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Syllabus

Graduate Programs in Public Health

GPH 717 Applied Epidemiology — Summer A 2017

Credits - 3

Description

This course focuses on the practice and refinement of epidemiological skills. Students will learn investigative approaches for communities, both infectious and non-infectious, in terms of health and disease. This course applies the principles and skills of epidemiology through the use of interactive case studies that have been developed from actual investigations. Students will review the principles of epidemiology, including:

  1. the use of measures to describe the health of populations
  2. methods to assess potential associations between personal characteristics, social connection, behaviors, and exposures and the occurrence of disease or other adverse health outcomes
  3. the basics of study design, including case-control and cohort studies, and approaches to defining case or exposure status
  4. the communication and application of epidemiological data to developing prevention and control measures

Materials

Required Textbook

Magnus M. Intermediate epidemiology : methods that matter. Burlington, Massachusetts: Jones & Bartlett Learning; 2016.

Learning Objectives and Outcomes

Utilize quantitative and qualitative data to identify and analyze factors affecting the health of a community.

 

Use quantitative measures of disease occurrence to describe the health of a community or population and calculate descriptive statistics.
  • Discuss the importance of being able to assess the health of a population.
  • Calculate and apply measures of association to evaluate the health of a population.
  • Demonstrate fluency in using measures of association by teaching others.
  • Define measures of incidence and measures of association used in epidemiology.

Describe how possible confounding can mask true associations between exposures and outcomes.
  • Identify the three criteria that define a confounder.
  • Identify possible instances of confounding in everyday life.
  • Define residual confounding and describe problems associated with residual confounding in a research and public health context.
  • Evaluate data for the presence of confounding.
  • Identify ways to control for confounding in both the design of a study and the analysis.

Describe how effect modification can mask true associations.
  • Identify criteria that demonstrate the presence of interaction/effect modification.
  • Identify possible instances of interaction in everyday life.
  • Discuss the importance of identifying interaction in a research and public health context.
  • Identify ways to control for interaction.
  • Evaluate data for the presence of interaction.
  • Design a conceptual model.

Demonstrate appropriate use of qualitative methods to confirm or fill in details within a quantitative framework describing a public health problem.
  • Define qualitative research methods and provide examples of data collection.
  • Discuss the importance and value of using qualitative methods to collect data and describe the health of a community.
  • Define data saturation.
  • Discuss various methodologies and best practices (including software) used to analyze qualitative data.
  • Identify sources of qualitative research data.
  • Evaluate strengths and limitations of using qualitative data in a public health investigation.

Utilize evidence to support decision-making in the development and evaluation of public health initiatives.

 

Determine the best study designs for evaluation and monitoring of public health problems based on research questions or evaluation goals and resources available.
  • Describe major types of research study designs used in epidemiology (randomized controlled trials, cohort studies, case-control studies, surveys).
  • Discuss the strengths and limitations of each study design.
  • Describe methodologies for sampling and best practices for avoiding selection bias.
  • Define bias.
  • Identify types of bias in various study designs.
  • Describe how to handle and minimize bias.
  • Discuss best practices in application for investigation of public health problems.
  • Discuss application of study designs for investigation vs. intervention.

Incorporate effective evaluation and monitoring in proposals for public health interventions.
  • Define evaluation vs. monitoring.
  • Differentiate between evaluation and research.
  • Describe methodologies used in evaluation.
  • Discuss best practices in application for investigation of public health problems.

Create proposals for public health interventions to address a specific problem identified in a situation analysis.
  • Define elements of a successful public health intervention.
  • Create an effective intervention proposal.
  • Discuss importance of balancing research questions with logistical considerations.

Identify strategies to disseminate public health information to decision-makers and encourage appropriate action.
  • Discuss elements for effectively “making your case” to decision makers.
  • Critically evaluate proposals for effective communication.
  • Describe logistical issues that may constrain decision making.
  • Discuss a tiered approach for interventions to make action more feasible.

Assignments

 

Discussions (Week 1, 2, 5, 6 discussions at 2 points each, Week 3 discussion at 5 points)

  • For each discussion, students are expected to post an original contribution and at least one response post on the week’s topic. Initial posts are due by 11:59pm ET on Sunday and response posts must be completed by 11:59pm ET Wednesday. If the initial post and response are not submitted within the discussion week you will be given a zero.

13

Assignments

  • Week 1 Quiz (2 points)
  • Relative Risk, Odds Ratio, and Rate Ratio Calculations (5 points)
  • Relative Risk, Odds Ratio, and Rate Ratio Teaching Video (7 points)
  • Confounding Case Study (3 points)
  • Begin Final Proposal (5 points)
  • Interaction Review Questions (3 points)
  • Final Project Reference List (5 points)
  • Qualitative Data Collection and Analysis Taster (10 points)
  • Final Project Situation Analysis (7 points)
  • Study Design and Evaluation (10 points)
  • Public Health Proposal (25 points)
  • Public Health Proposal Peer Review (5 points)

**See Blackboard weekly modules for assignment specific instructions.

87

 TOTAL 

100

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Schedule

Course Weeks

Each week opens on Wednesday at 12:01 AM Eastern Time. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.

