HEAL 350_01: Epidemiology (CRN: 21289) Spring Class Meetings: MWF 09:00-09:50, Silcox 409

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1 HEAL 350_01: Epidemiology (CRN: 21289) Spring 2016 Class Meetings: MWF 09:00-09:50, Silcox 409 Instructor: Christy Kollath-Cattano, PhD Office: Silcox Physical Education and Health Center, Rm 311 Office Hours: T 10:00-12:30, W 12:00-2:30 and by appointment Course Prerequisites: HEAL 215 Course Catalog Description This course introduces the basic concepts of epidemiology and biostatistics as applied to public health problems. Emphasis is placed on the principles and methods of epidemiologic investigation, appropriate summaries and displays of data, and the use of classical statistical approaches to describe the health of populations. Course Learning Objectives Upon completion of the course, the student should be able to: 1. Define epidemiology, explain its role in public health practice, and describe the differences between descriptive and analytic epidemiology. 2. Discuss important historical events and individuals in the field of epidemiology. 3. Define and distinguish among certain disease concepts, including those used in infectious and chronic disease epidemiology. 4. Distinguish among epidemic, endemic, and pandemic and describe different types of epidemics and disease models. 5. Characterize a public health problem according to person, place, and time. 6. Define ratio, proportion, and rate as well as certain measures of association. 7. Formulate steps of an epidemiologic field investigation. 8. Describe and use certain measures of health status. 9. Define and distinguish between case-control and cohort studies.

2 10. Distinguish between the concepts of association and causation. Student Learning Outcomes 1. As a result of this course students will be able to analyze and summarize a case study on an epidemiological field investigation. All students are expected to score 80% or higher on group presentation per the rubric. 2. As a result of this course course students will be able to evaluate a peer-reviewed manuscript of an observational epidemiological study. Students will be able to describe the study design and identify biases that could be present in the study. All students are expected to score 80% or higher on the journal article critical evaluation per the rubric. 3. At the end of the course students will be able to identify and describe the criteria for demonstrating causal relationships between exposures and outcomes. All students are expected to score an 80% or higher on final exam questions relating to this topic. CEPH AND CHES COMPETENCIES The Council on Education for Public Health (CEPH) publishes guide- lines regarding the knowledge and skills that should be presented to students enrolled in public health courses. These guidelines focus on outcomes, or competencies, that are linked to workforce needs as defined by employers and the public health profession as a whole. Each course in the College of Charleston Public Health program covers one or more of these competencies. As courses advance from introductory to more advanced, the competencies covered by these courses must also progress. That is, what you learn in higher level courses should build on, and extend beyond, what you learned in lower level courses. The following CEPH competency is covered by HEAL 350: 3. Explain principles of epidemiology necessary to understand health and impairments of health including the uses of rates, the meaning of causation, and the evaluation of the effectiveness of interventions. Apply principles of epidemiology to reading re- search articles including casecontrol, cohort studies and randomized clinical trials. (Competency 3) For more information, please visit In addition to pursuing the general public health competencies set forth by CEPH, some students may be interested in pursuing certification as a Certified Health Education Specialist (CHES). This certification requires the individual to sit for and pass an exam offered by the National Commission for Health Education Credentialing, Inc. In order to qualify to sit for the CHES exam, the individual must complete coursework covering a variety of competencies and subcompetencies. The following competencies and sub-competencies are covered by HEAL 350:

