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Teaching EpidemiologyA guide for teachers in epidemiology, public health and clinical medicine$
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Jørn Olsen, Naomi Greene, Rodolfo Saracci, and Dimitrios Trichopoulos

Print publication date: 2015

Print ISBN-13: 9780199685004

Published to Oxford Scholarship Online: June 2015

DOI: 10.1093/acprof:oso/9780199685004.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 26 January 2021

Important concepts in epidemiology

Important concepts in epidemiology

(p.30) Chapter 2 Important concepts in epidemiology
Teaching Epidemiology

Olli S. Miettinen

Oxford University Press

This book, said to be about teaching epidemiology, actually is about teaching epidemiological research. So, the concepts addressed in this chapter are the ones that the author has come to associate with these two terms. To the author of this chapter, epidemiology is community medicine. In it, the most central concepts naturally are those of rates of morbidity (in the cared-for population) and of populations per se. These concepts are just as central in epidemiological research aimed at advancement of the knowledge-base of epidemiology (different from ‘basic’ epidemiological research). As this research is mainly about etiology of morbidity, the concept of this genre of causal issues in epidemiology is pivotal. It is critical for understanding the main feature of rational methodology in this research: the requisite generic structure—singular—of any etiological study. Even these concepts—the most proximal ones in epidemiology and epidemiological research—still need to be critically thought about, including in preparation for teaching ‘epidemiology’.

Keywords:   epidemiology, epidemiological research, etiology, etiological study, morbidity, populations

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