Msc Nutrition and Health Specialization: Nutritional Epidemiology and Public Health (Distance Learning)

MSc Nutrition and Health Specialization: Nutritional Epidemiology and Public Health (Distance Learning)

Wageningen University Course Descriptions (First Version 13-05-2015)

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HNE28303 Introduction Descriptive Epidemiology and Public Health (Distance Learning)

Language of instruction: English

Teaching methods: 1.3 DKC; 03 DT; 03 DG; 0.2 DEL; 0.6 IP; 0.3 IS

Contact person: Joanne Leerlooijer

Lecturer(s): Dr JM (Marianne) Geleijnse, prof. dr. ir. P (Pieter) van ’t Veer, Prof dr ir E (Ellen) Kampman, Prof dr ir EJM (Edith) Feskens, Dr ir GJ (Truus) Groenendijk-van Woudenbergh, Dr SS (Sabita) Soedamah- Muthu

Examiner(s): Dr JM (Marianne) Geleijnse, gelei001

Content:

In this course you will learn about the basic concepts, measures and study designs in analytical epidemiology and public health. Analytical studies investigate patterns, causes and effects of health and disease conditions in certain populations. These studies give insight in risk factors of diseases and can inform policy makers in the field of public health to design prevention strategies.

You will learn common measures as well as methods that support interpretation of study results, including their strengths and limitations. In addition, risk factors of major communicable and non-communicable diseases are discussed.

Learning outcomes:

After successful completion of this course students are expected to be able to:

1) calculate basic measures used in epidemiology and public health, including various measures of association, including PR, IRR, IPR and OR, and (population) attributable risk and fraction 2) understand basic study designs used in analytical epidemiology and public health and indicate the major (dis)advantages of the various study designs, including: a. ecological study b. cross-sectional study c. cohort study d. case-control study e. randomized controlled trial; 3) understand selection bias, information bias, and confounding; 4) explain the difference between internal and external validity of epidemiological findings; 5) interpret precision measures; 6) calculate various measures used for disease screening, including: a. sensitivity b. specificity c. diagnostic value 7) describe the main determinants of major communicable and non-communicable diseases: a. infectious diseases b. diabetes mellitus c. cancer d. cardiovascular diseases e. mental health disorders among elderly people f. osteoporosis

Activities: knowledge clips, self-study, online group discussions, calculation exercises, individual assignments 2

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Literature: Webb C. & Bain P. (2010). Essential epidemiology: an introduction for students and health professionals. Cambridge University Press, 2nd revised edition.

HNE28803 Introduction Analytical Epidemiology and Public Health (Distance Learning)

Language of instruction: English

Teaching methods: 1.3 DKC; 0.3 DT; 0.3 DG; 0.6 IP; 0.3 IS

Contact persons: Joanne Leerlooijer

Lecturer(s): Dr JM (Marianne) Geleijnse, prof. dr. ir. P (Pieter) van ‘t Veer, Prof dr. ir E (Ellen) Kampman, Prof dr ir EJM (Edith) Feskens, Dr ir A (Annemien) Haveman-Nies, Dr JN (Joanne) Leerlooijer

Examiner(s): Dr JM (Marianne) Geleijnse

Content:

The course will teach you the basic concepts, measures and study designs of descriptive epidemiology and public health. Descriptive studies investigate when, where and among whom health and disease in certain populations occur. Results of these studies can be used by policy makers in the field of public health. Different epidemiological and public health measures are introduced to describe health, disease and mortality. You will learn when to use these measures and how to calculate them. In addition, you are introduced to some major diseases, including infectious diseases, diabetes mellitus, cancer, and cardiovascular diseases.

Learning outcomes:

After successful completion of this course students are expected to be able to:

1. describe the field of epidemiology and public health and the work of scientists in this field; 2. calculate basic measures used in epidemiology and public health, including: a) prevalence b) incidence rate and proportion c) DALY, Years of Life Lost, Healthy Life Expectancy 3. understand basic study designs used in descriptive epidemiology and public health and indicate the major (dis)advantages of the various study designs. 4. perform standardization of public health data; 5. describe the prevalence and incidence of major communicable and non-communicable diseases: a) infectious diseases b) diabetes mellitus c) cancer d) cardiovascular diseases e) mental health disorders among elderly people f) osteoporosis

Activities: knowledge clips, self-study, online group discussions, calculation exercises, and individual assignments including writing an advice for a Minister of Health and making a glossary

Literature: Webb C. & Bain P. (2010). Essential epidemiology: an introduction for students and health professionals. Cambridge University Press, 2nd revised edition.

