Syllabus
Graduate Programs in Public Health
GPH 712 – Principles of Epidemiology – Fall 2018
Credits - 3
Description
This course is designed to introduce students to the basic principles of epidemiology as they apply to public health practice. Content will include: a historical perspective on epidemiology, descriptive epidemiology, effect measures, study designs, bias, surveillance, and screening for disease. Emphasis will be placed on investigative techniques, epidemiological methodology, and critical thinking about epidemiological studies and data.
Materials
Learning Objectives and Outcomes
Course Weekly Outcomes
- Discuss historical developments in epidemiology
- Apply fundamental epidemiological concepts.
- Apply key epidemiological measures to the health status of a population.
- Describe and discuss a public health issue in terms of person, place and time.
- Apply concepts for cross sectional and case control studies.
- Calculate and interpret an odds ratio.
- Apply concepts for cohort and experimental studies.
- Calculate and interpret a relative risk.
- Discuss causality.
- Apply hypothesis development and testing framework
- Apply steps in conducting a field investigation
- Apply different characteristics and evaluation methods to a screening test.
- Discuss the purpose and role of epidemiology in promoting public health.
CEPH Competencies
- Apply epidemiological methods to the breadth of settings and situations in public health practice.
Assignments
Discussions
Each student is expected to post at least twice each week in response to forum questions on that week’s topic and to their classmates (1 initial post and 1 response post, minimum). Posts that count toward the minimum must be between 250 and 500 words. Because this is an online course, the online discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and effort of their posts. These posts will take time to complete but they are an essential part of this online course and a great way to get to know your colleagues. Please be familiar with the course material (readings/lectures) before posting each week. Full marks will be given to those who ask questions, bring in new data from the literature or other resources, and demonstrate a thorough understanding of the topics for the week.
Case Studies
Case studies are where students will principally exhibit their ability to apply epidemiological methods across of breadth of settings and situations. Each case study emphasizes different epidemiological tools in response to different real-world situations. You will apply the tools to calculate the data needed for evidence-driven interventions.
Final Exam
The Final Exam will be a combinatory assessment of the epidemiological principles, concepts, methods, and terminology covered during the course. You will be asked to make some calculations as well.
Reflection Assignment
At the very end of the class, the reflection assignment will have students look back at the different pieces, constituting the “breadth” of epidemiological methods as defined in the program outcome this course is designed to fulfill, and attempt to synthesize them into an understanding of epidemiology as a whole.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Point Value |
|---|---|
| Discussions, 4 points each | 20 |
| Week 1 Case Study: Classifying Diseases, Epidemiological Triangle, Prevention and Control | 10 |
| Week 2 Case Study: Use public health descriptive data to describe a community/population | 10 |
| Week 3 Case Study: Case Control Study | 10 |
| Week 4 Case Study: Cohort Study | 10 |
| Week 6 Case Study: Water's edge outbreak | 10 |
| Week 7 Case Study: Screening | 10 |
| Final Exam | 15 |
| Advocating for Epidemiology | 5 |
| Total | 100 |
Schedule
Weekly Schedule
Week 1 – Oct 24 – Oct 31
Week 2 – Oct 31 – Nov 7
Week 3 – Nov 7 – Nov 14
Week 4 – Nov 14 – Nov 21
Week 5 – Nov 21 – Nov 28
Week 6 – Nov 28 – Dec 5
Week 7 – Dec 5 – Dec 12
Week 8 – Dec 12 – Dec 16
Week 1: Foundation, History, and Disease Concepts in Epidemiology
Weekly Outcomes:
- Discuss historical developments in epidemiology
- Apply fundamental epidemiological concepts.
Readings/Videos:
- Text: Chapters 1, 2, 3
- Lecture Video
Assignments:
- Discussion: Introduce Yourself
- Initial Post:
- Some basic information about you- where you live, what you do, a fun fact about yourself.
- Identify a historical epidemiological event or person that occurred no sooner than 10 years ago. Describe the event and how it influences present-day epidemiology.
