1. Teach Epidemiology Welcome to Professional Development Workshop
Reading PA
August
Mark Kaelin, EdD and Diane Marie St. George, PhD

2. Pre-workshop evaluation Permission forms
Orientation
Pre-workshop evaluation
Permission forms
Teach Epidemiology

3. At the conclusion of the workshop, participants will have become more:
Workshop Objectives
At the conclusion of the workshop, participants will have become more:
Enthusiastic about the prospect of teaching epidemiology.
Likely to be an advocate for teaching epidemiology.
Knowledgeable about the science of epidemiology.
Capable of teaching epidemiology.
Likely to teach epidemiology in the next three months.
Likely to use the YES Teaching Units when teaching epidemiology.
Teach Epidemiology

4. Workshop Goal
Teach Epidemiology
Teach Epidemiology

5. YES Teaching Units Professional Development Workshop
Workshop Goal
YES Teaching Units Professional Development Workshop
To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”
Teach Epidemiology

6. YES Teaching Units Professional Development Workshop
Workshop Goal
YES Teaching Units Professional Development Workshop
Introductions
To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”

7. What is epidemiology? Epidemiology is …
… 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

8. What is Epidemiology? Epidemiology is …
“… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships characterizes epidemiology.”
Teach Epidemiology

9. 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.
Teach Epidemiology

10. Teach Epidemiology
Teach Epidemiology
Teach Epidemiology

11. Teach Epidemiology
Teach Epidemiology
Teach Epidemiology

12. Teach Epidemiology Stories
To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”
Teach Epidemiology
Teach Epidemiology

13. Teach Epidemiology Stories
To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”
Teach Epidemiology
Teach Epidemiology

15. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough.
YES Teaching Units Professional Development Workshop

16. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough. Research clearly demonstrates that experts’ content knowledge is structured around the major organizing principles and core concepts of the domain, the ‘big ideas.’
YES Teaching Units Professional Development Workshop

17. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough. Research clearly demonstrates that experts’ content knowledge is structured around the major organizing principles and core concepts of the domain, the ‘big ideas.’ These big ideas lend coherence to experts’ vast knowledge base; help them discern the deep structure of problems; and, on that basis, recognize similarities with previously encountered problems.
YES Teaching Units Professional Development Workshop

18. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough. Research clearly demonstrates that experts’ content knowledge is structured around the major organizing principles and core concepts of the domain, the ‘big ideas.’ These big ideas lend coherence to experts’ vast knowledge base; help them discern the deep structure of problems; and, on that basis, recognize similarities with previously encountered problems. … experts’ strategies for thinking and solving problems are closely linked to rich, well-organized bodies of knowledge about subject matter.
YES Teaching Units Professional Development Workshop

19. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough. Research clearly demonstrates that students’ content knowledge is structured around the major organizing principles and core concepts of the domain, the ‘big ideas.’ These big ideas lend coherence to students’ vast knowledge base; help them discern the deep structure of problems; and, on that basis, recognize similarities with previously encountered problems. … students’ strategies for thinking and solving problems are closely linked to rich, well-organized bodies of knowledge about subject matter. Their knowledge is connected and organized, and it is “conditionalized” to specify the context in which it is applicable.
YES Teaching Units Professional Development Workshop

20. YES Teaching Units Professional Development Workshop
Pedagogical Basis
A rich body of content knowledge about a subject area is a necessary component of the ability to think and solve problems in the domain, but knowing many disconnected facts is not enough. Research clearly demonstrates that teachers’ content knowledge is structured around the major organizing principles and core concepts of the domain, the ‘big ideas.’ These big ideas lend coherence to teachers’ vast knowledge base; help them discern the deep structure of problems; and, on that basis, recognize similarities with previously encountered problems. … teachers’ strategies for thinking and solving problems are closely linked to rich, well-organized bodies of knowledge about subject matter. Their knowledge is connected and organized, and it is “conditionalized” to specify the context in which it is applicable.
… the ‘big ideas.’
YES Teaching Units Professional Development Workshop