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HNE30403 Integration of evidence I (Distance Learning)

Language of instruction: English

Teaching methods: 0.5 DKC; 0.2 DT; 1.0 DG; 0.6 DEL; 0.4 IP; 0.3 IS

Contact person: Dr. ir. M.C (Cora) Busstra

Lecturer(s): Dr. ir M.C. (Cora) Busstra, prof. dr. ir. P (Pieter) van ’t Veer, Dr. ir. A (Alida) Melse-Boonstra

Examiner(s): Dr. ir M.C. (Cora) Busstra, busst001

Assumed knowledge:

Content:

This course focusses on integrating and judging the strength of scientific evidence for a proposed causal relation between a certain (nutritional) exposure and a health outcome.

We take the ‘evidence pyramid’ as a starting point. The top of the evidence pyramid, the RCT, is discussed in more detail as a ‘gold standard’ research method. This gives a solid basis to contrast other research approaches and discuss the potential biases. In addition, you study basic statistical analyses methods to quantify intake-health associations in observational studies, as these are the associations that will be judged for their strength of evidence.

Learning outcomes:

After successful completion of this course students are expected to be able to: 1. Discuss strengths and limitations of observational studies, human intervention studies and animal or cell line studies 2. Explain under which circumstances a RCT can/cannot be considered as a gold standard research approach 3. Be able to quantify intake-health associations based on results of observational studies.

Activities: e-modules, knowledge clips, online group discussion & individual assignment (including oral presentation at WUR)

Literature:

Petrie & Sabin, Medical statistics at a glance, selection of chapters)

Webb & Bain, Essential Epidemiology, 2nd ed, Ch 10

MJ. Gibney et al, Public health nutrition, 2004. Ch 11

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HNE30903 Epidemiology and Public Health Policies (Distance Learning)

Language of instruction: English

Teaching methods: 1.0 DKC; 01 DT; 1.4 DG; 0.1 IP; 0.4 IS

Contact person: Dr J.N. (Joanne) Leerlooijer

Lecturer(s): Dr ir A. (Annemien) Haveman-Nies, Dr J. (Joyce) de Goede, Dr J.N. (Joanne) Leerlooijer, prof. dr. ir. P (Pieter) van ’t Veer

Examiner(s): Dr ir A. (Annemien) Haveman-Nies, havem001

Assumed knowledge: DL course ‘Introduction Descriptive epidemiology and Public Health’, ‘Introduction Analytical epidemiology and Public Health’

Content:

This course is one of the core-courses for future public health professionals aiming at a career in the public and private sector. In this course students learn how public health policy and interventions are developed.

In society, health is an important asset as it is a resource for everyday living. It enables children to go to school and develop their potential, adults to work and care for their families and elderly to remain involved in society. Health is more than an individual matter; the functioning of our society depends on healthy people. Therefore, it is of great importance to optimize health and its related lifestyle factors (healthy diet, moderate alcohol consumption, non-smoking, physical activity etc.). Analysis of major health problems and their determinants is needed to develop public health policies and programmes that intend to result in considerable health gains in the long term.

In this course methods will be introduced and explained which support the planning and implementation of public health policies and programmes. Relevant theories, concepts and tools will be presented, and illustrated with practical examples. For this purpose, the public health cycle will be introduced. This planning model provides a basic framework for professionals working in the field of public health that can be used for planning, implementing and evaluating policies and programmes. This planning model includes the following seven steps: conduct a needs assessment, support priority setting, formulate aims and objectives, construct a logic model, develop an evaluation plan, perform quality control, and analyse processes and outcomes.

Learning outcomes:

After successful completion of this course students are expected to be able to:

- explain the public health system and working processes that are applied in the public health sector, namely the seven steps in the public health cycle: conduct a needs assessment, support priority setting, formulate aims and objectives, construct a logic model, develop an evaluation plan, perform quality control, and analyse processes and outcomes (e.g. interpret results)

Specific attention will be given to stage 1 (Agenda setting) of the Public Health Cycle: - describe and prioritize determinants related to health problems, based on scientific literature and research reports (e.g. WHO)

Activities: Knowledge clips, self-study, online group discussions, individual assignments, and an overall group assignment

Literature: Haveman-Nies A, Jansen SC, van Oers JAM, van ’t Veer P (2010). Epidemiology in public health practice. Wageningen Academic Publishers, The Netherlands.

