New Lesson 1-7: Surveillance Studies – In Class Core Concepts: CDC Ethics Hypothesis Human...

New Lesson 1-7: Surveillance Studies – In ClassNew Lesson 1-7: Surveillance Studies – In Class

Core Concepts:

• CDC

• Ethics

• Hypothesis

• Human subjects

• Prevalence rate

• Person, place, and time

• Surveillance

• Survey questions

Lessons:

1-1 Introduction to Curriculum

1-2 Surveillance

1-3 Patterns and Hypotheses

1-4 Describing Health-Related Behaviors in Youth

1-5 Creating a Surveillance Question

1-6 Respect – Part I

1-7 Surveillance Studies – In Class

1-8 Surveillance Studies – In School

Teacher Note: Module 1 Overview

Content Area: Descriptive epidemiology, Surveillance, and Hypothesis-Generation

Essential Questions: How is the health or disease outcome distributed in terms of person, place, and time? What are some possible explanations for this distribution? Enduring Understanding: Health and disease are not distributed haphazardly in a population. There are patterns to their occurrence that can be identified through surveillance. Analysis of the patterns of health and disease distribution can provide clues for formulating hypotheses about possible causes.

Revised Oct 22, 2011

New Lesson 1-7: Surveillance Studies – In Class

Teacher Note: Enduring Epidemiological Understandings for the Epidemiology and the Energy Balance Equation Curriculum

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1. Health and disease are not distributed haphazardly in a

population. There are patterns to their occurrence that can be identified through surveillance. Analysis of the patterns of health and disease distribution can provide clues for formulating hypotheses about their possible causes.

2. Causal hypotheses can be tested by conducting investigations of the exposures and outcomes of selected groups of people as they go about their lives. Information from these observational studies can be used to determine if an exposure and an outcome are associated. Because observational studies are complicated by factors not controlled by the observer, other explanations also must be considered.


Teacher Note: Authentic Assessment for Module 1 of the Epidemiology and the Energy Balance Equation Curriculum

Students will conduct and interpret a descriptive epidemiological survey among students in their class and again among students outside their class. Working in teams, students will have the opportunity to demonstrate their abilities to request informed consent, ask questions about a health-related behavior, accurately record responses, calculate prevalence of the behavior, make accurate statements about the prevalence of the behavior among their classmates, look for patterns, and formulate hypotheses based on the patterns they observe. Deliverables will include either written reports or presentations about the surveys. Specific performance criteria will be used to help ensure that the experiences allow a genuine, realistic, and fair assessment of students’ comprehension of the Module 1 Enduring Epidemiological Understanding.

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Teacher Note: Photos of Worksheets for Lesson 1-7

1-7b1-7a 1-7c


Start of Lesson 1-7

(estimate 4 class periods)

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New Lesson 1-7: Surveillance Studies – In ClassNew Lesson 1-7: Surveillance Studies – In Class

Big Ideas in Lesson 1-6

• Participants in research or simulated research need to be protected by investigators from any harm or disrespect

Review

• This is part of ethics – the “right thing to do” according to established principles of how to treat people well

• The Belmont Report (US) establishes principles of treating study participants with respect, including the idea of informed consent

• An informed consent script allows classmates (or other research participants) to make a voluntary decision about whether or not they wish to participate based on their own goals and values

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Putting It All Together

1. Asking for informed consent2. Asking questions3. Counting4. Calculating prevalence5. Writing statements6. Formulating hypotheses7. Reporting out

STEPS

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Steps and Expectations for


1. Asking for informed consent2. Asking questions3. Counting4. Calculating prevalence5. Writing statements6. Formulating hypotheses7. Reporting out

STEPS

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New Lesson 1-7: Surveillance Studies – In Class 9

1-7a

Steps and Expectations for Putting It All Together

Surveillance Notebook

Is our team prepared for all the steps for

putting it all together?

New Lesson 1-7: Surveillance Studies – In Class10

1-7b

Sample Surveillance Form


Worksheet 1-7b is for writing our “sloppy copy” and making final edits to our survey question

and answer choices.

Then we will be ready to type it on the actual survey form.

Let’s remember to type the informed consent script, too.


