Section | Name | Description |
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Module 1: Lesson 1: Lessons from Previous and Current Pandemics | Read the content under the heading "Contagious & Infectious". (1 minute) Merriam-Webster, Inc. |
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Read the entire page. (2 minutes) Everyday Health |
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Read the entire page (Phases 1 to 6, Post peak period, and post pandemic period). (5 minutes) WHO |
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Read the content under the headings "2. Syndemic theory," and "3. Evidence of the syndemic nature of the SARS-CoV-2 pandemic." (16 minutes) Elsevier |
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Read the content under the headings "2.2: Influenza Pandemic: Environments and Behaviors," and "3.2: Coronavirus Pandemic: Environments and Behaviors." (20 minutes) NCBI |
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Read the entire page. (4 minutes) Princeton University |
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Read the entire page. (4 minutes) CDC |
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Read the entire page and watch the video. (7 minutes) Gavi, The Vaccine Alliance |
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Read the content on pages 25-27. (8 minutes) WHO - 2018 |
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Watch the video from 37:10 to 41:45 (5 minutes) UC San Diego-2020 |
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Read the entire page. (5 minutes) The Lancet-2021 |
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Read the content under the section "21st Century Challenges in the Caribbean" on pages 13-14 and "Section III - Why Use One Health?" on pages 40-42. U.W.I.-2017 |
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Read the content on pages 22-28. U.W.I.-2016 |
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Read the content under the headings "Human and Animal Interface," "Human and Environment Interface," and "Importance of One Health approach for COVID-19." (12 minutes) NCBI |
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Module 2: Lesson 1: Public Health Systems and Agencies | Read the content under the headings "The policy context of a major crisis" on pages 2-4 and "Strategic insights for policy and governance" on pages 17-18. (13 minutes) OECD |
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Read all the slides. (5 minutes) CDC |
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Read the content from the heading "Importance of Robust Public Health Structure" to the end of the article. (7 minutes) Pan American Journal of Public Health-2020 |
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Click on the profiles for Netherlands, Israel, and Taiwan, and read the content under the subheading "Role of government," including the diagrams showing the organization of the healthcare system. The Commonwealth Fund |
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Read the all the content from the heading "Educate and Communicate" to the end of "Pandemic Planning." (8 minutes) NCBI |
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Read the content under the heading "Introduction" on pages 1-2. PAHO-2021 |
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Read the content under the heading "Introduction" and "Discussion" of the article. (12 minutes) SpringerNature |
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Read the content under the heading "2. Health Sector Overview" on pages 1-3. (7 minutes) World Bank |
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Read the entire webpage. (5 minutes) WHO |
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Read the content under the heading "Roles of primary health care in health emergencies" and "Primary health care and health emergencies: opportunities for action" on pages 4-23. (36 minutes) World Health Organization |
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Read the entire webpage. (11 minutes) US National Library of Medicine |
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Read the content under the heading "4. Challenges for International Cooperative Responses to Pandemic Threats" and "5. Patterns of International Policy Responses to Infectious Disease Outbreaks and Pandemics". (12 minutes) ResearchGate |
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Read the entire article (11 minutes) BMJ-2021 |
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Watch the entire video. (83 minutes) The University of Queenland |
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Module 2: Lesson 2: Pandemic Preparedness and Response | Read the content under the heading "3. The Economics of Infectious Disease and Pandemics". (5 minutes) ResearchGate |
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Read the content in the Introduction under the heading "Legal and Ethical Preparedness for an Influenza Pandemic." (2 minutes) Journal of Medical Internet Research |
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Read the content under the headings "Background" and "Discussion." (21 minutes) BMC |
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Read the content under the headings "Discussion", and "Conclusions." (7 minutes) SpringerNature |
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Read all the content from the heading "Leadership and Governance" to the end of the article. (8 minutes) The American Journal of Tropical Medicine and Hygiene |
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Read the entire article. (11 minutes) European Commission |
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Read the content under the headings "Sub-Saharan Africa preparedness for COVID-19" and "Sub-Saharan Africa response to COVID-19" including "Table 1." (13 minutes) NCBI |
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Read the content on pages 25-27. (8 minutes) WHO-2018 |
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Read the content from the heading "Adequately designed primary health care" up to "Conclusion." (22 minutes) SpringerNature |
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Read the content under the heading "Challenges and Recommendations for SIDs." (15 minutes) Pan American Journal of Public Health-2020 |
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Read the entire article. (25 minutes) SpringerNature |
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Read the entire article. (26 minutes) Sage Journals |
