• Public Health

    Pandemic Etiology, Preparedness, and Response

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    Introduction

    Welcome to the Pandemic Etiology, Preparedness, and Response course. This course aims to equip participants with the knowledge and skills to understand the causes of pandemics and to prepare and respond to future pandemics based on the lessons learned from previous pandemics and the ongoing COVID-19 pandemic. This course provides an opportunity for participants to be knowledgeable in pandemic preparedness and response, adopting a global health perspective.

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  • How to create an account and enroll in the course?

       

  • Welcome to Pandemics!

      86396
    Welcome to the Pandemic Etiology, Preparedness, and Response course. This course aims to equip participants with the knowledge and skills to understand the causes of pandemics and to prepare and respond to future pandemics based on the lessons learned from previous pandemics and the ongoing COVID-19 pandemic. This course provides an opportunity for participants to be knowledgeable in pandemic preparedness and response, adopting a global health perspective.

    The Pandemic Etiology, Preparedness, and Response course, like all NextGenU.org courses, is competency-based, using competencies provided by faculty at Yale University, Planning and Incorporating Public Health Preparedness Into the Medical Curriculum, and CEPH It uses learning resources from organizations such as the Pan American Health Organization, U.S. Centers for Disease Control and Prevention (CDC), the U.S. National Institutes of Health, and the World Health Organization. 

    The Pandemic Etiology, Preparedness, and Response course was developed in collaboration with Yale University and was designed by Dr. Kaveh Khoshnood and; Dr. Amy Bei; with assistance from graduate students; Adam J. Moore, MPH; and Matthew Paige, MPH; and the NextGenU.org team; Hugo Rojas, MD, MSc, DiplEd; Margaret Niles, PhD, MEd, DipID; and Pablo Baldiviezo, MD, DiplEd.

    For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, or on NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.

     There are 8 modules to complete, which provide an introduction to:

    • Module 1: Past, Present, & Future Pandemics
    • Module 2: Pandemics in High- and Low-Income Countries
    • Module 3: Origin and Progression of Viruses with Pandemic Potential
    • Module 4: Testing and Surveillance
    • Module 5: Transmission Dynamics Modeling
    • Module 6: Vaccine Development and Delivery
    • Module 7: Legal, Human Rights, & Ethical Issues
    • Module 8: Effective Risk Communication

    The completion time for this course is estimated at 91 hours, comprising 19 hours of learning resources, 39 hours for time to study content and assimilation, and 34 hours of participating in learning activities and quizzes, to assist the learners in the synthesis of learning materials. This course is equivalent to 2 credit hours.

    The course requires the completion of all activities i.e., quizzes, peer activities, reflective essays, and discussion forums that are needed to complete the course. At the end of each module, there is a practice quiz of fifteen (15) multiple-choice questions. After you’ve completed each lesson, quiz, peer activity, and learning activity, you will have access to a final exam consisting of fifty (50) multiple-choice questions and a chance to evaluate this course. The final exam will be designed so that participants can have multiple opportunities to answer correctly until the required score of 70% or higher is obtained. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. Also, we are happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. 

    Engaging with this course:

    You may browse this course for free to learn for your personal enrichment; there are no requirements. To register in this course, it is required that learners have obtained a college-level/bachelor's degree.  

    To obtain a certificate a learner must first register (see the register icon) and then successfully complete

    • All reading requirements,
    • All quizzes and pass with a score of 80% with unlimited attempts,
    • All peer activities,
    • All reflective essays,
    • All discussion forums,
    • The final exam with a minimum score of 80% and a maximum of 3 attempts, and
    • The self and course evaluation forms.

    To obtain credit:

    • Complete all requirements listed above for the certificate, and
    • Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.  

    NextGenU.org is happy to provide your institution with:

    • A link to and description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization co-sponsors; 
    • Your grade on the final exam;
    • Your work products (e.g., case study activities) and any other required or optional shared materials that you produce and authorize to share with them;  
    • Your evaluations -- course, and self-assessments;
    • A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

    To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.

    We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

    Here are the next steps to take the course and earn a certificate.

    • Complete the registration form.
    • Take the pre-test.
    • Begin the course with Module 1: Past, Present, & Future Pandemics. In each lesson, read the description, complete all required readings and any required activities, as well as take the corresponding quizzes.

  • Module 1: Past, Present, & Future Pandemics

    Instructional Goals covered in this module:
    • Understand the concept of pandemics.
    • Apply a syndemic framework to compare and contrast the COVID-19 Pandemic and 1918 Flu Pandemic in terms of spread, diagnosis, treatment, control, and impact on endemics.
    • Examine how human behavior influences the emergence and spread of novel diseases using a One Health approach.

    • Module 1: Lesson 1: Lessons from Previous and Current Pandemics

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define key terms associated with pandemics (outbreak, epidemic, endemic, pandemic, communicable, non-communicable, infectious, contagious, etc.)
      • Outline the factors that increase the risk of disease outbreaks and their potential escalation into pandemics.
      • Outline the WHO's phases of a pandemic and the relevant actions for each phase.
      • Recall the key components of the syndemic framework for public health.
      • Examine how biological and environmental factors influenced the spread, diagnosis, treatment, and control of COVID-19 and the 1918 Flu.
      • Evaluate the impacts of COVID-19 and the 1918 Flu on endemics using a syndemic framework.
      • Examine the role of human behavior in the spread of infectious diseases based on COVID-19 and other pandemics using a One Health approach.

      Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 45 minutes.

      Required Learning Resources and Activities
    • url icon
      A Guide to Coronavirus-Related Words URL
      Students must
      View

      Read the content under the heading "Contagious & Infectious".  (1 minute)

      Merriam-Webster, Inc.

    • url icon
      Coronavirus Glossary: Key Terms About the Pandemic Explained URL
      Students must
      View

      Read the entire page. (2 minutes)

      Everyday Health

    • url icon
      WHO Pandemics Descriptions and Main Actions by Page URL
      Students must
      View

      Read the entire page (Phases 1 to 6, Post peak period, and post pandemic period). (5 minutes)

      WHO

    • url icon
      The SARS-CoV-2 pandemic: A syndemic perspective URL
      Students must
      View

      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

    • url icon
      Environments, Behaviors, and Inequalities: Reflecting on the Impacts of the Influenza and Coronavirus Pandemics in the United States URL
      Students must
      View

      Read the content under the headings "2.2: Influenza Pandemic: Environments and Behaviors," and "3.2: Coronavirus Pandemic: Environments and Behaviors." (20 minutes)

      NCBI

    • url icon
      Large, delayed outbreaks of endemic diseases possible following COVID-19 controls URL
      Students must
      View

      Read the entire page. (4 minutes)

      Princeton University

    • url icon
      One Health Basics URL
      Students must
      View

      Read the entire page. (4 minutes)

      CDC

    • forum icon
      Discussion Forum 1 (150 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will discuss the role of human behavior in the spread of infectious diseases. 

      Instructions 

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.
      2. Prepare a 500 - 650 word paper to summarize your reflections. You should:
           a. Discuss one past or present infectious disease pandemic/epidemic that occurred in a specific country.
           b. Implement a One Health approach to explain how human behaviors influenced the spread of this infectious disease; and
           c. Identify the different sectors and areas of expertise that should be involved in public health interventions to respond to the disease.

      N.B. You will use the country you selected for this activity as your country of focus throughout the remaining models. Choose wisely! 

      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference. 
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box. 

      OPTIONAL Step 6: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • quiz icon
      Quiz: Module 1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

    • Recommended Additional Readings
    • url icon
      5 reasons why pandemics like COVID-19 are becoming more likely URL

      Read the entire page and watch the video. (7 minutes)

      Gavi, The Vaccine Alliance

    • url icon
      Managing Epidemics - Key Facts About Major Deadily Diseases URL

      Read the content on pages 25-27. (8 minutes)

      WHO - 2018

    • url icon
      A Deep Look into the Biology and Evolution of COVID-19 URL

      Watch the video from 37:10 to 41:45 (5 minutes)

      UC San Diego-2020

    • url icon
      Syndemics: health in context URL

      Read the entire page. (5 minutes)

      The Lancet-2021

    • url icon
      Caribbean Resilience and Prosperity through One Health URL

      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

    • url icon
      One Health Strategic Framework 2017-2023 URL

      Read the content on pages 22-28.
      U.W.I.-2016

    • url icon
      One health approach and COVID-19: A perspective URL

      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

  • Module 2: Pandemics in High- and Low-Income Countries

    Instructional Goals covered in this module:
    • Explain the differences in the roles, responsibilities, relationships, and collaborations among governments, public health agencies, public health systems, and healthcare providers in high- and low-income countries.
    • Integrate components of successful pandemic preparedness and response plans to improve upon existing strategies considering available resources, barriers, and constraints.

  • Module 3: Origin and Progression of Viruses with Pandemic Potential

    Instructional Goals covered in this module:
    • Illustrate the similarities and differences in etiology, distribution, pathogenesis, and mutation of SARS-CoV-2 and other types of severe viruses.

    • Module 3: Lesson 1: Viral Mutation in Pandemics

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Differentiate between antigenic shift and antigenic drift.
      • Identify factors that affect virus mutation rate.
      • Summarize the societal impacts of rapid virus mutation during pandemics.

      Approximate time required for the readings for this lesson (at 144 words/minute): 48 minutes.

      Required Learning Resources and Activities
    • url icon
      How the Flu Virus Can Change: "Drift" and "Shift" URL
      Students must
      View

      Read the entire page. (4 minutes)

      CDC

    • url icon
      Could Environment Affect the Mutation of H1N1 Influenza Virus? URL
      Students must
      View

      Read the content under the heading "Discussion." (7 minutes)

      NCBI

    • url icon
      SARS-CoV-2 Variants URL
      Students must
      View

      Read from the beginning of the page up until the heading "WHO risk assessment" (9 minutes)

      WHO-2020

    • url icon
      The Effects of Virus Variants on COVID-19 Vaccines URL
      Students must
      View

      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

    • Module 3: Lesson 2: Progression of Pandemics

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Indicate the common characteristics of viruses with the potential to cause pandemics.
      • Explain the mechanisms that contribute to the interspecies viral transmission that can cause the outbreak of diseases with pandemic potential.
      • Contrast the factors related to the global spread of SARS-CoV-2 from Wuhan, China, to that of previous pandemics.
      • Analyze how the pandemic caused by SARS-CoV-2 differs from previous pandemics in terms of distribution, mutation, and societal impact.

      Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 45 minutes.

