The modular curriculum (shown below) should be seen as an aid for curriculum managers to create an optimal training, to improve the knowledge and confidence of all health care providers, so that they can be involved in all parts of the vaccination processes and at least are able to answer people's questions about vaccines.
Since we wanted to create a curriculum as complete as possible for healthcare providers as well as for students, the curriculum is very extensive, existing of different modules and sections. As such, it can be used in its entirety, but also in parts depending on the needs of the target group.
Each module also was based on different leaning outcomes, which can be used as evaluation criteria for exciting course.
Before organising a vaccine training course for healthcare providers or optimizing the curriculum of students, it is recommended to survey the needs for training of the target population to investigate which topics or even complete modules should be included in or added to the training.
Training Content | |||||
Module
| Target group | Minimum Content Basic Curriculum | MAXIMUM content In depth Education | Learning outcome | |
Topic | STU (student/ pre-service) HCP (Health care provider/ In-service) | This represents the minimum material that all trainers/curriculum managers should include in STU/HCP training, to be presented in the format and order most suitable to the students’ existing knowledge and needs | This represents material which may be presented additionally to STU/HCP, depending on existing knowledge of students (based on assessment) and their anticipated role in delivering vaccines. | ||
Rationale, context and history of immunisation | History | STU | Vaccines in their historical perspective | Learn from the past to better answer questions about vaccines and understand the context of vaccinology | |
STU/HCP | historical impact of vaccine-preventable diseases | ||||
Context | STU/HCP | The rationale for implementing immunisation programmes | |||
STU/HCP | Concepts of control, elimination and eradication related to vaccine-preventable diseases in historical perspective, including the importance of herd immunity | ||||
STU/HCP | Long term implications of vaccine programmes | ||||
STU/HCP | “One Health” approach (One Health (who.int)) | ||||
Definitions | STU/HCP | List of different key-words + explanation | Understand conversation about all topics of vaccines and vaccination | ||
Stakeholders | STU | Who is involved | Knowing all stakeholders and their role in the vaccination process | ||
STU/HCP | Role of all stakeholders in the vaccination process focusing on the health care providers | ||||
STU/HCP | National/region legislations Professional guidelines and directives: - CanMEDS Physician Competency Framework EU directive 2013/55/EC (EFN Competency Framework) | ||||
Vaccine Immunology and immunopathology | Immune system | STU | Introduction to the Immune System | Explain what the role is of the immune system to people interested in vaccination | |
STU/HCP | Compare innate and adaptive immunity | ||||
STU/HCP | State the functions of B-cells and T-cells | ||||
Immune response | STU/HCP | The role of antibodies and antigens | Explain the role of the immune system after vaccination | ||
STU/HCP | Vaccine-induced vs. naturally gained immunity | ||||
STU/HCP | Immune response to a vaccine | Immune response to innovative vaccines (incl Therapeutic vaccines) | |||
STU/HCP | List conditions that affect the immune response | ||||
STU/HCP | Assessment of the capacity of the immune system | ||||
STU/HCP | Primary and secondary immune response (booster) | ||||
STU/HCP | Vaccines and immunological memory; how long does a vaccine protect against a vaccine-preventable disease | ||||
STU/HCP | Immune system of new-borns, pregnant women and elderly | ||||
STU/HCP | The role of maternal antibodies | ||||
HCP | Immunology and cancer | ||||
HCP | Mucosal immunity | ||||
HCP | Interactions between the immune system and microbiota | ||||
STU/HCP | Key words/ key abbreviation list | ||||
Key aspects vaccine safety, development, quality s of Vaccine | Vaccine | STU | Definition of a vaccine | Explain the different types of vaccines and their composition – the importance of intervals of schedules | |
STU/HCP | Prophylactic and Therapeutic vaccines | ||||
STU/HCP | The components and composition of vaccines, incl. vaccine adjuvants, and explain their function | ||||
STU/HCP | In dept, the role of the different adjuvants | ||||
STU/HCP | different types of vaccines | ||||
STU/HCP | Co-administration of vaccines and importance of intervals between vaccines/schedules | ||||
HCP | Switching between vaccines of different manufacturers | ||||
Side-effects and limitations | STU/HCP | Expected side-effects per type of vaccine, limitations and non-specific effects | Identify and explain possible side effects and contra indications of the different vaccines | ||
STU/HCP | Assessment of causal relationships between vaccines and side-effects | ||||
STU/HCP | Contraindications for each type of vaccine | ||||
STU/HCP | Vaccination before pregnancy (child wish), during pregnancy and during breastfeeding | ||||
Vaccine development | STU/HCP | The stages in vaccine development, including quality management: o discovery, o preclinical testing, o process development, o manufacturing, o clinical development, o immune response analysis, o regulatory affairs, o activity outsourcing o GMP, ICH Guidelines of Good Clinical Practice | You can answer questions of patients (laymen) on the development of vaccines | ||
