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How to Evaluate Did the prevention strategy work?

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Presentation on theme: "How to Evaluate Did the prevention strategy work?"— Presentation transcript:

1 How to Evaluate Did the prevention strategy work?
xxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxx Did the prevention strategy work? In Investigation 5-2: How to Evaluate, students will learn that the same epidemiologic study designs used for studying causality can also be used to evaluate the effectiveness of a risk management strategy. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

2 Where are we and where are we going?
1 How is this disease distributed? Hypotheses 2 Is there an association? 3 Is the association causal? What’s my hypothesis? Did the exposure and the disease turn up together? Why did the exposure and the disease turn up together? 4 What should be done to prevent the disease? What should I do? What should society do? 5 Did the prevention strategy work? Was is worth the effort? Should we continue it? Remind students again that in the Module 5 investigations, they are learning how to answer the question “Did the prevention strategy work?” Next Slide Investigation 5-2 Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2

3 ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Review Random Assignment - E O Healthy People Trial Prepare for this investigation by reviewing the four study designs that were presented in Investigation 2-6. Ask students: ■ Can you identify this study design? (Trial) Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

4 ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Review - E O Healthy People Cohort Study Ask students: ■ Can you identify this study design? (Cohort study) Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

5 ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Review - O E Case-Control Study Ask students: ■ Can you identify this study design? (Case-control study) Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

6 Review O E Cross- Sectional Study
Ask students: ■ Can you identify this study design? (Cross-sectional study) Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

7 Intro to Epidemiology – Investigation 5-2: How to Evaluate
Review Epi Speak Risk Management Steps taken to reduce the levels of risk to which an individual or a population is exposed. Ask students to find “Risk management” in the Epi Speak list. Review its definition. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

8 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
Students should now take out the article assigned for homework, “Diet and Exercise Dramatically Delay Type 2 Diabetes.” Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

9 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
Group Intervention Description % Developed Diabetes 1 2 3 Lifestyle Intervention Participants received intensive training in diet, exercise, and behavior modification skills aimed at reducing weight by 7% through a low-fat diet and exercising for 150 minutes a week. 14% Metformin & Information Participants received treatment with the drug metformin (850 mg twice a day) and received information on diet and exercise. 22% Review the results of the study with the class. Next Slide Placebo & Information Participants received placebo pills, in place of metformin, and received information on diet and exercise. 29% Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

10 Intro to Epidemiology – Investigation 5-2: How to Evaluate
Epi Teams Divide the class into Epi Teams of four or five students per team. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

11 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
Give each student an Investigation 5-2: Epi Log Worksheet. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

12 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
1 “Diet and Exercise Dramatically Delay Type 2 Diabetes” Random Assignment - E O Healthy People Trial Time - O E Case-Control Study Time - E O Healthy People Cohort Study Time - O E Cross Sectional Study Time Students should answer Question 1 on their Investigation 5-2: Epi Log Worksheets by identifying which study design was used to evaluate this risk management strategy. (Trial) Keep showing this slide as students answer Question 1. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

13 Intro to Epidemiology – Investigation 5-2: How to Evaluate
Epi Speak Epi Speak Random Assignment Assignment of individuals to groups by chance. Random assignment should make the groups similar at the start of the study. Random assignment should not be confused with haphazard assignment. Ask students to find “Random assignment” in the Epi Speak list. Review its definition. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

14 Intro to Epidemiology – Investigation 5-2: How to Evaluate
Epi Speak Epi Speak Placebo An inactive medication or procedure. In a trial, placebos are given to the control group. Because a placebo is an inactive medication or procedure, it means “no exposure.” Ask students to find “Placebo” in the Epi Speak list. Review its definition. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

15 2 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
Students should answer Question 2 on their Investigation 5-2: Epi Log Worksheets by drawing a flow diagram of the study design, putting in numbers whenever possible. Compare students’ answers with the following slide. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

16 Trial 3 14% O 22% O 29% O 1 Lifestyle Intervention 2 Metformin &
Information 3,234 people at high risk for type 2 diabetes Random Assignment Placebo & Information - 29% O Address misconceptions. ☼ Teacher Alert: Students may be confused by the fact that this diagram is slightly different from the “trial” diagram seen before. This is simply because three different strategies (instead of two) were tested and compared. ■ Group 1 received lifestyle intervention. ■ Group 2 received metformin and information. ■ Group 3 received placebo and information. Students should answer Question 3 on their Investigation 5-2: Epi Log Worksheets by explaining why Groups 2 and 3 received information on diet and exercise. Why were they not given just metformin or the placebo? (Information on diet and exercise is given to Groups 2 and 3 because that is the ethical thing to do. In other words, if information that may help people protect themselves from diabetes is available, participants have a right to receive that information.) Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

