PHC 6002: Infectious Disease Epidemiology

PHC 6002: Infectious Disease Epidemiology Course Syllabus, XXXX

GENERAL INFORMATION

DESCRIPTION

This course covers principles specific to infectious disease epidemiology, explores the application of epidemiologic methods to infectious disease problems, and examines surveillance, outbreak investigation, and infection control methods.

OBJECTIVES

Upon completion of this course, the student will be able to:

1. Use terminology and principles specific to infectious disease epidemiology 2. Apply epidemiologic methods and measures to infectious disease problems 3. Describe and evaluate an infectious disease surveillance system considering confidentiality and legal issues pertaining to the collection, use and dissemination of data 4. Determine the rationale and potential benefits and limitations of a screening program for an infectious disease 5. Describe how outbreaks are investigated 6. Explain common infection control methods 7. Use national, state and local infectious disease epidemiologic data 8. Explain epidemiologic principles related to vaccination 9. Discuss current issues in infectious disease epidemiology such as bioterrorism, pandemic influenza, and emerging infectious diseases

M MPH CORE / CONCENTRATION-SPECIFIC COMPETENCIES

COMPETENCY COURSE OBJECTIVE Given a particular health problem, determine the potential benefits and limitations of a screening 4 program Evaluate a surveillance system observing ethical and legal principles pertaining to the 3 collection, use and dissemination of data

COMPETENCY COURSE OBJECTIVE Recognize conditions suitable for screening 4

Evaluate validity and reliability of screening tests 4 Evaluate effectiveness of screening 4 Describe types of bias that affect validity of 4 screening evaluations Categorize types of surveillance systems 3 and approaches used in disease surveillance

Textbooks:

Centers for Disease Control and Prevention. Principles of Epidemiology. 2nd Edition. Atlanta, GA: US Department of Health and Human Services, 1992. Available at: http://www.phppo.cdc.gov/PHTN/catalog/pdf-file/Epi_Course.pdf. (We will only be using a few parts of this. You do not need to print the whole book!)

Thomas JC, Weber DJ, Eds. Epidemiologic Methods for the Study of Infectious Diseases. New York, NY: Oxford University Press, 2001. ISBN 0-19-512112-0

Dworkin MS, Ed. Outbreak investigations around the world: Case studies in infectious disease field epidemiology. Sudbury, MA: Jones and Bartlett Pub, 2010. ISBN-13 978-0-7637-5143-2

Additional Required Readings:

CDC. Biological and chemical terrorism: strategic plan for preparedness and response: recommendations of the CDC Strategic Planning Workgroup. Morb Mortal Wkly Rep 2000;49(RR-4):1–14. Available at: http://www.cdc.gov/mmwr/PDF/RR/RR4904.pdf.

CDC. Updated guidelines for evaluating public health surveillance systems. MMWR 2001;50(RR-13): 1-33. Available at: http://www.cdc.gov/mmwr/preview/mmwrhtml/rr5013a1.htm.

Emanuel EJ, Wertheimer A. Who should get influenza vaccine when not all can? Science 2006;312(5775): 854–855. Available on reserve.

Gray JAM. New concepts in screening. British J Gen Practice 2004;54:292-298. Available on reserve. PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 2 of 33 Meyers DS, Halvorson H, Luckhaupt S. Screening for chlamydial infection: an evidence update for the U.S. Preventive Services Task Force. Ann Intern Med 2007:147:135-142. Available on reserve.

Morse S. Factors in the emergence of infectious diseases. Emerg Infect Dis. 1995;1(1):7–15. Available at: http://www.cdc.gov/ncidod/eid/vol1no1/morse.htm.

National Cancer Institute, National Institutes of Health. Understanding the Immune System. How It Works. Bethesda, Md: U.S. Department of Health and Human Services, September 2007. Available at: http://www.niaid.nih.gov/topics/immunesystem/documents/theimmunesystem.pdf.

Siegel JD, Rhinehart E, Jackson M, Chiarello L, and the Healthcare Infection Control Practices Committee. 2007 Guideline for isolation precautions: Preventing transmission of infections agents in health care settings. June 2007. Available at. http://www.cdc.gov/ncidod/dhqp/pdf/guidelines/Isolation2007.pdf.