STU/HCP | Clinical Vaccine trials – Why, When, how | ||||
HCP | difference between pharmaco-vigilance (after authorisation) and clinical trial information | ||||
STU/HCP | Funding sources for vaccine development and research | ||||
STU/HCP | Criteria of the vaccine industry for the choice of developing a new vaccine; Go / no-Go in the vaccine development process | ||||
STU/HCP | The role of animal science in vaccine development | ||||
Vaccine safety and quality | STU/HCP | Procedures of safety control and monitoring of efficacy: difference between pharmaco-vigilance (after authorisation) and clinical trial information | Explain how safety of vaccines can be secured | ||
STU/HCP | Role of regulatory agencies in vaccine testing and licensure | ||||
Vaccine manufacturing | STU/HCP | List Vaccine manufacturers | Explain the role of industry in the vaccination process | ||
STU/HCP | The importance of GMP in production of vaccines | ||||
STU/HCP | Role of vaccine industry for meeting global needs; Globalisation of vaccine production | ||||
HCP | Vaccine Manufacturing | ||||
STU/HCP | Explain procedures related with emergency use authorization | ||||
STU/HCP | Vaccine availability issues -out of stock issues | ||||
Vaccine preventable diseases | Disease epidemiology | STU/HCP | the epidemiology and pathology (nature, frequency, infection, transmission, effects, incubation, symptoms, complications, surveillance, mutations), incidence, prevalence, burden of disease, degree of endemicity for each disease | Explain the severity of the vaccine preventable disease (in your country) | |
STU/HCP | Pathogen variability and host-pathogen interactions | ||||
STU/HCP | The current prevalence and/or incidence of each disease (in your country) | The current prevalence and/or incidence of each disease, in Europe and on a global scale | |||
Disease prevention and management (outbreak management) – how to prevent spread of disease | Explain preventive measures | ||||
Vaccine strategy | STU | The importance of pathogens for vaccination strategies | Explain why vaccines are recommended or mandatory for certain people in your country (region) | ||
STU/HCP | The population at risk for each disease; elaborate on immune compromised individuals, travellers, healthcare personnel, different age groups, pregnant women, occupational risk groups, patient risk groups, … | ||||
HCP | Preventive measures can be taken for each disease | ||||
STU/HCP | Historical impact of vaccination on the epidemiology and the burden of disease of the relevant diseases. | ||||
Source of information | STU/HCP | sources of information about the diseases, epidemiology and their vaccines / list (local) reliable sources for vaccine information | Know where to find information on vaccine preventable disease and vaccines | ||
Immunization policy and schedules | Infection Control | STU/HCP | infections spread; outbreaks and control | Explain how prevention can stop the spread of a disease and why prevention activities including vaccines are installed. | |
STU/HCP | Herd immunity and its importance | ||||
HCP (STU) | why mathematical modelling of diseases is used and how it is a tool in analysing vaccine policy options | ||||
STU/HCP | The role of economic evaluation of a vaccination programme | ||||
STU/HCP | Funding of vaccination programs and vaccines, including cost-effectiveness/cost-benefit | ||||
Vaccine policy | STU/HCP | The different factors and stakeholders involved in evidence-based policy decisions | You can explain which stakeholders are involved in the vaccination policies that affects the person who asked the question and how decisions are taken | ||
STU/HCP | How national schedules are defined; which vaccines are part of routine immunization schedules and which vaccines are recommended additionally | ||||
STU/HCP | Country specific immunization program management | ||||
STU/HCP | The organisation and role of disease surveillance systems | ||||
STU/HCP | Legislation – ethical issues on mandatory vs voluntary vaccination; Should we enforce mandatory vaccination? | ||||
STU | How to develop a new program of immunization | ||||
Vaccination coverage/ monitoring | STU/HCP | Vaccination monitoring – Immunization reporting system | Explain the success or failure of the vaccination program | ||
STU/HCP | Why and how to document a vaccination correctly in all relevant records | ||||
STU/HCP | The role and importance of vaccination coverage data | ||||
STU/HCP | Name factors that influence immunisation coverage | ||||
STU/HCP | Success stories in under-served populations (migrants, prison, special religious groups ….) and how to follow up migrant populations (tailored immunization programs) | ||||
STU/HCP | Historical changes in national vaccination programs | ||||
STU/HCP | Differences in access to vaccination in different countries and on a global level | ||||
STU/HCP | How immunisation programmes are monitored and evaluated (importance of post-vaccination surveillance, how to record vaccine related adverse effects) | ||||
STU/HCP | How to Access and use current vaccine schedules, deal with variations and find their updates | ||||
STU/HCP | Catch-up campaigns, vaccine registration, outbreak response and vaccination policy towards special populations | ||||
HCP | Vaccination coverage by age for vaccine-preventable-diseases such as measles, flu, HPV and COVID-19 | ||||
Future perspectives | New Vaccines | STU/HCP | List new target diseases | Explain what vaccines can be expected in the future | |
