Course: Pandemic Etiology, Preparedness, and Response

How to create an account and enroll in the course?

Pandemics Homepage

Welcome to the Pandemic Etiology, Preparedness, and Response course. This course aims to equip participants with the knowledge and skills to understand the causes of pandemics and to prepare and respond to future pandemics based on the lessons learned from previous pandemics and the ongoing COVID-19 pandemic. This course provides an opportunity for participants to be knowledgeable in pandemic preparedness and response, adopting a global health perspective.

The Pandemic Etiology, Preparedness, and Response course, like all NextGenU.org courses, is competency-based, using competencies provided by faculty at Yale University, Planning and Incorporating Public Health Preparedness Into the Medical Curriculum, and CEPH It uses learning resources from organizations such as the Pan American Health Organization, U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, and the World Health Organization.

The Pandemic Etiology, Preparedness, and Response course was developed in collaboration with Yale University and was designed by Dr. Kaveh Khoshnood and; Dr. Amy Bei; with assistance from graduate students; Adam J. Moore, MPH; and Matthew Paige, MPH; and the NextGenU.org team; Hugo Rojas, MD, MSc, DiplEd; Margaret Niles, PhD, MEd, DipID; and Pablo Baldiviezo, MD, DiplEd.

For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, or on NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.

There are 8 modules to complete, which provide an introduction to:

Module 1: Past, Present, & Future Pandemics
Module 2: Pandemics in High- and Low-Income Countries
Module 3: Origin and Progression of Viruses with Pandemic Potential
Module 4: Testing and Surveillance
Module 5: Transmission Dynamics Modeling
Module 6: Vaccine Development and Delivery
Module 7: Legal, Human Rights, & Ethical Issues
Module 8: Effective Risk Communication

The completion time for this course is estimated at 91 hours, comprising 19 hours of learning resources, 39 hours for time to study content and assimilation, and 34 hours of participating in learning activities and quizzes, to assist the learners in the synthesis of learning materials. This course is equivalent to 2 credit hours.

The course requires the completion of all activities i.e., quizzes, peer activities, reflective essays, and discussion forums that are needed to complete the course. At the end of each module, there is a practice quiz of fifteen (15) multiple-choice questions. After you’ve completed each lesson, quiz, peer activity, and learning activity, you will have access to a final exam consisting of fifty (50) multiple-choice questions and a chance to evaluate this course. The final exam will be designed so that participants can have multiple opportunities to answer correctly until the required score of 70% or higher is obtained. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. Also, we are happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request.

Engaging with this course:

You may browse this course for free to learn for your personal enrichment; there are no requirements. To register in this course, it is required that learners have obtained a college-level/bachelor's degree.

To obtain a certificate a learner must first register (see the register icon) and then successfully complete

All reading requirements,
All quizzes and pass with a score of 80% with unlimited attempts,
All peer activities,
All reflective essays,
All discussion forums,
The final exam with a minimum score of 80% and a maximum of 3 attempts, and
The self and course evaluation forms.

To obtain credit:

Complete all requirements listed above for the certificate, and
Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.

NextGenU.org is happy to provide your institution with:

A link to and description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors;
Your grade on the final exam;
Your work products (e.g., case study activities) and any other required or optional shared materials that you produce and authorize to share with them;
Your evaluations -- course, and self-assessments;
A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.

We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

Here are the next steps to take the course and earn a certificate.

Complete the registration form.
Take the pre-test.
Begin the course with Module 1: Past, Present, & Future Pandemics. In each lesson, read the description, complete all required readings and any required activities, as well as take the corresponding quizzes.

Module 1: Past, Present, & Future Pandemics

Instructional Goals covered in this module:

Understand the concept of pandemics.
Apply a syndemic framework to compare and contrast the COVID-19 Pandemic and 1918 Flu Pandemic in terms of spread, diagnosis, treatment, control, and impact on endemics.
Examine how human behavior influences the emergence and spread of novel diseases using a One Health approach.

Module 1: Lesson 1: Lessons from Previous and Current Pandemics

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Define key terms associated with pandemics (outbreak, epidemic, endemic, pandemic, communicable, non-communicable, infectious, contagious, etc.)
Outline the factors that increase the risk of disease outbreaks and their potential escalation into pandemics.
Outline the WHO's phases of a pandemic and the relevant actions for each phase.
Recall the key components of the syndemic framework for public health.
Examine how biological and environmental factors influenced the spread, diagnosis, treatment, and control of COVID-19 and the 1918 Flu.
Evaluate the impacts of COVID-19 and the 1918 Flu on endemics using a syndemic framework.
Examine the role of human behavior in the spread of infectious diseases based on COVID-19 and other pandemics using a One Health approach.

Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 45 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity A Guide to Coronavirus-Related Words

A Guide to Coronavirus-Related Words URL

Students must

View

Read the content under the heading "Contagious & Infectious". (1 minute)
Merriam-Webster, Inc.
Select activity Coronavirus Glossary: Key Terms About the Pandemic Explained

Coronavirus Glossary: Key Terms About the Pandemic Explained URL

Students must

View

Read the entire page. (2 minutes)
Everyday Health
Select activity WHO Pandemics Descriptions and Main Actions by Page

WHO Pandemics Descriptions and Main Actions by Page URL

Students must

View

Read the entire page (Phases 1 to 6, Post peak period, and post pandemic period). (5 minutes)
WHO
Select activity The SARS-CoV-2 pandemic: A syndemic perspective

The SARS-CoV-2 pandemic: A syndemic perspective URL

Students must

View

Read the content under the headings "2. Syndemic theory," and "3. Evidence of the syndemic nature of the SARS-CoV-2 pandemic." (16 minutes)
Elsevier
Select activity Environments, Behaviors, and Inequalities: Reflecting on the Impacts of the Influenza and Coronavirus Pandemics in the United States

Environments, Behaviors, and Inequalities: Reflecting on the Impacts of the Influenza and Coronavirus Pandemics in the United States URL

Students must

View

Read the content under the headings "2.2: Influenza Pandemic: Environments and Behaviors," and "3.2: Coronavirus Pandemic: Environments and Behaviors." (20 minutes)
NCBI
Select activity Large, delayed outbreaks of endemic diseases possible following COVID-19 controls

Large, delayed outbreaks of endemic diseases possible following COVID-19 controls URL

Students must

View

Read the entire page. (4 minutes)
Princeton University
Select activity One Health Basics

One Health Basics URL

Students must

View

Read the entire page. (4 minutes)
CDC
Select activity Discussion Forum 1 (150 mins)

Discussion Forum 1 (150 mins)

Students must

View

Start discussions: 1

In this activity, you will discuss the role of human behavior in the spread of infectious diseases.

Instructions
1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

2. Prepare a 500 - 650 word paper to summarize your reflections. You should:

a. Discuss one past or present infectious disease pandemic/epidemic that occurred in a specific country.
b. Implement a One Health approach to explain how human behaviors influenced the spread of this infectious disease; and
c. Identify the different sectors and areas of expertise that should be involved in public health interventions to respond to the disease.

N.B. You will use the country you selected for this activity as your country of focus throughout the remaining models. Choose wisely!

3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL Step 6: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Quiz: Module 1
Quiz: Module 1

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.
Not available unless: The activity Course Registration is marked complete ...

Not available unless:

The activity Course Registration is marked complete

The activity Pre-Test is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity 5 reasons why pandemics like COVID-19 are becoming more likely

5 reasons why pandemics like COVID-19 are becoming more likely URL

Students must

View

Read the entire page and watch the video. (7 minutes)
Gavi, The Vaccine Alliance
Select activity Managing Epidemics - Key Facts About Major Deadily Diseases

Managing Epidemics - Key Facts About Major Deadily Diseases URL

Students must

View

Read the content on pages 25-27. (8 minutes)
WHO - 2018
Select activity A Deep Look into the Biology and Evolution of COVID-19

A Deep Look into the Biology and Evolution of COVID-19 URL

Students must

View

Watch the video from 37:10 to 41:45 (5 minutes)
UC San Diego-2020
Select activity Syndemics: health in context

Syndemics: health in context URL

Students must

View

Read the entire page. (5 minutes)
The Lancet-2021
Select activity Caribbean Resilience and Prosperity through One Health

Caribbean Resilience and Prosperity through One Health URL

Students must

View

Read the content under the section "21st Century Challenges in the Caribbean" on pages 13-14 and "Section III - Why Use One Health?" on pages 40-42.
U.W.I.-2017
Select activity One Health Strategic Framework 2017-2023

One Health Strategic Framework 2017-2023 URL

Students must

View

Read the content on pages 22-28.
U.W.I.-2016
Select activity One health approach and COVID-19: A perspective

One health approach and COVID-19: A perspective URL

Students must

View

Read the content under the headings "Human and Animal Interface," "Human and Environment Interface," and "Importance of One Health approach for COVID-19." (12 minutes)
NCBI

Module 2: Pandemics in High- and Low-Income Countries

Instructional Goals covered in this module:

Explain the differences in the roles, responsibilities, relationships, and collaborations among governments, public health agencies, public health systems, and healthcare providers in high- and low-income countries.
Integrate components of successful pandemic preparedness and response plans to improve upon existing strategies considering available resources, barriers, and constraints.

