2014|Student Guide
FUNDAMENTALS OF
INFECTIOUS DISEASES
This publication was made possible in part through the support provided by the United States
Agency for International Development (USAID). The opinions expressed herein are those of the
author(s) and do not necessarily reflect the views of USAID or the US Government. USAID
reserves a royalty-free nonexclusive and irrevocable right to reproduce, publish, or otherwise use,
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SEAOHUN One Health Course - Student Guide
Module: Fundamentals of Infectious Disease
Module Overview
This module fosters an understanding of the basic principles of
infectious disease in the context of One Health. The module will use a
One Health approach to examine various important zoonotic infectious
diseases of humans and animals and will help students understand the
fundamentals of infectious disease ecology and their impacts on
humans, animals and the environment. Key outcomes of the module are
the ability to:
 Describe and interpret fundamental concepts of selected
infectious diseases and how they affect the life of humans,
animals and environmental health.
 Understand how culture and tradition influence infectious
diseases.
 Use systems thinking in the context of infectious diseases.
 Communicate effectively on infectious disease topics.
There are nine sessions in this module:
440 Minutes
120 Minutes
60 Minutes
75 Minutes
90 Minutes
150–210 Minutes
120–180 Minutes
180 Minutes
60 Minutes
Module Agenda
Fundamental Concepts of Infectious Diseases
One Health Team Role-Playing Activity
Issues in Daily Life Related to Infectious Diseases
Human Impacts on Infectious Disease Transmission
Natural Disasters and Infectious Disease Role-Playing Activity
Culture and Traditions in the Local Community (Field Trip)
Developing a Systems Map for an Infectious Disease
Creating messages to Convey Infectious Disease Information
Learning Reflections and Evaluation
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Module: Fundamentals of Infectious Disease
Module Competencies
Competency #1
Describe the fundamental
concepts of infectious
diseases.
Competency #2
Interpret the fundamentals
of infectious diseases and
their impacts on daily life.
Learning Objectives to Develop Competency
Understand basic concepts related to infectious diseases and be able to:
 Describe the etiology and epidemiology of important infectious
diseases.
 Compare the pathology, pathogenesis, clinical manifestations,
and treatments of various infectious diseases.
 Apply fundamental concepts to develop a One Health approach
to the control and prevention of an infectious disease.
 Design a One Health approach for health promotion related to
infectious diseases at a community level.
Learning Objectives to Develop Competency
Use fundamental concepts of infectious diseases to be able to:
 Identify and classify the types of infectious diseases endemic in
a given area in humans and animals.
 Give examples of infectious diseases in humans and animals
and explain their effects on the daily lives of affected
populations.
 Analyze an infectious disease scenario influenced by a natural
disaster.
Competency #3
Learning Objectives to Develop Competency
Identify infectious disease
issues relating to culture
and traditional practices
(e.g., livestock, sanitation).
Understand problems associated with culture and beliefs, and values
and ethics that are related to infectious disease by being able to:
 Describe traditional livestock production practices and livestocktransmitted infectious diseases in a local area
 Understand how local cultural practices can influence the
emergence and transmission of an infectious disease
 Analyze an infectious disease problem and identify potential
solutions to conflicts with culture and traditional practices
Competency #4
Learning Objectives to Develop Competency
Integrate the respective
elements of fundamental
concepts of infectious
disease.
Understand systems thinking in relation to infectious diseases and use
it to:
 Describe the fundamental concepts for an infectious disease
and how they are related.
 Develop a transmission diagram that incorporates all
components of the “system” for an infectious disease,
including downstream effects.

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Describe how various stakeholders are involved in an
infectious disease and how they may be impacted by the
disease.
SEAOHUN One Health Course - Student Guide
Module Competency #5
Apply various
communication strategies in
writing, oral presentation
and role plays.
Learning Objectives to Develop Competency
Understand how to use available communication methods to
appropriately convey information about an infectious disease issue by
being able to:
 Effectively convey information about an infectious disease to
professionals and laypersons in a written communication.
 Describe the history, current epidemiology, pathology, treatment,
control and prevention of an infectious disease in an oral
presentation.
 Understand how to communicate with various stakeholders in a
role-play scenario of a newly emerged infectious disease to
effectively use and relay information.
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SEAOHUN One Health Course - Student Guide
FUNDAMENTAL CONCEPTS OF INFECTIOUS DISEASE
Learning Objectives:



Pre-Class
Assignment:

Describe the etiology and epidemiology of important infectious diseases.
Compare the pathology, pathogenesis, clinical manifestations and
treatment of various infectious diseases.
Apply fundamental concepts useful to develop a One Health approach
to the control and prevention of an infectious disease.
Read Article – Daszak, P., Zambrana-Torrelio, C., Bogich, T.L., et al.
Proc Natl Acad Sci U S A. 2013 Feb 26; 110 Suppl 1:3681–8. doi:
10.1073/pnas.1201243109. Interdisciplinary approaches to
understanding disease emergence: The past, present, and future drivers
of Nipah virus emergence. Article available free online at PubMed
Central: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3586606/
Pre-Work
Read: “Interdisciplinary approaches to understanding disease emergence: the past,
present, and future drivers of Nipah virus emergence.” Article available free online at
PubMed Central: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3586606/
Reading
Assignment
Overview of Key Terms and Concepts
Lecture
Key terms and concepts to know:
 Infectious diseases of medical and veterinary importance
 Concept of zoonotic diseases
 Biological classification of the causative agents
 Common nomenclatures
 Concepts of host–pathogen relationships
 Specific and non-specific clinical manifestations
 Cross reactivity between the agents
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Module: Fundamentals of Infectious Disease
Term
Definition
Pathogen
Infection
Carrier
Virulence
Latent
Reservoir Host
Prophylaxis
Classification of Organisms that Cause Infectious Disease
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Notes:
Bacteria
Virus
Fungi
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Module: Fundamentals of Infectious Disease
Protozoa
Helminths
Prions
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SEAOHUN One Health Course - Student Guide
Disease Triangle
Notes:
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Module: Fundamentals of Infectious Disease
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Infectious Disease: Interdisciplinary Approaches to Nipah Virus
Small
Group
Activity
“Nipah Virus Infection (NiV) is an emerging infectious disease of public health
importance in the South-East Asia Region. The virus is named after the Malaysian
village where it was first discovered. This virus along with Hendra virus comprises a new
genus designated Henipavirus in the subfamily Paramyxovirinae. Fruit bats of the genus
Pteropus have been identified as natural reservoirs of NiV. A sero-epidemiologic study
in Malaysia implicated four fruit bat species, Pteropus hypomelanus, P. vampyrus, Cynopterus
brachyotis, Eonycteris spelaea, and an insectivorous bat, Scotophilus kuhlii. Nipah virus has
been isolated from the brain and spinal fluid of victims in Malaysia. Infective virus has
also been isolated from environmental samples of bat urine and partially-eaten fruit in
Malaysia.”
What do you think?
 What is a reservoir of disease?
 What is Nipah virus and where did it first emerge?
 What are the pathological manifestations of Nipah virus in humans?
 What are the pathological manifestations of Nipah virus in other animals?
 What is meant by drivers of emerging infectious diseases?
 How did Nipah virus emerge from animal populations and infect humans?
 How does climate change relate to disease emergence?
 What strategies can help us predict future disease emergence?
 Describe how a One Health approach is important for understanding disease emergence.
Notes:
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Module: Fundamentals of Infectious Disease
Identifying Infectious Organisms
Practical laboratory session:
 Direct fecal examinations
 Thin and thick blood smears
 Bacterial culture and staining
Notes:
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Movie – Quarantine
Watch the movie thinking about:
 What type of infectious disease is described in the movie?
 What are the effects of the disease?
 How does the disease spread?
 What control measures are introduced?
 Are they effective?
Notes:
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Module: Fundamentals of Infectious Disease
Notes:
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ONE HEALTH TEAM ROLE-PLAYING ACTIVITY
Learning Objectives: 


