the health education center at lankenau hospital 100 lancaster avenue, wynnewood, pa 19096 july...

The Health Education Center at Lankenau Hospital100 Lancaster Avenue, Wynnewood, PA 19096

July 20-24, 2009

Teach EpidemiologyProfessional Development Workshop

Day5

2Teach Epidemiology

Teach Epidemiology

3

Time Check

9:15 AM

4

If …, then ….

Backpacks and Back Pain

Detectives in the Classroom - Investigation 2-4: Backpacks and Back Pain

Is there an association between the hypothesized cause and the disease?

Ache!

Testing Hypotheses


AcneNo

Acne Total

9010

9010

b

d

a

c

AcneMed

No AcneMed

100

100

Trial

Carrying heavy backpacks causes back pain.


Back Pain

No Back Pain

Total

9010

9010

b

d

a

c

Heavy Backpacks

No Heavy Backpacks

Observational Study

Carrying heavy backpacks causes back pain.


Exposure


Exposure

Check one.

Heavy Backpack

No Heavy Backpack


Outcome

Any memorable pain in the past two weeks.

What is back pain?


Outcome

Check one.

Back Pain

No Back Pain


2 x 2 Table


Epi TalkObservational Studies

Observational Studies

Were you involved in assigning

exposures?

Did you observe what others had

done to themselves?

Did you record, classify, count and statistically analyze

the results?

Epidemiologic studies in which the investigator is not involved in the subjects' exposures other than to record, classify, count, and statistically analyze results.


Carrying Heavy Backpacks Causes Back Pain.

We are all carrying out “natural experiments” on ourselves each day of our lives, as we decide what to do,

where to go, and to what to expose ourselves.


Investigation 2-5

Observational Studies

Part 1

Observational Study

Selecting a HypothesisStep 1

Planning the StudySteps 2-7

Collecting DataSteps 8-13

Analyzing DataSteps 14-17

Planning the PresentationStep 18

Detectives in the Classroom - Investigation 2-5: Observational Studies

Epi Log Worksheet


1

Handout

CDC

Planning the Study

Define the exposure.

Create a question to gather data about the exposure.

Create a question to gather data about the outcome.

Create an informed consent statement for participation in the observational study.

Label 2 x 2 Table Sheet.

Step 2:

Step 3:

Step 4:

Step 5:

Step 7:

Step 6:

Define the outcome in the hypothesis.

2-7


Review

Epi Talk

Voluntary consent given by a person for participation in a study.

Informed Consent

Participants must know and understand the study, give consent without coercion, and know that they can withdraw at any time.


Collecting Data

Read informed consent statement and remind class of right not to participate.

Have class label 2 x 2 Table Sheets.

Review what cells students “fit” into based on answers to exposure and outcome questions.

Instruct class to voluntarily and anonymously place a check in the cell that identifies their exposure and outcome for the hypothesis being tested.

Step 8:

Step 9:

Step 10:

Step 11:

Step 12:

CDC

Review exposure and outcome questions.


Collecting Data


Handout

Collecting Data

Read informed consent statement and remind class of right not to participate.

Have class label 2x2 Table Sheets.

Review what cells students “fit” into based on answers to exposure and outcome questions.

Instruct class to voluntarily and anonymously place a check in the cell that identifies their exposure and outcome for the hypothesis being tested.

Step 8:

Step 9:

Step 10:

Step 11:

Step 12:

CDC

Review exposure and outcome questions.


Analyzing Data

Calculate the risks of the outcome for the exposed and unexposed groups as fractions and percents.

Calculate the relative risk.

Complete the statement.

CDC

13-17

Explain whether or not the data support the hypothesis.

Step 13:

Step 14:

Step 15:

Step 16:

Step 17:

Sort 2 x 2 Table Sheets and complete the 2 x 2 table that was labeled in step 6.


IMRAD

I MRAD

= ====

Introduction MethodsResultsandDiscussion

Presentation Planning


Epi TalkIMRAD

Epi Talk

Format usually followed when epidemiological studies are published in medical journals.

Introduction: Why the authors decided to do the study,

Methods: How authors did the study,

Results: What the authors found, and

Discussion: What the results mean.


IMRAD

I MRAD

= ====

Introduction MethodsResultsandDiscussion

Step 18: Presentation Planning 18


Epi Teams


Presentation Rubric

Criteria Got It Getting It Will Get It Soon

Participation All participate Most participate Some participate

Use of Epi TalkAll are appropriate

and accurateMost are appropriate

and accurateSome are appropriate

and accurate

Data Collection Methods

All are thorough and accurate

Most are accurate Some are accurate

Risks, Relative Risk, and Inference

All are identified and accurate

Most are identified and accurate

Some are identified and accurate

IMRADAll are presented

and accurateMost are presented

and accurateSome are presented

and accurate


Observational Study


• Acne• Auto injuries• Bad mood• Cavities • Cell phones• Class disruption• Chewing gum • Colds• Drinking soda• Eating breakfast• Eating candy• Eating high fat food• Eating school cafeteria food• Exercise • Foul language • Getting a good night’s sleep• Good quiz scores• Good grades• Having a quiet place to study• Head aches

Selecting a Hypothesis

• Improves performance• Indigestion• Lack of regular exercise• Listening to music while studying • Listening to rap music• Multi-vitamins• Nightmares• Overweight • Poor grades• Poor quiz scores• Practicing a sport• Seat belts • Skipping breakfast• Studying• Too much talking on the telephone• Violent behavior• Watching the evening news on TV• Watching too much TV • Watching violent movies • Wearing hats


Think Like an Epidemiologist ChallengeNew Jersey Science Olympiad

High School FinalsMarch 17, 2009

Test the hypothesis:

People who watch more TV eat more junk food.

