University of Maryland School of Public Health

EPIB 610 – Foundations of Epidemiology

Semester: Spring 2015 Classroom and Time: SPH 0307

Thursdays 4:00pm-6:45 pm In Class Exercises held in SPH 0303

Instructor: Olivia Carter-Pokras, PhD Office Hours: By appointment Office: 2234G School of Public Health Building Phone: (301) 405-8037 Email: opokras@umd.edu

Course Description: Epidemiology is the study of the distribution and determinants of the varying rates of diseases, injuries, and other health states in human populations. As the fundamental science underlying public health practice, epidemiology provides the conceptual and practical tools necessary for the study of public health problems. This course introduces students to the discipline of epidemiology and its application to public health issues and practices. The course covers basic epidemiologic concepts and methods. Course Pre- and Co-requisites: Students must be enrolled in a graduate program at the University of Maryland College Park School of Public Health, or receive prior approval by the instructor in order to enroll in the course. During this course, students will be expected to perform simple calculations and solve word problems. It is therefore recommended that students have successfully completed an undergraduate pre-calculus or statistics course prior to taking this class. Not open to students who have completed HLTH720. Credit will be granted for only one of the following: EPIB610 or HLTH720. Course Learning Objectives: Upon completing this course, the student will be able to:

Identify vital statistics and other key sources of data for epidemiological purposes (Program Competency #1).

Describe a public health problem in terms of magnitude, person, time, and place (Program Competency #2).

Discuss the principles and limitations of public health screening programs (Program Competency #3).

Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data (Program Competency #4).

Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues (Program Competency #5).

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

Calculate basic epidemiology measures (Program Competency #7).

Communicate epidemiologic information to lay and professional audiences (Program Competency #8).

Differentiate among the criteria for causality. (Program Competency #9).

Draw appropriate inferences from epidemiologic data (Program Competency #10).

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Describe epidemiologic study designs and assess their strengths and limitations (#Program Competency #11).

Evaluate the strengths and limitations of epidemiologic reports (Program Competency #12).

Appreciate the contributions of epidemiology to public health (Program Competency #5).

Have confidence in their ability to calculate basic epidemiologic measures (Program Competency #7).

Derive satisfaction in their ability to interpret basic epidemiologic measures in the literature (Program Competency #6, #7, #8, #10, #12).

Actively participate in interdisciplinary teams on public health-related projects (Program Competency #8, #9, #10, #11, #12).

Develop an interest in communicating epidemiologic information to lay and professional audiences (Program Competency #8).

Program Competencies Addressed in this Course: This course addresses the core competencies in epidemiology for MPH degrees at the University of Maryland School of Public Health:

1. Identify vital statistics and other key sources of data for epidemiological purposes 2. Describe a public health problem in terms of magnitude, person, time and place. 3. Discuss the principles and limitations of public health screening programs. 4. Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and

dissemination of epidemiologic data. 5. Explain the importance of epidemiology for informing scientific, ethical, economic and political

discussion of health issues. 6. Apply the basic terminology and definitions of epidemiology. 7. Calculate basic epidemiology measures. 8. Communicate epidemiologic information to lay and professional audiences. 9. Differentiate among the criteria for causality. 10. Draw appropriate inferences from epidemiologic data. 11. Describe epidemiologic study designs and assess their strengths and limitations 12. Evaluate the strengths and limitations of epidemiologic reports.

Required Texts and Other Readings: Required: Carter-Pokras O. Required Reading and Optional Exercises. Foundations of Epidemiology (EPIB 610). University of Maryland School of Public Health. Jones & Bartlett Publishers. Edition: 2013. ISBN: 978-1-284-00279-9 In response to previous student comments, we have created a special text that includes optional

exercises for a lower total cost than the original textbook. You should be able to order the book from

the University of Maryland College Park Official Bookstore (accessed through Testudo).