22. Enduring Understandings
YES Teaching Units Professional Development Workshop

23. Enduring Understandings
The presence of a risk factor does not necessarily mean that an individual will develop cancer, nor does the absence of risk factors mean that an individual will not develop cancer.
Advertising Disclaimer
Age: The incidence of pancreatic cancer is relatively low in individuals up to age 50, after which it increases significantly. The age group has the highest incidence of cancer of the pancreas.
Smoking: Smokers develop pancreatic cancer more than twice as often as nonsmokers.
Diet: Frequency of pancreatic cancer may be associated with high intakes of meat and fat.
Medical factors: Pancreatic cancer is more common among individuals with histories of the following conditions: cirrhosis (a chronic liver disease), chronic pancreatitis, diabetes and a history of surgery to the upper digestive tract.
Environmental factors: Long-term exposure to certain chemicals, such as gasoline and related compounds, as well as certain insecticides, may increase the risk of developing cancer of the pancreas.
Genetic predisposition: Possibly 3% of cases of pancreatic cancer are related to genetic disorders.
YES Teaching Units Professional Development Workshop

24. Enduring Understandings
YES Teaching Units Professional Development Workshop

25. Enduring Understandings
YES Teaching Units Professional Development Workshop

26. Enduring Understandings
YES Teaching Units Professional Development Workshop

27. Enduring Understandings
YES Teaching Units Professional Development Workshop

29. YES Teaching Units Professional Development Workshop

30. 5 “W” Questions
What?
Who?
Where?
When?
Why?

31. When investigating a crime, police detectives attempt to answer the 5 “W” questions. Detectives want to know “whodunit” so that they can stop the crime from happening again.

32. When investigating disease occurrence, epidemiologists attempt to answer the 5 “W” questions. Epidemiologists want to know “whatdunit” so that they can stop or slow down the disease occurrence.

33. 5 “W” Questions
What?
Health condition: disease, wellness, injury, disability
Who?
Person: age, gender, race/ethnicity, religion, diet, behaviors
Where?
Place: rurality, country, city
When?
Time: annual cycles, long-term trends, time of day
Why?
1. Generate hypotheses
2. Analytic epidemiology

38. Where can I find data on person, place and time?

39. Surveillance
“…the ongoing systematic collection, analysis and interpretation of health data essential to the planning, implementation, and evaluation of public health practice, closely integrated with the timely dissemination of these data to those responsible for prevention and control”
Thacker & Berkelman, 1988

40. Types of Surveillance Systems
Passive surveillance
agency waits to receive case reports
Active surveillance
agency contacts providers, labs, etc.

41. Surveillance Events
Outcomes: STDs, lead poisoning, birth defects, cancer, infant mortality, leading causes of death, motor vehicle fatalities, occupational injuries
Risk factors: Smoking, nutrition, screening tests, physical activity
Hazards: Pollutants, toxic chemicals

42. Sources of Surveillance Data
CDC
State/Local Health Department
Birth and Death certificates
Laboratories
Hospital billing databases
Providers’ offices
Fire incident reports
Others?

43. Activity Each team of teachers receives a case study
What patterns do you see? Who? What? Where? When?
Why do you think the patterns appear that way? (Generate a hypothesis/hypotheses)

48. Percent of Youth 4-17 ever diagnosed with Attention-Deficit/Hyperactivity Disorder: National Survey of Children's Health, 2003

51. Descriptive epidemiology
Remember that epidemiology is “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”.
Descriptive epidemiology
Describe the distribution of a health condition
Generate hypotheses about determinants of disease
Analytic epidemiology
Test hypotheses about determinants of disease

