In this series of posts I’ve chronicled my own learning about the coronavirus pandemic, focusing in particular on estimating the prevalence of the virus especially in the US population. My schooling and professional background gave me a head start on this exploration; my demographic vulnerability and my curiosity have motivated me to persist.
It’s possible that readers of these posts could have come away not only with the results of my investigations, but also with a battery of methods and resources for conducting their own analyses. It’s also possible that, having written these posts, I could organize what I’ve learned and how I learned it into a class for teaching others — call it Applied Epidemiology: Covid. There wouldn’t be many lectures, nor would there be many assigned background readings. Instead, the class would consist mostly of a series of projects, progressing from simple to complex. The work would be cumulative, with knowledge and skills and resources acquired in earlier projects being brought to bear on subsequent projects.
Here’s a project that would be ideal for this hypothetical Applied Epidemiology class.
The Canadian government just released summary findings from a nationwide covid seroprevalence survey. The assignment: evaluate this survey.
The article includes both descriptive and evaluative material, giving the student a head start. But anyone who’d have taken this class would have developed hands-on competence in using a variety of other evaluative criteria and resources that go beyond the article.