PHC 6002: Infectious Disease Epidemiology
Course Syllabus, XXXX
GENERAL INFORMATION
DESCRIPTION
This course covers principles specific to infectious disease epidemiology, explores the application of epidemiologic
methods to infectious disease problems, and examines surveillance, outbreak investigation, and infection control
methods.
OBJECTIVES
Upon completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Use terminology and principles specific to infectious disease epidemiology
Apply epidemiologic methods and measures to infectious disease problems
Describe and evaluate an infectious disease surveillance system considering confidentiality and legal
issues pertaining to the collection, use and dissemination of data
Determine the rationale and potential benefits and limitations of a screening program for an infectious
disease
Describe how outbreaks are investigated
Explain common infection control methods
Use national, state and local infectious disease epidemiologic data
Explain epidemiologic principles related to vaccination
Discuss current issues in infectious disease epidemiology such as bioterrorism, pandemic influenza,
and emerging infectious diseases
M
MPH CORE / CONCENTRATION-SPECIFIC COMPETENCIES
COMPETENCY
Given a particular health problem, determine the
potential benefits and limitations of a screening
program
Evaluate a surveillance system observing ethical
and legal principles pertaining to the collection, use
and dissemination of data
COURSE OBJECTIVE
4
3
M
PhD COMPETENCIES
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 1 of 21
COMPETENCY
Recognize conditions suitable for screening
COURSE OBJECTIVE
4
Evaluate validity and reliability of screening tests
4
Evaluate effectiveness of screening
Describe types of bias that affect validity of
screening evaluations
Categorize types of surveillance systems and
approaches used in disease surveillance
4
4
3
Textbooks:
Centers for Disease Control and Prevention. Principles of Epidemiology. 2nd Edition. Atlanta, GA: US Department
of Health and Human Services, 1992. Available at: http://www.phppo.cdc.gov/PHTN/catalog/pdffile/Epi_Course.pdf. (We will only be using a few parts of this. You do not need to print the whole book!)
Thomas JC, Weber DJ, Eds. Epidemiologic Methods for the Study of Infectious Diseases. New York, NY: Oxford
University Press, 2001. ISBN 0-19-512112-0
Dworkin MS, Ed. Outbreak investigations around the world: Case studies in infectious disease field epidemiology.
Sudbury, MA: Jones and Bartlett Pub, 2010. ISBN-13 978-0-7637-5143-2
Additional Required Readings:
CDC. Biological and chemical terrorism: strategic plan for preparedness and response: recommendations of the
CDC Strategic Planning Workgroup. Morb Mortal Wkly Rep 2000;49(RR-4):1–14. Available at:
http://www.cdc.gov/mmwr/PDF/RR/RR4904.pdf.
CDC. Updated guidelines for evaluating public health surveillance systems. MMWR 2001;50(RR-13): 1-33.
Available at: http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5013a1.htm.
Emanuel EJ, Wertheimer A. Who should get influenza vaccine when not all can? Science 2006;312(5775): 854–855.
Available on reserve.
Gray JAM. New concepts in screening. British J Gen Practice 2004;54:292-298. Available on reserve.
Meyers DS, Halvorson H, Luckhaupt S. Screening for chlamydial infection: an evidence update for the U.S.
Preventive Services Task Force. Ann Intern Med 2007:147:135-142.
Available on reserve.
Morse S. Factors in the emergence of infectious diseases. Emerg Infect Dis. 1995;1(1):7–15. Available at:
http://www.cdc.gov/ncidod/eid/vol1no1/morse.htm.
National Cancer Institute, National Institutes of Health. Understanding the Immune System. How It Works.
Bethesda, Md: U.S. Department of Health and Human Services, September 2007. Available at:
http://www.niaid.nih.gov/topics/immunesystem/documents/theimmunesystem.pdf.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 2 of 21
Siegel JD, Rhinehart E, Jackson M, Chiarello L, and the Healthcare Infection Control Practices Committee. 2007
Guideline for isolation precautions: Preventing transmission of infections agents in health care settings. June 2007.
Available at.
http://www.cdc.gov/ncidod/dhqp/pdf/guidelines/Isolation2007.pdf.
Internet Resources
http://www.census.gov (home page of the U.S. Census Bureau)
http://www.cdc.gov (Centers for Disease Control and Prevention)
http://www.nlm.nih.gov (National Library of Medicine’s on-line databases including Medline)
http://www.idsociety.org (Infectious Diseases Society of America)
http://www.doh.state.fl.us (Florida Department of Health)
http://www.who.int (World Health Organization home page)
http://www.dadehealth.org (Miami-Dade County Health Department)
Recommended Books
Desowitz RS. The Malaria Capers: More tales of Parasites and People, Research and Reality. New York: W.W.
