Title:	Pandemic Preparedness
Keywords:	Emerging diseases Outbreaks Public Health Health Policy Epidemiology
Country:	Indonesia
Institution:	Indonesia - Post Graduate Programme, Gadjah Mada University, Yogyakarta
Course coordinator:	Vicka Oktaria
Date start:	2027-03-15
Date end:	2027-04-09
About duration and dates:	The application deadline is usually 8 weeks prior to the first face-to-face course day. Pre-reading materials will be distributed 1 week prior to course commencement. The course is delivered over 4 weeks
Classification:	advanced optional
Mode of delivery:	Blended-learning
Course location: Public Health Postgraduate Program, Faculty of Medicine, Public Health, and Nursing, UGM, Yogyakarta, Indonesia
ECTS credit points:	4 ECTS credits
SIT: Self-paced online / Pre-course (Week 1), using UGM Moodle-Based Learning Management System (LMS) 1. Pre-reading and asynchronous lecture = 5 hours 2. Pre-test = 1 × 1 hour = 1 hour Total: 6 hours Blended Learning (Weeks 2–3) Face-to-Face (Offline) at week 2 and 3 1. In-class lectures = 12 × 100 minutes = 20 hours 2. Assignment for tutorials (group discussion)= 3 × 2 hours = 6 hours 3. Tutorial sessions (presentation and discussion of assignment)= 3 × 2 hours = 6 hours Self-paced online using UGM Learning Management System (LMS) - Self-directed online learning activities = 12 × 3 hours = 36 hours Total: 68 hours Independent group work (Week 4) - Final assignment preparation = 25 hours Final examination - offline presentation = 2 hours Total: 27 hours Overall course workload: 101 hours (6 + 68 + 27 hours) = 4 ECTS
Language:	English
Description: At the end of the module, the student should be able to: 1. Design a context-specific pandemic preparedness or response plan - integrating epidemiological evidence, health system capacities, and control measures - and defend it in a structured presentation. 2. Evaluate pandemic surveillance systems, including novel approaches such as wastewater-based epidemiology, and apply WHO risk assessment frameworks to inform evidence-based decision-making. 3. Appraise national, regional and international pandemic responses including different intervention strategies (non-pharmaceutical interventions, diagnostics, vaccination strategies, and supply chain logistics)across different epidemiological and resource settings. 4. Apply a One Health approach to analyse the ecological, wild and domestic animal, and pets, and human interface in pandemic emergence, and propose multisectoral collaboration strategies for preparedness and response. 5. Assess the capacity of a health system to respond to a pandemic - including workforce resilience, surge capacity, supply chains, and essential service continuity - and identify vulnerabilities. 6. Critically analyse global health governance structures, including the roles of WHO, COVAX, IHR, and bilateral actors, and apply ethical frameworks to pandemic decision-making scenarios involving resource allocation and equity.