      Required Learning Resources and Activities
    • url icon
      Characteristics of Microbes Most Likely to Cause Pandemics and Global Catastrophes URL
      Students must
      View

      Read the content under the heading "Findings" up until "Bacteria: Broad-Spectrum Antimicrobials Limit Pandemic Potential of Pathogens." (8 minutes)

      NCBI

    • url icon
      Similarities and Differences between Flu and COVID-19 URL
      Students must
      View

      Read the entire page until the heading "Approved Treatments." (8 minutes)

      CDC

    • url icon
      The Origin and Prevention of Pandemics URL
      Students must
      View

      Read the sections on the page: Abstract and Zoonotic Disease Emergence, and Human Animal Interface. (11 minutes)

    • url icon
      Transmission of Avian Influenza A Viruses Between Animals and People URL
      Students must
      View

      Read the page. (4 minutes)

    • url icon
      The COVID-19 Pandemic: Diverse Contexts; Different Epidemics - How and Why? URL
      Students must
      View

      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

    • forum icon
      Discussion Forum 2 (150 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will discuss the differences between the COVID-19 pandemic and previous pandemics.

      Instructions

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.
      2. Prepare a 500 -650 word paper to summarize your reflections. You should:
        1. Indicate one major difference between the COVID-19 pandemic and previous pandemics. Examples of differences include but are not limited to:
          1. Pathogenesis
          2. Distribution
          3. Mutation
          4. Societal impact 
        2. Explain how this difference has contributed to the severity of the COVID-19 pandemic as compared to previous pandemics, using examples.
      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box. 

      6. OPTIONAL: Interact (10 minutes)

        If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • quiz icon
      Quiz: Module 3

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 2 is marked complete
    • Recommended Additional Readings
    • url icon
      A Deep Look into the Biology and Evolution of COVID-19 URL

      Watch the video from 21:35 to 24:25 and 30:25 to 37:05. (10 minutes)

      UC San Diego-2020

    • url icon
      The Origin of COVID-19 and Why It Matters URL

      Read the entire article. (23 minutes)

      James M. Hughes, Section Editor and Mary E. Wilson

    • url icon
      Impact of Systematic Factors on the Outbreak Outcomes of the Novel COVID-19 Disease in China: Factor Analysis Study URL

      Read the content under the headings "Introduction" and "Discussion". (8 minutes)

      Journal of Medical Internet Research

    • url icon
      Emerging Infectious Diseseases: Epidemiology of Coronavirus Disease in Gansu Province, China, 2020 URL

      Read the first 2 introductory paragraphs and the content under the heading "Discussion." (12 minutes)

      CDC

    • url icon
      Distribution and Risk Factors of 2009 Pandemic Influenza (H1N1) in Mainland China URL

      Read the content under the heading "Discussion." (7 minutes)

      NCBI

  • Module 4: Testing and Surveillance

    Instructional Goals covered in this module:
    • Determine the suitability of different types of testing assays for pandemic screening programs based on the availability of resources and biological, procedural, logistical, financial, ethical, cultural, and analytical constraints.
    • Evaluate different types of epidemiologic surveillance methods (routine, active, syndromic) and strategies (contact tracing, case reporting, etc.) for strengths and weaknesses in the warning, prevention, and control of infectious diseases at different levels of society (individual, local, national, international).

    • Module 4: Lesson 1: Pandemic Screening Programs and Testing Assays

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Identify the advantages, disadvantages, and limitations of different types of diagnostic testing methods available for SARS-CoV-2 and other previous pandemic-causing viruses.
      • Examine the impact of procedural, logistical, and financial factors on infectious disease screening programs.
      • Break down the ethical, political, and cultural constraints on the development and implementation of screening assays and programs.
      • Evaluate the success and sustainability of strategies and policies for SARS-CoV-2 detection that were implemented globally.
      • Determine appropriate infectious disease screening mechanisms and strategies for implementation in different income settings.

      Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 42 minutes.

      Required Learning Resources and Activities
    • url icon
      Episode #14 - COVID-19 - Tests URL
      Students must
      View

      Watch the entire video. (5 minutes)

      WHO

    • url icon
      Rapid Expert Consultation on Critical Issues in Diagnostic Testing for the COVID-19 Pandemic URL
      Students must
      View

      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

    • url icon
      Importance of diagnostics in epidemic and pandemic preparedness URL
      Students must
      View

      Read the content under the heading "Challenges to diagnostic preparedness." (16 minutes)

      US National Library of Medicine

    • url icon
      Surveillance and the "New Normal" of COVID-19: Public Health, Data and Justie URL
      Students must
      View

      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

    • url icon
      Ethical issues in managing the COVID-19 pandemic URL
      Students must
      View

      Read the entire article. (37 minutes)

      Bioethics

    • url icon
      Suppressing the impact of the COVID-19 pandemic using controlled testing and isolation URL
      Students must
      View

      Read the content under the heading "Introduction", "Stochastic model for controlled testing", "Results", and "Discussion". (30 minutes)

      Scientific Reports

    • url icon
      Preventing the next pandemic: the power of a global viral surveillance network URL
      Students must
      View

      Read the entire webpage. (13 minutes)

      The BMJ

    • url icon
      CDC Strategy for Global Response to COVID-19 (2020-2023) URL
      Students must
      View

      Read the entire document. (12 minutes)

      Center for Disease Control and Prevention

    • forum icon
      Discussion Forum 3 (180 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will discuss components of an infectious disease screening strategy that will be appropriate for a particular group of individuals.

