World Health Organization Regional Office for Africa (AFRO) Integrated Disease Surveillance and Response District Level Training Course Course Facilitator’s Instructions July 2011 The modules comprising the Integrated Disease Surveillance and Response District Level Training Course were prepared by the World Health Organization Regional Office for Africa (AFRO) and the Centers for Disease Control and Prevention (CDC) with support from the United States Agency for International Development (USAID) Africa Bureau. While the contents of this course are in the public domain and may be used and reproduced without permission, please refer to the suggested citation: WHO- AFRO & CDC (2010). Integrated Disease Surveillance and District Level Training Course, Facilitator Guide. Brazzaville, Republic of Congo and Atlanta, USA. Course Facilitator’s Instructions:2 Introduction The Facilitator’s Guide provides instruction and suggestions for teaching the training modules for the Technical Guidelines for Integrated Disease Surveillance and Response in the Africa Region, 2nd edition. This training is intended for district level health officers who conduct IDSR activities. The course is laid out in 7 modules that walk participants through the Technical Guidelines (TGs) chapter by chapter. By the end of the course, participants will be familiar with the TGs and capable of utilizing them appropriately in their position. For each exercise, the Facilitator’s Guide includes Notes to Facilitator: Suggested teaching methods An explanation and purpose Proposed answers 1.0 Teaching Methods This course is designed to first provide participants with information then provide examples of how to apply the information and conclude with an opportunity to practice applying the information or skill. In order to facilitate this process you can use several different teaching methods. Readings- Participants will be asked to read short sections from the TGs for content. This helps them learn the content and shows them where they can find information within the TGs in the future. Lectures- As the facilitator, you will conduct several lectures on content from the TGs. These lectures will be brief and are intended to provide information to the participants in a method that can be more engaging than reading because it is an interactive method of teaching. Content drawn from the Technical Guidelines is bulleted and set in a smaller font than the instructions for the facilitator so that you can see the difference between instructions to you and lecture material. Course Facilitator’s Instructions:3 Some points to remember when preparing and giving a lecture are: Read through the relevant material so that you are familiar with the content and how to apply it. Limit the number of slides you use to about one for every three minutes of presentation. Keep your slides simple with only two or three points. When you show a slide, explain all of the content on that slide. Review your slide show to ensure that it can be read from the back of the room. Think of two or three discussion questions that you can ask during the presentation. This will keep the audience engaged and highlight the main points of the presentation. Summarize your main points at the end and ask for questions. Speak slowly and clearly. Use simple language. Make eye contact with the participants. Individual Work- Participants will be asked to complete several exercises on their own. Practicing skills will help them understand the material and demonstrate that they have learned it completely. After participants complete their worksheets, review the correct answers so that they can identify any mistakes. Encourage participants to ask questions if they do not understand an answer. Small Group Discussion- Participants will be asked to do several exercises in pairs or small groups. This will provide them with opportunities to practice using the information they have learned. Small group work is particularly helpful for people who are intimidated by larger groups. Large Group Discussion- You will facilitate several discussions with the entire group. Your role as the facilitator is to provide the discussion topics and follow-up questions and to moderate the discussion. Some participants may be very vocal or aggressive. You can set time limits on responses and encourage the quieter participants to engage in these discussions. Course Facilitator’s Instructions:4 2.0 Key Concepts of Adult Learning Your target audience is District level health officers so it may be useful for you to review some key concepts of adult learning. Teaching adults requires a different skill set than teaching children. The following concepts may help you understand some of the elements that distinguish the adult learner from