Surveillance course facilitator: Perbedaan revisi
(→Session structure) |
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| − | ==Surveillance: Facilitator Guide== | + | <translate> |
| + | ==Surveillance: Facilitator Guide== <!--T:1--> | ||
| − | === About this guide === | + | === About this guide === <!--T:2--> |
| + | <!--T:3--> | ||
This guide contains information to help facilitators prepare for and deliver the training course on Surveillance. | This guide contains information to help facilitators prepare for and deliver the training course on Surveillance. | ||
| + | <!--T:4--> | ||
The guide contains an overview of the course including the course structure, objectives, and required resources to run the training. It contains information on how to prepare for a successful course and how to facilitate each session. | The guide contains an overview of the course including the course structure, objectives, and required resources to run the training. It contains information on how to prepare for a successful course and how to facilitate each session. | ||
| + | <!--T:5--> | ||
Where the training sessions include exercises or questions for the participants the answers are included in the facilitator PowerPoint notes. | Where the training sessions include exercises or questions for the participants the answers are included in the facilitator PowerPoint notes. | ||
| + | <!--T:6--> | ||
Each facilitator will receive a copy of this guide along with the training resource package that contains all documents and videos required to facilitate the course. | Each facilitator will receive a copy of this guide along with the training resource package that contains all documents and videos required to facilitate the course. | ||
| + | <!--T:7--> | ||
Facilitators should read through the training material and watch any videos prior to the training course. Becoming familiar with the other supporting administrative material is also important. | Facilitators should read through the training material and watch any videos prior to the training course. Becoming familiar with the other supporting administrative material is also important. | ||
| + | <!--T:8--> | ||
A practical guide '''''Training Facilitation: How to facilitate a course and help people to learn''''' has been developed in order to support and further develop your facilitation skills. You should read this manual and view accompanying video material prior to the course to help you feel more confident and to get the most benefit out of the course material. | A practical guide '''''Training Facilitation: How to facilitate a course and help people to learn''''' has been developed in order to support and further develop your facilitation skills. You should read this manual and view accompanying video material prior to the course to help you feel more confident and to get the most benefit out of the course material. | ||
| − | === Overview of the course === | + | === Overview of the course === <!--T:9--> |
This training course was developed as part of the Australian Indonesian Partnership for Emerging Infectious Disease – Animal Health Program. | This training course was developed as part of the Australian Indonesian Partnership for Emerging Infectious Disease – Animal Health Program. | ||
| + | <!--T:10--> | ||
The overarching aim for Component 2.1 of the AIP-EID Animal Health Program is to improve the collection, management and use of animal health information to improve capacity for effective disease control and prevention''.'' | The overarching aim for Component 2.1 of the AIP-EID Animal Health Program is to improve the collection, management and use of animal health information to improve capacity for effective disease control and prevention''.'' | ||
| + | <!--T:11--> | ||
The training in surveillance has been developed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians. | The training in surveillance has been developed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians. | ||
| − | === Competency statement === | + | === Competency statement === <!--T:12--> |
A competency statement is a description of what an individual may be expected to be able to do to be successful in their work. The following competency statement describes what participants are expected to be able to do. | A competency statement is a description of what an individual may be expected to be able to do to be successful in their work. The following competency statement describes what participants are expected to be able to do. | ||
| + | <!--T:13--> | ||
Participants are expected to understand the different approaches to animal disease surveillance and be able to use this knowledge to contribute to effective surveillance of animal health problems for the benefit of Indonesian livestock and their owners. | Participants are expected to understand the different approaches to animal disease surveillance and be able to use this knowledge to contribute to effective surveillance of animal health problems for the benefit of Indonesian livestock and their owners. | ||
| + | <!--T:14--> | ||
In order to achieve this, participants need to be able to: | In order to achieve this, participants need to be able to: | ||
| + | <!--T:15--> | ||
* explain and describe different approaches to animal disease surveillance | * explain and describe different approaches to animal disease surveillance | ||
| + | <!--T:16--> | ||
* describe the farmer reporting system, its limitations and how it might be improved | * describe the farmer reporting system, its limitations and how it might be improved | ||
| + | <!--T:17--> | ||
* access iSIKHNAS outputs for use in planning, managing and analysing surveillance activities. | * access iSIKHNAS outputs for use in planning, managing and analysing surveillance activities. | ||
| − | === Structure of the course === | + | === Structure of the course === <!--T:18--> |
The course is designed to be delivered over 3 days, totalling 12 teaching sessions. The first session is an introduction to the course and the last session will focus on conclusions and the closing ceremony. This leaves 10 sessions for content training. | The course is designed to be delivered over 3 days, totalling 12 teaching sessions. The first session is an introduction to the course and the last session will focus on conclusions and the closing ceremony. This leaves 10 sessions for content training. | ||
| + | <!--T:19--> | ||
The general structure of most sessions is: | The general structure of most sessions is: | ||
| + | <!--T:20--> | ||
* introduction to the sessions, learning objectives, and exercises | * introduction to the sessions, learning objectives, and exercises | ||
| + | <!--T:21--> | ||
* video or PowerPoint file associated with this session is presented and discussed | * video or PowerPoint file associated with this session is presented and discussed | ||
| + | <!--T:22--> | ||
* activities and exercises | * activities and exercises | ||
| + | <!--T:23--> | ||
* key concepts review | * key concepts review | ||
| − | === Training resource package === | + | === Training resource package === <!--T:24--> |
| + | <!--T:25--> | ||
The training resources package for this course include the following: | The training resources package for this course include the following: | ||
| + | <!--T:26--> | ||
'''Facilitator Guide '''- this document, to be provided to all facilitators. | '''Facilitator Guide '''- this document, to be provided to all facilitators. | ||
| + | <!--T:27--> | ||
'''Surveillance Guidelines:''' the ''2014 Pedoman Teknis Surveilans Penyakit Hewan Menular'' (Technical guidelines for infectious animal disease surveillance), to be provided to all participants. | '''Surveillance Guidelines:''' the ''2014 Pedoman Teknis Surveilans Penyakit Hewan Menular'' (Technical guidelines for infectious animal disease surveillance), to be provided to all participants. | ||
| + | <!--T:28--> | ||
'''Participants' manual''' - to be provided to each participant. This contains key concepts, course-specific activities, exercises, and memory prompts. | '''Participants' manual''' - to be provided to each participant. This contains key concepts, course-specific activities, exercises, and memory prompts. | ||
| + | <!--T:29--> | ||
'''PowerPoint files''' - to be provided to all facilitators and made available online or as electronic files to all participants. For all sessions except the first and last two sessions, there will be two PowerPoint files: | '''PowerPoint files''' - to be provided to all facilitators and made available online or as electronic files to all participants. For all sessions except the first and last two sessions, there will be two PowerPoint files: | ||
| + | <!--T:30--> | ||
*one PowerPoint file is intended for facilitators to present and speak to | *one PowerPoint file is intended for facilitators to present and speak to | ||
| + | <!--T:31--> | ||
*the second file is intended to be recorded as a voice over to the PowerPoint so it can be projected like a video. This file will present most of the technical content for each session. The purpose of this is to ensure that the technical content can be delivered in a consistent way through all the training programs. | *the second file is intended to be recorded as a voice over to the PowerPoint so it can be projected like a video. This file will present most of the technical content for each session. The purpose of this is to ensure that the technical content can be delivered in a consistent way through all the training programs. | ||
| + | <!--T:32--> | ||
'''Administration documents-''' to be provided to all facilitators. These documents include: facilitators training package information, participant pre-course information, training course preparation checklist, attendance list, certificate template, and are needed to effectively run the training. | '''Administration documents-''' to be provided to all facilitators. These documents include: facilitators training package information, participant pre-course information, training course preparation checklist, attendance list, certificate template, and are needed to effectively run the training. | ||
| + | <!--T:33--> | ||