Internet Resources http://www.census.gov (home page of the U.S. Census Bureau) http://www.cdc.gov (Centers for Disease Control and Prevention) http://www.nlm.nih.gov (National Library of Medicine’s on-line databases including Medline) http://www.idsociety.org (Infectious Diseases Society of America) http://www.doh.state.fl.us (Florida Department of Health) http://www.who.int (World Health Organization home page) http://www.dadehealth.org (Miami-Dade County Health Department)

Recommended Books

Desowitz RS. The Malaria Capers: More tales of Parasites and People, Research and Reality. New York: W.W. Norton and Co. 1991.

Garrett L. The Coming Plague: Newly Emerging Diseases in a World out of Balance. New York: Penguin Books 1994.

Heymann DL. Control of Communicable Diseases Manual. 19th Ed. Washington, DC: American Public Health Association, 2008. ISBN 978-0-87553-189-2

McKeown T. The Origins of Human Disease. Cambridge, MA: Basil Blackwell, Inc. 1988.

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 3 of 33 McNeill WH. Plagues and Peoples. New York: Bantam Doubleday Dell Publishing Co. 1976.

Ryan F. The Forgotten Plague. How the Battle Against Tuberculosis Was Won and Lost. Boston: Little, Brown and CO. 1992.

Other recommended readings

Get a free electronic subscription to the CDC’s MMWR Morbidity and Mortality Weekly Report: http://www.cdc.gov/mmwr/mmwrsubscribe.html and the CDC’s Emerging Infectious Diseases http://www.cdc.gov/ncidod/eid/.

Suggestions for students to be successful in course

1) Be prepared (e.g. complete readings and prepare case studies) for each class session and participate fully.

2) Review materials from your Introduction to Epidemiology class as needed.

3) Be able to apply epidemiologic concepts to solving infectious disease problems.

4) Work through all the questions in the assigned chapters of the CDC Principles of Epidemiology self-study book.

5) Organize study time around objectives listed in syllabus. For those objectives that involve discussing or explaining, try to explain the concepts to a colleague or educated friend or family member. If you can make them understand the concept, then you have understood the material.

CLASS POLICIES AND PROCEDURES

This course is designed to introduce graduate students to the principles and practice of infectious disease epidemiology and disease control. Case studies, class lectures, class and small group discussions, and student oral presentations will be used to assist the students in understanding the material. Roughly the first half of the course will be devoted to learning the epidemiologic principles and measures used in infectious disease epidemiology, and the second half will involve applying them to infectious diseases as well as learning about some special epidemiologic issues for given categories of infectious diseases.

The class will meet once per week for two hours, 40 minutes with a 10-minute break in the middle of the session. The class sessions will consist of lectures, discussions, and oral presentations. Students will be responsible for reading all assignments prior to class and for being prepared to discuss the readings. The students will also prepare the case studies prior to each class as instructed. The instructor will use the lecture sessions for an overview, critical analysis and evaluation of each topic.

EVALUATION AND GRADING PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 4 of 33 Each of you begins this course with an "A" grade. Your challenge and task are to maintain this grade throughout the semester so that it can become your final grade. To maintain a grade of "A" in this course, you will need to obtain 92.6% of higher grade on each exam and oral presentation and participate fully in class and group discussions. This course requires, in addition to in-class hours, about 9 additional hours per class. You are responsible for the material in all the assigned readings in addition to material presented during class.

Exams: The midterm exam will be a short-answer, essay exam covering all material prior to the exam date. The final exam will have multiple choice questions and will include all material from the semester. Bring a calculator to both exams and graph paper to the midterm exam. The exams are timed. If you have a disability that may prevent you from completing the exam on time, please let the instructor know by the second week of class by e-mail.

Participation: Participation will be evaluated based on classroom attendance and participation in class. Two absences are granted for each student (excused or unexcused). For each additional absence t participation grade will decrease by 5 points. Participation in class will be demonstrated by active participation in discussions. Students who clearly have not read the readings prior to class will have 5 points deducted from their grade for each time the instructor notes lack of preparation. The exercises in the CDC book will assist you in learning the material. The answers are in the book. The instructor strongly recommends that the students work through these exercises. Although the exercises do not need to be turned in, please bring up any questions regarding the exercises in the class.

