Module NHS-3194:
Epidemiology

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Dr Simon Bishop

Overall aims and purpose

This module is key in developing students' understanding of epidemiological methods as applied to public health and health promotion. Students will develop skills in describing and analysing epidemiological data, critically appraising study designs, and interpreting public health and health promotion issues through an understanding of epidemiological principles.

Course content

The module enables students to develop an understanding of key epidemiological concepts relating to public health and health promotion. Course content includes: - The principles of epidemiology will be outlined, and students will develop an understanding of the strengths and limitations of different types of epidemiological data and evidence.

  • Epidemiological measures of health and disease: frequency (including incidence, prevalence, odds, rates); crude and specific rates; standardisation.

  • Epidemiological measures of health and disease: association and impact (risk ratio, rate ratio, odds ratio, risk and rate difference; attributable risk, and population attributable risk).

  • Epidemiological design (cross-sectional, cohort, case-study, intervention).

  • Interpreting the results of epidemiological studies and focussing on bias, confounding, chance, cause-effect relationship.

  • Surveillance and routine data.

  • Diagnostic and screening test programmes.

  • Appraisal of epidemiological research.

Assessment Criteria

threshold

Threshold D+ to D-

Demonstrates some knowledge and understanding of relevant material for this module, and a limited use of it to answer the question set with little independent thinking. Limited use of material from the module and other relevant information to support arguments; most of the references are drawn on appropriately to support discussion and presented correctly in both text and references list. Limited awareness of conflicting arguments and ideas but no real attempt to address them; some limited ability to analyse and to critically evaluate material. A framework for the assignment is apparent but logical flow and coherence not always consistent with acceptable use of written language.

excellent

Excellent A* to A-

Demonstrate excellent knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Excellent use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion presented fully and correctly in both text and references list. Excellent awareness of conflicting arguments and ideas and a good attempt to address them; ability to analyse and to critically evaluate material. Excellent organisation of the major points with very good signposting and balance between sections with fluent use of written language.

good

Good B+ to B-

Demonstrate good knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Good use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion and are presented fully and correctly in both text and references list. Some awareness of conflicting arguments and ideas and a good attempt to address them; some ability to analyse and to critically evaluate material. Sensible use of the major points with very good signposting and balance between sections with good use of written language.

C- to C+

Adequate C+ to C-

Demonstrate adequate knowledge and understanding of relevant material, using it to answer the question set and showing independent thinking. Adequate use of material from the module and other relevant information to support arguments; references are drawn on appropriately to support discussion and are presented fully and correctly in both text and references list. Some awareness of conflicting arguments and ideas and a good attempt to address them; some ability to analyse and to critically evaluate material. Sensible use of the major points with very good signposting and balance between sections with good use of written language.

Learning outcomes

  1. Explain the value of diagnostic and screening test programmes.

  2. Illustrate an understanding of key epidemiological terms and definitions.

  3. Understand routinely available epidemiological and demographic data, and demonstrate an understanding of the role of surveillance.

  4. Explain the use of epidemiology in assessing the health of defined populations.

  5. Explain the strengths and limitations of the different epidemiological methods and their applications.

Assessment Methods

Teaching and Learning Strategy

Hours
Tutorial

Tutorials/Group Discussions: These will facilitate the learning of underlying concepts, either as group or individually, either face-to-face, via email, Skype, or through other accessible formats (for example, telephone).

4
Seminar

Online Discussion Board Seminars: Students will be required to lead and engage in weekly Discussion Boards

12
Lecture

Lecture sessions and workshops designed to enhance knowledge and understanding. These will enable students to apply knowledge and understanding to their own contexts, as relevant.

36
Private study

Lectures are supported with additional materials and resources that are available on a Blackboard site. Students are also encouraged to: use library and multi-media resources (such as the Internet, newspapers, radio, television) and engage in Blackboard Group discussions. Students are encouraged to use electronic learning resources. Relevant lecture material, reading lists, and a list of relevant Internet resources are available on the course specific Blackboard site; students are also asked to add any relevant or useful material to this module site.

148

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Resources

Resource implications for students

1. Purchase of text books, pens and paper. 2. Photocopying and printing 3. Subscription to internet provider to access BU on-line catalogues and Blackboard from home residence. 4. Access to a computer, internet; and webcam or video/audio recording device.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/nhs-3194.html

Courses including this module