HSCS 5100 Epidemiology and Biostatistics

This graduate level introductory course introduces the basic concepts of epidemiological and biostatistical principles, concepts, and procedures for the surveillance and investigation of health-related states or events. Emphasis is placed on the principles and methods of collecting data and analyzing disease incidence and prevalence to provide analyses leading to effective interventions and preventions. Topics include the dynamic behavior of disease; usage of rates, ratios and proportions; methods of direct and indirect adjustment, and clinical life tables which measure and describe the extent of disease problems. Various epidemiologic study designs for investigating associations between risk factors and disease outcomes are also introduced, culminating with criteria for causal inferences. The application of these disciplines in the areas of health services, screening, injuries, psychiatric disorders, social inequities, genetics, and environment policy are presented. The influence of epidemiology and biostatistics on legal and ethical issues are also discussed.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest Campus: fall

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

1. Students will access existing information and data related to health. (1.2.0)
2. Students will establish collaborative relationships and agreements that facilitate access to data (1.2.2)
3. Students will determine the validity of existing data and identify potential gaps. (1.2.4; 1.2.6)
4. Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment. (1.3.2; 1.3.1; 1.3.5; 1.3.0)
5. Students will develop data collection procedures and train personnel to assist in data collection. (1.3.3)
6. Students will identify factors that enhance or impede health education/promotion programming and interventions, including determining the extent of available resources, related policies, and existing program effectiveness. (1.6.2)
7. Students will assess social, environmental, political, and other factors that may impact health education/promotion and the known capacity for providing necessary programming/interventions. (1.6.4)
8. Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations. (1.7.1)
9. Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them. (2.2.5)
10. Students will develop a research plan which includes creating statement of purpose, developing sampling and data collection procedures, planning for non-respondent follow-up, and assessing the overall feasibility of conducting the research. (4.2.0; 4.2.10)
11. Students will apply ethical principles to the research process, including when choosing the research design, determining instrument suitability, identifying participants, and completing data analysis. (4.2.14; 4.2.7; 4.2.9)
12. Students will conduct a search for literature related to their research topic and analyze and synthesize information found to develop research questions and/or hypotheses and assess the feasibility of conducting a study. (4.2.3; 4.2.5)
13. Students will identify, select, adapt, and/or create instruments to collect data which are fair, reduce bias, and use language appropriate to the priority population. (4.3.1; 4.3.0; 4.3.2; 4.3.3)
14. Students will use available technology to collect, monitor, and manage data based on the evaluation or research plan and in compliance with all laws and regulations protecting participants' rights. (4.4.4)
15. Students will use technology to prepare data for analysis using qualitative, descriptive, and/or inferential statistical methods. (4.5.4; 4.5.2; 4.5.0)
16. Students will synthesize analyzed data to interpret research results to explain how/if they support/refute the research question and/or hypotheses, to identify limitations, and to address any delimitations. (4.6.1; 4.6.6; 4.6.5)
17. Students will compare research data to other studies or evaluations and use the findings to draw conclusions, propose possible explanations, and develop recommendations. (4.6.7)
18. Students will evaluate and use existing and emerging technologies to support health education/promotion programming/interventions, including to collect, store, and retrieve management data in an ethical manner. (5.2.2; 5.2.3; 5.2.0; 5.2.4)
19. Students will assess target population needs for health-related information, identify valid information and evaluate it for accuracy, relevance, and timeliness, adapt the information to fit the consumer, and convey it in an appropriate way. (6.1.0; 6.1.3)
20. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (64e)
21. Students will use epidemiological evidence to develop and implement strategies to mitigate long-term risk for common congenital and acquired health conditions (adrenal disease, cardiovascular disease, diabetes, neurocognitive disease, obesity, and osteoarthritis) across the life span associated with physical activity participation. (79a)
22. Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness. (80)
23. Students will determine the primary duties and responsibilities of strength and conditioning staff. (Practical/applied 3.B.)
24. Students will determine the policies and procedures associated with the safe operation of the strength and conditioning facility (e.g., facility/equipment cleaning and maintenance, rules, scheduling, emergency procedures). (Practical/applied 3.C.)
25. Students will administer goal-specific test protocols and procedures to ensure reliable data collection, and interpret the results to design a training program for strength, endurance, cardiorespiratory fitness, flexibility, and/or body composition. (Practical/applied 4.C.; 4.A.)