Task:
Key Learning themes:
THIS is a document that several students have contributed to for the second quiz, and has been modified by your convenor. These are used to design Quiz 2 (including MCQs and written answers)
Healthcare Associated |
Sources of microbes for HAIs |
Reasons for spread/increasing numbers |
Consequences of nosocomial infections |
Strategies to reduce incidence of HAIs |
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How can incidence of HAIs be reduced? |
What responsibility do different people have to manage HAIs? |
Vaccines and vaccination: |
Important definitions (see textbook) |
Different types of vaccines and importance of type immune response to effectiveness of a vaccine |
Sterilising vs. functional immunity |
General mechanism of action of vaccine and goal of vaccination |
Pathway to development of vaccines incl. correlate of protection |
Development of Covid-19 vaccines |
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(Reasons some people aren’t vaccinated) |
Why is vaccination so important? |
Resistance |
General Mechanisms of resistance |
Reasons/contributing factors for emergence and spread |
Strategies to reduce or prevent emergence of resistance |
Strategies to reduce SPREAD of resistant organisms |
Impact of emergence of resistant microbes (on individuals, on health systems, etc) |
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What responsibility do different people/levels of organisations have to monitor resistance, or to design and implement strategies to reduce emergence or spread? |
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Fever and Sepsis |
Understand the difference between hyperthermia and fever |
Fever as a “normal” response (and what causes it): to intervene or not? |
Understand the concept of FUO and causes thereof |
Understand the main stages of sepsis, including damage caused by sepsis, and potential for treatment |
Impact of sepsis (on individuals, on healthcare etc) |
Biologicals as weapons |
Understand the different categories of microbes in the US and potential complications of these |
Understand epidemiology associated with deliberate use of biological agents |
Understand why some research cannot reasonably completed and the issues with subsequent publication |
Understand the concepts of, and be able to describe the main categories of DURC |
Describe the main regulatory frameworks and legislation for biologicals in Australia (inc BWC) |
Parasites: |
What is parasitology and how are parasites classified? |
All definitions given regarding parasite hosts + direct and indirect life cycles |
Possible modes of entry of parasites, and General control and preventative measures |
Factors contributing to spread of parasites as well as why burden is greatest in certain areas? Which areas these/what characteristics do they have? (regions of endemicity…cosmopolitan vs geographically restricted) |
Geographical distribution of parasites and possibility for change (see one above) |
How do parasites evade the immune system to produce a response? What are the immune responses to parasites and under what circumstances are these beneficial/detrimental? (GENERAL factors, AND specific examples from the example parasites) |
EESMDO for Schistosomes incl. life cycle |
Strategies/programs for control of Schistosomiasis (incl diagnosis & treatments) |
EESMDO for Ascaris incl. life cycle. |
Strategies/programs for control of Ascariasis incl diagnosis & treatments |
EESMDO for Strongyloides incl. life cycle and autoinfection. |
Strategies/programs for control of Ascariasis incl diagnosis & treatments of Strongyloides. |
EESMDO for Plasmodium incl. life cycle and major differences in life cycle (and pathology/disease) between species. (NB: Plasmodium species are the parasites, malaria is the disease…don’t get those confused) |
Development of partial immunity to Plasmodium, and at risk populations |
Diagnosis, treatment and strategies for control of malaria incl. vaccine development, and problem of resistance (parasite & vector!) |
BE ABLE TO IDENTIFY similarities and differences between parasites incl life cycles, intervention strategies, pathologies, course of disease, spectrum of presentation in humans |
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