Course Description
In an era marked by unprecedented migration due to violent conflicts, global warming, and the
ease of international travel, diseases that were once confined to specific regions can now rapidly cross continents, challenging public health systems worldwide. Our increasingly interconnected world has opened countless possibilities for political, commercial, and even romantic partnerships between countries, institutions, and individuals. For better or worse, we are now truly One World. The price of this interconnectivity is that health challenges faced by one country can become a concern for the entire world. It is no longer sufficient for countries to address health issues within their borders alone; the health of neighbouring countries and even distant nations is equally important. We are now truly dealing with One Health. Therefore, it is crucial for future leaders to understand the current state and future perspectives of global health.
This course offers a student-centred, interactive exploration of some of the world’s most debilitating diseases. It integrates tutor-led workshops and elements of play to deepen students’ understanding of how factors beyond disease biology, such as policymaking, healthcare infrastructure, and socioeconomic conditions, can influence the success or failure of infectious disease control. In partnership with the Natural History Museum of Venice, participants will encounter some of the deadliest venomous snakes and learn why snakebite is classified as a neglected tropical disease. They will also gain hands-on experience analysing metadata to study contact tracing, a vital tool in managing recent pandemics. Throughout the course, students will unpack potential “future plagues” by examining how global warming and drug resistance drive the emergence and reemergence of infectious threats, while also investigating the innovative monitoring, diagnostic, and therapeutic strategies currently in development. To support these learning goals, the course employs a blend of teaching methods: small-group discussions, workshops, problem-based learning tasks and case studies and student presentations. These approaches are further bolstered by blended or online learning activities and self-directed study, ensuring that students can review and internalise course materials at their own pace.
Ultimately, the skills and knowledge gained from this course will provide students with the awareness of three of the United Nations Sustainable Development Goals. Namely, Good Health and Well-being (SDG3), Clean Water and Sanitation (SDG6), and Partnerships for the Goals (SDG17). Regardless of the fields graduates pursue in their respective countries, this course will equip them with fundamental scientific knowledge to become better global citizens.

Virtual component
Introduction prior to commencement of course (Week commencing 21st July)
This will be via a zoom call. During the session students will be introduced to the course and the assessments within it. They will be provided with recommended resources to explore prior to the commencement of the in-person summer sessions.
Final presentations at the end of the module (September 15th)
This will be a Zoom call. During the session, students will give a short PowerPoint presentation, presenting a policy brief on an infectious disease pertinent to their home country. The target audience is the government of the student’s respective country.

Learning outcomes
1. Recall how research, diagnostic and treatment strategies for diseases of global significance relate to the biology of their causative agents
2. Work independently and as part of a team to present a multi-pronged intervention against a hypothetical disease outbreak of global significance
3. Describe how socioeconomic conditions and the biology of infection of emerging and globally significant diseases relates to their management
4. Describe what Next Generation Sequencing is and how it is used in biosurveillance

Syllabus and evaluation

Week 1: Introductory week
Basic Principles of Parasitology, Immunology, and Vaccinology
Assessment: Assessing Learning Outcome 1 (test on Moodle)  - 20% of the final grade

Week 2: Lessons from past Plagues
Mutations, Next generation sequencing, and track and trace systems: Lessons from COVID-19
Biosurveillance

Week 3: How we are dealing with current plagues
Introduction to Neglected Tropical Diseases: Snakebite, Malaria and Chagas disease
Assessment: in-class discussion - 20% of the final grade

Week 4: Preparing for future plagues
Urogenital Infections: Facing a Future Without Effective Treatments
Learning from evidence-based policies that led to the control of infectious diseases from around the world. Including how Venice dealt with the plague in the 15th Century
Assessment: in-class discussion - 20% of the final grade

Final exam
Short PowerPoint presentation from students presenting a policy brief on a disease pertinent to the student’s home country. Target audience: Government of student’s respective country.
40% of the grade (5 % will be peer assessed)

Bibliography
Olano JP, Weller PF, Guerrant RL, Walker DH. Principles of Parasitism: Host–Parasite Interactions. Tropical Infectious Diseases: Principles, Pathogens and Practice. 2011:1–7. doi: 10.1016/B978-0-7020-3935-5.00001-X. Epub 2011 Apr 29. PMCID: PMC7149714.
Goering, R. V., Zuckerman, M. A., Dockrell, H. M., & Chiodini, P. L. (2024). Mims’ medical microbiology and immunology (Seventh edition.). Elsevier.
Buse, K., Buse, K., & London School of Hygiene and Tropical Medicine, associated with work. (2024). Making health policy. (Third edition / Kent Buse [and five others].). Open University Press.
Elnaiem, A., Mohamed-Ahmed, O., Zumla, A., Mecaskey, J., Charron, N., Abakar, M. F., ... & Dar, O. (2023). Global and regional governance of One Health and implications for global health security. The Lancet, 401(10377), 688-704.
Pollard, A. J., & Bijker, E. M. (2021). A guide to vaccinology: from basic principles to new developments. Nature Reviews Immunology, 21(2), 83-100.
Warrell, D. A., & Williams, D. J. (2023). Clinical aspects of snakebite envenoming and its treatment in low-resource settings. The Lancet, 401(10385), 1382-1398.

Introductory video to importance of global health: https://youtu.be/hGWsN3olsZw?si=O2UYVvT5YnYHy4vL

Venice and the origin of quarantine: https://youtu.be/_NvlKSe2OQw?si=krrH6yV5PVMTfW4e

How China eradicated malaria: https://youtu.be/XBGPV--ygRs?si=EZwgdlXzNfQ85FG3

Ebola in Congo: https://youtu.be/QG2wXfU4ViY?si=hb5R2p4sEcfIHTYf

COVID-19 Scandal: https://youtu.be/e4oLorUZb-E?si=g8keSFrnVmgzf8Fi

Last updated: March 19, 2025