For the instructor!
The introduction part for the student is similar to the one for the instructor but the two
differ in the case studies. While the student's case studies present the actual study
part, the instructor's case studies also provide the answers to the questions.
Introduction___________________________________________
This collection of cases in environmental epidemiology was developed to
provide teachers of epidemiology with practical learning tools of special relevance to
environmental health challenges in developing coutries. The cases span a broad variety of
exposures, diseases, and geographic regions. They address diverse study designs,
epidemiologic concepts, and learning objectives. The cases are based on real studies.
The problem-based cases are intended to be used in conjuction with
lectures and textbooks in epidemiology. Students in small groups can use the exercises as
a means of applying and integrating newly acquired concepts in epidemiology. While
students need to have a general understanding of health in order to participate in case
discussion, there is no need for a specialised background in medicine or environmental
health.
The cases are best used in groups of 6 to 10 students in the presense of 1
instructor or discussion quide. Why small group learning? Advances in the theory and
application of adult educational methods show that students learn well in small groups
that are given tasks (i.e.-cases) that require thinking and interaction. Instructors guide
the discussions. A simple and useful technique is to reflect questions addressed to the
instructor back to other students in the class, thereby transferring the role of
"expert", at least for the moment.
Each case begins with a set of learning objectives. Cases are divided into
parts. Students are given one part at a time for discussion. It is best if one or more
students acts as the group recosder if needed.
In order to select a case, please use the following tables. In Table
1, the cases are indexed by exposure, route of exposure, and occupational vs.
environmental setting. Table 2 provides a profile of the cases by
learning objectives. Objectives can be useful to the instructor in selecting cases when
timing the use of cases in relation to lectures.
In the Instructor's guide version of these cases, each exercise is accompanied by
possible answers to the questions posed. These answers can be used as a checklist by the
instructor to ensure that all impostant issues are raised by the students. These answers
are intended as a suggested floor for discussion, not a fixed ceiling. Students should be
urged to consult with epidemiology textbooks to seek fuller explanations of issues raised
bu the cases. Having such a textbook available during case discussions might be useful as
well.
The course materials originate from the
document (WHO/EHG/98.2) entitled "Problem-based training exercises for environmental
epidemiology: Group practice exercises for students" (2dn edition), (Editor)
Dr
Steven Markowitz, Community Health and Social Medicine, City University of New York
Medical School, New York, USA.
Instructor's notes are only in .pdf-form. To view them you need ...To load Acrobat
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