Reading PA

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Welcome to
Teach Epidemiology
Professional Development Workshop
Reading PA August 18 2008 Mark Kaelin, EdD and
Diane Marie St. George, PhD
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Orientation

• Pre-workshop evaluation
• Permission forms

Teach Epidemiology
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Workshop Objectives

• At the conclusion of the workshop, participants
  will have become more

• Enthusiastic about the prospect of teaching
  epidemiology.
• Likely to be an advocate for teaching
  epidemiology.
• Knowledgeable about the science of epidemiology.
• Capable of teaching epidemiology.
• Likely to teach epidemiology in the next three
  months.
• Likely to use the YES Teaching Units when
  teaching epidemiology.

Teach Epidemiology
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Workshop Goal
Teach Epidemiology
Teach Epidemiology
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Workshop Goal
YES Teaching Units Professional Development
Workshop
To create a professional community

that discusses new teacher materials and
strategies and that
supports the risk taking and
struggle entailed in transforming practice.
Teach Epidemiology
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Workshop Goal
YES Teaching Units Professional Development
Workshop
Introductions
To create 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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What is epidemiology?
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.
Teach Epidemiology
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What is Epidemiology?
Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
Teach 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.
Teach Epidemiology
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Teach Epidemiology
Teach Epidemiology
Teach Epidemiology
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Teach Epidemiology
Teach Epidemiology
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Teach Epidemiology Stories
Teach Epidemiology
Teach Epidemiology
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Teach Epidemiology Stories
Teach Epidemiology
Teach Epidemiology
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
YES Teaching Units Professional Development
Workshop
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
Research clearly demonstrates that experts
content knowledge is structured around the major
organizing principles and core concepts of the
domain, the big ideas.
YES Teaching Units Professional Development
Workshop
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
Research clearly demonstrates that experts
content knowledge is structured around the major
organizing principles and core concepts of the
domain, the big ideas. These big ideas lend
coherence to experts vast knowledge base help
them discern the deep structure of problems and,
on that basis, recognize similarities with
previously encountered problems.
YES Teaching Units Professional Development
Workshop
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
Research clearly demonstrates that experts
content knowledge is structured around the major
organizing principles and core concepts of the
domain, the big ideas. These big ideas lend
coherence to experts vast knowledge base help
them discern the deep structure of problems and,
on that basis, recognize similarities with
previously encountered problems. experts
strategies for thinking and solving problems are
closely linked to rich, well-organized bodies of
knowledge about subject matter.
YES Teaching Units Professional Development
Workshop
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
Research clearly demonstrates that students
content knowledge is structured around the major
organizing principles and core concepts of the
domain, the big ideas. These big ideas lend
coherence to students vast knowledge base help
them discern the deep structure of problems and,
on that basis, recognize similarities with
previously encountered problems. students
strategies for thinking and solving problems are
closely linked to rich, well-organized bodies of
knowledge about subject matter. Their knowledge
is connected and organized, and it is
conditionalized to specify the context in which
it is applicable.
YES Teaching Units Professional Development
Workshop
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Pedagogical Basis
A rich body of content knowledge about a subject
area is a necessary component of the ability to
think and solve problems in the domain, but
knowing many disconnected facts is not enough.
Research clearly demonstrates that teachers
content knowledge is structured around the major
organizing principles and core concepts of the
domain, the big ideas. These big ideas lend
coherence to teachers vast knowledge base help
them discern the deep structure of problems and,
on that basis, recognize similarities with
previously encountered problems. teachers
strategies for thinking and solving problems are
closely linked to rich, well-organized bodies of
knowledge about subject matter. Their knowledge
is connected and organized, and it is
conditionalized to specify the context in which
it is applicable.
the big ideas.
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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Enduring Understandings
YES Teaching Units Professional Development
Workshop
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YES Teaching Units Professional Development
Workshop
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5 W Questions
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When investigating a crime, police detectives
attempt to answer the 5 W questions.Detectives
want to know whodunit so that they can stop
the crime from happening again.
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When investigating disease occurrence,
epidemiologists attempt to answer the 5 W
questions.Epidemiologists want to know
whatdunit so that they can stop or slow down
the disease occurrence.
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5 W Questions
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Where can I find data on person, place and time?
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Surveillance

• the ongoing systematic collection, analysis and
  interpretation of health data essential to the
  planning, implementation, and evaluation of
  public health practice, closely integrated with
  the timely dissemination of these data to those
  responsible for prevention and control
• Thacker Berkelman, 1988

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Types of Surveillance Systems

• Passive surveillance
• agency waits to receive case reports
• Active surveillance
• agency contacts providers, labs, etc.

