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.

Registration Name

Epidemiology and Biostatistics

Lecture Hours

3

Lab Hours

0

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest: Fall

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:

• (64c) 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.
• (79a) 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.
• (80) Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness for healthy and at-risk individuals across the lifespan.
• (CHES 1.1.1) Students will define the purpose and scope of an assessment process for health education/promotion.
• (CHES 1.1.2) Students will identify priority population(s) for interventions.
• (CHES 1.1.3) Students will identify existing and available resources, policies, programs, practices, and interventions relevant to health education/promotion.
• (CHES 1.1.4) Students will examine the factors and determinants that influence the health education/promotion assessment process.
• (CHES 1.2.1) Students will identify primary data, secondary data, and evidence-informed resources related to health education/promotion.
• (CHES 1.2.3) Students will conduct a literature review related to health education/promotion.
• (CHES 1.2.4) Students will procure secondary data sources related to health education/promotion.
• (CHES 1.2.5) Students will determine the validity and reliability of secondary data related to health education/promotion.
• (CHES 1.2.6) Students will identify potential gaps in secondary data related to health education/promotion.
• (CHES 1.2.7) Students will determine primary data collection needs, instruments, methods, and procedures related to health education/promotion.
• (CHES 1.2.8) Students will adhere to established procedures to collect qualitative and/or quantitative data related to health education/promotion.
• (CHES 1.3.1) Students will determine the health status of the priority population(s) for interventions.
• (CHES 1.3.3) Students will the social, cultural, economic, political, and environmental factors that impact the health and/or learning processes of the priority population(s).
• (CHES 1.3.4) Students will assess the effectiveness of existing and available resources, policies, programs, practices, and interventions related to health education/promotion.
• (CHES 1.3.5) Students will determine the capacity (available resources, policies, programs, practices, and interventions) to improve and/or maintain health.
• (CHES 1.3.6) Students will identify the health education/promotion needs of the priority population(s).
• (CHES 1.4.4) Students will develop health education/promotion recommendations based on findings.
• (CHES 1.4.5) Students will report health education/promotion assessment findings.
• (CHES 4.3.2; 4.3.3) Students will implement data collection procedures and use appropriate modalities to collect and manage data.
• (CHES 4.3.3) Students will implement data collection procedures and use appropriate modalities to collect and manage data.
• (CHES 4.3.5) Students will use technology to prepare data for analysis using qualitative, descriptive, and/or inferential statistical methods.
• (CHES 4.4.3) Students will analyze data to interpret results and identify limitations and delimitations.
• (CHES 5.1.1) Students will examine the determinants of health and their underlying causes (e.g., poverty, trauma, and population-based discrimination) related to identified health issues.
• (CHES 5.1.2) Students will examine evidence-informed findings related to identified health issues and desired changes.
• (CHES 6.5.1) Students will deliver health education/promotion presentation(s) tailored to the audience(s).
• (CHES 6.5.2; 6.5.3) Students will use public speaking and facilitation skills with large and/or small groups.
• (CHES 6.5.3) Students will use public speaking and facilitation skills with large and/or small groups.
• (CHES 6.5.5) Students will deliver oral and written health communication that aligns with professional standards of grammar, punctuation, and style.
• (CHES 8.1.1) Students will apply professional codes of ethics and ethical principles throughout assessment, planning, implementation, evaluation and research, communication, consulting, and advocacy processes.
• (CHES 8.1.3) Students will comply with legal standards and regulatory guidelines in assessment, planning, implementation, evaluation and research, advocacy, management, communication, and reporting processes.
• (CHES 8.1.4) Students will promote equity by addressing diversity and demonstrating cultural competence.
• (CHES 8.1.5) Students will use evidence-informed theories, models, and strategies.
• (NSCA Practical/applied 3.C.) 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).
• (NSCA Practical/applied 4.A.) 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.
• (NSCA Practical/applied 4.C.) 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.