Norton and Co. 1991.
Garrett L. The Coming Plague: Newly Emerging Diseases in a World out of Balance. New York: Penguin Books
1994.
Heymann DL. Control of Communicable Diseases Manual. 19th Ed. Washington, DC: American Public Health
Association, 2008. ISBN 978-0-87553-189-2
McKeown T. The Origins of Human Disease. Cambridge, MA: Basil Blackwell, Inc. 1988.
McNeill WH. Plagues and Peoples. New York: Bantam Doubleday Dell Publishing Co. 1976.
Ryan F. The Forgotten Plague. How the Battle Against Tuberculosis Was Won and Lost. Boston: Little, Brown and
CO. 1992.
Other recommended readings
Get a free electronic subscription to the CDC’s MMWR Morbidity and Mortality Weekly Report:
http://www.cdc.gov/mmwr/mmwrsubscribe.html and the CDC’s Emerging Infectious Diseases
http://www.cdc.gov/ncidod/eid/.
Suggestions for students to be successful in course
1) Be prepared (e.g. complete readings and prepare case studies) for each class session and participate fully.
2) Review materials from your Introduction to Epidemiology class as needed.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 3 of 21
3) Be able to apply epidemiologic concepts to solving infectious disease problems.
4) Work through all the questions in the assigned chapters of the CDC Principles of Epidemiology self-study book.
5) Organize study time around objectives listed in syllabus. For those objectives that involve discussing or
explaining, try to explain the concepts to a colleague or educated friend or family member. If you can make them
understand the concept, then you have understood the material.
CLASS POLICIES AND PROCEDURES
This course is designed to introduce graduate students to the principles and practice of infectious disease
epidemiology and disease control. Case studies, class lectures, class and small group discussions, and student oral
presentations will be used to assist the students in understanding the material. Roughly the first half of the course
will be devoted to learning the epidemiologic principles and measures used in infectious disease epidemiology, and
the second half will involve applying them to infectious diseases as well as learning about some special
epidemiologic issues for given categories of infectious diseases.
The class will meet once per week for two hours, 40 minutes with a 10-minute break in the middle of the session.
The class sessions will consist of lectures, discussions, and oral presentations. Students will be responsible for
reading all assignments prior to class and for being prepared to discuss the readings. The students will also prepare
the case studies prior to each class as instructed. The instructor will use the lecture sessions for an overview, critical
analysis and evaluation of each topic.
EVALUATION AND GRADING
Each of you begins this course with an "A" grade. Your challenge and task are to maintain this grade throughout the
semester so that it can become your final grade. To maintain a grade of "A" in this course, you will need to obtain
92.6% of higher grade on each exam and oral presentation and participate fully in class and group discussions. This
course requires, in addition to in-class hours, about 9 additional hours per class. You are responsible for the material
in all the assigned readings in addition to material presented during class.
Exams: The midterm exam will be a short-answer, essay exam covering all material prior to the exam date. The final
exam will have multiple choice questions and will include all material from the semester. Bring a calculator to both
exams and graph paper to the midterm exam. The exams are timed. If you have a disability that may prevent you
from completing the exam on time, please let the instructor know by the second week of class by e-mail.
Participation: Participation will be evaluated based on classroom attendance and participation in class. Two absences
are granted for each student (excused or unexcused). For each additional absence t participation grade will decrease
by 5 points. Participation in class will be demonstrated by active participation in discussions. Students who clearly
have not read the readings prior to class will have 5 points deducted from their grade for each time the instructor
notes lack of preparation. The exercises in the CDC book will assist you in learning the material. The answers are in
the book. The instructor strongly recommends that the students work through these exercises. Although the
exercises do not need to be turned in, please bring up any questions regarding the exercises in the class.
Classes will start promptly at 5 pm. Late students are very disruptive to the class. Although the instructor
understands that traffic problems can occasionally cause students to arrive late to class, the instructor expects that
students will show courtesy to other students and the instructor by consistently arriving to class on time. It is the
student’s responsibility to obtain all the class material/announcements that were made while the student was absent
or late.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 4 of 21
Oral presentation: Each student will prepare a 15-minute presentation comparing the local epidemiology of a
specific infectious disease to that of Florida or the United States. Presentation dates will be assigned at the third
class meeting. Each student should inform the instructor by the end of the second class which disease the student has
selected. Students should look at the list of reportable diseases on the course web page so they can see for which
diseases local data are available.
The student should use Powerpoint software. A laptop and projector will be available for the student on the date of
the presentation. Students should hand in a copy of their presentation on the date of their presentation.
