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Title: Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center July 6-10, 2009


1
Day 5
Teach Epidemiology
Professional Development Workshop
Centers for Disease Control and PreventionGlobal
Health Odyssey MuseumTom Harkin Global
Communications Center
July 6-10, 2009
2
Teach Epidemiology
Teach Epidemiology
3
Teach Epidemiology
Welcome to
Web Sites
Teach Epidemiology
4
Teach Epidemiology
Teach Epidemiology
Teach Epidemiology
5
Teach Epidemiology
Welcome to
Teach Epidemiology
Teach Epidemiology
6
Time Check 915 AM
7
(No Transcript)
8
Teach Epidemiology
Teach Epidemiology
9
Teaching Epidemiology
Group 4
Teach Epidemiology
10
Teaching Epidemiology
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
10
Teach Epidemiology
11
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
12
Time Check 1000 AM
13
(No Transcript)
14
Teach Epidemiology
14
Teach Epidemiology
15
Teaching Epidemiology
Group 5
Teach Epidemiology
16
Teaching Epidemiology
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
16
Teach Epidemiology
17
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
18
Time Check 1045 AM
19
(No Transcript)
20
Teach Epidemiology
20
Teach Epidemiology
21
Teaching Epidemiology
Group 6
Teach Epidemiology
22
Teaching Epidemiology
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
22
Teach Epidemiology
23
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
24
Time Check 1130 AM
25
(No Transcript)
26
Teach Epidemiology
26
Teach Epidemiology
27
(No Transcript)
28
Teach Epidemiology
28
Teach Epidemiology
29
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
29
Teach Epidemiology
30
Enduring Epidemiological Understandings
30
Teach Epidemiology
31
Identifying Patterns and Formulating Hypotheses
   John Snow, MD (1813-1858)   Father of
Epidemiology   On the Mode and Transmission of
Cholera
31
32
Identifying Patterns and Formulating Hypotheses
32
33
Identifying Patterns and Formulating Hypotheses
A Mysterious Ailment By Jerry Bishop, Staff
Reporter of the Wall Street Journal A
mysterious, often fatal illness is breaking out
in epidemic proportions among young homosexual
men and drug users. More than 180 cases of the
strange illness have been reported since last
summer to the federal Center for Disease Control
in Atlanta. As of last Friday, at least 74 of the
victims have died. All the victims are men and
90 of them are either homosexual or bisexual.
Many of the victims are drug users. The illness
is characterized by months of fever, malaise, and
drastic weight loss. In almost all cases the
patients develop overwhelming infections of one
or more of a dozen different viruses, bacteria or
protozoa. The infecting microbes are types that
do not ordinarily cause overt human disease. Many
of the patients also develop a rare type of
cancer. To the astonishment of medical
scientists, most of the patients appear to have
recently developed a defect in their immune
systems that prevents them from fighting off
infections. The infections are extremely
difficult to control with antibiotics and
antiviral drugs. "We are reasonably confident
that this is, in fact, a new medical problem,"
said Dr. Harold Jaffe, an epidemiologist on a new
task force organized by the Center for Disease
Control to search for the cause of the illness.
In an effort comparable to that launched last
year to unravel the mystery of toxic shock
syndrome, the center's task force is trying to
find out whether a new germ has emerged or
whether something in the environment has changed
to account for the sudden outbreak of the
illness. For example, the task force is checking
into the use of sexual stimulants by the victims
on the possibility these chemicals can impair the
immune system and leave the user vulnerable to
infections. Among such stimulants are chemicals
that are inhaled. These include amyl nitrate sold
in glass vials, known by the street name
"poppers" and isobutyl nitrate sold as "liquid
incense." First hints that some unusual illness
was breaking out came earlier this year when
researchers in New York and Los Angeles reported
cases of both a rare kind of pneumonia and a rare
cancer called Kaposi's sarcoma occurring in a few
young men. The men were either homosexual or drug
users or both. The disease center alerted doctors
and health officials around the country last
summer to the strange ailment. This week's New
England Journal of Medicine, published today,
devotes three articles to describing 19 of the
patients, six of whom died. Publishing three
lengthy articles on the same illness is unusual
for the medical
34
Obesity Trends Among U.S. AdultsBRFSS, 1990,
1998, 2006
(BMI ?30, or about 30 lbs. overweight for 54
person)
1998
1990
2006
No Data lt10 1014
1519 2024 2529
30
34
35
Identifying Patterns and Formulating Hypotheses
35
Teach Epidemiology
36
Identifying Patterns and Formulating Hypotheses
Answer the Question
Teach Epidemiology
37
Identifying Patterns and Formulating Hypotheses
Whats My Hypothesis?
Whistles
37
Teach Epidemiology
38
Identifying Patterns and Formulating Hypotheses
Group 1
38
Teach Epidemiology
39
Identifying Patterns and Formulating Hypotheses
Group 2
39
Teach Epidemiology
40
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
40
Teach Epidemiology
41
Enduring Epidemiological Understandings
they can distinguish between foundational
concepts and
elaborations or illustrations of those ideas.
