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1Teach Epidemiology
Teaching Epidemiology
2
Technology Centre of New Jersey June 30 – July 2, 2008
Teach Epidemiology
Welcome to
Young Epidemiology Scholars Professional Development Workshop
3
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
5
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
6
Time Check
9:15 AM
45 Minutes
7Teach Epidemiology
Teaching Epidemiology
8
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
10
Time Check
10:00 AM
45 Minutes
11Teach Epidemiology
Teaching Epidemiology
12
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
16
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
21
Time Check
Noon
45 Minutes
22Teach Epidemiology
Teaching Epidemiology
23
Time Check
12:45 PM
45 Minutes
24Teach Epidemiology
Teaching Epidemiology
25
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
29
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
32Teach Epidemiology
Teaching Epidemiology
33
“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
35
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
36
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
37
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
38
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
39
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
40
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
41
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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45Teach Epidemiology
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
51
Time Check
3:00 PM
30 Minutes
52Teach Epidemiology
Teaching Epidemiology
53
Technology Centre of New Jersey June 30 – July 2, 2008
Teach Epidemiology
Young Epidemiology Scholars Professional Development Workshop
54
Pre-Workshop Assessment
Teach Epidemiology
55
Workshop Process Evaluation
Teach Epidemiology
56
Time Check
3:30 PM
30 Minutes
57Teach Epidemiology
Teaching Epidemiology
58
Report and Reflection Log
59
Report and Reflection Log
60
Report and Reflection Log
61
Report and Reflection Log
62
Technology Centre of New Jersey June 30 – July 2, 2008
Teach Epidemiology
Young Epidemiology Scholars Professional Development Workshop
Thank You
