HE 213_ Assignment _3 and _4 (2) 9m 15s - end

[whispered] Wow... Google docs...

What happened here?

Here we go.

So, now I have the comparison here.

Now I want to rewrite this sentence.

I'm going to control, copy,

and paste.

The rate of death due to...

Fatal...

To unintentional injury.

I'm going to put that here...

Unintentional injury...

Among... the one with the larger,

with 75 to 79.

75 to 79 year old men

is 1.95 times greater...

1.95 times greater
than the rate of death

among... 20 to 24...

Year olds.

Why don't you like that, there we go.

The rate of death
due to unintentional injury

among 75 year old men

is two times greater
than the rate of death

among 20 to 24 year old men.

There, we've done that one.

This is one of the skills I want people

to be able to leave class with.

So that's why I'm taking some time here

and I give a lot of examples.

Question number 6
is going to be similar,

except here in question number 5,
we were comparing

this age group
with this age group, right?

I'm going to close that.

Now we're looking
at a particular age group.

So,

we can choose 0 to 4 year old...

baby boys, right?

Let's do that, since we're here.

We can see the categories,

the race categories that the CDC uses,

the quantifiable number of deaths,

but the size of the population,

and that's why we always use crude rate

because we're looking
at the concentration.

So, here are the...

The values.

And then here are the crude rates.

Let me go back to the assignment.

Okay, identify the age group
we're investigating, 0 to 4.

Find the lowest crude rate value.

Oh, this is going to be
not fun for you to watch.

I'm going to hit pause.

Okay, before I go any further,

I just took--
oh, I should put that back here.

I took this data

and then I inserted it
into this table here.

And I ranked from
the smallest crude rate to the largest.

So it went from Asian
to more than one race,

white, American Indian, Alaskan Native,

Hawaiian Native,
Pacific Islander, Black.

And then you can see the crude rates,

and I kept this note here.

You're going to divide everybody
by this value here,

everybody by this value here.

So I'm going to do that,

I'm going to hit pause again.

But basically,
I'm going to do this number

divided by 5.52 equals...

Oh it's not going to give me the answer.

Uh, divided by 5.52 equals...

Um, okay, I'm going to hit pause
and then resume.

Okay, I'm back, so, remember,

I ranked the crude rates

by smallest value to the largest value.

Then I divided everybody
by the smallest value,

divided by 5.52.

And then I got this ratio here,

2 times, 2.4, 3.2, 3.8, 5 times.

And I'm going to use this information

to complete this sentence, here.

So the rate of death
among 0 to 4 year old boys

due to unintentional injury is...

And what I would write

is 2.1 times greater

in more than one race
than the Asian community,

2.4 times greater in the white community,

3.2 times greater

in the American Indian,
Alaskan Native community,

3.8 times greater

in the Hawaiian Native,
Pacific Islander community,

and 5 times greater in the--

the Black than the Asian community.

So when we compare these crude rates,

what we're doing
is we're saying, okay, yes,

look at the count,

uh, 196 compared to 46.

How do I know
which one's greater, right?

Where's the cr-- so that's why
we're looking at the crude rate.

We're going to keep our eye
on that crude rate.

And so we see
between the Asian community

and the Hawaii Native,
Pacific Islander community,

it is nearly four times as great.

So for every-- uh,

one Asian 0 to 4 year old per 100,000
that dies,

there are four Hawaii Native,
Pacific Islanders, right?

Same-- same-- same cause of injury.

Scroll down to the bottom.

Unintentional injury.

Looking at men, right.

Looking at the same data set.

So you can see the burden of disease

is not-- or outcome,
this is not a disease.

The burden is inequitably distributed

among the populations, right.

And that gives us--
that gives public health officials,

that gives you as future parents

or you, as aunties and uncles,

or you as cousins
or brothers or sisters, right,

reason to go, okay,
we have to do something about this

because I'm not okay
that the disparity here

is so large.

Two times-- two and a half times,

yeah, but once you get
to three and up to five, you're going--

There are some searches,
let me go back to here.

There are some searches here

where you're going
to see gaps of 20, 25 times,

when we look at it
in each group, right.

That's in one community--
the burden is that much more dramatic.

Okay, then I want you to--

That's question six.

Question seven: a reasonable hypothesis

connecting that outcome

to one of the social determinants
of health, right.

And you're going to do it

for another social determinants
of health.

And you can go back
to module 1, module 2,

where we talk
about the social determinants of health.

Then pick one of those,
and how would you test it.

We're not going to do it,
but how would you test it.

Then, based on your observations,
who's going--

who's the most
disproportionately affected

and what could be done,
right, what could be done?

It could be a targeted intervention,

it could be a more general intervention,

but what could be done
to potentially address the disparities?

And then, of course,

whenever we look at data like this,

we have to be very mindful.

Here's the question.

When we discuss these disparities,
right,

and then when we break it apart by race,

which is-- race is a human construct.

There's nothing real there,
but it's a proxy indicator

for other things going on.

What are the ethical considerations

and how can we communicate them

in a way to avoid stigmatization

and misrepresentation,

misinterpretation, right?

How can we be a thoughtful
health professional?

Um, we're going to submit this--

actually, this one goes at the end
of module 4, let me edit that.

There we go.

So you'll submit this
by the end of module 4.

Okay, I look forward
to reading what you find.

Hope this was helpful,

this is going to be the same video
for both assignment number 3

and number 4, okay,

be well, bye bye.