“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.