Module 2: Lesson 1: Public Health Systems and Agencies

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Identify the roles and responsibilities of governments and public health agencies in pandemic preparedness and response activities
Describe the structure of international public health systems, the assets, and authority at each level of government (local, state, federal).
Outline the roles and responsibilities of hospitals, community-based healthcare professionals, and health science students in pandemic response efforts in high- and low-income countries.
Summarize the importance of collaboration among governments and health systems internationally in developing strategies to improve pandemic preparedness and response on a global scale.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 28 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity Building resilience to the COVID-19 pandemic: the role of centres of government

Building resilience to the COVID-19 pandemic: the role of centres of government URL

Students must

View

Read the content under the headings "The policy context of a major crisis" on pages 2-4 and "Strategic insights for policy and governance" on pages 17-18. (13 minutes)
OECD
Select activity The 10 Essential Public Health Services: An Overview

The 10 Essential Public Health Services: An Overview URL

Students must

View

Read all the slides. (5 minutes)
CDC
Select activity Ensuring Health Equity During the COVID-19 Pandemic: The Role of Public Health Infrastructure

Ensuring Health Equity During the COVID-19 Pandemic: The Role of Public Health Infrastructure URL

Students must

View

Read the content from the heading "Importance of Robust Public Health Structure" to the end of the article. (7 minutes)
Pan American Journal of Public Health-2020
Select activity International Health Care System Profiles

International Health Care System Profiles URL

Students must

View

Click on the profiles for Netherlands, Israel, and Taiwan, and read the content under the subheading "Role of government," including the diagrams showing the organization of the healthcare system.
(We strongly recommend reviewing other healthcare systems around the world too and read the full content to obtain a more holistic understanding of health systems internationally.) (7 minutes)
The Commonwealth Fund
Select activity The Role of Primary Care in a Pandemic: Reflections During the COVID-19 Pandemic in Canada

The Role of Primary Care in a Pandemic: Reflections During the COVID-19 Pandemic in Canada URL

Students must

View

Read the all the content from the heading "Educate and Communicate" to the end of "Pandemic Planning." (8 minutes)
NCBI
Select activity Pan American Health Organization Response to COVID-19 in the Americas.

Pan American Health Organization Response to COVID-19 in the Americas. URL

Students must

View

Read the content under the heading "Introduction" on pages 1-2.
If you have time, it is recommended to read the rest of the document. It provides a detailed report of PAHO's collaborations with other institutions and organizations to respond to the COVID-19 pandemic in Latin America and the Caribbean. (4 minutes)
PAHO-2021
Select activity Recommended Additional Readings

Recommended Additional Readings
Select activity Public health awareness: knowledge, attitude and behaviour of the general public on health risks during the H1N1 influenza pandemic

Public health awareness: knowledge, attitude and behaviour of the general public on health risks during the H1N1 influenza pandemic URL

Students must

View

Read the content under the heading "Introduction" and "Discussion" of the article. (12 minutes)
SpringerNature
Select activity Jamaica's Effort in Improving Universal Access Within Fiscal Constraints

Jamaica's Effort in Improving Universal Access Within Fiscal Constraints URL

Students must

View

Read the content under the heading "2. Health Sector Overview" on pages 1-3. (7 minutes)
World Bank
Select activity Caribbean countries boost the capacities of nurses in critical care during COVID-19

Caribbean countries boost the capacities of nurses in critical care during COVID-19 URL

Students must

View

Read the entire webpage. (5 minutes)
WHO
Select activity Primary health care and health emergencies

Primary health care and health emergencies URL

Students must

View

Read the content under the heading "Roles of primary health care in health emergencies" and "Primary health care and health emergencies: opportunities for action" on pages 4-23. (36 minutes)
World Health Organization
Select activity Role of primary care providers in a pandemic – conflicting views and future opportunities

Role of primary care providers in a pandemic – conflicting views and future opportunities URL

Students must

View

Read the entire webpage. (11 minutes)
US National Library of Medicine
Select activity International Cooperative Responses to Pandemic Threats - A Critical Analysis

International Cooperative Responses to Pandemic Threats - A Critical Analysis URL

Students must

View

Read the content under the heading "4. Challenges for International Cooperative Responses to Pandemic Threats" and "5. Patterns of International Policy Responses to Infectious Disease Outbreaks and Pandemics". (12 minutes)
ResearchGate
Select activity COVID-19 in the Caribbean: Lessons Learned from the Ongoing International Medical and Scientific Cooperation

COVID-19 in the Caribbean: Lessons Learned from the Ongoing International Medical and Scientific Cooperation URL

Students must

View

Read the entire article (11 minutes)
BMJ-2021
Select activity Emerge, detect, contain: the critical role of public health in a pandemic

Emerge, detect, contain: the critical role of public health in a pandemic URL

Students must

View

Watch the entire video. (83 minutes)
The University of Queenland

Module 2: Lesson 2: Pandemic Preparedness and Response

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Describe the socioeconomic factors at the individual, community, and national levels that hinder pandemic preparedness and response.
Compare the barriers to pandemic preparedness and response between high- and low-income countries.
Outline the pandemic response strategies that have been implemented in high- and low-income countries.
Identify key components and core capabilities of successful pandemic preparedness and response plans.
Prescribe strategies to enhance the effectiveness and sustainability of pandemic response plans based on the resources available.

Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 15 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity International Cooperative Responses to Pandemic Threats - A Critical Analysis

International Cooperative Responses to Pandemic Threats - A Critical Analysis URL

Students must

View

Read the content under the heading "3. The Economics of Infectious Disease and Pandemics". (5 minutes)
ResearchGate
Select activity Influence of Community and Culture in the Ethical Allocation of Scarce Medical Resources in a Pandemic Situation: Deliberative Democracy Study

Influence of Community and Culture in the Ethical Allocation of Scarce Medical Resources in a Pandemic Situation: Deliberative Democracy Study URL

Students must

View

Read the content in the Introduction under the heading "Legal and Ethical Preparedness for an Influenza Pandemic." (2 minutes)
Journal of Medical Internet Research
Select activity Challenges of the Pandemic Response in Primary Care during Pre-Vaccination Period: A Qualitative Study

Challenges of the Pandemic Response in Primary Care during Pre-Vaccination Period: A Qualitative Study URL

Students must

View

Read the content under the headings "Background" and "Discussion." (21 minutes)
BMC
Select activity Perceived barriers to the practice of preventive measures for COVID-19 pandemic among health professionals in public health facilities of the Gamo zone, southern Ethiopia: a phenomenological study

Perceived barriers to the practice of preventive measures for COVID-19 pandemic among health professionals in public health facilities of the Gamo zone, southern Ethiopia: a phenomenological study URL

Students must

View

Read the content under the headings "Discussion", and "Conclusions." (7 minutes)
SpringerNature
Select activity Health Systems' Resilience: COVID-19 Response in Trinidad and Tobago

Health Systems' Resilience: COVID-19 Response in Trinidad and Tobago URL

Students must

View

Read all the content from the heading "Leadership and Governance" to the end of the article. (8 minutes)
The American Journal of Tropical Medicine and Hygiene
Select activity Lack of Solidarity Hampered Europe's Coronavirus Response, Research Finds

Lack of Solidarity Hampered Europe's Coronavirus Response, Research Finds URL

Students must

View

Read the entire article. (11 minutes)
European Commission
Select activity Sub-Saharan Africa Preparedness and Response to the COVID-19 Pandemic: A Perspective of Early Career African Scientists

Sub-Saharan Africa Preparedness and Response to the COVID-19 Pandemic: A Perspective of Early Career African Scientists URL

Students must

View

Read the content under the headings "Sub-Saharan Africa preparedness for COVID-19" and "Sub-Saharan Africa response to COVID-19" including "Table 1." (13 minutes)
NCBI
Select activity Managing Epidemics - Key Facts About Major Deadily Diseases

Managing Epidemics - Key Facts About Major Deadily Diseases URL

Students must

View

Read the content on pages 25-27. (8 minutes)
WHO-2018
Select activity Pandemic resilience and health systems preparedness: lessons from COVID-19 for the twenty-first century

Pandemic resilience and health systems preparedness: lessons from COVID-19 for the twenty-first century URL

Students must

View

Read the content from the heading "Adequately designed primary health care" up to "Conclusion." (22 minutes)
SpringerNature
Select activity Reflective Essay 1 (180 mins)
Reflective Essay 1 (180 mins) Forum

Students must

View

Start discussions: 1
In this activity, you will identify and compare different regions which had a successful/unsuccessful response to current or past infectious disease pandemic/epidemic.

Instructions

Select and compare a current or past infectious disease pandemic/epidemic and identify one country which had a successful response and one country/region which had a failed/unsuccessful response. One of the countries must be the country you selected for module 1 activity.

