vital statistics and

Training 5.4 Demographic
statistics(3 Sets of Data) Calculation of Vital statistics and Demographic statistics(3 Sets of Data)
Crude birth rate, Age-specific birth rates,
Crude death rate, Age-specific death rates, neonatal mortality rate, postneonatal mortality rate, Infant mortality rate,
Maternal mortality rate,
Morbidity rates, Disease-specific mortality rate, and Fertility rates.

Demonstration by the teacher

Collection of relevant data, data entry, work manually, entering in Statistical software, use of the appropriate
application, viewing the outcome, analysis, and reporting the outcome.
Hands-on training
Divide students into small /three groups.
The students should be provided with sample datasets for hands-on practice.
Instruct each group to collect data and work manually.
Instruct each group to collect data and enter it in statistical software, use the appropriate application, view the
outcome, and analyze and report the outcome.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their classification results.
A discussion on the techniques used, the challenges encountered, and the insights gained from the data
The teacher shall discuss, summarize, and conclude the session
Divide the students into two groups, and a quiz can be conducted between the groups

Experiential learning Activity

Experiential Name Activity details
learning No

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 62 / 91

Experiential- Secondary data Get the secondary data from freely available websites (like Census of India/NFHS/WHO fact sheets, etc.) to calculate Vital
Learning 5.1 collection is used to Statistics and Demography measures.
calculate measures used Data Collection - Secondary data collection for at least any three Indian states and for any three time points by the students
in vital statistics and Data Entry and Cleaning: Students should enter the data into Excel statistical software/ Tools once the data is collected.
demographics. The teacher shall discuss, summarize, and conclude the session.

Experiential- Calculation of measures Calculation of measures used in Vital Statistics for three Indian states and three time points
Learning 5.2 used in Vital Statistics Identification of Appropriate Statistical Test-
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the dataset.
The teacher shall discuss, summarize, and conclude the session.

Experiential- Calculation of measures Data Collection - Calculation of measures used in Demography for three Indian states and three time points by the students
Learning 5.3 used in Demography Identification of Appropriate Statistical Test-
Appropriate use of statistical tools and calculation
Interpretation of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the dataset.
The teacher shall discuss, summarize, and conclude the session.

Experiential- Measure of vital Measure of vital statistics & demography for at least three states and discuss.
Learning 5.4 statistics & demography Crude birth rate, Age-specific birth rates, Crude death rate, Age-specific death rates, neonatal mortality rate, postneonatal mortality
rate, Infant mortality rate, Maternal mortality rate, Morbidity & for any two Disease-specific mortality rate, and Fertility rates
Data Collection - Measure vital statistics & demography for at least three states and discuss. Compare & contrast the rates for
different states.
(what rates are similar and different using statistical tests)
Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Identification of Appropriate Statistical Test-
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the dataset.
The teacher shall discuss, summarize, and conclude the session.

Experiential- Measures of vital Data Collection - Measure vital statistics & demography for at least three states and discuss. Compare & contrast the rates for
Learning 5.5 statistics & different time points.
demography (what rates are similar and different using statistical tests)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 63 / 91

 . Data Entry and Cleaning: Once the data is collected, students should enter it into statistical software/ Tools
Identification of Appropriate Statistical Test-
Appropriate use of statistical tools and calculation
Interpreting of Statistics: After calculating, students should interpret the results to draw meaningful conclusions about the dataset.
The teacher shall discuss, summarize, and conclude the session.

Experiential- Secondary data analysis. The teacher shall give an overview of the one-page report.
Learning 5.6 Step 1:
Define a clear title, background information (2 to 3 lines), and the study objective (one line).
Step 2:
Describe the data sources, variables used, cleaning (if applicable), and processing procedures. (4 to 5 lines)
Step 3:
Explain the statistical methods and tools used to analyze the data.
Various statistical methods, such as descriptive and inferential, hypothesis testing, correlation, and regression analysis, can be
used. (4 to 5 lines)
Use simple data visualization techniques like tables or charts. (one chart/one table)
Step 4:
Present analysis results and interpretations. This section should highlight the main findings that address the objective. (4 to 5 lines).
Step 5:
Summarize analysis findings (2 to 3 lines).
Suggest a recommendation based on results(2 to 3 lines).
The teacher shall review the report and give feedback on the report's content.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
Open-response questions: (25 marks)
1. Frame 5 open response questions to assess the student’s real-world understanding of disease frequency and vital statistics.
2. Prepare rubrics and grade accordingly.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 64 / 91

Example- Open response question- You are tasked with evaluating the effectiveness of a new vaccination program for reducing the incidence of a specific
disease in a region from. Describe how you would use incidence rates and prevalence rates to assess the impact of the vaccination program.
Expected Response: Incidence Rates: Measure the number of new cases of the disease during a specific period after the vaccination program is
implemented. A decrease in the incidence rate would suggest the program is effective in preventing new cases.
Prevalence Rates: Assess the overall number of cases, including existing and new cases, before and after the vaccination program. A reduction in prevalence
may also indicate that the vaccination program is reducing the number of people currently affected by the disease.

