1. 1 Integrating Epidemiology Education into Your Existing Curriculum Clarion University, February 18-20, 2008 Young Epidemiology Scholars Teaching Units Welcome to the Professional Development Workshop 3

2. 2 YES Teaching Units Professional Development Workshop

3. 3 *

4. 4 *

5. 5 Group 2 TV and Aggressive Acts Pages 1-33 Group 1 Testing Ephedra “Pages 20-29 Group 3 Cross-Sectional Study Design Pages 35-39 Teaching the Teaching Units YES Teaching Units Professional Development Workshop

6. 6 “… to see past the surface features of any problem to the deeper, more fundamental principles of the discipline.” National Research Council, Learning and Understanding YES Teaching Units Professional Development Workshop Teaching the Teaching Units

7. 7 YES Teaching Units Professional Development Workshop *

8. 8 Group 2 TV and Aggressive Acts Pages 1-33 Group 1 Testing Ephedra “Pages 20-29 Group 3 Cross-Sectional Study Design Pages 35-39 Teaching the Teaching Units YES Teaching Units Professional Development Workshop

9. 9 “… to see past the surface features of any problem to the deeper, more fundamental principles of the discipline.” National Research Council, Learning and Understanding YES Teaching Units Professional Development Workshop Teaching the Teaching Units

10. 10 YES Teaching Units Professional Development Workshop *

11. 11 YES Teaching Units Professional Development Workshop *

12. 12 Group 2 TV and Aggressive Acts Pages 1-33 Group 1 Testing Ephedra “Pages 20-29 Group 3 Cross-Sectional Study Design Pages 35-39 Teaching the Teaching Units YES Teaching Units Professional Development Workshop

13. 13 “… to see past the surface features of any problem to the deeper, more fundamental principles of the discipline.” National Research Council, Learning and Understanding YES Teaching Units Professional Development Workshop Teaching the Teaching Units

14. 14

15. 15 Report and Reflection Log YES Teaching Units Professional Development Workshop

16. 16

17. 17 YES Teaching Units Professional Development Workshop *

18. 18

19. 19 * YES Teaching Units Professional Development Workshop

20. 20 YES Teaching Units Professional Development Workshop Enduring Understandings

21. 21 YES Teaching Units Professional Development Workshop Enduring Understandings

22. 22 YES Teaching Units Professional Development Workshop Enduring Understandings

23. 23 Associated Association Found Between Coffee and Pancreatic Cancer YES Teaching Units Professional Development Workshop

24. 24 What do we mean when we say that there is an association between two things? Associated TiedRelated Linked Things that are associated are linked in some way that makes them turn up together. Associated YES Teaching Units Professional Development Workshop

25. 25 Outcome ab cd Exposure No Exposure No Outcome Exposure Things that are associated are linked in some way that makes them turn up together. Associated YES Teaching Units Professional Development Workshop

26. 26 Suicide Higher in Areas with Guns Smoking Linked to Youth Eating Disorders Snacks Key to Kids’ TV- Linked Obesity: China Study Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Breakfast Each Day May Keep Colds Away Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Kids Who Watch R-Rated Movies More Likely to Drink, Smoke Pollution Linked with Birth Defects in US Study Depressed Teens More Likely to Smoke Associated YES Teaching Units Professional Development Workshop Outcome ab cd Exposure No Exposure No Outcome

27. 27 YES Teaching Units Professional Development Workshop Enduring Understandings

28. 28 A factor that produces a change in another factor William A. Oleckno, Essential Epidemiology: Principles and Applications, Waveland Press, 2002. Cause YES Teaching Units Professional Development Workshop

29. 29 YES Teaching Units Professional Development Workshop Cause

30. 30 YES Teaching Units Professional Development Workshop Cause

31. 31 Diagram 2x2 Table DZ X X ab c d YES Teaching Units Professional Development Workshop Cause

32. 32 DZ X X ab c d Diagram 2x2 Table YES Teaching Units Professional Development Workshop Cause: Types of Causal Relationships

33. 33 Handout YES Teaching Units Professional Development Workshop Cause

34. 34 X X X X X X X X X X X X X X XX X X X X X X X X X XDZ X X ab c d X Diagram 2x2 Table YES Teaching Units Professional Development Workshop Cause: Necessary and Sufficient

