Containemt
strategies,
why?
• Current burden
(endemic)
• Outbreaks (epidemic /
pandemic)
• Preparedness
! kennen voor tentamen
endemic = within a area or population, stable state, not a rise of concern
epidemic = on the rise
pandemic = worldwide
Containment
strategies
Introduction to the course &
assignment theory
Dirk essink
DIRK
Msc. International Public Health
Prof Dr. J.F. van den Bosch PhD in health system innovation
Prof Dr. J Ruitenberg Worked in, NL, Laos, Ghana, South Sudan, Vietnam, (South Africa, Canada, Georgia, India ….)
Expanded Program on Immunization, Tuberculosis, HIV, HPV, Malaria/Diarhoea
Policy and intervention perspective
Prof Dr. A. Timen
Introducing the team Go to www.menti.com use the code 13 92 54 9
Sarah Ward Who are you?
Lois Kaersenhout
Laetitia Chapdelaine
Puk Teunissen
Daniel van der Lught
Efrat Gommeh
Mae van Gemert Grap your phone Go to ………………. Press code ……..
Tablet or laptop www.menti.com 13 92 54 9 & vote
, Bubonic Plague
Late medieval period
Killed 1/3 of European population
Led to quarantine (isolation) measures in
e.g. Venice Spanish Flu (1918)
1. pest - killed ⅓ of europe | what did we learn Killed over 50-100 million people worldwide
= quarantine (40 days)
1/3 of world population infected
Quarantine led to less affected areas (e.g. Japan)
! kennen: quarantaine = 40 days on an island to check if you develop
symptoms (suspected case) | isolation = locking someone up when there is a called spanish because they were the one that mentioned most about it
confirmed case
vaccination → first vaccine developed for cow pox (but eurocentric because China and other countries
penicillin = first antibiotic → kills bacteria (together with vaccines the most also experimented with vaccines)
important medical breakthrough)
before penicillin surgery was dangerous because you could die of bacteria
infection antibiotics and vaccines also do harm for control strategies, because people expect medical interventions and this makes us worse at lifestyle
interventions and taking up lifestyle interventions
Vaccination
1796: vaccination cowpox (Edward Jenner, ‘Reinders 1774’)
Penicillin –antibiotic (1928)
NOTE THAT before Jenner in Ottoman / China already experiments
Sir Alexander Fleming
The opportunity to fight bacteria 1953: start Dutch Vaccination Program: EPI
(Syphilis, TB, etc) →many successes, control / elimination /eradication
→increasing societal resistance,
New Emerging Infectious diseases
Threat for new pandemic
planning / scenario’s for
HIV/AIDS
led to a variety of containment approaches global/european/national response
- VCT = voluntary counseling and testing → needed because many people don’t ‘feel’ they have HIV/AIDS
- Treatment campaigns
- MTCT
- Micro credits
- Self-help groups
- BEHAVIOUR change programs
- Global Fund
HIV was one of the diseases were we started thinking about stigma and
how to mobilize international resources/funding
, Covid - vaccines being more important | contact tracing was useless because so many
people had covid | the interesting thing is how our behaviour changes; at first we follow
the rules (facemasks and distance) but later we stop following the rules → take this into
account when designing and implementing interventions CONTENT
• Introduction
• Designing a health intervention
– Different models
• General principles of health intervention
– What is the problem?
– What factors cause the problem?
– How can these factors be changed?
– What strategies are available (appropriate and effective)?
– What needs to be done to reach the goals?
Policy brief
CONTENT
Containment Strategies for infectious diseases in the global context Communicable, transmissible, contagious diseases
Master program: MPA – HEALTH SCIENCES – BIOMEDICAL SCIENCES – others : +/- 120 students Interventions that
-Airborne
limit/reduce/spread -Vector borne
‘war’ symbolics
‘STAMPEN’ Medicine Sans Frontier; RIVM; KNCV;
Radboud univeristy; RUG; Sanquin; EIDM - develop/select an evidence strategies to control, eliminate,
-Water/food borne
-STD
Athena; Erasmus MC; KIT informed intervention strategy to eradicate disease
‘control’ a specific infectious disease in a
-zoonoses
Ebola, Leishmaniasis, Tuberculosis, certain region -Etc.
