Epidemiology

Semester One

In this two semester epidemiology course, students will study the distribution and determinants of health related states or events and the application to the control of disease. Syllabus

Units:

  1. History of Epidemiology

  2. Exploration of Diseases

  3. Disease Causation & Control

  4. Determinants of Health

  5. Outbreak Investigation

  1. History of Epidemiology - 2 weeks

Learning Objectives

  • I understand common citation of sources.
  • I can distinguish between empirical and anecdotal sources of information.
  • I understand John Snow’s contribution to the development of epidemiology.
  • I can identify and describe the 5 W’s (who, why, what, where and when) that are used to analyze case studies.
  • I can identify appropriate use of terminology related to epidemiology.
  • I can define the principles and goals of epidemiology.
  • I understand the concept of health citizenship in the context of disease prevention and health management.
Although John Snow from Game of Thrones may "know nothing", John Snow the epidemiologist knew statistical mapping and how to pinpoint a cholera outbreak.

Opening:

Who's dis? Activity:

It is important to know who is talking to you. Create a list of reliable sources. Create a list of unreliable sources. How can you tell the difference?

Explore Databases:

Opening:

  • Most deaths in children under age 5 are due to what?

  1. Infectious diseases and malnutrition

  2. Premature birth/birth defects

  3. Accidents

  • True or False: At least 40% of the deaths in children under age 5 that occur worldwide each year could be prevented by administering existing vaccines to young children?

  • Epidemiology Successes

Timeline Activity:

  • In small groups, create and present a group timeline of historical events and figures (including the correct John Snow) in epidemiology. This timeline should include mention of the 5 "W's" of epidemiology. Grading Rubric

  • In your research, use professional journals, news media, and trade magazines (in both print and digital formats).

2. Exploration of Diseases - 4 weeks

Learning Objectives

  • I can use appropriate research techniques to acquire historical information related to epidemiology.
  • I can determine the relevance of historical information to current epidemiology research and trends.
  • I can compare and contrast different disease models.
  • I know the causes of child/infant mortality and how the rates can be improved.
  • I can identify appropriate use of terminology related to epidemiology.
After insecticide spraying is completed in any house the foreman records the date of spraying on the wall; photograph taken in 1954 during malaria eradication efforts in Liberia

Opening:

Gallery Walk Activity:

  • Use technology to research a specific non-infectious or an infectious disease. Creating a presentation for the classroom. Can be done by yourself or in pairs.

  • Include the diseases definition, symptoms, prognosis, etiology, pathology, and characteristics. Grading Rubric

Compare/Contrast Activity:

  • Compare and contrast the two primary models of disease causation: the epidemiologic triad and Rothman’s causal pies.

  • Debate the pros and cons of each in a written, oral, or electronic format. Grading Rubric

Current Events Activity:

  • Investigate the causes of child/infant mortality within the first five years of life worldwide. Identify effective interventions for prevention of infant and childhood disorders, supporting recommendations with evidence-based medical or public health practice standards retrieved from the kinds of sources described in this course. Grading Rubric

Bonus Activity:

  • Examine current events and discuss the implications of disease prevention, containment, and control when environmental conditions are considered.

3. Disease Causation & Control - 4 weeks

Learning Objectives

  • I can define disease as it applies to the human body.
  • I can differentiate between signs and symptoms.
  • I know the definition of an infection.
  • I can list three classic signs of an infectious process commonly used to differentiate between infectious and non-infectious disease processes.
  • I have examined the four broad categories of infectious disease agents and can list at least one organism in each group and the disease it causes in humans or animals.
  • I can define four broad causes of non-infectious diseases and list at least one disease in each category. I I can identify factors that place certain populations at a higher risk for developing diseases and disorders.
  • I understand the impact that environmental factors, such as natural and unnatural disasters, can have on a range of global health issues.
The ten leading causes of death in the United States in 1900 and 1997.

Opening:

Panel Discussion:

  • Analyze the determinants of case studies and present in a panel discussion.

Health Brochure:

  • Create a public health brochure that is presented to the community to promote healthy citizenship. Be mindful of your target audience. Grading Rubric

Disease Outbreak Analysis:

  • Analyze a disease outbreak and describe how it impacts individuals and/or society. Create a Venn diagram that demonstrates how a disease outbreak impacts individuals and/or society. Grading Rubric

Research Six Determinants:

  • Create a scenario identifying the six determinants of health and present to appropriate audience.

4. Determinants of Health - 4 weeks

Learning Objectives

  • I can identify and define six determinants of health (biological, behavior, public policy, access, social and physical).
  • I can identify a healthy or unhealthy behavior (smoking, alcohol consumption, drug addiction) and identify at least one example of a social, physical, and biological determinant that influences their behavior.
  • I can research factors that influence or determine population health, both individual and societal.
There are many factors that affect health, including biological, behavior, public policy, access, social and physical. Above are some of the social factors.

Opening:

Outbreak Project:

  • In small groups, utilizing research and presentation skills, create a project based on the ten steps of an outbreak that determines the scope of an outbreak. Present your project to a group. Grading Rubric

Roles & Responsibilities Project:

  • Create a diagram that depicts the populations affected or endangered by a specific outbreak. Design a chart assigning roles and responsibilities to contain and/or eradicate the specific outbreak. Generate a recommendation based on hypothetical findings and protocol. Grading Rubric

5. Outbreak Investigation - 4 weeks

Learning Objectives

  • I can explain and apply the ten steps of an outbreak investigation.
  • I can analyze a mock scenario in which the CDC has been called to investigate the outbreak of a foodborne, airborne, windborne, or waterborne disease in the United States or abroad.
  • I can explain the chain of infection.
Workers in South Korea, which has been hit hard by COVID-19, disinfect a subway station in Seoul to slow the virus’s spread.

Opening:

Chain of Infection Project:

  • Develop and create an illustration demonstrating the chain of infection. Include definition and illustrative examples.

Opening:

Interpret Population Data:

  • Interpret & report the statistical data (tables and charts) of a case study or scenario.

  • Create a presentation that identifies patterns in populations related to public health. Generate a report with a hypothesis regarding possible relationships of public health and disease.