245231 H1N1 College and University Preparedness: An Interdisciplinary Campus-Wide Model Approach - Lessons Learned and Recommednations for the Future

Tuesday, November 1, 2011

Leonard A. Levy, DPM, MPH , Center for Bioterrorism and All-hazards Preparedness, Nova Southeastern University, College of Osteopathic Medicine, Fort Lauderdale, FL
Cecilia F. Rokusek, EdD, RD , Center for Bioterrorism and All-hazards Preparedness, Nova Southeastern University, College of Osteopathic Medicine, Fort Lauderdale, FL
The H1N1 outbreak of 2009 was an exercise in reality requiring no staging. Although all sectors of global society were awakened to reality and this real life exercise, educational institutions were significantly impacted given students and young children were among the most vulnerable groups identified. Schools at all levels needed to have relevant and immediately operable pandemic preparedness plans. Of the few surveys conducted, approximately 30% of all colleges of osteopathic medicine had comprehensive and practiced pandemic preparedness plans. Areas of most concern were communication, implementation of the student health, facilities operations, and food service. Most often colleges and universities had planned for academic back-ups for course delivery during a pandemic through the use of technology and we-based instruction. This paper will provide a template for an interdisciplinary campus-wide model approach for pandemic preparedness. The presentation will focus on the development of the model, lesson learned from the 2009 pandemic, and recommendations for the future. It is important to note that at the time of this writing, the plan is in full implementation and that the College of Osteopathic Medicine Pandemic Preparedness Task Force for Nova Southeastern University is meeting weekly to review actions and plan for next steps. Given the reality that this pandemic or another one may appear in the future, it is important that colleges/schools of osteopathic medicine have ongoing active pandemic preparedness plans to assure maximum preparedness and continuity of operations.

Learning Areas:
Occupational health and safety
Planning of health education strategies, interventions, and programs
Program planning
Protection of the public in relation to communicable diseases including prevention or control
Provision of health care to the public
Public health administration or related administration

Learning Objectives:
Identify the campus functions at all levels during a pandemic and the potential effects to students, faculty, staff, and families of those involved with the college/university communities Identify the impact to the college/university when student and faculty/staff attendance goes below 60% Examine the communication system of the college/university at all levels of impact Identify methods to test pandemic plans throughout the academic year, including the regular flu season Identify back-up plans for Colleges of Osteopathic Medicine Identify the steps necessary to develop a continuity of operations plans (COOP)

Keywords: Emerging Diseases, College Students

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I oversee the programs of the Center for Bioterrorism and All-Hazards Preparedness at Nova Southeastern University.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.