      Instructions

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.
      2. Prepare a 500 - 650 word paper to summarize your reflections. Based on the country you selected in module 1 activity, you should:
        1. Indicate three components of an infectious disease screening strategy that will be appropriate for a particular group of individuals — ensuring to consider test availability in the country you have selected.
        2. Provide explanations to support your proposals.
      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.
      6. OPTIONAL: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • Recommended Additional Readings
    • url icon
      A Deep Look into the Biology and Evolution of COVID-19 URL

      Watch the video from 9:00 to 11:15. (3 minutes)

      UC San Diego

    • Module 4: Lesson 2: Epidemiologic Surveillance for Pandemics

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Recognize the importance and benefit of routine public health surveillance before, during, and after pandemics, and how they contribute to early warning to facilitate infection control and reduce morbidity and mortality.
      • Indicate the most common surveillance methods and investigation strategies that were implemented for different pandemics.
      • Evaluate the successes and shortcomings of previously implemented epidemiologic surveillance methods and strategies for pandemic prevention and control at the individual, local, national, and international levels.

      Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 9 minutes.

      Required Learning Resources and Activities
    • url icon
      Introduction to Public Health Surveillance URL
      Students must
      View

      Watch the video under the heading "Webinar" from time 7:15 to 14:00. (7 minutes)

      Center for Disease Control and Prevention

    • url icon
      Public Health Surveillance Systems: Recent Advances in Their Use and Evaluation URL
      Students must
      View

      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

    • url icon
      Surveillance strategies for COVID-19 human infection URL
      Students must
      View

      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

    • url icon
      Genomic Surveillance for SARS-CoV-2 Variants URL
      Students must
      View

      Read the entire webpage. (8 minutes)

      Center for Disease Control and Prevention

    • url icon
      Epidemiologic surveillance for controlling Covid-19 pandemic: types, challenges and implications URL
      Students must
      View

      Read the content under the heading "Introduction", "Results", and "Conclusion". (33 minutes)

      Journal of Infection and Public Health

    • quiz icon
      Quiz: Module 4

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 3 is marked complete

  • Module 5: Transmission Dynamics Modeling

    Instructional Goals covered in this module:
    • Discuss the benefits, limitations, and challenges of applying infectious disease modeling to answer public health questions about disease transmission and control processes for pandemic preparedness and response.

    • Module 5: Lesson 1: Infectious Disease Modelling

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain the use of mathematical models to describe infectious disease transmission and control internationally.
      • Identify which outbreak/pandemics-related concerns in public health policy and practice can be addressed by model-based approaches.
      • Examine the main challenges and limitations of implementing modeling approaches in pandemic preparedness and response.
      • Assess the value of utilizing model-based approaches in the development of pandemic preparedness and response plans.

      Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 38 minutes.

      Required Learning Resources and Activities
    • url icon
      Development and Dissemination of Infectious Disease Dynamic Transmission Models During the COVID-19 Pandemic: What Can We Learn from Other Pathogens and How Can We Move Forward? URL
      Students must
      View

      Read the content under the heading "What makes modeling efforts successful: past examples." (16 minutes)

      The Lancet

    • url icon
      Infectious disease pandemic planning and response: Incorporating decision analysis URL
      Students must
      View

      Read the content under the heading "The role of modeling in current pandemic response policy." (6 minutes)

      Public Library of Science

    • url icon
      What is mathematical modeling and how can it help control the #COVID-19 Pandemic? URL
      Students must
      View

      Watch the entire video. (4 minutes)

      WHO

    • url icon
      Predictive Mathematical Models of the COVID-19 Pandemic URL
      Students must
      View

      Read the entire article. (12 minutes)

      JAMA Network

    • url icon
      Modelling the pandemic: attuning models to their contexts URL
      Students must
      View

      Read the content under the heading "Models in Pandemics." (23 minutes)

      British Medical Journal

    • url icon
      Bridging the Gap Between Evidence and Policy for Infectious Diseases: How Models can Aid Public Health Decision-Making URL
      Students must
      View
      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
    • forum icon
      Discussion Forum 4 (180 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will evaluate the use of model-based approaches to improve pandemic preparedness and response. 

      Instructions

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.

      2. Prepare a 500 - 650 word paper to summarize your reflections. You should:

        1. Evaluate whether the use of model-based approaches has contributed significantly to improving pandemic preparedness and response efforts based on two real-life scenarios.

      1. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

      2. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference. 

      1. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

      2. OPTIONAL: Interact (10 minutes)

      If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum."

    • quiz icon
      Quiz: Module 5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 4 is marked complete
    • Recommended Additional Readings
    • url icon
      CovidSim URL

      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

  • Module 6: Vaccine Development and Delivery

    Instructional Goals covered in this module:
    • Explain the mechanism of action and effects of different COVID-19 vaccines and how they are tested for safety, efficacy, and effectiveness.
    • Evaluate the public health issues that arise when vaccines are rapidly developed to respond to pandemic situations.