Readings as assigned

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Recommended: Gordis L. Epidemiology: with STUDENT CONSULT Online Access. 5th edition. Saunders, 2014. ISBN: 978-1-4557-3733-8. Centers for Disease Control and Prevention. The Principles of Epidemiology in Public Health Practice. 3rd Edition. Available here: http://www.cdc.gov/training/products/PrinEpi.html Additional Materials Required: Basic calculator for assignments and classroom exercises. Course Requirements This is a graduate level course, and students are expected to attend class regularly, participate in class discussions, and complete assigned readings to master the material. As a courtesy to your instructor and classmates, please notify the instructor in advance if you are unable to attend class. So as to not distract you and your classmates from our class activities, please place your cell phone on vibrate or turn it off, and limit use of laptops/netbooks/smartphones/ereaders/communication devices to legitimate classroom purposes (e.g., taking notes, downloading class information from the CANVAS website/ELMS, working on an in-class exercise). During assessments and the final exam, use of laptops, netbooks, smartphones, ereaders, or other communication devices are prohibited. Major Graded Assignments: Homework There will be several assignments designed to give students a chance to apply and practice the concepts learned in class. Assignments are due by midnight on the day specified in the syllabus. 10% will be deducted for each day the assignment is late unless arrangements have been made prior to class. Students will be expected to access the CANVAS website and open the specified homework assignment, which will be open for two hours after the assignment is open. Questions will consist of multiple choice, matching and short answer. You may have a calculator and book to complete the assignments. Final Performance Students will work together in small groups to create a YouTube video about an epidemiologic topic covered in class. We will provide more information about the assignment later. Students are encouraged to be creative and have FUN! Working in Groups1

1 Adapted from: http://teaching.berkeley.edu/bgd/collaborative.html

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Epidemiologists and public health workers tend to work in interdisciplinary teams, and rarely work alone. Skills that are needed to be successful working in a team include: active and tolerant listening, helping one another in mastering content, giving and receiving constructive criticism, managing disagreements, and handling unproductive group behavior. To gain experience in working in an interdisciplinary team, students will work in small formal learning groups to critically review an epidemiologic article. Study teams will be organized no later than the third week of class. If students have not yet joined a group, they may be assigned to a group by the instructor based on their interests. Study teams should meet regularly outside of class to complete the group project. Study teams can work in a number of ways, and are guided by the notions that students can often do as a group what they cannot do by themselves and that students can benefit from peer teaching-explanations, comments, and instruction from their classmates. For your group project, your group will have to divide up the labor, and reach a consensus. Each group member is responsible to and dependent on all the others, and one cannot succeed unless all in the group succeed. Students who participate in study teams agree to do the following:

Prepare before the study team meeting

Complete any tasks that the group assigns to its members

Attend all meetings and arrive on time

Actively participate during the sessions in ways that further the work of the group

Help promote one another's learning and success

Provide assistance, support, and encouragement to group members

Be involved in periodic self-assessments to determine whether the study team is working successfully (Is too much work being required? Is the time in study team meetings well spent?)

You can improve the effectiveness of your study team by arranging logistics for the semester (e.g., meeting time, length, location), and making sure each session has a clearly articulated agenda and purpose. You should develop a plan of action: who will be doing what and when. As part of your plan of action, you will develop an anonymous assessment tool that can be used to assess the contribution of each group member at the end of each project (e.g., who did extra work, who shirked work, actions taken by each member that was helpful for the group, actions each member could take to make the group even better). The brief evaluation form can include items about the group's overall accomplishments, your own role, and suggestions for changes in future group work. After each group task is completed, each student will submit to the instructor an anonymous assessment of the participation of all group members. If several people indicate that an individual did less than a fair share, that person could receive a lower grade than the rest of the group. Article presentation and report Students will work in groups of 4-5 to critically review an epidemiologic article/manuscript that was published during the past year. Each group will present their critical review to the class in a 10 minute power point presentation, and lead a half an hour class discussion of the article. Each group member is expected to deliver part of the presentation. Presentations should include: 1) a brief overview of article; 2) background and literature review on the subject matter; 3) Research question or hypothesis; 4) description of methods, results and

