Sentence examples for multivariate analysis exploring from inspiring English sources

In a replication, the list and name recall data for Level 1 and Level 2 for the three groups (AT, IT, controls) were examined in a multivariate analysis exploring pretest to posttest-2 change.

In the multivariate analysis exploring variables associated with diagnostic categories (colonisation vs. Aspergillosis), which included all variables showing significance (p < 0.1) in the bivariate analysis previously performed, the logistic regression was statistically significant (p < 0.001, R Cox = 0.291).

A second multivariate analysis explored the effects of language group on performance status, with inclusion of the same potential confounding variables.

A multivariate analysis explored potential causes of heterogeneity in the results (study quality, whether audit and feedback was combined with other interventions, intensity of feedback, complexity of the targeted behaviour, and level of baseline compliance).

We used univariate and multivariate analysis to explore factors potentially associated with susceptibility to malaria attacks.

Cox proportional-hazard analysis was used for univariate and multivariate analysis to explore the effect of variables on survival.

A Cox proportional-hazard analysis was used for univariate and multivariate analysis to explore the effect of variables on survival.

We then turn to a multivariate analysis that explores the reasons behind turnout decisions of citizens under 18.

Cox proportional hazards model in a stepwise manner (entry criterion P = 0.05 and removal criterion P = 0.1) was used in multivariate analysis to explore independent prognostic factors of overall survival.

> -wrap-foot> *To estimate the odds ratio mortality in the group, >4 h is set as 1 In the univariate and multivariate analysis, we explored parameters on admission predictive for early clinical failure in severe CAP.

Multivariate analysis to explore the effect of the selected independent variables on the likelihood of students to be not receiving peer education, to have good HIV/AIDS knowledge score and to declare life skills changes after receiving HIV/AIDS peer education was performed by binary logistic regression.