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The 2-week field epidemiology course for district surveillance officers

The 2-week field epidemiology course for district surveillance officers. Integrated Disease Surveillance Programme (IDSP) district surveillance officers (DSO) course. What can adults learn?. Facts Malaria is transmitted by anopheles Skills Investigate an outbreak with a case control study

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The 2-week field epidemiology course for district surveillance officers

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  1. The 2-week field epidemiology course for district surveillance officers Integrated Disease Surveillance Programme (IDSP) district surveillance officers (DSO) course

  2. What can adults learn? • Facts • Malaria is transmitted by anopheles • Skills • Investigate an outbreak with a case control study • Attitudes • Skepticism is the chastity of the mind: Don’t give it up for the first hypothesis passing by

  3. Core competencies • Definition • Action-oriented statements that delineate the essential knowledge, skills and abilities in the performance of work responsibilities * • Attributes • Describable • Observable • Measurable Can you swim? * United States Council of State and Territorial Epidemiologists (CSTE)

  4. Proposes core competencies for the 2-week IDSP DSO course • Handle data • Operate surveillance for decision making • Respond to limited, localized outbreaks • Exchange within the health system • Monitor surveillance activities Analyze surveillance data by time, place and personVoluntary limitation in scope: Almost no analytical epidemiology / statistics

  5. Limitations of training programmes not based on core competencies • Completion of the course • Successful participation in the exam • Degree • Field work • Delivery of useful projects • Competency

  6. Background to the course • Need to analyze/ use data at district level • Need of a competency-based course • Expected benefit • Address the need to analyze / use data in India • Integrate with other training programmes (2-year FETPs) • Developed, pilot-tested in July 2007 and modified

  7. Audience • District surveillance officers engaged in IDSP • Challenges: • Obtain persons truly involved in IDSP • Obtain technical persons

  8. How the curriculum was prepared • Core competencies defined • Breakdown in instructional goals • Selection of relevant learning techniques • Preparation of material • Organization of field work

  9. Differences between the classroom and the field • Classroom teaching • Structured • Concept-focused • Difficult to relate to field experience • Field practice • Unstructured • Routine-focused • Difficult to relate to the classroom training

  10. Bridging the gap between the classroom and the field • Get the training out in the field during the contact sessions • Bring the scholar back to classroom concepts when in the field

  11. a. Get the training out in the field during the contact sessions • Exercises / case studies / workshops • Field exercise

  12. Case studies (Malaria in Darjeeling) / workshops (Chikungunya in Kadapa) • Principle • Solve a problem together • Direct work on a product, with facilitation • Dataset • Effectiveness • Real output • Facilitate peer-to-peer collaboration • Provide a taste for peer review

  13. Field exercise • Consists in a complete investigation • Allows real field work • Builds social capital

  14. b. Bring the participant back to classroom concepts when in the field • Direct to lectures and resources according to weaknesses • Structure field tools using classroom documents • Use errors to bring back concepts • Use checklist to review field reports

  15. Learning techniques used in the two-week IDSP course for district surveillance officers

  16. Components of the course • Participative sessions • Exercises / computer practical • Case studies • Malaria in Darjeeling • Chikungunya in Kadapa • Cholera in Parbatia • Field exercise • Analysis of real surveillance data • Pre- and post test • Field assignment • Analysis of real surveillance data

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