Handout

Getting Ready1

Asking Questions / Gathering Data2

Analyzing Data / Testing Hypotheses3

Reporting Out4

Reporting Out4

Handouts

Authentic Assessment

Teach Epidemiology

Epi – Grades 6-12

• Are realistic; simulate the way a person’s understanding is tested in the real world

• Require judgment and innovation to address an unstructured problem, rather than following a set routine

• Ask students to “do” the subject rather than simply recall what was taught

• Replicate the context in which a person would be tested at work, in the community, or at home

• Are messy and murky

• Require a repertoire of knowledge and skill to be used efficiently and effectively

• Allow opportunities for rehearsal, practice, consultation, feedback, and refinement

51Teach Epidemiology

Teach Epidemiology


Teach Epidemiology

54

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”



Ken Bain, What the Best College Teachers Do

“… they can distinguish between foundational concepts and elaborations or illustrations of those ideas.”

56

Learners “… presented with vast amounts of content knowledge that is not organized into meaningful patterns are likely to forget what they have learned and to be unable to apply the knowledge to new

problems or unfamiliar contexts.”

National Research Council , Learning and Understanding

Teach Epidemiology




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, 1960Jerome Bruner, The Process of Education, 1960

will

58

Multi-State Outbreak of E. coli O157:H7 Infections

from Spinach

Teach Epidemiology







will

59

Salmonella Outbreak Linked to

Raw Tomatoes

Teach Epidemiology







will








will

Teach Epidemiology

In the News

During the coming school year, participate in an online Teach Epidemiology In the News - Social Network

and teach epidemiology.

62

Depressed Teens at Higher Risk for Pregnancy and STDs

In the News Article Selection Criteria

• Popular press article and scholarly article• Potential to check other sources for information• Non-controversial topic• Age group / reading level appropriate• Consider potential for inclusion of other disciplines• Includes data and visuals• Topical, but not too great a potential to become dated

• Background• Identify standards that apply

Teach Epidemiology

Teach Epidemiology In the News - Social Network

66

Time Check

10:45 AM


Teach Epidemiology

69

Time Check

11:00 AM


Teach Epidemiology

73

Hypothesis

Total Risk Relative Risk

a b

c d

or %

or %Exposure Outcome

?Turned Up Together

Healthy People

-

Healthy People

E

E

DZ

DZ

DZ

DZ

Teach Epidemiology


75

Workshop Goal

Teach Epidemiology

To increase the frequency with which epidemiology is taught to students in grades 6-12


Workshop Goal

To increase the frequency with which epidemiology is taught to students in grades 6-12

77

Graduate School

Middle School

High School

Teach Epidemiology

Workshop Goal

Teach Epidemiology

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

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

Workshop Goal

80

1.

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.

Top 8 Reasons to Teach / Learn about Epidemiology

Teach Epidemiology

82

Explore Public Health Career Paths

http://www.asph.org/document.cfm?page=1038

Teach Epidemiology

What do you mean - Teach Epidemiology?

83

Leverage the Young Epidemiology Scholars Competition

http://www.collegeboard.com/yes/

Teach Epidemiology


84

Leverage the Science Olympiad Competition

http://soinc.org/

Teach Epidemiology


85

Show and Discuss Is Epidemiology in Your Future?

http://www.rwjf.org/pr/product.jsp?id=26931#content

Teach Epidemiology


86

Infuse Epidemiology into Existing Lesson about Something Else

Teach Epidemiology


87

Teaching Existing Epidemiology Lessons

http://www.collegeboard.com/yes/ft/iu/units.html

Teach Epidemiology


88


http://ccnmtl.columbia.edu/projects/epiville/

Teach Epidemiology


89


http://www.diseasedetectives.org/

Teach Epidemiology


90


http://www.cdc.gov/excite/

Teach Epidemiology


91


http://www2a.cdc.gov/epicasestudies/

Teach Epidemiology


92


http://www.cdc.gov/excite/ScienceAmbassador/ScienceAmbassador.htm

Teach Epidemiology


93


http://www.buffetbusters.ca/

Teach Epidemiology


94


http://www.montclair.edu/Detectives/

Teach Epidemiology


95


http://www.montclair.edu/drugepi/

Teach Epidemiology


96

View a News Item from an Epidemiologic Perspective

http://www.nationalacademies.org/headlines/

Teach Epidemiology


Picture

Post-Workshop Assessment

Teach Epidemiology

Workshop Process Evaluation

Teach Epidemiology

100

Time Check

Noon

Teach EpidemiologyProfessional Development Workshop

Day5

Thank You

the health education center at lankenau hospital 100 lancaster avenue, wynnewood, pa 19096 july...

Documents

classroom investigation

paincarrying heavy backpacks

observational studyselecting

observational studiespart

painoutcomeany memorable

informed consentparticipants

time check9

assigning exposures