University of Maryland School of Public Health · 2015-02-26 · University of Maryland School of Public Health ... program at the University of Maryland School of Public Health,

University of Maryland School of Public Health

© 2015 Olivia Carter-Pokras, PhD EPIB620, Spring 2015- Page 1

EPIB 620 – Chronic Disease Epidemiology

Semester: Spring 2015

Classroom and Time: SPH 0308 1/27/15-5/12/15 Tu 4-6:45 pm

Instructor: Olivia Carter-Pokras, Ph.D. Office Hours: By appointment Office: 2234G School of Public Health Building Phone: 301-405-8037 Email: [email protected]

Course Description: This course is designed to provide an overview of the prevalence, incidence and risk factors for major chronic diseases that face the U.S. population and the population of other countries. Methodologic issues in epidemiologic studies in general, and specific methodologies unique to certain chronic diseases, will be discussed.

Course Pre-requisite: Pre-requisite for this course is EPIB610. Students must be enrolled in a graduate program at the University of Maryland School of Public Health, or receive prior approval by the instructor in order to enroll in the course. Required Texts and Other Readings: Required Text: Remington PL, Brownson RC, Wegner MW (editors). Chronic Disease Epidemiology and Control. 3rd Edition. Washington, DC: American Public Health Association. 2010. ISBN: 978-0-87553-192-2, $70 ($49 for APHA members)

Readings as assigned

Recommended: Harris RE. Epidemiology of Chronic Disease. Sudbury, MA: Jones and Bartlett Publishers. 2012. ISBN-10: 1449653286 | ISBN-13: 978-1449653286

http://www.umd.edu/CampusMaps/bld_detail.cfm?bld_code=SPH

© 2015 Olivia Carter-Pokras, PhD EPIB620, Spring 2015 - Page 2

Course Learning Objectives: Upon completing this course, the student will be able to:

1. Identify major sources of health data, including vital statistics and national health surveys to monitor national disease prevention and health promotion objectives (Program competency #1).

2. Understand the benefits and limitations associated with the use of existing sources of data in epidemiologic studies (Program competency 1, 11).

3. Describe the extent of risk of chronic disease to the population and its different subgroups and describe trends in developed and developing countries (Program competency 2, 6).

4. Analyze strengths and weaknesses of the epidemiologic literature examining chronic disease (Program competency 10, 12)

5. Identify primary and secondary prevention strategies for these diseases (Program competency 3).

6. Gain confidence in communicating epidemiologic information to lay and professional audiences (Program competency #8)

7. Describe the role of epidemiology in understanding the relative contribution of genetic and environmental factors in the causation of disease (Program competency 5, 9)

8. Identify factors that are associated with increased risk of specific chronic diseases (Program competency 2, 5, 9)

9. Describe the pathogenic sequence of events associated with development of the diseases (Program competency 5)

10. Analyze strengths and weaknesses of the epidemiologic literature examining chronic disease (Program competency 11, 12)

11. Design a small epidemiologic pilot study to address a chronic disease topic (Epidemiology cognate competency #14)

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:

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

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

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

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

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

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

Differentiate among the criteria for causality (#9).

Draw appropriate inferences from epidemiologic data (#10).

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

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

Design, analyze, and evaluate an epidemiology study (Epidemiology cognate competency #14)


