Effective Techniques for Training

1. Effective Techniques for Training In Field Epidemiology Training Programs

2. 300 Million There are PowerPoint users in the World * estimate *

3. 30 Million They do Presentations Each Day * estimate *

4. Million About a Presentations are going on right now * estimate *

5. 50% of them are Unbearable * Conservative estimate *

6. LOTSof People are KillingEach other with Bad Presentations NOW

8. Did You Know? Average Retention Rates • Lecture 5% • Reading 10% • Demonstrations 30% • Discussions 50% • Practice by Doing 75% • Teaching Others 90%

9. Do You Know? Percentage of time participants in lecture base training are inattentive? 40% Participants in training vs Control Group 8%

10. Do You Know? Adding visuals: 25 – 38% improvement in retention 40% reduction in time required to present a concept

11. What We DO Know….. Lecturing by itself will NEVER lead to real learning

12. Descriptive Studies • Used to describe the distribution of disease by time, place, person • Useful for hypothesis generation • The most frequent design strategy found in the epidemiologic literature

13. Descriptive Epidemiology Cases Time Person Place Who? Where? When?

14. Example • Some studies simply describe disease/health states/behaviours • prevalence of smoking • rates of lung cancer • Note: • Describing these factors does not link them • However can identify unusual distributions or correlations (e.g clusters) • These insights used to generate interesting hypothesis

15. Perform descriptive epidemiology: Person Age (yrs) Male Female Total < 1 10 14 24 1 - 14 18 25 43 15 - 29 33 60 93 30 - 49 57 52 109 50+ 23 26 49 Total 141 177 318 Table- Number of cases by age and sex

16. Perform descriptive epidemiology: Place Map cases

17. Perform Descriptive Epidemiology: Time

18. Develop Hypotheses • Use knowledge about the subject matter • Known sources and vehicles of transmission • Clinical symptoms of disease • Seek input from multiple sources • Cases • Local health officials • Go to field, investigate environment

19. It is NOT what you tell them that counts; it is what they take away Take the material from the “Nice to Know” To the “Need to Know” Goal: Learn SOMETHINGrather than being exposed toEVERYTHING

20. Make the Lecture Your own

23. The Outbreak Investigation Team

24. What is STEP 1?

25. Perform Descriptive Epidemiology: Time What does this graph tell you?

26. Perform Descriptive Epidemiology: Person Age (yrs) Male Female Total < 1 10 14 24 1 - 14 18 25 43 15 - 29 33 60 93 30 - 49 57 52 109 50+ 23 26 49 Total 141 177 318 Table- Number of cases by age and sex

28. 3 Questions that you would have asked?

29. Perform Descriptive Epidemiology: Place Map cases

30. Site of Cases

32. Evaluate • What went well? • What did not? • Were there areas of confusion? Misunderstanding? • Debates? Discussions? • Enjoyed activities? Ineffective activities? How can I make this better for next time?

33. Evaluate When the horse you’re riding dies…GET OFF of it!

34. SOCO Effective training for Field Epidemiology Training Programs MUST be Problem Based and involve a variety of activities and delivery methods