NBHS2332 Learning Kit

NBHS 2332 Epidemiology
CONTENT
1. Introduction to your Programme
2. Introduction to your Learning Kit
3. Introduction to your Course
4. Your Learning Resources
5. Your Learning Journey
6. Your Learning Milestones
7. Your Seminar
1
INTRODUCTION TO YOUR
PROGRAMME
2
Dear students,
Welcome to the NBHS Epidemiology course.
This learning kit is one of the available learning kits that will guide you throughout
your learning adventure in this Bachelor of Medical and Health Sciences (BMHS)
programme. Take this learning kit as your guide and companion throughout this
module. Congratulations on your admission to this course!
Epidemiology is the study of the distribution and determinants of diseases and health
related events in specified populations. Students will generally study the spread of
diseases among humans using basic methods for infectious disease epidemiology while
planning for effective preventive and control measures.
As a “disease detective” in the field, an epidemiologist investigates the disease outbreak

searching for its cause and source of infection, identify those who are at risk, strategies
and implement control to stop the outbreak, and prevent it from recurring.
Epidemiologists can work in different areas of health sector such as population health,
medical research, disease control and surveillance.
This epidemiology module will prepare you with the basic science of public health that
you will need in your career as a future healthcare professional.
We wish you all the best!
3
INTRODUCTION TO YOUR
LEARNING KIT
4
Your learning kit is your learning companion.
In this learning kit, please find the followings:

1. Introduction to the Epidemiology Programme in general
2. Introduction to the Learning Kit
3. Introduction to the Epidemiology Course
4. Your Learning Resources:

 Textbooks
- Consist of physical and digital reference textbooks.
- Hardcopies of some of these books are readily available at the library.
Please contact your librarian for further assistance.
 Links to relevant and useful online materials.
5. Your Learning Journey

 This will guide you through to each individual lectures and tutorials.
6. Your Learning Milestones

 Assessment drives learning. Through assessment and quizzes, you will be
able to tell how well you have learnt and be motivated to continue to
learn.
7. Your Seminars
(Seminar 1 – 4)
 Seminars inclusive of lectures, tutorials, quizzes as well as audio-visual
materials (YouTube links) that maybe helpful to you to get the gist and
better understanding of each topic in this module.
 Self-preparation prior attending to these seminars is strongly encouraged.
5
INTRODUCTION TO YOUR COURSE
6
Dear students,
Welcome again to the NBHS 2332 Epidemiology course.
FACILITATOR
Your course Facilitator : Nurhan Norris Ma Weng Chuen
Email : nurhan_norris@oum.edu.my
Contact number :
INTRODUCTION:
This Epidemiology course provides an introductory concept of public health which

focuses on disease prevention and control upon population at large rather than clinical
treatment of individual patients. This course will equip the students with the basic
knowledge and skills on different methods and study designs of disease epidemiology
in order to identify their source of infection or exposure, risk factors and causes so that
effective preventive and control measures can be implemented. This course also
introduces you to basic statistics in analysing health data to produce evidence-based
results for next course of action to be taken as well as for future research.
The students are expected to attain further knowledge and in-depth understanding
through reading the suggested textbooks and recommended websites.
COURSE PURPOSE
Epidemiology encompasses an understanding of diseases at micro level (e.g. in

molecular epidemiology) and macro level (e.g. pandemic) through scientific approach
contributing to disease management in a ‘bigger picture’. Hence, an allied health
professional with a strong background in epidemiology will appreciate the complexity
of disease dynamics that need to be addressed at both individual and population levels.
7
COURSE LEARNING OBJECTIVES
The course aims to ensure the students are able to:
1. Acquire the basic knowledge and skills in disease epidemiology

2. Explain steps in causal association and epidemiological investigation
3. Interpret statistics of different epidemiological study designs
4. Recommend feasible public health strategy to address diseases of interest
COURSE LEARNING OUTCOMES
As a result of successful completion of this course, the students will be able to:
CLO 1 Discuss the epidemiological concepts in healthcare settings.
CLO 2 Analyse the occurrence and causes of diseases affecting the human
population.
CLO 3 Propose strategies in managing epidemics, endemic and pandemic

transmission in human.
8
TEACHING-LEARNING TOPICS OUTLINES
No. Topics Remarks
1  Introduction to Infectious Disease

Epidemiology
 Overview of Microbiology
 The Molecular Epidemiology of Infectious Disease
2  Modeling of Infectious Disease