Assessment rubrics - *Excellent (5 Marks): understanding of the topic with minimal errors.*Very Good (4 Marks): Has good grasp but has some minor
mistakes.*good(3Marks)
*Fair (2 points): Understanding is limited, with several errors.
*Poor (1 point): major misunderstandings or wrong answers.
Or
Any practical in converted form can be taken for assessment.
Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 65 / 91

Module 6 : Correlation and Regression Analysis
Module Learning Objectives
(At the end of the module, the students should be able to)

1. Describe how correlation is used to identify relationships between variables

2. Describe how regression analysis is used to predict outcomes

Unit 1 Correlation and Regression Analysis

1. Concept, properties, computation, and applications of correlation. Understanding of the scatter diagram
2. Simple linear correlation, Karl Pearson's correlation coefficient, Spearman's rank correlation.
3. Linear and multiple regression analysis of their application and interpretation.
4. Logistic regression analysis: Concept and application.
5. Survival Analysis. Concept and application.

References: 56,57,58,59,60,61,62,63,64,65,66,67,68

3A 3B 3C 3D 3E 3F 3G 3H

1 CO1,CO2,CO3 Understand and describe the Concept of correlation and its importance in 1 Lecture CK Know L&PPT
,CO4 statistical analysis.
Differentiate between positive, negative, zero, and spurious correlations.
Understand and discuss the scatter diagram and properties of correlation
coefficients.

2 CO1,CO2,CO3 Explain the Pearson correlation coefficient and Spearman's rank correlation 1 Lecture CAN Knows- L&PPT
,CO4 coefficient. how

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 66 / 91

3 CO1,CO2,CO3 Calculate and Interpret the Pearson Correlation Coefficient using Statistical 2 Practical PSY-SET Shows- BL
,CO4 tools/ Software Training 6.1 how

4 CO1,CO2,CO3 Apply and interpret Spearman's rank correlation coefficient using Statistical 2 Practical PSY-SET Shows- BL,D,DIS
,CO4 tools / Software. Training 6.2 how ,PT,PER,
PBL

5 CO1,CO2,CO3 Apply and interpret statistical techniques to calculate the Pearson correlation 2 Experiential- PSY- Shows- BL,D,DIS
,CO4 coefficients. Learning 6.1 GUD how ,IBL,PL,P
T,PER,PB
L

6 CO1,CO2,CO3 Apply and interpret statistical techniques to calculate Spearman's rank 2 Experiential- PSY- Shows- BL,D,DIS
,CO4 correlation coefficients. Learning 6.2 GUD how ,PL,PT,PE
R,PBL

7 CO1,CO2,CO3 Understand and describe the Concept of simple, linear, and multiple regression 1 Lecture CAP Knows- L&PPT
,CO4 analysis, their application, and interpretation. how

8 CO1,CO2,CO3 Explain Logistic regression, its Assumptions, application, and interpretation. 1 Lecture CAP Knows- L&PPT
,CO4 how

9 CO1,CO2,CO3 Demonstrate Simple Linear Regression Analysis using Statistical 2 Practical PSY-SET Shows- BL,D,IBL
,CO4 Software/tools. Training 6.3 how ,PAL,PT,
PER

10 CO1,CO2,CO3 Demonstrate Linear Regression Analyses with real-world datasets. 2 Experiential- PSY- Shows- BL,BS,D,
,CO4 Learning 6.3 GUD how PT,PER,P
BL

11 CO1,CO2,CO3 Demonstrate Linear Regression Analyses with real-world datasets. 2 Experiential- PSY- Shows- BS,D,PL,
,CO4 Learning 6.4 GUD how PT,PER,P
BL,TBL

12 CO1,CO2,CO3 Perform Binomial/Binary Logistic Regression Analysis using Statistical 2 Practical PSY- Shows- BL,C_L,

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 67 / 91

 ,CO4 Software/tools Training 6.4 GUD how D,PT,PER
,PBL

13 CO1,CO2,CO3 Demonstrate Regression Analyses-with real-world datasets related to Binomial 2 Experiential- PSY- Shows- BL,D,DIS
,CO4 Logistic. Learning 6.5 GUD how ,PAL,PT,
PER

14 CO1,CO2,CO3 Analyses and interpret Regression Analyses- Calculate Linear Regression their 2 Experiential- AFT- Shows- BL,D,PT,
,CO4 findings with real-world datasets related to Binomial Logistic Learning 6.6 CHR how PBL

15 CO1,CO2,CO3 Explain the Concept of Survival Analysis – Kaplan-Meier method and its 1 Lecture CAN Knows- L&PPT
,CO4 application and interpretation how

16 CO1,CO2,CO3 Perform Survival Analysis - Kaplan-Meier method using Statistical Software 2 Practical PSY-SET Shows- BL,D,PE
,CO4 Training 6.5 how R,TBL

17 CO1,CO2,CO3 Apply statistical techniques on real-world datasets to calculate Survival 1 Experiential- AFT-SET Does BS,IBL,P
,CO4 Analysis - Kaplan-Meier method, and interpret their findings. Learning 6.7 BL,RLE

Practical Training Activity

Practical No Name Activity details
Practical Pearson Correlation
Training 6.1 Coefficient (1 Set of
Data each) Demonstration by the teacher
Calculation of Pearson Correlation Coefficient using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate the Pearson correlation coefficient for their assigned dataset.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their calculated correlation coefficients and interpretations.
Facilitate the discussion on the strength and direction of the correlation, the significance level, and the potential
implications of the results.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 68 / 91

 The teacher shall summarize the key concepts covered in the session.