3 1. Assess Needs, assets, and capacity for health education (Competency 1) 2. Implement health education (Competency 3) 3. Conduct evaluation and research related to health education (Competency 4) For more information, please visit Required Texts Merrill, Ray M. (2013) Introduction to Epidemiology: 6 th Edition. Burlington: Jones & Bartlett Learning. Various other articles available on Oaks under Course Information Recommended Readings Related internet articles/links will be posted on Oaks. Course Requirements 1. Class Participation: Class attendance is important for your success in this course but in order to receive full points for your participation grade you must come to class as well as make an active contribution. Participation will be evaluated by: a) Discussion board: In the discussion section of Oaks you will be required to post a question, comment, or respond to a classmate once per week (posts can be completed Friday through Monday morning before class). b) In class group discussions: As indicated on the syllabus some class time will be dedicated to reviewing articles or completing activities in a group setting. This means that all readings assigned on a particular day should be completed PRIOR to the beginning of class, as you will be answering questions based on the readings and turning in your responses. Your group members will be evaluating your contributions at the end of the semester. 2. Problem Sets (x4): These will be due at the beginning of class on dates indicated in the syllabus. Late work will NOT be accepted unless there is a valid excuse with documentation. The problem sets will consist of calculation-based, multiple choice, and short answer questions and are designed to help you practice material presented in lectures. You may work with your classmates to complete these problem sets but I encourage you to try them on your own first. 3. Exams: There will be two examinations during in the semester, which will be noncumulative and a CUMULATIVE final exam. Exam dates are listed on the syllabus. Exams will include multiple choice, short answer and calculation based questions. You will need to bring a non cell phone calculator to class on exam days and you will be able to bring notes to class (1 page for in class exams and 2 pages for the final). If you will be absent on exam day, you must make PRIOR arrangements with me. Make-up exams will

4 not be given without prior arrangement or a valid and documented reason for missing the exam. You should turn in the appropriate documentation to the Absence Memo Office at 67 George St. 4. Outbreak Case Study Group Presentation: Case study teams will present an example of an epidemiological outbreak investigation to the class. Examples will be obtained from: Outbreak Investigations around the World: Case Studies in Infectious Disease Field Epidemiology. 5. Journal Article Critical Evaluation: This is an individual assignment. You will be critically assessing an epidemiological study of my choosing. Your write up should be 4-5 pages in length and follow guidelines that will be posted to Oaks during the semester. Course Grade Breakdown Item Point Value Due Date Class Participation 75 points (15%) Everyday Problem Sets (x 4) 100 points 2/8, 25 points each (20%) 3/21, 3/28 Exams (x2) 100 points 2/22, 50 points each (20%) Final Exam 100 points (20%) 4/29 Outbreak Case Study Group Presentation 50 points (10%) 3/30, 4/1 Journal Article Critical Evaluation 75 points (15%) 4/20 Grading A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F Grading Scale: A A B B B

5 C C C D D D F Less than 62 Course Policies ATTENDANCE: I consider the number of unexcused absences exceeding 10% of the scheduled class sessions (more than 4) to be excessive and this will result in a zero for participation. I will excuse your absence if the Absence Memo Office notifies me that you have turned in the required documentation. LATE WORK: I will NOT accept late work unless there is a valid reason (i.e. accident, major illness). Please contact me ahead of time if you know you will be absent on a day when an assignment is due. ASSIGNMENT FORMATTING: 12 point font, Times New Roman 1 Margins, 1.5 spaced Page numbers at bottom right corner APA citation TURNING IN ASSIGNMENTS: Assignments should be turned in at the beginning of class. I will NOT accept assignments through unless there is a valid reason. If you do something to me and do not receive a response that means I never received it and it will be considered LATE. ELECTRONIC DEVICES: Cell phones should be on silent during class. They must remain out of sight during exams. Laptops/ tablets are acceptable during class as long as the volume is muted. College of Charleston Honor Code and Academic Integrity All students are expected to adhere to the Honor Code, which forbids lying, cheating, attempted cheating, stealing, attempted stealing, and plagiarism. Any work you turn in must be your own and when incorporating outside references, proper citations must be provided. If there is evidence that you have violated any part of Honor Code this violation will be reported to the Office of the Dean of Students. If the Honor Board finds you responsible for intentional academic dishonesty, you will receive an XF in the class, which signifies academic dishonesty on your transcript. Statement on Disabilities

6 Students with disabilities are eligible for academic accommodations throughout the course. Please contact to Center for Disability Services/SNAP located on the first floor of the Lightsey Center, Suite 104 ( ) to register for these accommodations and they will provide me with a letter describing your individual needs. Center for Student Learning I encourage you to utilize the Center for Student Learning s (CSL) academic support services for assistance in study strategies, speaking & writing skills, and course content. They offer tutoring, Supplemental Instruction, study skills appointments, and workshops. Students of all abilities have become more successful using these programs throughout their academic career and the services are available to you at no additional cost. For more information regarding these services please visit the CSL website at or call (843)