STU | Processes of early clinical development | ||||
STU/HCP | Which vaccines are in the pipeline | ||||
STU/HCP | New Therapeutic vaccines | ||||
New administration techniques | STU/HCP | New ways of administration | Knowing which new techniques will be available soon. | ||
HCP | Current research on components and techniques, eg. Vaccinomics: the future of vaccinology? | ||||
HCP | Current developments for HIV, dengue, malaria, hepatitis C, … | ||||
HCP | Fighting co-infection by vaccination | ||||
STU | Education and formation in vaccinology: new methods | ||||
Understanding, active listening and communication | Understanding behaviour and barriers & active listening | STU/HCP | Determinants of vaccine hesitancy/acceptance: Understand issues that affect and influence potential vaccinees, parents and caregivers in their decision-making and acceptance of vaccination | Listen and understand public/vaccinee perceptions that affect vaccination acceptance | |
STU/HCP | Understand the importance of public perception | ||||
STU/HCP | Understand provider-patient negotiation | ||||
Respect differing views through listening | |||||
STU/HCP | Listen non-judgmentally to health beliefs and research parents do about vaccination | ||||
STU/HCP | Acknowledge the anxiety of individuals | ||||
HCP | Gain insight in the perceptions and attitudes of the different population and of health care workers towards (specific) vaccines (how do concerns vary in the different groups and how should communication should be adapted) | ||||
STU/HCP | Understand the difference between vaccine hesitancy and antivax sentiments. the need to avoid ‘categorising’ people: every case is different and requires a different approach. Adapt Languages/words | ||||
STU/HCP | Insight in current anti-vax and vaccine hesitancy (data) | ||||
HCP | Understand the relation between vaccine hesitancy and vaccine refusal/acceptance | ||||
STU/HCP | Acknowledge the role of the health care worker in vaccine acceptance. How to build a relation based on trust | ||||
Communication Theory and practice | STU/HCP | Principles of communication on vaccination o Monitoring & research, o content of the message, o formulation of the message, o messenger, receiver (target group) o channels | Possess the communication skills to improve vaccine acceptance | ||
STU/HCP | Be committed to offer the best professional advice on vaccination | ||||
STU/HCP | How to communicate about vaccine effects and the role of vaccination among other preventive measures | ||||
STU/HCP | State key facts, advantages and risks that need to be communicated | ||||
STU/HCP | Understand behavioural science principles to influence and change behaviour on vaccination; risk communication. communicating about uncertainty in science, side effects | ||||
STU/HCP | Myths/ misconceptions and facts relating to (current) immunisation controversies | ||||
STU/HCP | How to communicate and combat/debunk myths and misconceptions | ||||
STU/HCP | Critically evaluate media reporting of vaccine issues, understand the impact of social media & how to respond | ||||
STU/HCP | How to talk to the media (media training) | ||||
STU/HCP | How to deliver vaccinology-related messages to different subgroups / underserved populations | ||||
STU/HCP | List key points for responding to parents' fear | ||||
STU/HCP | Respond to objections raised by anti-vaccine movements, with careful consideration of the potential impact | ||||
HCP | Direct others to reliable and appropriate sources of trustworthy vaccine information | ||||
STU/HCP | Lessons learnt from the previous pandemic (COVID-19, Flu) – the defining role of Communication in this period | ||||
Practical skills | Administration – theory | STU/HCP | Description of a correct immunisation site | Knowing the theoretical approach of all steps that will be necessary to administer vaccines. It may help to explain the vaccinee what will happen and why (vaccine confidence). | |
STU/HCP | Different immunisation techniques + perform | ||||
STU/HCP | cold chain and the importance of its maintenance | ||||
HCP | Specify minimum/maximum temperatures for vaccine storage | ||||
STU/HCP | Identify vaccine sensitivity to light, heat and freezing | ||||
STU/HCP | Differences between vaccination of children, newborns and adults | ||||
STU/HCP | Correct dose and site of administration of all vaccines for each age group | ||||
STU/HCP | Overview of contraindications and side effects to be monitored | ||||
STU/HCP | Anaphylactic shock (Distinguish between anaphylaxis and fainting) | ||||
Administration Practice | STU/HCP | Check if all material/ safety concerns are available in the vaccination room/place | You know how to administer correctly a vaccine and you can perform is independently and correctly | ||
STU/HCP | Prepare and dispose vaccination equipment; waste management | ||||
STU/HCP | Assess if a patient is fit to receive safe and effective vaccination (assess contraindications/previous adverse reactions ) | ||||
STU/HCP | Prepare vaccines, Reconstitute vaccines correctly | ||||
STU/HCP | Correct Administration (practice theory) | ||||
STU/HCP | Monitor possible side effects (inclusive anaphylactic shock) Early identification of signs and symptoms of occurrence of adverse reactions and anaphylactic reactions | Repeat if needed: interventions to coop side effects and anaphylactic reaction (life support) | |||
STU/HCP | Communication tips to limit fear and build vaccination trust | ||||
STU/HCP | Vaccine and side effect registration | ||||