Practical Spearman's rank

Training 6.2 correlation coefficient (1
Set of Data each) Demonstration by the teacher
Calculation of Spearman's rank correlation coefficient using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate Spearman's rank correlation coefficient for their assigned dataset.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their calculated correlation coefficients and interpretations.
Facilitate the discussion on the strength and direction of the correlation, the significance level, and the potential
implications of the results.
The teacher shall summarize the key concepts covered in the session.

Practical Simple Linear

Training 6.3 Regression Analysis
using Statistical Demonstration by the teacher
Software (1 Set of Data) Calculation of Simple Linear Regression using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate Simple Linear Regression for their assigned dataset.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their calculated correlation coefficients and interpretations.
Facilitate the discussion on the strength and direction of the correlation, the significance level, and the potential
implications of the results.
The teacher shall summarize the key concepts covered in the session.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 69 / 91

Practical Binomial Logistic
Training 6.4 Regression Analysis(1
Set of Data) Demonstration by the teacher
Calculation of Binomial Logistic Regression using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate Binomial logistic regression for their assigned dataset.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their calculated correlation coefficients and interpretations.
Facilitate the discussion on the strength and direction of the correlation, the significance level, and the potential
implications of the results.
The teacher shall summarize the key concepts covered in the session.

Practical Survival Analysis -

Training 6.5 Kaplan-Meier method (1
Set of Data) Demonstration by the teacher
Calculation of Survival Analysis - Kaplan-Meier method using Statistical Software/tools
Hands-on training
Divide students into small groups
The students should be provided Sample datasets or case studies for hands-on practice.
Instruct each group to calculate Survival Analysis - Kaplan-Meier method for their assigned dataset.
Encourage students to discuss their approaches and findings within their groups.
Invite each group to present their calculated correlation coefficients and interpretations.
Facilitate the discussion on the strength and direction of the correlation, the significance level, and the potential
implications of the results.
The teacher shall summarize the key concepts covered in the session.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 70 / 91

Experiential learning Activity
Experiential Name Activity details
learning No
Experiential- Pearson correlation Objective: This experiential learning activity aims to deepen understanding of Pearson correlation coefficients by engaging
Learning 6.1 coefficients students in hands-on exploration and analysis of real-world data sets.
Materials Needed:1. Data sets (can be sourced from disciplines such as Epidemiology, economics, sociology, psychology, etc.);
2. Graphing software or tools like Excel or Google Sheets; 3. Calculator (optional, depending on the software used)
Activity Steps:
Data Selection: - Students shall choose their data from a given set of options.
Data Analysis: Using software like Excel, Google Sheets, or other relevant statistical software, the student shall input the data and
use the appropriate function to calculate the correlation coefficient.
Visualization: Students shall create scatterplots of the data to visually represent the relationship between the variables.
Conclusion: The student shall summarize the key takeaways from the activity.

Experiential- Spearman's rank Objective: This experiential learning activity aims to deepen their understanding of Spearman's rank correlation coefficients by
Learning 6.2 correlation coefficients engaging students in hands-on exploration and analysis of real-world data sets.
Materials Needed:1. Data sets (can be sourced from disciplines such as Epidemiology, economics, sociology, psychology, etc.);
2. Graphing software or tools like Excel or Google Sheets; 3. Calculator (optional, depending on the software used)
Activity Steps:
Data Selection: - Students shall choose their data from a given set of options.
Data Analysis: - Using software like Excel, Google Sheets, or other relevant Statistical software, the student shall input the data
and use the appropriate function to calculate Spearman's rank correlation coefficient.
Visualization: Students shall create scatterplots of the data to represent the relationship between the variables visually.
Conclusion: The student shall summarize the key takeaways from the activity.

Experiential- Linear Regression Objective: This experiential learning activity aims to deepen understanding of Linear Regression Analyses by engaging students
Learning 6.3 Analyses. in hands-on exploration and analysis of real-world data sets.
Materials Needed:1. Data sets (can be sourced from disciplines such as Epidemiology, economics, sociology, psychology, etc.);
2. Graphing software or tools like Excel or Google Sheets; 3. Calculator (optional, depending on the software used)
Activity Steps:
Data Selection: - Students shall choose their data from a given set of options.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 71 / 91

 Data cleaning and preparation ensure the data is formatted correctly for analysis.
The Student will calculate summary statistics and visualize the data using appropriate graphs (e.g., scatterplots) to understand the
relationships between variables.