 Vaccines - Impact, issues, and Challenges
 Disease Eradication
3  Nutrition & Infection in the

Developing World
 Epidemiology of Diarrhoeal Diseases
4  TB Epidemiology
 Influenza: Virus and Disease, Epidemics and
Pandemics
 CNS Viral Infections
5  Meningococcal Disease: Global Problem,

Local Solutions
 Epidemiology and Control of Malaria
6  STD Epidemiology
 The Epidemiology of Hepatitis A, B, C, D and E
Infections
9
YOUR LEARNING RESOURCES
10
YOUR LEARNING RESOURCES

Resources Titles
Books  Webb, P., Bain, C., & Page, A. (2017). Essential epidemiology: an
introduction for students and health professionals (Third edition).
Cambridge University Press.
 Elmore, J. G., Wild, D. M. G., Nelson, H. D., Katz, D. L. (2020). Jekel’s
epidemiology, biostatistics, preventive medicine, and public health (Fifth
edition). Elsevier.
 Celentano, D. D., Szklo, M. (2019). Gordis Epidemiology (Sixth edition).
Elsevier
 Szklo, M., & Nieto, F. J. (2014). Epidemiology: beyond the basics (3rd ed.).
Jones & Bartlett Learning.
 Bencko, V. (2020). Hygiene and Epidemiology: Selected Chapters: Vol.
Second revised edition. Charles University in Prague, Karolinum Press.
 Fletcher, R. H., Fletcher, S. W., & Fletcher, G. S. (2014). Clinical
Epidemiology: The Essentials: Vol. 5th edition. LWW.
 Carneiro, I., & Howard, N. (2011). Introduction to Epidemiology: Vol. 2nd
ed. McGraw-Hill Education.
 Senie, R. T. (2014). Epidemiology of women’s health. Jones & Bartlett
Learning.
 Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice
(5th ed.). Jones & Bartlett Learning.
 Heymann, D. L. (2014). Control of Communicable Diseases Manual (20th
edition). American Public Health Association.
Journals/  Epidemiology: An introduction: Learning outcomes - OpenLearn - Open
Websites University - K311_4
 Principles of Epidemiology: Home|Self-Study Course SS1978|CDC
 How Do We Define What Is Bad for Your Health? The Role of Epidemiology ·
Frontiers for Young Minds (frontiersin.org)
Videos  Introduction to Epidemiology: History, Terminology & Studies | Lecturio -
YouTube
 Bradford Hills criteria - YouTube
 The Epidemiologic Triangle - YouTube
 Epidemiological Studies - made easy! - YouTube
 Outbreak Investigation - a step by step approach - YouTube
 Vaccines and Herd Immunity - YouTube
 Pandemics - a worrying global public health threat - YouTube
 The One Health Movement; Animals, Environment, and Us | Ralph Richardson |
TEDxICC - YouTube
11
YOUR LEARNING JOURNEY
12
YOUR LEARNING JOURNEY
Dear students,
This will be your study guide for this Epidemiology course.
It gives you an overall picture of all the topics that you are going to explore for each
seminar. There will be four (4) seminars in total. Each seminar will have lectures /
tutorials, forum / group presentation and round table discussion related to the assigned
topics.
Self-preparation prior to attending these seminars is strongly encouraged.
Date Seminar Activities Remarks

Seminar 1  Ice breaking
 Introduction to the course
 Discussion on assignment
 Topic 1:
 Introduction to Infectious
Disease Epidemiology Lectures, tutorials,
 Overview of Microbiology forum and group
 The Molecular discussion
Epidemiology of Infectious (via face to face
Disease and online)
Seminar 2  Topic 2:
 Modeling of Infectious
Disease
 Vaccines - Impact,
Issues, and Challenges
 Disease Eradication
 Topic 3:
 Nutrition &
Infection in
Developing
World
 Epidemiology of
13
Diarrhoeal
Diseases
Seminar 3  Topic 4:
 TB Epidemiology
 Influenza: Virus and
Disease, Epidemics and
Pandemics
 CNS Viral Infections Lectures, tutorials,
forum and group
Seminar 4  Topic 5:  discussion
 Meningococcal (via face to face
Disease: Global and online)
Problem, Local
Solutions
 Epidemiology and
Control of Malaria
 Topic 6: 
 Sexually Transmitted
Disease (STD) Epidemiology
 Epidemiology of Hepatitis
A, B, C, D and E Infections
14
YOUR LEARNING MILESTONES
15
YOUR LEARNING MILESTONES
Dear students,
The methods of assessment for this course are as follows:

1. Continuous Assessment (Formative)
o Written Assignment - 50% (2,500 – 3,000 words)
2. Summative
o Multiple Choice Question (MCQ) 40 questions – 50%
Please refer to the COURSES MENU in the myINSPIRE for the assignment questions.
16
SEMINAR 1
17
Dear students,
Welcome to Seminar 1.
The followings are the topics that will be discussed in this seminar.
You are encouraged to come to class prepared.
 Ice breaking
 Introduction to course
 Discussion on assignment
 Topic 1: Introduction to Infectious Disease Epidemiology;
Overview of Microbiology;
The Molecular Epidemiology of Infectious Disease.
18
TOPIC 1 INTRODUCTION TO INFECTIOUS DISEASE

EPIDEMIOLOGY; OVERVIEW OF MICROBIOLOGY;
THE MOLECULAR EPIDEMIOLOGY OF INFECTIOUS
DISEASE.
1.1 Epidemiology and Its Application
By the end of the topic you will be able to:

1. Define epidemiology.
2. Identify factors that contribute to disease distribution.
3. Explain the different types of communicable diseases.
Think
Epidemiological study searches for answers on how diseases spread over time, person
and place. Besides identifying the cause of the disease, we want to know what relevant
risk factors that contribute to disease development in some people but not in the others?
For infectious diseases, how do the diseases transmit from one person to another and
how risk behaviours can give rise to the disease incidence?
Prerequisite Reading
1. Celentano, D. D., Szklo, M. (2019). Gordis Epidemiology (Sixth edition). Elsevier
2. Heymann, D. L. (2014). Control of Communicable Diseases Manual (20th edition).
American Public Health Association.
3. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7176237/
Group Task
1. List and elaborate objectives of epidemiology.
2. Discuss the different types of communicable diseases and their importance.
19
1.2 Disease Agents
Learning Outcomes

1. Identify pathogens and disease agents of public health importance.
2. Connect knowledge in immunology with clinical presentation and public health
measures.
3. List and explain the criteria for causal association.
Think
Humans are exposed to numerous types of potential infectious agents such as bacteria,
viruses, parasites, fungi etc. in their daily lives. Vulnerable populations such as
children, the elderly and the immunocompromised particularly have higher risk of
contracting the infection with serious complications and death. How do we balance
between vulnerability and resilience within individuals and communities so that the
disease does not spread further causing an outbreak?
1. Webb, P., Bain, C., & Page, A. (2017). Essential epidemiology: an introduction for
students and health professionals (Thirdedition). Cambridge University Press.
2. Celentano, D. D., Szklo, M. (2019). Gordis Epidemiology (Sixth edition). Elsevier.
3. https://www.ncbi.nlm.nih.gov/books/NBK20370/
4. https://www.who.int/bulletin/volumes/83/10/792.pdf
Group Task
1. Discuss the different types of pathogens that contributed to major outbreaks in human
history and their lessons learnt.
2. Identify and discuss the criteria for causal association.
20
SEMINAR 2
21
Dear students,
 Ice breaking
 Topic 2: Modeling of Infectious Disease;
Vaccines - Impact, issues, and Challenges;
Disease Eradication.
 Topic 3: Nutrition & Infection in Developing World;
Epidemiology of Diarrhoeal Diseases;
22
TOPIC 2 MODELING OF INFECTIOUS DISEASE;

VACCINES – IMPACT, ISSUES, AND CHALLENGES;
DISEASE ERADICATION.
2.1 A Causal Model

1. Use an appropriate ecological model for infectious disease epidemiology.
2. Evaluate the relationship between agent, host and environment.
3. Explain the link between infection, incubation period and infectivity.
Think
Ecological models of the ‘agent-host-environment’ interplay suit infectious disease
epidemiology well. Over the decades, interactions between those three important
elements have been supported by findings from epidemiological studies and laboratory
tests. However, new infectious diseases keep appearing with some of them causing
serious threat to public health. How do we modify the interaction in the ecological
model to lessen the threat and mitigate its impact?
3. What Is the Epidemiologic Triangle? - Rivier Academics
Group Task
1. Present an ecological model with different types of communicable diseases.
2. Discuss on alternative interventions to modify ‘agent-host-environment’ interaction.
23
2.2 Herd Immunity
Learning Outcomes