Ken Bain, What the Best College Teachers Do
41
Teach Epidemiology
42
Enduring Epidemiological Understandings
42
Teach Epidemiology
43
43
Teach Epidemiology - 501 (Tuesday) CDC June 2009
44
Making Group Comparisons and Identifying
Associations
Trial 1
Trial 2
Risk of Negative
Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative
Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Relative Risk
Total
Total
Bupe
Bupe
1
Nothing
No Bupe
Bupe is not associated
with having a
negative tests for heroin.
Nothing
Trial 3
Compared to what?
Trial 4
Risk of Negative
Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Risk of Negative
Heroin Test
Tested Negative for Heroin
Tested Positive for Heroin
Relative Risk
Relative Risk
Total
Total
Bupe
Bupe
.34
3.5
No Bupe
No Bupe
Bupe is associated with
having a positive
test for heroin!
Bupe is associated with
having a negative
test for heroin.
44
Teach Epidemiology
45
Making Group Comparisons and Identifying
Associations
45
Teach Epidemiology
46
Making Group Comparisons and Identifying
Associations
Teach Epidemiology
DrugEpi 3-5 Fundamentals of Study Design
47
Making Group Comparisons and Identifying
Associations
Teach Epidemiology
48
Making Group Comparisons and Identifying
Associations
Test the hypothesis People who watch more TV
eat more junk food.
Teach Epidemiology
49
Making Group Comparisons and Identifying
Associations
Group 3
49
Teach Epidemiology
50
Making Group Comparisons and Identifying
Associations
Group 4
50
Teach Epidemiology
51
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
51
Teach Epidemiology
52
Enduring Epidemiological Understandings
they can distinguish between foundational
concepts and
elaborations or illustrations of those ideas.
Ken Bain, What the Best College Teachers Do
52
Teach Epidemiology
53
Enduring Epidemiological Understandings
53
Teach Epidemiology
54
Explaining Associations and Judging Causality
54
Teach Epidemiology
55
Explaining Associations and Judging Causality
Relative Risks
Greater than 1
Less than 1
55
Teach Epidemiology
56
Explaining Associations and Judging Causality
Teach Epidemiology
57
Explaining Associations and Judging Causality
Group 7
57
Teach Epidemiology
58
Explaining Associations and Judging Causality
Group 6
58
Teach Epidemiology
59
Explaining Associations and Judging Causality
Group 8
59
Teach Epidemiology
60
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
60
Teach Epidemiology
61
Enduring Epidemiological Understandings
they can distinguish between foundational
concepts and
elaborations or illustrations of those ideas.
Ken Bain, What the Best College Teachers Do
61
Teach Epidemiology
62
Enduring Epidemiological Understandings
62
Teach Epidemiology
63
Enduring Epidemiological Understandings
63
Teach Epidemiology
64
(No Transcript)
65
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.
65
Teach Epidemiology
66
Workshop Goal
To increase the frequency with which epidemiology
is taught to students in grades 6-12
66
Teach Epidemiology
67
Workshop Goal
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
Teach Epidemiology
68
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
69
69
70
What do you mean - Teach Epidemiology?
Explore Public Health Career Paths
http//www.asph.org/document.cfm?page1038
70
Teach Epidemiology
71
What do you mean - Teach Epidemiology?
Leverage the Young Epidemiology Scholars
Competition
http//www.collegeboard.com/yes/
71
Teach Epidemiology
72
What do you mean - Teach Epidemiology?
Leverage the Science Olympiad Competition
http//soinc.org/
72
Teach Epidemiology
73
What do you mean - Teach Epidemiology?
Show and Discuss Is Epidemiology in Your Future?
http//www.rwjf.org/pr/product.jsp?id26931conten
t
73
Teach Epidemiology
74
What do you mean - Teach Epidemiology?
Infuse Epidemiology into Existing Lesson
about Something Else
74
Teach Epidemiology
75
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.collegeboard.com/yes/ft/iu/units.html
75
Teach Epidemiology
76
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//ccnmtl.columbia.edu/projects/epiville/
76
Teach Epidemiology
77
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.diseasedetectives.org/
77
Teach Epidemiology
78
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.cdc.gov/excite/
78
Teach Epidemiology
79
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www2a.cdc.gov/epicasestudies/
79
Teach Epidemiology
80
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.cdc.gov/excite/ScienceAmbassador/Scienc
eAmbassador.htm
80
Teach Epidemiology
81
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.buffetbusters.ca/
81
Teach Epidemiology
82
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.montclair.edu/Detectives/
82
Teach Epidemiology
83
What do you mean - Teach Epidemiology?
Teaching Existing Epidemiology Lessons
http//www.montclair.edu/drugepi/
83
Teach Epidemiology
84
What do you mean - Teach Epidemiology?
View a News Item from an Epidemiologic Perspective
http//www.nationalacademies.org/headlines/
84
Teach Epidemiology
85
What do you mean - Teach Epidemiology?
During the coming school year,

participate in an online
Teach Epidemiology In the News - Social Network
and teach epidemiology.
Teach Epidemiology
86
(No Transcript)
87
Pre-Workshop Assessment
87
Teach Epidemiology
88
Pre-Workshop Assessment
Teach Epidemiology
89
Workshop Process Evaluation
Teach Epidemiology
90
Day 5
Teach Epidemiology
Professional Development Workshop
Thank You
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