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HNE31403 Public Health Intervention Planning (Distance Learning)

Language of instruction: English

Teaching methods: 0.8 DKC; 0.3 DT; 0.6 DG; 0.3 IP; 1.0 IS

Contact person: Dr J.N. (Joanne) Leerlooijer

Lecturer(s): Dr J.N. (Joanne) Leerlooijer, Dr. EWML (Emely) de Vet, Dr ir A. (Annemien) Haveman-Nies

Examiner(s): Dr J.N. (Joanne) Leerlooijer, leerl001

Assumed knowledge: DL course ‘Epidemiology and Public Health Policies’

Content:

This course supports future public health nutritionists aiming at a career in the public and private sector. In the course students learn how to systematically develop and implement nutrition intervention programmes using the Intervention Mapping (IM) approach.

Intervention programmes promote health by directing individuals' eating behaviour and influencing their social and physical environment. Students learn to identify the determinants of a health problem in terms of nutritional and functional status, nutrition behaviour, environmental factors, behavioural determinants and environmental determinants. Accordingly, students learn how to develop an intervention programme by formulating programme objectives, select intervention methods and strategies, and plan for adoption, implementation and sustainability.

Learning outcomes:

After successful completion of this course students are expected to be able to:

1. Explain step by step how to systematically plan a nutrition programme using the Intervention Mapping approach including the following steps: (level 2) a. analyse a health problem and analyse the context, b. formulate programme objectives, c. select theoretical methods and practical strategies, d. compose an intervention plan including a mix of appropriate interventions, and e. design an adoption and implementation plan. 2. Use behaviour- and environment-oriented theories in nutrition intervention planning (level 3) 3. Describe how to apply relevant literature and other evidence in nutrition intervention planning (level 2) 4. Detect a socio-ecological approach in nutrition interventions (level 4) 5. Explain the need for involvement of all relevant stakeholders in nutrition intervention planning (level 2)

Activities: Knowledge clips, self-study, online group discussions, individual assignments, and group assignment.

Literature: Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernández, M. E. (2011). Planning health promotion programs: An Intervention Mapping approach (3rd ed.). San Francisco CA: Jossey-Bass.

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MAT25303 Advanced Statistics for Distance Learning

Language of instruction: English

Teaching methods: 1.3 DKC; 1.0 DT; 0.4 DG; 0.3 DEL

Contact person: Gerrit Gort

Lecturer(s): Gerrit Gort, Bas Engel, Evert-Jan Bakker, Elly Korendijk

Examiner(s): Gerrit Gort ([email protected]), Bas Engel ([email protected])

Assumed knowledge: Basic Statistics

Content:

Statistical design and analysis of data using R; statistical methods for analysis comprise simple and multiple regression, one-way and two-way analysis of variance (with and without interaction), analysis of covariance, chi-square tests for contingency tables, logistic regression.

Learning outcomes:

After successful completion of this course students are expected to be able to:

- comprehend basic ideas of statistical inference, experimental design and data collection, such as random sampling, randomisation and blocking, for experimental and observational studies

- determine an appropriate statistical model and associated statistical inference procedure, given the description of the experiment and research question, for continuous data (in the context of linear regression, analysis of (co)variance) and discrete data (in the context of goodness-of-fit and contingency tables for categorical data and logistic regression for binary data and proportions)

- carry out the analysis, for a given problem, using the statistical program R, check model assumptions, interpret results, and formulate conclusions in terms of the actual problem

Activities: Study knowledge clips with theoretical assignments, practical assignments and case studies using R, reporting on results.

Literature: Ott, RL, Longnecker M (2010) An introduction to statistical methods and data analysis (6th edition), Brooks/Cole ISBN-10 0495109142; ISBN-13 9780495109143; BIB/1916191

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HNE-31903 Randomised Controlled Trials: Design and Analysis (Distance Learning)

Language of instruction: English

Teaching methods: 0.6 DKC; 0.2 DT; 1.5 DEL; 0.7 IP

Contact person: GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Dr. Ir. NM (Nicole) de Roos, roos019; Dr. Ir. G.J. (Truus) van Woudenbergh, woude005

Examiner(s): Dr. Ir. NM (Nicole) de Roos, roos019

Assumed knowledge: DL-introduction in analytical epidemiology; DL-integration of evidence 1

Content:

This course focuses on the methodological issues in designing an experimental study: how to obtain an appropriate sample size and how to perform statistical analysis of data derived from randomized controlled trials.

