Outbreak Investigation
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Students mustStudent must submit this questionnaire to complete it
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This course on Outbreak Investigation provides an introduction to the basic principles and steps involved in investigating and managing infectious disease outbreaks. All components of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for undergraduate and graduate-level students of medicine, environmental sciences or public health.
The Outbreak Investigation course is co-sponsored by the University of the Incarnate Word. Like all NextGenU courses, it is competency-based, using competencies from the ASPHER’s European List of Core Competencies for the Public Health Professional and the Public Health Emergency Preparedness Core Competencies for EU Member States. This course uses learning resources from world-class academic and governmental organizations such as National Center for Biotechnology Information, the U.S. Centers for Disease Control and Prevention, the European Centre for Disease Prevention and Control, and Cambridge University Press. The course developers are Professor Dick Heller, MB BS MD FRCP FFPH FRACP FAFPHM; Hugo Andres Rojas Aldieri MD, MSc; and Valeria Reynolds, MD, MPH.
A special thanks to the Skills Online Programme of the Public Health Agency of Canada where this course first appeared, and was then used by Peoples-Uni. In 2020, the course was donated to NextGenU.org and underwent revision and restructuring with new modules, learning resources, and assessments.
For a publication on this course’s efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education,” (2014), BMC Medical Education, https://doi.org/10.1186/1472-6920-14-181; see also “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, to see more research related to NextGenU.org’s educational model, have a look at 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 4 modules to complete, which provide:
- A basic introduction to the goal, objectives and steps of an outbreak investigation;
- An overview on descriptive and analytical epidemiology;
- Skills to conduct an Outbreak Investigation.
The completion time for this course is estimated at 17 hours: 5 hours of didactics and curated resources and 12 hours of work studying the resources and participating in activities to assist the student in synthesizing the materials.
You’ll need to connect with a mentor with professional health care training who has both a Master of Public Health (MPH), and epidemiological experience (or their equivalent) to guide your addressing mentor-requiring competencies if you decide to engage with this course’s mentored activity. The mentored activity is required for those aiming to fulfill the Public Health Emergency Preparedness Core Competencies for EU Member States oriented for public health epidemiologists, public health microbiologists, and NFP for preparedness. We hope this is a wonderful learning experience for you, and the feedback you provide after completing the course will help us improve the course for future students.
The course requires completion of all case studies and peer activities. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and activity, you’ll have access to a final exam, and a chance to evaluate this course. 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, and we are also 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 PASS and obtain a certificate a learner must successfully complete
- all the reading requirements,
- all quizzes and pass with a 80% with unlimited attempts,
- all case studies,
- the peer activity,
- the final exam with a minimum 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 cosponsoring universities and other professional organization cosponsors;
- 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 for credit.
- Complete the registration form.
- Take the pre-test.
- Begin the course with Module 1: Introduction to Outbreak Investigation. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.
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Competency covered in this module:
- The public health professional shall know and understand basic demographic and epidemiological aspects.
- Understand international disease reporting requirements.
- The public health professional shall know and understand the contested nature of definitions, models, and concepts of health and disease.
- Be familiar with the steps of an outbreak investigation.
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Students mustMark as done
This module will focus on key terms and fundamental knowledge needed to understand outbreak investigations.
Acquiring an infection or a disease - as well as the occurrence of an outbreak - results from a complex interaction between the host, the agent and the environment. Understanding this chain of infection is one of the goals of this lesson. It is also crucial to understand how initiating an investigation early in an outbreak, prior to the disease becoming widespread, can help guide control measures that will reduce the effect of the disease on vulnerable people. The purpose of an outbreak investigation is to determine the necessary measures to control (in the short term) and prevent (in the long term) a health problem that is generally acute. This lesson also covers operational objectives of an outbreak investigation. Finally, there are enormous financial and legal considerations of outbreaks of disease, not only for those affected by the disease, but also as a result of the investigation process itself.
Please note that the steps for Outbreak Investigation may vary slightly between resources. For the purpose of this training, the steps used are from Principles of Epidemiology in Public Health Practice, Third Edition. An Introduction to Applied Epidemiology and Biostatistics by the U.S. Centers for Disease Control and Prevention.
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Learning objectives:
- Remember basic demographic and epidemiological aspects.
- Explain the International Disease Reporting requirements.
- Discuss the contested nature of models and concepts of health and disease
- Discuss the steps of an outbreak investigation.
