Abstract 54: New teaching tools for new epidemiologists.
Authors: Weijenberg Matty P. , Arts Ilja C.W. 
Published: August 2013

The reductionist approach with which most epidemiologists are being taught is failing with the introduction of large-scale -omics measurements in population studies, so-called molecular epidemiology. This does not imply, however, that basic epidemiological principles do no longer hold. Basic concepts such as confounding, and interaction with environmental factors are still important to consider. They can bias the results of molecular epidemiology studies just as they do traditional epidemiology studies, and they are often not addressed adequately in many of the current studies.

When introducing -omics in population studies, interdisciplinary collaboration is necessary to ensure valid results. Scientists from multiple disciplines need to understand each other's languages and techniques. This has consequences for post-doctoral training in molecular epidemiology with respect to the teaching staff, the students and the format of the teaching. Multidisciplinary teams are needed in teaching molecular epidemiology. The teaching needs to appeal to students coming from different areas of research such as pathology, molecular biology, genetics, analytical chemistry, statistics, bioinformatics, general public health, and traditional epidemiology. Because of this heterogeneity in students, we propose a three-level approach to teaching. First, concepts from each field necessary for molecular epidemiology need to be addressed at a basic level, specifically, biological, epidemiological and statistical concepts. Second, state-of the art methods applied in molecular epidemiology should be covered. These include the different -omics technologies, the quality control of complex raw data, smart study designs that are cost-effective and valid, exploratory, pathway-based and multivariate regression modeling techniques, and the biological interpretation of findings. Third, the application of -omics technologies in population studies calls for awareness of issues related to biobanking, ethics, legislation, and public health implications.

Because of the ever-changing reality of large population studies, the difficulty in assessing exposures in large populations in sufficient detail, and the complexity of collecting and storing biological samples for long periods of time, the conduct of molecular epidemiology cannot be done according to a standard recipe. Methodological issues have to be adapted tailor-made to the situation at hand. Problem-based learning is a useful tool for teaching when students need to apply complex concepts to complex situations. In small tutorial groups they analyze problems, conduct discussions and exchange knowledge. By actively addressing a number of cases students better grasp the underlying concepts and learn to apply their insights to various situations. These new teaching tools are urgently needed to shape the molecular epidemiologists of the future.

Citation Format: Matty P. Weijenberg, Ilja C.W. Arts. New teaching tools for new epidemiologists. [abstract]. In: Proceedings of the AACR Special Conference on Post-GWAS Horizons in Molecular Epidemiology: Digging Deeper into the Environment; 2012 Nov 11-14; Hollywood, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2012;21(11 Suppl):Abstract nr 54.