35. 35 DZ X X ab c d X XX++ X X X X X X X X X X X X X X X XX X X X X X X X X X X X X X X X X X XX Diagram 2x2 Table YES Teaching Units Professional Development Workshop Cause: Necessary but Not Sufficient

36. 36 X X X X X X X X X X X X X X X X DZ X X ab c d X X X X Diagram 2x2 Table YES Teaching Units Professional Development Workshop Cause: Not Necessary but Sufficient

37. 37 DZ X X ab c d X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XX X X X XX++ XX++ XX++ Diagram 2x2 Table YES Teaching Units Professional Development Workshop Cause: Not Necessary and Not Sufficient

38. 38 a b c d Heart Attack No Heart Attack Lack of Fitness No Lack of Fitness YES Teaching Units Professional Development Workshop Cause

39. 39 a b c d Lead Poisoning No Lead Poisoning Lack of Supervision No Lack of Supervision YES Teaching Units Professional Development Workshop Cause

40. 40 YES Teaching Units Professional Development Workshop Cause

41. 41 New York Times March 29, 2002 YES Teaching Units Professional Development Workshop Cause

42. 42 Suicide Higher in Areas with Guns Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Snacks Key to Kids’ TV- Linked Obesity: China Study Depressed Teens More Likely to Smoke Association is not necessarily causation. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association Cause Confounding Bias Chance Reverse Time Order 1. 2. 3. 4. 5.

43. 43 1. 2. 3. 4. 5. Possible Explanations for Finding an Association YES Teaching Units Professional Development Workshop... 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) Cause Confounding Bias Chance Reverse Time Order

44. 44 YES Teaching Units Professional Development Workshop Enduring Understandings

45. 45 Suicide Higher in Areas with Guns Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Kids Who Watch R-Rated Movies More Likely to Drink, Smoke 1.Cause 2. 3. 4. 5. Snacks Key to Kids’ TV- Linked Obesity: China Study Depressed Teens More Likely to Smoke Association is not necessarily causation. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

46. 46

47. 47 1.Cause 2.Confounding 3. 4. 5. Possible Explanations for Finding an Association YES Teaching Units Professional Development Workshop

48. 48 Suicide Higher in Areas with Guns Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Kids Who Watch R-Rated Movies More Likely to Drink, Smoke 1.Cause 2.Confounding 3.Bias 4. 5. Snacks Key to Kids’ TV- Linked Obesity: China Study Depressed Teens More Likely to Smoke Association is not necessarily causation. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

49. 49 Confounding Confounding is an alternate explanation for an observed association of interest. Confounding is an alternate explanation for an observed association of interest. Exposure Outcome Confounder

50. 50 CHD and Baldness Hypothetical cohort study Hypothetical cohort study Confounding module Confounding module 20,000 men followed for 10 years 20,000 men followed for 10 years

51. 51 CHD and Baldness CHD+CHD- Bald7759,22510,000 Not bald 1909,81010,000 96519,03520,000 RR=(775/10,000)/(190/10,000) ~ 4

52. 52 Confounding Confounding is an alternate explanation for an observed association of interest. Confounding is an alternate explanation for an observed association of interest. Baldness CHD Age

53. 53 CHD and Baldness Is baldness associated with age? Is baldness associated with age? Is age associated with CHD? Is age associated with CHD? If I look only among the older men, would CHD be associated with baldness? If I look only among the older men, would CHD be associated with baldness? If I look only among the younger men, would CHD be associated with baldness? If I look only among the younger men, would CHD be associated with baldness?

54. 54 CHD and Baldness (younger) CHD+CHD- Bald252,4752,500 Not bald 908,9109,000 11511,38511,500 RR=(25/2,500)/(90/9,000) = 1

55. 55 CHD and Baldness (older) CHD+CHD- Bald7506,7507,500 Not bald 1009001,000 8507,6508,500 RR=(750/7,500)/(100/1,000) = 1

56. 56 Baldness and CHD stratified by Age OLDERCHD+CHD- Bald+ab Bald-cd RR = 1.0 YOUNGERCHD+CHD-Bald+ab Bald-cd OLDERCHD+CHD-Bald+ab Bald-cd RR = 4.1 YOUNGERCHD+CHD-Bald+ab Bald-cd

57. 57 Conditions for confounding Confounder related to exposure (Is age associated with baldness?) Confounder related to exposure (Is age associated with baldness?) Confounder related to outcome (Is age associated with CHD?) Confounder related to outcome (Is age associated with CHD?) Ratio measure of association changes after adjusting for the confounder (Is the unadjusted RR different from the age- adjusted RR?) Ratio measure of association changes after adjusting for the confounder (Is the unadjusted RR different from the age- adjusted RR?)