Learning outcomes:

1. formulate a good research question 2. evaluate the validity and precision of a parallel arm post-test only, parallel arm pre-test post-test, and cross-over design 3. perform appropriate sample size calculations for different study designs 4. choose and conduct the appropriate method of data analysis of randomized controlled trials, given the study design and type of variables

Activities: studying knowledge clips, studying e-modules, individual assignment, and individual assignment with peer-review

Literature: Petrie & Sabin, Medical statistics at a glance, chapters 9, 13, 20, 21, 22, 24, 41

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HAP32303 Introduction Nutritional Physiology (Distance Learning)

To be announced later

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YEI61812 Continuous Course (Distance Learning)

Language of instruction: English

Teaching methods: 3.0 DT; 9.0 DG

Contact person: Anja Kuipers

Lecturer(s): Guusje Bonnema, Truus van Woudenbergh, and others

Examiner(s): Guusje Bonnema, Truus van Woudenbergh

Content:

The continuous course has two major elements, skills building and a project. Skills building focuses on the following skills: 1.Online study and communication skills (e.g. ICT, active cooperation in groupwork, intercultural communication, giving and receiving feedback) 2.Academic skills (project management, information literacy, scientific writing, presentation skills, argumentation skills, reflective learning) The project relates to the content of the online specialisation itself, and also comprises training of specific content-related skills. For the online specialisation Plant Breeding the project focuses on translating principles of plant breeding into design, and on the synthesis and writing of a breeding programme that includes and connects all relevant aspects on a multidisciplinary level. The project of the online specialisation Epidemiology and Public Health focuses on intervention mapping, and writing a grant proposal.

Learning outcomes:

After successful completion of this course students are expected to be able to: - perform a project in an international team; - determine the project aims, develop a project plan and formulate tasks on the basis of disciplinary knowledge and general academic skills and attitude; - contribute to the execution of the project at an academic level by retrieval, selection and analysis of information; - integrate relevant research-based information into scientifically correct written report, and present and defend conclusions and recommendations in a professional and well-argued way; - implement reflective learning by assessment of, and reflection on, personal functioning in a professional team; - give and receive feedback in writing and verbally, based on assessment of the contribution of other team members to team performance and execution of project tasks.

Activities: Tutorials and assignments for development of skills. Team meetings, literature study, proposal and report writing, oral and online presentation

Literature:

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Skills building: literature provided via Blackboard. Project: Specific literature available via Blackboard. In addition, students need to search for relevant project related literature

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HNE-32403 Observational Designs and Assessment of Validity (Distance Learning)

Language of instruction: English

Teaching methods: 0.4 DKC; 0.1 DT; 1.1 Del; 1.2 IP; 0.2 IS

Contact person: GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Prof. Dr. Ir. E Kampman, kampm001; Dr. JM Geleijnse, gelei001; Dr. Ir. GJ van Woudenbergh, woude005

Examiner(s): Prof. Dr. Ir. Ellen Kampman, kampm001; Dr. Ir. Truus van Woudenbergh, woude005

Assumed knowledge: DL-Introduction Descriptive Epidemiology; DL-Introduction to analytical Epidemiology; DL-Integration of Evidence 1

Content: This course focuses on the aspects one has to take into account when wanting to evaluate the validity of observational studies.

Learning outcomes: After successful completion of this course students are expected to be able to:

1) Understand and explain the characteristics of observational study designs (i.e., cohort study, case- control study, nested case-control study, case-cohort study) 2) Understand and explain potential methodological threats with respect to internal and external validity (i.e., selection bias, information bias, confounding, effect measure modification) in these designs 3) critically evaluate studies used in epidemiology, taking methodological considerations into account

Activities: e-modules, knowledge clips, online group discussion, individual assignment (including producing video)

Literature: Webb & Bain, Essential Epidemiology, 2nd ed

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HNE 32903 Intermediate Analytical Epidemiology: Confounding and Effect Measure Modification (Distance Learning)