The presentation should focus on epidemiology and not on clinical issues such as diagnosis and treatment. One slide
should cover the basic description of the disease, two slides surveillance methods, two slides control measures, and
the rest on the epidemiology of the disease in Miami-Dade County with a comparison to the United States and
Florida. For some diseases, data may not be available to allow a comparison to Florida and the United States by
demographic variables. However, there must be at a minimum a comparison of the incidence rates for at least one
year. In addition to governmental web sites, the student should use Medline to identify pertinent peer-reviewed
articles for the background information. References should be listed on the last slide. If there are special reporting
forms for your disease, please bring a copy for classmates. Include the case definition on one of your slides. There
are 100 potential points for the presentation as follows. The matrix that will be used to grade the presentation is at
the end of this syllabus. The presentations will be timed and students will be stopped at 15 minutes so it is
imperative that the presentation be timed prior to the delivery date and well rehearsed. The students are encouraged
to meet with the instructor at least a month prior to the presentation date to discuss sources of data that the student
has found. The instructor will review slides prior to the presentation date and offer feedback but only if they are sent
to her at least 7 days prior to the presentation date. A sample presentation is on the course web site.
Surveillance evaluation (due 3/9): For your chosen disease, you will conduct an evaluation of how surveillance for
it is conducted in Florida. Your evaluation will be a modified version of an evaluation based on the Centers for
Disease Control and Prevention’s “Updated Guidelines for Evaluation Public Health Surveillance System”
according to the following outline (suggested length in parentheses):
I. Describe the describe the public health importance of the disease under surveillance (1 paragraph)(part of
task B in Guidelines)
II. List classes of stakeholders in the surveillance system (1 paragraph).
III. Describe the purpose and operation of the system, including legal framework under which it operates and
how patient confidentiality is maintained (2 pages). This should include a flowchart of the data. (Part of task B)
IV. List the 2-3 most important system attributes listed under task D in terms of importance for your
particular disease (e.g. is sensitivity or predictive value positive more important?) and list the 2-3 least important
attributes and explain your ranking (half page).
V. Summarize the strengths and weaknesses of the system with regards to your disease (half page).
The evaluation should be no more than 4 pages including the flowchart and any tables but not including the
reference list.
Screening exercise (due 3/23): The screening exercise is on the class website.
Reflection papers: You will be assigned several chapters to read in the Dworkin book. For 5 of those chapters, you
will write a brief reflection paper. It will be 1-2 paragraphs long (no more than 1 single-spaced page, font size 12, 1
inch margins). In it you will discuss what you think were the greatest challenges faced by the investigators during
the outbreak and what you learned from the report that will assist you in disease investigations in the future. Each
report will be graded on a pass/fail basis and will be worth 5 points each. However, for each day the paper is late,
one point will be deducted for the paper. So if it is e-mailed to the instructor on Saturday it will be worth 4 points,
Sunday 3 points, Monday 2 points, Tuesday 1 point, Wednesday and later 0 points. On the day it is due, the
instructor will randomly call on 3-5 students to orally summarize what they wrote to the class. Even though
reflection papers are assigned for only 5 of the chapters, it is recommended that the students read all the chapters
assigned.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 5 of 21
A
AB+
B
BC+
Grading Scale
92.6% – 100%
C
89.6% – 92.5%
C86.6% – 89.5%
D+
82.6% – 86.5%
D
79.6% – 82.5%
D76.6% – 79.5%
F
72.6% – 76.5%
69.6% – 72.5%
66.6% – 69.5%
62.6% – 66.5%
59.6% – 62.5%
59.5% or below
Assignment Weights
Midterm Exam
15%
Oral Presentation
20%
Reflection Paper
10%
Screening Exercise
10%
Surveillance Evaluation
15%
Classroom Participation
10%
Final Exam
20%
Mastery of the course competency will be assessed by performance on the screening exercise, as well as the
surveillance evaluation. The scoring rubric used for the assessment will be distributed to students.
FIU CODE OF ACADEMIC INTEGRITY
Florida International University is a community dedicated to generating and imparting knowledge through excellent
teaching and research, the rigorous and respectful exchange of ideas and community service. All students should
respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their
learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates
respect for themselves, their fellow students, and the educational mission of the University. All students are deemed
by the University to understand that if they are found responsible for academic misconduct, they will be subject to
the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.
Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from
another person with respect to examinations, course assignments, field service reports, class recitations; or the
unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism
– The use and appropriation of another’s work without any indication of the source and the representation of such
work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from
another source, including internet sources, is responsible for plagiarism. All students are expected to abide by the
Florida International University Honor Code. Any violation will be reported.