7 Course Schedule * Class Date Topic Required Readings Assignments Due Basics, History, and Ethics of Epidemiology 1 F Jan 8 Introductions using Voice Thread Watch The Most Dangerous Woman in America None 2 M Jan 11 Syllabus Review, Overview of Epidemiology Merrill Ch 1 3 W Jan 13 Overview of Epidemiology cont. 4 F Jan 15 Epidemiology History Merrill Ch 2 M Jan 18 Martin Luther King Jr Day: NO CLASS 5 W Jan 20 Epidemiology History 6 F Jan 22 In class activity: The Plague Excerpts from A Journal of the Plague Year by Defoe 7 M Jan 25 Ethics in Epidemiology 8 W Jan 27 Disease Concepts Merrill Ch 3 9 F Jan 29 In class activity: Outbreak Simulation Approaches in Epidemiology 10 M Feb 1 Measuring Disease Occurrence: Morbidity Merrill Ch 4 11 W Feb 3 Measuring Disease Occurrence: Mortality 12 F Feb 5 Presenting data: Graphs, tables, numerical measures 13 M Feb 8 Population Health Indicators Merrill Ch 6 Problem Set # 1 14 W Feb 10 Validity and Reliability of Diagnostics and Screening Merrill Ch 12 Tests 15 F Feb 12 Discussion Group: Measurement, Reliability and Validity Reduction in the incidence of type 2 diabetes with lifestyle intervention or metformin by DPPRG Using Epidemiology 16 M Feb 15 Descriptive Epidemiology Merrill Ch 5 Problem Set # 2 17 W Feb 17 Challenges in Studying Behavior Measuring sexual behavior: methodological challenges in survey

8 21 F Feb 26 Discussion Group: Experimental Studies Design and methods for a clinical trial in the prevention of type 2 diabetes by DPPRG 22 M Feb 29 Study Design: Cohort Merrill Ch 7 23 W Mar 2 Discussion Group: Cohort Studies Long-term morbidity and mortality of overweight adolescents by Must et al. 24 F Mar 4 Guest Lecture: (online in Voice Thread) M W F Mar 7 Spring Break: NO CLASS Mar 9 Spring Break: NO CLASS Mar 11 Spring Break: NO CLASS 26 M Mar 14 Study Design: Case Control Merrill Ch 7 27 W Mar 16 Discussion Group: Case-Control Studies Lung cancer in nonsmoking women: A multicenter case control study by Fotham et al. 28 F Mar 18 In class activity: Identifying Study Designs 29 M Mar 21 Association and Causation Merrill Ch 9 Problem Set # 3 30 W Mar 23 Sources of Bias and Error 31 F Mar 25 Discussion Group: Biases Behavioral, health and psychosocial factors and risk for HIV infection among sexually active homosexual men: The Multicenter AIDS Cohort Study by Penkower et al. Can we get people to participate in a study of sexual behavior? by Peterman Applying Epidemiology 32 M Mar 28 Infectious Disease Epidemiology Merrill Ch 10 Problem Set # 4 33 W Mar 30 Group Presentations Group presentations: Case study in outbreak investigations 34 F Apr 1 Group Presentations Group presentations: Case study in outbreak investigations 35 M Apr 4 EXAM # 2 36 W Apr 6 Introduction to Evaluating Epidemiological Literature Strengthening the Reporting of Observational Studies in Epidemiology (STROBE): Explanation and Elaboration by Vandenbroucke et al. 37 F Apr 8 Guest Lecture: (online in Voice Thread)

9 38 M Apr 11 In class activity: Outbreaks cont. 39 W Apr 13 Chronic Disease Epidemiology Merrill Ch F Apr 15 Chronic Disease Epidemiology cont. 41 M Apr 18 Social Epidemiology TBD 42 W Apr 20 Journal Article Discussion + Review for Final Exam Journal Article Critical Evaluations F Apr 29 FINAL 8:00 am *Schedule may be slightly modified based on instructor s discretion.!