In 1000 - 1200 words, write a reflective essay that:

Breaks down the major weaknesses of the failed response

Explains which action items from the successful response can potentially be applied to improve the failed response

OR

Which action items are unsuitable/unfeasible for that country.

You must cite and reference at least three credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

Item A is .…. because…. My suggestions for improvement are….
Item B is .…. because…. My suggestions for improvement are….
Item C is .…. because…. My suggestions for improvement are….
Item D is .…. because…. My suggestions for improvement are….
Item E is .…. because…. My suggestions for improvement are….
Item F is .…. because…. My suggestions for improvement are….
Select activity Quiz: Module 2

Quiz: Module 2

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 1 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity SARS-CoV-2 Outbreak on the Caribbean Islands of the Dutch Kingdom: A Unique Challenge

SARS-CoV-2 Outbreak on the Caribbean Islands of the Dutch Kingdom: A Unique Challenge URL

Students must

View

Read the content under the heading "Challenges and Recommendations for SIDs." (15 minutes)
Pan American Journal of Public Health-2020
Select activity Enablers and Barriers to Community Engagement in Public Health Emergency Preparedness: A Literature Review

Enablers and Barriers to Community Engagement in Public Health Emergency Preparedness: A Literature Review URL

Students must

View

Read the entire article. (25 minutes)
SpringerNature
Select activity Attitudes, Motivators, and Barriers to Emergency Preparedness Using the 2016 Styles Survey

Attitudes, Motivators, and Barriers to Emergency Preparedness Using the 2016 Styles Survey URL

Students must

View

Read the entire article. (26 minutes)
Sage Journals
Select activity Prioritizing knowledge translation in low- and middle-income countries to support pandemic response and preparedness

Prioritizing knowledge translation in low- and middle-income countries to support pandemic response and preparedness URL

Students must

View

Read the entire article. (11 minutes)
SpringerNature
Select activity A strengths, weaknesses, opportunities, and threats analysis of public health in India in the context of COVID-19 pandemic

A strengths, weaknesses, opportunities, and threats analysis of public health in India in the context of COVID-19 pandemic URL

Students must

View

Read the entire webpage. (12 minutes)
Indian Journal of Community Medicine
Select activity COVID-19 Global Response – Strengths, Weaknesses, Success and Failure

COVID-19 Global Response – Strengths, Weaknesses, Success and Failure URL

Students must

View

Read the content under the headings "South Korea's Successful Three-Phased Response to COVID-19" and "Why the U.S. and U.K. Failed to Tackle the COVID-19 Pandemic?". (7 minutes)
ICU Management Journal Library
Select activity What is a resilient health system? Lessons from Ebola

What is a resilient health system? Lessons from Ebola URL

Students must

View

Read the entire webpage. (15 minutes)
The Lancet Journal
Select activity A Checklist for COVID-2019 Pandemic Risk and Impact Management

A Checklist for COVID-2019 Pandemic Risk and Impact Management URL

Students must

View

Read the content on pages 4-15. (20 minutes)
PAHO
Select activity Pandemic Influenza Framework

Pandemic Influenza Framework URL

Students must

View

Read the sections "Planning and Preparedness," "Response," and "Pandemic Specific Response Arrangements" on pages 9-17. (20 minutes)
London Resilience Partnership
Select activity The Neglected Dimension of Global Security: A Framework to Counter Infectious Disease Crises- Chapter 3 Strengthening Public Health as the Foundation of the Health System and First Line of Defense

The Neglected Dimension of Global Security: A Framework to Counter Infectious Disease Crises- Chapter 3 Strengthening Public Health as the Foundation of the Health System and First Line of Defense URL

Students must

View

Read the entire document up until the heading "National Governments' Responsibility to Protect their own People and Play their Part in Protecting Humankind by Implementing the International Health Regulations". (34 minutes)
The National Academies Press
Select activity Building a coherent response for a sustainable post-COVID-19 recovery

Building a coherent response for a sustainable post-COVID-19 recovery URL

Students must

View

Read the content under the heading "Towards a policy coherence roadmap for a sustainable and inclusive recovery". (60 minutes)
The Organisation for Economic Co-operation and Development

Module 3: Origin and Progression of Viruses with Pandemic Potential

Instructional Goals covered in this module:

Illustrate the similarities and differences in etiology, distribution, pathogenesis, and mutation of SARS-CoV-2 and other types of severe viruses.

Module 3: Lesson 1: Viral Mutation in Pandemics

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Differentiate between antigenic shift and antigenic drift.
Identify factors that affect virus mutation rate.
Summarize the societal impacts of rapid virus mutation during pandemics.

Approximate time required for the readings for this lesson (at 144 words/minute): 48 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity How the Flu Virus Can Change: "Drift" and "Shift"

How the Flu Virus Can Change: "Drift" and "Shift" URL

Students must

View

Read the entire page. (4 minutes)
CDC
Select activity Could Environment Affect the Mutation of H1N1 Influenza Virus?

Could Environment Affect the Mutation of H1N1 Influenza Virus? URL

Students must

View

Read the content under the heading "Discussion." (7 minutes)
NCBI
Select activity SARS-CoV-2 Variants

SARS-CoV-2 Variants URL

Students must

View

Read from the beginning of the page up until the heading "WHO risk assessment" (9 minutes)
WHO-2020
Select activity The Effects of Virus Variants on COVID-19 Vaccines

The Effects of Virus Variants on COVID-19 Vaccines URL

Students must

View

Read the content and watch the video under the headings "What causes a virus to change to a new variant?" and "What impacts do the new variants of the COVID-19 virus have on vaccines?". (5 minutes)
WHO

Module 3: Lesson 2: Progression of Pandemics

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Indicate the common characteristics of viruses with the potential to cause pandemics.
Explain the mechanisms that contribute to the interspecies viral transmission that can cause the outbreak of diseases with pandemic potential.
Contrast the factors related to the global spread of SARS-CoV-2 from Wuhan, China, to that of previous pandemics.
Analyze how the pandemic caused by SARS-CoV-2 differs from previous pandemics in terms of distribution, mutation, and societal impact.

Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 45 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Characteristics of Microbes Most Likely to Cause Pandemics and Global Catastrophes

Characteristics of Microbes Most Likely to Cause Pandemics and Global Catastrophes URL

Students must

View

Read the content under the heading "Findings" up until "Bacteria: Broad-Spectrum Antimicrobials Limit Pandemic Potential of Pathogens." (8 minutes)
NCBI
Select activity Similarities and Differences between Flu and COVID-19

Similarities and Differences between Flu and COVID-19 URL

Students must

View

Read the entire page until the heading "Approved Treatments." (8 minutes)
CDC
Select activity The Origin and Prevention of Pandemics

The Origin and Prevention of Pandemics URL

Students must

View

Read the sections on the page: Abstract and Zoonotic Disease Emergence, and Human Animal Interface. (11 minutes)
Select activity Transmission of Avian Influenza A Viruses Between Animals and People

Transmission of Avian Influenza A Viruses Between Animals and People URL

Students must

View

Read the page. (4 minutes)
Select activity The COVID-19 Pandemic: Diverse Contexts; Different Epidemics - How and Why?

The COVID-19 Pandemic: Diverse Contexts; Different Epidemics - How and Why? URL

Students must

View

Read the content from the heading "Introduction" on page 1 up until the heading "Comparison with other pathogenic coronaviruses" on page 7. (30 minutes)
BMJ-2020
Select activity Discussion Forum 2 (150 mins)
Discussion Forum 2 (150 mins)

Students must

View

Start discussions: 1
In this activity, you will discuss the differences between the COVID-19 pandemic and previous pandemics.

Instructions

Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

Prepare a 500 -650 word paper to summarize your reflections. You should:

Indicate one major difference between the COVID-19 pandemic and previous pandemics. Examples of differences include but are not limited to:

Pathogenesis

Distribution

Mutation

Societal impact

Explain how this difference has contributed to the severity of the COVID-19 pandemic as compared to previous pandemics, using examples.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Quiz: Module 3

Quiz: Module 3

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 2 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity A Deep Look into the Biology and Evolution of COVID-19

A Deep Look into the Biology and Evolution of COVID-19 URL

Students must

View

Watch the video from 21:35 to 24:25 and 30:25 to 37:05. (10 minutes)
UC San Diego-2020
Select activity The Origin of COVID-19 and Why It Matters

The Origin of COVID-19 and Why It Matters URL

Students must

View

Read the entire article. (23 minutes)
James M. Hughes, Section Editor and Mary E. Wilson
Select activity Impact of Systematic Factors on the Outbreak Outcomes of the Novel COVID-19 Disease in China: Factor Analysis Study

Impact of Systematic Factors on the Outbreak Outcomes of the Novel COVID-19 Disease in China: Factor Analysis Study URL

Students must

View

Read the content under the headings "Introduction" and "Discussion". (8 minutes)
Journal of Medical Internet Research
Select activity Emerging Infectious Diseseases: Epidemiology of Coronavirus Disease in Gansu Province, China, 2020

Emerging Infectious Diseseases: Epidemiology of Coronavirus Disease in Gansu Province, China, 2020 URL

Students must

View

Read the first 2 introductory paragraphs and the content under the heading "Discussion." (12 minutes)
CDC
Select activity Distribution and Risk Factors of 2009 Pandemic Influenza (H1N1) in Mainland China

Distribution and Risk Factors of 2009 Pandemic Influenza (H1N1) in Mainland China URL

Students must

View

Read the content under the heading "Discussion." (7 minutes)
NCBI

Module 4: Testing and Surveillance

Instructional Goals covered in this module:

Determine the suitability of different types of testing assays for pandemic screening programs based on the availability of resources and biological, procedural, logistical, financial, ethical, cultural, and analytical constraints.
Evaluate different types of epidemiologic surveillance methods (routine, active, syndromic) and strategies (contact tracing, case reporting, etc.) for strengths and weaknesses in the warning, prevention, and control of infectious diseases at different levels of society (individual, local, national, international).