Assessment Procedures: Assessment components and weights: A. Individual Assignment (Quizzes) | Weight: 10% Pre-test or individual assignment (1 hour) completed upon enrolment via LMS. Assesses baseline knowledge and analytical readiness. Results are shared with students to guide self-directed study priorities. This assessment is formative — it contributes to the grade but no fail/resit applies. B. In-class Activity (Participation and Attendance) | Weight: 10% Assessed by facilitator observation (using a rubric) across all 12 in-class sessions and 3 tutorial sessions with assignments with minimal 75% attendance. C. Group Assignment / 3 Session of Tutorials | Weight: 30% To support the development of the final report, groups of 4–5 students will progressively develop a pandemic response plan and a pandemic preparedness policy brief throughout the course. These components will be integrated into a final written report of 3,000–4,000 words. At the end of the course, each group will present its proposal as the final assessment (using a rubric), consisting of a 15-minute presentation followed by a 15-minute discussion. Students will participate in three group tutorial sessions based on selected case studies: (1) Pandemic Investigation, (2) Preparing Health Services for Future Pandemics, and (3) Infodemic Management. These tutorials are designed to help students apply course concepts and progressively develop sections of their final report and policy brief. The 15-minute discussion period following each group's final presentation will be used by examiners to assess individual students through targeted questions. Each student will receive an individual mark based on their ability to explain, justify, and defend the group's work, as well as their demonstrated understanding of the course content (rubric of assessment attached below). Individual grades will be determined by a combination of each student's contribution to the group project and their performance during the question-and-answer session. Written feedback on the final report will be provided within two weeks of submission. Written feedback on the group report will be provided within two weeks of submission. D. Final Exam (Presentation-based) | Weight: 50% Groups of 4–5 students will develop a pandemic response plan and a pandemic preparedness policy brief, which will be compiled into a final written report of 3,000–4,000 words. Each group will present its proposal at the end of the course (15-minute presentation followed by a 15-minute discussion) as the final assessment (using a rubric). The 15-minute discussion period following each group's final presentation will be used by examiners to assess individual students through targeted questions. Each student will receive an individual mark based on their ability to explain, justify, and defend the group's work, as well as their demonstrated understanding of the course content (rubric of assessment attached below). The final exam is a 3-hour in-class session in which student groups present their pandemic response plan (15 minutes per group) and are examined individually through structured Q&A by the examiner panel (10 minutes per student). Examiners assess depth of analysis, integration of course content, and ability to defend decisions under questioning. This is a summative assessment; students who do not reach the passing threshold must revise and resubmit the written report within 2 weeks of grade announcement. Passing Standard and Resit Policy Students must achieve a minimum overall score of 50% (Grade D or above) to pass the course. Students who receive a Grade E (overall score below 50%) will be deemed to have failed the course and must re-enrol and retake the course when it is next offered. There is no supplementary examination or resubmission opportunity for students receiving a failing grade. Resubmission of individual assessment components is not permitted unless otherwise approved under University regulations for exceptional circumstances. Feedback mechanism: Written feedback is provided on group reports within 2 weeks of submission. Verbal feedback is given during tutorial sessions and at the final exam debrief. Individual exam feedback is available upon request. Academic integrity (online assessment): The pre-test/individual assignment is completed online via LMS. It is designed as a baseline diagnostic — students are not expected to have mastered the content, so the incentive to misrepresent personal work is low. Students complete the assignment individually and must submit a declaration of originality. The course coordinator may request an oral follow-up if academic integrity is in question. Use of Artificial Intelligence (AI) Tools Students should declare in writing the use of AI tools (e.g., ChatGPT, Copilot, Gemini, Claude) to support learning activities such as brainstorming, literature searching, language editing, and data analysis. However, all submitted work must reflect the student's own understanding, critical thinking, and academic judgement. Students are responsible for verifying the accuracy of any AI-generated content and must acknowledge any substantial use of AI in their assignments. AI-generated content may not be submitted as original work without critical review and revision. During presentations and oral examinations, students must be able to explain and defend all aspects of their work independently. Failure to disclose substantial AI use or misuse of AI may be considered a breach of academic integrity and will be managed according to University regulations. Students should also refer to the official UGM Guidelines on the Ethical Use of Generative AI in Higher Education for further guidance on responsible, transparent, and ethical use of AI in academic activities. Grade scale: A = 85-100% B = 65-84% C = 50 - 64% D = 40 - 49% E = < 40%
Content: 1. The Natural History of Pandemics: From Spillover to Global Crisis 2. Multi-Source Surveillance and Case Investigation in Pandemic Response 3. Innovations in Pandemic Surveillance: Wastewater and Novel Monitoring Systems 4. Tutorial 1: Pandemic Investigation 5. Non-Pharmaceutical Interventions (NPIs): Evidence and Trade-offs 6. Diagnostics and Laboratory Readiness 7. Strategic Supply Chain and Logistics in Pandemics: From Vaccine Development to Global Mass Deployment 8. Points of Entry, Travel, and Border Governance 9. Health System Surge Capacity and Workforce Resilience 10. Maintaining Essential Health Services 11. Tutorial 2: Preparing Health Services for Future Pandemics 12. Global Health Governance in Pandemics: Politics, Diplomacy, Vaccine Equity, and Financing 13. Ethics of Pandemic Decision-Making 14. Crisis Communication, Infodemics, and Community Trust 15. Tutorial 3: Infodemic Case Study 16. Final exam – group presentation for pandemic response plan 17. Recap and course debrief
Methods: Students receive course materials 7 days in advance via LMS for self-directed pre-reading (5 hours). Upon enrolment, students complete a 1-hour pre-test or individual assignment to assess baseline readiness. During the 2-week face-to-face period, learning is structured in three layers: (1) in-class lectures introduce theoretical frameworks and evidence across 5 thematic blocks; (2) tutorial sessions facilitate development of the group pandemic response plan; (3) assignment tutorials allow groups to present and receive feedback on their proposals. After the course, students have 1 week to finalise their written group report (3,000–4,000 words) and prepare for formal submission and presentation.