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Read the entire article. (11 minutes) SpringerNature |
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Read the entire webpage. (12 minutes) Indian Journal of Community Medicine |
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Read the content under the headings "South Korea's Successful Three-Phased Response to COVID-19" and "Why the U.S. and U.K. Failed to Tackle the COVID-19 Pandemic?". (7 minutes) ICU Management Journal Library |
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Read the entire webpage. (15 minutes) The Lancet Journal |
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Read the content on pages 4-15. (20 minutes) PAHO |
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Read the sections "Planning and Preparedness," "Response," and "Pandemic Specific Response Arrangements" on pages 9-17. (20 minutes) London Resilience Partnership |
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Read the entire document up until the heading "National Governments' Responsibility to Protect their own People and Play their Part in Protecting Humankind by Implementing the International Health Regulations". (34 minutes) The National Academies Press |
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Read the content under the heading "Towards a policy coherence roadmap for a sustainable and inclusive recovery". (60 minutes) The Organisation for Economic Co-operation and Development |
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Module 3: Lesson 1: Viral Mutation in Pandemics | Read the entire page. (4 minutes) CDC |
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Read the content under the heading "Discussion." (7 minutes) NCBI |
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Read from the beginning of the page up until the heading "WHO risk assessment" (9 minutes) WHO-2020 |
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Read the content and watch the video under the headings "What causes a virus to change to a new variant?" and "What impacts do the new variants of the COVID-19 virus have on vaccines?". (5 minutes) WHO |
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Module 3: Lesson 2: Progression of Pandemics | Read the content under the heading "Findings" up until "Bacteria: Broad-Spectrum Antimicrobials Limit Pandemic Potential of Pathogens." (8 minutes) NCBI |
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Read the entire page until the heading "Approved Treatments." (8 minutes) CDC |
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Read the sections on the page: Abstract and Zoonotic Disease Emergence, and Human Animal Interface. (11 minutes) |
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Read the page. (4 minutes) |
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Read the content from the heading "Introduction" on page 1 up until the heading "Comparison with other pathogenic coronaviruses" on page 7. (30 minutes) BMJ-2020 |
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Watch the video from 21:35 to 24:25 and 30:25 to 37:05. (10 minutes) UC San Diego-2020 |
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Read the entire article. (23 minutes) James M. Hughes, Section Editor and Mary E. Wilson |
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Read the content under the headings "Introduction" and "Discussion". (8 minutes) Journal of Medical Internet Research |
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Read the first 2 introductory paragraphs and the content under the heading "Discussion." (12 minutes) CDC |
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Read the content under the heading "Discussion." (7 minutes) NCBI |
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Module 4: Lesson 1: Pandemic Screening Programs and Testing Assays | Watch the entire video. (5 minutes) WHO |
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Read the content under the heading "Critical Areas for Consideration" up until the subheading "Role of Government and Public-Private Entities in Expanding POC Testing" on pages 7 - 12. (18 minutes) The National Academies of Sciences, Engineering and Medicine |
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Read the content under the heading "Challenges to diagnostic preparedness." (16 minutes) US National Library of Medicine |
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Read the content under the heading "I. Introduction", "II. Process", "III. Context: The Politics of Surveillance", "IV. Inequalities in Health", "V. Challenges in Governance", and ""VI. Data Protection. (40 minutes) The Social Science Research Council |
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Read the entire article. (37 minutes) Bioethics |
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Read the content under the heading "Introduction", "Stochastic model for controlled testing", "Results", and "Discussion". (30 minutes) Scientific Reports |
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Read the entire webpage. (13 minutes) The BMJ |
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Read the entire document. (12 minutes) Center for Disease Control and Prevention |
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Watch the video from 9:00 to 11:15. (3 minutes) UC San Diego |
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Module 4: Lesson 2: Epidemiologic Surveillance for Pandemics | Watch the video under the heading "Webinar" from time 7:15 to 14:00. (7 minutes) Center for Disease Control and Prevention |
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Read the content under the heading "Introduction", "The Use of Surveillance Systems", "Opportunities to Enhance the Effectiveness of Surveillance Systems", and "Conclusions". (29 minutes) Annual Review of Public Health |
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Read the content under the heading "Essential surveillance for COVID-19" and Table 1. Type of Surveillance and Surveillance Sites for COVID-19 on pages 2-4. (10 minutes) World Health Organization |
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Read the entire webpage. (8 minutes) Center for Disease Control and Prevention |
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Read the content under the heading "Introduction", "Results", and "Conclusion". (33 minutes) Journal of Infection and Public Health |
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Module 5: Lesson 1: Infectious Disease Modelling | Read the content under the heading "What makes modeling efforts successful: past examples." (16 minutes) The Lancet |