Vaccines, Polio, Measles, -See selected diseases
Schistosomiasis, HIV, COVID, Malaria;
POLICY BRIEF
Trachoma Pneumococcal disease
HEP B, HEP C What does it mean:
Containment strategies for infectious diseases
Gastroenteritis Chlamydia
Cholera Genital herpes INFECTIOUS DISEASE THEORY based on a portfolio
Hepatites A Human Papilloma Virus
Poliomelytis HIV INTERNATIONAL HEALTH
Beef and Pork Tapeworms
Hookworms
Schistosomisasis
Hepatitis B
Hepatitis C
Ebola
REGULATIONS
HUMAN RIGHTS FILMPJE in the global context
Measles Dengue
Leprosy Yellow Fever HEALTH ECONOMICS
Tuberculosis Malaria
Acute Respiratory Infections Leishmaniasis
Influenza Plague High / middle / low-income countries
‘STORIES’
Pertusis Lyme Disease
Diphteria
Menigococcol Menigitis
Rabies
Toxoplasmosis
From global to local
Haemophilis Influenza Brucellosis
All new and emerging
Political, Social, Economical, Cultural diversity
Regulations, international organizations
When you think of an intervention and want people to take extra steps think about
people’s behaviour/attitude about the disease
Course objectives
Evidence Informed Decision Making
(EIDM)
In this course you will acquire ‘linking the problem to the solution’
specific knowledge in the area of infectious diseases
and containment strategies (lectures and the book) -Evidence matters
-Related to the agent, its causes, and the effectiveness of the solutions
practical skills to design health interventions.
(assignment) -Context matters
-What contextual issues contribute to the problem?
critical attitude towards the planning, implementation -(solutions) What works where for whom?
and evaluation of containment strategies in a
-Integration of Evidence, Epistemiological justice (TDR)
complex environment. = Listen to people who face the disease/problem
Evidence based is not always best when contextualizing interventions and this really is important → evidence informed is more fitting; think
about what evidence matters most in what situation
, Course objectives Course objectives
• Has acquired in-depth theoretical and practical knowledge in relation to
health intervention strategies for infectious diseases.
• Has acquired insights in various infectious diseases and characteristics in
Exam (60%, need to pass) Assignment (mandatory)
relation to containment strategies. Lectures All classes mandatory
• Has acquired insight into the role of international institutions, such as the general principles
WHO, governmental advisory bodies, relevant professionals, executing case studies
institutions, NGOs and communities in designing and carrying out health
Group grade (40%, need to
interventions.
pass)
Book
• Understands which barriers are important when implementing Chapter 1-6 65% policy brief
containment strategies of infectious diseases. Specific infectious diseases (see Needs a pass for peer
• Has acquired insight in theoretical concepts and methods to interpret results, this lecture) feedback
evaluations and the effectiveness of programs. 35% presentation
Additional literature on Canvas
• Has learned to develop and apply risk assessment, risk management,
and risk communication methods.
• Has learned and practiced interdisciplinary methods and techniques to plan
health interventions at community level in an interactive way.
• EXAM will test for these endpoints !
I like the one-on-one time with the WG teacher and the Selected inf diseases from Webber
groups, this was really helpful. exam material → these all!!!!
The lectures were also very interesting with a lot of
nice guest lecturers. o Chlamydia o Dengue
o Human Papilloma Virus o Ebola
o HIV o Yellow Fever
o Hepatitis B o Malaria
o Hepatitis C o Leishmaniasis
The workload was high in the beginning of the o Schistosomiasis o Lyme Disease
o Measles o Rabies
course. o Menigococcol Menigitis o Influenza
o Leprosy o Diphteria
o Chagas o Trachoma
We had a big assignment and a lot of study material so o Tuberculosis o Poliomyelitis
it made it a bit stressful since we also had another big o
o
Cholera
Hepatites A
o
o
Acute Respiratory Infections (ARI)
Pertussis
course besides this course. o All new and emerging diseases
Course objectives
Theory Case studies
VU University Amsterdam
Tuberculosis control
Communicable disease theory
Control principles Antibiotic resistance
Classifications Blood products and safety
BOOK
‘steps in’
Ebola
Control strategies and organization /
communication Leishmaniasis
Globalization, Culture and
Human Rights
Vaccination in NL Health Intervention
Assignment Theory
Malaria
Vaccines/International
Regulations Emerging Zoonotic diseases
Pharmacoeconomy (and book chapters on diseases: BB) Dirk Essink Containment Strategies of Infectious Diseases in Global Context,
Athena-Institute
September 2024
VU University Amsterdam
strategies,
why?