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 53 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
This book on Principles of Epidemiology in Public Health Practice from the CDC will provide you with basic epidemiological definitions to understand the principles of Outbreak Investigation.
Read Section 1 pages 2-3, and Section 1 pages 72-73
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This article provides an overview of the definition of Cluster and how to perform Cluster investigation.
Read pages 1, 2 and 3 until section Step 1: Initial ascertainment of cluster
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Read the IHR coordinated by the World Health Organization (WHO) that aims to keep the world informed about public health risks and events.
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Students mustMark as doneRead the section on Deciding whether to investigate a possible outbreak
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This book on Principles of Epidemiology in Public Health Practice from the CDC will help you understand the natural history of disease.
Read Section 1 pages 52-68
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Students mustView
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Students mustViewStart discussions: 1
Reflect on your country/region outbreak response plan. Please describe in less than 150 words the following:
Whether your jurisdiction's plan is specific to one pathogen or is general for any outbreak.
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Is the identification of roles and responsibilities clear?.
Does your jurisdiction's plan comply with International Health Regulations?
To post your response click on the button at the bottom of the screen labeled 'Add a new discussion topic.'
You will also need to comment on at least one other post made by your peers in a respectful and professional manner. If a peer comments on your posting, please reply back. Tp post a reply, click on the particular discussion, then click on 'reply'.
Note: If you cannot locate a plan for your own setting, see if you can use a different setting.
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Quiz: Module 1:Lesson 1
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
Not available unless: The activity Registration Form is marked complete ...Not available unless:- The activity Registration Form is marked complete
- The activity Pre-Test is marked complete
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Students mustMark as done
Additional Resources for Optional Learning
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This book on Disease Control Priorities: Improving Health and Reducing Poverty will help you understand the main reasons to investigate an outbreak.
Read pages 315-325
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Reports of current verified outbreaks are included in the weekly WHO Disease Outbreak News. The Weekly Epidemiological report (WER) provides epidemiological information on cases and outbreaks of disease of public health importance.
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The global reporting system for outbreaks of emerging infectious diseases & toxins, open to all sources. ProMed- mail the Program Monitoring Emerging Diseases, is a program of the International Society for Infectious Diseases.
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Useful resource from the U.S. Centers for Disease Control and Prevention for identifying food consumption patterns.
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Canadian government surveillance sistem of infectious and non infectious diseases.
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FluWatch is Canada's national surveillance system that monitors the spread of flu and flu-like illnesses. FluWatch reports with information on flu activity in Canada are posted every Friday.
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The Canada Communicable Disease Report (CCDR) Weekly provides reports of national and international communicable disease issues and incidents.
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Learn about the different types of surveillance for West Nile virus and the reported number of cases in humans.
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Competency covered in this module:
- Be familiar with the steps of an outbreak investigation.
- Collaborate with local health officials, healthcare providers, and others to conduct outbreak investigations and epidemiologic studies.
- Before the response operation, identify which triggers will require key decisions during outbreak response.
- Identify as rapidly as possible the (possibly novel) agents responsible for a disease outbreak and their epidemiological characteristics.
- Conduct outbreak investigations to identify pathogens and other agents, characterize affected population groups, and sources of exposure.
- Describe an outbreak in terms of person, place, and time in order to generate hypothesis about its cause or risk factors.
- Document pathogen and likely sources and transmission pathways so as to inform evidence-based measures to control the outbreak.
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Learning objectives:
- Identify the local officials, healthcare providers, and other personnel who would assist in an outbreak investigation.
- Describe the roles of the various local officials, healthcare providers, and other personnel who would assist in an outbreak investigation.
- Communicate the connection between roles of various local officials, healthcare providers, the investigators, and other personnel contribute to the outbreak investigation.
- Discuss the limitations that legal and policy frameworks may create during an outbreak response.
- Identify the need for PPE and other safety procedures/equipment during an outbreak response.
- Communicate how an outbreak response relates to mobility restriction politics.
Approximate time required for the readings for this lesson (at 144 words/minute): 56 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
The Field Epidemiology Manual Wiki from the European Centre for Disease Prevention and Control (ECDC).
Read the entire section on The outbreak management team.
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Students mustView
This brief resource explains the scientific and operational preparations that must be carried out to start an Outbreak Investigation.
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Students mustMark as done
Read the entire resource to understand how regulations an laws relate to outbreak responses.
