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Course Designs

1. MICROORGANISMS: FRIEND OR FOE? Course Description This course will enlighten on what microorganisms are and illustrate how they might be considered as Friends, Foes and sometimes both. The course is organized in four modules: the humans, microbes, microbes as friends and/or foes, and their impact on human. The course aims at broadening students’ understanding about microorganisms and the possible outcomes from interaction with their surroundings including humans. During this course, the students will have to research, present, assess and reflect on how this is directly related to their everyday life. Rationale Every day we meet trillions of different microorganisms. What are they? Some of them are our friends; some of them are our foes. The students probably know that microbes cause diseases, and some are useful such as yeast in making bread, wine and beer, and the friendly bacteria that most might have gotten from yoghurt. It would be helpful to know how bad microorganisms enter our body and how our body protects itself from bad ones. Furthermore, it is also good for everybody to know some microorganisms of our surroundings are friends and broadly utilized for medical practice and/or food production. Both good and bad hugely impact our society and economy. Course Learning Objectives

1. Describe the microbial diversity of surroundings 2. Understand the host-microbe interactions 3. Describe social and economic impact of infectious disease

By the end of the semester, students will:

- Improve teamwork and collaboration skills - Be able to research a topic at an introductory scientific level and assess the information critically - Integrate experimental results with prior knowledge - Integrate information from different class topics into models - Be comfortable communicating to non-experts about microorganisms (Debate, presentation,

reports) - Gain appreciation for the impact of microbes, for both good and bad - Find passion for a topic related to microbes and human life/society

Course Schedule The subject matter for this course is arranged in four modules. The flow of topics is listed below, with representative learning activities included. Please see Appendix A for a detailed outline of Module 4. 1. Humans

After this module, students will be able to: - Understand the relationships between cells and systems of the body and their role in homeostasis - Describe the players of the human immune system

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1.1. Human Body 1.2. Homeostasis

Interactive learning activities Students will research a dysfunction in of system with respect to homeostasis and how it affected a friend or news story. The class will also reconvene to participate in a kinesthetic learning activity.

1.3. Barriers, soluble enzymes, and inflammation 1.4. Innate Immune System 1.5. Adaptive Immune System

2. Micro-organisms

After this module, students will be able to: - Define what microbes are in scientific terms - Characterize each class of microbes - Identify and analyze microbes by structure 2.1. Taxonomic Classification and Nomenclature

Interactive learning activities: Brainstorming will be done in class and students will be given a home take assignment to do critical reading. Students will be grouped and each group will be asked to come with 2-5 different microorganisms with short characteristics of each microorganisms. These lists of organisms will be discussed in class and shared with other groups if two or more different groups have come across with similar characteristics.

2.2. Classification of micro-organisms

Interactive learning activities: Experiment in groups – using microscopy and interpret findings.

2.3. Diversity of micro-organisms

Interactive learning activities: Students will be debating in groups based on the following triggering questions: What specific experience you have with microbes? If you would be a microbe, which one would you be and why?

3. Micro-organisms are friends

After this module, students will be able to:

- Describe the basis behind vaccination mechanism. - Give examples where microorganisms are useful in medical practice as well as food production.

3.1. Vaccination

Interactive learning activities: different diseases and how vaccination against them has changed the world. (3 diseases), Anti-vaccine lobby (1 group).

3.2. Micro biota, including: What and where is it? Why care? Where is it coming from and how does it change?

Interactive learning activities: Debates of antibiotics from a gut perspective; Prebiotic versus probiotic?

3.3. Food: bread, alcohol—fermentation, Cheese

3.5 Bacteria as a tool, bioengineering, vaccines, antibiotics

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Interactive lab learning activities: DNA transformation to modify bacteria (Change in DNA)

4. Micro-organisms are friends

After this objective students will be able to: - Describe the different modes of transmission involved in the negative interactions between

human and pathogens. - Explain mechanisms involved in the deleterious effects of microorganisms.

4.1 Infection Introduction to infection and classification. Examples of various infections with their source, epidemiology, life cycle, prevention

Interactive learning activities: Group presentation on a particular topic, report writing and peer review.

4.2 Antibiotic resistance

Interactive learning activities:

Class quiz, lab visit, hands on demonstration of antibiotic resistance, role-play.