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Surveillance Events

• Outcomes STDs, lead poisoning, birth defects,
  cancer, infant mortality, leading causes of
  death, motor vehicle fatalities, occupational
  injuries
• Risk factors Smoking, nutrition, screening
  tests, physical activity
• Hazards Pollutants, toxic chemicals

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Sources of Surveillance Data

• CDC
• State/Local Health Department
• Birth and Death certificates
• Laboratories
• Hospital billing databases
• Providers offices
• Fire incident reports
• Others?

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Activity

• Each team of teachers receives a case study
• What patterns do you see? Who? What? Where? When?
• Why do you think the patterns appear that way?
  (Generate a hypothesis/hypotheses)

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Percent of Youth 4-17 ever diagnosed with
Attention-Deficit/Hyperactivity Disorder
National Survey of Children's Health, 2003
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• Remember that 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.
• Descriptive epidemiology
• Describe the distribution of a health condition
• Generate hypotheses about determinants of disease
• Analytic epidemiology
• Test hypotheses about determinants of disease

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Pathways to Public Health
http//www.pathwaystopublichealth.org/
Teach Epidemiology
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Epiville
ccnmtl.columbia.edu/projects/epiville/
Teach Epidemiology
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Disease Detectives
www.diseasedetectives.org/
Teach Epidemiology
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EXCITE
www.cdc.gov/excite/
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Science Ambassador
http//www.cdc.gov/excite/ScienceAmbassador/Scienc
eAmbassador.htm
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Epidemic Intelligence Service Case Studies
www.cdc.gov/eis/casestudies/casestudies.htm
Teach Epidemiology
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Buffet Busters
www.buffetbusters.ca/
Teach Epidemiology
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Exploring Drug Abuse
www.montclair.edu/drugepi/
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Exploring Drug Abuse
www.collegeboard.com/yes/ft/iu/units.html
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Web Site
www.montclair.edu/detectives
34 Investigations
Detectives in the Classroom
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Pedagogical Basis
Essential Questions
Enduring Understandings
Why are some people getting sick while others are
remaining healthy?
Clues for formulating hypotheses can be found by
describing the way a disease is distributed in a
population of people, in terms of person, place
and time.
1.
2.
Is there an association between the hypothesized
cause and the disease?
Causal hypotheses can be tested by observing
exposures and diseases of people as they go about
their daily lives. Information from these
observational studies can be used to make and
compare rates and identify associations.
3.
Is the association causal?
Causation is only one explanation for finding an
association between an exposure and a disease.
Because observational studies are flawed, other
explanations must also be considered.
4.
What should be done when preventable causes of
disease are found?
When a causal association has been identified,
decisions about possible disease prevention
strategies are based on more than the scientific
evidence. Given competing values, social,
economic, and political factors must also be
considered.
5.
Did the disease prevention strategy work?
The effectiveness of a strategy can be evaluated
by making and comparing rates of disease in
populations of people who were and were not
exposed to the strategy. Costs, trade-offs and
alternative strategies must also be considered.
Detectives in the Classroom
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Module 1 (1-1 to 1-6)

• Health-related conditions and behaviors are not
  distributed uniformly in a population. Each has a
  unique descriptive epidemiology that can be
  discovered by identifying how it is distributed
  in a population in terms of person, place, and
  time. Descriptive epidemiology provides clues for
  formulating hypotheses.

Teach Epidemiology
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Investigation 1-1
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
Teach Epidemiology
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Module 1
Essential Question 1

Why do some
people get sick while others remain healthy?
Investigation 1 - 2 In the News Students read
news articles about different diseases or other
health-related outcomes, identify the parts of
the articles that describe the distribution of
those outcomes, and categorize the descriptions
in terms of person, place, and time. Students
also identify the parts of the articles where the
authors describe hypotheses that attempt to
explain the distributions.
Investigation 1-1 Why Are These Students
Getting Sick? Investigation 1-2 In the
News Investigation 1-3 Whats My
Hypothesis? Investigation 1-4 The Case of
my Investigation 1-5 A Mysterious Ailment
Investigation 1-6 Concept Connections
Enduring Understanding 1 Clues for formulating
hypotheses can be found by describing the way a
disease is distributed in a population of people,
in terms of person, place and time.
Detectives in the Classroom
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August 15, 2008 Deaths of Motorcyclists Rise
Again By MATTHEW L. WALD
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Module 1
Essential Question 1