Informed Consent ScriptI am about to give you a Question / Answer

Form on which a question is written. Do not

write your name on the form. I am going to

ask you to answer the question by circling

your answer with a No. 2 pencil and then

immediately folding the form in half so that

no one else can see your answer. You do

not need to answer the question. If you do

not wish to participate, simply fold the form

in half. Your participation is voluntary,

anonymous, and confidential. Let me repeat

– You are not required to participate and

nothing will happen to you if you do not. I

will pass several large envelops around the

class into which you can place your folded

form regardless of whether or not you

answered the question.

Preparation

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Enough copies of our Surveillance Form sheets for each participant

Supplies

Practice


CDC

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One at a time, each study team will do the following:

• Read Informed Consent script and remind class of their right to not participate

• Pass out Surveillance Forms to everyone in the class

• Remind everyone that participation is voluntary and anonymous

• Remind participants to NOT to put their name on the paper

• Individually and quietly help anyone who has a question while they are taking the survey

• Instruct students to fold their paper in half when they are finished, and to put the paper into the large envelope that will be passed around (participants and non-participants should do this)

Final Review of Process for In Class Surveys


Next Class

Conducting In-Class Surveys

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Conduct Cross-Sectional Study In-Class One at a Time

CDC

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One at a time, each study team will do the following:

• Read Informed Consent script and remind class of their right to not participate

• Pass out Surveillance Forms to everyone in the class

• Remind everyone that participation is voluntary and anonymous

• Remind participants to NOT to put their name on the paper

• Individually and quietly help anyone who has a question while they are taking the survey

• Instruct students to fold their paper in half when they are finished, and to put the paper into the large envelope that will be passed around (participants and non-participants should do this)


Discussion About How it Went

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Next Class

Data Analysis

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In-Class Survey Results Summary

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1-7c

Data Management

and Calculations

for the

In-Class Surveillance

Studies


New Lesson 1-7: Surveillance Studies – In Class18

Next Class

Reporting Out


1-7c Basis for Report Out and Discussion

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Completeness and Accuracy

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Self-Assessment: Putting It All Together

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Let’s revise our In-Class Results Summary (1-7c) based on what we discussed in the class about our results and about the other teams’ results.

Let’s assess how we did with our survey in light of Steps and Expectations for Putting It All Together (1-7a)



Assessment of Simulated Research Experience

Study PlanningTeamwork

Report Out

Respect for Participants

Study Conduct

Understanding of Study Strengths and Limitations

Data Analysis

Interpretation

of Study

Data Management

Study Communications


Preview of Rubric for Evaluating In-School Studies

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Criteria Got It Getting It Will Get It SoonParticipation All study team

members participateMost study team members participate

Some study team members participate

Use of epidemiology terminology such as prevalence and surveillance

All are appropriate and accurate

Most are appropriate and accurate

Some are appropriate and accurate

Accurate calculation of prevalence (either fraction or percentage)

All prevalence measures correctly calculated

Most prevalence measures correctly calculated

Few to no prevalence measures correctly calculated

Understanding of analysis by gender

Explanation of gender analysis is clear and accurate

Explanation of gender analysis is either unclear or inaccurate

Explanation of gender analysis is not clear or accurate

Generation of reasonable and/or interesting hypotheses

1 or more hypotheses make sense in light of survey results

1 or more hypotheses make limited sense in light of survey results

1 or more hypotheses make little or no sense in light of survey results

Understanding of limitations of their survey

Identified at least 2 reasonable and logical limitations

Identified 1 reasonable and logical limitation

Did not identify any reasonable or logical limitations


Big Ideas in Lesson 1-7

• The in-class surveillance study is the final practice for conducting a survey of other students in the school

• This is simulated research, not actual research, because the results are not generalizable

• Steps and materials should all be ready prior to starting • In all aspects of the survey, every effort should be made

to protect the privacy of participants and their information• The survey yields counts, that can be turned into

prevalence rates, that can be turned into statements, tables, and/or bar graphs

• Survey results can help formulate hypotheses (educated guesses) to explain patterns of a health-related behavior

Re-Cap

New Lesson 1-7: Surveillance Studies – In Class Core Concepts: CDC Ethics Hypothesis Human...

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