statements or questions after the workshop introductions

“After all the intros, extract from our sheets of connections 5 statements or questions”

(feel free to contribute more statements or questions)

  • How can we engage people earlier on to introduce public health careers – like epi and biostats ­– especially focusing on students who have strength and interests in science, calculus, math in high school & early college years?
  • Need to find mentors, guide them on how to identify and find a good fit and continue some relationship long term.
  • Interest in teaching others how to use epi – esp. clinical people, show how it contributes to xx relevant public health impact.
  • Our workplaces emphasize innovation without defining it or saying how to recognize it.  We wonder if creativity is innate or if tools can be taught & also wonder how to apply innovative ideas to our work.
  • We all work in groups & provide different amounts of consulting.  We want to work in groups more effectively.
  • We share frustration with standard methods & questions and would like to find ways to expand the range of things we do and the ways we do them.
  • How do you bridge clinical medicine with epidemiological research?
  • How can epidemiological work be more immediately impactful?
  • A challenge is to go beyond creativity to stimulating others to appreciate epidemiological thinking.
  • Another challenge is to create a dynamic relationship between those who take easily to biostats and those who find it difficult.
  • Commonality: Made a move from individual clinical approach to having broader population health impact.
  • Difficult tension between analyses based on sufficient data and more immediate response to human health issue.
  • Life experiences of moving between places leads to interest in exposures over the life course.

About Peter J. Taylor

Peter Taylor teaches and directs programs on critical thinking, reflective practice, and science-in-society at the University of Massachusetts Boston. He studies the complexity of environmental and health sciences in their social context as well as innovation in teaching, group process, and interdisciplinary collaboration (see He is especially interested in conversations with others who are, in diverse ways, "troubled by heterogeneity" (
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