The COVID-19 crisis has created an unprecedented need for contact tracing across the country, requiring thousands of people to learn key skills quickly. The job qualifications for contact tracing positions differ throughout the country and the world, with some new positions open to individuals with a high school diploma or equivalent. Now that you've learned about the basics of COVID-19, we'll turn our attention to some of the tools being used to stop the spread: contact tracing, isolation, and quarantine. We'll also show you how what you've already learned about infection and transmission informs the use of these critical public health tools. In this module, you'll learn about the important ethical dimensions of contract tracing, including how we balance the protection of the public's health with limits on personal privacy and autonomy. We'll walk through some specific examples to prepare you for some of the issues contact tracers encounter during the course of their work. Effective communication is the cornerstone of a successful contact tracing interaction. That includes building rapport with cases and contacts, active listening, and asking the right kinds of questions. In this module, you'll watch and read several example interactions that demonstrate both how and how not to conduct yourself as a contact tracer. Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option: The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience. When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free. Yes, Coursera provides financial aid to learners who cannot afford the fee. Apply for it by clicking on the Financial Aid link beneath the "Enroll" button on the left. You’ll be prompted to complete an application and will be notified if you are approved. This course provides information about the basics of COVID-19 and contact tracing and helps you develop some of the skills and background that you need. The course includes examples of contact tracing calls, as well as information about developing effective interviewing skills. You will need to enroll via a web browser on either a computer or a mobile device and not via the Coursera mobile app to enroll for the course and certificate for free. Unfortunately, the promotional price is not redeemable through the mobile app.

The Center for Humanitarian Emergencies is a partnership between CDC's Emergency Response and Recovery Branch and the Rollins School of Public Health that drives global collaboration, research and evidence based training to improve the lives and well-being of populations impacted by humanitarian emergencies. - Center for Humanitarian Emergencies: http://www.che.emory.edu/ - CDC's Emergency Response and Recovery Branch: http://www.cdc.gov/globalhealth/healthprotection/errb/index.html This course covers the technical and management principles that are the basis of planning, implementing, and evaluating health programs for acutely displaced populations in developing countries. The emphasis is on refugees in camp situations. The course includes modules on assessment, nutrition, epidemiology of major health problems, surveillance, and program management in the context of an international relief operation. Course Objectives Upon completion of this course, learners will be able to: 1. Describe a complex humanitarian crisis in terms of magnitude, person, time and place. 2. Calculate basic epidemiology measures. 3. Evaluate the strengths and limitations of epidemiological data within the context of CHE. 4. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the community being served. 5. Identify internal and external problems that may affect the delivery of essential public health services in a CHE. 6. Identify the different technical areas in a public health response in CHEs.

The University of Geneva, Institute Pasteur, University of Montreal and Centre Virchow-Villermé/University Paris Descartes welcome you to this MOOC on "Global Health at the Human-Animal-Ecosystem Interface"! Over the next 8 weeks, you will explore and learn about some of the major and current Global Health Challenges at the Human-Animal-Ecosystem Interface: zoonotic emerging infections (e.g. Ebola, Nipah, MERS, Avian Influenza), antimicrobial resistance, neglected tropical diseases (e.g. rabies, leishmaniasis, zoonotic TB), snakebite and other human-animal conflicts etc. You will learn new concepts from the field of epidemiology, social anthropology, disease ecology, veterinary sciences, global health policy etc. and approaches such as One Health, Eco-Health and Planetary Health. Also, you will learn about innovative tools and frameworks used to study and tackle some of these Global Health challenges of the Sustainable Development Goals era. This MOOC proposes you a dynamic, international and interdisciplinary programme based on the One Health approach (human-animal-environmental dimensions) and involving more than 30 top experts from more than 20 academic and research institutions and international organisations based in Geneva, Paris, Montreal and the world. Policy makers from the World Health Organisation, clinicians from the University Hospitals of Geneva, epidemiologists from Institut Pasteur etc. will share with you their knowledge and experiences all along this MOOC. Video-lectures have been filmed in different parts of the world and settings (from the field to the lab and office) and will be combined with the latest open readings and interactive activities in the discussion forum, video-conferences etc. This MOOC keeps evolving and enriching actively over time and two new sections on "Health Benefits at the Human-Animal-Ecosystem Interface" and "Management of Ecosystems under Global Changes: Implication for Human Health" have been added in May 2018. This latter section was developed in close collaboration with experts from World Health Organisation and the Convention on Biological Diversity and is introduced by Dr. Tedros Adhanom Ghebreyesus, WHO Director-General. The development of this MOOC was led by Dr. Rafael Ruiz de Castañeda, Dr. Isabelle Bolon and Prof. Antoine Flahault from the Institute of Global Health of the University of Geneva. The list of instructors is completed by Prof. Arnaud Fontanet (Institut Pasteur) and Prof. André Ravel (Faculty of Veterinary Medicine, University of Montreal). Watch our teaser here and let’s get started! https://youtu.be/WT7-cC21uLU?list=PLnZ (with subtitles in French and in Chinese)