Students are responsible for knowing and complying with all FIU Policies and Regulations which are listed in the
Student Handbook and also at the following link: http://policies.fiu.edu/files/740.pdf. The following are excerpts:
Reason for the policy:
“Graduate students at Florida International University are expected to adhere to the highest standards of integrity in every
aspect of their lives. Honesty in academic matters is part of this obligation. Academic integrity is the adherence to those special
values regarding life and work in an academic community. Any act or omission by a graduate student which violates this
concept of academic integrity and undermines the academic mission of the University shall be defined as academic misconduct
and shall be subject to the procedures and penalties that follow.”
Definition of academic misconduct:
Academic misconduct is defined as the following intentional acts or omissions committed by any FIU graduate
student:
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 6 of 21
“Cheating: The unauthorized use of books, notes, aids, electronic sources; or unauthorized use of on-line exams, library
materials or assistance from another person with respect to examinations, course assignments, field service reports, class
recitations; or the unauthorized possession of examination papers (or on-line examinations) or course materials, whether
originally authorized or not. Any student helping another cheat may be found guilty of academic misconduct.
Plagiarism: The deliberate use and appropriation of another's work without any indication of the source and the representation
of such work as the student's own. Any student who fails to give credit for ideas, expressions or materials taken from another
source, including internet sources, is guilty of plagiarism. Any student helping another to plagiarize may be found guilty of
academic misconduct.
Misrepresentation: Intentionally lying to a member of the faculty, staff, administration, or an outside agency to gain academic
advantage for oneself or another, or to misrepresent or in other ways interfere with the investigation of a charge of academic
misconduct.
Misuse of Computer Services: The unauthorized use of any computer, computer resource or computer project number, or the
alteration or destruction of computerized information or files or unauthorized appropriation of another's program(s).
Bribery: The offering of money or any item or service to a member of the faculty, staff, administration or any other person in
order to commit academic misconduct.
Conspiracy and Collusion: The planning or acting with one or more fellow students, any member of the faculty, staff or
administration, or any other person to commit any form of academic misconduct together.
Falsification of Records: The tampering with or altering in any way of any academic record used or maintained by the
University.”
IX . Disability
Exams may be timed. If you have any disability that may prevent you from completing the exam on time, please let
the instructor know by the second week of class by email. If you have disability and/or need special assistance,
please make arrangement through the Office of Disability Services (305-348-4131).
COURSE SCHEDULE AND ASSIGNMENTS
DATE
TOPIC
ASSIGNED READINGS /
ASSIGNMENTS DUE
Introduction and general principles
Objectives:
- Describe instructor’s expectations of
students during course
- Compare and contrast infectious disease
epidemiology with chronic disease
epidemiology
- Construct a triangle model and a chain
model of transmission for a specific
infectious disease
- Discuss host, agent and environmental
factors that affect transmission
- Discuss definitions of presented terms
-
Syllabus
Thomas & Weber Ch. 1
Immune system and transmission
Objectives:
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 7 of 21
-
-
Describe innate and acquired immunity
Compare and contrast the humoral and
cellular immune responses
Compare and contrast the primary and
secondary immune responses
Calculate the probability of infection
using the binomial model of
transmission
Calculate effective and basic
reproductive number
-
Thomas &Weber Ch. 2, 4
NCI pamphlet pages 1 – 34
Presentation Topics Due
-
Thomas & Weber: Ch. 17
Dworkin, Chapters 8 and 20
(reflection paper 1)
Texarkana case study (complete
questions 1 and 2 prior to class)
Transmission (cont.) and immunization
Objectives:
- Calculate the proportion of population
that needs to be vaccinated to eliminate
transmission
- Calculate vaccine efficacy
- Contrast vaccine efficacy and
effectiveness
- Compare and contrast the concepts of
direct and indirect protection
- Compare and contrast live attenuated
from killed, inactive vaccines
- Give an example of active and passive
immunization
- Discuss phases of pre-licensure testing
and post-licensure vaccine safety
surveillance
-
Surveillance
Objectives:
- Determine if a specific data
collection method constitutes a
surveillance system
- Discuss limitations of notifiable
disease surveillance system
- Discuss importance of case definition
in a surveillance system
- Describe uses of surveillance data
- Compare and contrast active and
passive surveillance
-
-
Thomas & Weber Ch. 6 and 7
Case Study: Paralytic illness in
Ababo (complete questions 1-7
prior to class)
Heymann: Polio
CDC Principles of Epidemiology
-Lesson 1, pp 12-13,
exercise 1.2,
-Lesson 4, pages 236 0
239, exercise 4.5
-Lesson 5, all exercises
Ch. 20 reflection paper 1 due
Presentation tips
Guest speaker
-
Thomas & Weber Ch. 14
Thomas & Weber Ch. 8
-
Outbreak Investigators
Objectives:
- Discuss ways in which outbreaks are
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 8 of 21
-
-
-
recognized
Discuss role of public health
laboratory in epidemiologic
investigations and surveillance
Given a scenario, create a plan as to
how you would investigate the
situation
Given some data, categorize cases
using a case definition
Given some data, produce a line
listing
Given some data, construct an epi
curve
-
-
Dworkin Ch. 1 and 7 (reflection
paper 2)
CDC Principles of Epidemiology
-Lesson 6, do all
exercises;
Case study : Outbreaks of illness
on two football teams
-Do questions 1-4 prior
to class
Choosing a study design & theories of
causation
Objectives:
- Compare and contrast the concepts of
association and causation
- Assess the strength of evidence for a
causative relationship for an
infectious disease using the “elements
of causation” from the 1964 surgeon
general’s report on smoking and
health
- Calculate the prevalence, incidence
rate, attack rate, and secondary attack
rate
- Discuss what is meant by the
dependent happening relation
- Rank various epidemiologic designs
by strength of evidence they produce
- Explain what measures can be
obtained from various epidemiologic
study designs (e.g. cohort studies,
case-control studies, and crosssectional studies.)
