Analytics | EASel Collab
Analytics | EASeL Collaboratory | Collab for Health Analytics Innovation & Training
The Analytics | EASeL Collab hosts an interinstitutional interdisciplinary innovation & training Collab which leverages Epidemiology, Analytics & Service-/Project-Based (e)Learning (EASeL) towards not only increasing the quantity but quality of outputs of health analytics innovation scholars, particularly those in placements advancing health improvement in low- to middle-income communities.
Health Analytics Innovation & Training Projects-Collab Model | 3-Stage Project-Based Framework
At each milestone of the 3-stage continuum of project-based research & training (shown below), the Collab offers opportunities for trainees and scholars to collaborate with peers and faculty/preceptors and present project milestone outputs at research seminars for quality assurance through nurturing peer-review and feedback. However, IEPH is innovating and rolling out unique approaches for project-based research & training, the IEPH Project Collabs Advantage, whereby peer-review of milestone outputs is not only undertaken through research webinars but also through in-house research conferences and e-journals that are benchmarked by including external peer-reviews by international peers and faculty, thus enabling more rigorous advancement and refinement of trainee/scholar research projects. Through this rigorous in-house peer-review process, IEPH trainees and scholars are expected to be better-prepared to submit their outputs for further quality assurance through external peer-reviewed research conferences and journals culminating in publications and contribution of generated research findings to the global scientific knowledgebase, and ultimately advancement of health improvement.
1
ST1 | Problem Statement,
Design Thinking
& Conceptualization:
Conceptual Abstract
>Protocol
2
ST2 | Project Implementation:
Innovation, Research
& Development
(IR&D)
—
3
ST3 | Results Report Publication,
Solution Launch,
M&E*, CQI^,
& Scale-up
—
*M&E: Monitoring & Evaluation; ^CQI: Continuous Quality Improvement
Following the above 3-Stage project-based framework (ST1 – ST3), the Collab aims to provide trainees and early career scholars from low- and middle-income communities across the world with service-/project-based online preceptor support through the 3-stage research project framework of progression as outlined below:
- ST1 – Stage 1: Project conceptualization, study design, ethics approval;
- ST2 – Stage 2: Project implementation incl. data collection, data analyses, summarizing results; &
- ST3 – Stage 3: Scientific report-writing culminating in:
- i. Quality assurance through peer-review,
- ii. Publication and dissemination of findings through scientific conferences, journals & continuing education fora (in ST3, translational and implementation science projects may include project stages/phases which entail use of research findings in interventions, policy development &/or scale-up of program implementation).
ISP – Innovation-Scholar Pathway | Health Analytics Track
Separate Yourself!
From the Pack!
Train with Us | Program Levels, Goals & Objectives, and Health Analytics Innovation & Training Modalities
Participants can enroll in dual-enrollment format (to supplement a university program), or as independent project participants (for enrichment of early career phase).
Health Analytics Innovation Training Program Levels
Goals: The Collab’s primary focus is on augmenting and developing capacity (of low- to middle-income communities/countries) for preparing trainees and early-career scholars for a sustainable research career, and to sustain a research career development pipeline.
Objectives: Participants who complete the program will be able to:
~Undertake project conceptualization, epidemiologic study design, ethics approval;
~Conduct project implementation incl. data collection, data analyses, and summarizing results;
~Undertake scientific report writing culminating in i. quality assurance through peer-review, ii. publication, iii. dissemination of findings through scientific conferences, journals and continuing education fora, and iv) contribute to knowledge generation to address grand challenges in local and global human health;
~Use research findings in health interventions, policy development &/or scale-up of program implementation in translational &/or implementation science projects.
The Collab’s service-/project-based (e)learning modalities employed in each of the stages of the 3-stage continuum are outlined below:
ST1 | Stage 1
Design Thinking
& Conceptualization:
Conceptual Abstract
Protocol
ST1 (e)Learning Modalities
~Study design methods webinars*
~Analytics tutorials
~Project-Courses
~eConferences*
~eJournals*
*peer-reviewed
ST2 | Stage 2
Innovation, Research
& Development
(IR&D)
ST2 (e)Learning Modalities
~Service-/project-based (experiential/learning-by-doing)
~Study implementation methods webinars*
~Analytics tutorials
~Project-Courses
~eConferences*
~eJournals*
*peer-reviewed
ST3 | Stage 3
Solution Launch,
M&E*, CQI^,
& Scale-up
ST3 (e)Learning Modalities
~Service-/project-based (experiential/learning-by-doing)
~Analytics tutorials
~Research results webinars*
~Translational/Implementation science methods webinars*
~ Project-Courses
~eConferences*
~eJournals*
*peer-reviewed
Research Approach | Leveraging EASeL Designs
In this Collab, trainees and early career scholars leverage EASeL design approaches described (and showcased in the videos) below to undertake research projects togwards solving grand health challenges of relevance to their communities.
