傳染病流行病學、經濟學和政策

Objectives At the end of the course, the student will be able to: (1) Understand infectious diseases prevalent in developing countries through application of a key epidemiologic framework (encompassing basic outbreak investigation, the modes and rates of transmission, the epidemic curve, infectious agents, vectors, reservoirs, susceptibility, incubation period, period of communicability, diagnostics, and the reproductive number); (2) Analyze the determinants, factors, and impacts of infectious disease transmission and spread using multiple perspectives (socio-cultural, economic, political, psychological, organizational, and community) and the role of uncertainty and evolving knowledge of an unfolding outbreak; and (3) Formulate and evaluate feasible and cost-effective prevention and control measures through the lens of planning, policy design, and program implementation, including by understanding applications of infectious disease models for evidence-based decision making. Format This course is a hybrid/blended course, with engaging workshops and field trips (Feb 21-23) for 10 hours, starting the term, followed by 13 sessions (60 minutes each week) from March 4 to May 27 on Mondays, 8:00am to 9:30am Taiwan Time (corresponding to 7:00pm to 8:30pm in Washington, DC). Online sessions are interactive discussions led by student case study discussions of 20 minutes each followed by discussion and brief lecture for the remaining 40 minutes.

This course is a two-credit spring-term elective in the field of Infection & Immunity in the International Health Program (IHP) at the National Yang-Ming Chiao-Tung University. Key course themes include assessing the burden of disease for a variety of infectious diseases of public health importance in developing countries; broad societal factors related to changing epidemiology; the role of infectious diseases in chronic disease; antimicrobial resistance; the role and types of data, knowledge, information, and evidence for decision making and critical appraisal of quality and uncertainty; the unique challenges of highly transmissible pathogens; and the role of non-health sectors, economics, and politics in controlling infectious disease .

Course Requirements • Class Participation: We expect all students to be committed to the course by attending every class, participating regularly in class discussion, engaging with the course material and offering relevant comments. However, in the rare event of absence, students must inform the Instructor well in advance. • Heymann (2022) American Public Health Association (APHA) Control of Communicable Diseases (CCD) Manual: Students are expected to be familiar with each disease and their epidemiology before each lecture e.g., by reading the CCD manual. Students without a medical or health background are required to read the relevant CCD chapter(s) for each session, indicated in the Reading List. A Disease Worksheet and Glossary are provided to facilitate optional learning for those without clinical backgrounds. Heymann DL, ed. Control of communicable diseases manual: An official report of the American Public Health Association. 21st ed. Washington, DC: American Public Health Association; 2022. [On reserve at library] https://secure.apha.org/imis/ItemDetail?iProductCode=978-07553-3230&CATEGORY=BK • Required reading: The required reading list will be available from the Course Website. Students are expected to read Required Readings prior to the relevant session. • Supplemental resources: These are supplemental, optional references. Disease control priorities in developing countries. Dean T. Jamison, et. al (eds). New York, N.Y. : Oxford University Press ; Washington, D.C. : World Bank, 2006. Second edition. Full text freely available here: https://www.ncbi.nlm.nih.gov/books/NBK11728/ Disease control priorities in developing countries. Dean T. Jamison, et. al (eds). New York, N.Y. : Oxford University Press ; Washington, D.C. : World Bank, 2017-18. Third edition. Full text freely available here: https://dcp-3.org/ • Case Studies: The Case Study is a short scenario with specific questions for small student teams to research on their own and to address in their presentation and summary paper. Students are expected to conduct thorough research and properly cite their work. Teams present in the second hour of class after selected lectures. The presentation should be no longer than 20 minutes and should stimulate vivid discussion among the class. Team assignments will be announced after the welcome workshop in the second week of the course. The suggested Scenarios provide guidance in developing role-play presentations. All members of the Teams should actively participate in the preparation of the presentation, in the presentation itself and in the writing of the summary paper. The Case Study Summary Paper and the Presented Slides are due on the day of the Team’s presentation. A single grade will be awarded to the Team for their Case Study Presentation and Paper. Further instructions are provided below. • Final Paper – Policy Memo: The final paper is a culmination of the case study project in which a literature review is conducted on the costs, effectiveness, and benefits of the assigned disease are written in the form of a two-page policy memo that is complementary to the case study paper. The outline for the policy memo will be provided in the syllabus by the first week of the course. • Final Exam: The final exam will be based written responses to questions selected from a longer list of questions provided to students two weeks before the final exam.

