1. Professional Development Workshop
Day 2
Teach Epidemiology
Professional Development Workshop
Centers for Disease Control and Prevention David J. Sencer CDC Museum Tom Harkin Global Communications Center June 4-8, 2012

3. Teach Epidemiology
Teach Epidemiology

5. Time Check
8:15 AM

7. Teach Epidemiology
Teach Epidemiology

8. Time Check
8:45 AM

10. Teach Epidemiology
Teach Epidemiology

11. Teachers Team-Teaching Teachers (TTTT)1
Existing Lesson
Team leads other workshop participants in a portion of a selected existing epidemiological lesson.
Teach Epidemiology

12. Epi – Grades 6-12 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
Teach Epidemiology

13. Enduring Epidemiological Understandings
Teach Epidemiology

14. Time Check
9:30 AM

16. Teach Epidemiology
Teach Epidemiology

17. Teachers Team-Teaching Teachers (TTTT)2
Existing Lesson
Team leads other workshop participants in a portion of a selected existing epidemiological lesson.
Teach Epidemiology

18. Epi – Grades 6-12 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
Teach Epidemiology

19. Enduring Epidemiological Understandings
Teach Epidemiology

20. Time Check
10:30 AM

22. Teach Epidemiology
Teach Epidemiology

23. Time Check
10:45 AM

25. Teach Epidemiology
Teach Epidemiology

26. Teachers Team-Teaching Teachers (TTTT)3
Existing Lesson
Team leads other workshop participants in a portion of a selected existing epidemiological lesson.
Teach Epidemiology

27. Epi – Grades 6-12 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
Teach Epidemiology

28. Enduring Epidemiological Understandings
Teach Epidemiology

29. Time Check
11:30 AM

31. Teach Epidemiology
Teach Epidemiology

32. Time Check
12:30 PM

34. Teach Epidemiology
Teach Epidemiology

35. Teachers Team-Teaching Teachers (TTTT)4
News Item
Team leads other workshop participants in the analysis of a news item from an epidemiological perspective.
Teach Epidemiology

36. Epi – Grades 6-12 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
Teach Epidemiology

37. Enduring Epidemiological Understandings
Teach Epidemiology

38. Time Check
1:15 PM

40. Teach Epidemiology
Teach Epidemiology

41. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
PPT Sheet
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Investigation 1-3

42. Enduring Epidemiological Understandings
Teach Epidemiology

43. Time Check
2:00 PM

45. Teach Epidemiology
Teach Epidemiology

46. Teach Epidemiology Workshop—Day 2
Diane Marie M. St. George, PhD
University of MD School of Medicine

47. Back to EU 2 and 3
Why study patterns of disease? Why is a description of the person, place, and time elements of a disease distribution important?

48. Epidemiologic Studies
Descriptive epidemiology
Describes patterns of disease
Suggests hypotheses about relationships between “exposures” and “health-related conditions”
Analytic epidemiology
Tests hypotheses
Evaluates relationships
Always in a search for causality
Knowing causation helps us to prevent and treat disease and promote health

49. Enduring Understandings
4. A hypothesis can be tested by comparing the frequency of disease in selected groups of people with and without an exposure to determine if the exposure and the disease are associated.
5. When an exposure is hypothesized to have a beneficial effect, studies can be designed in which a group of people is intentionally exposed to the hypothesized cause and compared to a group that is not exposed.
6. When an exposure is hypothesized to have a detrimental effect, it is not ethical to intentionally expose a group of people. In these circumstances, studies can be designed that observe groups of free-living people with and without the exposure.

50. Boys are more likely than girls to want to go to this field trip.
What are we comparing?
Proportion of girls who will want to go on the trip to proportion of boys who will want to go on the trip.
What is the causal inference?
Gender  Wanting to attend the field trip
This “Teach Epi” thing…it will work better for Ms. Smith’s kids than mine.
Proportion of Smith’s students who will engage with epidemiology to proportion of my students who will engage with epidemiology.
Class  Engagement with the science of epidemiology

51. Breast Cancer Descriptive epidemiology showed the following patterns:
Long-term trend of increasing incidence of breast cancer
Higher incidence in industrialized nations
Breast cancer incidence is higher among older women than younger women
What is your hypothesis?

52. Testing hypotheses about BrCA
Hypothesis: High dietary fat intake increases risk of BrCA. How might you go about evaluating this hypothesis?

53. Testing hypotheses about BrCA
Hypothesis: High dietary fat intake increases risk of BrCA.
Evaluate the hypothesis using an:
Ecologic study

54. Ecologic study of diet and BrCA
Exposure is dietary fat
Measured as dietary fat consumption per capita
Outcome is BrCA
Measured as a rate per 100,000
Plot data on a graph
What might you expect to see?

55. Ecologic Study 55

56. Ecologic Study Key element Quantify relationships Advantages
Group-level estimates
Quantify relationships
Graphical displays
Correlation coefficient
Advantages
Study group-level variables, e.g. policies, laws, community socioeconomic status
Use existing data sources
Use fewer resources (time, money, subject burden)
Disadvantage
Ecologic fallacy

57. Testing hypotheses about BrCA
Hypothesis: High dietary fat intake increases risk of BrCA.
Evaluate the hypothesis using a:
Cross-sectional study

58. Cross-sectional study of dietary fat exposure and BrCA
Exposure is dietary fat
Measured as dietary fat intake
Outcome is BrCA
Measured as yes or no
Count responses
What might you expect to see?

59. Diet and BrCA
BrCA+
BrCA-
High fat
Low fat
200

60. So, is dietary fat associated with BrCA?
Diet and BrCA
BrCA+
BrCA-
High fat 60 90
150
Low fat 10 40 50 70
130
200
So, is dietary fat associated with BrCA?

61. Diet and BrCA BrCA+ BrCA- High fat 60 90 150 Low fat 10 40 50 70 130
200
What is the prevalence of BrCA?
What is the prevalence of BrCA among high fat consumers?
What is the prevalence of BrCA among those with low dietary fat?

62. What is the prevalence of BrCA? 70/200 = 35%
Diet and BrCA
BrCA+
BrCA-
High fat 60 90
150
Low fat 10 40 50 70
130
200
What is the prevalence of BrCA? 70/200 = 35%
What is the prevalence of BrCA among those with high fat intake? = 60/150 = 40%
What is the prevalence of BrCA among those with low fat intake? = 10/50 = 20%

63. Cross-sectional Study
Key element
Snapshot of one point in time
Quantify association
Prevalence ratio
Advantages
Individual data
Quick, cheap
Disadvantages
Difficult to assess temporality because measure E and D simultaneously
Inefficient for E or D that are rare
Inefficient for D that are rapidly fatal or of short duration

64. Time Check
2:45 PM

66. Teach Epidemiology
Teach Epidemiology

67. Time Check
3:00 PM

69. Teach Epidemiology
Teach Epidemiology

70. Emergency Operation Center
Tours
Emergency Operation Center
Teach Epidemiology

71. Time Check
4:00 PM