'''Evaluation forms-'''to be provided to all facilitators and participants. The evaluation forms are used for two purposes: evaluation of participant performance, and for collecting feedback on the course from participants and facilitators. | '''Evaluation forms-'''to be provided to all facilitators and participants. The evaluation forms are used for two purposes: evaluation of participant performance, and for collecting feedback on the course from participants and facilitators. | ||
| + | <!--T:34--> | ||
'''Online support-'''a website will be developed for this project to make resource material available online. Teaching materials, videos and additional learning resources will be made available through the website. | '''Online support-'''a website will be developed for this project to make resource material available online. Teaching materials, videos and additional learning resources will be made available through the website. | ||
| − | == Preparing for the Surveillance course == | + | == Preparing for the Surveillance course == <!--T:35--> |
=== Who should be at the training? === | === Who should be at the training? === | ||
This course has been designed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians. | This course has been designed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians. | ||
| − | === Where should the training be held? === | + | === Where should the training be held? === <!--T:36--> |
The training venue should be comfortable, quiet and away from distractions such as participants’ offices. The training room should be equipped with tables and chairs that can be moved around and there should be sufficient room for participants to be able to work comfortably in group exercises. There should be whiteboards, flipcharts, computer and projectors, and plenty of wall space to display ground rules, expectations, and the outcomes from group exercises. | The training venue should be comfortable, quiet and away from distractions such as participants’ offices. The training room should be equipped with tables and chairs that can be moved around and there should be sufficient room for participants to be able to work comfortably in group exercises. There should be whiteboards, flipcharts, computer and projectors, and plenty of wall space to display ground rules, expectations, and the outcomes from group exercises. | ||
| − | === What resources are needed? === | + | === What resources are needed? === <!--T:37--> |
* Enough copies of the Participant workbook to provide one copy to every participant | * Enough copies of the Participant workbook to provide one copy to every participant | ||
| + | <!--T:38--> | ||
* Facilitator's Guide for each facilitator | * Facilitator's Guide for each facilitator | ||
| + | <!--T:39--> | ||
* A copy of the Surveillance Guidelines for each person, including the facilitator. | * A copy of the Surveillance Guidelines for each person, including the facilitator. | ||
| + | <!--T:40--> | ||
* Whiteboard , white board marker pens & eraser; flipchart and paper for flipchart and marker pens (three colours, suggest red, black and blue), adhesive to stick paper to wall, pens for participants, blank note paper for participants. | * Whiteboard , white board marker pens & eraser; flipchart and paper for flipchart and marker pens (three colours, suggest red, black and blue), adhesive to stick paper to wall, pens for participants, blank note paper for participants. | ||
| + | <!--T:41--> | ||
* Facilitators will need a laptop computer, projector, and microphone if necessary. | * Facilitators will need a laptop computer, projector, and microphone if necessary. | ||
| + | <!--T:42--> | ||
* Internet access for the facilitator, to allow connection to and demonstration of iSIKHNAS. | * Internet access for the facilitator, to allow connection to and demonstration of iSIKHNAS. | ||
| − | === Projecting PowerPoint files === | + | === Projecting PowerPoint files === <!--T:43--> |
The training material includes one or two PowerPoint files intended to be projected during each session. | The training material includes one or two PowerPoint files intended to be projected during each session. | ||
| + | <!--T:44--> | ||
It is suggested that facilitators use '''Presenter View''' (in Microsoft Office 2010 or later) to project the facilitator file. Using Presenter View is a great way to view your presentation with speaker notes on one computer (your laptop, for example), while your audience views the notes-free presentation projected on a larger screen. | It is suggested that facilitators use '''Presenter View''' (in Microsoft Office 2010 or later) to project the facilitator file. Using Presenter View is a great way to view your presentation with speaker notes on one computer (your laptop, for example), while your audience views the notes-free presentation projected on a larger screen. | ||
| + | <!--T:45--> | ||
The facilitator file has been developed with notes inserted so that when using presenter view the facilitator can view the explanatory notes and suggestions relating to each slide as it is projected. | The facilitator file has been developed with notes inserted so that when using presenter view the facilitator can view the explanatory notes and suggestions relating to each slide as it is projected. | ||
| + | <!--T:46--> | ||
If facilitators do not have Microsoft Officer 2010 or later, then this capacity may not be functional. In that case facilitators may wish to print handout versions of the PowerPoint files so they can refer to these notes as they project their PowerPoint files. | If facilitators do not have Microsoft Officer 2010 or later, then this capacity may not be functional. In that case facilitators may wish to print handout versions of the PowerPoint files so they can refer to these notes as they project their PowerPoint files. | ||
| − | == Assessment of participant performance == | + | == Assessment of participant performance == <!--T:47--> |
Assessment of participant performance should be based on two criteria. The first is attendance at each of the three training days. Participants will be asked to sign their names at an attendance sheet each morning so there is a record of attendance each day. | Assessment of participant performance should be based on two criteria. The first is attendance at each of the three training days. Participants will be asked to sign their names at an attendance sheet each morning so there is a record of attendance each day. | ||
| + | <!--T:48--> | ||
The second criteria for assessment is through facilitators observing participants during the training course and recording brief notes on participation during training and any relevant comments. | The second criteria for assessment is through facilitators observing participants during the training course and recording brief notes on participation during training and any relevant comments. | ||
| + | <!--T:49--> | ||
During this assessment process facilitators should consider allocating participants to three broad categories: | During this assessment process facilitators should consider allocating participants to three broad categories: | ||
| + | <!--T:50--> | ||
* those that are doing an outstanding job of participating in discussions and showing an understanding of the concepts, | * those that are doing an outstanding job of participating in discussions and showing an understanding of the concepts, | ||
| + | <!--T:51--> | ||
* those who are participating and grasping most of the concepts, and | * those who are participating and grasping most of the concepts, and | ||
| + | <!--T:52--> | ||
* those who appear to not understand issues or make little contribution to discussion and activities | * those who appear to not understand issues or make little contribution to discussion and activities | ||
| + | <!--T:53--> | ||
It will be important that facilitators be prepared to provide extra discussion and review for participants that appear to be struggling to understand concepts and also to try and encourage these individuals to participate more in group activities. | It will be important that facilitators be prepared to provide extra discussion and review for participants that appear to be struggling to understand concepts and also to try and encourage these individuals to participate more in group activities. | ||
| − | === How to make your training successful and interesting? === | + | === How to make your training successful and interesting? === <!--T:54--> |
==== Give yourself sufficient time to prepare ==== | ==== Give yourself sufficient time to prepare ==== | ||
It is very important that you read through all the training package material. Also becoming familiar with other supportive resources/ material/ references will help you have a successful work shop. | It is very important that you read through all the training package material. Also becoming familiar with other supportive resources/ material/ references will help you have a successful work shop. | ||
| + | <!--T:55--> | ||
This material has been developed for veterinarians to act as facilitators. Facilitators are not expected to become an expert in surveillance. You should not attempt to pretend to the participants that you are. As the facilitator of this course, you are leading the learning, guiding activities and helping to draw the most out of the material with the group. | This material has been developed for veterinarians to act as facilitators. Facilitators are not expected to become an expert in surveillance. You should not attempt to pretend to the participants that you are. As the facilitator of this course, you are leading the learning, guiding activities and helping to draw the most out of the material with the group. | ||
| + | <!--T:56--> | ||
The training course is designed to give the participants general skills in surveillance they need to improve animal health in Indonesia. The training is not designed to make them experts in surveillance. | The training course is designed to give the participants general skills in surveillance they need to improve animal health in Indonesia. The training is not designed to make them experts in surveillance. | ||
| + | <!--T:57--> | ||
If asked questions that you are unable to answer then it is ok to say "I don't know". You can refer these questions to the course contact person. | If asked questions that you are unable to answer then it is ok to say "I don't know". You can refer these questions to the course contact person. | ||