1. Describe and differentiate between active and passive immunity.
2. Define herd immunity.
3. Recognise limitations in disease elimination and disease eradication.
Think
The extend of infectious disease in the population depends on the balance between
people who are susceptible and people who are immune against the disease. Waiting
for natural immunity to develop in the community will take time and may take place at
the expense of serious complications and deaths. In public health, vaccination is the
ultimate weapon in disease prevention, but, why there is a growing number of people
who are going against it nowadays?
1. Elmore, J. G., Wild, D. M. G., Nelson, H. D., Katz, D. L. (2020). Jekel’s
edition). Elsevier.
2. Celentano, D. D., Szklo, M. (2019). Gordis Epidemiology (Sixth edition). Elsevier.
3. Vaccines and immunization: What is vaccination? (who.int)
Group Task
1. Present and discuss past successful stories of vaccination in eradicating or
eliminating communicable diseases around the world.
2. Identify vaccine preventable diseases (VPD) with their listed vaccines under the
National Immunisation Program (NIP) in Malaysia and discuss the challenges in
facing anti-vaccination movement.
24
TOPIC 3 NUTRITION AND INFECTION IN DEVELOPING WORLD;

EPIDEMIOLOGY OF DIARRHOEAL DISEASES.
3.1 Maslow’s Hierarchy of Needs

1. Describe Maslow’s Hierarchy of Needs.
2. Identify nutritional needs by different population living conditions.
3. Prescribe public health solutions for under and overweight children.
Think
In order to achieve goals in nutrition and health, the public need to be informed about
the issues, the risks and ways of managing them through dietary modification. In one
hand, underweight children (due to under nutrition or malnutrition) will lead to
growth retardation and low immunity which expose them to higher risk of getting
communicable diseases. On the other hand, overweight children will expose them to
risks of suffering from non-communicable diseases in the future. Advocating the
parents to strike the balance between the two for their growing children remains as a
great challenge!
edition). Elsevier.
3. Maslow's Hierarchy of Needs | Simply Psychology
Group Task
1. Discuss Maslow’s Hierarchy of Needs and identify various nutrient deficiencies
faced by populations in different geographical conditions.
2. Present statistics of body mass index (BMI) in Malaysian children and
recommend feasible solutions to prevent obesity in childhood.
25
3.2 Burden of Diarrhoeal Diseases

1. Recognise the burden of diarrhoeal diseases.
2. Identify gaps by different sectors e.g. health, education, economy etc.
3. Recommend alternative options to mitigate diarrhoeal diseases in children.
Think
Globally, diarrhoea remains as one of the leading causes of death among children under
five years old. More than one in ten children, or about 800,000 of them, died due to
diarrhoea annually. What are the gaps in public health and other sectors that had led to
this enormous problem? Sometimes, cheaper solutions can be found locally through
innovation and creativity.
1. UNICEF/WHO (2009). Diarrhoea: Why Children Are Still Dying and What Can
Be Done.
3. http://www.who.int/maternal_child_adolescent/documents/9789241598415/en
Group Task
1. Present and describe a diarrhoeal outbreak case study related to water street
pumps conducted by John Snow in Soho, England in 1854.
2. Present and discuss success stories of introducing boiled rice water replacing oral
rehydration salt (ORS) in treating children with diarrhoea in the developing
countries.
26
SEMINAR 3
27
Dear students,
 Ice breaking
 Topic 4: Tuberculosis (TB) Epidemiology;
Influenza: Virus and Disease, Epidemics and Pandemics;
Central Nervous System (CNS) Viral Infections.
28
TOPIC 4 TB EPIDEMIOLOGY; INFLUENZA: VIRUS AND DISEASE,

EPIDEMICS AND PANDEMICS; CNS VIRAL INFECTIONS.
4.1 Re-emerging Disease
Learning Outcomes

1. Recognise tuberculosis (TB) as an important re-emerging disease.
2. Describe effective public health measures pre-dated medical advent.
3. Identify the challenges especially in controlling resistant TB.
Think
For many centuries, TB has plagued human races on this planet. Signs of TB disease had
been found in mummies in Egypt dated back in 3,000 – 2,400 BC. In the 18th century, TB
was flourished in the United Kingdom following an industrial revolution which led to
an increase in urbanisation, poverty and unhygienic environment that were conducive
for the propagation of TB in England and Wales. Despite medical advent today, why TB
makes a comeback?
2. Ministry of Health Malaysia (2016). National Strategic Plan for Tuberculosis
Control (2016 – 2020).
3. https://pubmed.ncbi.nlm.nih.gov/8660016/
Group Task
1. Present and discuss important public health measures implemented in England
and Wales in the 20th century that had contributed to declining trend of TB
mortality before the introduction of TB treatment.
2. Summarise successful stories of the National TB Control Programme in Malaysia.
29
4.2 Emerging Disease
Learning Outcomes