• Current burden
(endemic)
• Outbreaks (epidemic /
pandemic)
• Preparedness
! kennen voor tentamen
endemic = within a area or population, stable state, not a rise of concern
epidemic = on the rise
pandemic = worldwide
Containment
strategies
Introduction to the course &
assignment theory
Dirk essink
DIRK
Msc. International Public Health
Prof Dr. J.F. van den Bosch PhD in health system innovation
Prof Dr. J Ruitenberg Worked in, NL, Laos, Ghana, South Sudan, Vietnam, (South Africa, Canada, Georgia, India ….)
Expanded Program on Immunization, Tuberculosis, HIV, HPV, Malaria/Diarhoea
Policy and intervention perspective
Prof Dr. A. Timen
Introducing the team Go to www.menti.com use the code 13 92 54 9
Sarah Ward Who are you?
Lois Kaersenhout
Laetitia Chapdelaine
Puk Teunissen
Daniel van der Lught
Efrat Gommeh
Mae van Gemert Grap your phone Go to ………………. Press code ……..
Tablet or laptop www.menti.com 13 92 54 9 & vote
, Bubonic Plague
Late medieval period
Killed 1/3 of European population
Led to quarantine (isolation) measures in
e.g. Venice Spanish Flu (1918)
1. pest - killed ⅓ of europe | what did we learn Killed over 50-100 million people worldwide
= quarantine (40 days)
1/3 of world population infected
Quarantine led to less affected areas (e.g. Japan)
! kennen: quarantaine = 40 days on an island to check if you develop
symptoms (suspected case) | isolation = locking someone up when there is a called spanish because they were the one that mentioned most about it
confirmed case
vaccination → first vaccine developed for cow pox (but eurocentric because China and other countries
penicillin = first antibiotic → kills bacteria (together with vaccines the most also experimented with vaccines)
important medical breakthrough)
before penicillin surgery was dangerous because you could die of bacteria
infection antibiotics and vaccines also do harm for control strategies, because people expect medical interventions and this makes us worse at lifestyle
interventions and taking up lifestyle interventions
Vaccination
1796: vaccination cowpox (Edward Jenner, ‘Reinders 1774’)
Penicillin –antibiotic (1928)
NOTE THAT before Jenner in Ottoman / China already experiments
Sir Alexander Fleming
The opportunity to fight bacteria 1953: start Dutch Vaccination Program: EPI
(Syphilis, TB, etc) →many successes, control / elimination /eradication
→increasing societal resistance,
New Emerging Infectious diseases
Threat for new pandemic
planning / scenario’s for
HIV/AIDS
led to a variety of containment approaches global/european/national response
- VCT = voluntary counseling and testing → needed because many people don’t ‘feel’ they have HIV/AIDS
- Treatment campaigns
- MTCT
- Micro credits
- Self-help groups
- BEHAVIOUR change programs
- Global Fund
HIV was one of the diseases were we started thinking about stigma and
how to mobilize international resources/funding
, Covid - vaccines being more important | contact tracing was useless because so many
people had covid | the interesting thing is how our behaviour changes; at first we follow
the rules (facemasks and distance) but later we stop following the rules → take this into
account when designing and implementing interventions CONTENT
• Introduction
• Designing a health intervention
– Different models
• General principles of health intervention
– What is the problem?
– What factors cause the problem?
– How can these factors be changed?
– What strategies are available (appropriate and effective)?
– What needs to be done to reach the goals?
Policy brief
CONTENT
Containment Strategies for infectious diseases in the global context Communicable, transmissible, contagious diseases
Master program: MPA – HEALTH SCIENCES – BIOMEDICAL SCIENCES – others : +/- 120 students Interventions that
-Airborne
limit/reduce/spread -Vector borne
‘war’ symbolics
‘STAMPEN’ Medicine Sans Frontier; RIVM; KNCV;
Radboud univeristy; RUG; Sanquin; EIDM - develop/select an evidence strategies to control, eliminate,
-Water/food borne
-STD
Athena; Erasmus MC; KIT informed intervention strategy to eradicate disease
‘control’ a specific infectious disease in a
-zoonoses
Ebola, Leishmaniasis, Tuberculosis, certain region -Etc.