Module 4: Lesson 1: Pandemic Screening Programs and Testing Assays

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Identify the advantages, disadvantages, and limitations of different types of diagnostic testing methods available for SARS-CoV-2 and other previous pandemic-causing viruses.
Examine the impact of procedural, logistical, and financial factors on infectious disease screening programs.
Break down the ethical, political, and cultural constraints on the development and implementation of screening assays and programs.
Evaluate the success and sustainability of strategies and policies for SARS-CoV-2 detection that were implemented globally.
Determine appropriate infectious disease screening mechanisms and strategies for implementation in different income settings.

Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 42 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity Episode #14 - COVID-19 - Tests

Episode #14 - COVID-19 - Tests URL

Students must

View

Watch the entire video. (5 minutes)
WHO
Select activity Rapid Expert Consultation on Critical Issues in Diagnostic Testing for the COVID-19 Pandemic

Rapid Expert Consultation on Critical Issues in Diagnostic Testing for the COVID-19 Pandemic URL

Students must

View

Read the content under the heading "Critical Areas for Consideration" up until the subheading "Role of Government and Public-Private Entities in Expanding POC Testing" on pages 7 - 12. (18 minutes)
The National Academies of Sciences, Engineering and Medicine
Select activity Importance of diagnostics in epidemic and pandemic preparedness

Importance of diagnostics in epidemic and pandemic preparedness URL

Students must

View

Read the content under the heading "Challenges to diagnostic preparedness." (16 minutes)
US National Library of Medicine
Select activity Surveillance and the "New Normal" of COVID-19: Public Health, Data and Justie

Surveillance and the "New Normal" of COVID-19: Public Health, Data and Justie URL

Students must

View

Read the content under the heading "I. Introduction", "II. Process", "III. Context: The Politics of Surveillance", "IV. Inequalities in Health", "V. Challenges in Governance", and ""VI. Data Protection. (40 minutes)
The Social Science Research Council
Select activity Ethical issues in managing the COVID-19 pandemic

Ethical issues in managing the COVID-19 pandemic URL

Students must

View

Read the entire article. (37 minutes)
Bioethics
Select activity Suppressing the impact of the COVID-19 pandemic using controlled testing and isolation

Suppressing the impact of the COVID-19 pandemic using controlled testing and isolation URL

Students must

View

Read the content under the heading "Introduction", "Stochastic model for controlled testing", "Results", and "Discussion". (30 minutes)
Scientific Reports
Select activity Preventing the next pandemic: the power of a global viral surveillance network

Preventing the next pandemic: the power of a global viral surveillance network URL

Students must

View

Read the entire webpage. (13 minutes)
The BMJ
Select activity CDC Strategy for Global Response to COVID-19 (2020-2023)

CDC Strategy for Global Response to COVID-19 (2020-2023) URL

Students must

View

Read the entire document. (12 minutes)
Center for Disease Control and Prevention
Select activity Discussion Forum 3 (180 mins)
Discussion Forum 3 (180 mins)

Students must

View

Start discussions: 1
In this activity, you will discuss components of an infectious disease screening strategy that will be appropriate for a particular group of individuals.

Instructions

Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

Prepare a 500 - 650 word paper to summarize your reflections. Based on the country you selected in module 1 activity, you should:

Indicate three components of an infectious disease screening strategy that will be appropriate for a particular group of individuals — ensuring to consider test availability in the country you have selected.

Provide explanations to support your proposals.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Recommended Additional Readings

Recommended Additional Readings
Select activity A Deep Look into the Biology and Evolution of COVID-19

A Deep Look into the Biology and Evolution of COVID-19 URL

Students must

View

Watch the video from 9:00 to 11:15. (3 minutes)
UC San Diego

Module 4: Lesson 2: Epidemiologic Surveillance for Pandemics

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Recognize the importance and benefit of routine public health surveillance before, during, and after pandemics, and how they contribute to early warning to facilitate infection control and reduce morbidity and mortality.
Indicate the most common surveillance methods and investigation strategies that were implemented for different pandemics.
Evaluate the successes and shortcomings of previously implemented epidemiologic surveillance methods and strategies for pandemic prevention and control at the individual, local, national, and international levels.

Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 9 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Introduction to Public Health Surveillance

Introduction to Public Health Surveillance URL

Students must

View

Watch the video under the heading "Webinar" from time 7:15 to 14:00. (7 minutes)
Center for Disease Control and Prevention
Select activity Public Health Surveillance Systems: Recent Advances in Their Use and Evaluation

Public Health Surveillance Systems: Recent Advances in Their Use and Evaluation URL

Students must

View

Read the content under the heading "Introduction", "The Use of Surveillance Systems", "Opportunities to Enhance the Effectiveness of Surveillance Systems", and "Conclusions". (29 minutes)
Annual Review of Public Health
Select activity Surveillance strategies for COVID-19 human infection

Surveillance strategies for COVID-19 human infection URL

Students must

View

Read the content under the heading "Essential surveillance for COVID-19" and Table 1. Type of Surveillance and Surveillance Sites for COVID-19 on pages 2-4. (10 minutes)
World Health Organization
Select activity Genomic Surveillance for SARS-CoV-2 Variants

Genomic Surveillance for SARS-CoV-2 Variants URL

Students must

View

Read the entire webpage. (8 minutes)
Center for Disease Control and Prevention
Select activity Epidemiologic surveillance for controlling Covid-19 pandemic: types, challenges and implications

Epidemiologic surveillance for controlling Covid-19 pandemic: types, challenges and implications URL

Students must

View

Read the content under the heading "Introduction", "Results", and "Conclusion". (33 minutes)
Journal of Infection and Public Health
Select activity Quiz: Module 4

Quiz: Module 4

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 3 is marked complete

Module 5: Transmission Dynamics Modeling

Instructional Goals covered in this module:

Discuss the benefits, limitations, and challenges of applying infectious disease modeling to answer public health questions about disease transmission and control processes for pandemic preparedness and response.

Module 5: Lesson 1: Infectious Disease Modelling

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Explain the use of mathematical models to describe infectious disease transmission and control internationally.
Identify which outbreak/pandemics-related concerns in public health policy and practice can be addressed by model-based approaches.
Examine the main challenges and limitations of implementing modeling approaches in pandemic preparedness and response.
Assess the value of utilizing model-based approaches in the development of pandemic preparedness and response plans.

Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 38 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity Development and Dissemination of Infectious Disease Dynamic Transmission Models During the COVID-19 Pandemic: What Can We Learn from Other Pathogens and How Can We Move Forward?

Development and Dissemination of Infectious Disease Dynamic Transmission Models During the COVID-19 Pandemic: What Can We Learn from Other Pathogens and How Can We Move Forward? URL

Students must

View

Read the content under the heading "What makes modeling efforts successful: past examples." (16 minutes)
The Lancet
Select activity Infectious disease pandemic planning and response: Incorporating decision analysis

Infectious disease pandemic planning and response: Incorporating decision analysis URL

Students must

View

Read the content under the heading "The role of modeling in current pandemic response policy." (6 minutes)
Public Library of Science
Select activity What is mathematical modeling and how can it help control the #COVID-19 Pandemic?

What is mathematical modeling and how can it help control the #COVID-19 Pandemic? URL

Students must

View

Watch the entire video. (4 minutes)
WHO
Select activity Predictive Mathematical Models of the COVID-19 Pandemic

Predictive Mathematical Models of the COVID-19 Pandemic URL

Students must

View

Read the entire article. (12 minutes)
JAMA Network
Select activity Modelling the pandemic: attuning models to their contexts

Modelling the pandemic: attuning models to their contexts URL

Students must

View

Read the content under the heading "Models in Pandemics." (23 minutes)
British Medical Journal
Select activity Bridging the Gap Between Evidence and Policy for Infectious Diseases: How Models can Aid Public Health Decision-Making

Bridging the Gap Between Evidence and Policy for Infectious Diseases: How Models can Aid Public Health Decision-Making URL

Students must

View

Read the content under the headings "1. Introduction," "2. Current role and potential opportunities for modeling in public health decision-making," and "Linking model results to public health policy around infectious diseases. (11 minutes)
NCBI
Select activity Discussion Forum 4 (180 mins)
Discussion Forum 4 (180 mins)

Students must

View

Start discussions: 1
In this activity, you will evaluate the use of model-based approaches to improve pandemic preparedness and response.