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Read the content under the heading "The role of modeling in current pandemic response policy." (6 minutes) Public Library of Science |
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Watch the entire video. (4 minutes) WHO |
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Read the entire article. (12 minutes) JAMA Network |
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Read the content under the heading "Models in Pandemics." (23 minutes) British Medical Journal |
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Read the content under the headings "1. Introduction," "2. Current role and potential opportunities for modeling in public health decision-making," and "Linking model results to public health policy around infectious diseases. (11 minutes) NCBI |
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This model was developed by modelers at the Imperial College of London. If you have time, you may explore the model by adjusting different parameters and observing how the predicted outcomes vary to enhance your understanding of how mathematical models can be used during pandemics. ExploSYS GmbH |
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Module 6: Lesson 1: Pandemics and Vaccine Development | Read the entire page. (6 minutes) WHO |
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Read the entire webpage. (6 minutes) U.S. Department of Health and Human Services |
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Click on the headings "How does a vaccine work?" "How do vaccines protect individuals and communities?" "Who can get vaccinated?" and "What is in a vaccine?". (6 minutes) WHO |
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Read the entire webpage. (3 minutes) Gavi Vaccine Alliance |
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Click on the headings "How are vaccines developed and tested?" and "How does WHO help ensure vaccine safety?". (3 minutes) WHO |
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Read the content under the heading "6. Study designs" on pages 18-22. (18 minutes) World Health Organization |
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Read the content from the heading "How safe are the COVID-19 vaccines?" on Slide 9 until the end of Slide 15. WHO - 2020 |
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Read the content under the heading "Abstract" and "Discussion". (8 minutes) PLOS Biology |
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Read the introductory content and the content under the headings "Results" and "Discussion." (12 minutes) Oxford Academic |
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Read the content from "Table 4. Key considerations to implement best practice for mass vaccination campaigns" on page 6 to the end of page 7. (9 minutes) WHO |
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Read the content from the heading ¨Introduction¨ including Table 1. Values Framework, ¨Why a Values Framework?¨, ¨Orientation to the Framework¨ and ¨From Values to Priority Groups¨ on pages 3, 4,5, 8, and 9. (16 minutes) WHO |
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Click on different countries in the table titled "Trials & Approvals by Country" to learn which vaccines have been approved for use in different countries globally. McGill University |
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Module 6: Lesson 2: Vaccine Hesitancy, Acceptance, and Uptake | Read the content under the heading "Section 3B: Scope" up until the heading "Section 3E: Models of Vaccine Hesitancy: Vaccine Hesitancy Determinants" on pages 8-11. (7 minutes) The SAGE Vaccine Hesitancy Working Group |
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Read the entire document. (12 minutes) The SAGE Vaccine Hesitancy Working Group |
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Read the content on pages 10-18. (15 minutes) PAHO-2020 |
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Read the entire presentation. (6 minutes) WHO |
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Read the Flow Diagram (6 minutes) WHO-2021
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Read the content under the headings “Is all the information published in social media true?”, “Where can I find accurate information on vaccines?”, “What are anti-vaccination movements?” “What are the main doubts raised by anti-vaccination groups and
what are the facts?” “How can risk aversion be overcome?”, “What are the facts about the development of the COVID-19 vaccines?” and “Why trust in the safety of the vaccines? (18 minutes) PAHO-2021
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Read the entire article. (31 minutes) US National Library of Medicine |
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Module 7: Lesson 1: Legal Restrictions and COVID-19 | Read the paragraph under the heading "They put people at the centre and produce better outcomes" on page 2, the box titled "Spotlight: Human Rights at the Frontline in the Fight Against COVID-19" on page 4, and the content under the heading "Six key human rights messages" on pages 7-17. (30 minutes) United Nations |
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Read the content under the headings "Impact of coronavirus on media freedom" on pages 2-3 and "Wider implications of media freedom restrictions" on page 5. (5 minutes) European Parliament |
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Read the entire webpage. (8 minutes) United Nations |
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Read the entire document. (32 minutes) European Parliament |
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Module 7: Lesson 2: Ethical Issues in Pandemic Response | Read the entire article. (33 minutes) Springer Nature |
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Read the content under the headings "7. Obligations related to medical interventions for the diagnosis, treatment, and prevention of infectious disease" on pages 28-29 and "9. Emergency Use of Unproven Interventions Outside of Research" on pages 35-37. (12 minutes) WHO |
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Read the entire article. (8 minutes) Elsevier |
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Read the content from under the heading "Research" on pages 4-7. (8 minutes) PAHO |