Major Graded Assignments: The class sessions will include lectures, discussions, and classroom exercises to review main concepts of chronic disease epidemiology. Lectures will not necessarily cover all materials included in the reading assignments. Students are expected to complete the assigned readings prior to the class and to be prepared to participate in discussions and exercises during the class. This includes class text reading and assigned journal articles. Class Participation This is a graduate level course, and students are expected to attend class regularly, participate in class discussions, complete assigned readings, and put in an average of 9 hours of work outside of class each week to master the material. Students are responsible for determining the most relevant information from each lecture and reading. To help identify the key concepts, students may be asked to compose two questions about the day’s lesson at the end of each class. Students will present their questions at the beginning of the following class to initiate discussion and confirm the previous lecture’s essential information. Alternatively, a posed, content-based question will be provided by the instructor to highlight key points from the readings or lecture. As a courtesy to your instructor and classmates, please notify the instructor in advance if you are unable to attend class. Students who miss class are responsible for obtaining notes and hand-outs from other students. Oral Presentations This class will give you multiple opportunities to practice giving oral presentations. 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 ). Article discussion leader Each student will individually summarize (no more than 10 minutes) and lead a discussion of a non-review epidemiologic article on a chronic disease topic that was published during the past year. Power point presentations are not required. 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. A list of journals that publish epidemiologic journal articles that are available online has been posted on our library webpage: http://lib.guides.umd.edu/content.php?pid=176901&sid=4948088 The summary and discussion questions should support a critical review of the article and cover: 1) a brief overview of article; 2) background and literature review on the subject matter; 3) relevance to epidemiology (e.g., if nutritional epidemiology article, should describe how the article advanced the field of nutritional epidemiology); 4) description of methods, results and key conclusions; and 5) strengths and limitations of the study. Students must have their article approved by the course instructor at least one week prior to the presentation so that the articles can be posted for classmates to read. Healthy People 2020 Data Review Each student will select a chronic disease topic from the syllabus, and summarize and present data related to relevant Healthy People 2020 objectives. Each student will provide a 7-10 minute overview of

https://www.apha.org/events-and-meetings/annual/presenter-information/oral-session-guidelines/access-information-for-presenters

https://www.apha.org/events-and-meetings/annual/presenter-information/oral-session-guidelines/access-information-for-presenters

http://lib.guides.umd.edu/content.php?pid=176901&sid=4948088


the status of selected Healthy People 2020 objectives related to a chronic disease topic from the syllabus using national and state data. Students must briefly describe the datasource, provide the question wording that the objectives are based on, and discuss strengths and limitations of the measures (e.g., reliability, validity). National and state data for their topic should cover a) trends during the past decade and b) current status. Students will use Healthy People 2020 objectives (http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx), national datasources identified for Healthy People 2020, DATA2010 (http://wonder.cdc.gov/data2010/ ), and the Maryland Health Improvement Process (http://dhmh.maryland.gov/ship/SitePages/Home.aspx ) such as BRFSS. Several national and state datasources can be accessed through links available here: http://sph.umd.edu/department/epib/cchc/national-data

Oral Presentation on Project Proposal Several organizations provide pre-doctoral support for students interested in chronic disease. These instructions are based on application instructions from several of them. You will be asked to give a 15 minute oral presentation summarizing a proposed pre-doctoral project on a chronic disease topic of your choice. The proposal should be for a 1-2 year time period with a maximum annual amount of $25,000 per year. All items should be addressed. Indicate N/A or None if not applicable to this application.

1. Specific Aims Begin the Research Plan here by providing a clear, concise summary of the aims of the work proposed and the hypothesis or hypotheses to be tested. The proposed project should not just be a vehicle for a mechanistic collection of data, but rather should contain a credible plan for research as well as a means for training.

2. Background and Significance. Sketch briefly the background to the proposal. State concisely the relevance of the research to cardiovascular function or disease, stroke, or to related fundamental problems. Describe the importance of the research described in this application by relating the specific aims to broad, long-term objectives (All references cited here are to be included in Item 3 below.)

3. Research Design and Methods Provide an outline of: a) The research design and procedures to be used to accomplish the specific aims. The description of your project and methodology should be succinct and precise. It is not sufficient to state that standard methods will be used; you should explain specifically which methods you plan to use and under what conditions. b) A tentative sequence for the investigation. c) The statistical procedures by which the data will be analyzed. d) Discussion of potential experimental difficulties and alternative approaches to achieve the desired aims.