17 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
4 “Diet and Exercise Dramatically Delay Type 2 Diabetes” Type 2 diabetes “… is strongly associated with obesity (more than 80% of people with type 2 diabetes are overweight), inactivity, family history of diabetes, and racial or ethnic background.” Students should answer Question 4 on their Investigation 5-2: Epi Log Worksheets by explaining the meaning of “strongly associated” in the statement “Type 2 diabetes … is strongly associated with obesity (more than 80% of people with type 2 diabetes are overweight), inactivity, family history of diabetes, and racial or ethnic background.” (The “strength of association” means the number of times more likely that type 2 diabetes will develop in an exposed group of people than in an unexposed group. In this study, the exposure could be obesity, inactivity, family history of diabetes, or racial or ethnic background.) Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

18 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
No Type 2 Diabetes Type 2 Diabetes Risks Type 2 Diabetes Relative Risk Total 40 40 % Obesity 40 60 100 100 times as likely a b c d No Obesity 10 10 90 100 10 % 100 The strength of the association is determined by counting, dividing, and comparing. Address misconceptions. Next Slide Count Divide Compare Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

19 Intro to Epidemiology – Investigation 5-2: How to Evaluate
Epi Speak Epi Speak External Data Monitoring Board An independent group of experts that periodically reviews and evaluates study data. It is interested in safety of participants, study conduct and progress, and preliminary findings. It can make recommendations about continuation, modification, or termination of the study. Ask students to find “External data monitoring board” in the Epi Speak list. Review its definition. Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

20 “Diet and Exercise Dramatically Delay Type 2 Diabetes”
5 “Diet and Exercise Dramatically Delay Type 2 Diabetes” Students should answer Question 5 on their Investigation 5-2: Epi Log Worksheets by explaining what would justify a decision by an external data monitoring board to end the study. (The data had clearly answered the research questions and showed that Group 1 [Lifestyle Intervention] and Group 2 [Metformin & Information] had lower rates of type 2 diabetes.) Ask students: ■ Do you think the study should be ended based on the results seen in the diagram for Question 2? Next Slide External Data Monitoring Board Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

21 Ideal Conditions? / Everyday Conditions?
Random Assignment - E O Healthy People Trial Time - O E Case-Control Study Time - E O Healthy People Cohort Study Time - O E Cross Sectional Study Time The effectiveness of a risk management strategy can be evaluated under ideal conditions or under everyday conditions. Ask students: ■ Which of the four study designs would determine the extent to which an intervention produces a beneficial result under ideal conditions? (Trial) A risk management strategy’s effectiveness means the extent to which the intervention produces a beneficial result under everyday conditions. ■ Which of the four study designs would determine the extent to which an intervention produces a beneficial result under everyday conditions? (Cohort, case-control, and cross-sectional study) Next Slide Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

22 Lifestyle Intervention Effectiveness
6 Lifestyle Intervention Effectiveness - E O Healthy People Cohort Study Students should answer Question 6 on their Investigation 5-2: Epi Log Worksheets by drawing a flow diagram of a cohort study to determine the effectiveness of the lifestyle intervention in preventing type 2 diabetes under everyday conditions. Compare students’ answers with the following slide. Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

23 Effectiveness: Cohort Study
Type 2 Diabetes O Lifestyle Intervention People at high risk for type 2 diabetes No Lifestyle Intervention Type 2 Diabetes O - Address misconceptions. Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

24 Lifestyle Intervention Effectiveness
7 Lifestyle Intervention Effectiveness - O E Case-Control Study Students should answer Question 7 on their Investigation 5-2: Epi Log Worksheets by drawing a flow diagram of a case-control study to determine the effectiveness of the lifestyle intervention in preventing type 2 diabetes under everyday conditions. Compare students’ answers with the following slide. Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

25 Effectiveness: Case-Control Study
Lifestyle Intervention People with type 2 diabetes No Lifestyle Intervention - Lifestyle Intervention People without type 2 diabetes but at high risk Address misconceptions. Next Slide No Lifestyle Intervention Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

26 Lifestyle Intervention Effectiveness O E Cross- Sectional Study
8 Lifestyle Intervention Effectiveness O E - Cross Sectional Study Students should answer Question 8 on their Investigation 5-2: Epi Log Worksheets by drawing a flow diagram of a cross-sectional study to determine the effectiveness of the lifestyle intervention in preventing type 2 diabetes under everyday conditions. Compare students’ answers with the following slide. Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

27 Effectiveness: Cross-Sectional Study Cross- Sectional Study
Lifestyle Intervention No Lifestyle Type 2 Diabetes No Type 2 Cross Sectional Study Address misconceptions. Next Slide Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

28 Essential Question 5 Did the prevention strategy work?
Remind students that to answer Essential Question 5―“Did the prevention strategy work?”―they must evaluate the strategy. In this investigation they discovered that the same epidemiologic study designs presented in Investigation 2-6 can be used to assess risk management strategies. This is done by calculating risks and comparing risks of disease in populations of people who were and were not exposed to the strategy. Next Slide - E O Time Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

29 Investigation 5-2 has ended.
How to Evaluate Investigation has ended. CDC This concludes Investigation 5-2: How to Evaluate and students can now put away their Epi Logs. Intro to Epidemiology – Investigation 5-2: How to Evaluate Investigation 5-2 Investigation 5-2

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