Young Epidemiology Scholars Teaching Units

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Young Epidemiology Scholars Teaching Units
Friday, June 29, 2007, 900 AM Noon Mark
Kaelin, EdD Montclair State University Department
of Health and Nutrition Sciences College of
Education and Human Services 973-655-7123 kaelinm_at_
mail.montclair.edu
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Pre-Workshop Assessment
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Epidemiology is
DZ
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Epidemiology is
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.
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Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
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Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
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Top 8 Reasons to Teach / Learn about Epidemiology

• 1.
• 2.
• 3.
• 4.
• 5.

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 publics health.
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www.montclair.edu/detectives
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http//www.cdc.gov/excite/
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http//www.collegeboard.com/yes/
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Diane-Marie St. George, Manuel Bayona, David
Fraser, Mark Kaelin, Felicia
McCrary, Flora Ichiou Huang, Mona Baumgarten,
Chris Olsen, and Paul Stolley
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http//www.collegeboard.com/yes/index.html
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26 Teaching Units
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Assignment 3 World Trade Center Atomic Bomb
Attacks - Similarities Differences Based on
your reading of the MMWR Surveillance for World
Trade Center Disaster Health Effects Among
Survivors of Collapsed and Damaged Buildings,
identify five similarities and five differences
between the World Trade Center Health Registry
and the surveillance system established to
identify the effects of the A-bombs dropped on
Hiroshima and Nagasaki (Assignment 2).
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Scholarship
Creativity
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Enduring Understandings the big ideas that
reside at the heart of a discipline
and have lasting value outside the classroom.
Essential Questions the questions, that when
answered,
create the enduring understandings.
Content Make the content the answers to the
questions.
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Handout
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
Surveillance
The ongoing systematic collection, analysis, and
interpretation of outcome-specific data
for use in planning, implementation, and
evaluation of public health practice
closely integrated with the timely dissemination
of these data to those who need to know.
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Identifying Patterns of Health and Disease
Surveillance
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
Descriptive Epidemiology
PPT
How is the disease distributed.
Person
Who gets the disease?
Place
Where does the disease occur?
Time
When does the disease occur?
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Identifying Patterns of Health and Disease
Epidemiological Factors
Person
Place
Time
 
 
 
 
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Identifying Patterns of Health and Disease
Purposes of Descriptive Epidemiology

• Compare trends between groups
• Plan health care services
• Generate hypotheses

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Identifying Patterns of Health and Disease
Epidemiological Factors
Person
Place
Time
 
 
 
 
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Identifying Patterns of Health and Disease
Person
Estimated Prevalence of Recent Illegal Drug Use
by Race / Ethnicity 1999-2000
Hidden Data
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Identifying Patterns of Health and Disease
Person
Estimated Prevalence of Recent Illegal Drug Use
by Race / Ethnicity 1999-2000
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Identifying Patterns of Health and Disease
Epidemiological Factors
Person
Place
Time
 
 
 
 
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Identifying Patterns of Health and Disease
Place
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Identifying Patterns of Health and Disease
Place
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Identifying Patterns of Health and Disease
Place
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Identifying Patterns of Health and Disease
Place
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Identifying Patterns of Health and Disease
Epidemiological Factors
Person
Place
Time
 
 
 
 
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Identifying Patterns of Health and Disease
Epidemiological Factors
Person
Place
Time
 
 
 
 
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Identifying Patterns of Health and Disease
Surveillance
Data shown in these maps were collected through
CDCs Behavioral Risk Factor Surveillance System.
Each year, state health departments use standard
procedures to collect data through a series of
monthly telephone interviews with U.S. adults.
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Obesity Trends Among U.S. AdultsBRFSS, 1985
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1986
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1987
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1988
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1989
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1990
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1991
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1992
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1993
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1994
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1995
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1996
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1997
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1998
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1999
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2000
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2001
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2002
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2003
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2004
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 2005
(BMI 30, or 30 lbs overweight for 5 4
person)
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Obesity Trends Among U.S. AdultsBRFSS, 1990,
1995, 2005
(BMI ?30, or about 30 lbs overweight for 54
person)
1995
1990
2005
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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Identifying Patterns of Health and Disease
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As a group, take the next 45 minutes to prepare
to teach a 15 minute
investigation
to your fellow workshop
participants.
Have workshop participants
experience part of the
investigation.
Talk with workshop participants
about how
you prepared to teach
and how
you decided to teach what you did.
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E. Coli and spinach
At first glance these articles are
about _____________________________ but,
based on our understanding of
epidemiology, we can see that they are about
person, place, and time, counting, dividing, and
comparing, numerators and denominators,
associations, causation, confounding, prevention,
and policy.
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Understanding
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.
J. Bruner, The Process of Education, 1960
At first glance these articles are
about _____________________________ but,
based on our understanding of
epidemiology, we can see that they are about
person, place, and time, counting, dividing, and
comparing, numerators and denominators,
associations, causation, confounding, prevention,
and policy.
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Give people fish, they have food for a day,
Teach people how to fish, they have food for a
lifetime.
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EEP students, Khadijah Hunter, Jared Turner, and
Danielle McAllister, ask students at Rosa Parks
High School what they think epidemiology is.
What would your answer have
been when you were in high school?
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www.epiedmovement.org
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YES Teaching Units Professional Development
Workshop
a professional community
that discusses new
teacher materials and strategies and that
supports the risk taking and struggle
entailed in
transforming practice.
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Post-Workshop Assessment
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Young Epidemiology Scholars Teaching Units
Thank You
Friday, June 29, 2007, 900 AM Noon Mark
Kaelin, EdD Montclair State University Department
of Health and Nutrition Sciences College of
Education and Human Services 973-655-7123 kaelinm_at_
mail.montclair.edu