221024 Innovations in teaching epidemiology to younger students: Experience-based Public Health Club model

Monday, November 8, 2010 : 1:05 PM - 1:20 PM

Wendy W. Huebner, PhD , Department of Health and Nutrition Sciences, Montclair State University, Montclair, NJ
Mark A. Kaelin, EdD , Department of Health and Nutrition Sciences, Montclair State University, Montclair, NJ
Erin McAllister, MEd , Health and Nutrition Sciences, Montclair State University, Montclair, NJ
Epidemiology and public health education for younger students has potential to improve their understanding of personal and public health decisions, build their scientific literacy, and influence future choices of science courses and careers in health. Considering that many teachers have limited discretionary time during the school day, after-school clubs are another venue for interested teachers to engage students in innovative educational experiences to deepen their understanding of science and public health. As part of a five-year Science Education Partnership Award (SEPA) from NIH's National Center for Research Resources (NCRR), we have developed a strategy and framework for after-school Public Health Clubs for middle school students and dedicated teacher teams. Entitled “Epidemiology and the Energy Balance Equation,” this program emphasizes surveillance and epidemiologic studies of physical activity and nutrition and their health benefits and consequences (such as diabetes and obesity). The lessons are experienced-based and as authentic as possible, to expose students to the excitement and challenges of gathering data and testing health-related hypotheses. Students form study teams to plan and carry out simulated research projects over time, and the after-school club setting is well suited to such activities. This presentation will introduce the rationale for teaching epidemiology to younger students, discuss the advantages of educational settings outside the regular classroom, and demonstrate examples of approaches taken in the Public Health Clubs. We will conclude by discussing some of the challenges we are encountering in using these non-traditional approaches to epidemiology and public health education.

Learning Areas:
Epidemiology
Implementation of health education strategies, interventions and programs
Public health or related education

Learning Objectives:
1. Identify reasons for teaching younger students the science of epidemiology as it pertains to surveillance and studies of physical activity and nutrition, and to the associated health benefits and consequences (such as diabetes and obesity) to young people. 2. Compare the advantages of an after-school, public health club venue versus traditional classroom settings 3. Demonstrate lessons that have been developed and tested with teachers and students outside the classroom setting, whereby students experience some of the challenges that health scientists face when gathering data and testing hypotheses in the real world 4. Identify the challenges of these non-traditional approaches to epidemiology and public health education

Keywords: School-Based Programs, Epidemiology

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have a PhD in Epidemiology and have participated in NIH grant activity (SEPA and SEDAPA) for the past ten years, in developing and testing epidemiology curricula for middle and high school students.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.