Course Syllabus
 |
|
Public Health Emergencies and Health-Crisis Management |
|
| Semester & Location: |
Spring 2022- DIS Stockholm |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Global Health, Pre-Medicine/Health Science, Public Health |
| Faculty Member: |
Jad Shedrawy jad.shedrawy@disstockholm.se Ridwanul Amin ridwanul.amin@disstockholm.se |
| Program Director: |
Susana Dietrich |
| Academic support: | |
| Time & Place: |
Tuesdays and Fridays 11:40 – 13:00 Classroom 1D-509 |
Course Description
Public health emergencies can happen all over the world, but long-term effects vary with the vulnerability of the affected communities. Through case studies and scenario-based classroom discussions, you will become familiar with the disaster-development continuum of preparedness, response, recovery and mitigation, and the core concepts of pandemics and epidemics. Furthermore, you will investigate the global rise of non-communicable diseases growing to epidemic proportions and the future health impacts of our changing climate.
Learning Objectives
After successful completion of this course, students will be able to:
- Discuss the appropriateness of various measures of disease surveillance and prevention, response preparedness, and mitigation
- Explain and apply core concepts related to pandemics and epidemics
- Discuss how non-communicable diseases fit within a health emergency framework
- Evaluate current actions and policies being proposed to mitigate climate change's effect on health
- Analyze and discuss the role of human behavior and societal structures on the effects of public health emergencies, including inequalities in risk and health outcomes based on socioeconomic status
- Examine how different public health strategies at national and regional levels can lead to different public health emergency scenarios and outcomes
Faculty
|
Jad Shedrawy A reseacher working within the fields of Health Economics, Migrant health, Health Policies and Infectious Diseases Control. Jad obtained his PhD at the Global Public Health department at Karolinska institutet which focused on health economics and Tuberculosis control. Msc in Health Economy, Policy and Management. Bs in Pharmacy. With DIS since 2019. |
|
|
Ridwanul Amin Ridwan investigates the associations between migration status, social marginalisation and suicidal behaviour. He obtained his PhD and MSc in Public Health (Epidemiology) from Karolinska Institutet, Sweden in 2021 and 2016, respectively. Ridwan graduated as an MD from the University of Dhaka, Bangladesh in 2010. As a physician, he worked on projects aimed at improving child and adolescent health in Bangladesh during 2011-2014. With DIS since December 2021. |
Field Studies
A number of field studies and guest lectures are being planned. It is expected, that students will be visiting or receiving guest speakers from relevant institutions working with disease surveillance, epidemic guidelines and treatment. Examples are 1) the Public Health Agency of Sweden (expert authority that has responsibility for public health issues at the national level. The agency develops and supports activities to promote health, prevent illnesses and improve preparedness against health threats. Highly involved in developing and implementing the Swedish Covid-19 strategy) 2) The European Centre for Disease Prevention and Control (ECDC) located in Stockholm (an EU agency working to protect European countries against infectious diseases through various means including disease surveillance and intelligence). Further information regarding actual visits will be provided as the dates approach.
Possible textbooks /excerpts
- Honigsbaum M (2019). The Pandemic Century: One Hundred Years of Panic, Hysteria, and Hubris
- Katz R & Banaski J (2019). Essentials of Public Health Preparedness and Emergency Management (2nd ed.)
- McKinney S & Mary Elise Papke ME (2019). Public Health Emergency Preparedness: A Practical Approach for the Real World (1st ed.)
- Oldstone MBA. (2020). Viruses, Plagues, and History: Past, Present and Future (2nd ed.)
- Smith M & Upshur R (2019). “Pandemic Disease, Public Health, and Ethics,” in The Oxford Handbook of Public Health Ethics, edited by Mastroianni AC, Kahn JP, and Kass NE (New York: Oxford University Press).
- WHO (2018). Managing Epidemics: Key Facts About Major Deadly Diseases (e-publication)
Possible articles
- Barnett D, Taylor H, Hodge J & Links J (2009). Resource Allocation on the Frontlines of Public Health Preparedness and Response: Report of a Summit on Legal and Ethical Issues. Public Health Reports (1974-), 124(2), 295-303. Retrieved January 29, 2021, from http://www.jstor.org/stable/25682207
- Bennett B, & Carney T (2011). Pandemic Preparedness in Asia: A Role for Law and Ethics? Asia Pacific Journal of Public Health, 23(3), 419-430. Retrieved June 24, 2020, from jstor.org/stable/26723649
- Bezirtzoglou, C., Dekas, K., & Charvalos, E. (2011). Climate changes, environment and infection: facts, scenarios and growing awareness from the public health community within Europe. Anaerobe, 17(6), 337–340. https://doi.org/10.1016/j.anaerobe.2011.05.016
- Butler, C. D., & Hanigan, I. C. (2019). Anthropogenic climate change and health in the Global South. The international journal of tuberculosis and lung disease : the official journal of the International Union against Tuberculosis and Lung Disease, 23(12), 1243–1252. https://doi.org/10.5588/ijtld.19.0267
- Caminade, C., McIntyre, K. M., & Jones, A. E. (2019). Impact of recent and future climate change on vector-borne diseases. Annals of the New York Academy of Sciences, 1436(1), 157–173. https://doi.org/10.1111/nyas.13950
- Condis M (2019). Playing with Other People's Lives: A Critical Expansion for Pandemic. Resilience: A Journal of the Environmental Humanities, 7(1), 87-100. jstor.org/stable/10.5250/resilience.7.1.0087
