Assignment Task:

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

 

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

 

(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)

 

What responsibility do different people/levels of organisations have to monitor resistance, or to design and implement strategies to reduce emergence or spread?

 

 

 

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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