    • Module 6: Lesson 1: Pandemics and Vaccine Development

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Identify the types of vaccines that are being used in different countries internationally.
      • Compare different types of vaccines in terms of their mechanism of action, physiological effect and target population
      • Differentiate between vaccine efficacy and effectiveness
      • Compare and contrast how vaccine safety, efficacy, and effectiveness are determined under normal circumstances and in pandemics.
      • Examine the factors and challenges that can hinder the effectiveness of vaccination programs, including considerations for deployment during a pandemic
      • Assess the need for rapid vaccine development considering the balance of ethical concerns, addressing urgency, and establishing vaccine safety and efficacy during a pandemic
      Approximate time required for the readings for this lesson (at 144 words/minute): 7 hours and 18 minutes.
      Required Learning Resources and Activities
    • url icon
      WHO Lists Additional COVID-19 Vaccine for Emergency Use and Issues Interim Policy Recommendations URL
      Students must
      Mark as done

      Read the entire page. (6 minutes)

      WHO

    • url icon
      Vaccine Types URL
      Students must
      Mark as done

      Read the entire webpage. (6 minutes)

      U.S. Department of Health and Human Services

    • url icon
      Vaccines and Immunization: What is Vaccination? URL
      Students must
      Mark as done

      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

    • url icon
      What is the difference between efficacy and effectiveness? URL
      Students must
      Mark as done

      Read the entire webpage. (3 minutes)

      Gavi Vaccine Alliance

    • url icon
      Vaccines and Immunization: What is Vaccination? URL
      Students must
      Mark as done

      Click on the headings "How are vaccines developed and tested?" and "How does WHO help ensure vaccine safety?". (3 minutes)

      WHO

    • url icon
      Evaluation of COVID-19 vaccine URL
      Students must
      Mark as done

      Read the content under the heading "6. Study designs" on pages 18-22. (18 minutes)

      World Health Organization

    • url icon
      The Advisory Committee on Immunization Practices’ Ethical Principles for Allocating Initial Supplies of COVID-19 Vaccine — United States, 2020 URL
      Students must
      Mark as done

      Read the content from the heading "How safe are the COVID-19 vaccines?" on Slide 9 until the end of Slide 15.

      WHO - 2020

    • url icon
      Evaluation of COVID-19 vaccination strategies with a delayed second dose URL
      Students must
      Mark as done

      Read the content under the heading "Abstract" and "Discussion". (8 minutes)

      PLOS Biology

    • url icon
      The Impact of Vaccination on Coronavirus Disease 2019 (COVID-19) Outbreaks in the United Stated. URL
      Students must
      Mark as done

      Read the introductory content and the content under the headings "Results" and "Discussion." (12 minutes)

      Oxford Academic

    • url icon
      Framework for Decision-Making: Implementation of Mass Vaccination Campaigns in the Context of COVID-19 URL
      Students must
      Mark as done

      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

    • url icon
      WHO SAGE values framework for the allocation and prioritization of COVID-19 vaccination URL
      Students must
      View

      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

    • forum icon
      Discussion Forum 5 (120 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will discuss the balance of ethical concerns and rapid vaccine development.
      Instructions

      1. Select one of the following threads regarding the balance of ethical concerns and rapid vaccine development:
        1. In a pandemic, rapid vaccine development is essential and outweighs any potential ethical concerns that may arise.
        2. There are equal levels of risks and benefits to vaccines that are rapidly developed during a pandemic.
        3. Vaccines can be developed rapidly but should not be approved for public use until extensive testing has been performed on all age groups and categories of individuals to eliminate potential safety concerns.
        4. The ethical concerns and safety and efficacy issues associated with rapidly developed vaccines outweigh potential benefits in a pandemic.
        5. Vaccines should not go into development until some time after the pandemic has begun in order to be effective against mutated strains of the virus.
      2. Prepare an argument in support of or against the statement presented in your selected threads, using scientific evidence to support your stance.
      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

      6. OPTIONAL: Interact (10 minutes)

        If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • Recommended Additional Readings
    • url icon
      Trials & Approved Vaccines by Country URL

      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

    • Module 6: Lesson 2: Vaccine Hesitancy, Acceptance, and Uptake

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Outline the major factors that influence vaccine uptake and the impact of hesitancy on public health.
      • Explain the role of healthcare workers on influencing vaccine uptake in communities.
      • Compare the effectiveness and ethical concerns of different strategies used to increase vaccine acceptance and uptake in society.
      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 35 minutes.
      Required Learning Resources and Activities
    • url icon
      Report of the SAGE Working Group on Vaccine Hesitancy URL
      Students must
      View

      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

    • url icon
      What Influences Vaccine Acceptance: A Model of Determinants of Vaccine Hesitancy URL
      Students must
      View

      Read the entire document. (12 minutes)

      The SAGE Vaccine Hesitancy Working Group

    • url icon
      Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients URL
      Students must
      View

      Read the content on pages 10-18. (15 minutes)

      PAHO-2020

    • url icon
      The Role of Health Workers in the Uptake of COVID-19 Vaccines URL
      Students must
      View

      Read the entire presentation. (6 minutes)

      WHO

    • forum icon
      Discussion Forum 6 (180 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will identify and discuss public health strategies and vaccination.
      Instructions

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.
      2. Prepare a 500 -650 word paper to summarize your reflections. You should:
        1. Identify public health strategies that can potentially be implemented to increase the uptake of vaccines for a particular pandemic/epidemic in a specific country/region.
        2. Discuss these strategies in terms of potential ethical concerns, effectiveness, and public reaction.
      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

      6. OPTIONAL: Interact (10 minutes)

        If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • quiz icon
      Quiz: Module 6

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 5 is marked complete
    • Recommended Additional Readings
    • url icon
      Health worker communication for COVID-19 vaccination flow diagram URL

      Read the Flow Diagram (6 minutes)
      WHO-2021

    • url icon
      Key Messages and Answers about Vaccine Safety. Manual for Health Care Workers URL

      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

    • url icon
      Addressing vaccine hesitancy requires an ethically consistent health strategy URL

      Read the entire article. (31 minutes)

      US National Library of Medicine

  • Module 7: Legal, Human Rights, & Ethical Issues

    Instructional Goals covered in this module:
    • Discuss the local and international impacts of COVID-19 on human rights, rule of law, freedom of expression, and media freedom.
    • Analyze the ethical issues and tensions faced by governments, healthcare systems, and physicians that must be considered during a pandemic, and the responses to these issues.

