Covidence
Category : Student Opportunities
Covidence is a powerful tool designed to streamline production of high-quality evidence reviews. Working with your academic library, guide your team through the rigorous processes involved in a review.
Month: October 2019
- October 18, 2019
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Analytic Epidemiologist, Enteric Diseases Epidemiology Branch (EDEB) CDC
Category : Alumni
Seeking an analytic epidemiologist or a public health-oriented data scientist, statistician, or population biologist/ecologist with a PhD, MD, or DVM to serve as Analytics Team Lead for a group that addresses analytic priorities that include:
• Informing food safety policy and tracking progress toward food safety goals by analyzing large, complex databases from various government, industry, and public sources to estimate, for
bacterial enteric pathogens, the
o number of illnesses, hospitalizations, and deaths, accounting for limitations in surveillance and other data;
o percentage of illnesses acquired by each transmission pathway (food, water, animals, environment, and people);
o percentage of illnesses due to each source (especially food categories); and
o spatiotemporal changes in pathogens and sources responsible for infections
o assessing the possible role of changes in regulation, consumer preferences, food marketing, and pathogens in the trends in illnesses
• Incorporating epidemiologic data analytics into the genomic revolution
• Understanding and adjusting surveillance measures to account for the rising use of cultureindependent diagnostic tests in clinical laboratories that test specimens from ill people.
Background
This branch tracks the incidence of and determines risk factors for illnesses caused by Campylobacter, Escherichia coli O157 and other Shiga toxin-producing E. coli, Listeria, Salmonella, Clostridium botulinum, Shigella, Vibrio, Yersinia, and other known and possible bacterial enteric pathogens. The first four listed are a major focus because they cause many illnesses, hospitalizations, and deaths; are transmitted commonly by food; and are amenable to control by national food safety regulations and policies. Clinical laboratories send bacterial isolates from ill people to state health departments, where whole genome sequencing is conducted. CDC collects data on individual illnesses and outbreaks caused by these pathogens, often with detailed information about the person (e.g., demographics, exposures) and the pathogen (e.g., sequence type, antibiotic resistance, virulence factors). Congress, regulatory agencies, consumer groups, the food industry, and others rely on CDC data and estimates to target and evaluate control measures, and to track progress toward food safety goals. The Analytics Team assists with the design and conduct of epidemiological studies, including population surveys, matched case-control analyses, and other research projects, and uses traditional and advanced epidemiologic and statistical methods and software to conduct analyses, including regression, Bayesian methods, and machine learning.
Duties
• Supervise and mentor a team of doctoral and master’s-level epidemiologists and biostatisticians,
providing technical direction, advice, and guidance to staff and encouraging a team environment.
• Design and evaluate epidemiologic studies and data.
• Document analytic plans and modeling methods and publish scientific papers.
• Collaborate on projects within the Branch, across the Division, and with government agencies (especially food safety regulatory agencies).
• Develop reports and provide presentations to communicate technical information to nontechnical audiences.
Qualifications
Successful candidates will have a doctoral degree (PhD, MD, or DVM) and extensive training in epidemiology, biostatistics, or data science. Qualified candidates should have experience in the application of analytic methods, demonstrated by a relevant scientific publication record. Candidates should have demonstrated the ability to communicate effectively and work well in a collaborative and interdisciplinary environment. Knowledge of and experience with generalized linear mixed models, Bayesian methods, machine learning techniques, and other modern approaches to causal inference and statistical analysis is preferred. Strong computational skills are preferred (e.g., R, SAS, or similar software; BUGS, JAGS, or similar software; and special purpose software, e.g., @Risk or ArcGIS). An understanding of clinical infectious disease or experience in analyses of infectious disease data would enhance the application. For more information: Interested persons should send their resume/CV and a brief statement of interest to edebadminsupport [at] cdc [dot] gov by with the subject line: Analytics Team Lead. For more information, contact Beau Bruce, MD, PhD (lue7 [at] cdc [dot] gov).
- October 12, 2019
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Epidemiology Elective Session, 10/16
Category : GLEPI News/Events
Join the Epidemiology department for an overview of the Epi elective courses on Wednesday, October 16th from 12-12:50pm.
First Year Pre-Registration, 10/17
Category : GLEPI News/Events
Join the Epidemiology department for an advising session for first year pre-registration on Thursday October 17th from 12-12:50pm.
- October 11, 2019
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2nd Year Epi MPH Student: Kirsten Woolpert
Category : #WeAreEmoryEPI
For this week’s #IamEmoryEpi spotlight, we met up with Kirsten Woolpert!
Tell us where you went to school:
I went to UNC Wilmington, where I studied Biology and Spanish.
What are your primary research interests?
My main interests are in breast cancer research and epidemiologic methodology.
What did you do this past summer?
