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Teaching epidemiology in the digital age: Considerations for academicians and their students

机译：数字时代的流行病学教学：院士及其学生的注意事项

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摘要

The way in which we prepare future public health professionals is changing because of the digital age. Online education is expanding the accessibility of public health training to students and practitioners with diverse backgrounds. Online courses offer many advantages for students, including flexible schedules, elimination of commuting time, and fostering interactions among students and the instructor. A few disadvantages of online courses for the student can include a feeling of isolation, difficulty adjusting to the time-intensive nature, and the required self-discipline to regularly tend to online course materials that immature and working students can find challenging. For faculty who are faced with teaching epidemiology in these changing times of the traditional face-to-face classroom and the virtual classroom, the core teaching principles of this science of public health remain unchanged, yet how they are delivered in the online environment adds a layer of complexity not previously encountered. This paper presents practical considerations for faculty who will be teaching online and their students who will be learning online. In addition, a framework for an online epidemiology course is presented as a model by which faculty interested in teaching epidemiology online can modify the course structure, content, and assessment tools to fit their needs.
机译：由于数字时代的到来，我们为未来的公共卫生专业人员做准备的方式正在发生变化。在线教育正在扩大背景不同的学生和从业者对公共卫生培训的可及性。在线课程为学生提供了许多优势，包括灵活的时间表，消除通勤时间以及促进学生与导师之间的互动。对学生而言，在线课程的一些弊端可能包括孤立的感觉，难以适应时间密集型的性质以及所需的自律性，以使其经常倾向于对未成熟和在职的学生而言具有挑战性的在线课程资料。对于在面对面的传统教室和虚拟教室的瞬息万变的时代中面对流行病学教学的教师而言，这种公共卫生学的核心教学原理保持不变，但是如何在在线环境中进行传播却增加了以前没有遇到过的复杂性层。本文提出了将在线教学的教师和将在线学习的学生的实际考虑。此外，还提供了在线流行病学课程的框架作为模型，有兴趣在网上教授流行病学的教师可以通过该模型来修改课程结构，内容和评估工具，以适应他们的需求。

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