    • Module 7: Lesson 1: Legal Restrictions and COVID-19

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain why human rights, including the right to the protection of health, must be maintained even in crisis situations such as pandemics.
      • Analyze how the COVID-19 pandemic has impacted human rights and the rule of law nationally and internationally, identifying the groups and populations that have been significantly affected.
      • Compare and contrast the human rights impacts of COVID-19 and other pandemics on the media and vulnerable groups.

      Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 36 minutes.

      Required Learning Resources and Activities
    • url icon
      COVID-19 and Human Rights - We are all in this together URL
      Students must
      View

      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

    • url icon
      The Impact of Coronavirus on Media Freedom URL
      Students must
      View

      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

    • forum icon
      Discussion Forum 7 (180 mins)
      Students must
      View
      Start discussions: 1

      In this activity, you will evaluate the legal impacts of epidemics/pandemics on a particular country/region.
      Instructions

      1. Reflect on the topic using initial readings in the course, previous knowledge, or other sources that have expanded your knowledge.
      2. Prepare a 500 - 650 word paper to summarize your reflections. You should:
        1. Evaluate the legal impacts of one or more epidemics/pandemics in a particular country/region on different groups of individuals.
        2. Consider the effect of the epidemic/pandemic on human rights, rule of law, and freedom of expression, indicating which groups were impacted and the extent/severity of the impact.
      3. You must cite and reference at least two credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      4. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      5. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

      6. OPTIONAL: Interact (10 minutes)

        If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”

    • Recommended Additional Readings
    • url icon
      Human Rights. URL

      Read the entire webpage. (8 minutes)

      United Nations

    • url icon
      The Impact of COVID-19 Measures on Democracy, the Rule of Law and Fundamental Rights in the EU URL

      Read the entire document. (32 minutes)

      European Parliament

    • Module 7: Lesson 2: Ethical Issues in Pandemic Response

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain the ethical dilemmas and tensions that healthcare systems and workers experience in balancing individual patient treatment and protecting population health during pandemics.
      • Discuss the ethical issues that governments and international agencies must consider in developing and implementing pandemic response and control measures and interventions.
      • Examine the ethical considerations that govern the approaches used by governments and healthcare systems to allocate scarce resources during a pandemic.
      Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours.
      Required Learning Resources and Activities
    • url icon
      Ethical dilemmas due to the Covid-19 pandemic URL
      Students must
      View

      Read the entire article. (33 minutes)

      Springer Nature

    • url icon
      Guidance for Managing Ethical Issues in Infectious Disease Outbreaks URL
      Students must
      View

      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

    • url icon
      Practical Bioethics During the Exceptional Circumstances of a Pandemic URL
      Students must
      View

      Read the entire article. (8 minutes)

      Elsevier

    • url icon
      Ethics Guidance on Issues Raised by the Novel Coronavirus Disease (COVID-19) Pandemic URL
      Students must
      View

      Read the content from under the heading "Research" on pages 4-7. (8 minutes)

      PAHO

    • url icon
      The moral responsibility of governments and individuals in the context of the coronavirus pandemic URL
      Students must
      View

      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

    • url icon
      Ethics and COVID-19: Resource Allocation and Priority-Setting URL
      Students must
      View

      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

    • quiz icon
      Quiz: Module 7

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 6 is marked complete
    • Recommended Additional Readings
    • url icon
      Triage of critical care resources in COVID-19: a stronger role for justice URL

      Read the entire article. (24 minutes)

      NCBI

    • url icon
      How Can Research Transparency be Promoted? Actions for National Health Authorities During the COVID-19 Pandemic URL

      Read the entire document. (4 minutes)

      PAHO

    • url icon
      Research ethics in a pandemic: considerations for the use of research infrastructure and resources for public health activities URL

      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

    • url icon
      Fair Allocation of Scarce Medical Resources in the Time of Covid-19 URL

      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

    • url icon
      Ethical rationing of healthcare resources during COVID-19 outbreak: Review URL

      Read the content under the heading "Introduction", "Results", and "Conclusions". (20 minutes)

      US National Library of Medicine

  • Module 8: Effective Risk Communication

    Instructional Goals covered in this module:
    • Use appropriate communication strategies and styles for different audiences to effectively communicate public health information, promote awareness, counter misinformation, and advocate for policies and programs during a pandemic.

    • Module 8: Lesson 1: Effective Public Health Communication for Different Audiences

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Outline strategies for effectively communicating model-based and evidence-based public health research findings to various stakeholders involved in pandemic preparedness and response efforts.
      • Develop public health communications using techniques and strategies for different audiences to promote awareness and counter misinformation.

      Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 46 minutes.

