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An Argument and Plan for Promoting the Teaching and Learning of Neglected Tropical Diseases

    Author: Kevin M. Bonney1
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    Affiliations: 1: Department of Biological Sciences, Kingsborough Community College, Brooklyn, NY 11235-2398
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 02 December 2013
    • Corresponding author. Mailing address: Department of Biological Sciences, Kingsborough Community College, 2001 Oriental Boulevard, Brooklyn, NY 11235-2398. Phone: 718-368-6753. Fax: 718-368-4873. E-mail: Kevin.Bonney@kbcc.cuny.edu.
    • ©2013 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2013 vol. 14 no. 2 183-188. doi:10.1128/jmbe.v14i2.631
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    Abstract:

    Neglected tropical diseases constitute a significant public health burden, affecting over one billion people globally, yet this group of diseases is underrepresented in the appropriation of both monetary and intellectual capital for developing improved therapies and public health campaigns. The topic of neglected tropical diseases has been similarly marginalized in the biology classrooms of our nation’s high schools and colleges, despite offering an opportunity to teach and learn about a diverse area of microbiology with far-reaching public health, social, and economic implications. Discussed herein is an argument for increasing the representation of neglected tropical diseases in microbiology education as a means to generate increased interest in these diseases among the generation of future researchers and policy-makers, and to promote interdisciplinary learning, civic engagement, and critical thinking.

Key Concept Ranking

Human African Trypanosomiasis
0.81842536
Infectious Diseases
0.7717794
Lymphatic Filariasis
0.52680254
Dengue Fever
0.50798815
0.81842536

References & Citations

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2. Anderson LW, Krathwohl D2000A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives, Complete editionLongman Publishing Group, White PlainsNew York
3. Bonney KM2013African illness: a case of parasites?National Center for Case Study Teaching in Science Case CollectionUniversity of BuffaloBuffalo, NY[Online.] http://sciencecases.lib.buffalo.edu/cs/files/safari.pdf.
4. Bonney KM2012Sick on a South American sugarcane plantationNational Center for Case Study Teaching in Science Case CollectionUniversity of BuffaloBuffalo, NY[Online.] http://sciencecases.lib.buffalo.edu/cs/files/sugarcane_plantation.pdf.
5. Cantey PT, et al2012The United States Trypanosoma cruzi infection study: evidence for vector-borne transmission of the parasite that causes Chagas disease among United States blood donorsTransfusion521922193010.1111/j.1537-2995.2012.03581.x22404755 http://dx.doi.org/10.1111/j.1537-2995.2012.03581.x
6. Center for Food Security and Public Health, Iowa State University2011Echinococcosis[Online.] http://www.cfsph.iastate.edu/Factsheets/pdfs/echinococcosis.pdf.
7. Centers for Disease Control and Prevention2011Neglected Tropical Diseases[Online.] http://www.cdc.gov/globalhealth/ntd/.
8. Global Brigades2013Public Health Brigades[Online.] http://www.globalbrigades.org/public-health-methodology.
9. Hotez PJ2008Forgotten people, forgotten diseases: the neglected tropical diseases and their impact on global health and developmentASM PressWashington, DC
10. Hotez PJ2008Neglected infections of poverty in the United States of AmericaPLoS Negl Trop Dis2e25610.1371/journal.pntd.0000256185756212430531 http://dx.doi.org/10.1371/journal.pntd.0000256
11. Ivanitskaya L, et al2002Interdisciplinary learning: process and outcomesInnovative Higher Educ2795111Springer NetherlandsHouten, Netherlands10.1023/A:1021105309984 http://dx.doi.org/10.1023/A:1021105309984
12. Joint United Nations Programme on HIV/AIDS2011Global AIDS response progress reporting 2012[Online.] http://www.unaids.org/documents/20101123_GlobalReport_Chap2_em.pdf.
13. Kessler DA, et al2013Results of lookback for Chagas disease since the inception of donor screening at New York Blood CenterTransfusion531083108710.1111/j.1537-2995.2012.03856.x http://dx.doi.org/10.1111/j.1537-2995.2012.03856.x
14. Lattuca LR, et al2004Does interdisciplinarity promote learning? Theoretical support and researchable questionsRev Higher Educ28234810.1353/rhe.2004.0028 http://dx.doi.org/10.1353/rhe.2004.0028
15. National Center for Biotechnology2013[Online.] http://www.ncbi.nlm.nih.gov/pubmed.
16. Norris J, et al2012Social and economic impact review on neglected tropical diseasesHudson Institute’s Center for Science in Public Policy[Online.] http://www.hudson.org/.
17. Rusch HL, Perry J2011Dengue in the landscapeNational Center for Case Study Teaching in Science Case CollectionUniversity of BuffaloBuffalo, NY[Online.] http://sciencecases.lib.buffalo.edu/cs/files/dengue_jamaica.pdf.
18. Santanello CR, Rehg J2006The case of a tropical disease and its treatmentNational Center for Case Study Teaching in Science Case CollectionUniversity of BuffaloBuffalo, NY[Online.] http://sciencecases.lib.buffalo.edu/cs/files/chagas.pdf.
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20. World Health Organization2013Neglected Tropical Diseases[Online.] http://www.who.int/neglected_diseases/diseases/en/.
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/content/journal/jmbe/10.1128/jmbe.v14i2.631
2013-12-02
2017-11-21

Abstract:

Neglected tropical diseases constitute a significant public health burden, affecting over one billion people globally, yet this group of diseases is underrepresented in the appropriation of both monetary and intellectual capital for developing improved therapies and public health campaigns. The topic of neglected tropical diseases has been similarly marginalized in the biology classrooms of our nation’s high schools and colleges, despite offering an opportunity to teach and learn about a diverse area of microbiology with far-reaching public health, social, and economic implications. Discussed herein is an argument for increasing the representation of neglected tropical diseases in microbiology education as a means to generate increased interest in these diseases among the generation of future researchers and policy-makers, and to promote interdisciplinary learning, civic engagement, and critical thinking.

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