Invited Commentary: Epidemiologic Methods as Applied to Epidemiology Education-Goals and Expectations to Advance and Diversify the Field.

Abstract

In their accompanying article, Brown and Cox (Am J Epidemiol. 2021;190(2):305-312) offer strategies for improving introductory epidemiology instruction in large undergraduate classes using a team-based instructional approach. Effective epidemiology instruction can increase the quality and effectiveness of teaching and learning in our discipline. Recent work has suggested that epidemiology education can also be targeted as a mechanism to fuel equity and progress in the field. In this commentary, I contextualize Brown and Cox's article within the literature on epidemiology instruction for undergraduates. I also explore the status of methods for measuring teaching and learning effectiveness in our field. I revisit what makes epidemiology a unique science and connect this with instructional strategies that have the potential to capitalize on these features. Lastly, I consider whether our field can improve in developing methods of measuring the effectiveness of epidemiology instruction for achieving these aims. Ultimately, as I suggest, increasing the rigor of methods for evaluating epidemiology instruction will serve to diversify, enhance, and advance our discipline.