      Required Learning Resources and Activities
    • url icon
      COVID-19: Guidelines for Communicating about Coronavirus Disease 2019 URL
      Students must
      View

      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

    • url icon
      Transparency, communication and trust : The role of public communication in responding to the wave of disinformation about the new Coronavirus URL
      Students must
      View

      Read the entire article. (22 minutes)

      Organisation for Economic Co-operation and Development

    • url icon
      Toward effective government communication strategies in the era of COVID-19 URL
      Students must
      View

      Read the content under the headings "Abstract" and "Pandemic communications: foundations and recommendations." (31 minutes)

      Humanities & Social Sciences Communications

    • url icon
      Communicating About Vaccine Safety: Guidelines to Help Health Workers Communicate with Parents, Caregivers, and Patients URL
      Students must
      View

      Read the content on pages 45-56. (23 minutes)

      PAHO

    • forum icon
      Peer Activity 1 (180 mins) Forum
      Students must
      View
      Start discussions: 1

      Flyer/Poster Outline
      In this activity, you will create a poster with key points about a pandemic-related topic and countering misinformation for a specific audience.
      Instructions

      1. For your flyer/poster:
        1. Select 1 of the audiences below and create an attractive 1 page poster (8.5” x 11” in size) with relevant graphics that will be used to disseminate key points about a pandemic-related topic
          1. Elderly
          2. Adolescents
          3. Vulnerable Population
        2. Counter at least one misinformation surrounding the topic you have selected.
        3. Provide justification for the format and language used and a short rationale explaining how the techniques and strategies learned in the course were applied.
      2. You must cite and reference at least two credible sources on your poster. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource
      3. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box. To share your flyer/poster, you can upload it to google drive, or any other service of your choice. (Paste the link here and make sure that it is visible for people with the link). If the recording was made in a language other than English, state the language in the file’s name.
      4. Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

      Item A is .…. because…. My suggestions for improvement are….
      Item B is .…. because…. My suggestions for improvement are….
      Item C is .…. because…. My suggestions for improvement are….
      Item D is .…. because…. My suggestions for improvement are….
      Item E is .…. because…. My suggestions for improvement are….
      Item F is .…. because…. My suggestions for improvement are….

    • Recommended Additional Readings
    • url icon
      Checklist for Planning a Natural Risk Communication Strategy URL

      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

    • Module 8: Lesson 2: Advocacy During Pandemics

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Recognize the importance of advocacy for policies and programs to improve public health preparedness and response during pandemic situations.
      • Discuss advocacy strategies that can be used to shape public opinion and promote public health policies and programs during pandemics.

      Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 45 minutes.

      Required Learning Resources and Activities
    • url icon
      Advocacy, community engagement and cross-sectoral collaborations as key strategies during COVID-19 response and beyond URL
      Students must
      View

      Read the entire article. (15 minutes)

      Taylor & Francis Online

    • url icon
      Building Vaccine Acceptance through Communication and Advocacy URL
      Students must
      View

      Read the content under the headings "Advocacy to increase vaccine acceptance" and "Conclusion." (3 minutes)

      Taylor & Francis Online

    • url icon
      10 Steps to Community Readiness URL
      Students must
      View

      Read the entire document. (6 minutes)

      WHO

    • url icon
      Effective Emergency Health Advocacy URL
      Students must
      View

      Read the content under the heading "7.5 Steps for effective humanitarian health advocacy." (21 minutes)

      WHO

    • quiz icon
      Quiz: Module 8

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 7 is marked complete
    • Recommended Additional Readings
    • url icon
      "Stronger Together" Campaign to Highlight Importance of Psychosocial Support During Times of Stress and Crisis URL

      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

  • Module 9: Impacts of Pandemics on Vulnerable Populations

    Instructional Goals covered in this module:
    • Outline strategic solutions to achieve health equity and reduce the burden of disease on specific vulnerable populations during a pandemic.

    • Module 9: Lesson 1: Pandemics and Population Vulnerability

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain environmental, socioeconomic, cultural, behavioral (racism, xenophobia, structural bias, and social inequities, etc.) and biological factors that make specific populations vulnerable during pandemics.
      • Explain how different socioeconomic and cultural factors undermine efforts to achieve health equity at the community, societal and organizational levels nationally and internationally during pandemics.
      • Summarize the barriers that prevent vulnerable populations from accessing health services during pandemics.
      • Evaluate the implications of a disproportionate burden of disease and health inequity among vulnerable populations on national pandemic preparedness response efforts.

      Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and 18 minutes.

      Required Learning Resources and Activities
    • url icon
      Solidarity in Times of Pandemics: CAS SEE Weekly Seminars with Guests - Barbara Painsack URL
      Students must
      View

      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

    • url icon
      Covid-19 pandemic and the social determinants of health URL
      Students must
      View

      Read the entire webpage. (19 minutes)

      The BMJ

    • url icon
      Age-Related Vulnerability to Coronavirus Disease 2019 (COVID-19): Biological, Contextual, and Policy-Related Factors URL
      Students must
      View

      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

    • url icon
      ‘Back to better’: amplifying health equity, and determinants of health perspectives during the COVID-19 pandemic URL
      Students must
      View

      Read the content under the heading "Introduction", "Findings", and "Discussion". (28 minutes)

      Global Health Promotion

    • url icon
      Health inequity and the effects of COVID‑19 URL
      Students must
      View

