1. Professional Development Workshop
Day 5
Teach Epidemiology
Professional Development Workshop
Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center July 6-10, 2009

2. Teach Epidemiology
Teach Epidemiology

3. Teach Epidemiology Welcome to Web Sites

4. Teach Epidemiology
Teach Epidemiology
Teach Epidemiology

5. Teach Epidemiology
Welcome to
Teach Epidemiology
Teach Epidemiology

6. Time Check
9:15 AM

8. Teach Epidemiology
Teach Epidemiology

9. Teaching Epidemiology
Group 4
Teach Epidemiology

10. Teaching Epidemiology
Metacognition
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 10
Teach Epidemiology 10

11. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding
Teach Epidemiology

12. Time Check
10:00 AM

14. Teach Epidemiology 14
Teach Epidemiology

15. Teaching Epidemiology
Group 5
Teach Epidemiology

16. Teaching Epidemiology
Metacognition
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 16
Teach Epidemiology 16

17. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding
Teach Epidemiology

18. Time Check
10:45 AM

20. Teach Epidemiology 20
Teach Epidemiology

21. Teaching Epidemiology
Group 6
Teach Epidemiology

22. Teaching Epidemiology
Metacognition
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 22
Teach Epidemiology 22

23. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding
Teach Epidemiology

24. Time Check
11:30 AM

26. Teach Epidemiology 26
Teach Epidemiology

28. Teach Epidemiology 28
Teach Epidemiology

29. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding 29
Teach Epidemiology 29

30. Enduring Epidemiological Understandings30
Teach Epidemiology 30

31. Identifying Patterns and Formulating Hypotheses  
John Snow, MD
( )
Father of Epidemiology
“On the Mode and Transmission of Cholera” 31 31 31

32. Identifying Patterns and Formulating Hypotheses32 32 32

33. Identifying Patterns and Formulating Hypotheses
A Mysterious Ailment
By Jerry Bishop, Staff Reporter of the Wall Street Journal
A mysterious, often fatal illness is breaking out in epidemic proportions among young homosexual men and drug users. More than 180 cases of the strange illness have been reported since last summer to the federal Center for Disease Control in Atlanta. As of last Friday, at least 74 of the victims have died. All the victims are men and 90% of them are either homosexual or bisexual. Many of the victims are drug users. The illness is characterized by months of fever, malaise, and drastic weight loss. In almost all cases the patients develop overwhelming infections of one or more of a dozen different viruses, bacteria or protozoa. The infecting microbes are types that do not ordinarily cause overt human disease. Many of the patients also develop a rare type of cancer. To the astonishment of medical scientists, most of the patients appear to have recently developed a defect in their immune systems that prevents them from fighting off infections. The infections are extremely difficult to control with antibiotics and antiviral drugs. "We are reasonably confident that this is, in fact, a new medical problem," said Dr. Harold Jaffe, an epidemiologist on a new task force organized by the Center for Disease Control to search for the cause of the illness. In an effort comparable to that launched last year to unravel the mystery of toxic shock syndrome, the center's task force is trying to find out whether a new germ has emerged or whether something in the environment has changed to account for the sudden outbreak of the illness. For example, the task force is checking into the use of sexual stimulants by the victims on the possibility these chemicals can impair the immune system and leave the user vulnerable to infections. Among such stimulants are chemicals that are inhaled. These include amyl nitrate sold in glass vials, known by the street name "poppers" and isobutyl nitrate sold as "liquid incense." First hints that some unusual illness was breaking out came earlier this year when researchers in New York and Los Angeles reported cases of both a rare kind of pneumonia and a rare cancer called Kaposi's sarcoma occurring in a few young men. The men were either homosexual or drug users or both. The disease center alerted doctors and health officials around the country last summer to the strange ailment. This week's New England Journal of Medicine, published today, devotes three articles to describing 19 of the patients, six of whom died. Publishing three lengthy articles on the same illness is unusual for the medical 33

34. Obesity Trends* Among U.S. Adults BRFSS, 1990, 1998, 2006
(*BMI 30, or about 30 lbs. overweight for 5’4” person)
1990
1998
2006
No Data <10% %–14% %–19% %–24% %–29% ≥30% 34 34

35. Identifying Patterns and Formulating Hypotheses35
Teach Epidemiology 35

36. Identifying Patterns and Formulating Hypotheses
Answer the Question
Teach Epidemiology 36

37. Identifying Patterns and Formulating Hypotheses
What’s My Hypothesis?
Whistles 37
Teach Epidemiology 37

38. Identifying Patterns and Formulating Hypotheses
Group 1 38
Teach Epidemiology

39. Identifying Patterns and Formulating Hypotheses
Group 2 39
Teach Epidemiology

40. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding 40
Teach Epidemiology 40

41. Enduring Epidemiological Understandings
“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”
Ken Bain, What the Best College Teachers Do 41
Teach Epidemiology 41