Instructions

Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

Prepare a 500 - 650 word paper to summarize your reflections. You should:

Evaluate whether the use of model-based approaches has contributed significantly to improving pandemic preparedness and response efforts based on two real-life scenarios.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Quiz: Module 5

Quiz: Module 5

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 4 is marked complete
Select activity Recommended Additional Readings

Recommended Additional Readings
Select activity CovidSim

CovidSim URL

Students must

View

This model was developed by modelers at the Imperial College of London. If you have time, you may explore the model by adjusting different parameters and observing how the predicted outcomes vary to enhance your understanding of how mathematical models can be used during pandemics.
ExploSYS GmbH

Module 6: Vaccine Development and Delivery

Instructional Goals covered in this module:

Explain the mechanism of action and effects of different COVID-19 vaccines and how they are tested for safety, efficacy, and effectiveness.
Evaluate the public health issues that arise when vaccines are rapidly developed to respond to pandemic situations.

Module 6: Lesson 1: Pandemics and Vaccine Development

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Identify the types of vaccines that are being used in different countries internationally.
Compare different types of vaccines in terms of their mechanism of action, physiological effect and target population
Differentiate between vaccine efficacy and effectiveness
Compare and contrast how vaccine safety, efficacy, and effectiveness are determined under normal circumstances and in pandemics.
Examine the factors and challenges that can hinder the effectiveness of vaccination programs, including considerations for deployment during a pandemic
Assess the need for rapid vaccine development considering the balance of ethical concerns, addressing urgency, and establishing vaccine safety and efficacy during a pandemic

Approximate time required for the readings for this lesson (at 144 words/minute): 7 hours and 18 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Required Learning Resources and Activities
Select activity WHO Lists Additional COVID-19 Vaccine for Emergency Use and Issues Interim Policy Recommendations

WHO Lists Additional COVID-19 Vaccine for Emergency Use and Issues Interim Policy Recommendations URL

Students must

Mark as done

Read the entire page. (6 minutes)
WHO
Select activity Vaccine Types

Vaccine Types URL

Students must

Mark as done

Read the entire webpage. (6 minutes)
U.S. Department of Health and Human Services
Select activity Vaccines and Immunization: What is Vaccination?

Vaccines and Immunization: What is Vaccination? URL

Students must

Mark as done

Click on the headings "How does a vaccine work?" "How do vaccines protect individuals and communities?" "Who can get vaccinated?" and "What is in a vaccine?". (6 minutes)
WHO
Select activity What is the difference between efficacy and effectiveness?

What is the difference between efficacy and effectiveness? URL

Students must

Mark as done

Read the entire webpage. (3 minutes)
Gavi Vaccine Alliance
Select activity Vaccines and Immunization: What is Vaccination?

Vaccines and Immunization: What is Vaccination? URL

Students must

Mark as done

Click on the headings "How are vaccines developed and tested?" and "How does WHO help ensure vaccine safety?". (3 minutes)
WHO
Select activity Evaluation of COVID-19 vaccine

Evaluation of COVID-19 vaccine URL

Students must

Mark as done

Read the content under the heading "6. Study designs" on pages 18-22. (18 minutes)
World Health Organization
Select activity The Advisory Committee on Immunization Practices’ Ethical Principles for Allocating Initial Supplies of COVID-19 Vaccine — United States, 2020

The Advisory Committee on Immunization Practices’ Ethical Principles for Allocating Initial Supplies of COVID-19 Vaccine — United States, 2020 URL

Students must

Mark as done

Read the content from the heading "How safe are the COVID-19 vaccines?" on Slide 9 until the end of Slide 15.
WHO - 2020
Select activity Evaluation of COVID-19 vaccination strategies with a delayed second dose

Evaluation of COVID-19 vaccination strategies with a delayed second dose URL

Students must

Mark as done

Read the content under the heading "Abstract" and "Discussion". (8 minutes)
PLOS Biology
Select activity The Impact of Vaccination on Coronavirus Disease 2019 (COVID-19) Outbreaks in the United Stated.

The Impact of Vaccination on Coronavirus Disease 2019 (COVID-19) Outbreaks in the United Stated. URL

Students must

Mark as done

Read the introductory content and the content under the headings "Results" and "Discussion." (12 minutes)
Oxford Academic
Select activity Framework for Decision-Making: Implementation of Mass Vaccination Campaigns in the Context of COVID-19

Framework for Decision-Making: Implementation of Mass Vaccination Campaigns in the Context of COVID-19 URL

Students must

Mark as done

Read the content from "Table 4. Key considerations to implement best practice for mass vaccination campaigns" on page 6 to the end of page 7. (9 minutes)
WHO
Select activity WHO SAGE values framework for the allocation and prioritization of COVID-19 vaccination

WHO SAGE values framework for the allocation and prioritization of COVID-19 vaccination URL

Students must

View

Read the content from the heading ¨Introduction¨ including Table 1. Values Framework, ¨Why a Values Framework?¨, ¨Orientation to the Framework¨ and ¨From Values to Priority Groups¨ on pages 3, 4,5, 8, and 9. (16 minutes)
WHO
Select activity Discussion Forum 5 (120 mins)
Discussion Forum 5 (120 mins)

Students must

View

Start discussions: 1
In this activity, you will discuss the balance of ethical concerns and rapid vaccine development.

Instructions

Select one of the following threads regarding the balance of ethical concerns and rapid vaccine development:

In a pandemic, rapid vaccine development is essential and outweighs any potential ethical concerns that may arise.

There are equal levels of risks and benefits to vaccines that are rapidly developed during a pandemic.

Vaccines can be developed rapidly but should not be approved for public use until extensive testing has been performed on all age groups and categories of individuals to eliminate potential safety concerns.

The ethical concerns and safety and efficacy issues associated with rapidly developed vaccines outweigh potential benefits in a pandemic.

Vaccines should not go into development until some time after the pandemic has begun in order to be effective against mutated strains of the virus.

Prepare an argument in support of or against the statement presented in your selected threads, using scientific evidence to support your stance.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Recommended Additional Readings

Recommended Additional Readings
Select activity Trials & Approved Vaccines by Country

Trials & Approved Vaccines by Country URL

Students must

Mark as done

Click on different countries in the table titled "Trials & Approvals by Country" to learn which vaccines have been approved for use in different countries globally.
McGill University

Module 6: Lesson 2: Vaccine Hesitancy, Acceptance, and Uptake

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Outline the major factors that influence vaccine uptake and the impact of hesitancy on public health.
Explain the role of healthcare workers on influencing vaccine uptake in communities.
Compare the effectiveness and ethical concerns of different strategies used to increase vaccine acceptance and uptake in society.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 35 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Report of the SAGE Working Group on Vaccine Hesitancy

Report of the SAGE Working Group on Vaccine Hesitancy URL

Students must

View

Read the content under the heading "Section 3B: Scope" up until the heading "Section 3E: Models of Vaccine Hesitancy: Vaccine Hesitancy Determinants" on pages 8-11. (7 minutes)
The SAGE Vaccine Hesitancy Working Group
Select activity What Influences Vaccine Acceptance: A Model of Determinants of Vaccine Hesitancy

What Influences Vaccine Acceptance: A Model of Determinants of Vaccine Hesitancy URL

Students must

View

Read the entire document. (12 minutes)
The SAGE Vaccine Hesitancy Working Group
Select activity Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients

Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients URL

Students must

View

Read the content on pages 10-18. (15 minutes)
PAHO-2020
Select activity The Role of Health Workers in the Uptake of COVID-19 Vaccines

The Role of Health Workers in the Uptake of COVID-19 Vaccines URL

Students must

View

Read the entire presentation. (6 minutes)
WHO
Select activity Discussion Forum 6 (180 mins)
Discussion Forum 6 (180 mins)

Students must

View

Start discussions: 1
In this activity, you will identify and discuss public health strategies and vaccination.

Instructions

Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

Prepare a 500 -650 word paper to summarize your reflections. You should:

Identify public health strategies that can potentially be implemented to increase the uptake of vaccines for a particular pandemic/epidemic in a specific country/region.