Classes will start promptly at 5 pm. Late students are very disruptive to the class. Although the instructor understands that traffic problems can occasionally cause students to arrive late to class, the instructor expects that students will show courtesy to other students and the instructor by consistently arriving to class on time. It is the student’s responsibility to obtain all the class material/announcements that were made while the student was absent or late.

Oral presentation: Each student will prepare a 15-minute presentation comparing the local epidemiology of a specific infectious disease to that of Florida or the United States. Presentation dates will be assigned at the third class meeting. Each student should inform the instructor by the end of the second class which disease the student has selected. Students should look at the list of reportable diseases on the course web page so they can see for which diseases local data are available.

The student should use Powerpoint software. A laptop and projector will be available for the student on the date of the presentation. Students should hand in a copy of their presentation on the date of their presentation.

The presentation should focus on epidemiology and not on clinical issues such as diagnosis and treatment. One slide should cover the basic description of the disease, two slides surveillance methods, two slides control measures, and the rest on the epidemiology of the disease in Miami- Dade County with a comparison to the United States and Florida. For some diseases, data may not be available to allow a comparison to Florida and the United States by demographic PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 5 of 33 variables. However, there must be at a minimum a comparison of the incidence rates for at least one year. In addition to governmental web sites, the student should use Medline to identify pertinent peer-reviewed articles for the background information. References should be listed on the last slide. If there are special reporting forms for your disease, please bring a copy for classmates. Include the case definition on one of your slides. There are 100 potential points for the presentation as follows. The matrix that will be used to grade the presentation is at the end of this syllabus. The presentations will be timed and students will be stopped at 15 minutes so it is imperative that the presentation be timed prior to the delivery date and well rehearsed. The students are encouraged to meet with the instructor at least a month prior to the presentation date to discuss sources of data that the student has found. The instructor will review slides prior to the presentation date and offer feedback but only if they are sent to her at least 7 days prior to the presentation date. A sample presentation is on the course web site.

Surveillance evaluation (due 3/9): For your chosen disease, you will conduct an evaluation of how surveillance for it is conducted in Florida. Your evaluation will be a modified version of an evaluation based on the Centers for Disease Control and Prevention’s “Updated Guidelines for Evaluation Public Health Surveillance System” according to the following outline (suggested length in parentheses): I. Describe the describe the public health importance of the disease under surveillance (1 paragraph)(part of task B in Guidelines) II. List classes of stakeholders in the surveillance system (1 paragraph). III. Describe the purpose and operation of the system, including legal framework under which it operates and how patient confidentiality is maintained (2 pages). This should include a flowchart of the data. (Part of task B) IV. List the 2-3 most important system attributes listed under task D in terms of importance for your particular disease (e.g. is sensitivity or predictive value positive more important?) and list the 2-3 least important attributes and explain your ranking (half page). V. Summarize the strengths and weaknesses of the system with regards to your disease (half page).

The evaluation should be no more than 4 pages including the flowchart and any tables but not including the reference list.

Screening exercise (due 3/23): The screening exercise is on the class website.

Reflection papers: You will be assigned several chapters to read in the Dworkin book. For 5 of those chapters, you will write a brief reflection paper. It will be 1-2 paragraphs long (no more than 1 single-spaced page, font size 12, 1 inch margins). In it you will discuss what you think were the greatest challenges faced by the investigators during the outbreak and what you learned from the report that will assist you in disease investigations in the future. Each report will be graded on a pass/fail basis and will be worth 5 points each. However, for each day the paper is late, one point will be deducted for the paper. So if it is e-mailed to the instructor on Saturday it will be worth 4 points, Sunday 3 points, Monday 2 points, Tuesday 1 point, Wednesday and later 0 points. On the day it is due, the instructor will randomly call on 3-5 students to orally summarize what they wrote to the class. Even though reflection papers are assigned for only 5 of the chapters, it is recommended that the students read all the chapters assigned. PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 6 of 33 Grading Scale A 92.6% – 100% C 72.6% – 76.5% A- 89.6% – 92.5% C- 69.6% – 72.5% B+ 86.6% – 89.5% D+ 66.6% – 69.5% B 82.6% – 86.5% D 62.6% – 66.5% B- 79.6% – 82.5% D- 59.6% – 62.5% C+ 76.6% – 79.5% F 59.5% or below