4. Ethical Aspects of Proposed Research If the research involves human subjects, biohazards, or animals, explain the decision governing these choices. Describe any special consideration you have given to all ethical issues involved in your proposed investigation (biohazards, human or animal subjects), identifying risks and management. Discuss the nature of the informed consent that will be obtained if the research

http://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx

http://wonder.cdc.gov/data2010/

http://dhmh.maryland.gov/ship/SitePages/Home.aspx

http://sph.umd.edu/department/epib/cchc/national-data


involves human subjects. If the proposed project involves no ethical questions, indicate "4: NONE".

Note: Except as provided below, if a proposed research project involves human subjects, the population sampled shall be inclusive of the general population, of relevance to the scientific question posed, without restriction in regard to gender, race, age, and socioeconomic status. Proposals that intentionally restrict the population sampled must include a compelling scientific rationale for such research design. Be sure to address this topic.

Specific Aims for Project Proposal Each student will submit a one-page specific aims section for the same project that they proposed during their oral project presentation. This one-page should be written using four paragraphs:

1) Introduction (e.g., scope of problem, research gap project will address), 2) Proposed solution (e.g., overall long-term goal, overall objective of proposed project, why

proposed approach is best solution), 3) Specifics (e.g., 2-4 independent specific aims, each aim written as 1-2 sentences, use bold bullets

or stand-alone or run-on headers) 4) Significance (e.g., why project is innovative, expected outcomes, impact on general population)

Specific aims should provide a clear picture of how the project can generate knowledge that may improve human health, its importance to science, and how it addresses a critical research opportunity that can move the field forward. After the aims, add a closing paragraph, emphasizing the significance of the work, and anything else you would like to highlight (e.g., collaborators). The format should match NIH submission requirements (half inch margins, Arial 11 font, single spaced). Grading rubrics, examples and further guidance have been provided in the syllabus section of your course website. Canvas: The syllabus, required journal articles, Powerpoint slides and other course materials will be posted on the Canvas website for EPIB620: elms.umd.edu Please visit this website prior to each class. Course Policies:

Email – The Official University Correspondence: Verify your email address by going to www.my.umd.edu. 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 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 beginning of the classes specified in the syllabus. Students may consult each other when completing assignments, but each student must turn in his/her own individual work. 10% will be deducted for each day the assignment is late unless arrangement have been made prior to class.

Copyright Protection for Class Materials My lectures and course materials, including power point presentations, tests, outlines, and similar materials, are protected by copyright. In addition, persons who publicly distribute or display or help others 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 whether or not a fee is charged without my express 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.

CourseEvalUM 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

http://www.president.umd.edu/policies/v100g.html

http://www.courseevalum.umd.edu/


Available Support Services The University of Maryland Libraries have many resources that will help with the research for your EPIB 620 project. Required and recommended textbooks for EPIB620 have been placed on reserve in the McKeldin Library. A library webpage has been developed 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: Students will be graded from successful completion of course assignments and class participation. Grades will be determined on a 1000-point scale by the following methods: There will be 1 in-class exam, which will consist of short answer and essay questions and will cover material from class lectures and the assigned readings. Points Assessment 250 Oral project proposal presentation. The pilot proposal must use a standard epidemiological

study design (i.e., cross-sectional, cohort, case-control, clinical trial) to address a chronic disease-related issues and be designed to answer a relevant research question. The proposal should include well-formulated specific aims that are tied to a chronic disease prevention, treatment/intervention strategy, or observational investigation. Grading will be based on proposal content and classroom presentation (powerpoint presentation). Due Date: March 3 or 10

200 Article discussion. Each student will provide a critical overview and lead a discussion of an

epidemiologic article published on a chronic disease topic during the past year (with prior approval from the instructor), or from the assigned reading. Due Date: TBA