1. Describe One Health triad between animals, humans and environment in
infectious disease evolution.
2. Recognise the importance of reassortment, antigenic drift and antigenic shift for
emerging diseases.
3. Strategise public health measures in managing pandemics.
Think
A zoonosis is an infectious disease that is transmitted from animals to humans and vice
versa. In fact, some 60% of emerging infectious diseases reported around the world are
zoonoses. Moreover, 75% of new human pathogens detected in the last 30 years have
originated in animals. Therefore, operating wet markets with live domestic animals and
exotic wildlife are no longer safe in the present day. Sadly, humans hardly learn from
their past mistakes.
epidemiology, biostatistics, preventive medicine, and public health (Fifth edition).
Elsevier.
3. http://www.cdc.gov/onehealth/basics/index.html
Group Task
1. Compare similarities and differences between 1918 Spanish Flu, Influenza
A(H1N1) 2009 and COVID-19 Pandemics?
2. Present Nipah encephalitis outbreak in Malaysia in 1998 – 1999 and discuss the
lessons learnt.
30
SEMINAR 4
31
Dear students,
 Ice breaking
 Topic 5: Meningococcal Disease: Global Problem, Local Solutions;
Epidemiology and Control of Malaria.
 Topic 6: Sexually Transmitted Disease (STD) Epidemiology;
Epidemiology of Hepatitis A, B, C, D and E Infections;
32
TOPIC 5 MENINGOCOCCAL DISEASE: GLOBAL PROBLEM, LOCAL SOLUTIONS;

EPIDEMIOLOGY AND CONTROL OF MALARIA.
5.1 Meningococcal Meningitis
Learning Outcomes

1. Describe meningitis features and its debilitating effects.
2. Apply control measures during infectious disease outbreaks.
3. Recognise the importance of communicable disease surveillance locally, regionally
and internationally.
Think
Meningitis is a devastating disease affecting the meninges of the brain and poses a
major public health challenge. Bacteria, viruses and fungi can cause meningitis but 12
serogroups of Neisseria meningitidis can cause epidemics. Known as meningitis belt in
sub-Saharan Africa, the disease affects mainly babies, preschool children and young
adults. Role of vaccination in halting the disease can’t be overemphasised!
Elsevier.
3. https://www.who.int/health-topics/meningitis#tab=tab1
Group Task
1. List and explain the steps taken in meningococcal outbreak investigation and control.
2. Present previous large meningococcal meningitis outbreaks among Hajj and
Umrah pilgrims in the Kingdom of Saudi Arabia (KSA) and discuss the lessons
learnt.
33
5.2 Malaria
Learning Outcomes

1. Apply an ecological model of the ‘agent-host-environment’ with ‘vector’ interface.
2. Describe the different types of malarial plasmodium and their public health significance.
3. Recommend effective malarial control measures.
Think
Globally, about 229 million cases of malaria with 409,000 deaths were reported in 2019
mainly from African countries which contribute to 94% of all malaria cases and deaths.
Children aged under 5 years old are accounted for 67% of all the deaths. Malaysia is not
spared from malaria as outbreaks have been reported in previous years in Sabah and
Sarawak as well as some pockets in Peninsular Malaysia. Believe it or not, the most
deadly creature in the world that had killed so many people is mosquito!
Elsevier.
3. https://www.who.int/news-room/fact-sheets/detail/malaria
Group Task
1. Present plasmodium knowlesi malaria case report and highlight its differences from
other types of malarial plasmodium.
2. Explain and compare the steps for vector control between Anopheles (for malaria)
and Aedes (for dengue) mosquitoes.
34
TOPIC 6 SEXUALLY TRANSMITTED DISEASE (STD) EPIDEMIOLOGY;

EPIDEMIOLOGY OF HEPATITIS A, B, C, D AND E INFECTIONS.
6.1 Sexually Transmitted Disease (STD)
Learning Outcomes