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key conclusions; 5) strengths and limitations of the study; and 6) relevance to epidemiology (e.g., if nutritional epidemiology article, should describe how the article advanced the field of nutritional epidemiology). When creating Powerpoint slides, consider that each slide will take you at least 1-1.5 minutes to cover. Limit your slides to the amount of time that you have (i.e., no more than 10 slides including the cover slide if you have a ten minute talk), limit text to no more than 6 lines per slide, avoid using complete sentences, and otherwise follow good practice guidelines for creating accessible PowerPoint slide presentations (e.g., https://www.apha.org/events-and-meetings/annual/presenter-information/oral-session-guidelines/access-information-for-presenters ). Each student will prepare a typed 2-3 page summary report of the critical review, which is due on the same day of the presentation (4/30/2015). The summary report is expected to be individually written (not as a group) and should reflect each student’s opinion, analysis, and interpretation of the article. A hard copy should be submitted to the instructor. The font should be no smaller than Arial 11. Margins should be one inch. Line spacing should be 1.5. Students should choose epidemiologic journal articles from scientific public health or medical journals. Examples of appropriate journals include: American Journal of Public Health, Annals of Epidemiology, American Journal of Epidemiology, Journal of American Medical Association, etc. Students must have their article approved by the course instructor no later than February 26. Group article presentations are scheduled to be given on April 30, 2015. Extra Credit Opportunity: Extra Credit (up to 5 points) will be given if you rewrite your review of the article in the form of a letter to the editor of the journal, and incorporate comments from the class discussion. Please note that letters to the editor need to follow the submission format (e.g., length, number of references, number of authors) described in the journal’s website. The revision must be submitted one week following your presentation (due May 7, 2015) in the journal’s required letter to the editor format. An example is provided in the CANVAS course website (http://www.bmj.com/rapid-response/2011/11/02/perils-parenting-under-influence ). Submission to the journal is not required, however, if interested I will provide comments and feedback as needed. Canvas: The syllabus, required journal articles, lectures and other course materials will be accessible through the course space on the Canvas website. To access the course space you will log in with your UMD username and password at http://elms.umd.edu/. You will also use canvas to communicate with the course instructor. ***Please visit the following tutorial in order to get familiar with Canvas, prior to beginning the course: http://elms.umd.edu/page/student-support-videos Course Policies: Email – The Official University Correspondence: Verify your email address by going to www.my.umd.edu

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All enrolled students are provided access to the University’s email system and an email account. All official University email communication will be sent to this email address (or an alternate address if provided by the student). Email has been adopted as the primary means for sending official communications to students, so email must be checked on a regular basis. Academic advisors, faculty, and campus administrative offices use email to communicate important and time-sensitive notices.

Students are responsible for keeping their email address up to date or for redirecting or forwarding email to another address. Failure to check email, errors in forwarding email, and returned email (from “full mailbox” or “unknown user” errors for example), will not excuse a student from missing University announcement, messages, deadlines, etc. Email addresses can be quickly and easily updated at www.my.umd.edu or in-person at the Student Service Counter on the first floor of the Mitchell Building.

For technical support for University email: www.helpdesk.umd.edu or call 301-405-1400. Absence Policy: In accordance with University policy if you are absent for a single (1) lecture due to illness or some form of personal or family emergency, this absence will be considered “excused” and the instructor will accept a note from you attesting to the date of the illness/incident, along with an acknowledgement that the information is true. Whenever feasible, you should try to contact the instructor in advance.

Multiple or prolonged absences, and absences that prevent attendance at a major scheduled grading event (like an exam or test) will require the student to inform the instructor in advance and provide written documentation from an appropriate health care provider/organization.

A link to pull information on the new policy covering absences from class can be found at http://www.president.umd.edu/policies/v100g.html Late Work and Missed Exams/Assignments Assignments are due at the by midnight on the date specified in the syllabus unless otherwise specified. If you are ill, or otherwise need to reschedule exams or assignment due dates, please notify the instructor in advance by email so arrangements can be made. 50% will be deducted for each day the assignment is late unless arrangements have been made prior to class. All coursework must be completed by the end of the term, or an incomplete grade will be assigned. Copyright Protection for Class Materials My lectures and course materials, including PowerPoint presentations, tests, outlines, and similar materials, are protected by copyright. In addition, persons who publicly distribute or display or help others to publicly distribute or display copies or modified copies of an instructor’s course materials may be considered in violation of the University Code of Student Conduct, Part 9(k). You may take notes and make copies of course materials for your own use. You may not and may not allow others to reproduce or distribute lecture notes and course materials publicly, regardless of whether or not a fee is charged without my written consent. Similarly, you own copyright in any papers you write for this course and in your exam essays. If I am interested in posting your answers or papers on the course web site, I will ask for your written permission. Course Evaluations