4.3 Threats Interactive learning activities:

Discussion of Recent local/ global emerging infections / media attention. Class presentations, role-play, quiz.

Assessment: Students will complete small projects as groups, as well as give one group presentation during the course of the semester. Grading will take into account effort, teamwork, and development of critical thinking skills. As numerous small projects will be assigned, the breakdown of marks is given below per module: Module 1 - Humans – 10% Module 2 – Microorganisms – 15% Module 3 – Microorganisms as Friends – 20% Module 4 – Microorganisms as Foes – 20% Community Service Learning – 10% Final Exam – 20% Participation – 5% Final Exam: As a final project for the course, students will work individually to make a model integrating knowledge learned over the entire semester. Community service learning (CSL) Students in this course and encouraged to make meaningful connections with the course topics this semester. A semester-long, independent project will require students to find a community service opportunity (at the local or global level) that relates to microorganisms and human health or society. Examples could include:

- Participating in awareness campaigns for vaccination or Sexually Transmitted Infection testing

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- Hand washing or oral hygiene outreach with schoolchildren - Fundraising and awareness for a global infectious disease charity or project

Further suggestions and advice are available through our university’s CSL facilitation office. Students are required to spend at least 10 hours of hands-on time on this. A final self-reflection assessment is required at the end of the semester. Expectations Students will be expected to participate in class activities on an individual or group level. Individually they will be expected to participate in various interactive in class sessions and community service learning. Student is expected to ask questions and function cordially as a group.

The instructor is expected to encourage students to participate in various individual and group learning activities. The instructor has an important role to motivate students to ask questions and develop critical thinking as well as provide constructive feedback to students that would help their process of learning. The instructor is involved in facilitating the discussion and leading the grading process. Source Materials: No textbook is assigned during this course. Required reading from literature (magazine, articles, news) will be assigned when required. Students are responsible for finding sources online for research projects. Please consult the instructor for guidance as needed regarding appropriate sources. APPENDIX A: Outline of content for Module 4 Microorganisms are Foes. Objectives:

• To describe the different modes of transmission involved in the negative interactions between human and pathogens.

• To explain mechanisms involved in the deleterious effects of microorganisms.

Content Methods Assessment Mode of transmission In Group:

• Which modes of transmission are you the most afraid of? Why?

• Give models of different models of transmission.

The students themselves using evaluation sheets collected after each presentation will evaluate all presentation.

Drug resistance Quick lecture: Definitions In Group:

• Role-playing: Bacteria vs. antibiotic. How would you design yourself to win?

• Lab work: Petri dish with or without antibiotics, with bacteria resistant or not.

Threats Quick lectures: • WHO site versus media. • Epidemiology, emerging threat, socio-

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economical impact, and use of new vaccine (Ebola example).

Group presentation • Different threats. • Investigating the ethical issues raised. • Bioterrorism. • Cancer-inducing Micro-organisms

Good becoming bad Group game • Immunosuppression allowing

opportunistic infection.

Final Exam Develop a model illustrating how a microorganism can infect and overcome the immune system.

2. SCIENCE, SCIENTISTS AND SOCIETY: WHY IS SCIENCE IMPORTANT?

Course Description: The purpose of this course is to apply the scientific method to current topics in science (for example, the interaction of genes and the environment, stem cells, diabetes and obesity and vaccines) and to determine how they are influenced by the social determinants of health (e.g. housing, income, and education). We will explore a scientist’s approach to research in the laboratory and how it translates into clinical practice and how these findings ultimately impact population health. Classes will consist of a combination of traditional and guest lectures, demonstrations, group activities, and interactive learning. Course Objectives Students will be able…

- To understand the scientist’s approach to discovery - To understand the role of the scientist in society (e.g., researcher, advocate, policy

analyst, ethicist) - To understand how recent scientific discoveries impact society - To understand the reciprocal relationship between basic science and translational

science - To understand probability and the public’s understanding of risk

Course Type Undergraduate Number of Credit Hours: 3 credit hours

Class Time & Days of Week: MWF, 9:30am – 10:20am

Location for classes: S211 Second Level, Health Science Centre, University of Manitoba.

