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Instructions:
Consequences of Inflated Conclusions Assignment
Study
In the late 1990s, gastroenterologist Andrew Wakefield, along with a research team, set out to determine if bowel disease caused by vaccines led to autism.
He compiled a group of 12 children who had loss of acquired skills, developmental delays in language, diarrhea, and abdominal pain-essentially, those with both bowel disease and autism. He questioned each parent about the behavior and personality of the child before the child was vaccinated with the measles, mumps, and rubella (MMR) vaccine. He then ran tests on the children to determine the health of the gastrointestinal tract, brain, and nervous system.
His reported data (tabulated below) included that children experienced either gastrointestinal or autism-like symptoms, sometimes within a short period after being vaccinated. From these data, the researchers concluded that there was no link between autism and the MMR vaccine. Wakefield though, contradicted this conclusion and stated that the vaccine caused changes in the gastrointestinal tract of the children, which then led to autism (Wakefield et al., 1998). Currently, he still contends that the MMR vaccine contributes to autism (Ziv, 2015).
Many researchers tried to duplicate this study and could not replicate Wakefield’s results. In fact, they found no link between the vaccines, bowel disease, and autism. In the United Kingdom, the MMR vaccine was not introduced until 1988. If Wakefield’s conclusions were correct, one would then expect a jump in autism cases after 1988, but this was not observed, even when hundreds of children were studied (Taylor et al., 1999). In these additional studies, children who had not been vaccinated were included as a control group, and no difference in the rates of autism was observed.
In 2011, Brian Deer reviewed Wakefield’s study and all available records from the National Health Service (NHS) in the United Kingdom for these 12 children. He found that at most, two children showed symptoms days after vaccinations. At least five children showed developmental delays before being vaccinated. Six out of the 12 children may have had autism symptoms. None of the 12 children tested had all three-regressive autism, colitis, and symptoms days after vaccination.
Symptom
Wakefield
Wakefield NHS Records
(Deer)
Symptoms days after vaccination
8
2?
Non-specific colitis
12
3
Regressive autism
9
6?
Intestinal/autism/symptoms after vaccine
12
0
(Wakefield et al., 1998; Deer, 2011)
Wakefield’s statements led to a worldwide panic about the safety of vaccines, but after Deer’s report, Wakefield’s study was retracted and his medical license was revoked for falsifying data.
Click on the following links to review materials to enhance your knowledge of the scientific method and to support your analysis of Wakefield’s experiment:
Steps of the scientific method
Fifteen years after a vaccine scare, a measles epidemic
Chapter 1.2 (The Process of Science for a review of the scientific method) from your textbook Concepts in Biology
Answer the following 4 questions:
What was wrong with Wakefield’s study? Discuss at least 1 variable or approach that should have been controlled or assessed.
Consider the source of some of his data (parental memory, for example), the small sample size, and whether he considered other variables (genetics, diet, and so on) that could have resulted in symptoms in these children.
Discuss the importance of a control group when using the scientific method.
Did Wakefield deserve to be barred from medical practice?
What were the consequences of his inflated conclusions?
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Consequences of Inflated Conclusions Assignment |
Consequences of Inflated Conclusions Assignment