Language of instruction: English

Teaching methods: 0.5 DKC; 1.5 DT; 0.3 DEL 0.3 IP; 0.4 IS

Contact person: GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Prof. Dr. Ir. EJM Feskens, feske002; Dr. Ir. GJ van Woudenbergh, woude005; Prof. Dr. Ir. P van ’t Veer, veer002

Examiner(s): Prof. Dr. Ir. EJM Feskens, feske002; Dr. Ir. GJ van Woudenbergh, woude005

Assumed knowledge: DL-introduction to analytical epidemiology, DL-integration of evidence 1, DL- observational designs and assessment of validity

Content:

This course focuses on how to evaluate whether confounding and effect measure modification are present. It also focuses on how to deal with confounding in the analysis.

Learning outcomes: 1. explain how adjustment for confounding by linear regression modelling is working\ 2. evaluate whether confounding and effect measure modification are present by stratification 3. evaluate whether confounding is present by linear regression modelling 4. understand the principles of energy adjustment 5. understand the relevance of energy adjustment because of correction for diet composition, removal of external variation in intake, confounding. 6. understand for energy using multivariate, density, and residual approach 7. apply the approaches for energy adjustment in R

Activities: clips, e-module, individual assignment, group discussion

Literature: - - Webb&Bain, chapter 8 - Medical statistics at a glance “chapter 27, 28, 29 about theory, performing, and multiple linear regression modelling”

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HNE33403 Advanced Analytical Epidemiology (Distance Learning)

Language of instruction: English

Teaching methods: 0.5 DKC; 1.5 DT; 0.3 DEL 0.3 IP; 0.4 IS

Contact person: GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Prof. Dr. Ir. EJM Feskens, feske002; Dr. Ir. GJ van Woudenbergh, woude005; Prof. Dr. Ir. P van ’t Veer, veer002

Examiner(s): Prof. Dr. Ir. EJM Feskens, feske002; Dr. Ir. GJ van Woudenbergh, woude005

Assumed knowledge: DL-introduction to analytical epidemiology, DL-integration of evidence 1, DL- observational designs and assessment of validity, DL-intermediate epidemiology: confounding and effect measure modification

Content:

This course focuses on the data analysis of case-control and cohort studies.

Learning outcomes: After successful completion of this course students are expected to be able to:  identify the need for, execution of, and interpretation of data analysis using linear regression models, logistic regression models, general and generalized linear models, mixed models, and Cox proportional hazard models;  identify the need for, execution of , and interpretation of stratified analysis;  identify the need for, execution of , and interpretation of effect measure modification;  identify the need for, execution of , and interpretation of analysis to control for confounding;  systematically organize and document data analysis, using the statistical program R

Activities: knowledge clips, literature study, individual assignments

Literature: Kleinbaum&Klein. Survival Analysis: A Self-Learning Text.Third Edition. 2012. chapters 1, 2, 3, 4

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HNE33903 Assessment of Nutritional Status (Distance Learning)

Language of instruction: English

Teaching methods: 0.8 DKC; 0.2 DT; 0.2 DEL; 0.9 IP; 0.9 IP

Contact person: Dr. Ir. GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Ir. PJM Hulshof, hulsh003; Dr. MR Mensink, mensi009; Dr. PCH Hollman, hollm001

Examiner(s):

Assumed knowledge: Basic and applied nutrition

Content:

Body composition and energy balance are important to remain in good health in adulthood. Both are influenced by intake of food. To determine whether a person has an appropriate body composition, energy balance, and as such intake, therefore, you should understand how to measure body composition, how to determine energy balance, and how to assess intake.

Intake of food and energy expenditure together determine energy balance. First the importance and applications of body composition measurements are discussed., secondly methods to measure energy expenditure are discussed. Biomarkers of intake can be used to estimate food intake. Therefore, biomarkers of intake of macronutrients and minerals are described and the quality and validity of these markers are discussed. Furthermore, collection and application of various biological human specimen needed to measurement of biomarkers is reviewed.