Experiential- Linear Regression Data Analysis: - Using software like Excel, Google Sheets, or other relevant Statistical software, the student shall perform linear
Learning 6.4 Analyses regression analysis and visualize the data using appropriate graphs (e.g., scatterplots) to understand the relationships between
variables.
Interpretation: Student shall interpret the results of their regression analysis, paying attention to the coefficients, significance
levels, and goodness-of-fit measures

Experiential- Regression Analyses. Objective: This experiential learning activity aims to deepen understanding of Binomial Logistic Regression Analyses by
Learning 6.5 engaging students in hands-on exploration and analysis of real-world data sets.
Materials Needed:1. Data sets (can be sourced from disciplines such as Epidemiology, economics, sociology, psychology, etc.);
2. Graphing software or tools like Excel or Google Sheets; 3. Calculator (optional, depending on the software used)
Activity Steps:
Data Selection: - Students shall choose their data from a given set of options.
Data cleaning and preparation ensure the data is formatted correctly for analysis.
The Student will calculate summary statistics and visualize the data using appropriate graphs (e.g., scatterplots) to understand the
relationships between variables.

Experiential- linear regression Data Analysis: - Using software like Excel, Google Sheets or other relevant Statistical software, the student shall perform
Learning 6.6 analyses Binomial Logistic regression analysis and visualize the data using appropriate graphs (e.g., scatterplots) to understand the
relationships between variables.
Interpretation: Student shall interpret the results of their regression analysis, paying attention to the coefficients, significance
levels, and goodness-of-fit measures

Experiential- Survival Analysis - Introduction: Introducing survival analysis and its significance in analyzing time-to-event data, such as when a patient
Learning 6.7 Kaplan-Meier method experiences a particular event (e.g., disease recurrence, death). Kaplan-Meier method is a non-parametric approach used to
estimate the survival function from censored data.
Data Selection: Students shall choose their own set of data from healthcare, epidemiology, and social sciences
Data Exploration: Students shall explore their chosen data sets, identify the survival times and censoring indicators, and clean and
prepare data, ensuring the data is formatted correctly for survival analysis. Students shall calculate summary statistics, such as the
median survival time, and visualize the data using appropriate graphs (e.g., Kaplan-Meier survival curves).

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 72 / 91

 Kaplan-Meier Survival Analysis: Students shall perform Kaplan-Meier survival analysis using statistical software or tools like R,
Python, or specialized survival analysis packages, estimate the survival function, plot the Kaplan-Meier survival curve, and
interpret the results.

Modular Assessment
Assessment method Hour
Instructions - Conduct a structured Modular assessment. Assessment will be for 25 marks per credit. Keep structured marking pattern. Use different 2
assessment methods in each module for the semester. Keep record of the structured pattern used for assessment. Calculate the Modular grade point as per
table 6 C.
1. Any practical in converted form can be taken for assessment.
(10 Marks) Or
Any of the experiential as portfolio/ refelections / presentations can be taken as assessment.(10 Marks)
2. Practical Record book (15Marks)