| + | <!--T:58--> | ||
Use the training course preparation checklist provided in the Administration materials to help ensure that you have prepared adequately for the course. | Use the training course preparation checklist provided in the Administration materials to help ensure that you have prepared adequately for the course. | ||
| − | ====Develop your facilitation skills ==== | + | ====Develop your facilitation skills ==== <!--T:59--> |
It may be useful to review some key concepts about how adults learn and some of the core characteristics of good facilitation. | It may be useful to review some key concepts about how adults learn and some of the core characteristics of good facilitation. | ||
| + | <!--T:60--> | ||
A guide to good facilitation has been developed to assist you in this preparation. Please take the time to read this guide, '''''Training Facilitation: How to facilitate a course and help people to learn''''', and to adopt some of the key concepts which will help you to relax and enjoy your role as facilitator as well as assist the group to gain the most benefit from the course. | A guide to good facilitation has been developed to assist you in this preparation. Please take the time to read this guide, '''''Training Facilitation: How to facilitate a course and help people to learn''''', and to adopt some of the key concepts which will help you to relax and enjoy your role as facilitator as well as assist the group to gain the most benefit from the course. | ||
| + | <!--T:61--> | ||
Your training course will be more successful if you can: | Your training course will be more successful if you can: | ||
| + | <!--T:62--> | ||
* '''Communicate easily with participants''' - be relaxed and aware of social and cultural issues that may affect the training. Remember to always use simple terms and appropriate language wherever possible. | * '''Communicate easily with participants''' - be relaxed and aware of social and cultural issues that may affect the training. Remember to always use simple terms and appropriate language wherever possible. | ||
| + | <!--T:63--> | ||
* '''Your role is to facilitate the training material''' - you do not need to be a teacher in the subject matter. | * '''Your role is to facilitate the training material''' - you do not need to be a teacher in the subject matter. | ||
| + | <!--T:64--> | ||
* '''Respect the knowledge held by participants ''' - have respect for the skills and knowledge that the participants already have. When checking if you have communicated clearly ask in a positive manner "Did I explain that clearly?" rather than in a negative manner such as "Did you understand that?" | * '''Respect the knowledge held by participants ''' - have respect for the skills and knowledge that the participants already have. When checking if you have communicated clearly ask in a positive manner "Did I explain that clearly?" rather than in a negative manner such as "Did you understand that?" | ||
| + | <!--T:65--> | ||
* '''Keep eye contact''' - do not talk to the participants with your back to them while writing on the flipchart paper, for example. | * '''Keep eye contact''' - do not talk to the participants with your back to them while writing on the flipchart paper, for example. | ||
| + | <!--T:66--> | ||
* '''Write clearly''' - make sure your letters and numbers are clearly written so all participants can understand them. | * '''Write clearly''' - make sure your letters and numbers are clearly written so all participants can understand them. | ||
| + | <!--T:67--> | ||
* '''Keep on time''' - try not to let any session run more than the allotted time. | * '''Keep on time''' - try not to let any session run more than the allotted time. | ||
| + | <!--T:68--> | ||
* '''Be interesting''' - show an interest in what you are saying. Tell a few stories if possible. Speak clearly and loudly but not fast. | * '''Be interesting''' - show an interest in what you are saying. Tell a few stories if possible. Speak clearly and loudly but not fast. | ||
| + | <!--T:69--> | ||
* '''Be enthusiastic and encourage all to participate''' - have enthusiasm for facilitation and teaching. Have enthusiasm for the course material and this will be imparted to the participants through you action and will encourage them to participate. | * '''Be enthusiastic and encourage all to participate''' - have enthusiasm for facilitation and teaching. Have enthusiasm for the course material and this will be imparted to the participants through you action and will encourage them to participate. | ||
| + | <!--T:70--> | ||
Most importantly, relax and enjoy the learning and training experience this course will provide. | Most importantly, relax and enjoy the learning and training experience this course will provide. | ||
| − | ==== Group size ==== | + | ==== Group size ==== <!--T:71--> |
It is recommended an ideal group size is 10 - 12 participants. This way you can pay close attention to each participant’s needs. '''A maximum group size of 20 participants should not be exceeded'''. The training budget may limit the options for group sizes. In larger groups certain individuals can be reluctant to participate and having a larger group can limit the effectiveness of the training. | It is recommended an ideal group size is 10 - 12 participants. This way you can pay close attention to each participant’s needs. '''A maximum group size of 20 participants should not be exceeded'''. The training budget may limit the options for group sizes. In larger groups certain individuals can be reluctant to participate and having a larger group can limit the effectiveness of the training. | ||
| − | == How to use the Facilitator Guide == | + | == How to use the Facilitator Guide == <!--T:72--> |
The purpose of this facilitator guide is to provide information to facilitate each of the training course sessions effectively. | The purpose of this facilitator guide is to provide information to facilitate each of the training course sessions effectively. | ||
| + | <!--T:73--> | ||
Information is provided for each session under the following headings: | Information is provided for each session under the following headings: | ||
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:74--> |
This indicates the key activities in each session. Suggested timings are included, along with a column for you to record the actual time taken. We request that you provide feedback about sessions where our estimate of timing did not work for you. | This indicates the key activities in each session. Suggested timings are included, along with a column for you to record the actual time taken. We request that you provide feedback about sessions where our estimate of timing did not work for you. | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:75--> |
This section lists the key objectives of the session. It is important to keep these in mind because they give you clear goals for the outcome of the session. | This section lists the key objectives of the session. It is important to keep these in mind because they give you clear goals for the outcome of the session. | ||
| − | ==== Session Steps ==== | + | ==== Session Steps ==== <!--T:76--> |
This section provides a reminder of the PowerPoint files to open and use in each session. | This section provides a reminder of the PowerPoint files to open and use in each session. | ||
| − | == The Schedule == | + | == The Schedule == <!--T:77--> |
The Surveillance course is designed to be delivered over 3 days. Each day is divided into four, 1.5 hour sessions. | The Surveillance course is designed to be delivered over 3 days. Each day is divided into four, 1.5 hour sessions. | ||
| + | <!--T:78--> | ||
'''Session 1: ''' Welcome and introduction | '''Session 1: ''' Welcome and introduction | ||
| + | <!--T:79--> | ||
'''Session 2: ''' Overview of surveillance | '''Session 2: ''' Overview of surveillance | ||
| + | <!--T:80--> | ||
'''Session 3: '''Surveillance objectives | '''Session 3: '''Surveillance objectives | ||
| + | <!--T:81--> | ||
'''Session 4:''' Measures of disease | '''Session 4:''' Measures of disease | ||
| + | <!--T:82--> | ||
'''Session 5: '''Surveillance approaches: structured surveys | '''Session 5: '''Surveillance approaches: structured surveys | ||
| + | <!--T:83--> | ||
'''Session 6: '''Surveillance approaches: aggregation point surveillance, sentinel herds/flocks | '''Session 6: '''Surveillance approaches: aggregation point surveillance, sentinel herds/flocks | ||
| + | <!--T:84--> | ||
'''Session 7: '''Surveillance approaches: laboratory surveillance, syndromic surveillance, negative reporting | '''Session 7: '''Surveillance approaches: laboratory surveillance, syndromic surveillance, negative reporting | ||
| + | <!--T:85--> | ||
'''Session 8:''' Surveillance approaches: farmer reporting system (1) | '''Session 8:''' Surveillance approaches: farmer reporting system (1) | ||
| + | <!--T:86--> | ||
'''Session 9: '''Surveillance approaches: farmer reporting system (2) | '''Session 9: '''Surveillance approaches: farmer reporting system (2) | ||
| + | <!--T:87--> | ||
'''Session 10: ''' Participatory approaches to surveillance | '''Session 10: ''' Participatory approaches to surveillance | ||
| + | <!--T:88--> | ||
'''Session 11: '''iSIKHNAS and its role in surveillance | '''Session 11: '''iSIKHNAS and its role in surveillance | ||
| + | <!--T:89--> | ||
'''Session 12:''' Course evaluation, conclusion and closing | '''Session 12:''' Course evaluation, conclusion and closing | ||
| − | === Session 1: Welcome and Introduction === | + | === Session 1: Welcome and Introduction === <!--T:90--> |
==== Session structure ==== | ==== Session structure ==== | ||
| + | <!--T:91--> | ||
{| class="wikitable" | {| class="wikitable" | ||
|- | |- | ||
| Baris 213: | Baris 285: | ||
|- | |- | ||
| + | <!--T:92--> | ||
| 6 || Summary of session || 5|| | | 6 || Summary of session || 5|| | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:93--> |
On completion of this session the participants will: | On completion of this session the participants will: | ||
| + | <!--T:94--> | ||