53. Pathways to Public Health
Teach Epidemiology

54. ccnmtl.columbia.edu/projects/epiville/
Teach Epidemiology

55. Disease Detectives
Teach Epidemiology

56. EXCITE
Teach Epidemiology

57. Science Ambassador
Teach Epidemiology

58. Epidemic Intelligence Service Case Studies
Teach Epidemiology

59. Buffet Busters
Teach Epidemiology

60. Exploring Drug Abuse
Teach Epidemiology

61. Exploring Drug Abuse www.collegeboard.com/yes/ft/iu/units.html
Teach Epidemiology

62. Detectives in the Classroom
Web Site
34 Investigations
Detectives in the Classroom

63. Enduring Understandings Detectives in the Classroom
Pedagogical Basis
Essential Questions
Enduring Understandings 1.
Why are some people getting sick while others are remaining healthy?
Clues for formulating hypotheses can be found by describing the way a disease is distributed in a population of people, in terms of person, place and time. 2.
Is there an association between the hypothesized cause and the disease?
Causal hypotheses can be tested by observing exposures and diseases of people as they go about their daily lives. Information from these observational studies can be used to make and compare rates and identify associations. 3.
Is the association causal?
Causation is only one explanation for finding an association between an exposure and a disease. Because observational studies are flawed, other explanations must also be considered. 4.
What should be done when preventable causes of disease are found?
When a causal association has been identified, decisions about possible disease prevention strategies are based on more than the scientific evidence. Given competing values, social, economic, and political factors must also be considered. 5.
Did the disease prevention strategy work?
The effectiveness of a strategy can be evaluated by making and comparing rates of disease in populations of people who were and were not exposed to the strategy. Costs, trade-offs and alternative strategies must also be considered.
Detectives in the Classroom

64. Module 1 (1-1 to 1-6)
Health-related conditions and behaviors are not distributed uniformly in a population. Each has a unique descriptive epidemiology that can be discovered by identifying how it is distributed in a population in terms of person, place, and time. Descriptive epidemiology provides clues for formulating hypotheses.
Teach Epidemiology

65. Investigation 1-1
Teach Epidemiology

66. Identifying Patterns and Formulating Hypotheses
Epidemiology is …
“… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships characterizes epidemiology.”
Teach Epidemiology

68. Detectives in the Classroom
Module 1
Essential Question 1: Why do some people get sick while others remain healthy?
Investigation 1 - 2
In the News
Students read news articles about different diseases or other health-related outcomes, identify the parts of the articles that describe the distribution of those outcomes, and categorize the descriptions in terms of person, place, and time. Students also identify the parts of the articles where the authors describe hypotheses that attempt to explain the distributions.
Investigation 1-1: Why Are These Students Getting Sick?
Investigation 1-2: In the News
Investigation 1-3: What’s My Hypothesis?
Investigation 1-4: The Case of my
Investigation 1-5: A Mysterious Ailment
Investigation 1-6: Concept Connections
Enduring Understanding 1: Clues for formulating hypotheses can be found by describing the way a disease is distributed in a population of people, in terms of person, place and time.
Detectives in the Classroom

69. August 15, 2008
Deaths of Motorcyclists Rise Again
By MATTHEW L. WALD

71. Module 1 Investigation 1 - 3
Essential Question 1: Why do some people get sick while others remain healthy?
Investigation 1 - 3
What’s My Hypothesis?
Each student is assigned an exposure and, assuming the exposure causes a disease, writes a description of how a hypothetical disease would be distributed in terms of person, place, and time.  Students then review each other's descriptions and formulate one or more hypotheses for each.  When students compare their hypotheses, they realize that a given distribution of a health-related outcome can lead to the formulation of several different educated guesses.
Investigation 1-1: Why Are These Students Getting Sick?
Investigation 1-2: In the News
Investigation 1-3: What’s My Hypothesis?
Investigation 1-4: The Case of my
Investigation 1-5: A Mysterious Ailment
Investigation 1-6: Concept Connections
Enduring Understanding 1: Clues for formulating hypotheses can be found by describing the way a disease is distributed in a population of people, in terms of person, place and time.

72. Identifying Patterns and Formulating Hypotheses
Whistles
PPT Sheet
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Time:
Teach Epidemiology

73. Identifying Patterns and Formulating Hypotheses
Whistles
PPT Sheet
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Teach Epidemiology

74. Identifying Patterns and Formulating Hypotheses
Whistles
PPT Sheet
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Hot days, schooldays, after school, holidays
Teach Epidemiology

75. Identifying Patterns and Formulating Hypotheses
PPT Sheet
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Hot days, schooldays, after school, holidays
Teach Epidemiology

