Epidemiology: Cornerstone for Health Education

Abstract

Why do we have to take epidemiology? We're going to be educators, not scientists! This is the common cry of health science students, who, in preparation for becoming professional health educators at the State University of New York College at Brockport, required to study the Principles of Epidemiology. This course, also offered as an elective to all Brockport College students, attracts other health science students, such as biology and nursing students, and others. Students from other disciplines who have chosen the course as an elective often drop it when in the first class session they learn the nature of, and the required work in, the course. The health education students, however, do not have a choice and feel they are stuck, since the subject is a requirement. Paradoxically, a strange transformation takes place as the course progresses and the students discover the true nature and definition of epidemiology and begin to understand the many implications of the subject. Some students overjoyed with the fascination of the subject. To some this is their first involvement with the methods of analytical thinking. How, then, should one convince health science majors and, most importantly, their advisors, of the importance of their mastery of epidemiology? A discussion must be held and the questions which must be asked and answered are: 1) How can epidemiology help the professional health educator function effectively? 2) How can epidemiology assist health science students and workers to understand the cause of disease problems? 3) How can epidemiology help them plan education and programs for the prevention of disease problems?