Surveillance

Surveillance

This course has been designed for people who are involved in planning or conducting surveillance, or who make decisions based on surveillance outputs.

Course materials

• Participant material

• Facilitator material
• Surveillance Guidelines (Bahasa Indonesia) (PDF)

Extra reading

• CAMERON, Angus (2011)Pedoman Surveilans Penyakit Hewan Tingkat Dasar Part 1 - 5.

Course Overview

This training course was developed as part of the Australian Indonesian Partnership for Emerging Infectious Diseases' 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 to provide veterinary and para-veterinary field staff with the skills required to collect high quality surveillance data, and to make better decisions on the basis of the data collected.

The surveillance 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.

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.

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.

Learning objectives and course content

Learning objectives are related to the training and describe what people should be able to do at the completion of the training. There are many learning objectives that need to be achieved before an individual may be capable to competency in the workplace.

Evaluation of performance

Participants will be evaluated on a combination of the following:

• attendance and active participation in discussion in all sessions.

• completion of exercises and short-answer questions either individually or in groups as required during the training.

Course structure and delivery approach

The Basic Surveillance course is designed to be delivered over 3 days. Each day is divided into four 1.5-hour sessions. The course is designed to be delivered by facilitators with skills in facilitation of training and not necessarily technical expertise in veterinary surveillance. Facilitators will be supported by the facilitator guide, video training material and resource kit for participants.

Each session (1.5 hours) will consist of:

• one or more videos to present important technical content (each video up to 10 minutes in duration)
• discussion to clarify important concepts
• exercises to practice and reinforce concepts
• feedback and evaluations to confirm understanding
• extension reading and exercises.

Course Timetable

Day	Time	Session	Session Title	Guidelines reference
1	8:30 - 10:00	1	Welcome and Introduction
	10:00 - 10:30	Break
	10:30 - 12:00	2	Overview of surveillance	2
	12:00 - 1:00	Lunch
	1:00 - 2:30	3	Surveillance objectives	3.1
	2:30 - 3:00	Break
	3:00 - 4:30	4	Measures of disease	6
2	8:30 - 10:00	5	Surveillance approaches: Structured surveys	4.3, 4.4
	10:00 - 10:30	Break
	10:30 - 12:00	6	Surveillance approaches: Aggregation point surveillance, and sentinel herds/flocks	4.6, 4.7
	12:00 - 1:00	Lunch
	1:00 - 2:30	7	Surveillance approaches: Laboratory surveillance, syndromic surveillance, negative reporting	4.5, 4.10
	2:30 - 3:00	Break
	3:00 - 4:30	8	Surveillance approaches: Farmer reporting system (1)	4.1
3	8:30 - 10:00	9	Surveillance approaches: Farmer reporting system (2)	4.1
	10:00 - 10:30	Break
	10:30 - 12:00	10	Surveillance approaches: Participatory approaches to surveillance	4.2
	12:00 - 1:00	Lunch
	1:00 - 2:30	11	iSIKHNAS and its role in surveillance
	2:30 - 3:00	Break
	3:00 - 4:30	12	Course evaluation, conclusion, and closing

Course resources

The Basic Surveillance course resource documents will be provided in English and key documents and video material will be translated into Bahasa Indonesian.

The Basic Surveillance training package includes the following:

Surveillance Guidelines - the training is based on the 2014 Pedoman Teknis Surveilans Penyakit Hewan Menular (Technical guidelines for contagious animal disease surveillance), to be provided to all participants

• Participant Workbook - to be provided to all participants

This contains key concepts, course-specific activities, exercises, and memory prompts.

• Facilitator Guide - provides basic training information, and an outline of each session with specific learning objectives and session steps.
• Powerpoint presentations with speaker notes (technical) - to be used within the project team for production of videos
• Powerpoint presentations with speaker notes (facilitator) - to be used by the facilitators to deliver the training course
• Video-based training material - to be provided to all facilitators and made available online, or as electronic files to all participants

Videos will present each of the important concepts in the course using a combination of screen casting and personnel speaking to camera.

• 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. Additional online resources and capacity may be developed depending on internet availability and accessibility and may include participant registration, course evaluation and participant assessment tools.