Prerequisites: Applicants must be enrolled in an MPH or MSc programme. English proficiency requirement: Applicants must provide evidence of English proficiency with a minimum TOEFL score of 550 (paper-based), 213 (computer-based), or 79–80 (internet-based), or an IELTS score of at least 6.0. Applicants whose previous degree was taught entirely in English may submit an official letter from their institution confirming English as the medium of instruction. Native English speakers are exempt from this requirement. Students from tropEd Home Institutions will be considered sufficiently fluent in English. Applicants must have reliable internet access to access LMS pre-reading materials and complete the online pre-test.
Attendance: Minimum number of students: 10 (below this number the course will not take place). Maximum number of students: 30. Maximum number of MPH students: 20. Maximum number of tropEd students: 10.
Selection: First come, first served.
Fees: The tuition fee is €500 (EUR 500), excluding living costs, flights, visa, and accommodation.
Scholarships: No scholarships are currently available for this module.
tropEd accreditation: Accredited in Antwerp, in June 2026. This accreditation is valid until June 2031
Remarks: Key references: 1. World Health Organization. A Checklist for Respiratory Pathogen Pandemic Preparedness Planning. Geneva: WHO; 2023. 2. World Health Organization. A Scientific Framework for Epidemic and Pandemic Research Preparedness. Geneva: WHO; 2024. 3. Lal A et al. Pandemic preparedness and response: exploring the role of universal health coverage within the global health security architecture. Lancet Glob Health. 2022;10(11):e1675–e1683. 4. Murni IK, Oktaria V, McCarthy DT et al. Wastewater-based epidemiology surveillance as an early warning system for SARS-CoV-2 in Indonesia. PLOS ONE. 2024;19(7):e0307364. 5. Mahendradhata Y et al. The capacity of the Indonesian healthcare system to respond to COVID-19. Front Public Health. 2021;9:649819. 6. Marcassoli A, Leonardi M, Passavanti M, De Angelis V, Bentivegna E, Martelletti P, Raggi A (2023). Lessons Learned from the Lessons Learned in Public Health during the First Years of COVID-19 Pandemic. Int J Environ Res Public Health, 20(3):1785. 7. Lokossou VK, Usman AB, Okunromade O, Sombie I, Aïssi MA (2026). Ten years after the Ebola outbreak: Lessons, progress, and preparedness and response in West Africa. J Interv Epidemiol Public Health, 9(1):1-8. Simancas-Racines A, Reytor-González C, Toral M, Simancas-Racines D (2025). H5N1 Avian Influenza: A Narrative Review of Scientific Advances and Global Policy Challenges. Viruses, 17(7):927.
Email Address:	vicka.oktaria@ugm.ac.id
Date Of Record Creation:	2026-07-01 07:54:42 (W3C-DTF)
Date Of Record Release:	2026-07-01 08:11:52 (W3C-DTF)
Date Record Checked:	2026-06-30 (W3C-DTF)
Date Last Modified:	2026-07-01 08:11:52 (W3C-DTF)