1. Figure 1. An illustrative example of the proposed Epidemiology Teaching Continuum drawing from Bloom’s taxonomy: study ...
Figure 1. An illustrative example of the proposed Epidemiology Teaching Continuum drawing from Bloom’s taxonomy: study designs (24). This is an example for learning specifically about study designs in accordance with the Teaching Epidemiology Continuum approach and aligned to Bloom’s taxonomy. With each level on the continuum, students engage in learning activities to develop new and more advanced understanding and fluency in concepts and skills. Although students do not receive the same course instruction (content and approach) across levels of the continuum, some details overlap to allow for increasing complexity in understanding and practice as well as an opportunity to reinforce material learned at lower levels. This layered or scaffolded approach also supports learners who enter the continuum (i.e., have their first exposure to epidemiology instruction) at different levels. For example, doctoral students would be expected to derive and perform more complex study designs and advanced statistical analyses than master’s-level students, who would be expected to be able to draw from more basic study designs to answer a research question. Similarly, undergraduate students should be able to identify appropriate study designs for a particular research question and articulate strengths and limitations of study designs, whereas high-school students should have the ability to identify basic designs in a newspaper article or other popular media.
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