* have met facilitators and other participants and made to feel welcome | * have met facilitators and other participants and made to feel welcome | ||
| + | <!--T:95--> | ||
* have shared recent surveillance experiences and opinions about their activities and the benefits of better support with training or resources | * have shared recent surveillance experiences and opinions about their activities and the benefits of better support with training or resources | ||
| + | <!--T:96--> | ||
* understand the structure and schedule, and the role of evaluation of the training course | * understand the structure and schedule, and the role of evaluation of the training course | ||
| + | <!--T:97--> | ||
* have developed the ground rules for the training course by consensus. | * have developed the ground rules for the training course by consensus. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:98--> |
| − | ===== Step 1: Official Welcome ===== | + | ===== Step 1: Official Welcome ===== <!--T:99--> |
| − | ===== Resources have not been developed for the official welcome ===== | + | ===== Resources have not been developed for the official welcome ===== <!--T:100--> |
| − | ===== Steps 2 to 6: Start facilitator PowerPoint for this session ===== | + | ===== Steps 2 to 6: Start facilitator PowerPoint for this session ===== <!--T:101--> |
File name in training package: ''Surveillance _Session1_Facilitator.pptx'' | File name in training package: ''Surveillance _Session1_Facilitator.pptx'' | ||
| + | <!--T:102--> | ||
Follow the slide progression and refer to the notes section for suggestions and explanatory notes for each slide. | Follow the slide progression and refer to the notes section for suggestions and explanatory notes for each slide. | ||
| − | == Session 2: Overview of Surveillance == | + | == Session 2: Overview of Surveillance == <!--T:103--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:104--> |
| + | <!--T:105--> | ||
{| class="wikitable" | {| class="wikitable" | ||
|- | |- | ||
| Baris 261: | Baris 340: | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:106--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:107--> | ||
* explain what surveillance is in the context of animal health | * explain what surveillance is in the context of animal health | ||
| + | <!--T:108--> | ||
* demonstrate an understanding of the important role participants play in animal health surveillance | * demonstrate an understanding of the important role participants play in animal health surveillance | ||
| + | <!--T:109--> | ||
* describe why surveillance is important and useful to participants. | * describe why surveillance is important and useful to participants. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:110--> |
| − | ===== Steps 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Steps 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:111--> |
File name in training package: ''Surveillance_Session2_Facilitator.pptx'' | File name in training package: ''Surveillance_Session2_Facilitator.pptx'' | ||
| + | <!--T:112--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:113--> |
File name in training package: ''Surveillance_Session2_Content.pptx'' | File name in training package: ''Surveillance_Session2_Content.pptx'' | ||
| − | ===== Steps 4 to 7: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 7: Resume facilitator PowerPoint for this session ===== <!--T:114--> |
File name in training package: ''Surveillance_Session2_Facilitator.pptx'' | File name in training package: ''Surveillance_Session2_Facilitator.pptx'' | ||
| + | <!--T:115--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. Follow the slide progression as above. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. Follow the slide progression as above. | ||
| − | == Session 3: Surveillance objectives == | + | == Session 3: Surveillance objectives == <!--T:116--> |
==== Session structure ==== | ==== Session structure ==== | ||
| + | <!--T:117--> | ||
{| class="wikitable" | {| class="wikitable" | ||
|- | |- | ||
| Baris 307: | Baris 392: | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:118--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:119--> | ||
* list four surveillance objectives | * list four surveillance objectives | ||
| + | <!--T:120--> | ||
* explain why surveillance is conducted for diseases that ARE and ARE NOT present in the population, and list examples of diseases in these categories. | * explain why surveillance is conducted for diseases that ARE and ARE NOT present in the population, and list examples of diseases in these categories. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:121--> |
===== Steps 1 and 2: Start facilitator PowerPoint for this session ===== | ===== Steps 1 and 2: Start facilitator PowerPoint for this session ===== | ||
File name in training package: ''Surveillance_Session3_Facilitator.pptx'' | File name in training package: ''Surveillance_Session3_Facilitator.pptx'' | ||
| + | <!--T:122--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:123--> |
File name in training package: ''Surveillance_Session3_Content.pptx'' | File name in training package: ''Surveillance_Session3_Content.pptx'' | ||
| − | ===== Steps 4 to 7: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 7: Resume facilitator PowerPoint for this session ===== <!--T:124--> |
File name in training package: ''Surveillance_Session3_Facilitator.pptx'' | File name in training package: ''Surveillance_Session3_Facilitator.pptx'' | ||
| − | == Session 4: Measures of disease == | + | == Session 4: Measures of disease == <!--T:125--> |
==== Session structure ==== | ==== Session structure ==== | ||
{| class="wikitable" | {| class="wikitable" | ||
| Baris 351: | Baris 439: | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:126--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:127--> | ||
* demonstrate understanding of | * demonstrate understanding of | ||
**case definitions | **case definitions | ||
| Baris 360: | Baris 449: | ||
**ways to measure level of disease. | **ways to measure level of disease. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:128--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:129--> |
File name in training package: ''Surveillance_Session4_Facilitator.pptx'' | File name in training package: ''Surveillance_Session4_Facilitator.pptx'' | ||
| + | <!--T:130--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:131--> |
File name in training package: ''Surveillance_Session4_Content.pptx'' | File name in training package: ''Surveillance_Session4_Content.pptx'' | ||
| − | ===== Steps 4 to 9: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 9: Resume facilitator PowerPoint for this session ===== <!--T:132--> |
File name in training package: ''Surveillance_Session4_Facilitator.pptx'' | File name in training package: ''Surveillance_Session4_Facilitator.pptx'' | ||
| + | <!--T:133--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| + | <!--T:134--> | ||
| | ||
| − | == Session 5: Structured surveys == | + | == Session 5: Structured surveys == <!--T:135--> |
==== Session structure ==== | ==== Session structure ==== | ||
| + | <!--T:136--> | ||
{| class="wikitable" | {| class="wikitable" | ||
|- | |- | ||
| Baris 397: | Baris 490: | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:137--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:138--> | ||
* for the surveillance approach ''structured surveys'': | * for the surveillance approach ''structured surveys'': | ||
**describe | **describe | ||
| Baris 405: | Baris 499: | ||
** explain where they can be used. | ** explain where they can be used. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:139--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:140--> |
File name in training package: ''Surveillance_Session5_Facilitator.pptx'' | File name in training package: ''Surveillance_Session5_Facilitator.pptx'' | ||
| + | <!--T:141--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:142--> |
File name in training package: ''Surveillance_Session5_Content.pptx'' | File name in training package: ''Surveillance_Session5_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:143--> |
File name in training package: ''Surveillance_Session5_Facilitator.pptx'' | File name in training package: ''Surveillance_Session5_Facilitator.pptx'' | ||
| + | <!--T:144--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 6: Aggregation point surveillance and sentinel herd/flocks == | + | == Session 6: Aggregation point surveillance and sentinel herd/flocks == <!--T:145--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:146--> |
| + | <!--T:147--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 430: | Baris 527: | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:148--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 436: | Baris 534: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:149--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 442: | Baris 541: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:150--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 448: | Baris 548: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:151--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 454: | Baris 555: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:152--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 460: | Baris 562: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:153--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | ||
| Baris 466: | Baris 569: | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | ||
| + | <!--T:154--> | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:155--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:156--> | ||
* for the surveillance approach ''aggregation point surveillance and sentinel herd/flock surveillance'': | * for the surveillance approach ''aggregation point surveillance and sentinel herd/flock surveillance'': | ||
** describe | ** describe | ||
| Baris 476: | Baris 581: | ||
** explain where they can be used. | ** explain where they can be used. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:157--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:158--> |
File name in training package: ''Surveillance_Session6_Facilitator.pptx'' | File name in training package: ''Surveillance_Session6_Facilitator.pptx'' | ||