I worked remotely this summer for the American Cancer Society (ACS), where I performed an evaluation of the SOURCE (Strengthening Organizations for a United Response to the Cancer Epidemic) program. I was responsible for evaluating the effectiveness of this ACS initiative, where in-country cancer organizations were taught how to deliver effectively on their mission and work to reduce the cancer burden throughout Kenya. I also spent the summer coaching our local swim team and teaching swim lessons.
How did you find the research that you are currently conducting?
I found this opportunity through Handshake in early-March.
What is your favorite part about being at Emory?
I really love the Rollins community and knowing that we have such an inclusive and supportive environment. I’ve met so many amazing people in my year here, and I’m so excited to continue getting to know more of our incredible faculty and student body!
Do you have any advice for MPH students?
It’s easy to get caught up in graduate school life, but really make sure to take time out of each week to step away from your work and school responsibilities. I am currently enrolled in two art classes, and each week I’m so happy to step back and work on a hobby I love!
What are three fun facts about yourself?
1. My roommate and I foster cats and dogs- if you’re looking to adopt there’s a good chance I’ve got plenty to choose from at my house!
2. I spent an entire semester with my roommate painting a giant mural at my house, only to move out the day after it was done. I didn’t learn my lesson though, because I’m doing the exact same thing now…
3. I was once stung by a stingray, and I do not recommend it.
Public Speaking
Category : PROspective
Most of us will not give a State of the Union address, be in the position to give an acceptance speech for an Oscar, or appear live on CNN. But almost all of us will have to speak in front of a group of people even though fear of public speaking is one of the most common phobias adults report (fear of spiders, snakes, and heights are most common). The name for the fear of public speaking is glossophobia and a whopping 40% of adults report having it. Mark Twain said, “There are two kinds of speakers. Those who get nervous and those who are liars.” There are also some very logical methods to get past this fear and become a skilled public speaker. This article in Inc. focuses on five methods for speaking with authority and confidence including my favorite, tell a story.
While I am generally comfortable speaking to large groups, I have had a few memorable moments when I expected to be carried off a speaker’s podium, most notably when I was in graduate school speaking at a large conference in Vancouver. After becoming sweaty and shaky, I decided to take off my uncomfortably high heels behind the podium to feel more stable. I made it through the talk and was then faced with trying to get my shoes back on during a question. My dissertation advisor was in the audience and commented, “You sure got shorter during the talk.” He may not have been the only one who noticed but I had remained standing, my primary goal. Today, my first rule of public speaking is to be careful with my shoes.
In general, comfort in speaking to large groups is correlated with an obvious area of preparation; practice and more practice. I like to script presentations, practice and then record it. Then I listen to the recording specifically listening for places that do not sound like the way I talk so that I can change them. Most people do not speak the way they write which is why listening is so helpful. The other thing you hear if you listen to a recording is number of times you say “um.” Learning to pause, without filler words, is actually a way to place emphasis on what you are saying. Listening helps you find those moments. The last thing I listen for is a way to simplify what I am saying. I always cut out sentences and words that look great on paper but are not needed to make a point. This is an iterative process until I have a natural sounding, time-appropriate talk.
The last of the methods described in this article pertains to this Native American Proverb, “Tell me the facts and I’ll learn. Tell me the truth and I’ll believe. But tell me a story and it will live in my heart forever.” The best speakers are really storytellers even if they are talking about science or a mathematical model. This is what connects to people and will help them remember what you have presented.
Lastly, as you approach the podium (in appropriate footwear!), remember that 40% of your audience fears public speaking, too. Your nervous energy is normal and the practice always pays off.
Assistant Director for Community – Engaged Learning & Cultural Humility Development
Category : Alumni
- Develop, implement, and manage a community-engaged learning program for students at the Rollins School of Public Health
- Build, manage, and evaluate relationships with local and global community partners. Identify community partner needs and link them to student-led community-engaged learning programs or community-engaged learning courses
- Build and maintain cooperative working relationships with university partners who have similar initiatives related to civic and community engagement
- Conceive and implement programs to recruit, retain and develop diverse learners
- Recommend and assist in the implementation of goals and objectives and develops sequence plans for providing student-led community engagement programs
- Design a tracking system / methods of evaluation for students who participate in community-engaged learning programs
- Provide advising and support to historically underrepresented student groups
- Manage the RSPH program for Coverdell Fellows, a select group of returned Peace Corps volunteers who continue their service to underserved communities and advance the Peace Corps third goal of promoting better understanding of other peoples on the part of Americans
- Integrate cultural humility development into the student experience
- Work closely with RSPH Academic Affairs to advance school-wide competence in cultural humility
- Develop, implement, and manage initiatives to advance cultural humility among students and faculty at the Rollins School of Public Health
- Provide staff support to the RSPH Diversity and Inclusion Committee, including preparing agendas, minutes and maintaining online content
- Provide staff support to the RSPH Open Expression working group
- Liaise with university offices to address bias incident response, training, and open expression policies and practices
Minimum Qualifications:
- A master’s degree in public health, a master’s of science degree in public health or health education, or a master’s in development practice from an accredited school.