In your previous course, you learned some medical interventions and skills to keep newborns healthy in the days and weeks after they have been born. In this course, you will learn what some additional skills that medical providers do to keep babies healthy. The Newborn Assessment Course will walk you through the physical examination from head to toe. You are going to learn that this is so much we can discover just by looking at a baby. And yes, we will be listening too, and discussing how medical equipment, such as a stethoscope or a pulse oximeter, can help in your exam. You will begin to be able to distinguish some normal findings from some abnormal findings. In all of the modules up until this one, we have discussed abnormalities or illnesses of newborns. In order to understand and recognize what is not normal, it is worthwhile to be clear on what is normal. In this module, Dr. Kohn will demonstrate how to examine a very well newborn. Aside from the obvious size differences and the unbelievable cuteness of newborns relative to adults, there are the influences of fetal development and transition that impact the newborn exam. Keep in mind that your exam may be the first physical evaluation that this baby has in its life! Our task as providers of health care to newborns is to detect which of the many seemingly well babies has an underlying health care problem that needs to be addressed. Previously, we reviewed the screening method that we use to look for critical congenital heart disease. In this module, we will cover the surveillance technique, that is, the physical findings that should make us suspect a newborn might have congenital heart disease. Nearly 41% of children who die under the age of 5 are less than 28 days old. The first month of life is a particularly vulnerable time for these little ones. In this module, you will learn some signs or symptoms that are concerning in newborns in the first month of life, and that need medical attention. You will also learn some common findings that are concerning to parents, but not concerning medically. Those are conditions for which reassurance and/or watchful waiting is appropriate. Distinguishing between concerning and benign conditions will help you ensure the safety and health of newborn babies! A newborn baby is an amazing beautiful life filled with hope. Unfortunately, many babies die or experience preventable harm even in 21st century. It is imperative that babies who are born healthy get off to a healthy start in the first month of life. There are some easy tenets of care to implement that help ensure that babies and families get off to a healthy start no matter where they are in the world. In this specialization learners will acquire the skills necessary for newborn baby care to optimize their health in the hours, days and weeks after they are born.

Epidemiological studies can provide valuable insights about the frequency of a disease, its potential causes and the effectiveness of available treatments. Selecting an appropriate study design can take you a long way when trying to answer such a question. However, this is by no means enough. A study can yield biased results for many different reasons. This course offers an introduction to some of these factors and provides guidance on how to deal with bias in epidemiological research. In this course you will learn about the main types of bias and what effect they might have on your study findings. You will then focus on the concept of confounding and you will explore various methods to identify and control for confounding in different study designs. In the last module of this course we will discuss the phenomenon of effect modification, which is key to understanding and interpreting study results. We will finish the course with a broader discussion of causality in epidemiology and we will highlight how you can utilise all the tools that you have learnt to decide whether your findings indicate a true association and if this can be considered causal.

Often called “the cornerstone” of public health, epidemiology is the study of the distribution and determinants of diseases, health conditions, or events among populations and the application of that study to control health problems. By applying the concepts learned in this course to current public health problems and issues, students will understand the practice of epidemiology as it relates to real life and makes for a better appreciation of public health programs and policies. This course explores public health issues like cardiovascular and infectious diseases – both locally and globally – through the lens of epidemiology.

Introduces students to the core principles of health equity research. Covers topics such as defining health equity, engaging community and policy stakeholders, patient-centeredness, cultural competence, and dissemination of research findings. Content will recognize different geographic, cultural, and social contexts where health inequities occur.

This History of Medical Cannabis course is designed to have you think critically about past, present, and future research on the health effects of cannabis by developing a more nuanced understanding of the barriers to research as well as different approaches to research. You will learn about the history of cannabis cultivation, the legal history of cannabis or "marijuana", and the obstacles that led to the lack of science on its medicinal use. You will also learn how to critically evaluate research on the effects of cannabis and discuss the associated risks of using cannabis in the context of public health and epidemiological research. Finally, you will learn about how to administer cannabis products in ways that minimize risk and maximize any potential benefits. Obtaining this knowledge will be helpful in terms of informing public policy, public health, and personal decisions regarding the use of cannabis products.

Synbio is a diverse field with diverse applications, and the different contexts (e.g., gain-of-function research, biofuels) raise different ethical and governance challenges. The objective of this course is to increase learners’ awareness and understanding of ethical and policy/governance issues that arise in the design, conduct and application of synthetic biology. The course will begin with a short history of recombinant DNA technology and how governance of that science developed and evolved, and progress through a series of areas of application of synbio. Content will be presented in many forms, including not only reading and lectures, but also recorded and live interviews and discussions with scientists, ethicists and policy makers. Learners will have the opportunity to think, write and talk about the issues and challenges in their own work and in real-life case examples. A final project will engage students in the development of governance models for synbio.