Epidemiology Design
Development & deployment of Epidemiology Designs in public health/healthcare investigations, implementation science, continuous quality improvement, & translation of evidence-based findings into real world solutions for health improvement.
Analytics Design
Analytics Design innovations development & deployment incl. AI-driven Predictive Analytics and associated Analytics Webapp Innovations across a wide range of uses in data-driven public health, healthcare, and related disciplines.
e-Learning Design
Development and deployment of e-Learning Designs which support experiential service-/project-based (e)learning programs integrating training on epidemiology & analytics design in course-based research/practice projects.
The IEPH/HIIT-CIISLEARNetwork hosts a number of R-FIGs that primarily undertake ongoing online asynchronous discussions and peer-reviews on topical journal articles, preliminary research ideas, discussion of new grant ideas or opportunities, research project presentations with preliminary or final analyses, and guest speaker presentations. Focus areas include:
~Communicable Diseases
~Non-Communicable Diseases
~Primary Prevention (through Vaccinations)
~Secondary Prevention (through Screenings)
~Digital Health Innovations
~Epidemiology Study Designs
~Analytics Designs
~Service-/Project-Based (e)Learning Design
Events | Grand Colloquium
The Grand Colloquium consists of recurring research dialogue seminar series through which faculty, trainees and scholars conduct learning sessions, discussions and peer-reviews on prospective and ongoing research. Visit the tabs below to learn more.
Featured EASeL Designs | Curated Preview Carousels
The tabs below present previews of curated featured introductory content on topics pertaining to Epidemiology, Analytics & Service-/Project-Based (e)Learning (EASeL) designs. Check back often to see a carousel of upcoming updates of curated previews of featured content on EASeL.
Who Should Enroll?
Intermediate Level Track
Offers supplemental preceptor support across a wide range of graduate education and early career levels in many disciplines:
~Master’s theses
~Doctoral dissertations
~Research electives
~Medical residency & fellowship (subspecialty) research requirements
~Early-career/junior faculty research jump-start
~Jnr. Practitioner-Researchers
~Info for others: join the HIIT-CIISLEARNetwork
Entry-Level Track
Offers supplemental preceptor support for various entry-level enrollees:
~Independent research projects (program pre-enrollment prep. stage)
~Student clinical research electives across wide range of disciplines: Medicine, clinical public health, medical statistics & health data sciences, digital health, dentistry, pharmacy, optometry, nursing, nutrition/ dietetics, physical therapy, & other allied health sciences
~Clinical public health research for MPH practicum
~Info for others: join the HIIT-CIISLEARNetwork
Participation, Preceptorship, Collaborative, & Project-Based Modalities
Participation format
~100% online for Project Stage 1 (Project conceptualization), Stage 2.2. (Data analyses) & Stage 3 (Report-writing & publication), and
~Hybrid (Online & project-site) for Stage 2.1 (Project implementation)
100% Online Preceptorship
~Interactive online affordances through webinars & tutorials (incorporating AVs), & sml grp discussions
~Online preceptor support for research implementation stage, incl. research field work
International Preceptor Faculty & Peer Reviewers
~Internationally benchmarked training
~International faculty/preceptors & peer-reviewers
Project-Based, Experiential & Mentored Learning-by-Doing
Enrollees in mentored learning-by-doing undertake:
~Learner-led primary project, dovetailing
~Preceptor-guided demo project
Peer-Interactive & Collaborative Learning Modalities
Online peer-reviews of project milestones & outputs through:
~Regular presentations through webinars & group discussion series;
~Student/preceptor-led peer-reviewed eJournals;
~External peer-reviewed online research conferences & journals
Enrolment Format, Duration & Intake Cycles
Enrollment format
~Dual-enrollment (supplement to university program), or
~Independent project
Duration/Length
~Dual enrolment participants’ projects depend on home institution timeline
~Independent project stages 1 – 3 vary from 6-24 months depending trainee/scholar project type & timeline
Self- vs. Preceptor-Pacing & Intake Cycles
~Self-paced projects start anytime, or
~Preceptor-paced projects start semi-annually