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 7 of 33 Assignment Weights Midterm Exam 15% Oral Presentation 20% Reflection Paper 10% Screening Exercise 10% Surveillance Evaluation 15% Classroom Participation 10% Final Exam 20% Mastery of the course competency will be assessed by performance on the screening exercise, as well as the surveillance evaluation. The scoring rubric used for the assessment will be distributed to students.

FIU CODE OF ACADEMIC INTEGRITY

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism. All students are expected to abide by the Florida International University Honor Code. Any violation will be reported.

Students are responsible for knowing and complying with all FIU Policies and Regulations which are listed in the Student Handbook and also at the following link: http://policies.fiu.edu/files/740.pdf. The following are excerpts: Reason for the policy: “Graduate students at Florida International University are expected to adhere to the highest standards of integrity in every aspect of their lives. Honesty in academic matters is part of this obligation. Academic integrity is the adherence to those special values regarding life and work in an academic community. Any act or omission by a graduate student which violates this concept of academic integrity and undermines the academic mission of the University shall be defined as academic misconduct and shall be subject to the procedures and penalties that follow.”

Definition of academic misconduct: Academic misconduct is defined as the following intentional acts or omissions committed by any FIU graduate student:

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 8 of 33 “Cheating: The unauthorized use of books, notes, aids, electronic sources; or unauthorized use of on-line exams, library materials or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers (or on-line examinations) or course materials, whether originally authorized or not. Any student helping another cheat may be found guilty of academic misconduct.

Plagiarism: The deliberate use and appropriation of another's work without any indication of the source and the representation of such work as the student's own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is guilty of plagiarism. Any student helping another to plagiarize may be found guilty of academic misconduct. Misrepresentation: Intentionally lying to a member of the faculty, staff, administration, or an outside agency to gain academic advantage for oneself or another, or to misrepresent or in other ways interfere with the investigation of a charge of academic misconduct. Misuse of Computer Services: The unauthorized use of any computer, computer resource or computer project number, or the alteration or destruction of computerized information or files or unauthorized appropriation of another's program(s). Bribery: The offering of money or any item or service to a member of the faculty, staff, administration or any other person in order to commit academic misconduct. Conspiracy and Collusion: The planning or acting with one or more fellow students, any member of the faculty, staff or administration, or any other person to commit any form of academic misconduct together. Falsification of Records: The tampering with or altering in any way of any academic record used or maintained by the University.”

IX . Disability

Exams may be timed. If you have any disability that may prevent you from completing the exam on time, please let the instructor know by the second week of class by email. If you have disability and/or need special assistance, please make arrangement through the Office of Disability Services (305-348-4131).

COURSE SCHEDULE AND ASSIGNMENTS DATE TOPIC ASSIGNED READINGS / ASSIGNMENTS DUE Introduction and general principles

Objectives: - Describe instructor’s - Syllabus expectations of students - Thomas & Weber Ch. during course 1 - Compare and contrast infectious disease epidemiology with chronic disease epidemiology - Construct a triangle model and a chain model of transmission for a specific infectious disease PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 9 of 33 - Discuss host, agent and environmental factors that affect transmission - Discuss definitions of presented terms

Immune system and transmission

Objectives: - Describe innate - Thomas &Weber Ch. and acquired immunity 2, 4 - Compare and - NCI pamphlet pages 1 contrast the humoral and – 34 cellular immune - Presentation Topics responses Due - Compare and contrast the primary and secondary immune responses - Calculate the probability of infection using the binomial model of transmission - Calculate effective and basic reproductive number

