1 Teach 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

4 Teach 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

7 Teach 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

9 Teach 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

11 Teach 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

13 Teach 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

15 Teach 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

17 Teach 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

19 Teach Epidemiology YES Competition

20 Teach Epidemiology Teaching Epidemiology

21 Time Check Noon 45 Minutes

22 Teach Epidemiology Teaching Epidemiology

23 Time Check 12:45 PM 45 Minutes

24 Teach 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

26 Teach 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

28 Teach 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

30 Teach 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

32 Teach Epidemiology Teaching Epidemiology

33 “now that we know so much ….” Hypothesis Total RiskRelative Risk a b c d or % % Exposure Outcom e ? Turned Up Together Healthy People - E E DZ Teach Epidemiology

34... 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 X X … 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 X X … 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

42

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

44

45 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

46 Teach Epidemiology Teach Epidemiology Stories

47 Teach Epidemiology Teach Epidemiology Stories

48 Teach Epidemiology Teach Epidemiology Stories

49 Teach Epidemiology Teach Epidemiology Stories

50 Young Epidemiology Scholars Professional Development Workshop Technology Centre of New Jersey, June 30 – July 2 Welcome to Teach Epidemiology Your Teach Epidemiology Stories

51 Time Check 3:00 PM 30 Minutes

52 Teach 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

57 Teach 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