- Response Post: Pick a peer’s post. Provide a response that uses 5 of the key terms listed on page 14 of your text.
- Initial Post:
- Case Study: Classifying Diseases, Epidemiological Triangle, Prevention, and Control
- In this case study, you will apply basic epidemiological principles to classify and define the agent, host and environment of three different health conditions. You will then identify prevention strategies for those health conditions.
Week 2: Descriptive Epidemiology
Weekly Outcomes:
- Apply key epidemiological measures to the health status of a population.
- Describe and discuss a public health issue in terms of person, place and time.
Readings/Videos:
- Text: Chapters 4, 5, 6
- Lecture Video
Assignments:
- Discussion:
- Initial Post: Pick a public health issue and describe in terms of person, place, and time.
- Response Post: Pick a peer’s post.
- Identify an epidemiological measure (examples: mortality rate, morbidity rate, risk data) and describe it as it relates to the initial post.
- Identify a Healthy People 2020 goal or objective related to the disease. Describe what role epidemiology plays in reaching the Healthy People 2020 goal.
- Case Study: Using public health descriptive data to describe a community/population
- In this case study, you will compile descriptive epidemiological data and health indicators to create a community health assessment for a state of your choice. You will then analyze the compiled data from your assessment to identify and justify, 3 priority health issues for that state’s population.
Week 3: Epidemiologic Study Designs I
Weekly Outcomes:
- Apply concepts for cross-sectional and case-control studies.
- Calculate and interpret an odds ratio.
Readings/Videos:
- Text: Pages 71-72; 141-149
- CDC Principles of Epidemiology: Analytical Epidemiology
- University of Ottawa: Study Designs
- Lecture Video
Assignments:
- Discussion:
- Initial Post: Pick a health issue. You are an epidemiologist designing a cross-sectional study to learn more about the issue. List 10 questions (not demographic) and choice of responses that you would include in the survey/questionnaire.
- Response Post: Pick a peer’s health issue and questionnaire. Identify a cross-sectional study or survey on this issue, provide the link/reference, and describe the study/survey and key findings.
- Case Study: Case-Control Study
- In this case study, you will define the function and application of a case-control study. Then you will apply your understanding of case-control studies to the analysis of smoking and its relationship to lung cancer. Then you will interpret the results, apply your interpretation to a proposed intervention, and then evaluate the whole process.
Week 4: Epidemiologic Study Designs II
Weekly Outcomes:
- Apply concepts for cohort and experimental studies.
- Calculate and interpret a relative risk.
Readings/Videos:
- Text: Pages 149-158, Chapter 8
- CDC Principles of Epidemiology: Analytic Epidemiology
- University of Ottawa: Study Designs
- Lecture Video
Assignments:
- Discussion:
- Initial Post: Pick a public health issue. Describe an experimental study you would recommend related to learning more about the issue- causes, effects, prevention strategies, etc.
- Response Post: Pick a peer’s post. Describe the ethical considerations for the experimental study and how they should be resolved.
- Case Study: Cohort Study
- In this case study, you will define the function and application of a cohort study, then apply your understanding of cohort studies to the analysis of developmental delays among children born near uranium mines. You will then calculate various ratios with your findings.
Week 5: Causal Inference and Hypothesis Testing
Weekly Outcomes:
- Discuss causality.
- Apply hypothesis development and testing framework
Readings/Videos:
- Text: Chapter 9
- Lecture Video
Assignments:
- Discussion:
- Initial Post: Identify a study that has been highlighted in the mainstream media- TV, newspaper, Facebook, etc. Based on the media story alone, do you think the study was portrayed accurately? Did they use epidemiological terms and concepts correctly? What words did they use to describe exposure and outcome (examples: association, linked to, causes, etc.)? Did they use the correct words?
- Response post: Pick a peer’s post. Research the original study summarized in the media. Apply and describe the causal guidelines on page 181 of the textbook as it relates to the original study. Did the mainstream media portray the study accurately?