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Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the improvement of teaching and learning at the University as well as to the tenure and promotion process. CourseEvalUM will be open for you to complete your evaluations starting about two weeks prior to the last day of the term before exams begin. Please go directly to the website (www.CourseEvalUM.umd.edu) to complete your evaluations. By completing all of your evaluations each semester, you will have the privilege of accessing online evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations. You can access results at www.CourseEvalUM.umd.edu, the same link you use to submit your evaluations. Click “View Past Results” instead. Use the CourseEvalUM URL and choose “Take Evaluations” to discover upcoming evaluation dates: www.CourseEvalUM.umd.edu Available Support Services: The University of Maryland Libraries have many resources that will help with the research for your EPIB 610 project. Required and recommended textbooks for EPIB610 have been placed on reserve in the McKeldin Library. A library webpage has been developed for this class which provides guidance on finding information, data and statistics; epidemiologic journals available at the library; epidemiologic associations; how to read a scholarly article and getting help from a librarian: http://lib.guides.umd.edu/content.php?pid=176901&sid=4948088 Examples of scientific journals available at the library that publish epidemiologic findings include the: American Journal of Public Health, Annals of Epidemiology, American Journal of Epidemiology, Journal of American Medical Association, etc. Grading Procedures: Please show all of your work (i.e., calculations) on homework, midterm exam and the final exam. Include row and column totals in your tables. Do not forget to put the units down in your answers. If you provide the correct answer, but, do not show your work I will mark it as incorrect and give you no points. If you provide the incorrect answer, but, show in your calculations that you understood how to answer the question correctly, you will get partial credit. Please read the extra material that I have provided on rounding. Avoid rounding DURING calculations (instead, please carry out the digits until the very end of your calculations). Also, avoid rounding in a huge way at the end of your calculations (e.g., please don't round 117 to 120 at end of calculations). When preparing a table that summarizes information on the number of people by exposure and an outcome, remember to round your numbers in your tables to whole persons. It is important to decide how many digits of accuracy should be reported. Consider that rounding 1.41 to 1.4 is not a large error, but rounding 1.25 to 1.2 or to 1.3 is a rounding error that amounts to 20% of the effect for a rate ratio (keeping in mind that 1.0 equals no effect).

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OVERALL GRADING: Grading 98% + A+ 94% − 97% A 90% − 93% A− 88% − 89% B+ 84% − 87% B 80% − 83% B− 78% − 79% C+ 74% − 77% C 70% − 73% C− 68% − 69% D+ 64% − 67% D 60% − 63% D− < 60% F

Please attend office hours if you are having trouble with the concepts and/or assignments. In addition, students are encouraged to use the resources available outside the class:

The Office of Multi-ethnic Student Education (OMSE) provides tutoring: schedule will be posted at http://www.omse.umd.edu/tutoring.html ;

The counseling center offers academic success workshops and provides other learning assistance services: http://www.counseling.umd.edu/LAS/

Additional tutoring resources at the University of Maryland can be found here: http://www.tutoring.umd.edu/

Assessment Total Grade Points

Class Participation 5%

Article Group Presentation 10%

Article Report 10%

Final Performance 5%

Homework (4) 20%

Midterm Exam 25%

Final exam 30%

Total 100%

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Course Outline / Course Calendar (subject to change):

Course Schedule Summary

Session Date Topic Assignments

1 1/29 Introduction and Overview In Class Exercise 1

Readings

2 2/5 Measures of Disease Frequency In Class Exercise 2

Readings

3 2/12 Measures of Comparison In Class Exercise 3

Readings

4 2/19 Sources of Public Health Data & Descriptive Epidemiology In Class Exercise 4

Readings

5 2/26 Overview of Epidemiologic Studies & Case-Control Studies & Outbreak Investigation Video on Ebola