the child learner. Self-concept: Adults see themselves as autonomous and want to preserve or enhance their self-esteem. Experience: Adults bring their entire span of life experiences with them into any situation. Adults have trouble with information that conflicts with things they have learned previously. Readiness to learn: Adult learners are more likely to be motivated to learn something new if it is immediately relevant to their daily work. Time perspective: Adults have a problem-centered time perspective and a desire to become better problem-solvers right away. 3.0 Developing a Teaching Plan To prepare a teaching plan for each module, first review the activities and exercises that are suggested. When you are choosing optional activities consider: What the participants have already learned The amount of time available for the module What aspects of the module should be emphasized After you develop teaching plans for the modules you can make a schedule or outline of the modules so that you have an estimation of the time you will need for each module. Course Facilitator’s Instructions:5 A sample teaching plan is provided below with estimated times for each exercise and breaks. The first three modules may take more time than is allotted here. Please make notes of any divergence from this schedule for future facilitators. Times are provided as estimations. Time Activity Facilitators Monday (Day 1) 8:00-8:30 Registration of Participants All 8:30-8:45 Opening Remarks All 8:45-9:30 Introduction Module 1.0 Introduce yourself and the participants 2.0 Explain your role as the facilitator 3.0 Explain IDSR 4.0 Define the International Health Regulations 5.0 Explain the 2010 Revision of IDSR Technical Guidelines 6.0 Define disease surveillance 7.0 Describe how surveillance functions are presented in this course 8.0 Describe the purpose of the course 9.0 Describe the target audience 10.0 Explain the learning objectives 11.0 Explain the layout of the course 12.0 Summary of introduction Course Facilitator’s Instructions:6 9:30-10:00 Module 1: Identify cases of priority diseases, conditions and events 1.0 Introduction (10 minutes) 1.1 Exercise 1 (10 minutes) Presentations (10 minutes) 10:00-10:30 TEA BREAK 10:30-12:30 Module 1: Identify cases of priority diseases, conditions and events 1.2 Exercise 2 (20 minutes) 1.3 Exercise 3 (20 minutes) 1.4Exercise 4 (30 minutes) 1.5 Exercise 5 (30minutes) Presentations (20 minutes) 12:30-13:30 LUNCH BREAK 13:30-14:35 Module 1: Identify cases of priority diseases, conditions and events 1.6 Exercise 6 (45 minutes) Presentations (20 minutes) 14:35-15:10 Module 1: feedback and discussion 15:10-16:00 Module 2: Report priority diseases, conditions and events 2.0 Introduction (20 minutes) Course Facilitator’s Instructions:7 Presentations (20 minutes) Begin Exercise 1 16:00-16:30 TEA BREAK 16:30-17:00 Module 2: Report priority diseases, conditions and events 2.1 Exercise 1 (30 minutes) Wrap up day Tuesday (Day 2) 8:30-8:40 Questions from previous day 8:40-10:00 Module 2: Report priority diseases, conditions and events 2.2Exercise 2 (60 minutes) Presentations (20 minutes) 10:00-10:30 TEA BREAK 10:30-11:00 Module 2: Report priority diseases, conditions and events 2.3 Exercise 3 (30 minutes) Wrap up Module 2 11:00-11:30 Module 2: feedback and discussion 11:30-13:00 Module 3: Analyze and interpret data 3.0 Introduction (20 minutes) Course Facilitator’s Instructions:8 3.01 Introductory exercise (20 minutes) 3.1 Exercise 1 (40 minutes) Presentations (10 minutes) 13:00-14:00 LUNCH BREAK 14:00-16:00 Module 3: Analyze and interpret data 3.2 Exercise 2 (60 minutes) 3.3 Exercise 3 (30 minutes) 3.4 Exercise 4 (30 minutes) Presentations (20 minutes) 16:00-16:30 TEA BREAK 16:30-17:00 Finish exercises and presentations from above Wrap up the day Wednesday (Day 3) 8:30-8:40 Questions from previous day 8:40-10:00 Module 3: Analyze and interpret data 3.5 Exercise 5 (80 minutes) 10:00-10:30 TEA BREAK 10:30-12:00 Module 3: Analyze and interpret data 3.6 Exercise 6 (90 minutes) 12:00-12:30 Module 3: feedback and discussion Course Facilitator’s Instructions:9 12:30-13:00 Module 4: Investigate and confirm suspected cases, outbreaks and other events of public health importance 4.0 Introduction (20 minutes) 13:00-14:00 LUNCH BREAK 14:00-16:00 Module 4: Investigate and confirm suspected cases, outbreaks and other events of public health importance 4.1 Exercise 1 (30 minutes) 4.2 Exercise 2 (20 minutes) 4.3 Exercise 3 (60 minutes) Presentations (10 minutes) 16:00-16:30 TEA BREAK 16:30-17:00 Module 4: Investigate and confirm suspected cases, outbreaks and other events of public health importance 4.4 Exercise 4 (20 minutes) Thursday (Day 4) 8:30-8:40 Questions from previous day 8:40-10:00 Module 4: Investigate and