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Students mustViewStart discussions: 1
During COVID-19 outbreak, several mobility restriction politics have been applied all around the globe, discuss how epidemiological reports were related to mobility restriction politics in your region/country.
Step 1: Analyze how mobility restriction politics in your region/country relate to epidemiological reports during COVID-19 outbreak, if your country/region did not apply mobility restrictions, you may use this resource and choose the mobility restriction politics from other country.
Step 2: Write a 150 words paragraph with your discussion.
Step 3: To post your response click on the button at the bottom of the screen labeled 'Add a new discussion topic.'
Step 4: You will also need to comment on at least one other post made by your peers in a respectful and professional manner. If a peer comments on your posting, please reply back. Tp post a reply, click on the particular discussion, then click on 'reply'.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Describe the importance of epidemiological characteristics in the identification of an outbreak.
- Summarize sources of exposure.
Approximate time required for the readings for this lesson (at 144 words/minute): 43 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
This brief resource explains how outbreaks are recognized, and the role of surveillance in outbreak detection.
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Students mustMark as done
This article refers to when clusters require investigation and how are pseudo-outbreaks recognized.
Read the sections Approach to an Outbreak and Pseudo-outbreaks
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Discuss main epidemiological characteristics of existing microorganisms with pandemic potential.
- Show learner how to use evidence-based measures to identify likely pathogens and transmission pathways.
Approximate time required for the readings for this lesson (at 144 words/minute): 13 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
This brief resource explains how to use clinical and laboratory features to confirm the diagnosis.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
- Discuss main epidemiological characteristics of existing microorganisms with pandemic potential.
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Learning objectives:
- Demonstrate how an outbreak is described in terms of person, place, and time.
- Describe how the people affected in an outbreak and the time and place of an outbreak relate to the causes of and risk factors for an outbreak.
Approximate time required for the readings for this lesson (at 144 words/minute): 15 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustViewThis brief resource explains the criteria to create an adequate case definition that includes clinical criteria, time, person and place.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Competency covered in this module:
- Be familiar with the steps of an outbreak investigation.
- Describe an outbreak in terms of person, place, and time in order to generate hypothesis about its cause or risk factors.
- Conduct case-control studies and other epidemiologic studies to test hypotheses regarding sources of exposure.
- Conduct outbreak investigations to identify pathogens and other agents characterize affected population groups, and sources of exposure.
- Perform descriptive analysis of public health surveillance data
- Generate hypothesis about the cause and/or risk factors of the outbreak.
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Learning objectives:
- Discuss how affected persons are categorized into population groups based on predetermined characteristics.
- Explain public health surveillance data and its relation to descriptive analysis.
Approximate time required for the readings for this lesson (at 144 words/minute): 14 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustViewThis brief resource explains how to create a line list to identify and track cases.
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Students mustMark as doneThis interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
- Discuss how affected persons are categorized into population groups based on predetermined characteristics.
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Learning objectives:
- Describe how the people affected in an outbreak and the time and place of an outbreak relate to the causes of and risk factors for an outbreak.
- Provide examples of descriptive analysis of public health surveillance data.
Approximate time required for the readings for this lesson (at 144 words/minute): 28 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
Read the entire section on Step 6: Perform descriptive epidemiology from the US Center for disease control and prevention.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewStart discussions: 1
In this learning activity, you will discuss how the COVID-19 outbreak affected persons with substance use and mental health disorders.
Instructions:
Step 1: Review [30 minutes]
Read all the required material for this lesson here.
Step 2: Respond [105 minutes]
Prepare a 300-400 word piece of writing that discusses the impact of the COVID-19 outbreak on persons with substance use and mental health disorders. Ensure that your response includes the following:
How has the outbreak impacted persons with pre-existing mental health and substance use disorders?
How can outbreaks impact the likelihood of developing mental health and substance use disorders?
How has it impacted the availability and distribution of mental health and addiction services in the community?
Step 3: Share [10 minutes]
To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 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).
Step 4: Interact [10 minutes]
To complete the activity, you will need to reply to at least two posts made by your peers 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.”
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Demonstrate hypothesis development.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustViewThis brief resource explains how to develop a hypothesis.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Students mustMark as done
Additional Resources for Optional Learning
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Learning objectives:
- Develop epidemiological studies to test hypotheses regarding sources of exposure.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
Read the entire section on Step 8: Evaluate hypotheses epidemiologically from the US Center for disease control and prevention.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Discuss the steps of an outbreak investigation.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
Read the entire section on Step 9: Reconsider, refine, and re-evaluate hypotheses from the US Center for disease control and prevention.