Discuss these strategies in terms of potential ethical concerns, effectiveness, and public reaction.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Quiz: Module 6

Quiz: Module 6

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 5 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity Health worker communication for COVID-19 vaccination flow diagram

Health worker communication for COVID-19 vaccination flow diagram URL

Students must

View

Read the Flow Diagram (6 minutes)
WHO-2021
Select activity Key Messages and Answers about Vaccine Safety. Manual for Health Care Workers

Key Messages and Answers about Vaccine Safety. Manual for Health Care Workers URL

Students must

View

Read the content under the headings “Is all the information published in social media true?”, “Where can I find accurate information on vaccines?”, “What are anti-vaccination movements?” “What are the main doubts raised by anti-vaccination groups and what are the facts?” “How can risk aversion be overcome?”, “What are the facts about the development of the COVID-19 vaccines?” and “Why trust in the safety of the vaccines? (18 minutes)
PAHO-2021
Select activity Addressing vaccine hesitancy requires an ethically consistent health strategy

Addressing vaccine hesitancy requires an ethically consistent health strategy URL

Students must

View

Read the entire article. (31 minutes)
US National Library of Medicine

Module 7: Legal, Human Rights, & Ethical Issues

Instructional Goals covered in this module:

Discuss the local and international impacts of COVID-19 on human rights, rule of law, freedom of expression, and media freedom.
Analyze the ethical issues and tensions faced by governments, healthcare systems, and physicians that must be considered during a pandemic, and the responses to these issues.

Module 7: Lesson 1: Legal Restrictions and COVID-19

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Explain why human rights, including the right to the protection of health, must be maintained even in crisis situations such as pandemics.
Analyze how the COVID-19 pandemic has impacted human rights and the rule of law nationally and internationally, identifying the groups and populations that have been significantly affected.
Compare and contrast the human rights impacts of COVID-19 and other pandemics on the media and vulnerable groups.

Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 36 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity COVID-19 and Human Rights - We are all in this together

COVID-19 and Human Rights - We are all in this together URL

Students must

View

Read the paragraph under the heading "They put people at the centre and produce better outcomes" on page 2, the box titled "Spotlight: Human Rights at the Frontline in the Fight Against COVID-19" on page 4, and the content under the heading "Six key human rights messages" on pages 7-17. (30 minutes)
United Nations
Select activity The Impact of Coronavirus on Media Freedom

The Impact of Coronavirus on Media Freedom URL

Students must

View

Read the content under the headings "Impact of coronavirus on media freedom" on pages 2-3 and "Wider implications of media freedom restrictions" on page 5. (5 minutes)
European Parliament
Select activity Discussion Forum 7 (180 mins)
Discussion Forum 7 (180 mins)

Students must

View

Start discussions: 1
In this activity, you will evaluate the legal impacts of epidemics/pandemics on a particular country/region.

Instructions

Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

Prepare a 500 - 650 word paper to summarize your reflections. You should:

Evaluate the legal impacts of one or more epidemics/pandemics in a particular country/region on different groups of individuals.

Consider the effect of the epidemic/pandemic on human rights, rule of law, and freedom of expression, indicating which groups were impacted and the extent/severity of the impact.

You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

OPTIONAL: Interact (10 minutes)
If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity Human Rights.

Human Rights. URL

Students must

View

Read the entire webpage. (8 minutes)
United Nations
Select activity The Impact of COVID-19 Measures on Democracy, the Rule of Law and Fundamental Rights in the EU

The Impact of COVID-19 Measures on Democracy, the Rule of Law and Fundamental Rights in the EU URL

Students must

View

Read the entire document. (32 minutes)
European Parliament

Module 7: Lesson 2: Ethical Issues in Pandemic Response

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Explain the ethical dilemmas and tensions that healthcare systems and workers experience in balancing individual patient treatment and protecting population health during pandemics.
Discuss the ethical issues that governments and international agencies must consider in developing and implementing pandemic response and control measures and interventions.
Examine the ethical considerations that govern the approaches used by governments and healthcare systems to allocate scarce resources during a pandemic.

Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Ethical dilemmas due to the Covid-19 pandemic

Ethical dilemmas due to the Covid-19 pandemic URL

Students must

View

Read the entire article. (33 minutes)
Springer Nature
Select activity Guidance for Managing Ethical Issues in Infectious Disease Outbreaks

Guidance for Managing Ethical Issues in Infectious Disease Outbreaks URL

Students must

View

Read the content under the headings "7. Obligations related to medical interventions for the diagnosis, treatment, and prevention of infectious disease" on pages 28-29 and "9. Emergency Use of Unproven Interventions Outside of Research" on pages 35-37. (12 minutes)
WHO
Select activity Practical Bioethics During the Exceptional Circumstances of a Pandemic

Practical Bioethics During the Exceptional Circumstances of a Pandemic URL

Students must

View

Read the entire article. (8 minutes)
Elsevier
Select activity Ethics Guidance on Issues Raised by the Novel Coronavirus Disease (COVID-19) Pandemic

Ethics Guidance on Issues Raised by the Novel Coronavirus Disease (COVID-19) Pandemic URL

Students must

View

Read the content from under the heading "Research" on pages 4-7. (8 minutes)
PAHO
Select activity The moral responsibility of governments and individuals in the context of the coronavirus pandemic

The moral responsibility of governments and individuals in the context of the coronavirus pandemic URL

Students must

View

Read the content under the headings "Abstract" and "Responsibility of governments: balancing individual rights and the collective good." (10 minutes)
Scandinavian Journal of Public Health
Select activity Ethics and COVID-19: Resource Allocation and Priority-Setting

Ethics and COVID-19: Resource Allocation and Priority-Setting URL

Students must

View

Read from the heading "3. What is the basis for deciding who should have priority access to scarce resources?" to the end of the page. (10 minutes)
WHO
Select activity Quiz: Module 7

Quiz: Module 7

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 6 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity Triage of critical care resources in COVID-19: a stronger role for justice

Triage of critical care resources in COVID-19: a stronger role for justice URL

Students must

View

Read the entire article. (24 minutes)
NCBI
Select activity How Can Research Transparency be Promoted? Actions for National Health Authorities During the COVID-19 Pandemic

How Can Research Transparency be Promoted? Actions for National Health Authorities During the COVID-19 Pandemic URL

Students must

View

Read the entire document. (4 minutes)
PAHO
Select activity Research ethics in a pandemic: considerations for the use of research infrastructure and resources for public health activities

Research ethics in a pandemic: considerations for the use of research infrastructure and resources for public health activities URL

Students must

View

Read the content from the heading "II. Use of existing research repositories for public health activities" until the heading " V. Conclusion." (17 minutes)
Oxford Academy
Select activity Fair Allocation of Scarce Medical Resources in the Time of Covid-19

Fair Allocation of Scarce Medical Resources in the Time of Covid-19 URL

Students must

View

Read the content under the heading "Ethical Values for Rationing Health Resources in a Pandemic", "Who Gets Health Resources in a Covid-19 Pandemic?", "Implementing Rationing Policies", and "Conclusions". (15 minutes)
The England Journal of Medicine
Select activity Ethical rationing of healthcare resources during COVID-19 outbreak: Review

Ethical rationing of healthcare resources during COVID-19 outbreak: Review URL

Students must

View

Read the content under the heading "Introduction", "Results", and "Conclusions". (20 minutes)
US National Library of Medicine

Module 8: Effective Risk Communication

Instructional Goals covered in this module:

Use appropriate communication strategies and styles for different audiences to effectively communicate public health information, promote awareness, counter misinformation, and advocate for policies and programs during a pandemic.

Module 8: Lesson 1: Effective Public Health Communication for Different Audiences

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Outline strategies for effectively communicating model-based and evidence-based public health research findings to various stakeholders involved in pandemic preparedness and response efforts.
Develop public health communications using techniques and strategies for different audiences to promote awareness and counter misinformation.

Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 46 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity COVID-19: Guidelines for Communicating about Coronavirus Disease 2019

COVID-19: Guidelines for Communicating about Coronavirus Disease 2019 URL

Students must

View

Read the content under the headings "I. Key Concepts of Risk Communication" on pages 1-2 and "II. Overall Communication Goals for a COVID-19 Outbreak" on page 3. (7 minutes)
PAHO/WHO
Select activity Transparency, communication and trust : The role of public communication in responding to the wave of disinformation about the new Coronavirus

Transparency, communication and trust : The role of public communication in responding to the wave of disinformation about the new Coronavirus URL

Students must

View

Read the entire article. (22 minutes)
Organisation for Economic Co-operation and Development
Select activity Toward effective government communication strategies in the era of COVID-19

Toward effective government communication strategies in the era of COVID-19 URL

Students must

View

Read the content under the headings "Abstract" and "Pandemic communications: foundations and recommendations." (31 minutes)
Humanities & Social Sciences Communications
Select activity Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients

Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients URL

Students must

View

Read the content on pages 45-56. (23 minutes)
PAHO
Select activity Peer Activity 1 (180 mins)
Peer Activity 1 (180 mins) Forum

Students must

View

Start discussions: 1
Flyer/Poster Outline

In this activity, you will create a poster with key points about a pandemic-related topic and countering misinformation for a specific audience.

Instructions

For your flyer/poster:

Select 1 of the audiences below and create an attractive 1 page poster (8.5” x 11” in size) with relevant graphics that will be used to disseminate key points about a pandemic-related topic

Elderly

Adolescents

Vulnerable Population

Counter at least one misinformation surrounding the topic you have selected.

Provide justification for the format and language used and a short rationale explaining how the techniques and strategies learned in the course were applied.