1. Describe the different types of sexually transmitted diseases (STDs).
2. Identify vulnerable groups and risk behaviours for STDs.
3. Advocate measures to curb the spread of STDs.
Think
More than a million STDs are acquired every day! There are about 376 million new
infections of chlamydia, gonorrhoea, syphilis and trichomoniasis combined have been
reported globally. Furthermore, STDs such as syphilis and herpes simplex caused by
HSV type 2 can increase the risk of HIV acquisition. HIV alone has claimed almost 33
million lives so far and continues to be a major public health issue!
Elsevier.
3. https://www.who.int/news-room/fact-sheets/detail/sexually-transmitted-infections-(stis)
Group Task
1. Present and discuss the different types of STDs, their risk factors and complications.
2. Discuss and recommend on how to empower teenage girls to say, “No to Sex”?
35
6.2 Hepatitis
Learning Outcomes

1. Describe the different types of Hepatitis and their modes of transmission.
2. Identify and elaborate on risk behaviours for Hepatitis infections.
3. Strategise preventive, curative and rehabilitative measures on Hepatitis.
Think
Hepatitis is an inflammation of the liver which can cause serious complications and
death. About 325 million people in the world live with Hepatitis B and/or C but the
majority of them are inaccessible to diagnostic testing and health care services. The
World Health Organisation (WHO) aims to reduce new Hepatitis infections by 90% and
deaths by 65% between 2016 and 2030. Are we ready for the challenge?
Elsevier.
3. https://www.who.int/health-topics/hepatitis#tab=tab1
Group Task
1. Present and discuss the different types of Hepatitis, their risk factors and complications.
2. Based on experience from other countries, summarise best practices in implementing
Hepatitis Control Programme.
36

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NBHS 2332 Epidemiology

1. Introduction to your Programme

2. Introduction to your Learning Kit

3. Introduction to your Course

4. Your Learning Resources

5. Your Learning Journey

6. Your Learning Milestones

Welcome to the NBHS Epidemiology course.

As a “disease detective” in the field, an epidemiologist investigates the disease outbreak

We wish you all the best!

Your learning kit is your learning companion.

In this learning kit, please find the followings:

4. Your Learning Resources:

5. Your Learning Journey

6. Your Learning Milestones

INTRODUCTION TO YOUR COURSE

Welcome again to the NBHS 2332 Epidemiology course.

Your course Facilitator : Nurhan Norris Ma Weng Chuen

This Epidemiology course provides an introductory concept of public health which

Epidemiology encompasses an understanding of diseases at micro level (e.g. in

COURSE LEARNING OBJECTIVES

The course aims to ensure the students are able to:

1. Acquire the basic knowledge and skills in disease epidemiology

COURSE LEARNING OUTCOMES

CLO 1 Discuss the epidemiological concepts in healthcare settings.

CLO 3 Propose strategies in managing epidemics, endemic and pandemic

TEACHING-LEARNING TOPICS OUTLINES

No. Topics Remarks

1  Introduction to Infectious Disease

2  Modeling of Infectious Disease

3  Nutrition & Infection in the

5  Meningococcal Disease: Global Problem,

YOUR LEARNING RESOURCES

YOUR LEARNING RESOURCES

YOUR LEARNING JOURNEY

YOUR LEARNING JOURNEY

This will be your study guide for this Epidemiology course.

Self-preparation prior to attending these seminars is strongly encouraged.

Date Seminar Activities Remarks

YOUR LEARNING MILESTONES

YOUR LEARNING MILESTONES

The methods of assessment for this course are as follows:

You are encouraged to come to class prepared.

 Topic 1: Introduction to Infectious Disease Epidemiology;

The Molecular Epidemiology of Infectious Disease.

TOPIC 1 INTRODUCTION TO INFECTIOUS DISEASE

1.1 Epidemiology and Its Application

By the end of the topic you will be able to:

1.2 Disease Agents

By the end of the topic you will be able to:

You are encouraged to come to class prepared.

 Topic 2: Modeling of Infectious Disease;

Vaccines - Impact, issues, and Challenges;

 Topic 3: Nutrition & Infection in Developing World;

Epidemiology of Diarrhoeal Diseases;

TOPIC 2 MODELING OF INFECTIOUS DISEASE;

2.1 A Causal Model

By the end of the topic you will be able to:

2.2 Herd Immunity

By the end of the topic you will be able to:

TOPIC 3 NUTRITION AND INFECTION IN DEVELOPING WORLD;

3.1 Maslow’s Hierarchy of Needs

By the end of the topic you will be able to:

3.2 Burden of Diarrhoeal Diseases