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Style of Course Delivery:

- Classroom lessons - Handouts, online resources, articles from scientific

journals/magazines/newspapers - Case studies - In-classroom/ home assignments, and Field/Laboratory - Group work

Outline of Topics

Class 1 INTRO & OVERVIEW Topic 1: Stem Cell Biology and Regenerative Medicine (stem cell history, cell biology, human development, ethical issues, human neurological diseases, lineage commitment) Class 2-4, Basic science Class 5-7, Clinical science Class 8-10, Social impact Class 11, TEST 1 Topic 2: Environmental Factors and Genetic Abnormalities (risk factors in human conception and pregnancy, common genetic diseases, genetic counselling) Class 12-14, Basic science Class 15-17, Clinical science Class 18-20, Social impact Class 21, TEST 2 RESEARCH SKILLS & the PUBLICATION PROCESS Topic 3: Vaccines (immunity, herd immunity, history, design and testing of vaccines, monitoring and surveillance, efficacy and effectiveness, risks and benefits) Class 22-24, Basic science Class 25-27, Clinical science Class 28-30, Social impact Class 31, TEST 3 Topic 4: Diabetes in Canada (epidemiology, economic burden, disease development, endocrinology, management strategies, health complications) Class 32-34, Basic science Class 35-37, Clinical science Class 38-40, Social impact Class 42, TEST 4

Summative Grading:

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Tests (40% total, 10% each) In-class assignments (40% total, 10% per topic) Final Report: 20%

- Outline (5%) - Draft, peer-edited (5%) - Final submission (10%)

Formative Assessment:

- I clicker multiple choice questions - Self-reflection - Problem solving

Readings from:

1. Basic Immunology Second Edition by Abul K. Abbas and Andrew H Lichtman 2. Adverse Effects of Vaccines (First edition) by Institute of Medicine 3. Experimental and Quasi-Experimental Designs for Generalized Causal Inference

by Shadish, Cook & Campbell, 2001. 4. Steffe, Leslie P. and Thompson, Patrick W. Teaching Experiment Methodology:

Underlying Principles and Essential Elements. In R. Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum.

5. Articles provided by your instructor

3. CURRENT HEALTH RELATED TOPICS IN BIOLOGY: DISSECTING FACTS AND FICTIONS.

Overview of the course:

The course is designed to enlighten students with basic biological principles by discussing particular “hot topics” in bioscience related to public health. The course is divided into four main modules; Vaccination, Antibiotic Resistance, Stem Cell Research and Genetically Modified Organisms (GMOs). After completion of this course, students will develop fundamental knowledge on previously described modules and will be able to; frame scientific questions, construct scientific models to test claims, debate ethical issues of biological research and its applications, critique public/media accounts on these subjects.

Overall learning outcomes:

• Critically analyze current claims and public opinions on health related issues • Frame and solve scientific questions • Understand basic biological concepts • Regulations and ethical issues of certain biological practices

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• Application of biological concepts to improve public health and its impact on the environment

Methods of instructions:

• Pre-class assignment to understand student’s background knowledge • Lectures with constructive discussions • In-class assignments • Simple lab exercises/ demonstrations, videos • Reading/class presentation • Construction of scientific models • Invitation of guest lecturers

Module 1: Vaccination

Topic Outline:

The following topics will be covered:

• Vaccination • Developing immunity to infectious disease • Herd immunity and vaccination threshold • Role of vaccination in health • Controversy about vaccination and approaches to address them • Ethical concerns about vaccination

Assessment:

• Assignments: 15% • Critiquing controversy in news: 10% • Defend an ethical position on mandatory vaccination in groups: 15% • End term exam: 60%

Module 2: Antibiotic Resistance

Topic outline:

The following topics will be covered:

• Evidence of antibiotic resistance

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• Different lines of antibiotics – first to third generations • Mode of action of antibiotics • Mechanism of antibiotic resistance • Practices that lead to antibiotic resistance • Research efforts to combat antibiotic resistance • Lab activity:

- Culturing and counting of bacteria from several resources - Identification and characterization of antibiotic resistance bacteria

Assessment:

• Group activity: Draw a model of antibiotic resistance that includes all the things learned in the course 20%

• Essay: Critically debate for or against any public view on antibiotic resistance supporting your argument with relevant data from literature. The two topics below are suggested:

- The use of antibacterial soap/disinfectants contribute to antibiotic resistance

- The use of antibiotics in animals contribute to antibiotic resistance 20% • End term exam 60%