You must cite and reference at least two credible sources on your poster. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box. To share your flyer/poster, you can upload it to google drive, or any other service of your choice. (Paste the link here and make sure that it is visible for people with the link). If the recording was made in a language other than English, state the language in the file’s name.

Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

Item A is .…. because…. My suggestions for improvement are….
Item B is .…. because…. My suggestions for improvement are….
Item C is .…. because…. My suggestions for improvement are….
Item D is .…. because…. My suggestions for improvement are….
Item E is .…. because…. My suggestions for improvement are….
Item F is .…. because…. My suggestions for improvement are….
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity Checklist for Planning a Natural Risk Communication Strategy

Checklist for Planning a Natural Risk Communication Strategy URL

Students must

View

This resource provides a list of activities that should be performed in developing an effective risk communication strategy for a public health crisis. If you have time, please review the steps outlined in this list to understand the components of a national risk communication plan. (13 minutes)
PAHO/WHO

Module 8: Lesson 2: Advocacy During Pandemics

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Recognize the importance of advocacy for policies and programs to improve public health preparedness and response during pandemic situations.
Discuss advocacy strategies that can be used to shape public opinion and promote public health policies and programs during pandemics.

Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 45 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Advocacy, community engagement and cross-sectoral collaborations as key strategies during COVID-19 response and beyond

Advocacy, community engagement and cross-sectoral collaborations as key strategies during COVID-19 response and beyond URL

Students must

View

Read the entire article. (15 minutes)
Taylor & Francis Online
Select activity Building Vaccine Acceptance through Communication and Advocacy

Building Vaccine Acceptance through Communication and Advocacy URL

Students must

View

Read the content under the headings "Advocacy to increase vaccine acceptance" and "Conclusion." (3 minutes)
Taylor & Francis Online
Select activity 10 Steps to Community Readiness

10 Steps to Community Readiness URL

Students must

View

Read the entire document. (6 minutes)
WHO
Select activity Effective Emergency Health Advocacy

Effective Emergency Health Advocacy URL

Students must

View

Read the content under the heading "7.5 Steps for effective humanitarian health advocacy." (21 minutes)
WHO
Select activity Quiz: Module 8

Quiz: Module 8

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 7 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity "Stronger Together" Campaign to Highlight Importance of Psychosocial Support During Times of Stress and Crisis

"Stronger Together" Campaign to Highlight Importance of Psychosocial Support During Times of Stress and Crisis URL

Students must

View

This page provides an overview of a campaign in Barbados to advocate for mental health and well-being during a health crisis such as the COVID-19 pandemic, and destigmatize mental health services. If you have time, please review this summary. (3 minutes)
PAHO

Module 9: Impacts of Pandemics on Vulnerable Populations

Instructional Goals covered in this module:

Outline strategic solutions to achieve health equity and reduce the burden of disease on specific vulnerable populations during a pandemic.

Module 9: Lesson 1: Pandemics and Population Vulnerability

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Explain environmental, socioeconomic, cultural, behavioral (racism, xenophobia, structural bias, and social inequities, etc.) and biological factors that make specific populations vulnerable during pandemics.
Explain how different socioeconomic and cultural factors undermine efforts to achieve health equity at the community, societal and organizational levels nationally and internationally during pandemics.
Summarize the barriers that prevent vulnerable populations from accessing health services during pandemics.
Evaluate the implications of a disproportionate burden of disease and health inequity among vulnerable populations on national pandemic preparedness response efforts.

Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 18 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity Solidarity in Times of Pandemics: CAS SEE Weekly Seminars with Guests - Barbara Painsack

Solidarity in Times of Pandemics: CAS SEE Weekly Seminars with Guests - Barbara Painsack URL

Students must

View

Watch the video from minutes 21:20 to 27:30 and from 37:00 to 44:20. (14 minutes)
Center for Advanced Studies - South Eastern Europe
Select activity Covid-19 pandemic and the social determinants of health

Covid-19 pandemic and the social determinants of health URL

Students must

View

Read the entire webpage. (19 minutes)
The BMJ
Select activity Age-Related Vulnerability to Coronavirus Disease 2019 (COVID-19): Biological, Contextual, and Policy-Related Factors

Age-Related Vulnerability to Coronavirus Disease 2019 (COVID-19): Biological, Contextual, and Policy-Related Factors URL

Students must

View

Read the content under the heading "Introduction", "Age, Morbidity, and Biology", and Social Contact, Living Arrangements, Socioeconomic Status, and Age". (12 minutes)
Public Policy & Aging Report
Select activity ‘Back to better’: amplifying health equity, and determinants of health perspectives during the COVID-19 pandemic

‘Back to better’: amplifying health equity, and determinants of health perspectives during the COVID-19 pandemic URL

Students must

View

Read the content under the heading "Introduction", "Findings", and "Discussion". (28 minutes)
Global Health Promotion
Select activity Health inequity and the effects of COVID‑19

Health inequity and the effects of COVID‑19 URL

Students must

View

Read the content under the heading "Health Effects and the Socioeconomic Impact of COVID-19 and its Containment Measures" on pages 7-12. (12 minutes)
World Health Organization
Select activity Vulnerable Populations: Weathering the Pandemic Storm

Vulnerable Populations: Weathering the Pandemic Storm URL

Students must

View

Read the entire article. (11 minutes)
AJPM
Select activity Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic

Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic URL

Students must

View

Read the content under the heading "Abstract," "Introduction," and "Conclusion." (11 minutes)
World Journal of Psychiatry
Select activity Caring for Vulnerable Populations During a Pandemic: Literature Review

Caring for Vulnerable Populations During a Pandemic: Literature Review URL

Students must

View

Read the content under the heading "Vulnerable Population." (4 minutes)
International Journal of Caring Sciences
Select activity Challenges Posed by the COVID-19 Pandemic in the Health of Women, Children, and Adolescents in Latin America and the Caribbean

Challenges Posed by the COVID-19 Pandemic in the Health of Women, Children, and Adolescents in Latin America and the Caribbean URL

Students must

View

Read the content under the heading "Challenges for health systems and for access to healthcare for women, children, and adolescents." on pages 6 to 9. (11 minutes)
UNICEF
Select activity Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic

Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic URL

Students must

View

Read the content from the heading "Ethnic Disparities" up until the heading "Limitations." (22 minutes)
World Journal of Psychiatry
Select activity Reflective Essay 2 (120 mins)
Reflective Essay 2 (120 mins) Forum

Students must

View

Start discussions: 1
In this activity, you will assess countries that experience inequitable access to healthcare services during a pandemic/epidemic and the effectiveness of response efforts that were implemented?

Instructions

Based on the country you have selected in module 1 activity, In 1000 - 1200 words, write a reflective essay that:

Indicates which populations in that country experienced inequitable access to healthcare services during a particular pandemic/epidemic. i.e, People with substance use, mental health disorders, or both.

Assesses the impact of the effectiveness of response efforts that were implemented?

You must cite and reference at least three credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work into the “message” box.

Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

Item A is .…. because…. My suggestions for improvement are….
Item B is .…. because…. My suggestions for improvement are….
Item C is .…. because…. My suggestions for improvement are….
Item D is .…. because…. My suggestions for improvement are….
Item E is .…. because…. My suggestions for improvement are….
Item F is .…. because…. My suggestions for improvement are….

Module 9: Lesson 2: Strategies for Health Equity

Student Learning Outcomes:

Upon completion of this lesson, you will be able to:

Explain the systems thinking approach and how it can assist in developing solutions to health equity problems.
Assess population needs, assets, metrics, and capacities that affect communities’ health and level of risk during pandemics, based on systems thinking approach.
Identify unique challenges and strategic solutions to mitigate the burden of disease on refugees and displaced populations.
Identify the factors related to incarceration that increase the risk of infectious disease transmission during pandemics and viable strategies of risk reduction.
Identify challenges and solutions to achieving health equity among LGBTQ populations during pandemics.

Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 48 minutes.

Click here to start this lesson

Select activity Required Learning Resources and Activities

Students must

Mark as done

Required Learning Resources and Activities
Select activity What is Systems Thinking?

What is Systems Thinking? URL

Students must

View

Watch the entire video. (4 minutes)
Sustainability Science Education
Select activity Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians

Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians URL

Students must

View

Read the content in "Chapter 1: Understanding Systems Thinking" on pages 1-5. (14 minutes)
Himmelfarb Health Sciences Library: The George Washington University
Select activity Peer Activity 2 (180 mins)
Peer Activity 2 (180 mins) Forum

Students must

View

Start discussions: 1
In this activity you will apply a system thinking approach to determine a population's level of risk during a pandemic.

Instructions

Select one of the three populations presented below and create a 15 minutes powerpoint presentation that applies a system thinking approach to determine the population’s level of risk during pandemics, indicating the contributing factors’ risks.

People with substance use problems
Refugees and displaced populations
Incarcerated persons
LGBTQ community

Use the systems thinking approach to develop strategic solutions to address the issues identified and mitigate the burden of disease on this population.

