Presentation on theme: "DISEASE DETECTIVES WESO 2014 Supervisor: John Nicklas."— Presentation transcript:
1DISEASE DETECTIVESWESO 2014Supervisor: John Nicklas
2Brief DescriptionObjective: The goal of the Disease Detectives event is to have students understand connections between things they may encounter in daily life and various health problems that affect communities, risks for disease/injury, and opportunities for prevention.Brief description: Students will be tested on their knowledge, observational, analytical, and investigative skills in the study of disease, risk, spread, and prevention in populations or groups of people with a focus on food borne causes of public health problems.2014 Focus: FOOD-BORNE ILLNESS
3The Competition Grades: 2, 3, 4 and 5 Number of participants: up to 3 studentsTime: 30 minsTest format: A team of 1-3 students will be tested through a written test, analysis of material at observation tables, or a combination of both.Question format: The question format may include, but not be limited to multiple choice questions, fill in the blanks, true or false, matching, and/or short answers. All questions will be grade appropriate. Any calculations and mathematical manipulations will be consistent with grade level math skills. Students do not need to show their work. There will be no partial credit.Observation table format: Students may observe an object, a picture, a table, a graph, a diagram, narrative information, and/or a short video. There will be specified questions in the test regarding the material presented at each observation station.Event parameters: A standard #2 pencil, lined notepaper, and answer sheets will be provided by the supervisor. Grades 2 and 3 will NOT need calculators. WESO will provide Grades 4 and 5 with a calculator (non-graphing, non-programmable). A reference sheet will not be allowed.Scoring: The highest number of correct answers determines the winner.Tie Breaker: Pre-selected test questions will be used as tiebreakers. In the event that all tiebreaker questions are answered correctly, time will be used as a tiebreaker.
4About this PowerPointThis is just a study guide; it does not include all the necessary info students will need to know.Everything that applies only to 4th and 5th Graders is labeled as such on the slide. All other slides are meant for all grades. (Grades 4 and 5) The emphasis this year is on concepts (such as epi-curves and cohort/case control studies), not on memorizing information (general and specific pathogens).
5STUDY GUIDE FOR DISEASE DETECTIVES 2014 What EVERYONE Needs To Know: Role and Examples of Disease DetectivesOutbreak Investigation (Scientific Method)Problems investigated by Disease DetectivesBasic Epidemiological TermsTypes of PathogensModes of Transmission – Agent/Host/EnvironmentRisk Factors - Time/Person/PlaceInterpreting simple data: narrative, tables, charts, maps, graphs (bar and line)Control and Prevention Strategies
6Define and Identify Cases Make a Table from a Line Listing STUDY GUIDE FOR DISEASE DETECTIVES 2014 Extra Stuff for 4th and 5th Graders:Define and Identify CasesMake a Table from a Line ListingCohort vs. Case Control - Analytical StudiesCalculate Measures of RiskAnalyze an Epi CurveCharacteristics of Specific Foodborne Pathogens
7Role of Disease Detectives Who are Disease detectives? Epidemiologists, medical professionals (physicians, veterinarians, nurses), laboratory scientists, statistician, environmental specialists. Role of a disease detective? Collecting and comparing data on various diseases or infections within communities – health of populations, not individuals. Definition and Role of: EPA - Environmental Protection Agency (USEPA) CDC – Centers for Disease Control and Prevention
8Scientific Method as Related to Disease Detectives Students need to be familiar with the steps and their importance:(Grades 2 & 3: understand; Grades 4 & 5: understand and apply)Obtain Background InformationDefine the Problem (and confirm its existence by proper diagnosis in case of an infection)Formulate Hypothesis (For infectious agents: Agent /host/environment = agent capable of causing disease & its source host or persons susceptible to agent + environment allowing them to get together)Develop a Study to Test the HypothesisCollect Data and ObservationsEvaluate ResultsDetermine if Hypothesis is true/modifyFormulate ConclusionsImplement control and preventative measuresReport Results
9Problems Investigated by a Disease Detective chronic diseasesheart disease, cancer, diabetes,…environmental problemsallergies, pollution, radiation, lead, mercury,…behavioral problemsobesity, stress, lack of sleep,…injuriesviolence, occupation, sports, transportation,…infectious diseasesinfluenza, chicken pox,…Foodborne Illness
10Basic Epidemiological Terms Grades 2 and 3: agent, case report, case series, chain of infection, cluster, contamination, endemic, environment, epidemic, epidemiology, fomite, host, hygiene, immunity, infection, infectious, outbreak, outcome, pandemic, pathogen, pathogenic, pattern, public health surveillance, risk, susceptible, symptom, trend, vector, vehicle, virulent. Grades 4 and 5: attack rate, case control, cohort, control group, epi curve, exposure, gram stain, incidence, incubation, index case, infectivity, mortality, odds ratio, onset, prevalence, period, relative risk, reservoir, virulence, zoonosis, AND Grade 2/3 terms.
