Bioterrorism Alert! Planning a response to an intentional release
of smallpox virus in the U.S.
Edward Braun, Dept. of Plant Pathology & Microbiology
Iowa State University, Ames 50011
Abstract: In this case study, students in a non-majors
microbiology course play the role of public health
officials developing a response plan for an act of
bioterrorism involving the intentional release of
smallpox virus in the U.S. Student groups first listen to
an NPR report about a simulated smallpox outbreak
and are then told that their task is to create a plan to
respond to the outbreak. The groups discuss the case
and seek out information they feel will be needed to
develop their plan. Information gathered by the
groups is posted on the class Blackboard Learn site
and each group then devises and posts an action plan.
The Setting:
•Students are in a large lecture, non-majors,
introduction to microbiology course.
•This case is presented about halfway through the
course.
•Precedes several units on epidemiology and
human/animal diseases.
•Goal is to get students engaged in thinking about
microbial pathogens and help them realize that they
already know a lot about disease epidemics.
First Class Period:
•Students in the large lecture are self-organized into
groups of 3-5
•We listen to an NPR report about a simulated
smallpox outbreak (Morning Edition, Jan. 28, 2005)
•Groups fill out a case analysis worksheet and focus
on answering the questions “What do we already
know about the issues involved in this case?” and
“What do we still need to find out in order to create
an effective action plan?”
•After 15 minutes, groups are brought back
together to share results from their brainstorming
sessions.
•Groups then choose the 3 items that are most
important to learn about in order to develop an
action plan. (Group worksheets are handed in and
are worth a few points.)
•Groups are assigned to research one of their high
priority questions and post a short summary (1-2
paragraphs) of the information they gather on the
class Blackboard Learn site. (The posting is worth a
few points.)
Before the next class students should read:
•Portion of their textbook that covers smallpox.
•The article “If Smallpox Strikes Portland...” by C. L.
Barrett, S. G. Eubank, and J. P. Smith (Scientific
American, March 2005, pp. 54-61).
•Postings prepared by other student groups.
Second Class Period:
•Groups discuss what they have learned about the
case and outline a response plan. (Outlines are
handed in for a few points and posted on
Blackboard.)
•Groups share the important features of their
response plans with the class.
•Pros and cons of various strategies are discussed.
•Instructor discusses the official CDC Smallpox
Response Plan and the strategies that were
successful in eradicating smallpox.
After participating in this case study, we hope
students will...
•be familiar with smallpox and its unique status as a
disease that has been successfully eradicated and
yet remains a very real threat as a bioterror
weapon.
•be able to describe the essential elements of a
smallpox emergency response plan.
•appreciate some of the risks and benefits of
vaccination programs.
•have discovered for themselves some of the major
concepts of epidemiology.
As a follow-up assignment students watch a TED
talk video: Larry Brilliant wants to stop pandemics
http://www.ted.com/talks/larry_brilliant_wants_to_stop_pand
emics.html