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Read the content under the headings "Abstract" and "Responsibility of governments: balancing individual rights and the collective good." (10 minutes) Scandinavian Journal of Public Health |
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Read from the heading "3. What is the basis for deciding who should have priority access to scarce resources?" to the end of the page. (10 minutes) WHO |
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Read the entire article. (24 minutes) NCBI |
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Read the entire document. (4 minutes) PAHO |
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Read the content from the heading "II. Use of existing research repositories for public health activities" until the heading " V. Conclusion." (17 minutes) Oxford Academy |
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Read the content under the heading "Ethical Values for Rationing Health Resources in a Pandemic", "Who Gets Health Resources in a Covid-19 Pandemic?", "Implementing Rationing Policies", and "Conclusions". (15 minutes) The England Journal of Medicine |
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Read the content under the heading "Introduction", "Results", and "Conclusions". (20 minutes) US National Library of Medicine |
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Module 8: Lesson 1: Effective Public Health Communication for Different Audiences | Read the content under the headings "I. Key Concepts of Risk Communication" on pages 1-2 and "II. Overall Communication Goals for a COVID-19 Outbreak" on page 3. (7 minutes) PAHO/WHO |
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Read the entire article. (22 minutes) Organisation for Economic Co-operation and Development |
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Read the content under the headings "Abstract" and "Pandemic communications: foundations and recommendations." (31 minutes) Humanities & Social Sciences Communications |
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Read the content on pages 45-56. (23 minutes) PAHO |
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This resource provides a list of activities that should be performed in developing an effective risk communication strategy for a public health crisis. If you have time, please review the steps outlined in this list to understand the components of a national risk communication plan. (13 minutes) PAHO/WHO |
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Module 8: Lesson 2: Advocacy During Pandemics | Read the entire article. (15 minutes) Taylor & Francis Online |
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Read the content under the headings "Advocacy to increase vaccine acceptance" and "Conclusion." (3 minutes) Taylor & Francis Online |
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Read the entire document. (6 minutes) WHO |
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Read the content under the heading "7.5 Steps for effective humanitarian health advocacy." (21 minutes) WHO |
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This page provides an overview of a campaign in Barbados to advocate for mental health and well-being during a health crisis such as the COVID-19 pandemic, and destigmatize mental health services. If you have time, please review this summary. (3 minutes) PAHO |
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Module 9: Lesson 1: Pandemics and Population Vulnerability | Watch the video from minutes 21:20 to 27:30 and from 37:00 to 44:20. (14 minutes) Center for Advanced Studies - South Eastern Europe |
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Read the entire webpage. (19 minutes) The BMJ |
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Read the content under the heading "Introduction", "Age, Morbidity, and Biology", and Social Contact, Living Arrangements, Socioeconomic Status, and Age". (12 minutes) Public Policy & Aging Report |
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Read the content under the heading "Introduction", "Findings", and "Discussion". (28 minutes) Global Health Promotion |
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Read the content under the heading "Health Effects and the Socioeconomic Impact of COVID-19 and its Containment Measures" on pages 7-12. (12 minutes) World Health Organization |
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Read the entire article. (11 minutes) AJPM |
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Read the content under the heading "Abstract," "Introduction," and "Conclusion." (11 minutes) World Journal of Psychiatry |
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Read the content under the heading "Vulnerable Population." (4 minutes) International Journal of Caring Sciences |
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Read the content under the heading "Challenges for health systems and for access to healthcare for women, children, and adolescents." on pages 6 to 9. (11 minutes) UNICEF |
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Read the content from the heading "Ethnic Disparities" up until the heading "Limitations." (22 minutes) World Journal of Psychiatry |
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Module 9: Lesson 2: Strategies for Health Equity | Watch the entire video. (4 minutes) Sustainability Science Education |
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Read the content in "Chapter 1: Understanding Systems Thinking" on pages 1-5. (14 minutes) Himmelfarb Health Sciences Library: The George Washington University |
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Read the content under the headings "How Systems Approaches can Help" and "Conclusions." (12 minutes) NCBI |
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Read the content under the heading "Systems thinking and complexity," "Systems thinking and public health," and "Systems thinking and public health ethics" up until the subheading "What public health ethics can do for systems thinking." (26 minutes) SpringerNature |
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This resource provides step-by-step examples of applying a systems thinking approach to four (4) different healthcare-related problems in "Chapter 9: Putting It All Together: Case Scenarios" on pages 90-104. You may review one or more of the case studies to help you understand how to implement systems thinking in addressing issues. (Maximum Time: 47 minutes) Himmelfarb Health Sciences Library: The George Washington University |
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Course Activities | ||