Learning outcomes:

1. understand methods that can be used to quantify body composition, energy expenditure, or physical activity. 2. interpret and discuss methods that can be used to quantify body composition, energy expenditure, or physical activity. 3. describe and discuss biomarkers of intake

Activities: studying clips, studying literature, individual assignments with peer-review

Literature: - Geissler and Powers: Human Nutrition, Chapter 4, Chapter 5 - Wang ZM, Pierson RN, Heymsfield SB, The five-level model: a new approach to organizing body- composition research. Am J Clin Nutr 1992;56:19-28. - Schutz, Y., R. L. Weinsier, et al. (2001). "Assessment of free-living physical activity in humans: an overview of currently available and proposed new measures." Obes Res 9(6): 368-79 - Ylva Trolle Lagerros and Pagona Lagiou (2007). “Assessment of physical activity and energy expenditure in epidemiological research of chronic diseases.” Eur J Epidemiol 22: 353–362 - Weir JB de V. New methods for calculating metabolic rate, with special reference to protein metabolism. Journal of Physiology 1949; 109: 1-9 (reprinted in Nutrition 1990; 6: 213-221) - Hunter d. Biochemical Markers of dietary intake. In: Willett W. Nutritional Epidemiology, 2nd edition. Oxford Un. Press, 1998 (Bibiot E 01.01-98)

- Alcock NW. Laboratory tests for assessing nutritional status. In: Shills ME et al. Modern Nutrition in Health and Disease, 9th edition. Williams & Wilkins, Baltimore, 1999. 16

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HNE34403 Assessment of Dietary Intake (Distance Learning)

Language of instruction: English

Teaching methods: 0.2 DKC; 0.3 DT; 1.1 DG; 0.1 DEL; 0.9 IP; 0.4 IS

Contact person: GJ (Truus) van Woudenbergh, woude005

Lecturer(s): Dr. JHM de Vries, vries011; S Meyboom, meybo001

Examiner(s): Dr. JHM de Vries, vries011

Assumed knowledge:

Content:

In this course, you obtain a deeper understanding of dietary assessment. You will become familiar with the several dietary intake methods that are available, the errors related to dietary assessment, choosing an appropriate dietary assessment method, and interpreting dietary intake data. You will also learn to develop a food frequency questionnaire, a dietary assessment method.

Learning outcomes:

Dietary assessment methods  describe different available dietary assessment methods (e.g., 24-hour recalls, food frequency questionnaires, food records, dietary history)  explain the principles of the different available dietary assessment methods (e.g., estimation portion sizes, assessment nutrient or food intake, type of intake (actual, long-term intake), used reference period (day, month, year), conversion nutrients)  create a food frequency questionnaire

Errors related to principles of different dietary assessment methods  describe the types of errors in dietary assessment methods (e.g., response error, coding error, classification error, portion size error, errors in food composition tables, seasons, time)  explain when a type of error is systematic or random  differentiate the extent of each type of error in and between dietary assessment methods

Choosing appropriate dietary assessment  choose an appropriate dietary assessment method considering aim, type of information, target group, reference period, comparability with earlier studies, time, and finances1

Interpretation of intake data  interpret intake data derived from different dietary assessment methods by considering the errors and choices made (e.g., overestimation or underestimation, systematic or random, extent)

Activities: knowledge clips, online discussion, individual assignments, groups’ assignment,

Literature: -Willett, W. (2012). Nutritional Epidemiology. Monographs in Epidemiology and Biostatistics, 3rd revised ed. ISBN 13: 9780199754038.

- Erdman JW, Macdonald IA, Zeisel SH. Present knowledge in nutrition, 10th edition: Chapter 59.

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HNE34903 Evaluation of Dietary Assessment Methods (Distance Learning)

Language of instruction: English

Teaching methods: 0.7 DKC; 0.3 DG; 1 DEL; 0.7 IP; 0.3 IS

Contact person: MMEE (Anouk) Geelen

Lecturer(s): Dr. ir M.C. (Cora) Busstra, Dr. ir. MMEE (Anouk) Geelen, prof. dr. ir. P (Pieter) van ’t Veer

Examiner(s): Dr. ir MMEE Geelen, Geele001

Assumed knowledge: DL course ‘Assessment of dietary intake’, DL course ‘Advanced statistics’

Content: This course addresses methodological aspects of exposure assessment in nutrition research. Focus is on design and analysis of evaluation studies to assess measurement error in nutritional surveillance and epidemiology

Learning outcomes: Learning outcomes*: After successful completion of this course students are expected to be able to:

Design an evaluation study to compare the performance of a food frequency questionnaire against one or more reference methods. Therefore, the student is expected to:

1) explain the aims and principles of evaluation studies in the context of nutritional research;

2) understand how errors in dietary assessment affect the interpretation of results from nutrition surveillance and nutritional epidemiology and how evaluation studies can be used to obtain estimates of potential errors;

3) have basic experience in the statistical analysis of evaluation studies on dietary assessment

Activities: - Study knowledge clips/textbook; - Study interactive e-modules to process the theory and get practical experience with statistical analysis; - Write a protocol for an evaluation study (individual & peer feedback).