11Types of Pathogensvirusesbacteriaprotists (protozoa)fungianimals (worms)natural toxins, chemicalsprionsBasic characteristics: definition, structure, morphology, identification, motility, types, habitat, a few common examples, any unique features.Grades 4 & 5: also how to destroy, diet, route of entry.
12Example of info needed for a general pathogen: BacteriaDefinitionProkaryotic, unicellular microorganisms.StructureHave cell walls but lack organelles and an organized nucleus.Morphology / TypesTypically .5 to 5.0 µm. Can be spherical (cocci), rod-shaped (bacilli), comma (vibrio), or spiral (spirilla). Arranged in pairs (di), lines (strep), or clusters (staph).IdentificationLooks like: orMotilityFlagella – swim through fluids. Bacterial gliding, twitching motility – move across surfaces.HabitatPractically everywhere: our guts, soil, water, acidic hot springs, radioactive waste, the deep portions of Earth's crust.Common ExamplesE. Coli, V. Cholerae, C. jejuni, Salmonella, Tuberculosis, Strep Throat, pneumonia, Pertussis (Whooping Cough), Lyme Disease.Unique FeaturesReproduce by binary fission, can be divided into gram positive and gram negative based on cell membrane.DestroyHeat/cold, antibiotics, silver, chlorine, bleachDietSunlight, inorganic compounds, organic compounds, CO2.Route of EntryOral, respiratory, open wound, bodily fluids.DON’T LEARNAll two-dozen phyla or two hundred genera of bacteria.
13Modes of TransmissionContact:DirectIndirectDropletNon-contact:AirborneVehicle (foodborne)Vector
14Agent/Host/Environment pathogen & its sourceHostpersons susceptible to agentEnvironmentallows them to get togetherOutbreak
15Define and Identify Cases (4th and 5th Grade) Case definition – establish the standard criteria for determining who has the disease or condition – who’s in this outbreak?Clinical information – about the disease or conditionCharacteristics - of the affected peopleLocation or place - as specific as possible as restaurant, county, or several specific areasTime sequence - specific time during which the outbreak or condition occurredIdentification of cases – kind & number – count specific casesConfirmed – have diagnosis with case definition plus lab verificationProbable – many factors point to diagnosis but may lack lab verificationPossible – some factors point to diagnosisNote: Initial reports may be only a small sampling of the total problem. Be sure to expand search to determine the true size and extent of the problem
16Make a Table from a Line Listing (4th and 5th Grade) Line Listing – list of all the patients in outbreak, with all the relevant info included.Ex: twelve case report forms on a E. Coli outbreak.ID # Initials Date Diagnosis Age Sex County Physician Weddingof Onset Confirmed1 KR 7/24 probable E. Coli 29 M Columbia Goodman Yes2 DM 7/27 E. Coli M Columbia Baker Yes3 JG 7/28 probable E. Coli 26 M Columbia Gibbs Yes4 RD 7/25 E. Coli M King Webster Yes5 NT 7/29 E. Coli F Columbia Stanley YesAM 7/27 No E. Coli F Clayton Mason YesJR 7/24 E. Coli 39 M Clayton Smith NoIH 7/25 No E. Coli 41 F King Gewertz YesTJ 7/31 No E. Coli 49 F Clayton Koller NoAT 7/28 E. Coli 26 F Columbia Kapur YesML 7/29 No E. Coli 36 M King Mohr NoDU 7/30 No E. Coli 50 F Columbia Kaminski NoTurn this Line Listing into:E. ColiNo E. ColiExposed (at wedding)62Unexposed (not at wedding)13
17Risk Factors: Time/Place/Person Epidemiologic variables: can be observed and/or measured.• Time - the time of illness or of a relevant event.Examples: date of exposure or onset of illness.• Place - the environment in which illness occurs.Examples: place of residence, of work, suspected exposure.• Person - individuals who are infected, ill, or at risk.Examples: age, gender, occupation, high risk condition (AIDS).Look at Possible Risk Factors – Descriptive Studies: (4th and 5th Grade)Analyze distribution of disease by cases or outcome, frequency in population, exposure, time pattern or environmental factor.Case report/case series– case report = single patient, case series = several patientsCorrelative studiesTime series - same population at different timesEcologic relations - specific ecologic factors as dietCross sectional – survey: participants are selected irrespective of exposure/disease status
