template power point Group Work five.pptx

measeles

1. Group Work

2. Question 1 Was there reestablishment of endemic measles virus transmission in Madero considering the outbreaks in San Miguel and Puerto Seguro? Support your answer.  

3. Question 2 Do the symptoms described correspond to the definition of a suspected case of measles? Support your answer.

4. Question 3 Why was the diagnostic hypotheses classical dengue and not measles?

5. Exercise 1: Complete Table 2 with the following classifications applied to signs and symptoms, to establish the clinical difference between different febrile rash illnesses and some arboviral diseases: absent (not present), infrequent, frequent, and essential (must be present). Table 2 . Most relevant clinical differences between febrile rash illnesses and some arboviral diseases Signs and Symptoms Dengue Chikingunya Zika Measles Rubéola (c) Fever           Maculopapular rash           Cough           Runny Nose           Conjunctival hyperemia           Arthralgia and polyarthralgia           Lymphadenopathy          

6. Question 4 Did identification of the suspected case demonstrate that public and private health services were sensitive to detecting it? Support your answer.

7. Question 5 Was notification of this case timely among the different levels (local, subnational, and national) of the health system (public and private)? Support your answer.

8. Question 6 Indicate whether this case should have been reported through the International Health Regulations (IHR) mechanism or not. Use Annex 2 of the IHR to support your answer.

9. Exercise 2 : Develop the timeline for Yesika . Begin by identifying probable periods for exposure/incubation, communicability, and occurrence of secondary cases. Consider the minimum and maximum times to evaluate each of these periods. Do this exercise individually .

10. Exercise 3 : Develop the route that Yesika traveled (list of places visited and dates), considering periods of incubation/exposure, communicability, and appearance of secondary cases.

11. Question 7 Using the timeline and the routes that Yesika traveled, what are the key questions that you would ask in an interview?

12. Question 8 Based on Yesika’s movements, what actions would you implement for appropriate monitoring of direct and indirect contacts? Do this exercise individually.

13. Exercise 4: Develop the timeline for Yesika’s secondary cases, based on the periods of exposure/incubation, communicability, and appearance of contacts. Do this exercise individually.

14. Question 9 What is the most probable exposure period for secondary cases of Yesika ?

15. Question 10 Based on Yesika’s movements, who should have been vaccinated are where? Analyzing the age groups of the confirmed cases, what groups should be targeted for vaccination?

16. Question 11 Based on the rapid response manual, how are imported measles cases classified in the absence of a laboratory sample?

17. Exercise 5: Complete Table 4 identifying the type of sample, earliest and latest times for obtaining samples, and purpose. Do this exercise individually. Type of Sample Earliest time to obtain sample Latest time to obtain sample Purpose Sample 1 Serology       Sample 2 Nasopharyngeal aspirate/swab       Sample 3 Urine         Table 4. Types of laboratory samples for suspected measles cases

18. Exercise 6: Interpret the results for measles IgM and IgG from the two samples (Tables 5 and 6). Do this exercise individually.

19. Question 12 What do the IgM-positive results suggest for dengue in the case of Luis?

20. Question 13 Why is it important to carry out viral isolation and identify the virus genotype during an outbreak?

21. Question 14 What were the most common sources of contagion in this outbreak?

22. Exercise 7: Describe and analyze the epidemic curve in Figure 3 based on the most affected municipalities.

23. Exercise 8: Based on Figure 4, describe the principal characteristics of measles virus transmission in the municipality of Sacramento.

24. Question 15 According to the data in Figure 5, which age group was facilitating “slow-drip” transmission of measles virus in Sacramento and Morelia? Support your answer.

25. Question 16 How would you analyze Figure 6 with regard to vaccination strategies and the most affected age groups?

26. Question 17 Question 17. As the person in charge of outbreak control, what strategies would you have implemented to rapidly interrupt the outbreak (in less than 12 months)? Explain your answer using Figures 3, 4, and 5.

27. Question 18 Why has a 90-day (12-week) period after the last confirmed case been defined to confirm interruption of measles virus circulation?

28. Exercise 9: Identify whether the criteria established by PAHO to confirm and demonstrate interruption of measles virus circulation were met in the state of Puerto Seguro. Criteria Activities Epidemiological surveillance           Laboratory surveillance           Vaccination and immunization surveillance                   Table 7 . Identification of criteria and activities to demonstrate interruption of virus circulation

29. Figures

30. Epidemiological week Figure 4. Identification of virus genotype during the epidemic in the state of Puerto Seguro by EW, 2013-2015

31. Figure 5. Distribution of confirmed measles cases by EW and the municipalities most affected in the state of Puerto Seguro, 2014-2015

32. Figure 5. Distribution of confirmed cases by age group in Sacramento and Morelia, January-December 2014 (840 total cases confirmed)

33. Figure 6. Distribution of confirmed cases and vaccination strategies in Sacramento and Morelia, 2013-2015