Readings Homework #1 DUE

6 3/5 Cohort Studies & Experimental Studies & Bias Readings Homework #2 DUE

7 3/12 Midterm Exam Midterm Exam

3/19 Spring Break – No Class

8 3/26 Confounding & Effect Modification Homework #3 DUE

9 4/2 How to Read Scientific Literature, Literature Searches, Random Error

10 4/9 Critical Review of Epidemiologic Studies & Causation In Class Exercise 5 (Coca & Altitude Sickness)

Readings

11 4/16 Screening in Public Health Practice In Class Exercise 6 (Screening)

Readings

12 4/23 Genetic Factors, Public Policy, and Ethical Issues

Readings Homework #4 DUE

13 4/30 Group Article Presentations Readings

14 5/7 Overview of course Final Performance In-Class Exercise 7 (Energy Drinks)

Readings

15 5/14 Final Exam Final Exam

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Required Session Outline

Session 1 January 29

Topic: Introduction and Overview Learning objective(s):

Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues (Program Competency #5).

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

Appreciate the contributions of epidemiology to public health (Program Competency #5) Readings:

Carter-Pokras: Chapter 1

Recommended:

http://www.ph.ucla.edu/epi/snow.html

Snow S. John Snow: the making of a hero? Lancet 2008; 372:22-23. Review of math concepts In class exercise #1

Session 2 February 5

Topic: Measures of Disease Frequency Learning objective(s):

Describe a public health problem in terms of magnitude, person, time, and place (Program Competency #2).

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

Calculate basic epidemiology measures (Program Competency #7).

Have confidence in their ability to calculate basic epidemiologic measures (Program Competency #7)

Readings:

Carter-Pokras: Chapter 2

Jemal A, Ward E, Hao Y, Thun M. Trends in the leading causes of death in the United States, 1970-2002. JAMA 2005; 294:1255-1259.

Recommended:

Mansfield L. The reading, writing, and arithmetic of the medical literature, part 1. Ann Allergy Asthma Immunol. 2005:95:100-108.

Mokdad AH, Marks JS, Stroup DF, Gerberding JL. Actual causes of death in the United States, 2000. JAMA 2004, 291:1238-1245.

Hoyert DL. 75 years of mortality in the US, 1935-2010. NCHS Data Brief. 2012;(88):1-8.

Assessment: Syllabus Quiz

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In class exercise #2

Session 3 February 12

Topic: Measures of Comparison Learning objective(s):

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

Calculate basic epidemiology measures (Program Competency #7).

Have confidence in their ability to calculate basic epidemiologic measures (Program Competency #7)

Reading:

Carter-Pokras: Chapter 5

Taubes, G. Do we really know what makes us healthy? NY Times; Sept 16, 2007. Recommended:

Tindle HA, Chang YF, Kuller LH, Manson JE, Robinson JG, Rosal MC, Siegle GJ, Matthews KA. Optimism, cynical hostility, and incident coronary heart disease and mortality in the Women’s Health Initiative. Circulation 2009;120(8):656-62.

In class exercise #3

Session 4 February 19

Topics: Sources of Public Health Data & Descriptive Epidemiology Learning objective(s):

Identify vital statistics and other key sources of data for epidemiological purposes (Program Competency #1).

Describe epidemiologic study designs and assess their strengths and limitations (Program Competency #11)

Readings:

Carter-Pokras: Chapter 7 and 8

Kumar J, Muntner P, Kaskel FJ, Hailpern SM, Melamed ML. Prevalence and Associations of 25-Hydroxyvitamin D Deficiency in US Children: NHANES 2001-2004. Pediatrics. 2009 Sep;124(3):e362-70.

In class exercise #4

Session 5 February 26

Topics: Overview of Epidemiologic Studies, Case-Control Studies & Outbreak Investigation Learning Objective(s):

Describe epidemiologic study designs and assess their strengths and limitations (#Program Competency #11)

Readings:

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Carter-Pokras: Chapter 9, 10, & 22 (case-control studies only)

Multistate outbreak of salmonella infections associated with frozen pot pies United States, 2007. JAMA 2009; 301:264-266.

Recommended:

Coley N, Andrieu S, Gardette V, Gillette-Guyonnet S, Sanz C, Vellas B, Grand A. Dementia prevention: methodological explanations for inconsistent results. Epidemiol Rev. 2008;30:35-66.