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 73 / 91

Table 4 : Practical Training Activity

Practical No Practical name Hours

1.1 Data handling 2

1.2 Graphically representinon of qualitative data 2

1.3 Diagrammatic and graphical representation of quantitative and qualitative data 2

1.4 Calculation of measures of Central Tendency (3 Sets of Data) 2

1.5 Calculation of measures of Dispersion (3 Sets of Data) 2

2.1 Normal Data 2

2.2 Interpretation of Normal Data. 2

2.3 Calculate the mean and variance of normal, binomial, and poison distribution. 2

2.4 Standard Error and confidence interval 2

2.5 Standard Error and confidence interval Estimation. 2

2.6 Perform of probability sampling 2

2.7 Non-probability sampling 2

2.8 Sample size for Descriptive study Designs. 2

2.9 Sample size for analytical studies. 2

2.10 Sample size for experimental study Design. 2

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 74 / 91

3.1 Null and alternate hypothesis. 2

3.2 Type I & type II errors 2

3.3 Tests of significance 2

3.4 Data significance and power. 2

3.5 'Z' test Calculation using statistical tools/software. 2

3.6 Dependent 't' test. 2

3.7 Independent 't' test 2

3.8 'F' test Calculation. 2

3.9 'ANOVA' test Analysis 2

3.10 Annova test - Repeated 2

4.1 Chi-square test and Fisher's exact test (2 Sets of Data for each) 2

4.2 Mann-Whitney U test (2 Sets of Data) 2

4.3 McNemar's test and Wilcoxon Signed rank test (2 Sets of Data for each) 2

4.4 Kruskal Wallis test (2 Sets of Data) 2

4.5 Friedman test (2 sets of Data) 2

5.1 Incidence rate and prevalence rate calculation. 2

5.2 Calculation of OR, RR 3

5.3 Calculation of OR, RR 3

5.4 Vital statistics and Demographic statistics(3 Sets of Data) 2

6.1 Pearson Correlation Coefficient (1 Set of Data each) 2

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 75 / 91

6.2 Spearman's rank correlation coefficient (1 Set of Data each) 2

6.3 Simple Linear Regression Analysis using Statistical Software (1 Set of Data) 2

6.4 Binomial Logistic Regression Analysis(1 Set of Data) 2

6.5 Survival Analysis - Kaplan-Meier method (1 Set of Data) 2

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 76 / 91

Table 5 : Experiential learning Activity

Experiential Experiential name Credit

learning No Hours
1.1 Data collection, entry, and cleaning collected data 3

1.2 Presention of the data . 3

1.3 Measures of central tendency manually/ statistical tool/ software 2

1.4 Measures of dispersion 2

1.5 Descriptive data analysis 3

2.1 Probability and experimental probability. 2

2.2 Normal, binomial, and poison distribution. 2

2.3 Normal, binomial, and poison Distribution. 2

2.4 Confidence interval estimation. 2

2.5 Confidence interval - Identify and interpret 2

2.6 Sample size and Sampling designs. 2

2.7 Sample size for an observational study. 3

2.8 Sample size for analytical study. 3

2.9 Calculate sample size for RCT. 2

2.10 Study design, sampling techniques, and sample size formula. 2

2.11 Probability sampling techniques. 2

2.12 Non-probability sampling techniques. 2

3.1 Parametric/non-parametric test 3

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 77 / 91

3.2 level of significance, power, type I & type II errors, and p-value. 3

3.3 Z test 3

3.4 Paired/dependent t-test’. 3

3.5 Unpaired/independent t-test. 3

3.6 F test. 3

3.7 ANOVA. test 3

3.8 ANOVA 3

3.9 Parametric test 2

4.1 Application of Chi-square test and Fisher's exact test using secondary data 3

4.2 Application of Mann-Whitney U test using secondary data 3

4.3 McNemar's test and Wilcoxon's signed rank test. 3

4.4 Application of Kruskal Wallis test using secondary data 2

4.5 Application of Friedman test using secondary data 2

5.1 Secondary data collection is used to calculate measures used in vital statistics and demographics. 3

5.2 Calculation of measures used in Vital Statistics 2

5.3 Calculation of measures used in Demography 2

5.4 Measure of vital statistics & demography 2

5.5 Measures of vital statistics & demography . 2

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 78 / 91

5.6 Secondary data analysis. 2

6.1 Pearson correlation coefficients 2

6.2 Spearman's rank correlation coefficients 2

6.3 Linear Regression Analyses. 2

6.4 Linear Regression Analyses 2

6.5 Regression Analyses. 2

6.6 linear regression analyses 2

6.7 Survival Analysis - Kaplan-Meier method 1

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 79 / 91

Table 6 : Assessment Summary: Assessment is subdivided in A to G points

6 A : Number of Papers and Marks Distribution

Subject Code Paper Theory Practical Total

AYPG-BS 1 100 NA 100

6 B : Scheme of Assessment
Credit frame work

AYPG-BS has 6 modules of 8 credits which includes 240 Notional Learning Hours. One Credit will be having 30 Hours of
learner participation and teaching, practical and experiential learning will in the ratio of 1:2:3 i.e. One credit will have 5
hours of teaching, 10 hours of practical training and 13 hours of experiential learning and 2 hours of modular assessment
for 25 marks.

Module wise Assessment:will be done at the end of each module. Evaluation includes learners active participation to
get Credits and Marks. Each Module may contain one or more credits.
Summative Assessment:Summative Assessment (University examination) will be carried out at the end of Semester I.

6 C : Calculation Method for Modular Grade Points (MGP)

Module Number & Name (a) Credits Actual Attende Maximu Obtaine MGP =d
(b) No. of d m Marks d Marks *f/c*e*1
Notional Number of assess per 00
Learnin of ment of module
g Hours notional modules (f)
(c) Learnin (e)
g hours
(d)
1. Fundamentals of Statistics 1 30 25

2. Probability, Probability Distributions, 2 60 50

Sampling Techniques, and Sample Size
Determinations

3. Tests of significance and parametric 2 60 50

statistical tests

4. Non-parametric statistical tests 1 30 25

5. Disease frequency; Demography and Vital 1 30 25

statistics

6. Correlation and Regression Analysis 1 30 25

MGP = ((Number of Notional learning hours attended in a module) X (Marks obtained in the modular assessment ) /
(Total number of Notional learning hours in the module) X (Maximum marks of the module)) X 100

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 80 / 91

6 D : Semester Evaluation Methods for Semester Grade point Average (SGPA)

SGPA will be calculated at the end of the semester as an average of all Module MGPs. Average of MGPS of the
Semester For becoming eligible for Summative assessment of the semester, student should get minimum of 60% of
SGPA
SGPA = Average of MGP of all modules of all papers = add all MGPs in the semester/ no. of modules in
the semester Evaluation Methods for Modular Assessment

A B C
S.No Module number and Name MGP

1 Fundamentals of Statistics C1

2 Probability, Probability Distributions, Sampling Techniques, and Sample Size C2

Determinations

3 Tests of significance and parametric statistical tests C3

4 Non-parametric statistical tests C4

5 Disease frequency; Demography and Vital statistics C5

6 Correlation and Regression Analysis C6

Semester Grade point Average (SGPA) (C1+C2+C3+C4+C5

+C6) / Number of
modules(6)

