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Teach Epidemiology

Day 4. Teach Epidemiology. Professional Development Workshop. Sierra Nevada College Tahoe Environmental Research Center Incline Village, Lake Tahoe, Nevada June 28 – July 1, 2010.

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Teach Epidemiology

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  1. Day 4 Teach Epidemiology Professional Development Workshop Sierra Nevada College Tahoe Environmental Research CenterIncline Village, Lake Tahoe, Nevada June 28 – July 1, 2010

  2. Results to the new questions on the Survey • 20.8 % reported using at least 1 prescribed pain med In the last 12 months • 71% said it was for short term pain, 14.7% for long term pain, 14.4% both short & Long term pain • 72% had left over medication • 71% with excess kept them • 25% disposed of them • 2.3% gave them to someone else • 1.8% used meds not prescribed by Doctors • 97% got meds from friends & relatives • 72.4 % for pain relief • 85.2% meds were given to them • 9.8% got meds without permission • 4.1% purchased the meds

  3. Teachers Team-Teaching Teachers (TTTT) TTTT 5 Teach Epidemiology

  4. 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

  5. Enduring Epidemiological Understandings Teach Epidemiology

  6. Teachers Team-Teaching Teachers (TTTT) TTTT 6 Teach Epidemiology

  7. 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

  8. Enduring Epidemiological Understandings Teach Epidemiology

  9. Authentic Assessment IIConducting a Cross-Sectional Study Learners create and ask questions that will allow them to test a hypothesis about a health-related exposure and outcome, request informed consent, tabulate data in a 2x2 table, calculate prevalence rates of the outcome for those with and those without the exposure, calculate a prevalence ratio, explain whether or not the prevalence ratio supports the hypothesis (shows or does not show an association) and identify possible explanations for why the association was or was not found.

  10. Energy Balance - Analytical Epidemiology What caused these patterns in populations? • Module 2 in curriculum is “Hypothesis-Testing, Cross-Sectional Study” What are the possible causes and/or consequences of patterns in eating and physical activity?

  11. Teaching to the Test Module 2 Lessons 2-1 Looking for Associations 2-2 Cross-Sectional Studies 2-3 Respect - Part II 2-4 Creating Two Questions 2-5 Count, Calculate, and Compare 2-6 Planning a Cross-Sectional Study 2-7 Cross-Sectional Study - In Class 2-8 Cross-Sectional Study - In The School

  12. Today’s Plan • Same teams as yesterday • Develop hypothesis (exposure / outcome) • Write two questions (exposure / outcome) • Administer surveys • Fill in 2x2 table • Calculate prevalence rates and ratio • Make statement about results • Report out and discuss results • Consider how to utilize in classroom/ metacognition

  13. School 9 – Paterson New Jersey • Epi Stars - Drinking at least 2 cans or a 20 ounce bottle of non-diet soda every day leads to a crash (feeling tired) • Prevalence ratio = 2.53 • Pop Science – A healthy breakfast is associated with playing in an organized sport • - Prevalence ratio = 0.96 • Hypertensions – Receiving a daily, weekly, or monthly allowance is related to eating junk food/unheathy food more than twice a day • - Prevalence ratio = 1.6 • Pop Science – Healthy eating (at least 2 servings of fruit and vegetables a day) results in better grades (“doing well in school”) • - Prevalence ratio = 1.0

  14. Choices of Variables for Hypotheses • Yoga • Pets • Children • Lack of exercise • Eating fresh fruits and vegetables • Eating healthy snacks • Eating junk food • Low-fat diet • High-fat diet • Level of education • Gym membership • Work success • Accessibility of fresh produce • Water intake • Alcohol consumption • Diet pills • Multivitamins • Play sports • Attend farmer’s market • Good night’s sleep • Family history of diabetes • Family history of high cholesterol • Family history of hypertension • Stress • Work satisfaction • Commute length • Eating out • Watching TV • Live in a single family home • Live in an apartment • Urban • Rural • Suburban

  15. Hypothesis Statement Ways to say it . . . X is associated with Y People with X are more likely to have Y People with X have higher or more Y

  16. Write Two Good Questions • Consider exactly what you want to measure; follow criteria for writing a good question • Phrase yes/no questions so that your hypothesis is in the “a” cell • Example: If low fat diet is hypothesized to lead to a good night’s sleep, put “yes” to both of these in the “a” cell

  17. CDC Administer Surveys Read the informed consent script Participants for each study will consist of volunteers on all study teams except the one conducting the study Pass out answer sheets to study team tables. The sheet will contain items 1 and 2, with “yes” and “no” answers to circle (next slide) Participants should indicate the team conducting the study in the space provided and then follow oral instructions Have one member of the first study team read aloud the exposure question #1) and then the outcome question (#2) Collect all answer sheets for that study before starting the next one Continue until all teams have conducted their study

  18. Sample Answer Sheet

  19. - Data Analysis • Cross-sectional studies measure an exposure and an outcome at one point in time, among individuals in a population or sample of a population • Count individuals belonging in cell a, b, c, or d and put into 2x2 table • Calculate two prevalence rates: • 1) prevalence of the outcome among the exposed • 2) prevalence of the outcome among the unexposed • Compare the two prevalence rates to see if there is a difference -- this comparison is called a prevalence ratio, and is calculated by dividing the prevalence rate in the exposed by the prevalence rate in the unexposed

  20. - 1. Count Grade Average of A or B Not a Grade Average of A or B Total Eating a Healthy Breakfast 11 9 20 a b c d Not Eating a Healthy Breakfast 19 8 11

  21. 55% or - 2. Calculate Prevalence of having an A or B Average Grade Average of A or B Not a Grade Average of A or B Total Eating a Healthy Breakfast 11 11 9 20 20 a b c d Not Eating a Healthy Breakfast 8 or 19 8 11 42% 19

  22. - 3. Compare Prevalence of having an A or B Average Grade Average of A or B Not a Grade Average of A or B Prevalence Ratio Total Eating a Healthy Breakfast 11 11 9 20 or 55% 20 55% a b c d =1.3 42% Not Eating a Healthy Breakfast 8 or 8 11 42% 19 19 1.3 The prevalence of having a grade average of A or B is _____ times as likely among students who eat a healthy breakfast compared to those who do not eat a healthy breakfast..

  23. Complete Worksheet Present Results

  24. Rubric for Evaluating Presentation

  25. What do you mean - Teach Epidemiology? Leverage the Science Olympiad Competition http://soinc.org/ Teach Epidemiology

  26. Think Like an Epidemiologist Challenge New Jersey Science Olympiad High School Finals March 17, 2009

  27. Handout Test the hypothesis: People who watch more TV eat more junk food.

  28. Getting Ready 1

  29. Asking Questions / Gathering Data 2

  30. Asking Questions / Gathering Data 2

  31. Asking Questions / Gathering Data 2

  32. Analyzing Data / Testing Hypotheses 3

  33. Analyzing Data / Testing Hypotheses 3

  34. Reporting Out 4

  35. Reporting Out 4 Handouts

  36. Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.” National Research Council , Learning and Understanding Teach Epidemiology

  37. Epi – Grades 6-12 Authentic Assessment • 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 Teach Epidemiology

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