In class: Ebola video Due: Homework #1

Session 6 March 5

Topics: Cohort Studies, Experimental Studies & Bias Learning Objective(s)

Draw appropriate inferences from epidemiologic data (Program Competency #10).

Describe epidemiologic study designs and assess their strengths and limitations (#Program Competency #11)

Readings:

Carter-Pokras: Chapter 11, 12 &13

Baumeister H, Kriston L, Bengel J, Harter M. High agreement of self-report and physician-diagnosed somatic conditions yields limited bias in examining mental-physical comorbidity. Journal of Clinical Epidemiology. 2010;63:558-565.

Schroder, F. H., J. Hugosson, et al. Prostate-Cancer Mortality at 11 Years of Follow-up. New England

Journal of Medicine N Engl J Med 2012; 366:981-990.

Recommended:

Galea S, Tracy M. Participation Rates in Epidemiologic Studies. Annals of Epidemiology. 2007;17(9):643-653.

Ploeg HP, Chey T, et al. Sitting Time and All-Cause Mortality Risk in 222 497 Australian Adults. Archives of Internal Medicine 2012 Mar 26;172(6):494-500.

Due: Homework #2

Session 7 March 12

MIDTERM EXAMINATION

March 19

SPRING BREAK- NO CLASS

Session 8 March 26

Topics: Confounding & Effect Modification Learning Objective(s):

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

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Draw appropriate inferences from epidemiologic data (Program Competency #10).

Readings:

Carter-Pokras: Chapters 14 & 15

Kucirka LM, Grams ME, Lessler J, Hall EC, Massie JN, Montgomery RA, Segey DL. Association of race and age with survival among patients undergoing dialysis. JAMA 2011 Aug;306(6):620-6.

Recommended:

Park E. Gender as a moderator in the association of body weight to smoking and mental health. Am J Public Health 2009; 99:146-151.

Due: Homework #3

Session 9 April 2

Topic: How to Read Scientific Literature, Literature Searches & Random Error

Guest Speaker: Nedelina Tchangalova Learning Objective(s).

Apply the basic terminology and definitions of epidemiology (Program Competency #6).

Draw appropriate inferences from epidemiologic data (Program Competency #10).

Communicate epidemiologic information to lay and professional audiences. (Program Competency #8)

Readings:

Carter-Pokras: Chapter 16

Mansfield L. The reading, writing, and arithmetic of the medical literature, part 2. Critical evaluation of statistical reporting. Ann Allergy Asthma Immunol. 2005:95:315-322.

Session 10 April 9

Topic: Critical Review of Epidemiologic Studies & Causation Learning Objective(s).

Communicate epidemiologic information to lay and professional audiences. (Program Competency #8)

Differentiate among the criteria for causality. (Program Competency #9)

Draw appropriate inferences from epidemiologic data (Program Competency #10).

Describe epidemiologic study designs and assess their strengths and limitations (#Program Competency #11)

Evaluate the strengths and limitations of epidemiologic reports (Program Competency #12).

Readings:

Carter-Pokras: Chapters 17 & 18

Zaccai JH. How to assess epidemiological studies. Postgrad Med J 2004;80:140-147. Recommended:

Vineis P. The skeptical epidemiologist. International Journal of Epidemiology 2009;38:675–677.

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Phillips CV, Goodman KJ. The missed lessons of Sir Austin Bradford Hill. Epidemiol Perspect Innov. 2004 Oct 4;1(1):3.

In class exercise #5 (Coca & Altitude Sickness)

Session 11 April 16

Topics: Screening in Public Health Practice Learning Objective(s):

Discuss the principles and limitations of public health screening programs (Program Competency #3).

Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues (Program Competency #5).

Readings:

Carter-Pokras: Chapter 19

Stephen A. Deppen SA, Aldrich MC, Hartge P, Berg CD, Colditz GA, Petitti DB, Hiatt RA. Cancer Screening: The Journey From Epidemiology To Policy. Ann Epidemiol 2012;22:439–445.

In class exercise# 6 (Screening)

Session 12 April 23

Topics: Genetic Factors, Public Policy & Ethical Issues Learning objective(s):

Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data (Program Competency #4).

Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues (Program Competency #5).

Differentiate among the criteria for causality. (Program Competency #9)

Appreciate the contributions of epidemiology to public health (Program Competency #5) Readings:

Carter-Pokras O: Chapter 21 Recommended:

Weed, Douglas L, and Mink, Pamela J. Roles and responsibilities of epidemiologists. Ann Epidemiol 2002;12:67-72.

Brownson RC, Hartge P, Samet JM, Ness RB. From Epidemiology to Policy: Toward More Effective Practice. Annals of Epidemiology 2010;20(6):409-411.

Coughlin SS. Ethical issues in epidemiologic research and public health practice. Emerg Themes Epidemiol. 2006 Oct 3;3:16.

Due: Homework #4

Session 13 April 30

In class: Group Article Presentations Due: Article Report Due

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Learning objective(s):

Communicate epidemiologic information to lay and professional audiences (Program Competency #8)

Derive satisfaction in their ability to interpret basic epidemiologic measures in the literature (Program Competency #6, #7, #8, #10, #12)

Actively participate in interdisciplinary teams on public health-related projects (Program Competency #8, #9, #10, #11, #12)

Develop an interest in communicating epidemiologic information to lay and professional audiences (Program Competency #8).

Session 14 May 7

Topic: Overview of the course Learning objective(s):

Appreciate the contributions of epidemiology to public health (Program Competency #5)

Have confidence in their ability to calculate basic epidemiologic measures (Program Competency #7)

Derive satisfaction in their ability to interpret basic epidemiologic measures in the literature (Program Competency #6, #7, #8, #10, #12)

Readings:

Carter-Pokras O: Chapter 22 Final Performance In class exercise #7 (Energy Drinks)

Session 15 May 14

FINAL EXAMINATION

Critical university policies:

Religious Observances The University's policy on religious observance and classroom assignments and tests states that

students should not be penalized for participation in religious observances and that, whenever

feasible, they should be allowed to make up academic assignments that are missed due to such

absences. Tests and major assignments have not been scheduled on certain holiday dates:

Friday, April 3-Sunday, April 5, 2015 and Friday, April 10-Saturday, April 11, 2015 (Passover), and

Friday, April 3, 2015 (Good Friday).

It is the student's responsibility to inform the instructor of any intended absences for religious observances within the first two weeks of the semester. Prior notification is especially important in connection with final examinations, since failure to reschedule a final examination before the conclusion of the final examination period may result in loss of credits during the semester.

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Special Accommodations / Disability Support Services:

If you have a documented disability and wish to discuss academic accommodations for test taking or other needs, you will need documentation from Disability Support Service (301-314-7682). If you are ill or encountering personal difficulties, please let the instructor know as soon as possible. You can also contact Learning Assistance Services (301-314-7693) and/or the Counseling Center (301-314-7651) for assistance.

Academic Integrity:

The University's code of academic integrity is designed to ensure that the principle of academic honesty is upheld. Any of the following acts, when committed by a student, constitutes academic dishonesty:

CHEATING: intentionally using or attempting to use unauthorized materials, information, or study aids in an academic exercise.

FABRICATION: intentional and unauthorized falsification or invention of any information or citation in an academic exercise.

FACILITATING ACADEMIC DISHONESTY: intentionally or knowingly helping or attempting to help another to violate any provision of this code.

PLAGIARISM: intentionally or knowingly representing the words or ideas of another as one's own in any academic exercise.

For more information see: http://www.shc.umd.edu/shc/AICodeAndCaseProcess.aspx The Honor Pledge is a statement undergraduate and graduate students should be asked to write by hand and sign on examinations, papers, or other academic assignments. The Pledge reads: I pledge on my honor that I have not given or received any unauthorized assistance on this assignment/examination.

The University of Maryland, College Park has a nationally recognized Code of Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit http://www.shc.umd.edu. Inclement Weather / University Closings: In the event that the University is closed for an emergency or extended period of time, the instructor will communicate to students regarding schedule adjustments, including rescheduling of examinations and assignments due to inclement weather and campus emergencies. Official closures and delays are announced on the campus website (http://www.umd.edu) and snow phone line (301-405-SNOW), as well as local radio and TV stations.