Module 3: Stem Cell Research

Topic Outline:

The following topics are going to be covered:

• Key Concepts in Stem Cell Biology and Research • Applications of Stem Cells • Ethical Debates and Controversies surrounding stem cell research

The above topics will be covered by the following activites:

• E-learning • Wet lab training • Modelling • Critical thinking • Guest lecture invitation

Assessment:

• Oral Presentations by group members: 15%

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• Assessment of essay assignment on ethical issues in stem cell research: 15% • End-term exam: 70%

Module 4: Genetically Modified Organisms (GMO)

Topic Outline:

The following topics are covered:

• Introduction: Definitions, conceptions and misconceptions about GMOs, why produce GMOs?

• Production of GMMs; bacteria and yeast, and GMOs; plants and animals (gene transfer)

• Applications of GMMs and GMOs in basic science, and biological research (construct GMO model)

• Detection of genetically modified food (lab demo/ video) • Risks-benefit analysis and global aspects of genetic modification (class

presentation) • Ethical and legal aspects on production and use of genetic modification • Patents of GMOs

Assessment: - Assignments, creating a model: 10% - Presentation on GMO claims and health concerns: 30% - End term exam: 60%

Course Resources/ possible texts:

- Online searches in databases - Text books - Journal papers/articles - Newspapers

4. INTRODUCTION TO ENVIRONMENT AND HEALTH SCIENCES:

PROJECT-BASED COURSE (ENV 101)

Aim: This project-based course will provide an overview of the relation between environment and health. Prerequisites: None Course duration: 14 weeks (one term)

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Course Objectives:

1. Explain the major types of environments and the various sources of environmental agents.

2. Describe the relationships between health, illness, disease, and disability. 3. Describe the mechanisms by which environmental agents interact with human

health to cause adverse effects. 4. Use models to predict the magnitude of adverse effects caused by environmental

pollutants on biological systems. 5. Develop risk-management strategies based on assessment tools in a given dataset. 6. Assessment of some global health policies and recommendation of newer

policies. Learner Outcomes By the completing this course, students will be able to:

- Understand the fundamental types of hazardous environmental agents - Distinguish between the different health outcomes - Develop models to illustrate the interactions & relationships between environmental

agents and health outcomes - Employ scientific research strategies (such as data collection, management,

evaluation and interpretation) to identify relationships between environment agents and health

- Demonstrate literacy by critically evaluating scientific literature as well as popular media (newspaper clippings, news clips, magazines, Twitter, etc.)

- Express themselves clearly and concisely in presentation and written format Course grading: Portfolio-based project assessment Course description The course will be divided into 4 Phases. Each phase will have a (mini) lecture component to introduce students to the major topic themes and/or provide examples on research methodologies. The Chapter are broadly divided into 2 main components, with the first component providing the foundation (or content) while the second component will involve the application of course content through laboratory exercise (simulation data), field trips, and elective (community outreach, policy recommendations, review articles, etc.). Chapter I: Concept building Section 1. Environment

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Define and classify environments and identify environmental agents. Association between environmental agents and specific environments Understand environmental imbalance both natural and man-made. Measurement and assessment of environmental agents (ex. pollution) Section 2. Health Define health, illness, disease and disability. Explain the determinants of health. Concept of individual vs. population health Define and explain the differences between endemic, epidemic, pandemic occurrences. Section 3. Interaction between health and the environment Identify the interactions between the environment and health. Understand the factors that influence the interaction between environment and health. Use epidemiology of diseases to study impact of environmental agents. Chapter II: Application Section 1: Modeling the effect of environment on human health (ex. pollution). Introduce scientific research methodologies (observation, hypothesis). Basic concepts of statistics Section 2: Concepts and basic methodologies in statistics. How to calculate and use disease prevalence and incidence to study impact. Assessing, evaluating and measuring consequences of diseases as an effect of the environmental imbalance. The index of prevalence as a measure of consequence. Lab sessions and field trip Section 3: Defining the social and economic impact of diseases caused by the environmental agents (ex. pollutants). Introduction to health policies and assessment of various health policies as well as measurement of policy outcomes. The Project: The course is designed around student group project that will span the length of the course. Assessment will be based on sections that will be submitted at the end of each phase. The topic for the project will be decided by the group and will be submitted together. There will be group presentations and the final elective (Phase 4) will also be done in a group. Each project will be subject to peer review. The final assessment for the project will be summative of all the parts. There will also be a final report to be submitted by each individual of the group outlining the project along with self and group assessment. Course Activities:

1. Mini lectures

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2. Classroom response system (I clicker) 3. Case Studies 4. Modeling of interactions between environmental agents and health outcomes 5. Laboratory Session - analysis of simulated and collected field-data 6. Group Discussions 7. Term Project 8. Presentations/ discussions

Instructional method Lectures, seminars, interactive sessions, quizzes. All the lecture materials will be posted online. Any assignments or projects are to be submitted online. Any reading material or handouts not posted will be provided in class by the instructor. Course conduct The course is designed around the student; as such the student is expected to attend all classes and activities. Each group will develop a social code of conduct document and expectations of each and every member addressing issues such as (but not limited to) cell phones, side conversations, completion of tasks, etc.). Additionally, the document should contain consequences if a group member does not meet up to the expectations. It is the responsibility of the group to ensure timely submission of assignments and regular completion of tasks. The course and the university at large harbors zero tolerance for plagiarism and harassments. Please review the university’s Code of Conduct online.

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Course assessment: There will two course assessments. The assessments will be placed mid course at the end of the course.

Phases I II III IV

OBJECTIVES

Chapter I: Section 1 & 2

Chapter I: Section 3, Chapter II: Section 1 (Interaction, ideal model using case studies)

Chapter II: Section 2

Chapter II: Section 3

ACTIVITIES

Develop a project, use simple (mini) model to illustrate project.

Full lecture using case studies. Lab sessions: Simulated datasets extracts from papers on software

Case report to explain advanced modeling.

ELECTIVES: Outreach: community engagement Review an article and report. Policy recommendation

Field trip: Observation; data collection, Hypothesis development, interpretation and synthesis

Biostatistics: Introduction to epidemiology (incidence and prevalence)

ASSESSMENT

Submit a write-up with title and rationale. Design a mini model. Cite sources. Each group will present their mini-model in one slide, which will be peer-reviewed. Internal group assessment

Presentation of their revised model and reflection on improvements. The groups will hand in another write up which is a revised model with hypotheses and basic data points to be used for the study. Lab reports on simulations

Lab report of the data collected, analyzed from the field trip. They should be able to interpret and draw conclusions. Present the refined model with analysis and outcomes.

Written report highlighting summary, methods, discussion and outcome. Poster presentation.

OUTCOME MEASURES

Recall and integration, metacognition.

Analysis, integration, synthesis

Synthesis, evaluation and extension

Application

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5. HEALTH SCIENCES IN A MODERN WORLD Credit Hours: 4 hours Semester: Fall Lectures: Monday and Wednesday (1hr) Lab/Seminar: Thursday (2hr) Class size: 60 students Course description: Health sciences affect the lives of individuals in a variety of ways, including the development of treatment and prevention strategies and government policies regulating their use. Recent advances have radically altered the degree to which individuals can take control of their own health and healthcare decisions. This course addresses the impact of health sciences in the modern world using select examples from infectious and non-infectious diseases. The course consists of three modules covering cancer, infectious diseases and immunization. Each module is four weeks long and involves lectures and a weekly seminar/lab. Pre-requisites: None. This course is suitable for those with no background knowledge in the health sciences beyond general knowledge at the high-school level. Overall objectives:

• To introduce students to the field of health sciences through an in-depth look at cancer, infectious diseases and immunization.

• To introduce students to the biological and social factors that influence health and illness.

• To provide students with the knowledge and skills to assess real-world health issues, and strategies to solve or prevent them.

• To empower students to make informed decisions about their own health and critically consider health information presented to the public.