Il s’agit d’un MOOC sur la crise internationale sur Ebola partie d’Afrique de l’Ouest en 2014 ; d’une durée de 5 semaines, où interviendront plus de 30 professeurs des universités, chercheurs, responsables politiques, autorités sanitaires nationales et internationales, membres d’ONGs, et autres acteurs d’Europe et d’Afrique sur plus de 60 séquences vidéos. Les thèmes abordés se dérouleront selon une séquence hebdomadaire décrite ci-dessous (section « plan du cours »). Le virus Ebola qui a été à l’origine de l’épidémie en Afrique de l’Ouest est une souche Zaïre, considérée comme la plus dangereuse. Cependant le spectre des tableaux cliniques rencontrés s’est montré très large : depuis des formes assez bénignes (pour environ 30% des infections), jusqu’à des formes très sévères, presque hors de toute ressources thérapeutiques et fréquemment mortelles en une dizaine de jours en moyenne (environ 30%), en passant par des formes d’une gravité dépendant de l’infrastructure sanitaire responsable de leur prise en charge (c’est-à-dire généralement de bon pronostic en cas de bonne prise en charge diagnostique et thérapeutique). Près de 60% des contaminations en Afrique avaient comme origine les rites funéraires non sécurisés. Les personnels de santé exposés ont également payé un très lourd tribut à l’épidémie. Enfin les conséquences non sanitaires, d’ordre social, politique et économique de l’épidémie ont été considérables, tant localement, que régionalement ou internationalement. Peu de pays ont connu à ce jour d’importants développements de chaînes de contaminations, en dehors de la Guinée, du Libéria et du Sierra Leone, mais la situation au Mali à la fin novembre 2014 était encore source d’incertitude et d’inquiétude. Les modèles mathématiques, s’ils ont été d’un apport précieux dans l’éclairage des politiques publiques, ils ont aussi participé à une amplification exagérée du problème, notamment lorsqu’ils ont livré des prévisions allant au-delà de plusieurs mois, parfois endossées par de grandes agences sanitaires, car elles risquent de se révéler fausses et décrédibilisantes. Nous tenterons de mieux savoir quels espoirs on peut avoir de disposer d’un vaccin prochainement, et nous essaierons de comprendre pourquoi il aura fallu attendre 38 ans, depuis la découverte du virus Ebola, pour que la communauté internationale se décide à chercher et développer un vaccin contre ce type de virus que l’on savait hautement pathogène et contagieux. La réponse internationale a-t-elle été à la hauteur des enjeux ? L’OMS a-t-elle pu mettre en œuvre le Règlement Sanitaire International dans des conditions satisfaisantes ? Quelle a été la place des ONG dans le règlement du problème ? Toutes ces questions feront l’objet, au cours de ce MOOC, de débats et de points de vue interdisciplinaires, parfois contradictoires. De même, l’importance de la communication, le rôle des médias, la perception du risque par la population et par les décideurs eux-mêmes seront analysés. Une large plage sera réservée aux réponses aux questions des participants adressées aux orateurs par le forum de discussion, afin de réfléchir comment vaincre ensemble Ebola. PUBLIC CIBLE Ce MOOC est ouvert et gratuit pour tous les publics. Le public cible est principalement le milieu des soignants francophones et les acteurs (publics et privés) des politiques publiques. PLAN DU COURS Module 1: Présentation générale Module 2 : Comprendre la maladie les aspects cliniques les aspects virologiques les aspects immunologiques les traitements symptomatiques actuels l’épidémiologie de la maladie Module 3 : Ebola comme symptômes d’un désordre social et politique les causes sociales économiques et politiques du problème la faiblesse du système les aspects culturels la pauvreté Module 4 : Les impacts sur nos vies et nos sociétés les impacts sanitaires et économiques sur la société et les institutions présentation de modèles mathématiques et prévisions Module 5 : Les réponses pour l’Afrique et le monde les interventions la prise en charge des malades les principaux obstacles rencontrés la réponse internationale la perception du risque les développements de médicaments et vaccins le volet éthique la réponse de l'OMS la place de la recherche et des médias Module 6 : Conclusion _________________________________ Ce cours est co-produit par l'Université de Genève (UNIGE) et l'Université Numérique Francophone des Sciences du Sport et de la Santé (UNF3S). Il est proposé en partenariat avec : L'Agence Universitaire de la Francophonie (AUF) Le Conseil supérieur de la Formation et de la Recherche Stratégique (CSFRS) L'Organisation Mondiale de la Santé (OMS) Médecins Sans Frontières (MSF) Swiss Tropical and Public Health Institute (Swiss TPH) Fédération Internationale des Sociétés de la Croix-Rouge et du Croissant-Rouge (FISCR) Centre Virchow Villermé de santé publique Paris-Berlin Radio Télévision Suisse (RTS) Office fédéral de la santé publique (OFSP) Hôpitaux Universitaires de Genève (HUG) Institut Pasteur Campus Biotech Infection Control African Network (ICAN) The Graduate Institute Geneva Ministère de la Santé et de l'Action Sociale du Sénégal