Why do some
people get sick while others remain healthy?
Investigation 1 - 3 Whats My Hypothesis? Each
student is assigned an exposure and, assuming the
exposure causes a disease, writes a description
of how a hypothetical disease would be
distributed in terms of person, place, and
time.  Students then review each other's
descriptions and formulate one or more hypotheses
for each.  When students compare their
hypotheses, they realize that a given
distribution of a health-related outcome can lead
to the formulation of several different educated
guesses.
Investigation 1-1 Why Are These Students
Getting Sick? Investigation 1-2 In the
News Investigation 1-3 Whats My
Hypothesis? Investigation 1-4 The Case of
my Investigation 1-5 A Mysterious Ailment
Investigation 1-6 Concept Connections
Enduring Understanding 1 Clues for formulating
hypotheses can be found by describing the way a
disease is distributed in a population of people,
in terms of person, place and time.
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Identifying Patterns and Formulating Hypotheses
PPT Sheet
Person
Lifeguards, Drum Majors, Referees , Coaches,
Traffic Policemen
Place
Time
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
PPT Sheet
Person
Lifeguards, Drum Majors, Referees , Coaches,
Traffic Policemen
Place
Pools, seashore, gymnasiums, athletic fields,
intersections
Time
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
PPT Sheet
Person
Lifeguards, Drum Majors, Referees , Coaches,
Traffic Policemen
Place
Pools, seashore, gymnasiums, athletic fields,
intersections
Time
Hot days, schooldays, after school, holidays
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
PPT Sheet
Person
Lifeguards, Drum Majors, Referees , Coaches,
Traffic Policemen
Place
Pools, seashore, gymnasiums, athletic fields,
intersections
Time
Hot days, schooldays, after school, holidays
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
1
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
1
Card / Group
Hypotheses
1
XXXXXXXXXXXXXXXX
2
Grass / Soil
3
Grass
4
Grass / Leaves / Dirt
5
Grass / Dirt
6
Grass / Trees
7
8
9
10
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Identifying Patterns and Formulating Hypotheses
1
Lawn Treatment
Card / Group
Hypotheses
1
XXXXXXXXXXXXXXXX
2
Grass / Soil
3
Grass
4
Grass / Leaves / Dirt
5
Grass / Dirt
6
Grass / Trees
7
8
9
10
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Identifying Patterns and Formulating Hypotheses
3
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
3
Card / Group
Hypotheses
1
Blood loss
2
Ambulance / Stretchers
3
XXXXXXXXXXX
4
Blood
5
Bandages / Blood
6
Ambulance
7
8
9
10
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
3
X-rays
Card / Group
Hypotheses
1
Blood loss
2
Ambulance / Stretchers
3
XXXXXXXXXXX
4
Blood
5
Bandages / Blood
6
Ambulance
7
8
9
10
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Identifying Patterns and Formulating Hypotheses
4
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
4
Card / Group
Hypotheses
Allergies / Bee stings / Mosquito bites
1
2
Back packs
3
Back packs / Bags
4
XXXXXXXXXXXX
5
XXXXXXXXXXXX
6
XXXXXXXXXXXX
7
8
9
10
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
4
Card / Group
Hypotheses
Allergies / Bee stings / Mosquito bites
1
2
Back packs
3
Back packs / Bags
4
XXXXXXXXXXXX
5
XXXXXXXXXXXX
6
XXXXXXXXXXXX
7
8
9
10
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Identifying Patterns and Formulating Hypotheses
5
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
5
Card / Group
Hypotheses
1
Alcohol / Food poisoning / Drug-smoking
2
Alcoholic beverages
3
Alcohol
4
Alcohol / Drinks / Food / Music
5
XXXXXXXXXXX
6
Music
7
8
9
10
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
5
Alcoholic Beverages
Card / Group
Hypotheses
1
Alcohol / Food poisoning / Drug-smoking
2
Alcoholic beverages
3
Alcohol
4
Alcohol / Drinks / Food / Music
5
XXXXXXXXXXX
6
Music
7
8
9
10
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Identifying Patterns and Formulating Hypotheses
Fire Hydrants
Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
Teach Epidemiology
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Module 1
Essential Question 1