      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

    • url icon
      Vulnerable Populations: Weathering the Pandemic Storm URL
      Students must
      View

      Read the entire article. (11 minutes)

      AJPM

    • url icon
      Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic URL
      Students must
      View

      Read the content under the heading "Abstract," "Introduction," and "Conclusion." (11 minutes)

      World Journal of Psychiatry

    • url icon
      Caring for Vulnerable Populations During a Pandemic: Literature Review URL
      Students must
      View

      Read the content under the heading "Vulnerable Population." (4 minutes)

      International Journal of Caring Sciences

    • url icon
      Challenges Posed by the COVID-19 Pandemic in the Health of Women, Children, and Adolescents in Latin America and the Caribbean URL
      Students must
      View

      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

    • url icon
      Global Health Disparities in Vulnerable Populations of Psychiatric Patients During the COVID-19 Pandemic URL
      Students must
      View

      Read the content from the heading "Ethnic Disparities" up until the heading "Limitations." (22 minutes)

      World Journal of Psychiatry

    • forum icon
      Reflective Essay 2 (120 mins) Forum
      Students must
      View
      Start discussions: 1

      In this activity, you will assess countries that experience inequitable access to healthcare services during a pandemic/epidemic and the effectiveness of response efforts that were implemented?
      Instructions

      1. Based on the country you have selected in module 1 activity, In 1000 - 1200 words, write a reflective essay that:
        1. Indicates which populations in that country experienced inequitable access to healthcare services during a particular pandemic/epidemic. i.e, People with substance use, mental health disorders, or both. 
        2. Assesses the impact of the effectiveness of response efforts that were implemented?
      2. You must cite and reference at least three credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
      3. The paper should be written in Times New Roman, point 12, and double spaced. Submit the paper along with a cover page and reference.
      4. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work into the “message” box.
      5. Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

      Item A is .…. because…. My suggestions for improvement are….
      Item B is .…. because…. My suggestions for improvement are….
      Item C is .…. because…. My suggestions for improvement are….
      Item D is .…. because…. My suggestions for improvement are….
      Item E is .…. because…. My suggestions for improvement are….
      Item F is .…. because…. My suggestions for improvement are….

    • Module 9: Lesson 2: Strategies for Health Equity

      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain the systems thinking approach and how it can assist in developing solutions to health equity problems.
      • Assess population needs, assets, metrics, and capacities that affect communities’ health and level of risk during pandemics, based on systems thinking approach.
      • Identify unique challenges and strategic solutions to mitigate the burden of disease on refugees and displaced populations.
      • Identify the factors related to incarceration that increase the risk of infectious disease transmission during pandemics and viable strategies of risk reduction.
      • Identify challenges and solutions to achieving health equity among LGBTQ populations during pandemics.

      Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 48 minutes.

      Required Learning Resources and Activities
    • url icon
      What is Systems Thinking? URL
      Students must
      View

      Watch the entire video. (4 minutes)

      Sustainability Science Education

    • url icon
      Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians URL
      Students must
      View

      Read the content in "Chapter 1: Understanding Systems Thinking" on pages 1-5. (14 minutes)

      Himmelfarb Health Sciences Library: The George Washington University

    • forum icon
      Peer Activity 2 (180 mins) Forum
      Students must
      View
      Start discussions: 1

      In this activity you will apply a system thinking approach to determine a population's level of risk during a pandemic.
      Instructions

      1. Select one of the three populations presented below and create a 15 minutes powerpoint presentation that applies a system thinking approach to determine the population’s level of risk during pandemics, indicating the contributing factors’ risks.

      • People with substance use problems
      • Refugees and displaced populations
      • Incarcerated persons 
      • LGBTQ community

      2. Use the systems thinking approach to develop strategic solutions to address the issues identified and mitigate the burden of disease on this population.

      3. You must cite and reference at least three credible sources. All references should follow the 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

      4. To submit your work, click on the “Add a new discussion topic” button under this post and paste your work in the “message” box.

      5. Evaluate and categorize the work from one of your peers based on items A - F of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

      Item A is .…. because…. My suggestions for improvement are….
      Item B is .…. because…. My suggestions for improvement are….
      Item C is .…. because…. My suggestions for improvement are….
      Item D is .…. because…. My suggestions for improvement are….
      Item E is .…. because…. My suggestions for improvement are….
      Item F is .…. because…. My suggestions for improvement are….

    • quiz icon
      Quiz: Module 9

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Module 8 is marked complete
    • Recommended Additional Readings
    • url icon
      Complex Systems Thinking and Current Impasses in Health Disparities Research URL

      Read the content under the headings "How Systems Approaches can Help" and "Conclusions." (12 minutes)

      NCBI

    • url icon
      Systems thinking and ethics in public health: a necessary and mutually beneficial partnership URL

      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

    • url icon
      Systems Thinking in the Healthcare Professions: A Guide for Educators and Clinicians URL

      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

  • Final Exam

    To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 55 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.

    To access the exam, click on the name of the exam provided above. On the following screen, click the Attempt Quiz button to respond to the questions.

  • Course and Self Evaluation & Certificate

    In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.

    • questionnaire icon
      Course Evaluation Questionnaire
      Not available unless: The activity Final Exam is complete and passed
    • questionnaire icon
      Self Evaluation Questionnaire
      Not available unless: The activity Final Exam is complete and passed

  • Course Activities