Week Lecture Topic Seminar Activity 1 Intro to Health Sciences Group discussions of media articles 2 What is cancer and why does it occur Introduction to mini-research project

and modeling activity 3 Causes of cancer and the impact on

individuals and society Cancer in Society

4 Cancer prevention and treatment Case study: Cancer prevention 5 Cancer prevention and treatment Group presentation of mini-research

project 6 Viral infectious disease Class activity: viral infectious diseases

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7 Parasitic infectious disease Lab activities 1 and 2 8 Bacterial infectious disease Group activity: social determinants of

health and infectious diseases 9 Fungal infectious disease Group activity: virtual travel 10 Biological principles of the immune

response Group research problem

11 Vaccines: How they’re made and how they work

Illustrating immunity

12 Immunization in human society Data interpretation and statistics 13 Contemporary issues in

immunization Decision-making in immunization

14 Review Week 1: Introduction to Health Sciences This week will introduce students to the different branches of health sciences including and the various concepts and measures of health and illness. Topics to be covered include prevention, health promotion, and treatment as well as the social determinants of health. Seminar Timetable and Activities Week 1: Meet with your group, overview of seminar structure, activities and expectations. Bring a media article related to health to discuss in groups. How is health/illness described and represented? Try to identify any social, economic or cultural factors that influence this health issue? Intended Learning Outcomes

• Describe and compare concepts of health • Identify and describe key features of the determinants of health framework • Understand the ways in which social, economic, political and cultural contexts

influence health

Module 1: Cancer Module Description In this module the student will gain a broad understanding of cancer: what it is, why it occurs, and how it affects individuals and society. Module Outcomes and Objectives At the end of the module students will be able to:

• Define what is cancer • Outline and demonstrate how cancer affects society • State and investigate the causes and the treatments of cancer • Summarize and articulate the methods of prevention of cancer

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Lecture Timetable: Week 2: What is cancer and why does it occur Week 3: Causes of cancer and the impact on individuals and society Week 4: Cancer prevention and treatment Week 5: Cancer prevention and treatment Seminar Timetable and Activities Week 2: Introduction to Mini-Research Project and modeling activity for cancer stages and causes. Week 3: Cancer in society: Tours of cancer research facilities and group discussions on the effects of cancer in society, such as, personal stories, movies, television, economics, etc. Week 4: Case study: In groups, argue for or against voluntary or forced forms of cancer prevention with respect to the following areas: HPV vaccination; making smoking illegal vs. cessation programs; controlling diets vs. education programs; mandatory vs. voluntary cancer screening programs. Week 5: Group presentation of Mini-Research Project Mini-Research Project will consist of two components, a written report on a particular type of cancer, which summarizes the following: The number of patients and cost, the prognosis, causes and treatments, and the methods of prevention. The project will culminate in a group presentation for a cancer prevention campaign for the particular type of cancer, “Dragons Den” Style, with focus on scope, target audience, cost of campaign, and creativity to be judged by peer review. Module 2 - Infectious diseases Module Description This Module will provide a broad understanding of infectious diseases. Students will be able to identify infectious diseases with awareness of major changes that have occurred in disease epidemiology and pathogenesis over time. Module Outcomes and Objectives By the end of the course students will be able to determine the following points in the selected infectious diseases:

• Describe and explain the causative agents (microbes) • Understand and describe the distribution in the world • Identify the factors influencing the spread of the disease and relate these to the

overall distribution • Identify clinical features and relate these to appropriate prevention, treatment and

management strategies

Lecture Timetable Week 6: Interactive session on viral infectious disease - HIV-AIDS / Hepatitis A, B, C

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Week 7: Interactive session on Parasitic infectious disease - Malaria / Leishmaniasis Week 8: Interactive session on Bacterial infectious disease - Measles / Lyme disease Week 9: Interactive session on Fungal infectious disease –Valley Fever / Candidiasis Seminar/Lab Timetable and Activities Week 6: Class activity After watching and reading the pre-required media content related to the subject by students, antimicrobials and other therapies in Infectious Diseases will be discussed in the classroom. Students will be able to outline the mechanism of action and resistance and also toxicity and drug interactions related to infectious diseases. (This will be assessed using a poll learning system and modeling learning system). This activity develops students’ capacities in relation to Module Learning Outcomes 4. Week 7: Lab activity (1) Students will be provided with primary macrophage cell lines that have been infected with live Leishmania parasites in a test tube for 5hrs. After harvesting the infected cells, they will prepare slides (via cytospin), stain them (via Gimsa staining) and look for infected macrophages under light microscopy. Lab activity (2): Students will observe different slides or culture plates containing the causative agent related to the 4 different infectious diseases discussed in the module and identify each slide/plate and relate them to the associated disease. This activity develops students’ capacities in relation to Module Learning Outcomes 1. Week 8: Group activity Students will be divided in groups of 5 and they will discuss the different infectious diseases occurring in the developing world and compare them to the infectious diseases arising in the developed world. They will investigate/appraise the influence of social, economic and cultural contexts on disease patterns present in different parts of the world. Ultimately, the work could be submitted as a 2000 or more word written assignment. This activity develops students’ capacities in relation to Module Learning Outcomes 3. Week 9: Group activity Groups of 6 Students will be given a destination country to go to for a virtual travel and investigate the 2 - 3 possible diseases that they might face at the last lecture session. At the seminar session, students will describe each disease, outline whether it affects children, adults or elderly people, evaluate what are the best control options, assess whether vaccination is available or required for the disease before the trip and propose what will be the best treatment options. Ultimately, the work will be presented in a 5 min