You must cite and reference at least three credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

Item A is .…. because…. My suggestions for improvement are….
Item B is .…. because…. My suggestions for improvement are….
Item C is .…. because…. My suggestions for improvement are….
Item D is .…. because…. My suggestions for improvement are….
Item E is .…. because…. My suggestions for improvement are….
Item F is .…. because…. My suggestions for improvement are….
Select activity Quiz: Module 9

Quiz: Module 9

To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

Not available unless: The activity Quiz: Module 8 is marked complete
Select activity Recommended Additional Readings

Students must

Mark as done

Recommended Additional Readings
Select activity Complex Systems Thinking and Current Impasses in Health Disparities Research

Complex Systems Thinking and Current Impasses in Health Disparities Research URL

Students must

View

Read the content under the headings "How Systems Approaches can Help" and "Conclusions." (12 minutes)
NCBI
Select activity Systems thinking and ethics in public health: a necessary and mutually beneficial partnership

Systems thinking and ethics in public health: a necessary and mutually beneficial partnership URL

Students must

View

Read the content under the heading "Systems thinking and complexity," "Systems thinking and public health," and "Systems thinking and public health ethics" up until the subheading "What public health ethics can do for systems thinking." (26 minutes)
SpringerNature
Select activity Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians

Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians URL

Students must

View

This resource provides step-by-step examples of applying a systems thinking approach to four (4) different healthcare-related problems in "Chapter 9: Putting It All Together: Case Scenarios" on pages 90-104. You may review one or more of the case studies to help you understand how to implement systems thinking in addressing issues. (Maximum Time: 47 minutes)
Himmelfarb Health Sciences Library: The George Washington University

Final Exam

Click here to start Final Examination

Select activity Final Exam
Final Exam Quiz

To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 55 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
Not available unless any of: All of: ...

Not available unless any of:

All of:

All of:

The activity Course Registration is marked complete

The activity Pre-Test is marked complete

The activity Quiz: Module 1 is marked complete

The activity Quiz: Module 2 is marked complete

The activity Quiz: Module 3 is marked complete

The activity Quiz: Module 4 is marked complete

The activity Quiz: Module 5 is marked complete

The activity Quiz: Module 6 is marked complete

The activity Quiz: Module 7 is marked complete

The activity Quiz: Module 8 is marked complete

The activity Quiz: Module 9 is marked complete

All of:

The activity Discussion Forum 1 (150 mins) is marked complete

The activity Discussion Forum 2 (150 mins) is marked complete

The activity Discussion Forum 3 (180 mins) is marked complete

The activity Discussion Forum 4 (180 mins) is marked complete

The activity Discussion Forum 5 (120 mins) is marked complete

The activity Discussion Forum 6 (180 mins) is marked complete

The activity Discussion Forum 7 (180 mins) is marked complete

The activity Peer Activity 1 (180 mins) is marked complete

The activity Peer Activity 2 (180 mins) is marked complete

The activity Reflective Essay 1 (180 mins) is marked complete

The activity Reflective Essay 2 (120 mins) is marked complete

You belong to Public Health U

Course and Self Evaluation & Certificate

In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.

Click here give your feedback

Select activity Course Evaluation

Course Evaluation Questionnaire

Not available unless: The activity Final Exam is complete and passed
Select activity Self Evaluation

Self Evaluation Questionnaire

Not available unless: The activity Final Exam is complete and passed

Course Activities

Select activity Discussion Forums

Discussion Forums Page

Students must

Mark as done
Select activity Peer Activities

Peer Activities Page

Students must

Mark as done
Select activity Reflective Essays

Reflective Essays Page

Students must

Mark as done

Introduction

Course Registration

Peer Corner

Pre-Test

Module 1: Lesson 1: Lessons from Previous and Current Pandemics

A Guide to Coronavirus-Related Words

Coronavirus Glossary: Key Terms About the Pandemic Explained

WHO Pandemics Descriptions and Main Actions by Page

The SARS-CoV-2 pandemic: A syndemic perspective

Environments, Behaviors, and Inequalities: Reflecting on the Impacts of the Influenza and Coronavirus Pandemics in the United States

Large, delayed outbreaks of endemic diseases possible following COVID-19 controls

One Health Basics

Discussion Forum 1 (150 mins)

5 reasons why pandemics like COVID-19 are becoming more likely

Managing Epidemics - Key Facts About Major Deadily Diseases

A Deep Look into the Biology and Evolution of COVID-19

Syndemics: health in context

Caribbean Resilience and Prosperity through One Health

One Health Strategic Framework 2017-2023

One health approach and COVID-19: A perspective

Module 2: Lesson 1: Public Health Systems and Agencies

Building resilience to the COVID-19 pandemic: the role of centres of government

The 10 Essential Public Health Services: An Overview

Ensuring Health Equity During the COVID-19 Pandemic: The Role of Public Health Infrastructure

International Health Care System Profiles

The Role of Primary Care in a Pandemic: Reflections During the COVID-19 Pandemic in Canada

Pan American Health Organization Response to COVID-19 in the Americas.

Public health awareness: knowledge, attitude and behaviour of the general public on health risks during the H1N1 influenza pandemic

Jamaica's Effort in Improving Universal Access Within Fiscal Constraints

Caribbean countries boost the capacities of nurses in critical care during COVID-19

Primary health care and health emergencies

Role of primary care providers in a pandemic – conflicting views and future opportunities

International Cooperative Responses to Pandemic Threats - A Critical Analysis

COVID-19 in the Caribbean: Lessons Learned from the Ongoing International Medical and Scientific Cooperation

Emerge, detect, contain: the critical role of public health in a pandemic

Module 2: Lesson 2: Pandemic Preparedness and Response

International Cooperative Responses to Pandemic Threats - A Critical Analysis

Influence of Community and Culture in the Ethical Allocation of Scarce Medical Resources in a Pandemic Situation: Deliberative Democracy Study

Challenges of the Pandemic Response in Primary Care during Pre-Vaccination Period: A Qualitative Study

Perceived barriers to the practice of preventive measures for COVID-19 pandemic among health professionals in public health facilities of the Gamo zone, southern Ethiopia: a phenomenological study

Health Systems' Resilience: COVID-19 Response in Trinidad and Tobago

Lack of Solidarity Hampered Europe's Coronavirus Response, Research Finds

Sub-Saharan Africa Preparedness and Response to the COVID-19 Pandemic: A Perspective of Early Career African Scientists

Managing Epidemics - Key Facts About Major Deadily Diseases

Pandemic resilience and health systems preparedness: lessons from COVID-19 for the twenty-first century

Reflective Essay 1 (180 mins)

SARS-CoV-2 Outbreak on the Caribbean Islands of the Dutch Kingdom: A Unique Challenge

Enablers and Barriers to Community Engagement in Public Health Emergency Preparedness: A Literature Review

Attitudes, Motivators, and Barriers to Emergency Preparedness Using the 2016 Styles Survey

Prioritizing knowledge translation in low- and middle-income countries to support pandemic response and preparedness

A strengths, weaknesses, opportunities, and threats analysis of public health in India in the context of COVID-19 pandemic

COVID-19 Global Response – Strengths, Weaknesses, Success and Failure

What is a resilient health system? Lessons from Ebola

A Checklist for COVID-2019 Pandemic Risk and Impact Management

Pandemic Influenza Framework

The Neglected Dimension of Global Security: A Framework to Counter Infectious Disease Crises- Chapter 3 Strengthening Public Health as the Foundation of the Health System and First Line of Defense

Building a coherent response for a sustainable post-COVID-19 recovery

Module 3: Lesson 1: Viral Mutation in Pandemics

How the Flu Virus Can Change: "Drift" and "Shift"

Could Environment Affect the Mutation of H1N1 Influenza Virus?

SARS-CoV-2 Variants

The Effects of Virus Variants on COVID-19 Vaccines

Module 3: Lesson 2: Progression of Pandemics

Characteristics of Microbes Most Likely to Cause Pandemics and Global Catastrophes

Similarities and Differences between Flu and COVID-19

The Origin and Prevention of Pandemics

Transmission of Avian Influenza A Viruses Between Animals and People

The COVID-19 Pandemic: Diverse Contexts; Different Epidemics - How and Why?

Discussion Forum 2 (150 mins)

A Deep Look into the Biology and Evolution of COVID-19

The Origin of COVID-19 and Why It Matters

Impact of Systematic Factors on the Outbreak Outcomes of the Novel COVID-19 Disease in China: Factor Analysis Study

Emerging Infectious Diseseases: Epidemiology of Coronavirus Disease in Gansu Province, China, 2020

Distribution and Risk Factors of 2009 Pandemic Influenza (H1N1) in Mainland China

Module 4: Lesson 1: Pandemic Screening Programs and Testing Assays

Episode #14 - COVID-19 - Tests

Rapid Expert Consultation on Critical Issues in Diagnostic Testing for the COVID-19 Pandemic

Importance of diagnostics in epidemic and pandemic preparedness

Surveillance and the "New Normal" of COVID-19: Public Health, Data and Justie

Ethical issues in managing the COVID-19 pandemic

Trials & Approved Vaccines by Country