Why do some
people get sick while others remain healthy?
Investigation 1 - 5 A Mysterious
Ailment Students read a 1981 column about a
mysterious ailment (AIDS, before it was called
AIDS and before HIV was identified) and identify
the descriptive epidemiological clues that led to
the formulation of early causal hypotheses.  To
further understand the value of descriptive
epidemiology, students predict what the
descriptive epidemiology of this mysterious
ailment would be if it were caused by mosquito
bites, sitting on toilet seats, donating blood,
or shaking hands.  Students realize that
descriptive epidemiology is sometimes useful in
determining that certain causal hypotheses do not
make sense.
Investigation 1-1 Why Are These Students
Getting Sick? Investigation 1-2 In the
News Investigation 1-3 Whats My
Hypothesis? Investigation 1-4 The Case of
my Investigation 1-5 A Mysterious Ailment
Investigation 1-6 Concept Connections
Enduring Understanding 1 Clues for formulating
hypotheses can be found by describing the way a
disease is distributed in a population of people,
in terms of person, place and time.
Detectives in the Classroom
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Identifying Patterns and Formulating Hypotheses
A Mysterious Ailment
Teach Epidemiology
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Teach Epidemiology
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Identifying Patterns and Formulating Hypotheses
Teach Epidemiology
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Module 1
Essential Question 1

Why do some
people get sick while others remain healthy?
Investigation 1 - 6 Concept Connections Student
s identify the important concepts that need to be
understood and how those concepts relate to each
other, in order to answer the Essential Question
"How is this disease distributed and what
hypotheses might explain that distribution?"  To
do so, students learn to draw a Concept Map that
depicts and explains how the concepts connect to
each other.  At the conclusion of the
investigation, students will have developed the
epidemiologic Enduring Understanding that the
Module 1 investigations were designed to achieve
"Health-related conditions and behaviors are not
distributed uniformly in a population. Each has a
unique descriptive epidemiology that can be
discovered by identifying how it is distributed
in a population in terms of person, place, and
time. Descriptive epidemiology provides clues for
formulating hypotheses."
Investigation 1-1 Why Are These Students
Getting Sick? Investigation 1-2 In the
News Investigation 1-3 Whats My
Hypothesis? Investigation 1-4 The Case of
my Investigation 1-5 A Mysterious Ailment
Investigation 1-6 Concept Connections
97
3
Connections
Arrange the words and phrases to show connections.
Detectives in the Classroom - Investigation 1-6
Concept Connections
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4
Connections
Draw arrows, circles, and boxes to further show
connections.
Detectives in the Classroom - Investigation 1-6
Concept Connections
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4
Connections
Draw arrows, circles, and boxes to further show
connections.
Detectives in the Classroom - Investigation 1-6
Concept Connections
100
5
Connections
Why do some people get sick
while others remain
healthy?
Concept Map
xxxxxx
xxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxxxx
xxxxxxxx
xxxxxx
xxxxxx
xxxxxx
Leave Space
Label the connections on the arrows, circles, and
boxes.
Detectives in the Classroom - Investigation 1-6
Concept Connections
101
5
Connections
Label the connections on the arrows, circles, and
boxes.
Detectives in the Classroom - Investigation 1-6
Concept Connections
102
5
Connections
Label the connections on the arrows, circles, and
boxes.
Detectives in the Classroom - Investigation 1-6
Concept Connections
103
5
Connections
Label the connections on the arrows, circles, and
boxes.
Detectives in the Classroom - Investigation 1-6
Concept Connections
104
5
Connections
Detectives in the Classroom - Investigation 1-6
Concept Connections
105
5
Connections
Detectives in the Classroom - Investigation 1-6
Concept Connections
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
Jerome Bruner, The Process of Education, 1960
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
Jerome Bruner, The Process of Education, 1960
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
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Epidemiology Is Relevant / Epidemiology Empowers
Teach Epidemiology
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Enduring Epidemiological Understandings
will
YES Teaching Units Professional Development
Workshop
115
Your Teach Epidemiology Stories
Welcome to
Take Picture for Stories
Teach Epidemiology Professional Development
Workshop Reading PA,
August18, 2008
Teach Epidemiology
Teach Epidemiology
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Report and Reflection Log
http//www.teachepidemiology.org/YESRandRform.php
YES Teaching Units Professional Development
Workshop
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Post-Workshop Assessment
Post-Workshop Questionnaire
YES Teaching Units Professional Development
Workshop
118
Thank You
Teach Epidemiology
Professional Development Workshop