-
Thomas & Weber Ch.3 and 5
Ch. 7 reflection paper 2 due
-
Ch. 5 reflection paper 3 due
Case study: Screening for
antibody to HIV
Gray and Meyer et. al. articles
Midterm Exam (Bring Calculator)
Infectious Disease Screening
Objectives:
- Determine the potential benefits and
limitations of an infectious disease
screening program.
- Calculate the positive predictive
value
- Calculate the number need to screen
to cure a true case
-
Disease Control
Objectives:
- Describe standard and transmissionPHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 9 of 21
-
-
-
based precautions
Summarize the applications and
limitations of matching in casecontrol studies
Discuss issues to consider in
appropriate selection of controls in
case-control studies
Determine risk factors by means of a
case-control study
Interpret matched data in a 2x2 table
Compare and contrast the terms
isolation and quarantine
Describe the CDC’s quarantine
system
-
-
Siegel: Guideline for isolation
precautions, pages 14 – 38,
66 – 73
Case Study: Toxic Shock
(Complete questions 1-3 prior to
class)
Dworkin Ch. 5 (reflection paper
3) and 11
Surveillance exercise due
-
Thomas & Weber Ch.8, 10;
Emanuel article
Presentations
Screening exercise due
-
Thomas & Weber 11
Dworkin 10, 12, 13
(reflection paper 4)
-
Thomas & Weber Ch. 13
Dworkin Ch. 6 and 15
-
-
Respiratory Infections
Objectives:
- Discuss different ethical principles
that could be used to ration influenza
vaccine
- Describe challenges in determining if
a person has a respiratory illness
- Explain laboratory tests that can be
used to identify respiratory viruses
Fecal Oral Transmission
Objectives:
- Explain mechanisms of action for
nonspecific barriers and specific
immune responses to organisms
transmitted by the fecal-oral route
- Discuss the range of infectious dose
size and incubation periods seen
among common organisms
transmitted by the fecal-oral route
- Produce a table of several organisms
by how they are primarily transmitted
by foodborne modes, waterborne
modes, contact modes and all three
modes.
- Discuss difficulties in obtaining
accurate information about diarrheal
symptoms in an outbreak or study
situation
- Discuss strengths and weaknesses of
cross-sectional, case-control and
cohort studies in studying diseases
that are spread by fecal-oral
transmission
Sexual Transmission
Objectives:
- Explain difficulties particularly
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 10 of 21
-
-
associated with studying STDs
Specify challenges for STDS research
when using cross-sectional studies,
cohort studies, case-control studies
and partner studies
Explain the steps of STD case
investigation and partner notification
-
(reflection paper 5)
Ch. 13 reflection paper 4 due
Presentations
Guest speaker
-
Thomas & Weber Ch. 12
Chapter 15 reflection paper 5 due
Presentations
-
Morse: Factors in the emergence
of infectious diseases article
CDC: Biological and chemical
Terrorism article
Presentations
Vector-Borne Transmissions
Objectives:
- Discuss criteria for implicating
vector-borne transmission
- Explain the term entomologic risk
- Compare and contrast horizontal and
vertical transmission in regards to
vector borne diseases
- Compare and contrast biologic and
mechanical transmission
- Discuss important characteristics
used to describe vector feeding
behavior
- Discuss different ways that vectorborne infections can be detected in
humans
Emerging Infectious Diseases /
Bioterrorism
Objectives:
- Explain the terms emerging
infectious diseases and bioterrorism
- Compare and contrast the terms
covert and overt attack
- Compare and contrast category A, B,
and C agents of bioterrorism and
provide examples
- Explain the role of public health in
bioterrorism preparedness and
response
- List factors that lead to the
emergence and reemergence of
infectious diseases
-
Final
UNIVERSITY DROP DATES FOR SPRING 2012 SEMESTER
Last day to withdraw from the University with a
25% refund of tuition.
