scholarly journals Modeling dynamics of an influenza pandemic with heterogeneous coping behaviors: case study of a 2009 H1N1 outbreak in Arizona

2012 ◽  
Vol 19 (4) ◽  
pp. 622-645 ◽  
Author(s):  
Wei Zhong ◽  
Yushim Kim ◽  
Megan Jehn
2014 ◽  
Vol 8 (2) ◽  
pp. 158-169 ◽  
Author(s):  
Anat Gesser-Edelsburg ◽  
Emilio Mordini ◽  
James J. James ◽  
Donato Greco ◽  
Manfred S. Green

AbstractObjectiveTo examine their implementation, we analyzed World Health Organization (WHO) and Centers for Disease Control and Prevention (CDC) guidelines from 2005 to 2008 for risk communication during an emerging infectious disease outbreak, WHO and CDC reports on implementing the guidelines worldwide after the 2009 H1N1 pandemic; and a case study of a member state.MethodsA qualitative study compared WHO and CDC guidelines from 2005 to 2008 with WHO and CDC reports from 2009 to 2011, documenting their implementation during the H1N1 outbreak and assessed how these guidelines were implemented, based on the reports and Israeli stakeholders (n=70).ResultsEight risk communication subthemes were identified: trust, empowerment, uncertainty, communicating the vaccine, inclusion, identification of subpopulations and at-risk groups, segmentation, and 2-way communication. The reports and case study disclosed a gap between international guidelines and their local-level implementation. The guidelines were mostly top-down communications, with little consideration for individual member-state implementation. The WHO and CDC recommendations were not always based on formative evaluation studies, which undermined their validity.ConclusionsIn formulating effective communication strategies, the first step is to define the goal of a vaccination program. We recommend implementing conceptual elements from the most current theoretical literature when planning communication strategies and increasing organizational involvement in implementing guidelines in future health crises. (Disaster Med Public Health Preparedness. 2014;0:1–12)


2015 ◽  
Vol 105 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Richard N. Danila ◽  
Ellen S. Laine ◽  
Franci Livingston ◽  
Kathryn Como-Sabetti ◽  
Lauren Lamers ◽  
...  

2016 ◽  
Vol 49 (2) ◽  
pp. 163-189 ◽  
Author(s):  
Erik Baekkeskov

Reputation-seeking can explain some decisions of U.S. federal agencies. However, it has remained unclear whether it could be used in the European context where agencies have proliferated in national and regional governance in the past few decades. This article shows that reputation-seeking can occur at autonomous agencies in the European context. A unique participant-observational study of an international public health agency acting in response to the 2009 H1N1 “swine” influenza pandemic provides bases for this conclusion. It adds empirical support for the proposition using real-time observations of and in-depth interviews on the agency’s decision-making processes.


2017 ◽  
Vol 02 (03) ◽  
pp. 218-231
Author(s):  
Isna Rahmawati Retnaningsih ◽  
◽  
Argyo Demartoto ◽  
Eti Poncorini Pamungkasari ◽  
◽  
...  

2019 ◽  
Vol 34 (5) ◽  
pp. 1136-1144
Author(s):  
Won Suk Choi ◽  
Min Joo Choi ◽  
Ji Yoon Noh ◽  
Joon Young Song ◽  
Woo Joo Kim ◽  
...  

2018 ◽  
Vol 80 (7) ◽  
pp. 493-500
Author(s):  
Derek Dube ◽  
Tracie M. Addy ◽  
Maria R. Teixeira ◽  
Linda M. Iadarola

Throughout global history, various infectious diseases have emerged as particularly relevant within an era. Some examples include the Bubonic plague of the fourteenth century, the Spanish Influenza pandemic of 1918, the HIV epidemic of the 1980s, and the Zika virus outbreak in 2015–16. These instances of emerging infectious disease represent ideal opportunities for timely, relevant instruction in natural and health science courses through case studies. Such instructional approaches can promote student engagement in the material and encourage application and higher-order thinking. We describe here how the case study approach was utilized to teach students about emerging infectious diseases using the 2014–16 Ebola virus outbreak as the subject of instruction. Results suggest that students completing the case study not only had positive perceptions of the mode of instruction, but also realized learning gains and misconception resolution. These outcomes support the efficacy of case pedagogy as a useful teaching tool in emerging infectious diseases, and augment the paucity of literature examining Ebola virus knowledge and misconceptions among undergraduate students within United States institutions.


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