Centers for Disease Control and PreventionGlobal Health Odyssey Museum

Tom Harkin Global Communications Center June 8-12, 2009

Teach EpidemiologyProfessional Development Workshop

Day4

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Teach Epidemiology

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Time Check

9:15 AM

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Teach Epidemiology

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Time Check

11:00 AM

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Teach Epidemiology

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Teaching Epidemiology

Group 1

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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

Teaching Epidemiology

Metacognition

11

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

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Time Check

Noon

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Teach Epidemiology

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Time Check

12:30 PM

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Teach Epidemiology

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Teaching Epidemiology

Group 2

Essential Question: Epidemiology and Essential Question: Epidemiology and homeostasis: What’s the connection?homeostasis: What’s the connection?

Objective: To investigate the features of Objective: To investigate the features of the scientific processes of collecting and the scientific processes of collecting and analyzing data (GPS:S7CS3a,f)analyzing data (GPS:S7CS3a,f)

Scientific progress is made by asking Scientific progress is made by asking meaningful questions and conducting meaningful questions and conducting careful investigations (SCORE: 7b,c,d)careful investigations (SCORE: 7b,c,d)

IB: Health and Social EducationIB: Health and Social Education

Review/SpongeReview/SpongePlease number 1 – 6 on a new sheet in your notebook Please number 1 – 6 on a new sheet in your notebook and write the letter of the term’s description. (Yes, I and write the letter of the term’s description. (Yes, I know there is ONE new term. Do your best to find the know there is ONE new term. Do your best to find the answer.)answer.)

1.1. Noninfectious diseaseNoninfectious disease2.2. Infectious diseaseInfectious disease3.3. PathogenPathogen4.4. VectorVector5.5. ImmunologyImmunology6.6. EpidemiologyEpidemiology

a.a. Spreads infectionSpreads infectionb.b. Causes infectionCauses infectionc.c. Study of ways to Study of ways to

control health problemscontrol health problemsd.d. Study of disease Study of disease

resistanceresistancee.e. AIDS, cholera, fluAIDS, cholera, fluf.f. Diabetes, cancer, Diabetes, cancer,

asthma, allergyasthma, allergy

Why should 7Why should 7thth graders care about graders care about epidemiology (the study of how to epidemiology (the study of how to control health problems)? control health problems)? Write our brainstorm in your notebookWrite our brainstorm in your notebook

What are some health issues facing What are some health issues facing teenagers today?teenagers today?Write these in your notebookWrite these in your notebook

ScenarioScenarioThe Springfield, Massachusetts, Town Council thinks that the city may have a serious teenage pregnancy problem. The council wants to know how many children were born to Springfield’s teenagers during 2001. As a member of

the community directly affected, you have the responsibility of answering this question. You have been

supplied with a sampling of 51 copies of the 1,673 Certificates of Live Birth that were issued for children born

at 11 hospitals in western Massachusetts during 2001.The hospitals have provided you with copies of all the birth certificates that they thought were issued for children born

to Springfield’s teenagers. When in doubt, they made a copy of the certificate so that you could decide. You will meet with the town council in 10 minutes to address the

following concerns:

Name ______________________________________ Date: ___________

A. Purpose: To collect and analyze data

B. Materials: Work sheet; 51 “imaginary” birth certificates; Stakeholders roles

C. Procedures: 1. Working with your group determine answers to

observation questions

2. Complete Inference

D. Observations:

1. How many children were born to teenagers in Springfield in 2001?

2. Were there any certificates that did NOT meet the criteria?

Why did you eliminate them?E. Inference:

1. Does Springfield have a serious problem with children (teens) having children? How did you determine that this was or was NOT a problem?

Group RolesGroup Roles Group 1: Pregnant TeenagerGroup 1: Pregnant Teenager Group 3: Parent of the Pregnant Group 3: Parent of the Pregnant

TeenagerTeenager Group 4: Religious LeaderGroup 4: Religious Leader Group 5: Friend of Pregnant TeenGroup 5: Friend of Pregnant Teen Group 6: Health Care ProfessionalGroup 6: Health Care Professional Group 7: School CounselorGroup 7: School Counselor

Information found on Fake Information found on Fake CertificateCertificate

Is this a Certificate of Life Birth for a baby born to a Springfield, Massachusetts teenager during 2001?