200 Healthy People 2020 Data Review. Each student will provide a 7-10 minute overview of the

status of Healthy People 2020 objectives related to a chronic disease topic from the syllabus using national data from DATA2010 and the state of Maryland. Students must briefly describe the datasource, provide the question wording that the objectives are based on, and discuss strengths and limitations of the measure(s). Due Date: TBA

250 Specific Aims for project proposal. Each student will prepare a written one-page specific aims

section for their project proposal. The specific aims will essentially serve as a summary of the final Research Plan for the same project that they proposed during their oral project proposal presentation. Due Date: May 12

100 Student participation. Participation is judged by engagement in course activities, familiarity

with assigned readings, and overall class participation. Students are expected to attend class regularly, participate in class discussions, and complete assigned readings. Students who miss class are responsible for obtaining notes and hand-outs from other students.

http://lib.guides.umd.edu/content.php?pid=176901&sid=4948088


Number of Points Grade 980 + A+ 940 − 979 A 900 − 939 A− 880 − 899 B+ 840 − 879 B 800 − 839 B− 780 − 799 C+ 740 − 779 C 700 − 739 C− 680 − 699 D+ 640 − 679 D 600 − 639 D− < 600 F


Course Outline / Course Calendar (Subject to Change):

Course Schedule Summary

Session Date Topic Assignments

1 Jan 27 Current issues and challenges in chronic disease control; Methods in chronic disease epidemiology

Readings

2 Feb 3 Role of infectious disease and genetics in chronic disease; Chronic Liver Disease; Intervention methods for chronic disease control

Readings

3 Feb 10 Chronic disease surveillance Readings

4 Feb 17 Diet and nutrition; High Blood Cholesterol ; Physical activity

Readings

5 Feb 24 Tobacco use; Alcohol use Readings

6 Mar 3 Oral project presentations Oral presentations

7 Mar 10 Oral project presentations Oral presentations

Mar 17 Spring Break

8 Mar 24 Cardiovascular Disease & High Blood Pressure Readings

9 Mar 31 Alzheimers Disease; Autism Readings

10 Apr 7 Cancer; NCI Guest Speaker (Invited) Readings

11 Apr 14 Chronic Respiratory Diseases; Sleep Apnea; Asthma Readings

12 Apr 21 Mental Disorders; Schizophrenia; Depression Readings

13 Apr 28 Obesity and overweight; Diabetes; Chronic Kidney Disease

Readings

14 May 5 DHHS Guest Lecturer (Invited) Readings

15 May 12 Due date for 1 page specific aims for project proposal Specific aims


Session Outline

Session 1 January 27

Topic: Current issues and challenges in chronic disease control; Methods in chronic disease epidemiology

Learning Objectives for Session:

Describe the extent of risk of chronic disease to the population and its different subgroups and describe trends in developed and developing countries (Program competency 2, 6).

Identify factors that are associated with increased risk of specific chronic diseases (Program competency 2, 5, 9)

Identify primary and secondary prevention strategies for these diseases (Program competency 3).

Readings: Chapters 1-2 Rose G. Sick individuals and sick populations. Int J Epidemiol. 1985 Mar;14(1):328.

Avendano M, Kawachi I. Why do Americans have shorter life expectancy and worse health than do

people in other high-income countries? Annu Rev Public Health. 2014;35:307-25. doi: 10.1146/annurev-

publhealth-032013-182411. Epub 2014 Jan 9.

Harris R, Sawaya GF, Moyer VA, Calonge N. Reconsidering the criteria for evaluating screening programs: reflections from 4 current and former members of the U.S. Preventive Services Task Force. Epidemiologic Reviews. 2011;33:20-35.

Session 2 February 3

Topic: Role of infectious disease and genetics in chronic disease; Intervention methods for chronic disease control

Learning Objectives for Session


Describe the role of epidemiology in understanding the relative contribution of genetic and environmental factors in the causation of disease (Program competency 5, 9)


Identify primary and secondary prevention strategies for these diseases (Program competency 3)

Describe the pathogenic sequence of events associated with development of the diseases (Program competency 5)

Readings: Chapters 3, 19

Gargano LM, Hughes JM. Microbial origins of chronic diseases. Annu Rev Public Health. 2014;35:65-82.

