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Introduction

The science of microbiology is fascinating to those of us who have taken up the challenge of researching and teaching in this largely undiscovered and rapidly expanding field. One of the significant challenges faced by microbiology educators is to balance the need for providing a content foundation to students against the time required to demonstrate how microbiology affects their lives. The goal of Outbreak: Cases in Real‐World Microbiology is to help students make the important connections between the content of the course, their everyday lives, and the ways in which microbiology impacts society as a whole. These real‐world cases provide an opportunity for students to apply practical knowledge and to integrate their solutions to specific problems in cultures where customs, religion, public resources, and infrastructure influence the analysis.

Content

The outbreaks featured in each section are preceded by one or two tables listing the significant pathogens that can cause the infectious disease outbreaks. The cases presented in that section include only diseases caused by pathogens listed in the table(s). The diseases and pathogens chosen are those that are often covered in an introductory microbiology course. Limiting the pool of possibilities helps the students learn the basics thoroughly without having to consider the myriad possible causes normally associated with a differential diagnosis, thus making the activity more appropriate for undergraduate students. Each chapter ends with a set of descriptions of the diseases covered in the case studies. The descriptions are meant to be used by students for reference, if necessary, to gather the information needed to develop appropriate answers to the questions at the end of each outbreak. Each disease description presents information on (i) the causative agent of the disease, (ii) the pathogen’s mode of transmission from its reservoir to a new host, (iii) pathogenesis, (iv) the clinical features of the disease, (v) clinical and laboratory diagnosis, (vi) treatment of the disease, and (vii) general principles of prevention of the disease. Throughout each section, there is a balance between outbreaks that allow students to integrate and apply their knowledge and those that also require students to diagnose the pathogenic agent on the basis of lab test data and the clinical features of the disease.

The Appendix directs students to specific reference materials that provide information relevant to the study questions and encourages the students to apply the reference content to the cases they are studying.

Special Features

The last two outbreaks in each section are designated College Perspective and Global Perspective. The College Perspective presents outbreaks that directly impact the lives of students. The pathogens are typically spread easily in the college‐age population, or the outbreaks focus on issues important to students. The Global Perspective presents outbreaks that occur in non‐Western cultures. As a result, solutions developed by students for treatment and prevention require them to consider cultures in which differences in customs, religion, public resources, and infrastructure impact the analysis.

Case Studies in the Classroom

There are many ways in which case studies such as the outbreaks presented in this book can be integrated into a typical microbiology class. For example, they can be used as supplemental class readings and assignments to review application of content presented in class and to help students prepare for exams. They can be used to promote discussion to enhance lecture material. Students can become active participants in their learning by solving case studies that either review material already presented or introduce new material. Case studies can serve as the foundation for innovative approaches using cooperative learning groups. Cooperative learning groups can be used instead of lectures to allow students to investigate microbiological topics in depth. Case studies help students develop application, integration, and analysis skills. They can also be used as assessment tools to evaluate a course’s ability to develop integration and application skills. Therefore, they can be helpful in preparing for professional admission exams such as the MCAT, NCLEX, and GRE.

As with much of life, the most challenging parts are also the most rewarding. With much of science, learning the content base, although often challenging, is just the beginning. The real objective is to integrate and apply scientific concepts and principles to make a difference in the real world. The best education provides students with opportunities for both.

Features of Outbreak, Second Edition

The content of the second edition of Outbreak has changed significantly. Twenty‐five of the 75 cases in this addition are newly developed. The remaining cases have been re‐edited based on classroom feedback. In addition, all cases have an expanded section of questions to allow the students to go into more depth in the analysis of each case or to allow faculty members to choose the questions that will most apply to either the level at which they present their material or where they are in the presenting course material. All reference material has been updated, so content on the epidemiology, diagnostic methods, pathogenesis, treatment, and prevention is current.

As in the first edition, all the case studies are real. When students in the biological sciences are asked to invest their time in analyzing a case study, it is important that the information that is given be real and factual. In no time in their careers as future professionals will current students be required to solve a fictional scenario that imitates real life but is designed to be solved with simple, straightforward answers. Real problems in the world of microbiology do not always agree with our initial expectations, nor do they often lend themselves to simple solutions. As a consequence, to best prepare students for their future careers, it is important to give them opportunities to solve real‐world problems where answers require not only knowledge about microbiology but also the realities of social, economic, and health care‐related issues.

Recommendations for Using the Case Studies

Like all activities involved in the delivery of excellent health care in today’s world, the process requires a team approach. Consequently, when I integrate the case studies into my course, I have students work in collaborative learning groups when completing the case study assignments. The ability to work with others of diverse backgrounds and levels of ability is an important skill to develop for anyone choosing a career in health care. The collaborative learning groups also provide an opportunity for interprofessional education where the groups are composed of students whose goals are to pursue careers in various medical professions such as nursing, pharmacy, physicians, and physician assistants. In order to facilitate the teamwork process, it is important to introduce students to how to work successfully with others in their group by presenting some basic teamwork guidelines and rules. Teams that follow these straightforward guidelines are able to tap into others’ knowledge and expertise and present a case study analysis that is more concise and complete.

Acknowledgments

Thank you to Ohio Northern University for providing the sabbatical time that made this work possible. I also thank the staff of and the contributors to the Centers for Disease Control and Prevention’s journals and image library. The journals and images are a rich resource of information for educators and the public to use. All images credited to CDC PHIL can be located at https://phil.cdc.gov/default.aspx by using the PHIL numbers provided.