   | Description: This guide presents a series of design frameworks, learning processes and instructional
techniques, through which an actionable learning and case based approach to capacity
building and training can be understood and creatively applied. |
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 | Pages: 18; Description: The training module provides facilitator notes for training on lab kits, use of rapid detection tests, and packaging/shipping and handling of samples. Abstract: The objectives of the training module are: 1) understand why it is important to collect and submit samples for testing; 2) list all of the items in the laboratory kit; 3) correctly perform a rapid diagnostic test for avian influenza on birds; 4) understand how to package and prepare samples for transport to an in-country laboratory; 5) understand proper disposal techniques. Participant handouts for this course can be found in http://avianflu.aed.org/training.htm. |
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 | Pages: 40; Description: The flip book contains images of the ten key messages to share with the community related to influenza. Abstract: This flip book is designed to be used by community health workers (CHW) as they are conducting health education sessions within their communities. CHWs will become familiar with this flip book and its contents, and have the opportunity to practise using it during their training. |
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 | Pages: 326; Description: The training course requires 35-hours (5 days) of direct contact with facilitators. The course will enable facilitators to deliver appropriate professional training programmes and strategies for the prevention and control of human seasonal influenza. Abstract: The course contains 10 modules which can be delivered in a modular format or as a discrete course. Contents are: 1) introduction to the programme; 2) human seasonal influenza programme planning; 3) surveillance systems and epidemiological studies; 4) laboratory issues; 5) human seasonal influenza policy; 6) vaccination; 7) targeting priority groups; 8) communication; 9) evaluation and research of seasonal human influenza; and 10) action planning. |
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 | Pages: 44; Description: This workbook contains resources for advanced reading of participants to complement the 35-hour face to face session. Abstract: The content of the workbook equates to a minimum of six hours learning activity per module. The workbook consists of referenced materials, podcasts, web-links and related activities and questions. The references and other materials contained in this pre-programme workbook have not been systematically reviewed. They have been included to support the course content and primarily use WHO, and ECDC sources for reference. The workbook has been developed to ensure that all participants, whether undertaking individual modules or the complete programme, arrive fully prepared to participate and share their expertise, experience and practice for the benefit of the whole group. |
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 | Pages: 83; Abstract: At the end of this workshop participants will be able to:
Describe the five components of successful training
Identify the three major types of learners
Use learning objectives to focus your training
Use techniques to help the learners get the most out of class
Use evaluation tools to measure the effectiveness of training |
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 | Pages: 86; Description: This document is a compilation of experiences of WHO staff involved in training. Abstract: This handbook provides varied resources for evaluating training carried out by WHO. It is based chiefly on experiences in evaluating training in the context of WHO but can also prove useful to other agencies involved in health related training in developing countries. |
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 | Pages: 38; Description: Facilitator's guide: this case study provides a step-by-step understanding of how to investigate outbreaks of H5N1 in humans in an international setting. Abstract: The learning objectives are 1) describe key outbreak management issues that need to be addressed; 2) list appropriate practices and procedures related to investigation of H5N1 in humans; 3) identify critical coordination priorities and communication processes. |
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 | Pages: 29; Description: Facilitator's guide: this case study provides a step-by-step understanding of how to investigate outbreaks of H5N1 in humans in an international setting. Abstract: The learning objectives are 1) describe key outbreak management issues that need to be addressed; 2) list appropriate practices and procedures related to investigation of H5N1 in humans; 3) identify critical coordination priorities and communication processes. |
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 | Pages: 21; Description: Facilitator's guide: this case study provides a step-by-step understanding of how to establish surveillance for influenza in international setting that meets the objective of routine and novel virus case detection. Abstract: The learning objectives are 1) define the surveillance objectives, methods of hospital selection, and key data collection priorities; 2) list appropriate surveillance strategies and trigger criteria; 3) list appropriate surveillance strategies and trigger criteria needed for a broader pandemic early warning system; 4) describe how a sentinel site surveillance system for influenza provides an important support function for a pandemic early warning system; 5) identify five ways to enhance human avian and pandemic influenza surveillance activities in areas where there are known influenza A(H5N1) outbreaks in poultry. |
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 | Description: This training package has 2 portions. The first part is for hospital-based surveillance of signal events and the second part refers to the response of healthcare facilities once such an event is detected. We are not exactly sure where in your current categories would be the best place to locate it, especially since there is no surveillance section. Since it refers to health facilities preparation, maybe it could be included under pandemic preparedness? |
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 | Description: The document is providing guidance, tips and checklists to help on organizing and running workshops. It is covering logistic as well as training methods aspects. |
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 | Description: Document explaining an interactive session on general influenza issues Abstract: The document explains how to carry out the interactive session on general influenza issues. The objective of the interactive session is for participants to know and be able to explain the difference between seasonal, animal and pandemic influenza. Related documents:
General Issues of Influenza - An Interactive Session |
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 | Description: Slide set on key messages for home base care during an influenza pandemic (this document still on draft) |
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 | Description: Facilitator guide for the case study on laboratory diagnosis. Contains six parts that can also be used separately. Sample taking, labelling and packaging as well as which test to use and how to interpret test results. Abstract: The case study will take the participants through 7 scenarios related to laboratory diagnosis of avian influenza. They will allow for practicing specimen collection methods and include discussion questions. Related documents:
Laboratory Diagnostics, Specimen Collection, and Biosafety Issues - Laboratory Practice Exercises - Trainee Guide |
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 | Description: This training package has 2 portions. The first part is for hospital-based surveillance of signal events and the second part refers to the response of healthcare facilities once such an event is detected. We are not exactly sure where in your current categories would be the best place to locate it, especially since there is no surveillance section. Since it refers to health facilities preparation, maybe it could be included under pandemic preparedness? |
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 | Description: The document is providing guidance and tips on effective presentations with or without PowerPoint presentation. |
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 | Description: Facilitators guide for rapid containment 4 day training Abstract: The objectives of the facilitators manual are to: 1) provide trainers in the field with a sustainable product they can use to explain the basic components of the rapid containment (RC) strategy; 2) provide trainers with support to organize and implement RC courses in different countries; 3) provide trainers with useful examples of activities to strengthen their use of participatory teaching methods; and 4) enable teachers to use modern, interactive learning experiences to assist colleagues in the field to acquire skills to advocate, plan for and implement RC activities in their pandemic preparedness plans. |
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 | Description: Participants guide for rapid containment 4 day training Abstract: The participants guide is part of the rapid containment package and contains all discussion questions and role plays information for the participants |
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