Week 1

May 3 – May 10

Week 2

May 10 – May 17

Week 3

May 17 – May 24

Week 4

May 24 – May 31

Week 5

May 31 – June 7

Week 6

June 7 – June 14

Week 7

June 14 – June 21

Week 8

June 21 – June 25 (Sunday)

 

________________________________________________________________________

Week 1: Descriptive Measures for Assessing Population Health

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Discuss the importance of being able to assess the health of a population.
    • Define measures of incidence and measures of association used in epidemiology.
    • Calculate and apply measures of incidence and association to evaluate the health of a population.
    • Demonstrate fluency in using measures of association by teaching others.

Lectures

  • Course Introduction
  • Interpreting Quantitative Measures
  • Descriptive Measures for Assessing Population Health Part I
  • Descriptive Measures for Assessing Population Health Part II

Assignments

  • Week 1 Discussion Post and Response
  • Week 1 Quiz
  • Week 1 Assignment: Relative Risk, Odds Ratio, and Rate Ratio Calculations
  • Week 1 Assignment: Relative Risk, Odds Ratio, and Rate Ratio Teaching Video

________________________________________________________________________

Week 2: Confounding

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Identify the three criteria that define a confounder.
    • Identify possible instances of confounding in everyday life.
    • Define residual confounding and describe problems associated with residual confounding in a research and public health context.
    • Evaluate data for the presence of confounding.
    • Identify ways to control for confounding in both the design of a study and the analysis.

Lectures

  • Confounding Part I
  • Confounding Part II

Assignments

  • Week 2 Discussion Post and Response
  • Week 2 Confounding Case Study
  • Week 2 Assignment: Begin Final Proposal

________________________________________________________________________

Week 3: Interaction

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Identify criteria that demonstrate the presence of interaction/effect modification.
    • Identify possible instances of interaction in everyday life.
    • Discuss the importance of identifying interaction in a research and public health context.
    • Identify ways to control for interaction.
    • Evaluate data for the presence of interaction.
    • Design a conceptual model.

Lectures

  • Interaction Part I
  • Interaction Part II
  • Conceptual Models

Assignments

  • Week 3 Discussion Post and Response
  • Week 3 Assignment: Reference List
  • Week 3 Assignment: Interaction Review Questions

________________________________________________________________________

Week 4: Qualitative Data Collection and Analysis

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Define qualitative research methods and provide examples of data collection.
    • Discuss the importance and value of using qualitative methods to collect data and describe the health of a community.
    • Define data saturation.
    • Discuss various methodologies and best practices (including software) used to analyze qualitative data.
    • Identify sources of qualitative research data.
    • Evaluate strengths and limitations of using qualitative data in a public health investigation.

Lectures

  • Qualitative Data Collection and Analysis Part I
  • Qualitative Data Collection and Analysis Part II

Assignments

  • Week 4 Assignment: Qualitative Data Collection and Analysis Taster
  • Week 4 Assignment: Situation Analysis

________________________________________________________________________

Week 5: Choosing Appropriate Study Design

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Describe major types of research study designs used in epidemiology (randomized controlled trials, cohort studies, case-control studies, surveys).
    • Discuss the strengths and limitations of each study design.
    • Describe methodologies for sampling and best practices for avoiding selection bias.
    • Discuss best practices in application for investigation of public health problems.
    • Discuss application of study designs for investigation vs. intervention.

Lectures

  • Choosing Appropriate Study Designs Part I
  • Choosing Appropriate Study Designs Part II: Cohort Studies
  • Choosing Appropriate Study Designs Part III: Case-Control Studies
  • Choosing Appropriate Study Designs Part IV: Cross-Sectional Studies

Assignments

  • Week 5 Discussion Post and Response
  • Week 5 Assignment: Study Design and Evaluation

________________________________________________________________________

Week 6: Evaluation and Monitoring of Public Health Interventions

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Define evaluation vs. monitoring.
    • Differentiate between evaluation and research.
    • Describe methodologies used in evaluation.
    • Discuss best practices in application for investigation of public health problems.
    • Define bias.
    • Identify types of bias in various study designs.
    • Describe how to handle and minimize bias.

Lectures

  • Part I: Evaluation and Monitoring
  • Part II: Bias
  • Part III: Selection Bias and Minimizing Bias

Assignments

  • Week 6 Discussion Post and Response

________________________________________________________________________

Week 7: Creating Effective Public Health Intervention Proposals

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Define elements of a successful public health intervention.
    • Create an effective intervention proposal.
    • Discuss importance of balancing research questions with logistical considerations.

Lectures

  • Effective Public Health Interventions and Proposals
  • Tips for Success With the Final Project

Assignments

  • Week 7 Assignment: Public Health Proposal

________________________________________________________________________

Week 8: Strategies for Educating Decision-Makers

*See modules in Blackboard for weekly readings.

Learning Outcomes

    • Discuss elements for effectively “making your case” to decision makers.
    • Critically evaluate proposals for effective communication.
    • Describe logistical issues that may constrain decision making.
    • Discuss a tiered approach for interventions to make action more feasible.

Lectures

  • Communication Strategies to Impel Decision-Makers to Action

Assignments

  • Week 8 Assignment: Public Health Proposal Peer Review

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:

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:

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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.

Policies

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

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 Turnitin Student quick start guide.

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.

Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

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:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late 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 Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

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 UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. 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.