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Computer-based problem-solving exercises in veterinary epidemiology
Preventive Veterinary Medicine, 16 (1993) 57-58 Elsevier Science Publishers B.V., Amsterdam
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Computer-based problem-solving exercises in veterinary epidemiology R.A. Robinson, S. Wickstrom and J. Linck Division of VeterinaryEpidemiology, Food Hygiene and Public Health, Collegeof Veterinary Medicine, Universityof Minnesota, St. Paul, MN 55108, USA
In order to investigate outbreaks of acute or chronic disease or problems of lowered production or reproduction, a veterinarian must develop the necessary epidemiological skills. In epidemic or endemic situations, it is critical that the specific risk factors be identified and the magnitude of these risks quantified. This step may often be carded out before a specific etiologic diagnosis can be made with confidence. Sound control and preventive measures depend on knowing the risk factors. In these exercises, students are instructed to develop epidemic curves and in determining crude disease rates such as morbidity, mortality, incidence, prevalence and case-fatality rates as well as specific rates relating to sex, breed, and production level. The art of asking appropriate questions in an order which is both productive and non-threatening to the owner is stressed. Two examples which were originally described in Schwabe et al. (1977) will be demonstrated: ( 1 ) an outbreak of acute disease on a mink ranch; (2) an outbreak of acute disease on a beef feed-lot. In the first example, students are 'walked through' a disease outbreak demonstrating appropriate information-seeking techniques under real-life conditions. Simple calculations followed by hypothesis testing led to the student being shown how the collected data can be assembled and analyzed to assist in advising the owner on the origin, transmission and termination of the epidemic. In the second example, the student is presented with a minimal set of data concerning a large outbreak of illness and death in a beef feed-lot. The student is then instructed to proceed in a logical sequence of typing in questions as they might be asked in real-life situations. The student is expected to make judgements on the information provided and if he/she believes it to be rele© 1993 Elsevier Science Publishers B.V. All rights reserved 0167-5877/93/$06.00
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vant to the disease outbreak, to carry out simple statistical analysis to determine relative risks a n d / o r odds ratios. There are 36 separate pieces of information (including some small data sets) concerning the outbreak. A solution to the problem can be achieved by asking three or four questions in an appropriate sequence. This program was written in Turbo Pascal 5.0 on an IBM P S / 2 Model 60 and requires a color m o n i t o r to run. REFERENCE Schwabe, C.W., Rieman, H.P. and Franti, C.E., 1977. Epidemiology in Veterinary Practice. Lea and Febiger, Philadelphia.
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Computer-based problem-solving exercises in veterinary epidemiology R.A. Robinson, S. Wickstrom and J. Linck Division of VeterinaryEpidemiology, Food Hygiene and Public Health, Collegeof Veterinary Medicine, Universityof Minnesota, St. Paul, MN 55108, USA
In order to investigate outbreaks of acute or chronic disease or problems of lowered production or reproduction, a veterinarian must develop the necessary epidemiological skills. In epidemic or endemic situations, it is critical that the specific risk factors be identified and the magnitude of these risks quantified. This step may often be carded out before a specific etiologic diagnosis can be made with confidence. Sound control and preventive measures depend on knowing the risk factors. In these exercises, students are instructed to develop epidemic curves and in determining crude disease rates such as morbidity, mortality, incidence, prevalence and case-fatality rates as well as specific rates relating to sex, breed, and production level. The art of asking appropriate questions in an order which is both productive and non-threatening to the owner is stressed. Two examples which were originally described in Schwabe et al. (1977) will be demonstrated: ( 1 ) an outbreak of acute disease on a mink ranch; (2) an outbreak of acute disease on a beef feed-lot. In the first example, students are 'walked through' a disease outbreak demonstrating appropriate information-seeking techniques under real-life conditions. Simple calculations followed by hypothesis testing led to the student being shown how the collected data can be assembled and analyzed to assist in advising the owner on the origin, transmission and termination of the epidemic. In the second example, the student is presented with a minimal set of data concerning a large outbreak of illness and death in a beef feed-lot. The student is then instructed to proceed in a logical sequence of typing in questions as they might be asked in real-life situations. The student is expected to make judgements on the information provided and if he/she believes it to be rele© 1993 Elsevier Science Publishers B.V. All rights reserved 0167-5877/93/$06.00
58
vant to the disease outbreak, to carry out simple statistical analysis to determine relative risks a n d / o r odds ratios. There are 36 separate pieces of information (including some small data sets) concerning the outbreak. A solution to the problem can be achieved by asking three or four questions in an appropriate sequence. This program was written in Turbo Pascal 5.0 on an IBM P S / 2 Model 60 and requires a color m o n i t o r to run. REFERENCE Schwabe, C.W., Rieman, H.P. and Franti, C.E., 1977. Epidemiology in Veterinary Practice. Lea and Febiger, Philadelphia.