Describe how various stakeholders are involved in an infectious disease
outbreak and how they may be impacted by the disease.
Use a role-play scenario to demonstrate how to communicate with various
stakeholders following an outbreak of a newly emerging infectious disease.
Design a One Health approach for health promotion related to infectious
diseases at the community level.
Components of Disease Management and Stakeholders
Lecture
Notes:
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Notes:
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Outbreak of an Unknown Infectious Disease
Role Play
Imagine an outbreak of a novel (“emerging”) zoonotic infectious disease. You know that
this disease is causing high fever, headache, and muscle aches in human patients, and
leads to neurologic disease causing death in 10% of human patients with this illness (i.e.,
“cases”) reported by local hospitals and clinics. You also have reports of undiagnosed
illness in cattle in the area, which have not yet been fully investigated. There have been
reports of some farmers sending sick animals to the slaughterhouse before death. People
in the village have also noticed an apparent increase in mortality of birds around town,
but it is not known if this is related to the human cases. The area has recently begun
clearing existing forest areas to make room for farmland. The following stakeholders are
involved:
Control agencies members:
 Veterinarian from World Organization
for Animal Health (OIE)
 Public health expert from Centers for
Disease Control (CDC)
 International health agency staff from
World Health Organization (WHO)
 Government officials – national and
local (e.g., district) levels
Community members:
 Farmers
 Local doctor and nurse at health clinic
 Local veterinarian
 Community member: shop owner
 Community member: raw food sales at market
 Community member: customer of the market
 Slaughterhouse workers
As a group of stakeholders you need to decide how to best work as a One Health team, what each
person’s role on the team will be, and then to develop a plan involving all members to investigate,
identify and respond to the emergency of the outbreak.
Your role during the role play will be:
You have 15 minutes to think about:
 What activities would be implemented in the community by the stakeholders to respond to the
disease?
 How do you think you are involved in transmission of this disease?
 How do you solve issues related to your role?
 What is each stakeholder’s responsibility?
 How should members of national or international health agencies work with local (e.g., district
level) health officials, and university experts, and how should they communicate to the local
community?
 How can local community members best work with members from outside agencies?
 What are the challenges and obstacles to working with all stakeholders to address the emergence
of the new disease?
 How can all members feel important and necessary as part of a One Health team trying to
improve the health of the local community?
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Module: Fundamentals of Infectious Disease
Notes:
What do you think?
 How did the team do?
 What did you learn about how to design a One Health approach?
 What did you learn about implementing stakeholder activities during an infectious disease
outbreak?
Notes:
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ISSUES IN DAILY LIFE RELATED TO INFECTIOUS DISEASES
Learning Objective:

Give examples of infectious diseases in humans and animals and explain
their effect on the daily lives of the affected populations.
Pre-Class
Assignment:

Personal Log of Daily Activities
Pre-Work
Complete a personal activity log for two or more days to record your daily activities and
how those activities may relate to the risk of transmission of an infectious disease.
Pre-work
SAMPLE ACTIVITY LOG
Hour
Activity
Infectious Disease Risk
7:00 Wake up, shower
Water Contamination
Drink glass of water
7:30 Prepare breakfast (eggs, toast, Foodborne disease, inadequate
milk)
cooking practices, eggs–particular
risk of Salmonella (if eggs
undercooked)
8:00 Travel to work/school
Contact with infected people (e.g.,
influenza) using public transport
Hour
PERSONAL ACTIVITY LOG
Activity
Infectious Disease Risk
0:00
1:00
2:00
3:00
4:00
5:00
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6:00
7:00
8:00
9:00
10:00
11:00
12:00
13:00
14:00
15:00
16:00
17:00
18:00
19:00
20:00
21:00
22:00
23:00
Additional Observations:
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Infectious Disease and Daily Life
Daily activities for:
Lecture
Individual:






Food preparation
Eating and serving food
Care of pets
Interaction with other
animals
Personal hygiene
Interaction with other
people
Family:






Sharing meals and food
preparation
Care of children and
elders
Cleaning
Celebrations
School
Funerals
Community:




Food markets
Restaurants and catered
events
Gatherings – religious,
celebrations, school,
lectures
Theater
Notes:
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Module: Fundamentals of Infectious Disease
Interview About Issues in Daily Life Related to Infectious Disease
Choose a family member or friend from your local community and interview them
about their daily life activities and knowledge of how those activities might relate to
transmission of infectious disease. Record their answers to the questions below and
add any other questions appropriate to your family or local community.
Start by explaining to the person you will interview that you are taking a class on
One Health and you are studying ways that normal activities in daily life can relate to
the spread of infectious diseases. Tell them that you have already made a log of your
own daily activities and would like to ask them questions about their activities and
knowledge of infectious diseases. Before starting, you can answer any questions the
interviewee may have about what you mean by infectious diseases or how they
spread.
Name of Interviewee:
__________________________________________
Date of Interview:
__________________________________________
What meals are usually prepared in the home on a daily basis? Who is involved in the cooking?
How do you usually serve food prepared at home?
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How do you store food in your home? Ask more specifically about raw meats, vegetables, milk and eggs.
What meals do you and your family eat in a restaurant?
How do you think food preparation and serving may relate to spread of infectious diseases? Explain what
you mean by infectious disease to the interviewee, if needed.
Are you aware of any specific diseases that may be transmitted by food?
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Module: Fundamentals of Infectious Disease
What household cleaning or hygiene activities do you usually perform on a regular basis? Who is
responsible for most of the cleaning in your home?
Do you know of any ways that cleaning activities or food storage practices could relate to spread (or the
prevention) of infectious diseases?
Do you have children in your home? Who usually cares for the children?
Do you have pets in your home or livestock on your property? Who usually cares for pets or livestock?
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Are you aware of any infectious diseases that may spread from animals to people during routine
interactions?
What activities do you usually do in the community on a regular basis? Think of buying food at a market
or grocery store, attending school, going to work, religious activities, group gatherings, etc.
Can you think of any ways that you could personally be at risk for an infectious disease during one of
these activities?
What animals, including pets, livestock or wildlife are present in your community? Where are these
animals located?
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Module: Fundamentals of Infectious Disease
How can animals present in the community be involved in the spread of infectious disease? Can you think
of any specific diseases that are spread from animals to people?
Additional Questions/Observations:
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HUMAN IMPACTS ON INFECTIOUS DISEASE
TRANSMISSION
Learning Objectives:


Give examples of infectious diseases in humans and animals and explain
their effects on the daily livees of affected populations.
Understand how local cultural practices influence the emergence and
transmission of an infectious disease.
Analyze an infectious disease problem and identify potential solutions to
conflicts with culture and traditional practices.
Human Impact
Lecture
Notes:
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Module: Fundamentals of Infectious Disease
Human Ecology and Human-Related Change to the Environment
Please read the paper below and plan to discuss in a small group.
Murray, K.A., and P. Daszak. Human ecology in pathogenic landscapes: two hypotheses
Small Group on how land use change drives viral emergence. Curr Opin Virol. Feb 2013; 3(1): 79–83.
Activity
Complete article available online at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3713401/






Notes:
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What is meant by human ecology?
How can human-related (anthropogenic) changes to the landscape result in
disease emergence?
What are some local cultural, traditional or livestock husbandry practices that
may result in infectious disease?
How do human activities resulting in a local change in land use impact the global
system?
What are some human impacts that can result in disease emergence?
How can we advocate for a One Health approach to deal with human-influenced
impacts on disease transmission, including land use change, culture, traditions
and livestock practices?
SEAOHUN One Health Course - Student Guide
NATURAL DISASTERS AND INFECTIOUS DISEASE
ROLE-PLAYING ACTIVITY
Learning
Objectives:

Analyze an infectious disease scenario influenced by a natural disaster.

Describe how various stakeholders are involved in the infectious disease and
how the disease may have impacts on them.
Pre-Class
Assignment:

Read Article – Chaturongkasumrit Y., et. al. Microbiological evaluation of
water during the 2011 flood crisis in Thailand. Sci Total Environ. 2013 Oct
1;463-464:959-67. Abstract available at:
http://www.ncbi.nlm.nih.gov/pubmed/?term=23872186
Homework
Read, Chaturongkasumrit et al. “Microbiological evaluation of water during the 2011 flood
crisis in Thailand” and think about how various stakeholders are impacted by infectious
diseases during natural disasters.
Reading
Assignment
Review the WHO Fact Sheet on Leptospirosis.
The Flood!
Role Play
It is October of 2011 and severe flooding has affected your community in Thailand. Many
people have been impacted by flooding in their homes, schools, places of work, and farmland.
Increasing cases of undiagnosed febrile illness have occurred in humans in the community,
and leptospirosis is suspected as a possible diagnosis. Disease is also being reported in
livestock and pets in the community, but has not yet been investigated as the immediate focus
has been on human safety during the crisis. As the flood waters recede, the community needs
to work together to determine the cause of the illness in humans and animals.
Roles:
Community
Members
Farmer
Patient
You are a member of the community who lives and works there. You interact
with other community members on a daily basis and have heard of people who
have experienced a febrile illness but don’t know the cause.
You own a cattle farm in the rural area outside of the community affected by the
flooding. Your pregnant cattle have recently experienced some abortions. You
have noticed numerous rats seeking refuge on your farm and in your animal
enclosures to get away from flooded areas.
You developed a high fever and muscle aches several days ago after wading
through water in a flooded area. The illness progressively worsened and you are
seeking medical attention at the local hospital.
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Doctor
You work at the local hospital and have recently seen more patients with severe
febrile illness, which you have not yet diagnosed.
Veterinarian
You work at a clinic that provides medical care to pets and livestock in the
community. You have received calls regarding disease in livestock and have also
seen dogs with hepatic disease and jaundice.
Public Health
Specialist
You work on disease investigations and are called to the community to
investigate multiple cases of an unknown febrile illness and are tasked with
developing a plan for management.
Environmental
Health Officers
As a result of the flooding, you are called to the community to assess flood
damage to the local environment.
Prepare for the role play by thinking about:
 How you would feel and what you would do in this situation?
 How would you interact with members of the community to try to solve this health problem?
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Debriefing / Discussion
 How did you feel as the person in your assigned role?
 How well did your group of stakeholders interact in this situation?
 What problems or obstacles did you face?
 Give an example of how the opinions or values of different roles conflicted with each other.
 How did a natural disaster make investigation of the problem more difficult?
 What factors make leptospirosis a complicated disease to address during an outbreak?
 Why could leptospirosis have occurred as a result of the flooding?
 Do you think your group was able to find a way to address the problem of a leptospirosis
outbreak in the community?
 Are there ways different stakeholders could interact in a more effective way to address the
problem of an outbreak of infectious disease during a natural disaster?
Notes:
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Notes:
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CULTURE AND TRADITIONS IN THE LOCAL COMMUNITY
(FIELD TRIP)
Learning Objectives:




Pre-Class
Assignment:

Identify and classify the types of infectious diseases influencing human
and animal health in a given area.
Describe traditional livestock production practices and livestocktransmitted infectious diseases in the local area.
Understand how local cultural practices influence the emergence and
transmission of an infectious disease.
Effectively convey information about an infectious disease to
professionals and laypersons in a written communication.
Read Article on Website – Traditional Asian Health Beliefs and Healing
Practices
Homework
Pre-work
Prepare for your field trip by going to the website Dimensions of Culture and reading
about “Traditional Asian Health Beliefs & Healing Practices” at
www.dimensionsofculture.com/2010/10/traditional-asian-health-beliefs-healingpractices/
Culture and Tradition in the Local Community - Field Trip Notes
Location:
___________________________________
Date: _________________
During the field trip take notes on any cultural or traditional practices you observe
and answer the following questions:
What are the cultural practices that you observe?
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What population are you observing?
What animals are present? Pets? Livestock?
What livestock husbandry practices are used?
How are pets treated and cared for in the community?
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What is the ecosystem in and around the community?
What factors related to the humans, animals, and their environment could impact infectious disease
transmission?
How have infectious diseases influenced local culture or practices?
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What is the direct impact of infectious diseases on the families and the community (economic impact,
loss of time, etc.)?
What is the indirect impact of infectious diseases to the family and community (economic impact, loss
of time, etc.)?
What is the impact of culture on the families and the community when a member of a family or
community suffers from an infectious disease?
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General Observations and Additional Notes:
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Module: Fundamentals of Infectious Disease
Debrief and Concluding Remarks
Based on your readings and your new-found knowledge of the community, share your general
observations and discuss the following questions:
 What is meant by culture and traditional practices?
 Describe culture and beliefs in the local area of the field trip.
 What are traditional practices observed in this community?
 What are examples that you observed of how culture can play a role in the transmission of
infectious diseases?
 What are examples of traditional livestock production? Did you observe any of these in the
community? How could these practices impact on infectious disease transmission?
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DEVELOPING SYSTEMS MAPS FOR INFECTIOUS
DISEASES
Learning
Objectives:



Pre-Class
Assignment:

Develop a transmission diagram that incorporates all components of
the ‘system’ for an infectious disease, including downstream effects.
Describe how various stakeholders are involved in an infectious
disease and how they may be impacted by the disease.
Describe the fundamental concepts for an infectious disease and how
they are related.
Read Article –
Zinsstag, J. and E. Schelling. From “one medicine” to “one health” and
systemic approaches to health and well-being. Prev Vet Med. Sep 1, 2011;
101(3-4): 148–156.
Article available online at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3145159/
Read Fact Sheet –
WHO Avian Influenza Fact Sheet
Preparatory work
Pre-work
Prior to the session, read the following documents:
 Zinsstag, J. and E. Schelling. From “one medicine” to “one health” and systemic
approaches to health and well-being. Prev Vet Med. Sep 1, 2011; 101(3-4): 148–156.
 WHO Avian Influenza Fact Sheet
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Systems Thinking
Nourish Food System Map
Source: www.nourishlife.org
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Creating a Systems Map for an Infectious Disease
Create a systems map for avian influenza. In creating your map:
 Put your central idea or concept in the middle.
 Use connecting lines and arrows to show interrelated part of the system.
 Organize the map into related areas (could be human, animal, environment for an infectious
disease).
 Use colors to differentiate related areas.
Avian Influenza
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Notes:
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CREATING MESSAGES TO CONVEY INFECTIOUS DISEASE
INFORMATION
Learning Objectives:


Effectively convey information about an infectious disease to
professionals and laypersons in a written communication.
Describe the history, current epidemiology, pathology, treatment,
control, and prevention of an infectious disease in an oral presentation.
Communicating About Infectious Diseases
Lecture
Source: cdc.gov
Notes:
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Creating a Message about an Infectious Disease
Small Group
Activity
Select a disease and write a comprehensive message to be delivered orally, aimed at the
community to convey information about the disease. Make sure your message covers:
 General information about the disease outbreak, agent, background, etc.
 Impact of this disease on human and animal health
 Remember to use language appropriate for audience
 Economic impact of the disease
 Important points about the epidemiology, symptoms, pathology related to
disease
 Effective measures for prevention and control of the disease
 Measures for proper treatment
 Appropriate community activities to mitigate the effects of the disease
Be prepared to present your message to the class.
Message:
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What feedback did you get about the message after your presentation? How would you improve your
message and presentation?
Source: www.paho.org
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LEARNING REFLECTIONS AND EVALUATION
LECTO
Learning Objectives:


Reflect on your learning in the Fundamentals of Infectious Disease module.
Provide feedback on what you believed to be the strengths of the module and which areas in the
module could be improved.
Source cdc.gov
Evaluate/
Create
How would you rate your level -- from understanding to being
able to apply to being able to evaluate and create -for the Fundamentals of Infection Disease competencies:
Apply
Individual
Learning
Assessment
Understand
Self-Evaluation
Identify problems relating to culture and traditional practices (e.g.,
livestock, sanitation).
Interpret the fundamentals of infectious diseases and the impact
of daily life.
Identify problems relating to culture and traditional practices (e.g.,
livestock, sanitation).
Integrate the respective elements of fundamental concepts of
infectious disease.
Apply various communication strategies in writing, oral
presentation and role plays.
Write down two or three things that you learned from the session. Think about:
 What was new or surprising to you?
 What have you changed your mind about?
 What are you still unsure about?
 What was interesting to you/what would you like to study in more detail?
 Are there new behaviors that you will try based on this class?
 What topics from the class will you share with others outside the class?
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Module: Fundamentals of Infectious Disease
Notes:
Sharing the Learning
Small Group
Discussion
Notes:
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In a small group, share:
 Your key learnings from the module.
 How you will apply the concepts, knowledge, skills you gained from the module.
SEAOHUN One Health Course - Student Guide
RESOURCES FOR STUDENTS
Included in the Resource Folder
Chaturongkasumrit. Y., P.Techaruvichit, et al. (2013). Microbiological evaluation of water during the
2011 flood crisis in Thailand. Science Total Environment. October 1 (463–464). Abstract retrieved on
December 1, 2013, from: http://www.ncbi.nlm.nih.gov/pubmed/?term=23872186.
Cleveland S., Haydon, D.T., and Taylor, L. (2007). Overviews of Pathogen Emergence: Which
Pathogens Emerge, When and Why? Current Top Microbiology Immunology. 315(85–111). Abstract
retrieved on December 1, 2013, from:
http://link.springer.com/chapter/10.1007%2F978-3-540-70962-6_5#page-1.
Daszak, P., Zambrana-Torrelio, C., and Bogich, T. L. (2012). Interdisciplinary approaches to
understanding disease emergence: The past, present and future drivers of Nipah virus emergence.
Proceedings of the National Academy of the United States of America. Retrieved on December 1, 2013, from
http://www.pnas.org/content/110/Supplement_1/3681.full.
Dimensions of Culture. (n.d.) Traditional Asian Health Beliefs and Healing Practices. Retrieved on
December 1, 2013, from: http://www.dimensionsofculture.com/2010/10/traditional-asian-healthbeliefs-healing-practices/.
World Health Organization (WHO). (n.d.) Avian Influenza Fact Sheet. Retrieved on December 1, 2013,
from www.who.int/mediacentre/factsheets/avian_influenza/en/.
World Health Organization (WHO). (n.d.) Lepstosprisosis Fact Sheet. Retrieved on December 1, 2013,
from http://www.searo.who.int/about/administration_structure/cds/CDS_leptospirosisFact_Sheet.pdf.
World Health Organization (WHO). (n.d.) Nipah Virus Infection Fact Sheet. Retrieved on December 1,
2013, from: http://www.searo.who.int/entity/emerging_diseases/links/CDS_Nipah_Virus.pdf.
Zinsstag, J., Schelling, E. and Waltner-Towes, D. (2011). From “One Medicine” to “One Health” and
systemic approaches to health and well-being. Preventive Veterinary Medicine. 101(148–156). Retrieved
from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3145159/.
Additional Resources
Dipiro, J.T., R.L. Talbert, and G.C. Yee. (2011) Pharmacotherapy: A Pathophysiologic Approach, 8th ed. United
States: McGraw-Hill Companies, Inc.
Barrett, M.A., and S.A. Osofsky. (DATE) One Health: Interdependence of People, Other Species and
the Planet. Section 4 Public Health. 364–377.
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Farone, T.S. Incorporating the one-health concept into undergraduate education. J Am Vet Med Assoc.
2011 Dec 1; 239(11):1406–7.
Kahn, L.H. (2013).One Health concept for the 21st century. 1st International Symposium Biosafety and
Biocontainment 2013, 49p.
Kahn, Laura H. et al. (2008). Teaching “One Medicine-One Health.” The American Journal of Medicine.
121(2008) 169–170.
Murray, K. and P. Daszak. (2013). Human Ecology in Pathogenic Landscapes: two hypotheses on how
land use change drives viral emergence. Current Opinion in Virology 3:1 (79–83).
Raizenne, M. (2013). One Health Leadership Experience. Centre for Food-Borne, Environmental and
Zoonotic Infectious Diseases, Public Health Agency of Canada.
Conrad, P.A. et al. Evolution of a transdisciplinary ‘‘One Medicine–One Health’’ approach to global
health education at the University of California, Davis. Preventive Veterinary Medicine 92 (2009) 268–
274. Available online at:
http://mwqdesign.com/ionehealth/wpcontent/uploads/2012/08/Dr.Conradspublication.pdf
Websites
CDC. Photo Quiz. Emerging Infectious Disease Journal. 19(2011) Website at:
http://wwwnc.cdc.gov/eid/articles/photo-quiz.htm
International Society for Infectious Diseases. Website at http://www.isid.org.
National Institute of Health. NIH Curriculum Supplement: Understanding Emerging and Re-Emerging Infectious
Diseases. Website at: http://www.ncbi.nlm.nih.gov/books/NBK20370/.
ProMED Infectious Disease Reports: http://www.promedmail.org.
World Health Organization: Ethics and Infectious Disease. Website at: at
www.who.int/bulletin/volumes/86/8/08-056242/en/.
World Health Organization: South-East Asia Journal of Public Health. Available free online at
http://http://www.searo.who.int/publications/journals/seajph/en/.
World Health Organization: Zoonoses. Website at: http://www.who.int/zoonoses/diseases/en/.
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