Shirley A. Beresford
Application of epidemiological methods to current studies of diet, nutrition, and chronic disease. A discussion of current issues and controversies enables students to plan studies in nutritional epidemiology and disease prevention. Prerequisite: EPI 511 or EPI 512 or permission of instructor. Offered: jointly with NUTR 538; A.
The course reviews current methods of measurement of dietary intake, presents the application of epidemiological methods to current studies of nutrition and disease, and discusses dissemination of findings in the context of public health recommendations. Students work in groups to lead three discussions of topical issues and controversies related to different diet and disease associations. These are spread over the course, and participation in the discussion is also considered an essential part of the class. The first part of the course is devoted to a detailed study of some special methodological problems of importance in nutritional epidemiology studies. In the second part, practicing epidemiologists will discuss their own research and the nutritional epidemiological principles involved. The emphasis will be on study design and interpretation of results.
Student learning goals
1. Stuents will be aware of methodological issues of particular importance to nutrition studies in epidemiology
2. Students will know many of the advantages and disadvantages associated with different study designs used
3. Students will be familiar with some of the accepted and controversial associations between dietary factors and chronic disease
4. Students wll appreciate the issues involved in disseminating findings as nutrition recommendations in the context of public health
5. Students will have the knowledge and tools needed to to plan studies in nutritional epidemiology
General method of instruction
Combination of lecture plus student-led discussion
Completion of introductory level epidemiology course. Some biostatistics.
Class assignments and grading
Readings in advance of class. Preparation for mid-term. Preparation and participation in discussion sessions Short research proposal and in-class presentation
Student participation, including discussions 40% Mid-term exam 15% Research proposal & presentation 45%