Week 6: Field Epidemiology
Weekly Outcomes:
- Apply steps in conducting a field investigation
Readings/Videos:
- Text: Chapter 10
- Lecture Video
Assignments:
- Discussion:
- Initial Post: Pick a recent outbreak reported in a CDC MMWR. Answer the following questions: How did they know it was an outbreak? How did they define cases? How would you classify the epidemic (page 196)? How did they collect data/information? How did they confirm the source of the outbreak? How factors contributed to the spread of disease?
- Response Post: Pick a peer’s post. List 4 prevention strategies for preventing further spread of the disease, controlling the outbreak, and avoiding outbreaks in the future.
- Assignment: Water’s edge Outbreak Case Study
- In this case study, you will play through the Watersedge simulation. You will then analyze and evaluate the process by which the simulation led you through studying and responding to the outbreak.
Week 7: Clinical Epidemiology
Weekly Outcomes:
- Apply different characteristics and evaluation methods to a screening test.
Readings/Videos:
- Text: Chapter 12
- Lecture Video
Assignments:
- Case Study: Screening
- In this case study, you will create tools for screening children for Down Syndrome. You will then apply those tools to calculate various values related to this specific application of epidemiological screening.
Week 8: Applications of Epidemiology
Weekly Outcomes:
- Discuss the purpose and role of epidemiology in promoting public health.
Readings/Videos:
Assignments:
- Final Exam
- Advocating for Epidemiology Reflection Discussion
- In the United States, the purpose of public health is often not understood by leaders and policymakers. As a result, the importance of public health is questioned and funding can be jeopardized. What role do you think epidemiology has in addressing this issue? In this small essay, provide at least one specific recommendation for epidemiologists in creating awareness of public health and its place in health communities.
Note: Responses are not required, and will not be graded for this assignment.
- In the United States, the purpose of public health is often not understood by leaders and policymakers. As a result, the importance of public health is questioned and funding can be jeopardized. What role do you think epidemiology has in addressing this issue? In this small essay, provide at least one specific recommendation for epidemiologists in creating awareness of public health and its place in health communities.
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Public Health page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Passing Grade Statement
A grade of 80% or higher is required to pass the course. A grade lower than 80% will result in you having to repeat the course. Obtaining two "Fs" in the program will result in dismissal from the program.
AMA Writing Style Statement
The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Artificial Intelligence (AI) Statement
Learning to use Artificial Intelligence (AI) responsibly and ethically is an important skill in today’s society. AI is not a substitute for developing and enhancing skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing essential to a public health professional. If you choose to use AI tools, such as ChatGPT and DALL-E2, they must be used wisely and intelligently to deepen your understanding of a subject matter and support learning. You are not allowed to use AI tools to generate your work. Content produced using AI tools cannot be used as a substitute for your original work.
Students in the Graduate Programs in Public Health (GPPH) must take ultimate responsibility for the accuracy of AI-generated content used in any work. You are expected to think critically about the results and alignment with the questions or tasks in the assignment and never substitute AI-generated results for professional human judgment and logic. GPPH students are also expected to understand that the information generated is not always accurate and, in some cases, propagates discrimination and bias. You must stay abreast of AI best practices, and the changing risks and benefits, and monitor AI for biases and risks for vulnerable populations and underrepresented groups.
Within GPPH, using AI-generated content in academic work falls under our academic integrity policies. All instructors will continue to use our AI detection software for each assignment submitted so it will be flagged.
Using any AI tool in your work must be acknowledged in-text every time it is used, not in your list of references. You will include a summary of what the AI tool was used to do, followed by the AI tool brand name, version/extension #, manufacturer/owner, and date used in parentheses.
For example,
Themes from participant responses were identified using a chatbot session (ChatGPT, model GPT-4, OpenAI, May 17, 2024).
Failure to acknowledge the inclusion of AI-generated content in any work submitted violates our academic integrity policies and will be considered an infraction with the associated penalties for plagiarism as outlined in the Student Handbook.
The Student Orientation has a module "Artificial Intelligence Literacy for Students", please refer to this module for more information about navigating the use of AI.
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Students are responsible for submitting work by the date indicated in Brightspace.
Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.
Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.