- Dorn AV, Cooney RE, Sabin ML (2020). COVID-19 exacerbating inequalities in the US. Lancet 395(10232):1243-1244. doi:10.1016/S0140-6736(20)30893-X
- Gostin L & Wiley L (Eds.) (2018). Public Health Law and Ethics: A Reader. Oakland, California: University of California Press. Retrieved January 29, 2021, from http://www.jstor.org/stable/10.1525/j.ctv5j024v
- GRANTA (2020). How much faith can we place in coronavirus antibody tests? https://granta.com/how-to-interpret-coronavirus-antibody-tests/
- Harmer, A., Eder, B., Gepp, S., Leetz, A., & van de Pas, R. (2020). WHO should declare climate change a public health emergency. BMJ (Clinical research ed.), 368, m797. https://doi.org/10.1136/bmj.m797
- Kavanagh M, Thirumurthy H, Katz R, Ebi K, Beyrer C, Headley J, . . . Gostin L (2019).Ending Pandemics: U.S. Foreign Policy To Mitigate Today's Major Killers, Tomorrow's Outbreaks, And The Health Impacts Of Climate Change. J Int Affairs, 73(1), 49-68. https://www.jstor.org/stable/26872778
- Kelman I. (2020). COVID-19: what is the disaster?. Social anthropology : the journal of the European Association of Social Anthropologists = Anthropologie sociale, 10.1111/1469-8676.12890. Advance online publication. https://doi.org/10.1111/1469-8676.12890
- London L (2008). What Is a Human-Rights Based Approach to Health and Does It Matter? Health and Human Rights, 10(1), 65-80. doi:10.2307/20460088
- Mamelund SE (2018). 1918 pandemic morbidity: The first wave hits the poor, the second wave hits the rich. Influenza Other Respir Viruses 12(3):307-313.
- Noji E (1992). Disaster Epidemiology: Challenges for Public Health Action. Journal of Public Health Policy, 13(3), 332-340. doi:10.2307/3342732
- Pellowski JA, Kalichman SC, Matthews KA, Adler N. A pandemic of the poor: social disadvantage and the U.S. HIV epidemic. Am Psychol. 2013;68(4):197-209.
- Ricciardi, W., Marcheggiani, S., Puccinelli, C., Carere, M., Sofia, T., Giuliano, F., Dogliotti, E., Mancini, L., Agrimi, U., Alleva, E., Busani, L., De Castro, P., Gaudi, S., Michelozzi, P., Rezza, G., Testai, E., & Vella, S. (2019). Health and Climate Change: science calls for global action. Annali dell'Istituto superiore di sanita, 55(4), 323–329. https://doi.org/10.4415/ANN_19_04_04
- Savulescu J, Perrson I, & Wilkinson D, “Utilitarianism and the Pandemic,” Bioethics, May 20, 2020
- WHO, 2014. Quantitative risk assessment of the effects of climate change on selected causes of death, 2030s and 2050s. Geneva: World Health Organisation.
- Zinsstag, J., Crump, L., Schelling, E., Hattendorf, J., Maidane, Y. O., Ali, K. O., Muhummed, A., Umer, A. A., Aliyi, F., Nooh, F., Abdikadir, M. I., Ali, S. M., Hartinger, S., Mäusezahl, D., de White, M., Cordon-Rosales, C., Castillo, D. A., McCracken, J., Abakar, F., Cercamondi, C., … Cissé, G. (2018). Climate change and One Health. FEMS microbiology letters, 365(11), fny085. https://doi.org/10.1093/femsle/fny085
Web Resources
- Lancet: The Lancet Countdown on health and climate change
- WHO: Emergencies, Disease Outbreaks (webpage)
- WHO: Preventing epidemics and pandemics(webpage)
- CfR: Timeline: Major Epidemics of the Modern Era
Grading
To be eligible for a passing grade in this class all of the assigned work must be completed.
The factors influencing the final grade and the proportional importance of each factor is shown below:
Participation (10%)
Group project (35%)
Midterm (30%)
Final paper (25%)
Participation
Participation in class requires arriving on time and being prepared in relation to readings and other assignments. Your participation grade reflects the importance of being active in this course, which relies in great part on the reflections, discussions, and exercises in class. Active participation is essential in both the classroom, on study tours, and in group work. Attendance is mandatory.
Midterm Test
A multiple choice exam that will assess the knowledge of the students
Group Project
Semester-long group project on crisis management. Each group will be given a scenario for an upcoming disaster in a specific setting and will act as a humanitarian organisation who will be tasked with responding to the disaster when it happens. more details will be given during the class discussion
Final paper
students are asked to reflect on their learning throughout the course through a final paper. more details will be given in class.
Detailed assignment descriptions will be made available on Assignments on Canvas and/or in class.
Expectations of Students & Code of Conduct
- Laptops may be used for note‐taking, fact‐checking, or assignment in the classroom, but only when indicated by the instructor. At all other times laptops and electronic devices should be put away during class time.
- Reading must be done prior to the class session; a huge part of the class is dependent on discussions in class.
- Students need to be present and participating to receive full credit. The final grade will be affected by unexcused absences and lack of participation. Remember to be in class on time!
- Classroom etiquette includes being respectful of other opinions, listening to others and entering a dialogue in a constructive manner.
- Students are expected to ask relevant questions in regards to the material covered.
Teaching Methods
Different teaching formats will be used. The course may be a mix of interactive lectures, class discussions, group work, student presentations and peer feedback. Traditional theoretical knowledge acquisition will be combined with problem-based learning techniques. A major part of the course will be based on debating issues, and students are expected to engage actively in oral presentations, discussions, group work and exercises.
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
|---|---|---|