Addressing Bioterrorism in SPHs: Turning Knowledge into Curriculum

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Addressing Bioterrorism in SPHs Turning
Knowledge into Curriculum

• Bioterrorism The Role of the
• Public Health Workforce
• September 8, 2002

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Sandra Crouse Quinn, Ph.D.Associate
ProfessorBehavioral and Community Health
SciencesAssociate Dean for Student Affairs and
EducationGraduate School of Public
HealthUniversity of Pittsburgh
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Foundations for Curriculum Development

• Emergency Preparedness Competencies for All
  Public Health Workers
• Draft Public Health Bioterrorism and Emergency
  Preparedness and Response A National
  Collaborative Training Plan

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What knowledge do our students need?

• Disaster Preparedness-Planning and evaluation
• Crisis and Risk Communication
• Incident command and management including surge
  capacity and interagency collaboration
• Surveillance
• Public health law
• Impact on community health (including mental
  health)

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What are SPH doing?

• General Preparedness courses that address
  disasters of all types
• Specific courses on biological, chemical and
  radiation agents
• Communication courses
• Planning and interagency management
• Existing courses on epidemiology of infectious
  diseases
• Courses on public health impact of terrorism

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Certificate in Public Health Preparedness and
Disaster Response

• Recommended 15 credit certificate program that
  includes didactic and experiential components
• Reviewed existing courses at other schools
• Reviewed existing curricula from all sources
• Utilized the Emergency Preparedness competencies
• Reviewed our own curriculum at GSPH
• Initiated 3 new courses

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Where do we go from here?

• What process are you using at your SPH to develop
  curriculum?
• What barriers have you encountered?
• How have you overcome these barriers?
• What factors are facilitating your ability to
  respond?
• What do you need in terms of resources?