Last day to drop a course with a DR grade.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 11 of 21
Last day to withdraw from the University with a WI
grade.
FIU’s MPH COMPETENCIES
Core Competencies
Biostatistics
Use epidemiologic measures to describe public health conditions in a population in terms
of magnitude, person, place, and time.
Use information technology to interpret and communicate public health data to lay and
professional audiences.
Use biostatistical measures of distribution shape, central tendency, and variability, and
apply statistical analysis software to describe population health and demographic data.
Biostatistics
Access and evaluate public health data, using information technology
Health Promotion and
Disease Prevention
Health Promotion and
Disease Prevention
Environmental and
Occupational Health
Environmental and
Occupational Health
Health Policy and
Management
Health Policy and
Management
Identify and assess the underlying social, cultural, and behavioral determinants
of health and how they impact the health status of the population.
Epidemiology
Epidemiology
Propose public health policies and programs that are collaborative, culturally appropriate,
and address the causes of health problems.
Identify environmental and occupational determinants of health and illness in a population.
Differentiate applications of environmental health science tools in public health core
functions.
Apply principles of public health budgeting.
Use policy information (health, fiscal, administrative, legal, ethical, social, and political) to
inform public health decisions.
Discipline-Specific Competencies
Identify key sources of data for use in epidemiologic studies.
Given a particular health problem, determine the potential benefits and limitations of a screening program
Evaluate a surveillance system observing ethical and legal principles pertaining to the collection, use and dissemination of
data.
Examine data for confounding and effect modification and interpret appropriately
Appraise the direction and magnitude of bias on measures of association and interpret them appropriately
Calculate and interpret measures of association
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as
deemed appropriate by the Instructor based upon students’ needs.
Page 12 of 21
Student Name:______________________________________________
Evaluator:_____________________________________
Topic:___________________________________
Oral Presentation Evaluation Matrix
Category
Does Not Meet
Expectations
Content
Epidemiology (50 More than three of the
points)
following: more than
one inaccuracy in the
data, missing
comparison of
incidence rates,
missing data on
demographic
variables, data not
primarily presented
using figures and
tables, or did not
reference at least one
peer-reviewed journal
article for
epidemiology or
control (30 points)
Control
Not addressed (0
Methods (5 points) points)
Partially meets
expectations
Meets Expectations
Outstanding
How to Improve
Has two –three of the Epidemiology of the
Data accurate throughout.
following deficiencies: disease in Miami-Dade
Epidemiology of the
more than one
County presented with a
disease in Miami-Dade
inaccuracy in the data, comparison to the US and County presented with a
missing comparison of Florida. Comparison of
comparison to the US and
incidence rates,
incidence rates. Data on
Florida. Comparison of
missing data on
demographic variables.
incidence rates. Data on
demographic
Had one of the following demographic variables
variables, data not
deficiencies: data not
presented. Data presented
primarily presented
primarily presented using primarily using figures and
using figures and
figures and tables or did not tables and not by text.
tables, or did not
reference at least one peer- Referenced at least one
reference at least one reviewed journal article for peer-reviewed journal
peer-reviewed journal epidemiology or control or article for epidemiology or
article for
an inaccuracy in the data
control (50 points)
epidemiology or
(45 points)
control (40 points)
Some methods
Discussion accurate but
Discussion accurate and
discussed but not the could have been more
clearly presented (5 points)
most important ones clearly presented (4 points)
or some inaccuracies
in the information (2
points)
PHC 6002 – Infectious Disease Epidemiology
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Page 13 of 21
Surveillance
Not addressed (0
methods (5 points) points)
Some methods
Discussion accurate but
Discussion accurate and
discussed but not the could have been more
clearly presented (5 points)
most important ones clearly presented (4 points)
or some inaccuracies
in the information (2
points)
Description of
Not addressed (0
Description present
Discussion accurate and
Discussion accurate and
disease (5 points) points)
but key factors
complete but could have
complete and clearly
relevant to infectious been more clearly presented presented (5 points)
disease control not
(4 points)
addressed (e.g.
presented treatment
instead of
transmission,
incubation period,
reservoir, etc) (2
points)
Verbal/
Could not be
Could not be
Could be understood, but Use of his or her voice was
Articulation (3
understood most of
understood some of
the presenters voice did not natural and effectively
points)
time because of
time because of
effectively enhance the
enhanced the presentation
inappropriate rate,
inappropriate rate,
presentation (2 points).