18Data TableEXAMPLE of a simple narrative with a 2 X 2 table format for all grades: (For 2014, the narrative and the 2 X 2 table format will be related to foodborne illness):400 people attended a special awards dinner. Some persons became ill. The suspected dish was the potato salad. The population at the dinner was then surveyed to determine who became ill.Total number of people who attended the dinner? 400Number of people who were exposed to the suspected salad? = 180Number of people who were not exposed to the suspected salad? = 220Number of people who were exposed to the suspected salad and got disease? 150
19First divides a group by exposure status, then sees who got sick. (4th and 5th Grade)Cohort vs. Case ControlFirst divides a group by exposure status, then sees who got sick.retrospective:(historic cohort) starts at exposure in past & moves forward to outcomeprospective: starts a present exposure and moves forward in time to outcomeCalculate: attack rate and relative riskWorks backward from effect or illness to suspected cause.Control group is a selected group who has similar characteristics to the sick group but is not ill.They are then checked for similar exposures - hard.Calculate: odds and odds ratio
20Calculating Measures of Risk: Cohort (4th and 5th Grade) 400 people attended a special awards dinner. Some persons became ill. The suspected dish was the potato salad. The population at the dinner was then surveyed to determine who became ill.Attack rate (4th and 5th grades): the rate that a group experienced an illness. (Look for high attack rate in exposed & low rate in unexposed) = number of people sick ÷ total in that group.Attack rate for exposed individuals = 150 ÷180 = (83.3%) a/(a+b)Attack rate for unexposed individuals = 50 ÷220 = (22.7%) c/(c+d)Relative risk (5th grade): estimates the extent of the association between an exposure and a disease. It estimates the likelihood of developing the disease in the exposed group as compared to the unexposed group.A relative risk >1.0 indicates a positive association or an increased risk.A relative risk = 1.0 indicates that the incidence rates of disease in the exposed group is equal to the incidence rates in unexposed group. Therefore the data does not provide evidence for an association.Relative risk= Attack rate for exposed ÷ Attack rate for unexposed = 83.3% ÷ 22.7% = 3.66.[a/(a+b)]/[c/(c+d)]=a(c+d)/c/(a+b)(a) (b)(c) (d)
21Calculating Measures of Risk: Case-Control (4th and 5th Grade) 200 people arrived at the emergency room, all complaining of severe stomach cramps. The suspected cause was contaminated jello-pudding served at a recent dinner party. A control group was then found from among those dinner party guests who did not become ill.Odds (4th and 5th grades): the odds that a certain group was exposed to a risk factor. = number of people exposed ÷ number of people unexposedOdds for cases = 150 ÷50 = 3 a/cOdds for controls = 80 ÷20 = 4 b/dOdds Ratio (5th grade): It estimates how many times more likely those who were exposed were to develop disease.Odds for cases ÷ odds for controls= 3/4 =0.75. [a/c]/[b/d]=ad/bcTherefore, those who ate jello were 0.75 times as likely than those who didn’t eat jello to get sick, or in other words less likely. The real cause of the outbreak was probably something else.Disease Yes (cases)Disease No (controls)Exposed (ate jello)(a)(b)Unexposed (no jello)(c)(d)
22Epi- Curves (4th and 5th Grade) An epi-curve is a histogram, displaying frequency of disease on the y-axis and time on the x-axis (units ≈¼ of incubation period).It can tell us about:Pattern of spreadMagnitudeOutliersTime trendExposure and/or disease incubation periodStudents won’t be asked to create, but will be asked to interpret epi-curves.