76. Identifying Patterns and Formulating Hypotheses1
Teach Epidemiology

77. Identifying Patterns and Formulating Hypotheses1
Card / Group
Hypotheses 1
XXXXXXXXXXXXXXXX 2
Grass / Soil 3
Grass 4
Grass / Leaves / Dirt 5
Grass / Dirt 6
Grass / Trees 7 8 9 10
Teach Epidemiology

78. Identifying Patterns and Formulating Hypotheses1
Lawn Treatment
Card / Group
Hypotheses 1
XXXXXXXXXXXXXXXX 2
Grass / Soil 3
Grass 4
Grass / Leaves / Dirt 5
Grass / Dirt 6
Grass / Trees 7 8 9 10
Teach Epidemiology

79. Identifying Patterns and Formulating Hypotheses3
Teach Epidemiology

80. Identifying Patterns and Formulating Hypotheses Ambulance / Stretchers3
Card / Group
Hypotheses 1
Blood loss 2
Ambulance / Stretchers 3
XXXXXXXXXXX 4
Blood 5
Bandages / Blood 6
Ambulance 7 8 9 10
Teach Epidemiology

81. Identifying Patterns and Formulating Hypotheses Ambulance / Stretchers3
X-rays
Card / Group
Hypotheses 1
Blood loss 2
Ambulance / Stretchers 3
XXXXXXXXXXX 4
Blood 5
Bandages / Blood 6
Ambulance 7 8 9 10
Teach Epidemiology

82. Identifying Patterns and Formulating Hypotheses4
Teach Epidemiology

83. Identifying Patterns and Formulating Hypotheses 4
Card / Group
Hypotheses
Allergies / Bee stings / Mosquito bites 1 2
Back packs 3
Back packs / Bags 4
XXXXXXXXXXXX 5
XXXXXXXXXXXX 6
XXXXXXXXXXXX 7 8 9 10
Teach Epidemiology

84. Identifying Patterns and Formulating Hypotheses 4
Heavy Backpacks
Card / Group
Hypotheses
Allergies / Bee stings / Mosquito bites 1 2
Back packs 3
Back packs / Bags 4
XXXXXXXXXXXX 5
XXXXXXXXXXXX 6
XXXXXXXXXXXX 7 8 9 10
Teach Epidemiology

85. Identifying Patterns and Formulating Hypotheses5
Teach Epidemiology

86. Identifying Patterns and Formulating Hypotheses 5
Card / Group
Hypotheses 1
Alcohol / Food poisoning / Drug-smoking 2
Alcoholic beverages 3
Alcohol 4
Alcohol / Drinks / Food / Music 5
XXXXXXXXXXX 6
Music 7 8 9 10
Teach Epidemiology

87. Identifying Patterns and Formulating Hypotheses 5
Alcoholic Beverages
Card / Group
Hypotheses 1
Alcohol / Food poisoning / Drug-smoking 2
Alcoholic beverages 3
Alcohol 4
Alcohol / Drinks / Food / Music 5
XXXXXXXXXXX 6
Music 7 8 9 10
Teach Epidemiology

88. Identifying Patterns and Formulating Hypotheses
Fire
Hydrants
Teach Epidemiology

89. Identifying Patterns and Formulating Hypotheses
Teach Epidemiology

91. Detectives in the Classroom
Module 1
Essential Question 1: Why do some people get sick while others remain healthy?
Investigation 1 - 5
A Mysterious Ailment
Students read a 1981 column about a mysterious ailment (AIDS, before it was called AIDS and before HIV was identified) and identify the descriptive epidemiological clues that led to the formulation of early causal hypotheses.  To further understand the value of descriptive epidemiology, students predict what the descriptive epidemiology of this mysterious ailment would be if it were caused by mosquito bites, sitting on toilet seats, donating blood, or shaking hands.  Students realize that descriptive epidemiology is sometimes useful in determining that certain causal hypotheses do not make sense.
Investigation 1-1: Why Are These Students Getting Sick?
Investigation 1-2: In the News
Investigation 1-3: What’s My Hypothesis?
Investigation 1-4: The Case of my
Investigation 1-5: A Mysterious Ailment
Investigation 1-6: Concept Connections
Enduring Understanding 1: Clues for formulating hypotheses can be found by describing the way a disease is distributed in a population of people, in terms of person, place and time.
Detectives in the Classroom

