this way you avoid trapping people in an endless loop of odds vs risk ratios and then springing a whole 'nother method family on them as though you haven't repeatedly shown them a fictional pyramid where qualitative research doesn't even feature so why even listen

it's not the sort of thing that fits neatly into a journal club either, so when apart from highly theoretical settings will you need this fundamental understanding??

don't get me wrong I personally really like this sort of thing but I can see where the difficulty lies in /teaching/ it

(it's for an assignment that's why I'm doing it) but seriously, either you start with clinically-relevant stuff like RCTs, case-control vs cohort etc. and then spring this on students who will ignore it IRL, OR you start with like 'what is knowledge' which like... you will lose people!