1 / 274

Teach Epidemiology

Day 4. Teach Epidemiology. Professional Development Workshop. Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 6-10, 2011. Teach Epidemiology. Teach Epidemiology.

lavinia-combs
Télécharger la présentation

Teach Epidemiology

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Day 4 Teach Epidemiology Professional Development Workshop Centers for Disease Control and PreventionGlobal Health Odyssey MuseumTom Harkin Global Communications Center June 6-10, 2011

  2. Teach Epidemiology Teach Epidemiology

  3. Teach Epidemiology Teach Epidemiology

  4. MMWR http://www.cdc.gov/

  5. Critical Reviews

  6. Time Check 8:15 AM

  7. Teach Epidemiology Teach Epidemiology

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

  9. 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

  10. Making Group Comparisons and Identifying Associations The goal of every epidemiological study is to harvest valid and precise information about the relationship between an exposure and a disease in a population. The various study designs merely represent different ways of harvesting this information. Essentials in Epidemiology in Public Health Ann Aschengrau and George R. Seage III Teach Epidemiology

  11. Time Check 9:00 AM

  12. Teach Epidemiology Teach Epidemiology

  13. Vocab Review • Genotype – combination of alleles • Alleles – variations of a gene • Homozygous – both alleles are the same • Heterozygous – both alleles are different

  14. P – First people living near ports, then further inland. P – Europe T –1340’s-1350’s huron2.aaps.k12.mi.us

  15. *Statistics in 1300’s? *Activity! *Hypotheses??? 1. Bacon fat?? What kind of study? 2. Genotypes?? What kind of study?

  16. Natural Selection • Overpopulation • Genetic Variation • Struggle to survive – Selective Pressure • Differential Survival and Reproduction

  17. Anecdote “A previously healthy 36 year-old man with clinically diagnosed CMV infection in September 1980 was seen in April of 1981 because of a 4-month history of fever, dyspnea and cough. On admission, he was found to have P. carinii pneumonia, oral candidiasis, and CMV retinitis. A complement-fixation CMV titer in April 1981 was 1928. The patient has been treated with 2 short courses of TMP/SMX that have been limited because of a sulfa-induced neutropenia. He is being treated for candidiasis with topical nystatin” –MMWR 1981

  18. Population P – healthy homosexual males, intravenous drug users P – World wide (including U.S.) T – Early 1980’s

  19. Exception – Steve Crohn • Fits perfectly into the HIV high-risk category • Male partner died of HIV • He never got sick. • WHY???

  20. CCR5 and Delta 32 Mutation *Maybe related to black plague resistance. *Maybe related to HIV resistance *What kind of study?

  21. 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

  22. Making Group Comparisons and Identifying Associations The goal of every epidemiological study is to harvest valid and precise information about the relationship between an exposure and a disease in a population. The various study designs merely represent different ways of harvesting this information. Essentials in Epidemiology in Public Health Ann Aschengrau and George R. Seage III Teach Epidemiology

  23. Time Check 9:45 AM

  24. Teach Epidemiology Teach Epidemiology

  25. Teach Epidemiology EPI-501 Marian R Passannante, PhD Associate Professor University of Medicine and Dentistry of New Jersey New Jersey Medical School School of Public Health

  26. Enduring Epidemiological Understandings EPI-501 45 Teach Epidemiology

  27. Enduring Epidemiological Understandings An association is found- why? Chance Confounding Bias Real 46 Teach Epidemiology

  28. Enduring Epidemiological Understandings Chance First , choose a statistical method to test the association between an exposure and an outcome. 47 Teach Epidemiology

  29. Enduring Epidemiological Understandings • Outcome Statins and the Risk of Colorectal Cancer 48 Teach Epidemiology

  30. Enduring Epidemiological Understandings Chance First , choose a statistical method to test the association between an exposure and an outcome. Exposure: Statin use status Outcome: Colorectal Cancer status 49 Teach Epidemiology

  31. Enduring Epidemiological Understandings Chance First , choose a statistical method to test the association between an exposure and an outcome. “background Statins are… effective lipid-lowering agents. Statins inhibit the growth of colon-cancer cell lines, and secondary analyses of some, but not all, clinical trials suggest that they reduce the risk of colorectal cancer.” 50 Teach Epidemiology

More Related