58. 58

59. 59 1.Cause 2.Confounding 3.Bias 4. Chance 5. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

60. 60 Population All the people in a particular group Chance YES Teaching Units Professional Development Workshop Sample A selection of people from a population Inference Process of predicting from what is observed in a sample to what is not observed in a population

61. 61 Deck of 100 cards YES Teaching Units Professional Development Workshop Chance

62. 62 a 25 cards b c d YES Teaching Units Professional Development Workshop Chance

63. 63 = Population a 25 cards bc d = ab cd Odd # Even # No Marijuana Total YES Teaching Units Professional Development Workshop Chance

64. 64 = Population a 25 cards bc d = 25 50 Total Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

65. 65 = Population = M&M’s No M&M’s Flu No Flu 25 50 Total = 25 50 Total a 25 cards bc d Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

66. 66 = Population = 25 50 Total a 25 cards bc d Risk 25 / 50 or 50% Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

67. 67 = Population a 25 cards bc d = 25 50 TotalRiskRelative Risk 25 / 50 or 50 % 50 % / 50% = = 1 50 % ____ Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

68. 68 25 cards YES Teaching Units Professional Development Workshop Chance

69. 69 YES Teaching Units Professional Development Workshop Chance

70. 70 YES Teaching Units Professional Development Workshop Chance

71. 71 Population Sample b Sample of 20 cards 25 cards YES Teaching Units Professional Development Workshop Chance

72. 72 Population Sample b Sample of 20 cards 25 cards 10 Total 55 55 Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

73. 73 Population Sample b Sample of 20 cards 25 cards 10 Total 55 55 Risk 5 / 10 or 50 % Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

74. 74 Population Sample b Sample of 20 cards 25 cards 10 Total 55 55 Risk 5 / 10 or 50 % Odd # Even # No Marijuana Relative Risk 50 % / 50% = = 1 50 % ____ YES Teaching Units Professional Development Workshop Chance

75. 75 b Sample of 20 cards Total Risk 5 / 10 = 50 % 50 1 Relative Risk By Chance % ___ % = Odd # Even # No Marijuana YES Teaching Units Professional Development Workshop Chance

76. 76 10 Total 55 55 Risk 5 / 10 or 50 % Relative Risk How many students picked a sample with 5 people in each cell? = 1 50 % ____ Odd # Even # No Marijuana By Chance YES Teaching Units Professional Development Workshop Chance

77. 77 Less than 1 Relative Risks YES Teaching Units Professional Development Workshop Chance Greater than 1Less than 1

78. 78 Study Links Having an Odd Address to Marijuana Use YES Teaching Units Professional Development Workshop Chance

79. 79 Less than 1 Relative Risks YES Teaching Units Professional Development Workshop Chance Greater than 1Less than 1

80. 80 Study Links Having an Even Address to Marijuana Use YES Teaching Units Professional Development Workshop Chance

81. 81 Relative Risks 1 By Chance 25 cards YES Teaching Units Professional Development Workshop Chance Greater than 1Less than 1

82. 82 Suicide Higher in Areas with Guns Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Kids Who Watch R-Rated Movies More Likely to Drink, Smoke 1.Cause 2.Confounding 3.Bias 4. Chance 5. Snacks Key to Kids’ TV- Linked Obesity: China Study Depressed Teens More Likely to Smoke Association is not necessarily causation. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

83. 83

84. 84 1.Cause 2.Confounding 3.Bias 4. Chance 5.Reverse Time Order Possible Explanations for Finding an Association YES Teaching Units Professional Development Workshop

85. 85 A situation in which the hypothesized time order of an exposure and an outcome is reversed and the “outcome” actually came before the “exposure.” Reverse Time Order YES Teaching Units Professional Development Workshop

86. 86 Time Healthy People E Random Assignment E DZ Controlled Trial Time Healthy People E E DZ Cohort Study Time Case-Control Study DZ E E E E Time Cross-Sectional Study E E DZ YES Teaching Units Professional Development Workshop Reverse Time Order

