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Teaching EpidemiologyA guide for teachers in epidemiology, public health and clinical medicine$
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Jørn Olsen, Naomi Greene, Rodolfo Saracci, and Dimitrios Trichopoulos

Print publication date: 2015

Print ISBN-13: 9780199685004

Published to Oxford Scholarship Online: June 2015

DOI: 10.1093/acprof:oso/9780199685004.001.0001

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Teaching epidemiology inside and outside the classroom

Teaching epidemiology inside and outside the classroom

Chapter:
(p.490) Chapter 27 Teaching epidemiology inside and outside the classroom
Source:
Teaching Epidemiology
Author(s):

J. H. Abramson

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199685004.003.0027

There is no single ideal way to teach epidemiology. Teaching takes place in different situations, and its techniques and content differ. A good teaching programme is one that is geared to its students needs, capacity, interests, and preferences and that utilizes the available situations and techniques to provide learning opportunities that will achieve its objectives. This chapter reviews some features of the teaching of epidemiology inside and outside the classroom. It starts with discussions of teaching objectives and other factors that affect the choice of teaching methods, and then deals in turn with lectures and other conventional classroom methods, laboratory teaching (problem-solving and other exercises), self-instruction, problem-oriented projects, distance learning, and combined methods of teaching. Separate consideration is then given to teaching in the hospital and in the field (with special attention to teaching in a community health centre).

Keywords:   teaching objectives, problem-oriented projects, self-instruction, distance learning, problem-solving, lectures

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