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Students mustMark as doneThis interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Competency covered in this module:
- Be familiar with the steps of an outbreak investigation.
- Review the evidence on current or impending outbreaks; propose and advocate adaptations to policies as needed.
- Use evidence based methods to identify and recommend control and preventive measures to control an outbreak.
- Document pathogen and likely sources and transmission pathways so as to inform evidence-based measures to control the outbreak.
- Establish and maintain indicator and event-based surveillance system(s) to detect public health threats.
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Learning objectives:
- Discuss the steps of an outbreak investigation.
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
Read the entire section on Step 10: Compare and reconcile with laboratory and environmental studies from the US Center for disease control and prevention.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Summarize the evidence that influences policy during an outbreak.
- Connect how evidence influences policy development and change.
Present the methods used to identify preventative measures to control an outbreak.
Explain how evidence-based methods influence outbreak control and preventative measures.
Approximate time required for the readings for this lesson (at 144 words/minute): 12 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
This Guidelines for the Investigation and Control of Disease Outbreaks from the Institute of Environmental Science and Research will teach you how to approach control measures during an outbreak
Read Section: Outbreak control measures from pages 86-88
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Students mustView
Read the content under the headings "Abstract" "Medical Consequences: Brief Review and Research at NIDA" "Psychiatric Conditions Complicating Hepatitis C", and "Drug Interactions"
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Students mustView
Read the entire article
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Students mustViewReceive a gradeReceive a score of 80 or moreTo access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to respond to the questions.
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Learning objectives:
- Explain the components of a surveillance system and how they are utilized to detect public health threats.
Approximate time required for the readings for this lesson (at 144 words/minute): 29 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustMark as done
This Guidelines for the Investigation and Control of Disease Outbreaks from the Institute of Environmental Science and Research will provide you a brief summary on how surveillance systems are used during outbreaks
Read Section: Surveillance to detect outbreaks from pages 19-22
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Students mustViewTo perform active surveillance, you will need to be familiar with data collection techniques, this resource will provide you with templates and an example on data collection.
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Students mustMark as done
This interactive case study is divided into 12 sections that allow you to apply your knowledge of outbreak investigation. As you go through the course, you have the opportunity to complete the entire case study. To benign, click on the button, start the course and then click con proceed. Then, some text will appear on your screen, read the text carefully, and when you are ready, click proceed to solve a question that you need to answer correctly to continue. This process will repeat until you reach the final window of the activity. Once you have completed the activity then you can engage with the rest of the course.
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Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Learning objectives:
- Explain how the components of outbreak investigation are communicated in a report.
- Evaluate the applicability of the outbreak investigation process in your settings.
Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 51 minutes
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Students mustMark as done
Required Learning Resources and Activities
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Students mustView
This short resource will provide you with information regarding the contents of a final report.
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Students mustViewStart discussions: 1
In this activity, you will reflect on the case study you followed along the course.
Step 1: Read and address the following questions plus any other you may have:- In your opinion, is your work unit able to assemble an outbreak investigation team on short notice?
- Was the outbreak in the case study appropriately managed? Explain your answer
- How important is it to have an interdisciplinary team managing an outbreak investigation?
Step 3: Submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields.
Step 4: Review the work of one of your peers by asking yourself the questions listed below and comment on their post stating that their post meets these requirements.
- Did my peer detail the ability of their work unit to assemble an outbreak investigation team?
- Did my peer provide an overview of the management of the case study provided along the course?
- Did my peer explain the importance of having an interdisciplinary team to manage an outbreak?
- Did my peer address the questions on 200 to 500 words?
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Peer Activity: Write an Outbreak Investigation report (Step 13) Forum
In this activity, you will apply your knowledge acquired along the course by performing the 13th step of an Outbreak Investigation, writing a report.
Step 1: Read the following recap of the case:
On September 19, 2015, the director of a nursing home with 169 residents in Nowhereville called the regional public health office because a number of its staff and residents were experiencing bloody diarrhea. The first case was noted on September 9th, 2015, and was followed within the next few days by approximately 50 ill residents. By September 18th, the causative organism had been identified as E. coli O157: H7. In the previous month, no cases of E. coli O157: H7 had been identified in the nursing home. However, 6 residents had complained of loose stools. In the previous 12 months, 3 cases of E. coli O157: H7 had been reported from among the residents of this institution.