S. No Evaluation Methods
1. Method explained in the Assessment of the module or similar to the objectives of the module.

6 E : Question Paper Pattern

MD/MS AYURVEDA Examination

AYPG-BS
Sem I
Time: 3 Hours ,Maximum Marks: 100
INSTRUCTIONS: All questions compulsory

Number of Marks per Total Marks

Questions question
Q1 Analytical based structured question (ABQ) 1 20 20

Q2 Short answer questions (SAQ) 8 5 40

Q3 Long answer questions (LAQ) 4 10 40

100

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 81 / 91

Instructions for the paper setting.
1. Questions should be drawn based on the table 6F.
2. Marks assigned for the module in 6F should be considered as the maximum marks.
3. Refer table 6F before setting the questions. Questions should not be framed on the particular unit if indicated “NO”.
4. There will be a single application-based question (ABQ) worth 20 marks. No other questions should be asked from the
same module where the ABQ is framed.
5. Except the module on which ABQ is framed, at least one Short answer question should be framed from each module.
6. Long answer question should be analytical based structured questions assessing the higher cognitive ability.
7. Use the Blue print provided in 6G or similar blue print created based on instructions 1 to 6.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 82 / 91

6 F : Distribution for summative assessment (University examination)

S.No List of Module/Unit ABQ SAQ LAQ

(M-1)Fundamentals of Statistics Marks: (10)
1 (U-1) Fundamentals of Statistics No Yes Yes

(M-2)Probability, Probability Distributions, Sampling Techniques, and Sample Size Determinations

Marks: (25)
1 (U-1) Probability and Probability Distributions Yes Yes Yes

2 (U-2) Sampling techniques and Sample size Determinations Yes No Yes

(M-3)Tests of significance and parametric statistical tests Marks: (25)

1 (U-1) Testing of hypothesis Yes Yes Yes

2 (U-2) Parametric tests Yes Yes Yes

(M-4)Non-parametric statistical tests Marks: (15)

1 (U-1) Non-parametric methods No Yes Yes

(M-5)Disease frequency; Demography and Vital statistics Marks: (15)

1 (U-1) Measures No Yes Yes

(M-6)Correlation and Regression Analysis Marks: (10)

1 (U-1) Correlation and Regression Analysis No Yes No

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 83 / 91

6 G : Blue Print for Summative assessment (University Examination)

Question No Type of Question Question Paper Format

Q1 Application based Questions M2.U1, . M2.U2
1 Question M3.U1, . M3.U2
20 marks
All compulsory
Q2 Short answer Questions 1. M1.U1 Or . M6.U1
Eight Questions 2. M2.U1
5 Marks Each 3. M3.U1 Or . M3.U2
All compulsory 4. M3.U2
5. M4.U1
6. M5.U1
7. M6.U1
8. M3.U2

Q3 Analytical Based Structured 1. M1.U1 Or . M2.U1 Or . M3.U1 Or . M5.U1

Long answer Questions 2. M2.U1 Or . M1.U1 Or . M3.U2 Or . M5.U1
Four Questions 3. M3.U2 Or . M1.U1 Or . M2.U1 Or . M5.U1
10 marks each 4. M5.U1 Or . M2.U1 Or . M1.U1 Or . M3.U1
All compulsory

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 84 / 91

Reference Books/ Resources

S.No References
1 P.S.S. Sunder Rao, J. Richard, Introduction to Biostatistics and Research Methods, Prentice-Hall of India
Private Limited, 2006.

2 Daniel, W.W. (2006): Biostatistics: A foundation for analysis in the health Sciences, John Wiley & Sons,
7th edition (Unit 5).

3 Indrayan A, Basic Methods of Medical Research, Third Edition, AITBS Publishers, J 5/6 Krishna Nagar,
Delhi – 110051, India.

4 Goon A.M., Gupta M. K., Dasgupta B (2008): Fundamentals of Statistics, Published by Prentice Hall, 2nd
edition.

5 Gupta S.C.& Kapoor V.K, (2000): Fundamentals of & Mathematical Statistics, Sultan Chand Sons 10th
edition.

6 Altman D G, (2006): Practical Statistics for Medical Research, London: Chapman and Hall, 2nd edition.

7 Armitage, P., Statistical Methods in Medical Research, London, Blackwell Scientific Publications, 1989.

8 Bhat B. R, Srivenkatramana T and Rao Madhava K.S. (1996): Statistics: A Beginner’s Text, Vol. I, New
Age International (P) Ltd.

9 Croxton F.E, Cowden D.J and Kelin S (1973): Applied General Statistics, Prentice Hall of India.

10 Bhat B.R, Srivenkatramana T and Rao Madhava K.S. (1997): Statistics: A Beginner’s Text, Vol. II, New
Age International (P) Ltd.