Transmission (cont.) and immunization

Objectives: - Calculate the proportion of population that needs to be - Thomas & Weber: Ch. vaccinated to eliminate 17 transmission - Dworkin, Chapters 8 - Calculate and 20 (reflection vaccine efficacy paper 1) - Contrast - Texarkana case study vaccine efficacy and (complete questions 1 effectiveness and 2 prior to class)

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 10 of 33 - Compare and contrast the concepts of direct and indirect protection - Compare and contrast live attenuated from killed, inactive vaccines - Give an example of active and passive immunization - Discuss phases of pre-licensure testing and post-licensure vaccine safety surveillance

Surveillance

Objectives: - Thomas & Weber Ch. - Determine if a specific 6 and 7 data collection method - Case Study: Paralytic constitutes a illness in Ababo surveillance system (complete questions 1- - Discuss limitations of 7 prior to class) notifiable disease - Heymann: Polio surveillance system - CDC Principles of - Discuss importance of Epidemiology case definition in a -Lesson 1, pp surveillance system 12-13, exercise 1.2, - Describe uses of -Lesson 4, surveillance data pages 236 0 239, - Compare and contrast exercise 4.5 active and passive -Lesson 5, all surveillance exercises - Ch. 20 reflection paper 1 due - Presentation tips - Guest speaker

Outbreak Investigators

Objectives: - Thomas & Weber Ch.

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 11 of 33 - Discuss ways in which 14 outbreaks are - Thomas & Weber Ch. recognized 8 - Discuss role of public - Dworkin Ch. 1 and 7 health laboratory in (reflection paper 2) epidemiologic - CDC Principles of investigations and Epidemiology -Lesson surveillance 6, do all - Given a scenario, exercises; create a plan as to how - Case study : Outbreaks you would investigate of illness on two the situation football teams - Given some data, -Do questions categorize cases using 1-4 prior to class a case definition - Given some data, produce a line listing - Given some data, construct an epi curve Choosing a study design & theories of causation

Objectives: - Thomas & Weber Ch.3 - Compare and contrast and 5 the concepts of - Ch. 7 reflection paper 2 association and due causation - Assess the strength of evidence for a causative relationship for an infectious disease using the “elements of causation” from the 1964 surgeon general’s report on smoking and health - Calculate the prevalence, incidence rate, attack rate, and secondary attack rate - Discuss what is meant by the dependent happening relation - Rank various epidemiologic designs

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 12 of 33 by strength of evidence they produce - Explain what measures can be obtained from various epidemiologic study designs (e.g. cohort studies, case- control studies, and cross-sectional studies.) Midterm Exam (Bring Calculator) Infectious Disease Screening

Objectives: - Determine the potential - Ch. 5 reflection paper 3 benefits and limitations of due an infectious disease - Case study: Screening screening program. for antibody to HIV - Calculate the positive predictive value - Gray and Meyer et. al. - Calculate the number need articles to screen to cure a true case Disease Control

Objectives: - Describe standard and transmission-based precautions - Siegel: Guideline for - Summarize the isolation precautions, applications and pages 14 – 38, 66 – limitations of matching 73 in case-control studies - Case Study: Toxic - Discuss issues to Shock (Complete consider in appropriate questions 1-3 prior to selection of controls in class) case-control studies - Dworkin Ch. 5 - Determine risk factors (reflection paper 3) and by means of a case- 11 control study - Surveillance exercise - Interpret matched data due in a 2x2 table - Compare and contrast the terms isolation and quarantine - Describe the CDC’s quarantine system PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 13 of 33 Respiratory Infections

Objectives: - Discuss different - Thomas & Weber ethical principles that Ch.8, 10; could be used to ration - Emanuel article influenza vaccine - Presentations - Describe challenges in - Screening exercise due determining if a person has a respiratory illness - Explain laboratory tests that can be used to identify respiratory viruses Fecal Oral Transmission

Objectives: - Explain mechanisms of action for nonspecific barriers and specific immune responses to organisms transmitted by the fecal-oral route - Thomas & Weber 11 - Discuss the range of - Dworkin 10, 12, 13 infectious dose size and (reflection paper 4) incubation periods seen among common organisms transmitted by the fecal-oral route - Produce a table of several organisms by how they are primarily transmitted by foodborne modes, waterborne modes, contact modes and all three modes. - Discuss difficulties in obtaining accurate information about diarrheal symptoms in an outbreak or study situation - Discuss strengths and weaknesses of cross-