| + | <!--T:159--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:160--> |
File name in training package: ''Surveillance_Session6_Content.pptx'' | File name in training package: ''Surveillance_Session6_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:161--> |
File name in training package: ''Surveillance_Session6_Facilitator.pptx'' | File name in training package: ''Surveillance_Session6_Facilitator.pptx'' | ||
| + | <!--T:162--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 7: Laboratory surveillance, syndromic surveillance, and negative reporting == | + | == Session 7: Laboratory surveillance, syndromic surveillance, and negative reporting == <!--T:163--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:164--> |
| + | <!--T:165--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 501: | Baris 609: | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:166--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 507: | Baris 616: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:167--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 513: | Baris 623: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:168--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 519: | Baris 630: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:169--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 525: | Baris 637: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:170--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 531: | Baris 644: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:171--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | ||
| Baris 537: | Baris 651: | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | ||
| + | <!--T:172--> | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:173--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:174--> | ||
* Understand methods of transmission, spread and maintenance for infectious diseases of animals | * Understand methods of transmission, spread and maintenance for infectious diseases of animals | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:175--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:176--> |
File name in training package: ''Surveillance_Session7_Facilitator.pptx'' | File name in training package: ''Surveillance_Session7_Facilitator.pptx'' | ||
| + | <!--T:177--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:178--> |
File name in training package: ''Surveillance_Session7_Content.pptx'' | File name in training package: ''Surveillance_Session7_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:179--> |
File name in training package: ''Surveillance_Session7_Facilitator.pptx'' | File name in training package: ''Surveillance_Session7_Facilitator.pptx'' | ||
| + | <!--T:180--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 8: The farmer reporting system (1) == | + | == Session 8: The farmer reporting system (1) == <!--T:181--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:182--> |
| + | <!--T:183--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 569: | Baris 688: | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:184--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 575: | Baris 695: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:185--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 581: | Baris 702: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:186--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 587: | Baris 709: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:187--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 593: | Baris 716: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:188--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 599: | Baris 723: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:189--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | ||
| Baris 605: | Baris 730: | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | ||
| + | <!--T:190--> | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:191--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:192--> | ||
* for the surveillance approach ''farmer reporting system'': | * for the surveillance approach ''farmer reporting system'': | ||
**describe how it works | **describe how it works | ||
| Baris 616: | Baris 743: | ||
**describe the important role of farmers and para-veterinarians. | **describe the important role of farmers and para-veterinarians. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:193--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:194--> |
File name in training package: ''Surveillance_Session8_Facilitator.pptx'' | File name in training package: ''Surveillance_Session8_Facilitator.pptx'' | ||
| + | <!--T:195--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:196--> |
File name in training package: ''Surveillance_Session8_Content.pptx'' | File name in training package: ''Surveillance_Session8_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:197--> |
File name in training package: ''Surveillance_Session8_Facilitator.pptx'' | File name in training package: ''Surveillance_Session8_Facilitator.pptx'' | ||
| + | <!--T:198--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 9: The farmer reporting system (2) == | + | == Session 9: The farmer reporting system (2) == <!--T:199--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:200--> |
| + | <!--T:201--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 641: | Baris 771: | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:202--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 647: | Baris 778: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:203--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 653: | Baris 785: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:204--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 659: | Baris 792: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:205--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 665: | Baris 799: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:206--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 671: | Baris 806: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:207--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | ||
| Baris 677: | Baris 813: | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | ||
| + | <!--T:208--> | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:209--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:210--> | ||
* list at least 3 factors that might deter farmers from reporting. | * list at least 3 factors that might deter farmers from reporting. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:211--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:212--> |
File name in training package: ''Surveillance_Session9_Facilitator.pptx'' | File name in training package: ''Surveillance_Session9_Facilitator.pptx'' | ||
| + | <!--T:213--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:214--> |
File name in training package: ''Surveillance_Session9_Content.pptx'' | File name in training package: ''Surveillance_Session9_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:215--> |
File name in training package: ''Surveillance_Session9_Facilitator.pptx'' | File name in training package: ''Surveillance_Session9_Facilitator.pptx'' | ||
| + | <!--T:216--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 10: Farmer reporting system (improving reporting rates); Participatory approaches to surveillance == | + | == Session 10: Farmer reporting system (improving reporting rates); Participatory approaches to surveillance == <!--T:217--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:218--> |
| + | <!--T:219--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 709: | Baris 850: | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:220--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 715: | Baris 857: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:221--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 721: | Baris 864: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:222--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 727: | Baris 871: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:223--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 733: | Baris 878: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:224--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 739: | Baris 885: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:225--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''6'''</center> | | style="border:none;padding:0cm;"| <center>'''6'''</center> | ||
| Baris 745: | Baris 892: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:226--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''7'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''7'''</center> | ||
| Baris 751: | Baris 899: | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| | ||
| + | <!--T:227--> | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:228--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:229--> | ||
* list ways that can improve and strengthen farmer reporting. | * list ways that can improve and strengthen farmer reporting. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:230--> |
| − | ===== Step 1 to 3: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 to 3: Start facilitator PowerPoint for this session ===== <!--T:231--> |
File name in training package: ''Surveillance_Session10_Facilitator.pptx'' | File name in training package: ''Surveillance_Session10_Facilitator.pptx'' | ||
| + | <!--T:232--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 4: Play content PowerPoint file ===== | + | ===== Step 4: Play content PowerPoint file ===== <!--T:233--> |
File name in training package: ''Surveillance_Session10_Content.pptx'' | File name in training package: ''Surveillance_Session10_Content.pptx'' | ||
| − | ===== Steps 5 to 7: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 5 to 7: Resume facilitator PowerPoint for this session ===== <!--T:234--> |
File name in training package: ''Surveillance_Session10_Facilitator.pptx'' | File name in training package: ''Surveillance_Session10_Facilitator.pptx'' | ||
| + | <!--T:235--> | ||
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. | ||
| − | == Session 11: iSIKHNAS and its role in surveillance == | + | == Session 11: iSIKHNAS and its role in surveillance == <!--T:236--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:237--> |