23Analyzing Epi- Curves (4th and 5th Grade) Average Incubation Period: 10 daysOutlier: Index CaseMinimum Incubation Period: 7 daysLikely Period of Exposure: 3 daysMagnitude: 73 cases totalTime Trend: First case on Day 11, peak # of cases on Day 21, no cases after Day 28
24Epi- Curves – Patterns of Disease Spread (4th and 5th Grade) (one-time exposure)(person-to-person)
25Pertussis Infection by 5-Year Age Groups (www.cdc.gov) GraphsEXAMPLE of a Bar Graph: (For 2014, the graphs will be related to foodborne illness)Pertussis Infection by 5-Year Age Groups (www.cdc.gov)Which age group has the largest number of cases? 0-4True or False: As you grow older, the incidence of pertussis infection decreases (True).
26Line Graphs EXAMPLE of a Line graph: www.cdc.gov How many TB cases were there in the United States in 2001?About 10,000About 25,000About 16,000Cannot tell from the FigureAnswer: cWhich of the following statements is false?There were more Tuberculosis (TB) cases in 1993 than in 1984.For the years shown in the Figure, the year with the fewest TB cases was 2001.For the years shown in the Figure, the only year when there were fewer than 20,000 TB cases was 1999.Answer: c
27Control and Prevention Strategies Act as soon as source is known – people are sick or hurting and need help; must know agent & source of agent + susceptibility of host + chain of transmissionAim at chain of agent-source-host – break the chain of transmission at any of its 3 pointsInterrupt transmission or exposure – isolate vehicles of transmissionReduce susceptibility – with immunization, legal issues and/or education
28Foodborne Illnesses (4th and 5th Grade) 4th and 5th Grade: specific questions can be based on the following foodborne illnesses:Escherichia coli (E. coli)Campylobacter jejuni (C. jejuni)Vibrio cholerae (V. cholerae)Giardia intestinalis (G. intestinalis)NorovirusStudy criteria: type of causative agent, basic characteristics, mode of transmission, foods most associated with the illness, any unique features, symptoms, diagnosis, prevention, treatment, identification, gram stain, incubation period, virulence, infectivity, recent outbreaks, history.
29An example of info needed for a specific food-borne illness: (4th and 5th Grade)An example of info needed for a specific food-borne illness:
30An example of info needed for a specific food-borne illness: (4th and 5th Grade)An example of info needed for a specific food-borne illness:
31Useful LinksNational Science Olympiad -The focus is on the training handout/PowerPoint, but the test will not cover everything on this sheet. Make sure that the info is grade-level appropriate and the topic is covered in this PowerPoint before handing the info out.Practice Tests -Again, I won't cover everything asked on these tests. Coaches must check to make sure that each question is grade level appropriate and covered in the WESO DD PowerPoint/Study Guide before they hand out these exams.Public Health Teaching Resources -Links to other sites, teaching exercises, and more. Make sure they are grade-level appropriate and the topic is covered in this PowerPoint before handing them out.(Grades 4 and 5) Foodborne Illnesses -Here is a good place to start searching for info about the five specific foodborne pathogens mentioned on slide 28. Students don’t need to learn about the others.(Grades 4 and 5) Cohort / Case Control -The emphasis is on being able to identify a given study as either a cohort or a case control.
32Fun Links and Questions Fun Links: ANY QUESTIONS?? Please Subject: Disease Detectives