42. Enduring Epidemiological Understandings42
Teach Epidemiology 42

43. 43
Teach Epidemiology (Tuesday) CDC June 2009

44. Nothing Compared to what?
Making Group Comparisons and Identifying Associations
Trial 1
Trial 2
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative Heroin Test
Relative Risk
Total
Total
100 21 79 90 or
21%
100 21 79 90 or
21%
Bupe
Bupe 1
Nothing
No Bupe
100 21 79 90 or
21%
Bupe is not associated with having a negative tests for heroin.
Nothing
Trial 3
Compared to what?
Trial 4
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative Heroin Test
Relative Risk
Relative Risk
Total
Total
100 21 79 90 or
21%
100 21 79 90 or
21%
Bupe
Bupe
.34
3.5
No Bupe
100 62 38 90 or
62%
No Bupe
100 6 94 90 or 6%
Bupe is associated with having a positive test for heroin!
Bupe is associated with having a negative test for heroin. 44
Teach Epidemiology 44

45. Making Group Comparisons and Identifying Associations
Buprenorphine
Buprenorphine & Naloxone
Placebo 45
Teach Epidemiology 45

46. Making Group Comparisons and Identifying Associations
Controlled Trial
Healthy People -
Healthy People E
Random Assignment DZ
Case-Control Study - DZ E
Cohort Study
Healthy People -
Healthy People E DZ
Cross-Sectional Study - E DZ
Teach Epidemiology
DrugEpi 3-5 Fundamentals of Study Design

47. Making Group Comparisons and Identifying Associations
Teach Epidemiology

48. Test the hypothesis: People who watch more TV eat more junk food.
Making Group Comparisons and Identifying Associations
Test the hypothesis:
People who watch more TV eat more junk food.
Teach Epidemiology

49. Making Group Comparisons and Identifying Associations49
Teach Epidemiology

50. Making Group Comparisons and Identifying Associations50
Teach Epidemiology

51. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding 51
Teach Epidemiology 51

52. Enduring Epidemiological Understandings
“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”
Ken Bain, What the Best College Teachers Do 52
Teach Epidemiology 52

53. Enduring Epidemiological Understandings53
Teach Epidemiology 53

54. Explaining Associations and Judging Causality54
Teach Epidemiology

55. Explaining Associations and Judging Causality
Relative Risks
25 cards
Greater than 1
Less than 1 1
By Chance 55
Teach Epidemiology 55

56. Explaining Associations and Judging Causality
Teach Epidemiology

57. Explaining Associations and Judging Causality
Group 7 57
Teach Epidemiology

58. Explaining Associations and Judging Causality
Group 6 58
Teach Epidemiology

59. Explaining Associations and Judging Causality
Group 8 59
Teach Epidemiology

60. Enduring Epidemiological Understandings
Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”
National Research Council , Learning and Understanding 60
Teach Epidemiology 60

61. Enduring Epidemiological Understandings
“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”
Ken Bain, What the Best College Teachers Do 61
Teach Epidemiology 61

62. Enduring Epidemiological Understandings62
Teach Epidemiology 62

63. Enduring Epidemiological Understandings
Hypothesis
Healthy People -
Healthy People E DZ
Total
Risk
Relative Risk
a b
c d or %
Exposure
Outcome ?
Turned Up Together 63
Teach Epidemiology 63

65. Top 8 Reasons to Teach / Learn about Epidemiology1. 2. 3. 4. 5. 6. 7. 8. .
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. 65
Teach Epidemiology 65

66. Workshop Goal
To increase the frequency with which epidemiology is taught to students in grades 6-12 66
Teach Epidemiology

67. Everett M. Rogers, Diffusion of Innovations
Workshop Goal
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
Teach Epidemiology

68. Everett M. Rogers, Diffusion of Innovations
Workshop Goal
Diffusion
The process by which an innovation is communicated through certain channels over time among the members of a social system (with the aim being to maximize the exposure and reach of innovations, strategies, or programs.)
Everett M. Rogers, Diffusion of Innovations
Teach Epidemiology

69. 69

70. What do you mean - Teach Epidemiology?
Explore Public Health Career Paths 70
Teach Epidemiology 70

71. What do you mean - Teach Epidemiology?
Leverage the Young Epidemiology Scholars Competition 71
Teach Epidemiology 71

72. What do you mean - Teach Epidemiology?
Leverage the Science Olympiad Competition 72
Teach Epidemiology 72

73. What do you mean - Teach Epidemiology?
Show and Discuss Is Epidemiology in Your Future? 73
Teach Epidemiology 73

74. What do you mean - Teach Epidemiology?
Infuse Epidemiology into Existing Lesson about Something Else 74
Teach Epidemiology

75. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 75
Teach Epidemiology 75

76. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 76
Teach Epidemiology 76

77. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 77
Teach Epidemiology 77

78. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 78
Teach Epidemiology 78

79. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 79
Teach Epidemiology 79

80. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 80
Teach Epidemiology 80

81. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 81
Teach Epidemiology 81

82. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 82
Teach Epidemiology 82

83. What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons 83
Teach Epidemiology 83

84. What do you mean - Teach Epidemiology?
View a News Item from an Epidemiologic Perspective 84
Teach Epidemiology

85. What do you mean - Teach Epidemiology?
During the coming school year, participate in an online Teach Epidemiology In the News - Social Network and teach epidemiology.
Teach Epidemiology 85

87. Pre-Workshop Assessment87
Teach Epidemiology

88. Pre-Workshop Assessment
Teach Epidemiology

89. Workshop Process Evaluation
Teach Epidemiology

90. Professional Development Workshop
Day 5
Teach Epidemiology
Professional Development Workshop
Thank You