Grading Criteria Student grades will be calculated based on the following: Classroom Participation 20% Case Study Presentation (Small Group) 40% Final Exam 20% Final Paper 20% Evaluation of Course Completion of the final evaluation is required for each course. Your grade will not be available until you submit the evaluation. In addition, registration for future terms will be blocked until you have completed evaluations for courses in prior terms.

Instructions for Case Studies • Case Studies are assigned to Teams of students for presentation to the class for no longer than 20 minutes. Your Team will be evaluated for the Presentation and the Summary Paper. Each class will start with 15 min lecture by the instructor. The Team presentation will follow for 20 minutes, with 30 minutes for class discussion on the case study. The remaining 15 minutes of class will conclude with instructor summary. Research and Preparation • After your team receives its topic, divide the work for case studies as you see best fit, but make sure to address the questions listed and that each member contributes fairly and substantively. • Feel free to add more material to the case study (e.g., use a specific region, create characters or role plays, etc.) • Students are expected to conduct comprehensive online research. Additional suggestions for doing online research have been provided below for your benefit. Deadlines • Submit a single copy of both the summary paper and the presentation slides to the instructor at the beginning of class on the day of your team’s presentation by email to vfan@post.harvard.edu. Presentation: Format and Delivery • The presentation should last no more than 20 minutes, followed by active class discussion. • Everyone in the team should be present and participate in the presentation. • Be creative and interactive with the class, while focusing on direct responses to questions presented and other relevant issues. • Practice at least once before your presentation. • Avoid reading directly from the slides. • Make sure that the slides’ font is large enough (28 pt at least) and the text contrasts for the audience to read the screen with the background. • Images/charts/tables in the slides can further illustrate your point. Summary Paper: Format • The summary paper should be in the standard format (12 pt, Times New Roman font, 1” margins, double-spaced, numbered pages) and should be a maximum of 4 pages. • This page limit does not include references or tables and figures. • Students should use only one type of reference format throughout the paper. For example, see: http://www.lib.monash.edu.au/tutorials/citing/vancouver.html. • The paper should reflect the teams’ work and should adhere to NYCU standards on writing and attribution. • Students should ensure that their sentences are grammatically correct. Library Resources and Online Research Tutorial Guide 1. PubMed a. Find articles on tuberculosis in sub-Saharan Africa i. Automatic term mapping: ex. sub-Saharan Africa tuberculosis b. For a more controlled search (broad) start from MeSH (with use of History tab) i. Tuberculosis"[mesh] AND "tuberculosis" ii. "Africa South of the Sahara"[Mesh] OR "sub-saharan" OR "subsaharan" iii. Add "Directly Observed Therapy"[Mesh] OR "Directly Observed Therapy" OR "Directly Observed Treatment" c. For a narrower search: i. Use subheadings, ex "Tuberculosis/epidemiology"[Majr] ii. Or add a specific country, ex "Rwanda"[mesh] d. Using Field Tags: i. [tw] title, abstract, subject heading ii. [tiab] title, abstract iii. [pa] pharmacologic action, e.g. "diuretic"[pa] iv. More in PubMed : Help : "Field Tags" e. Using Limits in Advance f. Using History, e.g. #3 and #6 search numbers g. Save records in clipboard h. Save searches, alerts in MyNCBI 2. Notes on other databases a. EMBASE – Elsevier, European, non-US b. PAIS International – policy publications, great for drugs c. PolicyFile – grey literature, not peer-reviewed, e.g. Rand d. Social Science Citation Index e. Sociological Abstracts – good interface f. CINAHL – nursing notes on patient care that don't make it into PubMed g. EconLit – econ literature h. Popline – Population Council of New York, reproductive health 3. Use of Google a. Google vs. Google Scholar scholar.google.com.ezp-prod1.hul.harvard.edu/

聯絡方式

Instructor Victoria Fan, ScD Adjunct Associate Professor, National Yang Ming Chiao Tung University Senior Fellow, Center for Global Development Associate Professor (on leave), University of Hawaii at Manoa E-mail: vfan@post.harvard.edu Office Hours: By appointment via email