Vaccines, Polio, Measles, -See selected diseases
Schistosomiasis, HIV, COVID, Malaria;
POLICY BRIEF
Trachoma Pneumococcal disease
HEP B, HEP C What does it mean:
Containment strategies for infectious diseases
Gastroenteritis Chlamydia
Cholera Genital herpes INFECTIOUS DISEASE THEORY based on a portfolio
Hepatites A Human Papilloma Virus
Poliomelytis HIV INTERNATIONAL HEALTH
Beef and Pork Tapeworms
Hookworms
Schistosomisasis
Hepatitis B
Hepatitis C
Ebola
REGULATIONS
HUMAN RIGHTS FILMPJE in the global context
Measles Dengue
Leprosy Yellow Fever HEALTH ECONOMICS
Tuberculosis Malaria
Acute Respiratory Infections Leishmaniasis
Influenza Plague High / middle / low-income countries
‘STORIES’
Pertusis Lyme Disease
Diphteria
Menigococcol Menigitis
Rabies
Toxoplasmosis
From global to local
Haemophilis Influenza Brucellosis
All new and emerging
Political, Social, Economical, Cultural diversity
Regulations, international organizations
When you think of an intervention and want people to take extra steps think about
people’s behaviour/attitude about the disease
Course objectives
Evidence Informed Decision Making
(EIDM)
In this course you will acquire ‘linking the problem to the solution’
specific knowledge in the area of infectious diseases
and containment strategies (lectures and the book) -Evidence matters
-Related to the agent, its causes, and the effectiveness of the solutions
practical skills to design health interventions.
(assignment) -Context matters
-What contextual issues contribute to the problem?
critical attitude towards the planning, implementation -(solutions) What works where for whom?
and evaluation of containment strategies in a
-Integration of Evidence, Epistemiological justice (TDR)
complex environment. = Listen to people who face the disease/problem
Evidence based is not always best when contextualizing interventions and this really is important → evidence informed is more fitting; think
about what evidence matters most in what situation
, Course objectives Course objectives
• Has acquired in-depth theoretical and practical knowledge in relation to
health intervention strategies for infectious diseases.
• Has acquired insights in various infectious diseases and characteristics in
Exam (60%, need to pass) Assignment (mandatory)
relation to containment strategies. Lectures All classes mandatory
• Has acquired insight into the role of international institutions, such as the general principles
WHO, governmental advisory bodies, relevant professionals, executing case studies
institutions, NGOs and communities in designing and carrying out health
Group grade (40%, need to
interventions.
pass)
Book
• Understands which barriers are important when implementing Chapter 1-6 65% policy brief
containment strategies of infectious diseases. Specific infectious diseases (see Needs a pass for peer
• Has acquired insight in theoretical concepts and methods to interpret results, this lecture) feedback
evaluations and the effectiveness of programs. 35% presentation
Additional literature on Canvas
• Has learned to develop and apply risk assessment, risk management,
and risk communication methods.
• Has learned and practiced interdisciplinary methods and techniques to plan
health interventions at community level in an interactive way.
• EXAM will test for these endpoints !
I like the one-on-one time with the WG teacher and the Selected inf diseases from Webber
groups, this was really helpful. exam material → these all!!!!
The lectures were also very interesting with a lot of
nice guest lecturers. o Chlamydia o Dengue
o Human Papilloma Virus o Ebola
o HIV o Yellow Fever
o Hepatitis B o Malaria
o Hepatitis C o Leishmaniasis
The workload was high in the beginning of the o Schistosomiasis o Lyme Disease
o Measles o Rabies
course. o Menigococcol Menigitis o Influenza
o Leprosy o Diphteria
o Chagas o Trachoma
We had a big assignment and a lot of study material so o Tuberculosis o Poliomyelitis
it made it a bit stressful since we also had another big o
o
Cholera
Hepatites A
o
o
Acute Respiratory Infections (ARI)
Pertussis
course besides this course. o All new and emerging diseases
Course objectives
Theory Case studies
VU University Amsterdam
Tuberculosis control
Communicable disease theory
Control principles Antibiotic resistance
Classifications Blood products and safety
BOOK
‘steps in’
Ebola
Control strategies and organization /
communication Leishmaniasis
Globalization, Culture and
Human Rights
Vaccination in NL Health Intervention
Assignment Theory
Malaria
Vaccines/International
Regulations Emerging Zoonotic diseases
Pharmacoeconomy (and book chapters on diseases: BB) Dirk Essink Containment Strategies of Infectious Diseases in Global Context,
Athena-Institute
September 2024
VU University Amsterdam