(3 points).
volume, or articulation volume, or articulation
(0 points)
(1 point).
Delivery
How well
rehearsed (4
points)
Does more than 1 of Gets lost during
Familiar with material but
the following: gets lost presentation, searches not completely at ease with
during presentation, for words frequently, audience or occasionally
searches for words
or mispronounces
searches for words (3
frequently,
technical words or
points)
mispronounces
considerably goes over
technical words, or
allotted time (1 point)
considerably goes over
allotted time (0 points)
Clearly familiar with
material, at ease with
audience, speaks
spontaneously(4 points)
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
students’ needs.
Page 14 of 21
Visual Aids/Organization
Eye contact (3
points)
Established no eye
Looked up rarely but Established eye contact
contact or read script did not read script (1 with the audience some of
throughout
point)
the time (2 points)
presentation (0 points)
Established direct,
consistent eye contact with
the audience most of the
time (3 points)
Slides easy to read Most slides so wordy,
(5 points)
busy, or small font so
that they cannot be
read by audience (1
point).
Some slides wordy,
busy or small font so
that they cannot be
read by audience (2
points)
Audience can read all slides All slides easy to read,
but unnecessary wordiness effective. Minimal
or inconsistent
unnecessary wordiness and
capitalization or fonts
minimal unnecessary
distract from presentation punctuation. Consistent
content (4 points)
capitalization and fonts (5
points)
Data depicted
appropriately
using
tables/figures (10
points)
Inappropriate type of
figure chosen or fewer
than 3 slides with
figures/tables (4
points)
ConsistentlyAppropriate type of
figure chosen (e.g. pie
chart vs. graph), but
deficiencies in more
than one of the
following: titles
complete, source of
data present, and axes
labeled. (6 points)
Consistently-Appropriate
type of figure chosen (e.g.
pie chart vs. graph), but
deficiencies in one of the
following: titles complete,
source of data present, and
axes labeled. (8 points)
Typographical
errors (5 points)
More than 5
typographical errors
(e.g. misspelled
words)(0 points)
3-5 typographical
errors (2 points)
1-2 typographical errors (4 No typographical errors (5
points)
points)
Consistently-Appropriate
type of figure chosen (e.g.
pie chart vs. graph), titles
complete, source of data
present, and axes labeled.
(10 points)
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
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Page 15 of 21
Organization
(5 points)
Unclear flow of
Unclear flow of
presentation
presentation or
throughout
audience not able to
presentation (e.g.
follow presentation at
presents one topic then least once (2 points)
another and returns to
the first topic).
Audience not able to
follow logic of flow.
(1 points)
Clear, logical flow
throughout presentation but
presenter does not begin
presentation with outline (4
points)
Clear, logical flow
throughout presentation
and presenter provides
outline of presentation at
the beginning (5 points)
Overall
Total score and
comments
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
students’ needs.
Page 16 of 21
Student Name:______________________________________________
Date________________
Screening exercise
Category
Undeveloped
0
1
Applying screening More than 6 errors in
program criteria to classification or
a particular health rationale.
problem
2
Calculations of
screening
outcomes of a
hypothetical cohort
Developing
1
Adequate
2
Accurately classified the program Accurately classified the program to
to screen high risk women for
screen high risk women for chlamydia
chlamydia and explained rationale and explained rationale for classification
for classification by each criterion by each criterion with no more than 2
with no more than 6 errors
errors. If no information available for a
particular criteria
More than 4 calculations Correct answers for all but up to 4 Correct answers for all but up to 2
not completed correctly calculations
calculations
Proficient
3
Accurately classified the program to
screen high risk women for chlamydia
and explained rationale for classification
by each criterion. If no information
available for a particular criterion, stated
so.
Correct answers for all calculations.
Competency
Epi Concentration Competency #1: Given a particular health problem, determine the potential benefits and limitations of a screening program
MEAN SCORE_____ : A mean column score of >2 (for rows 1-2) required to attain this competency.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
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Page 17 of 21
Student Name:______________________________________________
Topic:___________________________________
Evaluator:_____________________________________ Date________________
Surveillance evaluation exercise
Category
Undeveloped
0
1
Description of
public health
importance of
disease under
surveillance
Discussion of public
health importance
incomplete and
(measures inaccurate/not
included or missing
references for data). (1
point)
2
Listing classes of
potential
stakeholders
Did not demonstrate
knowledge of what a
stakeholder is in
surveillance systems (1
point)
3
Describe the
Cannot demonstrate
purpose the system understanding of why
data are collected and
why they are used (1
point)
Developing
1
Discussion of public
health importance
incomplete or measures
inaccurate or not
included or references
incomplete (6 points).