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Avendano%20M%5BAuthor%5D&cauthor=true&cauthor_uid=24422560

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Kawachi%20I%5BAuthor%5D&cauthor=true&cauthor_uid=24422560

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed/24422560?dopt=Abstract

http://www.ncbi.nlm.nih.gov/pubmed?term=Gargano%20LM%5BAuthor%5D&cauthor=true&cauthor_uid=24365095

http://www.ncbi.nlm.nih.gov/pubmed?term=Hughes%20JM%5BAuthor%5D&cauthor=true&cauthor_uid=24365095

http://www.ncbi.nlm.nih.gov/pubmed/24365095?dopt=Abstract


doi: 10.1146/annurev-publhealth-032013-182426. Epub 2013 Dec 16.

Manolio TA, Collins FS, Cox NJ. Finding the missing heritability of complex diseases. Nature. October 2009; 461(j8). doi:10.1038/nature08494

Brownson RC, Diez Roux AV, Swartz K. Commentary: Generating rigorous evidence for public health: the need for new thinking to improve research and practice. Annu Rev Public Health. 2014;35:1-7. doi: 10.1146/annurev-publhealth-112613-011646. Epub 2013 Dec 13. Sanson-Fisher RW, D'Este CA, Carey ML, Noble N, Paul CL. Evaluation of systems-oriented public health

interventions: alternative research designs. Annu Rev Public Health. 2014;35:9-27. doi:

10.1146/annurev-publhealth-032013-182445. Epub 2014 Jan 2.


Topic: Chronic disease surveillance Learning Objectives for Session

Identify major sources of health data, including vital statistics and national health surveys to monitor national disease prevention and health promotion objectives (Program competency #1).

Understand the benefits and limitations associated with the use of existing sources of data in epidemiologic studies (Program competency 1, 11).

Analyze strengths and weaknesses of the epidemiologic literature examining chronic disease (Program competency 11, 12)

Reading: Chapter 4

Mokdad AH. The Behavioral Risk Factor Surveillance System: Past, Present and Future. Annual Review of Public Health. 2009;30:43-54. Viera AJ. Predisease: when does it make sense? Epidemiologic Reviews. 2011;33:122-134.


Topic: Diet and nutrition; High Blood Cholesterol; Physical activity Learning Objectives for Session








http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Brownson%20RC%5BAuthor%5D&cauthor=true&cauthor_uid=24328987

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Diez%20Roux%20AV%5BAuthor%5D&cauthor=true&cauthor_uid=24328987

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Swartz%20K%5BAuthor%5D&cauthor=true&cauthor_uid=24328987


http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Sanson-Fisher%20RW%5BAuthor%5D&cauthor=true&cauthor_uid=24387088

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=D%27Este%20CA%5BAuthor%5D&cauthor=true&cauthor_uid=24387088

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Carey%20ML%5BAuthor%5D&cauthor=true&cauthor_uid=24387088

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Noble%20N%5BAuthor%5D&cauthor=true&cauthor_uid=24387088

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Paul%20CL%5BAuthor%5D&cauthor=true&cauthor_uid=24387088



Readings: Chapters 6, 7, 12

Labarthe DR. Measurement (dietary imbalance). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 164-168. Labarthe DR. Measurement (physical inactivity). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pg 194. Labarthe DR. Measurement (adverse blood lipid profile). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 273-274. Katz DL, Meller S. Can we say what diet is best for health? Annu Rev Public Health. 2014;35:83-103. doi: 10.1146/annurev-publhealth-032013-182351. Powell KE, Paluch AE, Blair SN. Physical activity for health: what kind? How much? How intense? On top of what? Annual Review of Public Health. 2011;32:349-65.