| + | <!--T:238--> | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
| style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | | style="border-top:1pt solid #000000;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0.049cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''Step'''</center> | ||
| Baris 784: | Baris 937: | ||
<center>'''Minutes (actual)'''</center> | <center>'''Minutes (actual)'''</center> | ||
| + | <!--T:239--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''1'''</center> | | style="border:none;padding:0cm;"| <center>'''1'''</center> | ||
| Baris 790: | Baris 944: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:240--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''2'''</center> | | style="border:none;padding:0cm;"| <center>'''2'''</center> | ||
| Baris 796: | Baris 951: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:241--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''3'''</center> | | style="border:none;padding:0cm;"| <center>'''3'''</center> | ||
| Baris 802: | Baris 958: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:242--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''4'''</center> | | style="border:none;padding:0cm;"| <center>'''4'''</center> | ||
| Baris 808: | Baris 965: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:243--> | ||
|- | |- | ||
| style="border:none;padding:0cm;"| <center>'''5'''</center> | | style="border:none;padding:0cm;"| <center>'''5'''</center> | ||
| Baris 814: | Baris 972: | ||
| style="border:none;padding:0cm;"| | | style="border:none;padding:0cm;"| | ||
| + | <!--T:244--> | ||
|- | |- | ||
| style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | | style="border-top:none;border-bottom:1pt solid #000000;border-left:none;border-right:none;padding-top:0cm;padding-bottom:0.049cm;padding-left:0cm;padding-right:0cm;"| <center>'''6'''</center> | ||
| Baris 821: | Baris 980: | ||
|} | |} | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:245--> |
On completion of this session the participants should be able to: | On completion of this session the participants should be able to: | ||
| + | <!--T:246--> | ||
* explain how iSIKHNAS assists in the collection, management, and analysis of different surveillance activities. | * explain how iSIKHNAS assists in the collection, management, and analysis of different surveillance activities. | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:247--> |
| − | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== | + | ===== Step 1 and 2: Start facilitator PowerPoint for this session ===== <!--T:248--> |
File name in training package: ''Surveillance_Session11_Facilitator.pptx'' | File name in training package: ''Surveillance_Session11_Facilitator.pptx'' | ||
| + | <!--T:249--> | ||
Follow the slide progression, and refer to explanatory notes for each slide. | Follow the slide progression, and refer to explanatory notes for each slide. | ||
| − | ===== Step 3: Play content PowerPoint file ===== | + | ===== Step 3: Play content PowerPoint file ===== <!--T:250--> |
File name in training package: ''Surveillance_Session11_Content.pptx'' | File name in training package: ''Surveillance_Session11_Content.pptx'' | ||
| − | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== | + | ===== Steps 4 to 6: Resume facilitator PowerPoint for this session ===== <!--T:251--> |
File name in training package: ''Surveillance_Session11_Facilitator.pptx'' | File name in training package: ''Surveillance_Session11_Facilitator.pptx'' | ||
| − | == Session 12: Course evaluation, conclusion, and closing == | + | == Session 12: Course evaluation, conclusion, and closing == <!--T:252--> |
| − | ==== Session structure ==== | + | ==== Session structure ==== <!--T:253--> |
'''Step 1:''' Complete evaluations | '''Step 1:''' Complete evaluations | ||
| + | <!--T:254--> | ||
'''Step 2:''' Presentation of certificates | '''Step 2:''' Presentation of certificates | ||
| + | <!--T:255--> | ||
'''Step 3:''' Formal closing | '''Step 3:''' Formal closing | ||
| − | ==== Session objectives ==== | + | ==== Session objectives ==== <!--T:256--> |
On completion of this session the participants will: | On completion of this session the participants will: | ||
| + | <!--T:257--> | ||
* Complete evaluations and receive certificates | * Complete evaluations and receive certificates | ||
* Contribute to training course conclusions | * Contribute to training course conclusions | ||
* Participate in a Formal closing | * Participate in a Formal closing | ||
| − | ==== Session steps ==== | + | ==== Session steps ==== <!--T:258--> |
===== Step 1: Complete evaluations ===== | ===== Step 1: Complete evaluations ===== | ||
===== Resources have been developed for evaluation of the course ===== | ===== Resources have been developed for evaluation of the course ===== | ||
File name in training package: …. | File name in training package: …. | ||
| − | ===== Steps 2: Presentation of certificates ===== | + | ===== Steps 2: Presentation of certificates ===== <!--T:259--> |
File name in training package: …''.'' | File name in training package: …''.'' | ||
| − | ===== Steps 3: Formal closing ===== | + | ===== Steps 3: Formal closing ===== <!--T:260--> |
| − | + | </translate> | |
Revisi terkini pada 20 Agustus 2014 21.35
Daftar isi
- 1 Surveillance: Facilitator Guide
- 2 Preparing for the Surveillance course
- 3 Assessment of participant performance
- 4 How to use the Facilitator Guide
- 5 The Schedule
- 6 Session 2: Overview of Surveillance
- 7 Session 3: Surveillance objectives
- 8 Session 4: Measures of disease
- 9 Session 5: Structured surveys
- 10 Session 6: Aggregation point surveillance and sentinel herd/flocks
- 11 Session 7: Laboratory surveillance, syndromic surveillance, and negative reporting
- 12 Session 8: The farmer reporting system (1)
- 13 Session 9: The farmer reporting system (2)
- 14 Session 10: Farmer reporting system (improving reporting rates); Participatory approaches to surveillance
- 15 Session 11: iSIKHNAS and its role in surveillance
- 16 Session 12: Course evaluation, conclusion, and closing
Surveillance: Facilitator Guide
About this guide
This guide contains information to help facilitators prepare for and deliver the training course on Surveillance.
The guide contains an overview of the course including the course structure, objectives, and required resources to run the training. It contains information on how to prepare for a successful course and how to facilitate each session.
Where the training sessions include exercises or questions for the participants the answers are included in the facilitator PowerPoint notes.
Each facilitator will receive a copy of this guide along with the training resource package that contains all documents and videos required to facilitate the course.
Facilitators should read through the training material and watch any videos prior to the training course. Becoming familiar with the other supporting administrative material is also important.
A practical guide Training Facilitation: How to facilitate a course and help people to learn has been developed in order to support and further develop your facilitation skills. You should read this manual and view accompanying video material prior to the course to help you feel more confident and to get the most benefit out of the course material.
Overview of the course
This training course was developed as part of the Australian Indonesian Partnership for Emerging Infectious Disease – Animal Health Program.
The overarching aim for Component 2.1 of the AIP-EID Animal Health Program is to improve the collection, management and use of animal health information to improve capacity for effective disease control and prevention.
The training in surveillance has been developed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians.
Competency statement
A competency statement is a description of what an individual may be expected to be able to do to be successful in their work. The following competency statement describes what participants are expected to be able to do.
Participants are expected to understand the different approaches to animal disease surveillance and be able to use this knowledge to contribute to effective surveillance of animal health problems for the benefit of Indonesian livestock and their owners.
In order to achieve this, participants need to be able to:
- explain and describe different approaches to animal disease surveillance
- describe the farmer reporting system, its limitations and how it might be improved
- access iSIKHNAS outputs for use in planning, managing and analysing surveillance activities.
Structure of the course
The course is designed to be delivered over 3 days, totalling 12 teaching sessions. The first session is an introduction to the course and the last session will focus on conclusions and the closing ceremony. This leaves 10 sessions for content training.
The general structure of most sessions is:
- introduction to the sessions, learning objectives, and exercises
- video or PowerPoint file associated with this session is presented and discussed
- activities and exercises
- key concepts review
Training resource package
The training resources package for this course include the following:
Facilitator Guide - this document, to be provided to all facilitators.
Surveillance Guidelines: the 2014 Pedoman Teknis Surveilans Penyakit Hewan Menular (Technical guidelines for infectious animal disease surveillance), to be provided to all participants.
Participants' manual - to be provided to each participant. This contains key concepts, course-specific activities, exercises, and memory prompts.
PowerPoint files - to be provided to all facilitators and made available online or as electronic files to all participants. For all sessions except the first and last two sessions, there will be two PowerPoint files:
- one PowerPoint file is intended for facilitators to present and speak to
- the second file is intended to be recorded as a voice over to the PowerPoint so it can be projected like a video. This file will present most of the technical content for each session. The purpose of this is to ensure that the technical content can be delivered in a consistent way through all the training programs.