The hypothesis has been designed and reevaluated from: One of the meals served at the nursing home in early September that may have been contaminated, causing the outbreak. However, it is not clear which meal(s) or which food item(s) may have been implicated. To: The outbreak has been linked to eating ham sandwiches from the cafeteria and then later to person to person transmission.
Team members met with the nursing home's administrator and learned about possible sources or unusual happenings before or at the time of the outbreak. They learned that on September 2, a special party was held for nursing home residents and their families. Also, the institution's kitchen had been under construction for some weeks prior to the outbreak and the residents had been fed from a temporary kitchen. On September 5th cooking activities were transferred back to the usual location. This produced considerable disruption, including several episodes when the water was disconnected. In addition, one of the kitchen staff had reported having diarrhea in early September. Immediate and long term control measures have been implemented.
Step 2: Read this webpage from the ECDC and identify the information you need to write your report, then go back to the course case study activities to collect all the needed information.
Step 3: Write a short Outbreak Investigation Report. Your assignment must have between 800 to 1000 words and contain the following steps:
- Summary
- Introduction and Background
- Methods
- Results
- Discussion
- Recommendations
Step 4: Include your report in a document and submit your assignment for peer review by clicking “add a new discussion topic” below and completing the fields. Make sure to upload the document that contains your work, do NOT paste your work in the Description box.
Step 5: Review a peer’s report and evaluate it based on the reflection questions listed below.
- Did my peer follow the proper structure of an Outbreak Investigation report?
- Did my peer include the 6 steps of an Outbreak Investigation report?
- Is the report grammatically correct, clear, concise, and professionally written?
- Did my peer assignment have a minimum of 800 words?
Not available unless: The activity Case study - Step 12 is marked complete -
Students mustViewReceive a gradeReceive a passing grade
To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.
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Competencies covered in this module:
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Conduct outbreak investigations to identify pathogens and other agents, characterise affected population groups, and sources of exposure.
This mentored activity is required for those aiming to fulfill the Public Health Emergency Preparedness Core Competencies for EU Member States oriented for public health epidemiologists, public health microbiologists, and NFP for preparedness. To complete this activity, you will need to identify a mentor with professional health care training who has both a bachelor’s/college degree, a Master of Public Health(MPH), and epidemiological experience or equivalent to assist you.
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Students mustViewMake a submissionReceive a grade
In this activity, you will apply your knowledge acquired through the course to carry out an outbreak investigation.
You will find detailed instructions to complete this activity in the link below. Once you have finished, upload your work and ask your mentor to grade your work.
https://docs.google.com/document/d/18HzPo9ns5vcvnXB5Ls8-BB7Oho_jj7vHnuB2_yPm9vY/edit
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Conduct outbreak investigations to identify pathogens and other agents, characterise affected population groups, and sources of exposure.
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Final Exam Quiz
To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 28 questions, and you will have 28 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 Preview quiz now button to respond to the questions.
Not available unless any of: All of: ...Not available unless any of:-
All of:
- You belong to Miami Med
- The activity Registration Form is marked complete
- The activity Pre-Test is marked complete
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All of:
- The activity Pre-Test is marked complete
- The activity Registration Form is marked complete
- The activity Quiz: Module 1:Lesson 1 is marked complete
- The activity Quiz: Module 2:Lesson 1 is marked complete
- The activity Quiz: Module 2:Lesson 2 is marked complete
- The activity Quiz: Module 2:Lesson 3 is marked complete
- The activity Quiz: Module 2:Lesson 4 is marked complete
- The activity Quiz: Module 3: Lesson 1 is marked complete
- The activity Quiz: Module 3:Lesson 2 is marked complete
- The activity Quiz: Module 3: Lesson 3 is marked complete
- The activity Quiz: Module 3:Lesson 4 is marked complete
- The activity Quiz: Module 3: Lesson 5 is marked complete
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- The activity Quiz: Module 4: Lesson 2 is marked complete
- The activity Quiz: Module 4:Lesson 3 is marked complete
- The activity Quiz: Module 4: Lesson 4 is marked complete
- You belong to Public Health U
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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. -
Course Evaluation Questionnaire
Please help us make NextGenU.org courses even better by submitting this evaluation. Your evaluation is confidential and used only for improving our trainings.
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Self Evaluation Questionnaire
Please take the time to reflect on how you would evaluate yourself as a learner.
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