Appel LJ, Angell SY, Cobb LK, Limper HM. Population-Wide Sodium Reduction: The Bumpy Road from Evidence to Policy. Annals of Epidemiology 2013;22(6): 417-425.

,


Topic: Tobacco use; Alcohol use Learning Objectives for Session








Nasca PC. Tobacco and cancer. Chapter 9. In: Nasca PC, Pastides H. Fundamentals of cancer epidemiology. 2nd edition. Jones and Bartlett. 2008. Pages 178-224. Labarthe DR. Measurement (smoking and other tobacco use). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pg 397.

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Katz%20DL%5BAuthor%5D&cauthor=true&cauthor_uid=24641555

http://www-ncbi-nlm-nih-gov.proxy-um.researchport.umd.edu/pubmed?term=Meller%20S%5BAuthor%5D&cauthor=true&cauthor_uid=24641555


http://www.annalsofepidemiology.org/article/S1047-2797%2812%2900097-X/abstract

http://www.annalsofepidemiology.org/article/S1047-2797%2812%2900097-X/abstract


Benowitz NL, Schultz KE, Haller CA, Wu AH, Dains KM, Jacob P 3rd. Prevalence of smoking assessed biochemically in an urban public hospital: a rationale for routine cotinine screening. Am J Epidemiol. 2009 Oct 1;170(7):885-91. Epub 2009 Aug 27. Allen N et al. Moderate Alcohol Intake and Cancer Incidence in Women. J Natl Cancer Inst, 2009 101 296-305. Aldrich MC, Hidalgo B, Widome R, Briss P, Brownson RC, Teutsch SM. The role of epidemiology in evidence-based policy making: a case study of tobacco use in youth. Ann Epidemiol. 2014 Apr 28. pii: S1047-2797(14)00149-5. doi: 10.1016/j.annepidem.2014.03.005. [Epub ahead of print]

Sessions 6 & 7 March 3 & 10

Topic: Oral project presentations

Learning objectives for Session:

Gain confidence in communicating epidemiologic information to lay and professional audiences (Program competency #8)


Design a small epidemiologic pilot study to address a chronic disease topic (Epidemiology cognate competency #14)

Session 8 March 24

Topic: Cardiovascular Disease and High Blood Pressure Learning Objectives for Session








Labarthe DR. Measurement (high blood pressure). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 316-317. Labarthe DR. Chapter 7: Genes and Environment. In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Benowitz%20NL%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Schultz%20KE%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Haller%20CA%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Wu%20AH%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Dains%20KM%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Jacob%20P%203rd%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed/?term=Aldrich%20MC%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/?term=Hidalgo%20B%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/?term=Widome%20R%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/?term=Briss%20P%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/?term=Brownson%20RC%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/?term=Teutsch%20SM%5BAuthor%5D&cauthor=true&cauthor_uid=24875267

http://www.ncbi.nlm.nih.gov/pubmed/24875267


Publishers. Pgs 141-158. Labarthe DR. Chapter 17: What Causes Cardiovascular Diseases? In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 535-549. Labarthe DR. Evolving and Emerging Factors. In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 476-491, 498-502. McGill Jr HC; McMahan CA; Gidding SS. Preventing Heart Disease in the 21st Century. Implications of the Pathobiological Determinants of Atherosclerosis in Youth (PDAY) Study. Circulation 2008;117;1216-1227

Kottke TE, Faith DA, Jordan CO et al. The Comparative Effectiveness of Heart Disease Prevention and Treatment Strategies. Am J Prev Med 2009;36(1):82–88. Ford ES, Capewell S. Proportion of the decline in cardiovascular mortality disease due to prevention versus treatment: public health versus clinical care. Ann Rev Public Health. 2011;32:5-22.

Recommended:

Labarthe DR. Methods of Measurement—Invasive and Noninvasive (atherosclerosis). In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 42-43. Labarthe DR. Population studies: definition and classification, diagnostic algorithms, and criteria (stroke). In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 92-93. Labarthe DR. Population studies: definition and classification, diagnostic algorithms, and criteria (coronary heart disease). In: Labarthe DR (ed). Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 63-65.

