1Teach Epidemiology

Teaching Epidemiology

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Technology Centre of New Jersey June 30 – July 2, 2008

Teach Epidemiology

Welcome to

Young Epidemiology Scholars Professional Development Workshop

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3

Time Check

9:00 AM

15 Minutes

4Teach Epidemiology

Group 3: Testing Ephedra – (pages 20-29)

Group 4: TV and Aggressive Acts – (pages 1-33)

Group 5: Cross-Sectional Studies – (pages 35-39)

Group 1: Casualties of War – (Questions 11-21)

Group 2: Slave Trade – (Worksheet 1)

Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

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Time Check

9:15 AM

45 Minutes

7Teach Epidemiology

Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

9Teach Epidemiology

Enduring Epidemiological Understandings

… the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom.

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

Ken Bain, What the Best College Teachers Do

Identifying Patterns and Formulating Hypotheses

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Time Check

10:00 AM

45 Minutes

11Teach Epidemiology

Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

13Teach Epidemiology

Enduring Epidemiological Understandings

… the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom.

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

Ken Bain, What the Best College Teachers Do

Identifying Patterns and Formulating Hypotheses

14

Time Check

10:45 AM

45 Minutes

15Teach Epidemiology

Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

17Teach Epidemiology

Enduring Epidemiological Understandings

… the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom.

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

Ken Bain, What the Best College Teachers Do

Identifying Patterns and Formulating Hypotheses

18

Time Check

11:30 AM

30 Minutes

19Teach Epidemiology

YES Competition

20Teach Epidemiology

Teaching Epidemiology

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Time Check

Noon

45 Minutes

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Teaching Epidemiology

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Time Check

12:45 PM

45 Minutes

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Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

26Teach Epidemiology

Enduring Epidemiological Understandings

… the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom.

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

Ken Bain, What the Best College Teachers Do

Identifying Patterns and Formulating Hypotheses

27

Time Check

1:30 PM

45 Minutes

28Teach Epidemiology

Teaching Epidemiology

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They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first,

and they can distinguish between foundational concepts and

elaborations or illustrations of those ideas.

They realize where people are likely to face difficulties developing their own comprehension,

and they can use that understanding to simplify

and clarify complex topics for others, tell the right story, or raise a powerfully provocative question.

Ken Bain, What the Best College Teachers Do

Teach Epidemiology

Teaching Epidemiology

Metacognition

30Teach Epidemiology

Enduring Epidemiological Understandings

… the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom.

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

Ken Bain, What the Best College Teachers Do

Identifying Patterns and Formulating Hypotheses

31

Time Check

2:15 PM

45 Minutes

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Teaching Epidemiology

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“now that we know so much ….”

Hypothesis

Total Risk Relative Risk

a b

c d

or %

or %Exposure

Outcome

?Turned Up Together

Healthy People

-

Healthy People

E

E

DZ

DZ

DZ

DZ

Teach Epidemiology

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... the study of the distribution and determinants of health-related states or events in specified populations and the application of this study to the control of health problems. 

(Gordis, 2004)

… the control of health problems.

Teach Epidemiology

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Outcome

If an association was causal, ….

Hypothesized Exposure XX

… and you avoided or eliminated the hypothesized cause, what would happen to the outcome?

causal, ….

?

Possible Explanations for Finding an Association

Teach Epidemiology

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Outcome

If the association was found due to confounding, ….

Hypothesized Exposure

Unobserved Exposure

Possible Explanations for Finding an Association

X… and you avoided or eliminated the hypothesized

cause, what would happen to the outcome?

?

found due to confounding, ….

Teach Epidemiology

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Hypothesized Exposure

Outcome

If an association was found due to reversed time-order, ….found due to reverse time order, ….

Possible Explanations for Finding an Association

X… and you avoided or eliminated the hypothesized

cause, what would happen to the outcome?

?

Teach Epidemiology

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Outcome

If an association was found due to chance, ….

Hypothesized Exposure

found due to chance, ….

Possible Explanations for Finding an Association

X… and you avoided or eliminated the hypothesized

cause, what would happen to the outcome?

?

Teach Epidemiology

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Outcome

If an association was found due to bias, ….

Hypothesized Exposure

?

found due to bias, ….

Possible Explanations for Finding an Association

X… and you avoided or eliminated the hypothesized

cause, what would happen to the outcome?

Teach Epidemiology

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Outcome

If an association was causal, ….

Hypothesized Exposure XX

… and you avoided or eliminated the hypothesized cause, what would happen to the outcome?

causal, ….

Possible Explanations for Finding an Association

... the study of the distribution and determinants of health-related states or events in specified populations and the application of this study to the control of health problems.

Teach Epidemiology

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1. Cause

2. Confounding

3. Bias

4. Chance

5. Reverse Time Order

Possible Explanations for Finding an Association

Teach Epidemiology

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Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy.

Empowers students to make more informed personal health-related decisions.

Increases students’ media literacy and their understanding of public health messages.

Increases students’ understanding of the basis for determining risk.

Improves students’ mathematical and scientific literacy.

Expands students’ understanding of scientific methods and develops their critical thinking skills.

Provides students with another mechanism for exploring important, real world questions about their health and the health of others.

Introduces students to an array of career paths related to the public’s health.

Top 8 Reasons to Teach / Learn about Epidemiology

Teach Epidemiology

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Teach Epidemiology

Innovation

… an idea, practice or object that is perceived as new by an individual or other unit of adoption.

Everett M. Rogers, Diffusion of Innovations

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Teach Epidemiology

Teach Epidemiology

Teach Epidemiology Stories

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Teach Epidemiology

Teach Epidemiology

Teach Epidemiology Stories

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Teach Epidemiology

Teach Epidemiology

Teach Epidemiology Stories

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Teach Epidemiology

Teach Epidemiology

Teach Epidemiology Stories

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Young Epidemiology Scholars Professional Development Workshop Technology Centre of New Jersey, June 30 – July 2

Welcome to

Teach Epidemiology

Teach Epidemiology

Your Teach Epidemiology Stories

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Time Check

3:00 PM

30 Minutes

52Teach Epidemiology

Teaching Epidemiology

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Technology Centre of New Jersey June 30 – July 2, 2008

Teach Epidemiology

Young Epidemiology Scholars Professional Development Workshop

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Pre-Workshop Assessment

Teach Epidemiology

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Workshop Process Evaluation

Teach Epidemiology

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Time Check

3:30 PM

30 Minutes

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Teaching Epidemiology

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Report and Reflection Log

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Report and Reflection Log

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Report and Reflection Log

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Report and Reflection Log

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Technology Centre of New Jersey June 30 – July 2, 2008

Teach Epidemiology

Young Epidemiology Scholars Professional Development Workshop

Thank You