87. 87 YES Teaching Units Professional Development Workshop Reverse Time Order

88. 88 YES Teaching Units Professional Development Workshop Reverse Time Order

89. 89 Violent Video Games No Violent Video Games Aggression No Aggression Cross Sectional Study Violent Video Games Can Increase Aggression Time Playing violent video games often may well cause increases in aggressive behavior. Violent Video Games Aggression It could be that … highly aggressive individuals are especially attracted to violent video games. YES Teaching Units Professional Development Workshop Reverse Time Order

90. 90 Suicide Higher in Areas with Guns Family Meals Are Good for Mental Health Lack of High School Diploma Tied to US Death Rate Study Links Spanking to Aggression Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Kids Who Watch R-Rated Movies More Likely to Drink, Smoke 1.Cause 2.Confounding 3.Bias 4. Chance 5.Reverse Time Order Snacks Key to Kids’ TV- Linked Obesity: China Study Depressed Teens More Likely to Smoke Association is not necessarily causation. YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

91. 91

92. 92... 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. YES Teaching Units Professional Development Workshop

93. 93 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 YES Teaching Units Professional Development Workshop

94. 94 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, …. YES Teaching Units Professional Development Workshop

95. 95 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? ? YES Teaching Units Professional Development Workshop

96. 96 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? ? YES Teaching Units Professional Development Workshop

97. 97 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? YES Teaching Units Professional Development Workshop

98. 98 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. YES Teaching Units Professional Development Workshop

99. 99 1.Cause 2.Confounding 3.Bias 4. Chance 5.Reverse Time Order Possible Explanations for Finding an Association YES Teaching Units Professional Development Workshop

100. 100

101. 101 YES Teaching Units Professional Development Workshop Enduring Understandings

102. 102 Time Healthy People E Random Assignment E DZ Controlled Trial Time Healthy People E E DZ Cohort Study Time Case-Control Study DZ E E E E Time Cross-Sectional Study E E DZ YES Teaching Units Professional Development Workshop 4 Basic Study Designs

103. 103 Associated YES Teaching Units Professional Development Workshop Outcome ab cd Exposure No Exposure No Outcome

104. 104 1.Cause 2.Confounding 3.Bias 4. Chance 5.Reverse Time Order YES Teaching Units Professional Development Workshop Possible Explanations for Finding an Association

105. 105... 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) YES Teaching Units Professional Development Workshop … the control of health problems.

106. 106 Guilt or Innocence?Causal or Not Causal? Weight of the Evidence Does evidence from an aggregate of studies support a cause-effect relationship? YES Teaching Units Professional Development Workshop

107. 107 Association Found Between Coffee and Pancreatic Cancer YES Teaching Units Professional Development Workshop Weight of the Evidence Handout

108. 108 Sir Austin Bradford Hill “The Environment and Disease: Association or Causation?” Proceedings of the Royal Society of Medicine January 14, 1965 YES Teaching Units Professional Development Workshop Weight of the Evidence

109. 109 Does evidence from an aggregate of studies support a cause-effect relationship? 1. What is the strength of the association between the risk factor and the disease? 2. Can a biological gradient be demonstrated? 3. Is the finding consistent? Has it been replicated by others in other places? 4. Have studies established that the risk factor precedes the disease? 5. Is the risk factor associated with one disease or many different diseases? 6. Is the new finding coherent with earlier knowledge about the risk factor and the m disease? 7. Are the implications of the observed findings biological sensible? 8. Is there experimental evidence, in humans or animals, in which the disease has m been produced by controlled administration of the risk factor? Cause-Effect Criteria Questions YES Teaching Units Professional Development Workshop

110. 110 Stress causes ulcers. Helicobacter pylori causes ulcers. YES Teaching Units Professional Development Workshop Weight of the Evidence

111. 111 * * * * * * * * * YES Teaching Units Professional Development Workshop Weight of the Evidence

112. 112 YES Teaching Units Professional Development Workshop Weight of the Evidence

113. 113

114. 114 Enduring Understandings YES Teaching Units Professional Development Workshop

115. 115 Enduring Understandings YES Teaching Units Professional Development Workshop

116. 116 Acceptable Risk Considerations … more than scientific evidence. YES Teaching Units Professional Development Workshop

117. 117 All scientific work is incomplete – whether it be observational or experimental. All scientific work is liable to be upset or modified by advancing knowledge. That does not confer upon us the freedom to ignore the knowledge we already have, or to postpone the action that it appears to demand at a given time. YES Teaching Units Professional Development Workshop … more than scientific evidence.

