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

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.