Objectives: - Thomas & Weber Ch. - Explain difficulties 13 particularly associated - Dworkin Ch. 6 and 15 with studying STDs (reflection paper 5) - Specify challenges for - Ch. 13 reflection paper STDS research when 4 due using cross-sectional - Presentations studies, cohort studies, - Guest speaker case-control studies and partner studies - Explain the steps of STD case investigation and partner notification

Vector-Borne Transmissions

Objectives: - Discuss criteria for implicating vector- borne transmission - Explain the term entomologic risk - Thomas & Weber Ch. - Compare and contrast 12 horizontal and vertical - Chapter 15 reflection transmission in regards paper 5 due to vector borne - Presentations diseases - Compare and contrast biologic and mechanical transmission - Discuss important characteristics used to describe vector feeding behavior - Discuss different ways that vector-borne infections can be

Emerging Infectious Diseases / Bioterrorism

Objectives: - Morse: Factors in the - Explain the terms emergence of emerging infectious infectious diseases diseases and article bioterrorism - CDC: Biological and - Compare and contrast chemical Terrorism the terms covert and article overt attack - Presentations - Compare and contrast category A, B, and C agents of bioterrorism and provide examples - Explain the role of public health in bioterrorism preparedness and response - List factors that lead to the emergence and reemergence of infectious diseases Final

UNIVERSITY DROP DATES FOR SPRING 2012 SEMESTER Last day to withdraw from the University with a 25% refund of tuition. Last day to drop a course with a DR grade. Last day to withdraw from the University with a WI grade.

FIU’s MPH COMPETENCIES

Epidemiology

Biostatistics

Biostatistics Health Promotion and Disease Prevention Health Promotion and Disease Prevention

Environmental and Occupational Health

Health Policy and Management

Identify key sources of data for use in epidemiologic studies. Given a particular health problem, determine the potential benefits and limitations of a screening program Evaluate a surveillance system observing ethical and legal principles pertaining to the collection, use and dissemination of data.

Examine data for confounding and effect modification and interpret appropriately Appraise the direction and magnitude of bias on measures of association and interpret them appropriately Calculate and interpret measures of association

Oral Presentation Evaluation Matrix

Category Does Not Meet Partially meets expectations Meets Outstanding How to Improve Expectations Expect ations Epidemiology (50 More than three of the Has two –three of the following EpidemiData accurate throughout. points) following: more than deficiencies: more than one inaccuracy in ology ofEpidemiology of the disease one inaccuracy in the the data, missing comparison of incidence the in Miami-Dade County data, missing rates, missing data on demographic disease presented with a comparison of variables, data not primarily presented in comparison to the US and incidence rates, using figures and tables, or did not Miami- Florida. Comparison of missing data on reference at least one peer-reviewed Dade incidence rates. Data on demographic variables,journal article for epidemiology or control County demographic variables data not primarily (40 points) presentepresented. Data presented presented using d with a primarily using figures and figures and tables, or compari tables and not by text. did not reference at son to Referenced at least one least one peer- the US peer-reviewed journal reviewed journal and article for epidemiology or article for Florida. control (50 points) epidemiology or Compar control (30 points) ison of incidenc e rates. Data on demogr aphic variable s. Had one of the PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 18 of 33 followin g deficien cies: data not primaril y presente d using figures and tables or did not referenc e at least one peer- reviewe d journal article for epidemi ology or control or an inaccura cy in the data (45 points)

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 19 of 33 Control Not addressed (0 Some methods discussed but not the most DiscussiDiscussion accurate and Methods (5 points) points) important ones or some inaccuracies in the on clearly presented (5 points) information (2 points) accurate but could have been more clearly presente Cont d (4 ent points) Surveillance Not addressed (0 Some methods discussed but not the most DiscussiDiscussion accurate and methods (5 points) points) important ones or some inaccuracies in the on clearly presented (5 points) information (2 points) accurate but could have been more clearly presente d (4 points) Description of Not addressed (0 Description present but key factors DiscussiDiscussion accurate and disease (5 points) points) relevant to infectious disease control not on complete and clearly addressed (e.g. presented treatment instead accuratepresented (5 points) of transmission, incubation period, and reservoir, etc) (2 points) complet e but could have been more clearly presente PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 20 of 33 d (4 points)