118. 118 Enduring Understandings YES Teaching Units Professional Development Workshop

119. 119 Timeline Healthy People E E O O O O Cohort Study Healthy People E Random Assignment E O O O O Randomized Controlled Trial Timeline O O E E E E Case-Control Study Timeline E E O Cross-Sectional Study O Timeline Epidemiologic studies of natural experiments in which the investigator is not involved in the intervention other than to record, classify, count, and statistically analyze results Study Designs

120. 120 Enduring Understandings YES Teaching Units Professional Development Workshop

121. 121

122. 122 YES Teaching Units Professional Development Workshop *

123. 123 Integrating Epidemiology Education into Your Existing Curriculum Clarion University, February 18-20, 2008 Young Epidemiology Scholars Teaching Units Welcome to the Professional Development Workshop 3 Integrating Epidemiology Education into Your Existing Curriculum

124. 124 Challenges and Solutions YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

125. 125 Challenges / Barriers Parking Lot Integrating Epidemiology Education into Your Existing Curriculum YES Teaching Units Professional Development Workshop

126. 126 Identify and Prioritize Challenges Group 2 Group 1 Group 3 YES Teaching Units Professional Development Workshop Identify and Prioritize Challenges Integrating Epidemiology Education into Your Existing Curriculum

127. 127

128. 128 YES Teaching Units Professional Development Workshop *

129. 129

130. 130 YES Teaching Units Professional Development Workshop *

131. 131 Everett M. Rogers, Diffusion of Innovations YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

132. 132 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 YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

133. 133 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 YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

134. 134 A set of statements or principles devised to explain a group of facts or phenomena, especially one that has been repeatedly tested or is widely accepted and can be used to make predictions about natural phenomena http://www.answers.com/topic/theory Theory YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

135. 135 1. Innovation Development All the decisions and activities and their impacts that occur from the early stage of an idea through to its development and production 5 Stages of Diffusion YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

136. 136 2. Dissemination An activity approach for knowledge transfer from the resource system to the user system YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum 5 Stages of Diffusion

137. 137 3. Adoption The uptake of the program by the target audience, which requires moving through the stages of knowledge of innovation, persuasion or attitude development, decision, implementation, and confirmation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum 5 Stages of Diffusion

138. 138 4. Implementation The initial use of the program in practice YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum 5 Stages of Diffusion

139. 139 5. Maintenance The ongoing implementation or continued use of the innovation in practice YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum 5 Stages of Diffusion

140. 140 1. Innovation Development 2. Dissemination 3. Adoption 4. Implementation 5. Maintenance Everett M. Rogers, Diffusion of Innovations YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum 5 Stages of Diffusion

141. 141

142. 142 Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

143. 143 1. Relative Advantage The degree to which an innovation is perceived as better than the idea it supersedes Key Determinants of the Speed and Extent of the Diffusion of an Innovation Is the innovation better than what is in place? YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

144. 144 2. Compatibility The degree to which an innovation is perceived as being consistent with existing values, past experiences, and needs of potential adopters Does the innovation fit with the intended audience? Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

145. 145 3. Complexity The degree to which an innovation is perceived as difficult to understand and use Key Determinants of the Speed and Extent of the Diffusion of an Innovation Is the innovation easy to use? YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

146. 146 4. Trialability The degree to which an innovation may be experienced on a limited basis Key Determinants of the Speed and Extent of the Diffusion of an Innovation Can the innovation be tried before making a decision to adopt? YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

147. 147 5. Observability The degree to which the results of an innovation are visible to others Key Determinants of the Speed and Extent of the Diffusion of an Innovation Are the results of the innovation observable and easily measurable? YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

148. 148 Perceived Attributes of Innovation 1. Relative Advantage 2. Compatibility 3. Complexity 4. Trialability 5. Observability Everett M. Rogers, Diffusion of Innovations Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

149. 149 Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

150. 150 6. Impact on Social Relationships Does the innovation have a disruptive effect on the social environment? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

151. 151 7. Reversibility Can the innovation be reversed or discontinued easily? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

152. 152 8. Communicability Can the innovation be understood clearly and easily? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