Name ______________________________________ Date: ___________

A. Purpose: To collect and analyze data

B. Materials: Work sheet; 51 “imaginary” birth certificates; Stakeholders roles

C. Procedures: 1. Working with your group determine answers to

observation questions

2. Complete Inference

D. Observations:

1. How many children were born to teenagers in Springfield in 2001?

2. Were there any certificates that did NOT meet the criteria?

Why did you eliminate them?E. Inference:

1. Does Springfield have a serious problem with children (teens) having children? How did you determine that this was or was NOT a problem?

Problems encountered determining Problems encountered determining data.data.

So what do epidemiologists do to assure So what do epidemiologists do to assure the accuracy of their data and to come the accuracy of their data and to come to an inference or hypothesis?to an inference or hypothesis?

1.1. Provide a precise Provide a precise case definitioncase definitionThe National Center for Health Statistics defines a teenage birth as:The National Center for Health Statistics defines a teenage birth as:

..a live birth to a woman 15 – 19 years old...a live birth to a woman 15 – 19 years old.

2. Closely examine all data2. Closely examine all data3. Eliminated subjects must be considered3. Eliminated subjects must be considered4. Data must be COMPARED to something4. Data must be COMPARED to something5. Seriousness is a 5. Seriousness is a judgmentjudgment call call6. Broader scope must be examined6. Broader scope must be examined

Homework Homework Use attached data sheet to Use attached data sheet to collect data and answer questionscollect data and answer questions

Name: ________________________ Date: ___/_____/_Name: ________________________ Date: ___/_____/_ 1. How many teenage births were there in January 2000?1. How many teenage births were there in January 2000?2. What is the distribution of teenage mothers by 2. What is the distribution of teenage mothers by

race/ethnicity? Use a graph/chart to answerrace/ethnicity? Use a graph/chart to answer this question.this question.3. What is the distribution of births by birth weight? Use a 3. What is the distribution of births by birth weight? Use a

graph/chart to answer this question.graph/chart to answer this question.

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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

Teaching Epidemiology

Metacognition

32

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

33

Time Check

1:15 PM

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Teach Epidemiology

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Teaching Epidemiology

Group 3

Effectiveness of Ephedra

Ephedra: Superdrug or Superhoax?

Your Ticket to Thinness?

Fat burner Par Excellence?

Endurance Booster?

Can This Plant Do All That?

This is ALL Natural

Isn’t “All Natural” good for you?

Do you think an “all natural” plant could contain something that could harm you?

What type of study would you do?

Could You Ethically Do This?

If ephedra could potentially be harmful, how would you choose to test your hypothesis in an ethical manner?

What are some ethical issues? Would humans be at risk? Is it wrong to test it on it on animals?

Hypothesis?

How Can You Test It?

Type of Study?

1. Clinical trial [double blind random selection]2. Cohort [following long term]3. Case study [review studies by others]4. Cross-sectional [a slice of time]

Background: There have been side effects ranging from sleeplessness up to death

Variables

• Recall the independent variable is the one that you can control

• Recall the dependent variable is the one that responds to the independent variable

A.Your independent variable EphedraB.Your dependent variable is __________ [It depends upon the Ephedra]

How Can You Organize Your Data?

2 by 2 Chart

? ?

Used Ephedra

No Ephedra

Pick the Best Variable to Measure

How would you measure endurance?How would you measure weight loss?How would you measure fat burning?What works best for you in this classroom?

2 by 2 ChartWhat distribution would you expect if Ephedra increases endurance? What if it does not?

Greater Endurance

Endurance Unchanged

Used Ephedra

No Ephedra

2 by 2 ChartWhat distribution would you expect if Ephedra causes weight loss? What if does not?

Weight Loss No Weight Loss

Used Ephedra

No Ephedra

Thank You for Your Participation

Without talking, go to the appropriate section of the 2 X 2 square in the hallway and stand in the section that is indicated on side 1 of your 3 X 5 card.

We will also repeat this with side 2.When finished, we will return to the classroom

and share our Enduring Understandings.

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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

Teaching Epidemiology

Metacognition

56

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

57

Time Check

2:00 PM

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Teach Epidemiology

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Teaching Epidemiology

Group 4

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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

Teaching Epidemiology

Metacognition

62

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

63

Time Check

2:45 PM

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Teach Epidemiology

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Teaching Epidemiology

Group 5

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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

Teaching Epidemiology

Metacognition

68

National Research Council , Learning and Understanding

Teach Epidemiology

Enduring Epidemiological Understandings

Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

69Teach Epidemiology

5-Minute Paper

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Time Check

3:30 PM

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Tour

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Teach Epidemiology