Verbal/ Could not be Could not be understood some of time Could Use of his or her voice was Articulation (3 understood most of because of inappropriate rate, volume, or be natural and effectively points) time because of articulation (1 point). underst enhanced the presentation inappropriate rate, ood, but (3 points). volume, or articulation the (0 points) presente rs voice did not effectiv ely enhance the presenta tion (2 points). Deli How well Does more than 1 of Gets lost during presentation, searches for FamiliarClearly familiar with very rehearsed (4 the following: gets lost words frequently, or mispronounces with material, at ease with points) during presentation, technical words or considerably goes over material audience, speaks searches for words allotted time (1 point) but not spontaneously(4 points) frequently, complet mispronounces ely at technical words, or ease considerably goes over with allotted time (0 points) audienc e or occasio nally searches for words

Eye contact (3 Established no eye Looked up rarely but did not read script (1 Establis Established direct, points) contact or read script point) hed eye consistent eye contact with throughout contact the audience most of the presentation (0 points) with the time (3 points) audienc e some of the time (2 points) Slides easy to read Most slides so wordy, Some slides wordy, busy or small font so AudiencAll slides easy to read, (5 points) busy, or small font so that they cannot be read by audience (2 e can effective. Minimal that they cannot be points) read all unnecessary wordiness and read by audience (1 slides minimal unnecessary point). but punctuation. Consistent unneces capitalization and fonts (5 sary points) wordine ss or inconsis tent capitaliz ation or fonts distract from presenta tion content

Data depicted Inappropriate type of Consistently-Appropriate type of figure Consist Consistently-Appropriate appropriately using figure chosen or fewer chosen (e.g. pie chart vs. graph), but ently- type of figure chosen (e.g. tables/figures (10 than 3 slides with deficiencies in more than one of the Approprpie chart vs. graph), titles points) figures/tables (4 following: titles complete, source of data iate complete, source of data points) present, and axes labeled. (6 points) type of present, and axes labeled. figure (10 points) chosen (e.g. pie chart vs. graph), Visu but al deficien Aids cies in /Org one of aniz the atio followin n g: titles complet e, source of data present, and axes labeled. (8 points)

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 23 of 33 Typographical More than 5 3-5 typographical errors (2 points) 1-2 No typographical errors (5 errors (5 points) typographical errors typogra points) (e.g. misspelled words) phical (0 points) errors (4 points) Organization Unclear flow of Unclear flow of presentation or audience Clear, Clear, logical flow (5 points) presentation not able to follow presentation at least oncelogical throughout presentation throughout (2 points) flow and presenter provides presentation (e.g. through outline of presentation at the presents one topic then out beginning (5 points) another and returns to presenta the first topic). tion but Audience not able to presente follow logic of flow. (1 r does points) not begin presenta tion with outline (4 points) Total score and comments Ove rall

Screening exercise

Category Developing Adequate Proficient 1 2 3

1 Applying screening program criteria to a Accurately classified the Accurately classified the program to screen Accurately classified particular health problem program to screen high high risk women for chlamydia and explained the program to screen risk women for rationale for classification by each criterion high risk women for chlamydia and explained with no more than 2 errors. If no information chlamydia and rationale for available for a particular criteria explained rationale for classification by each classification by each criterion with no more criterion. If no than 6 errors information available for a particular criterion, stated so.

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 25 of 33 PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 26 of 33 2 Calculations of screening outcomes of a Correct answers for all Correct answers for all but up to 2 Correct answers for all hypothetical cohort but up to 4 calculations calculations calculations.

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 27 of 33 Epi Concentration Competency #1: Given a particular health problem, determine the potential benefits and limitations of a screening Com program peten cy MEAN SCORE_____ : A mean column score of >2 (for rows 1-2) required to attain this competency.