11 Mood A.M, Graybill F.A and Boes D.C. (1974): Introduction to the Theory of Statistics, McGraw Hill.

12 Ali Z, Bhaskar SB. Basic statistical tools in research and data analysis. Indian J Anaesth. 2016
Sep;60(9):662-669. doi: 10.4103/0019-5049.190623. Erratum in: Indian J Anaesth. 2016 Oct;60(10):790.
PMID: 27729694; PMCID: PMC5037948. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037948/

13 Rohatgi, V. K. (1984): An Introduction to Probability Theory and Mathematical Statistics, Wiley Eastern,
3rd edition (Chapter 14-14.5 for SPRT).

14 Rohatgi, V.K. and Saleh, A.K. (2001): An Introduction to Probability and Statistics, John Wiley & Sons,
3rd edition (Chapters 8 - 8.3, 9, 10- 10.1,10.2,10.6, 11 - 11.3)

15 William G. Cochran, (1997): Sampling Techniques, John Wiley & sons 3rd edition.

16 Murthy M N (2012): Sampling Theory and methods, Statistical Publishing Society, Calcutta 2nd edition.

17 Levy PS, Lemeshow S (1999): Sampling of Populations: Methods and Applications, New York: Wiley
Interscience, 3rd edition.

18 Sampath S. (2000): Sampling Theory and Methods, Narosa Publishing House.

19 Sukhatme B.V(1984): Sample Survey Methods and Its Applications, Indian Society of Agricultural
Statistics.

20 Des Raj (2000): Sample Survey Theory, Narosa Publishing House.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 85 / 91

21 Edward P.J., Ford J.S.and Lin (1974): Probability for Statistical Decision-Making, Prentice Hall.

22 Hodges J.L and Lehman E.L (1964): Basic Concepts of Probability and Statistics, Holden-Day.

23 David S (1996): Elementary Probability, Oxford Press.

24 Health Research Methodology, A Guide for Training in Research Methods, World Health Organization,
Oxford University Press, 1993.

25 Rohatgi,V.K. and Saleh, A.K.(2001):An Introduction to Probability and Statistics, John Wiley & Sons.
(Chapter 8, Section 8.1 through 8.8)

26 Johnson, R.A. and Wichern, D.W. Applied Multivariate Statistical Analysis, Pearson Education, Asia 5th
edition.

27 Zar, J.H. (2006): Biostatistical Analysis, Pearson education, 4th edition Chapter 18 (18.1, 18.2,18.4,18.5).

28 Biostatistics Student solutions manual: A foundation for analysis in the health sciences; Wanye W Daniel,
10th Ed, Wiley Series, 2011.

29 Hogg, R. V., McKean, J. W. and Craig, A. T. (2006): Introduction to Mathematical Statistics, 6th edition,
Pearson Education.

30 G Casella and R.L. Berger (2002): Statistical Inference, Thomson Duxbury, 2nd edition.

31 Rao, C.R. (1974): Linear Statistical Inference and Its Applications. New Delhi

32 Vijay K. Rohatgi, A.K. Md. Ehsanes Saleh. Third Edition: An Introduction to Probability and Statistics,
Wiley.

33 Rees, D.G. (1989): Essential of Statistics. London: Chapman and Hall.

34 Regier, Mary, H. (1985): Biomedical Statistics with Computing. New York:Research Studies Press (A
Division of John Wiley & Sons)

35 R Bonita, R Beaglehole. T Kjellström, (2006): Basic Epidemiology 2nd Edition.

http://apps.who.int/iris/bitstream/10665/43541/1/9241547073_eng.pdf

36 Dicker, Richard, (2006): Principles of Epidemiology in Public Health Practice, 3rd edition.
http://www.cdc.gov/ophss/csels/dsepd/ss1978/ss1978.pdf

37 RC Brownson and DB Petittis (1998): Applied Epidemiology: Theory to Practice. Oxford University Press,
2nd edition.

38 Conover, W. J. (2006): Practical Non-parametric Methods in Statistics, 2 Nd edition, (Unit 5).

39 Pathak, K.B. and F.Ram, (1998): Techniques of Demographic Analysis, Mumbai, Himalaya Publishing
House, Chapter 4

40 Anderson T.W and Sclove S.L (1978) An Introduction to the Statistical Analysis of Data, Houghton
Miffin\Co.

41 Cooke, Cramer and Clarke (): Basic Statistical Computing, Chapman and Hall.

42 Mood A.M, Graybill F.A and Boes D.C. (1974): Introduction to the Theory of Statistics, McGraw Hill.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 86 / 91

43 Snedecor G.W and Cochran W. G. (1967): Statistical Methods. Iowa State University Press.

44 Spiegel, M. R. (1967): Theory & Problems of Statistics, Schaum’s Publishing Series.

45 R Bonita, R Beaglehole. T Kjellström, (2006): Basic Epidemiology 2nd Edition.

http://apps.who.int/iris/bitstream/10665/43541/1/9241547073_eng.pdf

46 Dicker, Richard, (2006): Principles of Epidemiology in Public Health Practice, 3rd edition.
http://www.cdc.gov/ophss/csels/dsepd/ss1978/ss1978.pdf

47 Essentials of Biostatistics & Research Methodology" authored by Indranil Saha and Bobby Paul

48 Essentials of Biostatistics in Public Health, Lisa M Sullivan 2nd Ed, 2009.

49 High yield Biostatistics, Epidemiology and Public Health, Anthony N Glaster, 4th Ed, Lippincott Williams
and Wilkins, 2013.