92. Identifying Patterns and Formulating Hypotheses
A Mysterious Ailment
Teach Epidemiology

93. Teach Epidemiology

94. Identifying Patterns and Formulating Hypotheses
Point out that the possibility that mosquitoes “… may be involved in AIDS transmission” was once explored.
Next Slide
Teach Epidemiology

96. Module 1 Investigation 1 - 6
Essential Question 1: Why do some people get sick while others remain healthy?
Investigation 1 - 6
Concept Connections
Students identify the important concepts that need to be understood and how those concepts relate to each other, in order to answer the Essential Question: "How is this disease distributed and what hypotheses might explain that distribution?"  To do so, students learn to draw a Concept Map that depicts and explains how the concepts connect to each other.  At the conclusion of the investigation, students will have developed the epidemiologic Enduring Understanding that the Module 1 investigations were designed to achieve: "Health-related conditions and behaviors are not distributed uniformly in a population. Each has a unique descriptive epidemiology that can be discovered by identifying how it is distributed in a population in terms of person, place, and time. Descriptive epidemiology provides clues for formulating hypotheses."
Investigation 1-1: Why Are These Students Getting Sick?
Investigation 1-2: In the News
Investigation 1-3: What’s My Hypothesis?
Investigation 1-4: The Case of my
Investigation 1-5: A Mysterious Ailment
Investigation 1-6: Concept Connections

97. Connections 3 Arrange the words and phrases to show connections.
Detectives in the Classroom - Investigation 1-6: Concept Connections

98. 4
Connections
Draw arrows, circles, and boxes to further show connections.
Detectives in the Classroom - Investigation 1-6: Concept Connections

99. 4
Connections
Draw arrows, circles, and boxes to further show connections.
Detectives in the Classroom - Investigation 1-6: Concept Connections

100. Connections 5 Concept Map
Why do some people get sick while others remain healthy?
Concept Map
xxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxx
xxxxxx
And step 5, label the connections on the arrows, circles, and boxes.
Next Slide
Leave Space
Label the connections on the arrows, circles, and boxes.
Detectives in the Classroom - Investigation 1-6: Concept Connections

101. Connections 5 Label the connections on the arrows, circles, and boxes.
Detectives in the Classroom - Investigation 1-6: Concept Connections

102. Connections 5 Label the connections on the arrows, circles, and boxes.
Detectives in the Classroom - Investigation 1-6: Concept Connections

103. Connections 5 Label the connections on the arrows, circles, and boxes.
Detectives in the Classroom - Investigation 1-6: Concept Connections

104. Detectives in the Classroom - Investigation 1-6: Concept Connections5
Connections
Detectives in the Classroom - Investigation 1-6: Concept Connections

105. Detectives in the Classroom - Investigation 1-6: Concept Connections5
Connections
Detectives in the Classroom - Investigation 1-6: Concept Connections

108. Epidemiology Is Relevant / Epidemiology Empowers
To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.
Jerome Bruner, The Process of Education, 1960
will
Teach Epidemiology

109. Epidemiology Is Relevant / Epidemiology Empowers
To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.
Jerome Bruner, The Process of Education, 1960
will
Teach Epidemiology
Jerome Bruner, The Process of Education, 1960

110. Epidemiology Is Relevant / Epidemiology Empowers
To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.
Jerome Bruner, The Process of Education, 1960
will
Teach Epidemiology
Jerome Bruner, The Process of Education, 1960

111. Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology

112. Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology

113. Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology

114. Enduring Epidemiological Understandings
To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.
Jerome Bruner, The Process of Education, 1960
will
YES Teaching Units Professional Development Workshop

115. Your Teach Epidemiology Stories Take Picture for Stories
Welcome to
Take Picture for Stories
Teach Epidemiology
Professional Development Workshop
Reading PA, August18, 2008
Teach Epidemiology
Teach Epidemiology

116. Report and Reflection Log
YES Teaching Units Professional Development Workshop

117. Post-Workshop Assessment
Post-Workshop Questionnaire
YES Teaching Units Professional Development Workshop

118. Professional Development Workshop
Thank You
Teach Epidemiology
Professional Development Workshop