Administration documents- to be provided to all facilitators. These documents include: facilitators training package information, participant pre-course information, training course preparation checklist, attendance list, certificate template, and are needed to effectively run the training.
Evaluation forms-to be provided to all facilitators and participants. The evaluation forms are used for two purposes: evaluation of participant performance, and for collecting feedback on the course from participants and facilitators.
Online support-a website will be developed for this project to make resource material available online. Teaching materials, videos and additional learning resources will be made available through the website.
Preparing for the Surveillance course
Who should be at the training?
This course has been designed for training of staff whose roles include decision-making about surveillance activities, including their planning and implementation. These people usually will be veterinarians, but may (on occasions) be para-veterinarians.
Where should the training be held?
The training venue should be comfortable, quiet and away from distractions such as participants’ offices. The training room should be equipped with tables and chairs that can be moved around and there should be sufficient room for participants to be able to work comfortably in group exercises. There should be whiteboards, flipcharts, computer and projectors, and plenty of wall space to display ground rules, expectations, and the outcomes from group exercises.
What resources are needed?
- Enough copies of the Participant workbook to provide one copy to every participant
- Facilitator's Guide for each facilitator
- A copy of the Surveillance Guidelines for each person, including the facilitator.
- Whiteboard , white board marker pens & eraser; flipchart and paper for flipchart and marker pens (three colours, suggest red, black and blue), adhesive to stick paper to wall, pens for participants, blank note paper for participants.
- Facilitators will need a laptop computer, projector, and microphone if necessary.
- Internet access for the facilitator, to allow connection to and demonstration of iSIKHNAS.
Projecting PowerPoint files
The training material includes one or two PowerPoint files intended to be projected during each session.
It is suggested that facilitators use Presenter View (in Microsoft Office 2010 or later) to project the facilitator file. Using Presenter View is a great way to view your presentation with speaker notes on one computer (your laptop, for example), while your audience views the notes-free presentation projected on a larger screen.
The facilitator file has been developed with notes inserted so that when using presenter view the facilitator can view the explanatory notes and suggestions relating to each slide as it is projected.
If facilitators do not have Microsoft Officer 2010 or later, then this capacity may not be functional. In that case facilitators may wish to print handout versions of the PowerPoint files so they can refer to these notes as they project their PowerPoint files.
Assessment of participant performance
Assessment of participant performance should be based on two criteria. The first is attendance at each of the three training days. Participants will be asked to sign their names at an attendance sheet each morning so there is a record of attendance each day.
The second criteria for assessment is through facilitators observing participants during the training course and recording brief notes on participation during training and any relevant comments.
During this assessment process facilitators should consider allocating participants to three broad categories:
- those that are doing an outstanding job of participating in discussions and showing an understanding of the concepts,
- those who are participating and grasping most of the concepts, and
- those who appear to not understand issues or make little contribution to discussion and activities
It will be important that facilitators be prepared to provide extra discussion and review for participants that appear to be struggling to understand concepts and also to try and encourage these individuals to participate more in group activities.
How to make your training successful and interesting?
Give yourself sufficient time to prepare
It is very important that you read through all the training package material. Also becoming familiar with other supportive resources/ material/ references will help you have a successful work shop.
This material has been developed for veterinarians to act as facilitators. Facilitators are not expected to become an expert in surveillance. You should not attempt to pretend to the participants that you are. As the facilitator of this course, you are leading the learning, guiding activities and helping to draw the most out of the material with the group.
The training course is designed to give the participants general skills in surveillance they need to improve animal health in Indonesia. The training is not designed to make them experts in surveillance.
If asked questions that you are unable to answer then it is ok to say "I don't know". You can refer these questions to the course contact person.
Use the training course preparation checklist provided in the Administration materials to help ensure that you have prepared adequately for the course.
Develop your facilitation skills
It may be useful to review some key concepts about how adults learn and some of the core characteristics of good facilitation.
A guide to good facilitation has been developed to assist you in this preparation. Please take the time to read this guide, Training Facilitation: How to facilitate a course and help people to learn, and to adopt some of the key concepts which will help you to relax and enjoy your role as facilitator as well as assist the group to gain the most benefit from the course.
Your training course will be more successful if you can:
- Communicate easily with participants - be relaxed and aware of social and cultural issues that may affect the training. Remember to always use simple terms and appropriate language wherever possible.
- Your role is to facilitate the training material - you do not need to be a teacher in the subject matter.
- Respect the knowledge held by participants - have respect for the skills and knowledge that the participants already have. When checking if you have communicated clearly ask in a positive manner "Did I explain that clearly?" rather than in a negative manner such as "Did you understand that?"
- Keep eye contact - do not talk to the participants with your back to them while writing on the flipchart paper, for example.
- Write clearly - make sure your letters and numbers are clearly written so all participants can understand them.
- Keep on time - try not to let any session run more than the allotted time.
- Be interesting - show an interest in what you are saying. Tell a few stories if possible. Speak clearly and loudly but not fast.
- Be enthusiastic and encourage all to participate - have enthusiasm for facilitation and teaching. Have enthusiasm for the course material and this will be imparted to the participants through you action and will encourage them to participate.
Most importantly, relax and enjoy the learning and training experience this course will provide.
Group size
It is recommended an ideal group size is 10 - 12 participants. This way you can pay close attention to each participant’s needs. A maximum group size of 20 participants should not be exceeded. The training budget may limit the options for group sizes. In larger groups certain individuals can be reluctant to participate and having a larger group can limit the effectiveness of the training.
How to use the Facilitator Guide
The purpose of this facilitator guide is to provide information to facilitate each of the training course sessions effectively.
Information is provided for each session under the following headings:
Session structure
This indicates the key activities in each session. Suggested timings are included, along with a column for you to record the actual time taken. We request that you provide feedback about sessions where our estimate of timing did not work for you.
Session objectives
This section lists the key objectives of the session. It is important to keep these in mind because they give you clear goals for the outcome of the session.
Session Steps
This section provides a reminder of the PowerPoint files to open and use in each session.
The Schedule
The Surveillance course is designed to be delivered over 3 days. Each day is divided into four, 1.5 hour sessions.
Session 1: Welcome and introduction
Session 2: Overview of surveillance
Session 3: Surveillance objectives
Session 4: Measures of disease
Session 5: Surveillance approaches: structured surveys
Session 6: Surveillance approaches: aggregation point surveillance, sentinel herds/flocks
Session 7: Surveillance approaches: laboratory surveillance, syndromic surveillance, negative reporting
Session 8: Surveillance approaches: farmer reporting system (1)
Session 9: Surveillance approaches: farmer reporting system (2)
Session 10: Participatory approaches to surveillance
Session 11: iSIKHNAS and its role in surveillance
Session 12: Course evaluation, conclusion and closing
Session 1: Welcome and Introduction
Session structure
| Step | Item | Minutes (suggested) | Minutes (actual) |
|---|---|---|---|
| 1 | Official welcome | 30 | |
| 2 | Introduction to the training, course objectives, and structure | 10 | |
| 3 | Group activity and introductory icebreaker | 30 | |
| 4 | Methods of monitoring, learning and engagement | 5 | |
| 5 | Large group activity and setting the rules for the course | 10 | |
| 6 | Summary of session | 5 |
Session objectives
On completion of this session the participants will:
- have met facilitators and other participants and made to feel welcome
- have shared recent surveillance experiences and opinions about their activities and the benefits of better support with training or resources
- understand the structure and schedule, and the role of evaluation of the training course
- have developed the ground rules for the training course by consensus.
