Teaching epidemiologic methods.
Advances in causal inference, study designs, and quantitative methods have led to new challenges for structuring a cohesive epidemiology methods course. This is particularly true for courses aimed at students who are training for a research career. Such students are expected to have a strong understanding of epidemiologic inference and modeling. They should grasp the principles of study design and analysis, and be able to interpret and report results effectively. This commentary discusses ways in which courses on epidemiologic methods can be made more effective, including: (1) a definition of the scope of epidemiologic methods; (2) a framework for defining a curriculum for heterogeneous student populations; (3) the need for computing and practical exercises; and (4) a call for increased attention to epidemiology education.
Gange
Stephen J
SJ
Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USA. sgange@jhsph.edu
D015984:Causality; D003479:Curriculum; D004500:Education, Graduate; D040381:Education, Public Health Professional; D004812:Epidemiologic Methods; D004813:Epidemiology / Q000193:education*; D006801:Humans; D013663:Teaching / Q000379:methods*