Surveillance evaluation exercise

Category Undeveloped Developing 0 1

1 Description of public health Discussion of public health Discussion of public health Articulates public health importance of disease under importance incomplete and importance incomplete or measures importance following CDC surveillance (measures inaccurate/not included inaccurate or not included or Guidelines document and includes or missing references for data). (1 references incomplete (6 points). measures to support arguments point) about importance but description not completely clear. Includes complete references for data (8 points). 2 Listing classes of potential Did not demonstrate knowledge of Listing missing 3 -5 major Relatively complete listing of stakeholders what a stakeholder is in stakeholders (6 points) stakeholders but missing 1-2 surveillance systems (1 point) important classes of stakeholders or no assessment of which groups may have the strongest interest in the data (8 points)

3 Describe the purpose the system Cannot demonstrate understanding Description of why data are Description of why data are of why data are collected and why collected and how they are used collected and how they are used is they are used (1 point) partially present (6 points) adequate but not clear or missing an important point (8 points)

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 29 of 33 4 Describe the operation of the Description of system or flowchart Description of system or flowchart Description of system adequate system including flowchart of data missing or more than 4 inaccuraciespresent but 2 -4 inaccuracies (12 although either missing an (2 points) points) important step in text or flowchart (16 points)

5 Explanation of legal framework Explanation of legal authority Explanation of legal authority Explanation of legal authority within which surveillance system incomplete and inaccurate (1 point) incomplete or inaccurate (more mostly correct but one inaccuracy operates than 1 error) (6 points) or missing a statue or administrative code (8 points)

6 Description of how patient Explanation of how patient Explanation of how patient Explanation of how patient confidentiality is maintained confidentiality is maintained confidentiality is maintained confidentiality is maintained mostly incomplete and inaccurate (1 point) incomplete or inaccurate (more correctly but one inaccuracy or than 1 error) (6 points) explanation not clear (8 points)

7 List the 2-3 most important and 2-3 Did not list most important and Listed most important and least Listed most important and least least important attributes for your least important attributes (1 point) important attributes but no rationaleimportant attributes but rationale particular disease and explain your for ranking (6 points) for ranking not clear (8 points) ranking

8 Summarize the strengths and Did not list most strengths or Missing strengths or weaknesses (6 Listed 2-3 strengths and weaknesses of the system with weaknesses (1 point) points) weaknesses of system but not regards to your disease necessarily most relevant to specific disease (8 points)

PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 30 of 33 9 Quality of writing Unnecessarily wordy, unclear Incorrect use of 2 to 4 Correct use of epidemiologic terms, writing or incorrect use of epidemiologic terms or unclear or writing usually clear but unclear in epidemiologic terms throughout unnecessarily wordy in parts of places or unnecessarily wordy in paper (1 point) paper (6 points) places (8 points)

Grade (points listed in each cell)= Many statements not referenced (1 Almost every statement that is not common knowledge or opinion of student is Grad point) references (3 points) e

Epi Concentration competency #3: Describe and evaluate a surveillance system considering confidentiality and legal issues pertaining to the collection, use and dissemination of data

Competency MEAN SCORE_____ : A mean column score of >2 (for rows 1-8) required to attain this competency.

2 Calculations of screening outcomes MCorrect answers for all Correct answers for all but up to 2 Correct answers for of a hypothetical cohort obut up to 4 calculations calculations all calculations. r e

t h a n

c a l PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 31 of 33 c u l a t i o n s

n o t

c o m p l e t e d

c o r r e c t l y PHC 6002 – Infectious Disease Epidemiology Changes or Modifications: The Instructor reserves the right to change, alter, add, or delete from the content of this course as deemed appropriate by the Instructor based upon students’ needs. Page 32 of 33

Epi Concentration Competency #1: Given a particular health problem, determine the potential benefits and limitations of a Com screening program peten cy MEAN SCORE_____ : A mean column score of >2 (for rows 1-2) required to attain this competency.

Total points: _____ (6 points = 100, 5 points = 92, 4 points =84, 3 points = 76, 2 points= 68, 1 point= 60, 0 points=52). Grad e