Session steps
Step 1: Official Welcome
Resources have not been developed for the official welcome
Steps 2 to 6: Start facilitator PowerPoint for this session
File name in training package: Surveillance _Session1_Facilitator.pptx
Follow the slide progression and refer to the notes section for suggestions and explanatory notes for each slide.
Session 2: Overview of Surveillance
Session structure
| Step | Item | Minutes (suggested) | Minutes (actual) |
|---|---|---|---|
| 1 | Introduction to the session | 5 | |
| 2 | Curiosity building exercise | 10 | |
| 3 | Powerpoint/video presentation | 10 | |
| 4 | Discussion | 10 | |
| 5 | Group activity, expanding our understanding of surveillance | 25 | |
| 6 | Group discussion: understanding the immportance and relevance of surveillance information | 25 | |
| 7 | Summary of session | 10 |
Session objectives
On completion of this session the participants should be able to:
- explain what surveillance is in the context of animal health
- demonstrate an understanding of the important role participants play in animal health surveillance
- describe why surveillance is important and useful to participants.
Session steps
Steps 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session2_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session2_Content.pptx
Steps 4 to 7: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session2_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint. Follow the slide progression as above.
Session 3: Surveillance objectives
Session structure
| Step | Item | Minutes (suggested) | Minutes (actual) |
|---|---|---|---|
| 1 | Introduction to the session | 5 | |
| 2 | Curiosity raising activity | 10 | |
| 3 | Powerpoint/video presentation | 10 | |
| 4 | Discussion | 5 | |
| 5 | Large group activity: matching surveillance activities to objectives | 10 | |
| 6 | Group activity: surveillance issues | 40 | |
| 7 | Summary of session | 10 |
Session objectives
On completion of this session the participants should be able to:
- list four surveillance objectives
- explain why surveillance is conducted for diseases that ARE and ARE NOT present in the population, and list examples of diseases in these categories.
Session steps
Steps 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session3_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session3_Content.pptx
Steps 4 to 7: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session3_Facilitator.pptx
Session 4: Measures of disease
Session structure
| Step | Item | Minutes (suggested) | Minutes (actual) |
|---|---|---|---|
| 1 | Introduction to the session | 5 | |
| 2 | Curiosity raising activity (in pairs) | 5 | |
| 3 | Play video or PowerPoint file | 10 | |
| 4 | Discuss content of recorded PowerPoint file | 5 | |
| 5 | Group activity: Incidence | 15 | |
| 6 | Large group activity: Spatial and temporal description of disease | 20 | |
| 7 | Large group activity: Prevalence | 20 | |
| 8 | Large group discussion: Usefulness of measures of disease; where iSIKHNAS fits in | 5 | |
| 9 | Summary of session | 5 |
Session objectives
On completion of this session the participants should be able to:
- demonstrate understanding of
- case definitions
- signs and syndromes
- incidence and prevalence
- ways to measure level of disease.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session4_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session4_Content.pptx
Steps 4 to 9: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session4_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 5: Structured surveys
Session structure
| Step | Item | Minutes (suggested) | Minutes (actual) |
|---|---|---|---|
| 1 | Introduction to the session | 5 | |
| 2 | Curiosity raising activity (small groups OR large group interactive | 30 | |
| 3 | Play video or PowerPoint file | 10 | |
| 4 | Discuss content of recorded PowerPoint file | 10 | |
| 5 | Group activity: Application of surveys | 30 | |
| 6 | Summary of session | 5 |
Session objectives
On completion of this session the participants should be able to:
- for the surveillance approach structured surveys:
- describe
- briefly explain strengths and weaknesses
- explain where they can be used.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session5_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session5_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session5_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 6: Aggregation point surveillance and sentinel herd/flocks
Session structure
| Introduction to the session | |||
| Curiosity raising activity (large group discussion) | |||
| Play video or PowerPoint file | |||
| Discuss content of recorded PowerPoint file | |||
| Group activity: Application of surveillance approaches | |||
| Summary of session |
Session objectives
On completion of this session the participants should be able to:
- for the surveillance approach aggregation point surveillance and sentinel herd/flock surveillance:
- describe
- briefly explain strengths and weaknesses
- explain where they can be used.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session6_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session6_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session6_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 7: Laboratory surveillance, syndromic surveillance, and negative reporting
Session structure
| Introduction to the session | |||
| Curiosity raising activity (large group discussion, then groupwork) | |||
| Play video or PowerPoint file | |||
| Discuss content of recorded PowerPoint file | |||
| Group activity: Application of surveillance approaches | |||
| Summary of session |
Session objectives
On completion of this session the participants should be able to:
- Understand methods of transmission, spread and maintenance for infectious diseases of animals
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session7_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session7_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session7_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 8: The farmer reporting system (1)
Session structure
| Introduction to the session | 5
|
||
| Curiosity raising activity (large group discussion) | 20
|
||
| Play video or PowerPoint file | 10
|
||
| Discuss content of recorded PowerPoint file | 15
|
||
| Group activity: Strengths and weaknesses | 35
|
||
| Summary of session | 5
|
Session objectives
On completion of this session the participants should be able to:
- for the surveillance approach farmer reporting system:
- describe how it works
- explain its purpose and benefits
- briefly explain strengths and weaknesses
- describe the important role of farmers and para-veterinarians.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session8_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session8_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session8_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 9: The farmer reporting system (2)
Session structure
| Introduction to the session | |||
| Curiosity raising activity (in groups) | |||
| Play video or PowerPoint file | |||
| Discuss content of recorded PowerPoint file | |||
| Group activity: factors affecting farmer reporting | |||
| Summary of session |
Session objectives
On completion of this session the participants should be able to:
- list at least 3 factors that might deter farmers from reporting.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session9_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session9_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session9_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 10: Farmer reporting system (improving reporting rates); Participatory approaches to surveillance
Session structure
| Introduction to the session | |||
| Group activity: Improving reporting rates | |||
| Curiosity raising activity | |||
| Play video or PowerPoint file | |||
| Discuss content of recorded PowerPoint file | |||
| Group activity: applying our knowledge to PDSR | |||
| Summary of session |
Session objectives
On completion of this session the participants should be able to:
- list ways that can improve and strengthen farmer reporting.
Session steps
Step 1 to 3: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session10_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 4: Play content PowerPoint file
File name in training package: Surveillance_Session10_Content.pptx
Steps 5 to 7: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session10_Facilitator.pptx
Resume the facilitator PowerPoint at the appropriate position to continue the facilitator PowerPoint.
Session 11: iSIKHNAS and its role in surveillance
Session structure
|
| |||
| Introduction to the session | 5
|
||
| Curiosity raising activity | 30
|
||
| Play video or PowerPoint file | 10
|
||
| Discuss content of recorded PowerPoint file | 5
|
||
| Group activity: getting to know iSIKHNAS better | 35
|
||
| Summary of session | 5
|
Session objectives
On completion of this session the participants should be able to:
- explain how iSIKHNAS assists in the collection, management, and analysis of different surveillance activities.
Session steps
Step 1 and 2: Start facilitator PowerPoint for this session
File name in training package: Surveillance_Session11_Facilitator.pptx
Follow the slide progression, and refer to explanatory notes for each slide.
Step 3: Play content PowerPoint file
File name in training package: Surveillance_Session11_Content.pptx
Steps 4 to 6: Resume facilitator PowerPoint for this session
File name in training package: Surveillance_Session11_Facilitator.pptx
Session 12: Course evaluation, conclusion, and closing
Session structure
Step 1: Complete evaluations
Step 2: Presentation of certificates
Step 3: Formal closing
Session objectives
On completion of this session the participants will:
- Complete evaluations and receive certificates
- Contribute to training course conclusions
- Participate in a Formal closing
Session steps
Step 1: Complete evaluations
Resources have been developed for evaluation of the course
File name in training package: ….
Steps 2: Presentation of certificates
File name in training package: ….