Mozaffarian D, Benjamin EJ, Go AS, et al. Heart Disease and Stroke Statistics--2015 Update: A Report From the American Heart Association. Circulation. 2014 Dec 17. pii: CIR.0000000000000152. [Epub ahead of print]

Session 9 Mar 31

Topic: Alzheimers Disease; Autism






http://www.ncbi.nlm.nih.gov/pubmed/?term=Mozaffarian%20D%5BAuthor%5D&cauthor=true&cauthor_uid=25520374

http://www.ncbi.nlm.nih.gov/pubmed/?term=Benjamin%20EJ%5BAuthor%5D&cauthor=true&cauthor_uid=25520374

http://www.ncbi.nlm.nih.gov/pubmed/?term=Go%20AS%5BAuthor%5D&cauthor=true&cauthor_uid=25520374




Readings: Chapter 17

Jalbert JJ, Daiello LA, Lapane KL. Dementia of the Alzheimer Type. Epidemiologic Reviews. 2008;30:15-34.

Mawanda F, Wallace R. Can Infections Cause Alzheimer's Disease? Epidemiol Rev. 2013 Jan 24. [Epub

ahead of print]

Kogan MD, Blumberg SJ, Schieve LA et al. Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics. 2009 Nov;124(5):1395-403. Epub 2009 Oct 5.

Media reports on autism article:

http://www.time.com/time/health/article/0,8599,1927824,00.html

http://www.cnn.com/2009/HEALTH/10/05/autism.study/

http://www.usatoday.com/news/health/2009-10-05-autism-increase_N.htm

http://www.healthjournalism.org/blog/2009/10/autism-news-raises-question-when-is-an-embargo-not-an-embargo/

Session 10 April 7

Topics: Cancer; NCI Guest Speaker (Invited) Learning Objectives for Session








Zheng W, Long J. Epidemiological studies of genetic factors for cancer. Chapter 7. In: Nasca PC, Pastides H. Fundamentals of cancer epidemiology. 2nd edition. Jones and Bartlett. 2008. Pages. 136-157. Edwards BK, Noone AM, Mariotto AB, Simard EP, Boscoe FP, Henley SJ, Jemal A, Cho H, Anderson RN, Kohler BA, Eheman CR, Ward EM. Annual Report to the Nation on the Status of Cancer, 1975-2010, Featuring Prevalence of Comorbidity and Impact on Survival Among Persons with Lung, Colorectal, Breast, or Prostate Cancer. Cancer. 2014 May 1;120(9):1290-314. doi: 10.1002/cncr.28509. Epub 2013 Dec 16.

http://www.ncbi.nlm.nih.gov/pubmed/?term=Mawanda%20F%5BAuthor%5D&cauthor=true&cauthor_uid=23349428

http://www.ncbi.nlm.nih.gov/pubmed/?term=Wallace%20R%5BAuthor%5D&cauthor=true&cauthor_uid=23349428


http://www.ncbi.nlm.nih.gov/pubmed?term=%22Kogan%20MD%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Blumberg%20SJ%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.ncbi.nlm.nih.gov/pubmed?term=%22Schieve%20LA%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract

http://www.time.com/time/health/article/0,8599,1927824,00.html

http://www.cnn.com/2009/HEALTH/10/05/autism.study/

http://www.usatoday.com/news/health/2009-10-05-autism-increase_N.htm




Deppen SA, Aldrich MC, Hartge P, et al. Cancer Screening: The Journey from Epidemiology to Policy Annals of Epidemiology 2012;22(6):439-445.

Session 11 April 14

Topic: Chronic Respiratory Diseases; Sleep Apnea; Asthma









London SJ, Romieu I. Gene by Environment Interaction in Asthma. Annual Review of Public Health. 2009;30:55-80.