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PowerPoint presentation to the class and 5min Q&A. This activity develops students’ capacities in relation to Module Learning Outcomes 1, 2, 3 & 4. Module 3: Immunization Module Description This module will introduce how a vaccine works in the human body. We will then begin to explore both biological and social issues of immunization in today’s society. Module Outcomes and Objectives By the end of the course students will be able to:

• Outline the basic principles of the immune response to an infectious disease • Understand the basic steps and concepts behind vaccine development • Understand immunization and its importance in public health • Review the successes and current challenges in vaccination using case studies

Lecture Schedule Week 10: Biological principles of the immune response Week 11: Vaccines: How they’re made and how they work Week 12: Immunization in human society: a look through history’s successes and failures Week 13: Contemporary issues in immunization: adoption of new vaccines Seminar timetable and activities Week 10: Groups will be given a research problem. As a group, identify knowledge gaps and key words that need to be clarified to solve the problem. Week 11: Illustrating immunity: in your teams, design a model that represents the immune response to a disease in an immunized and unimmunized person. Week 12: Data interpretation and statistics in health reports: groups will focus on critically analyzing the data components of their research problems Week 13: Decision-making in immunization: Who has the right to choose? Groups will discuss bioethical principles underlying immunization policy. Research Problem: Each group will receive their own research problem. An example: Congratulations! You have just been hired by Health Canada as an expert immunologist to regulate vaccine use in Canada. Get ready because flu season is around the corner, and this year the Public Health Services Authority would like to make it mandatory for all healthcare personnel to receive the flu vaccine. This includes all doctors, nurses, and all other healthcare

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professionals. Those that do not comply would not be permitted in the workplace, as many patients either cannot receive the vaccine or do not mount a protective immune response. Luckily enough, a center in the states has already adopted this practice and so you have been supplied a case report on how this program has been working. By reading this report and drawing on all the issues surrounding this new policy, you are to provide Health Canada with your recommendation. You will come to a decision in your panels of expert scientists and present this to the class. However, you must submit an individual report where you are free to take any position that you wish. Course Assessment and Grading

Module Assignment Percent of final grade

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Participation in online surveys 3 Case Study 5 Mini research project: group presentation 10 Mini research project: individual report 12 Total 30

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Participation in online surveys and modeling activity 3 Lab Activity Report 7 Group activity assignment 10 Group activity presentation 10 Total 30

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Participation in online surveys 3 Illustrating Immunity: model design 5 Research Problem: group presentation 10 Research Problem: Individual report 12 Total 30

Course participation: peer evaluation 5 Course participation: instructor evaluation 5

Online Resources Cancer: Cancer Statistics • Canadian Cancer Society:http://www.cancer.ca/en/cancer-information/cancer-

101/canadian-cancer-statistics-publication/?region=on

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• Cancer Research UK: http://www.cancerresearchuk.org/cancer-info/cancerstats/keyfacts/cancerstats-key-facts-on-cancer

Cancer Basics • American Cancer Society: http://www.cancer.org/cancer/cancerbasics/ • WHO: http://www.who.int/cancer/about/facts/en/ • CDC: http://www.cdc.gov/cancer/

Infectious Diseases: • CDC: http://www.cdc.gov/diseasesconditions/ • Info Please: http://www.infoplease.com/ipa/A0903696.html

Immunization: • Health Canada: http://www.hc-sc.gc.ca/dhp-mps/brgtherap/activit/fs-fi/vaccin-reg-

eng.php • Public Health Services Authority: http://www.phac-aspc.gc.ca/im/vs-sv/vs-faq04-

eng.php