Teaching inequity in vector-borne diseases management through a socioscientific issue framework

Area of Science:

• Public Health
• Disease Ecology
• Social Epidemiology

Background:

• Vector-borne disease (VBD) distribution and management are influenced by social and cultural factors, including systemic oppression like racism and classism.
• University courses often prioritize biological aspects of VBDs, neglecting crucial social, economic, and cultural determinants.
• A gap exists in accessible educational tools for teaching the impact of inequity on VBD management.

Purpose of the Study:

• To introduce a novel lesson plan for disease ecology courses that emphasizes the impact of social inequities on VBD management.
• To provide a capstone activity integrating biological concepts with socioscientific issues in VBD control.
• To develop a broadly applicable and multilingual educational resource for diverse global contexts.

Main Methods:

• A role-playing simulation where student groups manage distinct disease outbreaks with unequal budgets based on local contexts.
• Place-based instruction utilizing local demographic and disease risk data.
• Post-simulation discussion focused on equity in disease management.

Main Results:

• The lesson plan effectively highlights disparities in resource allocation for disease management.
• The simulation fosters understanding of how local contexts and systemic inequities affect VBD control strategies.
• The activity promotes critical thinking about equitable approaches to public health challenges.

Conclusions:

• This lesson plan serves as a vital tool for educating future One Health professionals on VBD management and social equity.
• Integrating this simulation into curricula can help address disparities in VBD control and advance equitable public health practices.
• The multilingual and adaptable nature of the lesson plan enhances its potential for global implementation.