Risnes KR, Belanger K, Murk W, Bracken MB. Antibiotic Exposure by 6 Months and Asthma and Allergy at 6 Years: Findings in a Cohort of 1,401 US Children. Am J Epidemiol. 2010. doi: 10.1093/aje/kwq400 Clark NM. Community-Based approaches to controlling childhood asthma. Annu Rev Public Health. 2012;33:6.1-6.16.

Session 12 April 21

Topics: Mental Disorders; Schizophrenia; Depression








Kessler RC, Wang PS. The descriptive epidemiology of commonly occurring mental disorders in the

http://www.annalsofepidemiology.org/article/S1047-2797%2812%2900094-4/abstract

http://www.annalsofepidemiology.org/article/S1047-2797%2812%2900094-4/abstract


United States. Annual Review of Public Health. 2008;29:115-129.

Eaton WW, Martins SS, Nestadt G, Bienvenu OJ, Clarke D, Alexandre P. The Burden of Mental Disorders. Epidemiologic Reviews. 2008;30:1-14. Swanson JW, McGinty EE, Fazel S, Mays VM. Mental illness and reduction of gun violence and suicide: bringing epidemiologic research to policy. Ann Epidemiol. 2014 Apr 29. pii: S1047-2797(14)00147-1. doi: 10.1016/j.annepidem.2014.03.004. [Epub ahead of print]

Session 13 April 28

Topics: Obesity and overweight; Diabetes; Chronic Kidney Disease

Learning Objectives for Session:







Readings: Chapters 9, 10, 20

Labarthe DR. Measurement (obesity). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pg 229.

Labarthe DR. Measurement (diabetes and the metabolic syndrome). In: Labarthe DR. Epidemiology and Prevention of Cardiovascular Diseases: A Global Challenge. 2nd edition. 2011. Sudbury, MA: Jones and Bartlett Publishers. Pgs 366-367.

Brownson RC, Chriqui JF, Burgeson CR. Fisher MC, Ness RB. Translating epidemiology into policy to prevent childhood obesity: the case for promoting physical activity in school settings. Annals of Epidemiology. 2010;20(6):436-444.

Thorpe KE, Philyaw M. The medicalization of chronic disease and costs. Annu Rev Public Health 2012.33:22.1-22.15

CourseEvalUM Submission for Spring 2015 opens this week

Session 14 May 5

DHHS Guest Lecturer (Invited)

Topics: Federal policy/programs on chronic disease


http://www.ncbi.nlm.nih.gov/pubmed/?term=Swanson%20JW%5BAuthor%5D&cauthor=true&cauthor_uid=24861430

http://www.ncbi.nlm.nih.gov/pubmed/?term=McGinty%20EE%5BAuthor%5D&cauthor=true&cauthor_uid=24861430

http://www.ncbi.nlm.nih.gov/pubmed/?term=Fazel%20S%5BAuthor%5D&cauthor=true&cauthor_uid=24861430

http://www.ncbi.nlm.nih.gov/pubmed/?term=Mays%20VM%5BAuthor%5D&cauthor=true&cauthor_uid=24861430




Additional Readings to be Assigned

Session 15 May 12

Topic: Specific Aims for Project Proposal are Due

Gain confidence in communicating epidemiologic information to lay and professional audiences (Program competency #8)


Design a small epidemiologic pilot study to address a chronic disease topic (Epidemiology cognate competency #14)

CourseEvalUM Submission for Spring 2015 ends May 13


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.

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.president.umd.edu/policies/docs/III-100A.pdf . 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

http://president.umd.edu/policies/iii510a.html

http://www.president.umd.edu/policies/docs/III-100A.pdf


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.

http://www.shc.umd.edu/

http://www.umd.edu/

University of Maryland School of Public Health · 2015-02-26 · University of Maryland School of Public Health ... program at the University of Maryland School of Public Health,

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