153. 153 9. Time Can the innovation be adopted with a minimal investment in time? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

154. 154 10. Risk and Uncertainty Level Can the innovation be adopted with minimal risk and uncertainty? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

155. 155 11. Commitment Can the innovation be used effectively with only modest commitment? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

156. 156 12. Modifiability Can the innovation be updated and modified over time? Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

157. 157 6. Impact on social relationships 7. Reversibility 8. Communicability 9. Time 10. Risk and uncertainty level 11. Commitment 12. Modifiability Everett M. Rogers, Diffusion of Innovations Additional Key Determinants of the Speed and Extent of the Diffusion of an Innovation YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

158. 158 6. Impact on social relationships 7. Reversibility 8. Communicability 9. Time 10. Risk and uncertainty level 11. Commitment 12. Modifiability 12 Key Determinants of the Speed and Extent of the Diffusion of an Innovation 1. Relative Advantage 2. Compatibility 3. Complexity 4. Trialability 5. Observability YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

159. 159 Report Out Group 2 Group 1 Group 3 YES Teaching Units Professional Development Workshop Report Out Integrating Epidemiology Education into Your Existing Curriculum

160. 160 6. Impact on social relationships 7. Reversibility 8. Communicability 9. Time 10. Risk and uncertainty level 11. Commitment 12. Modifiability 12 Key Determinants of the Speed and Extent of the Diffusion of an Innovation 1. Relative Advantage 2. Compatibility 3. Complexity 4. Trialability 5. Observability YES Teaching Units Professional Development Workshop Integrating Epidemiology Education into Your Existing Curriculum

161. 161 Group 2 Group 1 Group 3 YES Teaching Units Professional Development Workshop Challenges and Solutions Integrating Epidemiology Education into Your Existing Curriculum

162. 162

163. 163 Goals Infuse epidemiology education into curricula in grades 6-12 Improve scientific literacy Increase the number of students preparing for careers in public health Epidemiology Education Movement

164. 164 Goals Infuse epidemiology education into curricula in grades 6-12 Improve scientific literacy Increase the number of students preparing for careers in public health Create new curricula and enhance existing curricula. Implement teacher training workshops in a variety of venues. Develop cadre of epidemiology curriculum developers. Obtain support of stakeholders (educators, epidemiologists, public health community, professional organizations, scientific journals, government). Develop mechanisms to focus and coordinate efforts of many interested but busy stakeholders. Assess Short and Long Term Goals Create Demand Prepare Teachers Develop Curricula Epidemiology Education Movement Maintain Momentum Implement demonstration projects in a variety of school and non-school venues. Evaluate curricula. Infuse into educational structure (state / national standards, standardized testing, textbooks). Develop mechanisms to make people aware of the efforts of others (web site, newsletter, list serve).

165. 165 Goals Infuse epidemiology education into curricula in grades 6-12 Improve scientific literacy Increase the number of students preparing for careers in public health Create new curricula and enhance existing curricula. Implement teacher training workshops in a variety of venues. Develop cadre of epidemiology curriculum developers. Obtain support of stakeholders (educators, epidemiologists, public health community, professional organizations, scientific journals, government). Develop mechanisms to focus and coordinate efforts of many interested but busy stakeholders. Assess Short and Long Term Goals Create Demand Prepare Teachers Develop Curricula Epidemiology Education Movement Maintain Momentum Implement demonstration projects in a variety of school and non-school venues. Evaluate curricula. Infuse into educational structure (state / national standards, standardized testing, textbooks). Develop mechanisms to make people aware of the efforts of others (web site, newsletter, list serve).

166. 166

167. 167 YES Teaching Units Professional Development Workshop *

168. 168 YES Teaching Units Professional Development Workshop Post-Workshop Assessment

169. 169 YES Teaching Units Professional Development Workshop Workshop Process Evaluation

170. 170 Report and Reflection Logs YES Teaching Units Professional Development Workshop

171. 171 YES Teaching Units Professional Development Workshop 3-Month Post-Workshop Assessment

172. 172 YES Teaching Units Professional Development Workshop 6-Month Post-Workshop Assessment

173. 173 Integrating Epidemiology Education into Your Existing Curriculum Clarion University, February 18-20, 2008 Young Epidemiology Scholars Teaching Units Thank You Professional Development Workshop