Adequate
2
Proficient
3
Total grade points and how to
improve (grade points are in
parentheses)
Articulates public health
importance following CDC
Guidelines document and
includes measures to support
arguments about importance
but description not completely
clear. Includes complete
references for data (8 points).
Clearly and concisely
articulates public health
importance following CDC
Guidelines document and
includes accurate measures to
support arguments about
importance. Includes
complete references for data
(10 points)
Listing missing 3 -5
Relatively complete listing of Comprehensive listing of
major stakeholders (6
stakeholders but missing 1-2 classes of potential
points)
important classes of
stakeholders and assessment
stakeholders or no assessment of those who might have the
of which groups may have the strongest interest in the data
strongest interest in the data (8 (e.g. health care providers,
points)
patient care advocates, policy
makers, public health
professionals, etc) (10 points).
Description of why data Description of why data are
Clearly articulates why the
are collected and how
collected and how they are
data are collected and how
they are used partially used is adequate but not clear they are used (10 points)
present (6 points)
or missing an important point
(8 points)
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
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Page 18 of 21
4
Describe the
operation of the
system including
flowchart of data
Description of system or
flowchart missing or
more than 4 inaccuracies
(2 points)
Description of system or
flowchart present but 2 4 inaccuracies (12
points)
Description of system
adequate although either
missing an important step in
text or flowchart (16 points)
6
Description of how
patient
confidentiality is
maintained
Explanation of how
patient confidentiality is
maintained incomplete
and inaccurate (1 point)
Explanation of how
patient confidentiality is
maintained incomplete
or inaccurate (more than
1 error) (6 points)
Explanation of how patient
Clear explanation of how
confidentiality is maintained patient confidentiality is
mostly correctly but one
maintained (10 points)
inaccuracy or explanation not
clear (8 points)
7
List the 2-3 most
important and 2-3
least important
attributes for your
particular disease
and explain your
ranking
Did not list most
important and least
important attributes (1
point)
Listed most important
and least important
attributes but no
rationale for ranking (6
points)
Listed most important and
least important attributes but
rationale for ranking not clear
(8 points)
Listed most important and
least important attributes and
clearly explained ranking (10
points)
8
Summarize the
Did not list most
Missing strengths or
strengths and
strengths or weaknesses weaknesses (6 points)
weaknesses of the (1 point)
system with
regards to your
disease
Listed 2-3 strengths and
weaknesses of system but not
necessarily most relevant to
specific disease (8 points)
Listed 2-3 strengths and
weaknesses of system that are
most relevant to specific
disease (10 points)
5
Clear description of how
system functions including a
flowchart of how data moves
from patient/health care
provider to Florida
Department of Health (10
points)
Explanation of
Explanation of legal
Explanation of legal
Explanation of legal authority Clear explanation of legal
legal framework
authority incomplete and authority incomplete or mostly correct but one
authority including listing
within which
inaccurate (1 point)
inaccurate (more than 1 inaccuracy or missing a statue relevant state statutes and
surveillance system
error) (6 points)
or administrative code (8
administrative codes (10
operates
points)
points)
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
students’ needs.
Page 19 of 21
9
Quality of writing Unnecessarily wordy,
unclear writing or
incorrect use of
epidemiologic terms
throughout paper (1
point)
Incorrect use of 2 to 4
epidemiologic terms or
unclear or unnecessarily
wordy in parts of paper
(6 points)
Correct use of epidemiologic Correct use of epidemiologic
terms, writing usually clear
terms and writing clear and
but unclear in places or
concise throughout (10 points)
unnecessarily wordy in places
(8 points)
Competency
Grade
Grade (points listed in each cell)=
2
Epi Concentration competency #3: Describe and evaluate a surveillance system considering confidentiality and legal issues pertaining to the collection, use and
dissemination of data
MEAN SCORE_____ : A mean column score of >2 (for rows 1-8) required to attain this competency.
Calculations of
More than 4 calculations Correct answers for all but up Correct answers for all but up to 2
screening
not completed correctly to 4 calculations
calculations
outcomes of a
hypothetical cohort
Correct answers for all
calculations.
Competency
Epi Concentration Competency #1: Given a particular health problem, determine the potential benefits and limitations of a screening program
MEAN SCORE_____ : A mean column score of >2 (for rows 1-2) required to attain this competency.
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
students’ needs.
Page 20 of 21
Grade
Total points: _____ (6 points = 100, 5 points = 92, 4 points =84, 3 points = 76, 2 points= 68, 1 point= 60, 0 points=52).
PHC 6002 – Infectious Disease Epidemiology
Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon
students’ needs.
Page 21 of 21