50 Jacob S. Siegel, David A. Swanson (2004): The methods and Materials of Demography, Elsevier Inc.

51 Murdock S.R., Ellis D.R., Applied Demography : An Introduction for Basic Concepts Methods and Data,
Bouldev, Co., West View Press,1991.

52 United Nations Manual X, Indirect Techniques of Demography Estimation, New York, United Nations
Population Division,1983

53 Singh S.N., M.K.Premi, P.S.Bhatia , Ashish Bose Population transition in India Vol.1 & 2, B.R. Publishing
Corporation, Division of D.K Publishers. Distributors (P) Ltd , Delhi 110007,1989.

54 Omran, A.R. The Clark-Omran System of research design in epidemiology. Raleigh, NC: University of
North Carolina, 1972.

55 Pauli, H.G. Training in research methodology: (Advisory Committee on Medical Research, 25th Session,
Geneva, 10-13 October 1983). Geneva: World Health Organization, 1983.

56 Montgomery, D. C., Peck, E. A. and Vining, G. G. (2003): Introduction to Linear regression analysis, John
Wiley and Sons, Inc. 3rd edition Chapters 2, 3, 4, 5, 6, 8 (8.1,8.2), 9, 10, 12 (12.1,12.3,12.4), 14 (14.1.2).

57 Zar, J.H. (2006): Biostatistical Analysis, Pearson education, 4th edition Chapter 18 (18.1, 18.2,18.4,18.5).

58 Survival analysis: A self learning text, David GK, Mitchel K. Springer, 2nd Ed, 2008

59 Categorical data analysis, Alan Agresti. Wiley 2nd Ed, 2007. 2. 2.Survival analysis techniques for censored
and truncated data, Klein JP, Moeschberger. Springer, 2003. 3. 3.Analysing categorical data. Jeffrey SS,
Springer 2003.

60 Hosmer, D.W. and Lemeshow, S.(1989): Applied Logistic Regression, John Wiley & Sons Inc, 2nd edition.

61 Hill, A.B., Principles of Medical Statistics, London, Edward Arnold, 1981.

62 Reid, Norma, G., Research Methods and Statistics in Health Care, London, Adward Arnold, 1987

63 Cooke, Cramer and Clarke (): Basic Statistical Computing, Chapman and Hall.

64 Hoel P.G (1971): Introduction to Mathematical Statistics, Asia Publishing House.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 87 / 91

65 Freund J.E (2001): Mathematical Statistics, Prentice Hall of India.

66 Cochran W.G and Cox G.M (1957): Experimental Designs, John Wiley and Sons.

67 Das M.N and Giri (1986): Design and Analysis of Experiments, Springer Verlag

68 Kempthorne O. (1965): The Design and Analysis of Experiments, Wiley Eastern.

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 88 / 91

Abbreviations

Domain
CK Cognitive/Knowledge

CC Cognitive/Comprehension

CAP Cognitive/Application

CAN Cognitive/Analysis

CS Cognitive/Synthesis

CE Cognitive/Evaluation

PSY-SET Psychomotor/Set

PSY-GUD Psychomotor/Guided response

PSY-MEC Psychomotor/Mechanism

PSY-ADT Psychomotor Adaptation

PSY-ORG Psychomotor/Origination

AFT-REC Affective/ Receiving

AFT-RES Affective/Responding

AFT-VAL Affective/Valuing

AFT-SET Affective/Organization

AFT-CHR Affective/ characterization

T L Method
L Lecture

L&PPT Lecture with PowerPoint presentation

L&GD Lecture & Group Discussion

L_VC Lecture with Video clips

REC Recitation

SY Symposium

TUT Tutorial

DIS Discussions

BS Brainstorming

IBL Inquiry-Based Learning

PBL Problem-Based Learning

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 89 / 91

CBL Case-Based Learning

PrBL Project-Based Learning

TBL Team-Based Learning

TPW Team Project Work

FC Flipped Classroom

BL Blended Learning

EDU Edutainment

ML Mobile Learning

ECE Early Clinical Exposure

SIM Simulation

RP Role Plays

SDL Self-directed learning

PSM Problem-Solving Method

KL Kinaesthetic Learning

W Workshops

GBL Game-Based Learning

LS Library Session

PL Peer Learning

RLE Real-Life Experience

PER Presentations

D-M Demonstration on Model

PT Practical

X-Ray X-ray Identification

CD Case Diagnosis

LRI Lab Report Interpretation

DA Drug Analysis

D Demonstration

D-BED Demonstration Bedside

DL Demonstration Lab

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 90 / 91

 DG Demonstration Garden

FV Field Visit

JC Journal Club

Mnt Mentoring

PAL Peer Assisted Learning

C_L Co Learning

DSN Dissection

PSN Prosection

NCISM - Semester I Course - Biostatistics - (AYPG-BS) 91 / 91

Powered by TCPDF (www.tcpdf.org)