Highly Desired Skills:
- Highly organized and able to manage effective relationships as well as local and global partnerships
- Curriculum and program development, community assessment and program evaluation
- Ability to manage multiple priorities and projects
- Excellent communication, interpersonal and organizational skills
- Ability to work effectively in teams
- Strong computer skills, including Microsoft Office suite applications
Preferred Skills:
- Background in higher education and student affairs; community engagement, service learning, or servant leadership as well as cultural humility and diversity and inclusion
- Experience in teaching, facilitation, and instruction
- Experience in developing diversity, inclusion and cultural humility initiatives
- Familiarity with open expression policies and practices in higher education settings
- At least 1 year of program management experience
To apply, click HERE.
HEOR Fellowship Webinar
Category : GLEPI Student Opportunities
Thomas Jefferson University has offered industry-sponsored Fellowships in health economics and outcomes research (HEOR) since 1994. The Fellowships are administered through the Jefferson College of Population Health (JCPH), which is the nation’s first college of population health. During this webinar, current Fellows from Celgene, Ethicon, Novartis and Teva will discuss the Fellowship, the application process and their experiences as Fellows. The event will be livestreamed and recorded for future viewings. Participants are encouraged to ask questions at the end of the presentation. Please register using the following links:
- October 16th: Click Here
- November 7th: Click Here
For more information,
Email JCPHFellowship [at] Jefferson [dot] edu
Or go to Jefferson.edu/HEORFellowships
Digital Slide Archival Assistant Intern, CDC volunteer oppertunity
Category : GLEPI Student Opportunities
Position Title: Digital Slide Archival Assistant Intern
Location: CDC, Roybal Campus, 1600 Clifton Road, NE, Atlanta, GA 30329
Start Date: November 1, 2019 – May 31, 2020 (estimated)
Duration: Up to 180 calendar days (up to one year if earning academic credit)
Hours: A minimum of 10 hours per week (flexible, based on schedule) This is an unpaid internship. Applicants must be current students.
This position is located in the National Center for Emerging and Zoonotic Infectious Diseases (NCEZID), Division of High Consequence Pathogens & Pathology (DHCPP), Infectious Disease Pathology Branch (IDPB).
Education Requirements:
Interest in biology and/or life science preferred, but not required
Description: IDPB has a large collection of digitized glass slides from interesting cases of infectious disease that need careful sorting and organization for long-term archival and access through database software. A laboratory assistant is needed to organize the files, name the files appropriately, and sort and upload files into database software (eSlide Manager).
Duties:
• Become familiar with digital slides, the archival system, and eSlide Manager database software (training will be provided)
• Rename files, sort files, and upload pertinent clinical information
• Work with the ePathology unit of IDPB to ensure archival system meets branch needs
• Must be detail-oriented with excellent communication skills
Requirements:
• Good organizational skills
• Attention to detail when working with numbers, including lists
• Good oral and written communication skills
• Adherence to laboratory safety practices
• Ability to work in a fast-paced, highly time-sensitive environment, while ensuring high quality and efficiency
• Ability to work well independently and as part of a team
• Ability to establish and maintain effective working relationships with other professionals within CDC and with external organizations
• Ability to manage multiple projects with varying tasking, short turnaround times, and meet or exceed all deadlines
• Ability to prioritize work
• Must possess excellent oral and written communication skills
• Ability to efficiently use Microsoft Office programs (Word, Excel, PowerPoint, Outlook, Access), and SharePoint
• Demonstrates initiative on assignments and projects, and proactively tackles responsibilities
• Ability to produce accurate documents and materials with little or no supervision
Work Hours:
Students must be able to work at least 10 hours a week in the CDC Office. The work schedule for this position
is flexible and will be discussed and approved by both parties.
Applications:
Submit resumes via email to the CDC Human Resources Customer Service Helpdesk at HRCS [at] cdc [dot] gov with the subject “SWEP Student Volunteer Program – Digital Slide Archival Assistant Intern” no later than 4 p.m., Monday, October 14, 2019. Students selected for interviews will be contacted, and the student(s) selected for participation will be required to complete additional paperwork.
PH.D. Program in Biological Sciences in Public Health, Havard
Category : GLEPI Student Opportunities
All students admitted into this training program are provided full tuition, health insurance and stipend support. Our graduates hold distinguished positions in academia, industry, government, and other arenas of life science research, consulting, communications and policy. The application deadline for the 2020-21 Academic Year is December 1, 2019. NOTE: The BPH program does not require or consider the GRE as part of its application process. In addition, applicants who are non-native English speakers and who received their undergraduate degree from an academic institution where English is not the primary language of instruction now have the option to submit scores for the International English Language Testing System – Academic test (IELTS) as proof of English proficiency. More information can be found on our website: http://www.hsph.harvard.edu/biological-sciences/ or through upcoming recruitment events.
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