Literature: Willett, W. (2012). Nutritional Epidemiology. Monographs in Epidemiology and Biostatistics, 3rd revised ed. ISBN 13: 9780199754038.

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HNE35403 Evaluation of Public Health Interventions (Distance Learning)

Language of instruction: English

Teaching methods: 1.0 DKC; 0.1 DT; 1.1 DG; 0.5 DEL; 0.3 IS

Contact person: Dr J.N. (Joanne) Leerlooijer

Lecturer(s): Dr ir A. (Annemien) Haveman-Nies, prof. dr. ir. P (Pieter) van ’t Veer, Dr ir GJ (Truus) Groenendijk-van Woudenbergh, Dr ir A (Anneleen) Kuijsten

Examiner(s): Dr ir A. (Annemien) Haveman-Nies, havem001

Assumed knowledge:

Content: The course focuses on the evaluation of Public Health interventions (policies and/or intervention programmes), consisting of three elements: process, effect and economic evaluation. Students learn about the topics and methods for evaluation of real-life interventions.

The last three steps of the Public Health Cycle are addressed in this course: - the development of an evaluation plan: development of a plan for an evaluation of the processes and outcomes of the intervention based on the products from the previous steps (logic model); - perform quality control: during the implementation stage, the intervention has been conducted and data have been collected. Quality of interventions can be enhanced by giving feedback based on intermediate evaluation results. Sometimes (components of) the intervention need revision in order to reach the objectives. - analyse processes and outcomes: to close the cycle, in this step the data are analysed in order to make valid conclusions about whether the intervention has achieved its aims and objectives and whether and how the processes can be improved.

Learning outcomes: After successful completion of this course students are expected to be able to:

- compose an evaluation plan for process, effect and economic evaluations of interventions conducted in a real-life setting, including:

* evaluation objectives * quasi-experimental and other evaluation methods * integration of evaluation results

Activities: Knowledge clips, self-study, online group discussions, individual assignments, and an overall group assignment

Literature: Haveman-Nies A, Jansen SC, van Oers JAM, van ’t Veer P (2010). Epidemiology in public health practice. Wageningen Academic Publishers, The Netherlands.

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HNE35903 Integration of evidence II (Distance Learning)

Language of instruction: English

Teaching methods: 0.7 DKC; 0.5 DT; 0.4 DG; 0.1 DEL; 1.0 IP; 0.3 IS

Contact person: prof. dr. ir. P (Pieter) van ’t Veer

Lecturer(s): Dr. ir M.C. (Cora) Busstra, prof. dr. ir. P (Pieter) van ’t Veer

Examiner(s): prof. dr. ir. P (Pieter) van ’t Veer, veer002

Assumed knowledge: All courses from the distance learning curriculum MNH, spec ‘nutritional epidemiology and public health’, since the core assignment in this course (‘write a position paper’) builds forward on assignments in previous courses.

Content: In this course you will translate your in-depth knowledge on research methodology into a position paper. In this paper you reflect on the body of scientific evidence for nutrient reference values, and their implications for population health. To this end, the course covers approaches for the integration of evidence in depth (incl. meta-analysis).

Learning outcomes: After successful completion of this course students are expected to be able to:

- Evaluate the body of evidence available for intake recommendations (NIVs: ANR, INLx, UNL) for a specific nutrient and target group, and evaluate the distribution of nutrient intake of populations against NIVs. - Judge the strength of scientific evidence for the NIVs using conceptual frameworks like DISH, evidence pyramid, Hill criteria. - Suggest opportunities for further research - Develop a well-founded advice to an appropriate organization and suggest opportunities for policy development with respect to improvement of nutrient intake and status.

Activities: e-modules, knowledge clips, online group discussion, individual paper

Literature:

Petrie & Sabin, Medical statistics at a glance, selection of chapters

Webb & Bain, Essential Epidemiology, 2nd ed, Ch 10

Research papers