Peste

des petits ruminants

PPR

Digital resource user’s guide

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Table of Contents

Table of Contents ……………………………………………….…..….… 2 Overview ……………………………………………….……….……...…. 3 Authors and contributors …………………………………………..……. 4 Partner institutions ……………………………………..….……..……..... 5 Learning objectives …………………………………………..………….. 9 Presentation of the resource …..………..……………….………....……. 10 Organization of the learning materials …………………………………. 11 How to use …………………………...…………………..…………….… 16 Estimated time required ……..………………………….……………...... 17 User assessment ………………………….………………………….…... 19 Technical information …………….……..……………….…..…….……. 18 Accessing the resource ……..…....………………………………….…... 18 Assessment questionnaire ………………………………….……….…. 20

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Overview

PPR is highly contagious transboundary viral disease affecting mainly goats and sheep, as well as dromedaries. Long overlooked, it is now present in most countries of Africa, the Near and Middle East, and Asia, causing considerable losses in livestock. Despite the existence of a highly effective vaccine, PPR continues to spread geographically. Disease-free countries of the South and countries of the North are exposed to the risk of virus incursion and disease emergence. Globally, over one billion small ruminants are exposed to the risk of PPR. The socio-economic consequences of the disease are often dramatic. PPR has a direct impact on the food security and livelihoods of the poorest populations and hinders rural development in the countries affected. In March 2015, the FAO and OIE officially announced the implementation of a global PPR control and eradication strategy. Training and information sharing are crucial elements for the success of the strategy. This digital PPR learning resource aims to contribute to this initiative and is part of CIRAD’s training and education programs on animal health and production in countries of the South.

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Authors and contributors Scientific advisors:

Thierry LEFRANÇOIS - Director, UMR CIRAD CMAEE.

Renaud LANCELOT – Adjoint director, UMR CIRAD CMAEE.

Geneviève LIBEAU - Virologist, PPR expert - UMR CIRAD CMAEE.

Adama DIALLO – PPR expert, UMR CIRAD CMAEE.

Cécile SQUARZONI – Leader of the joint CIRAD CMAEE-FVI team, "Teaching and training for animal production and veterinary medicine in the global South".

Joseph DOMENECH – OIE Expert.

Pedagogical design and implantation:

Georgette CHARBONNIER, CIRAD CMAEE-FVI.

Graphic design:

Géraldine LAVEISSIERE, CIRAD CMAEE-FVI.

Project led by:

Georgette CHARBONNIER, CIRAD CMAEE-FVI.

Translation into English:

Grace DELOBEL Contact :

formation-emvt-fvi@cirad.fr

http://formation-elevage-suds.cirad.fr

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Partner institutions This learning resource is the adapted and enriched digital version of an educational handbook published by CIRAD in March 2015 with the support of the OIE (World Organisation for Animal Health), FAO (United Nations Food and Agriculture Organisation) and AFD (French Development Agency) on the occasion of the international conference for the control and eradication of PPR. It intended for use in training programs, was developed by CIRAD’s joint CMAEE (Emerging and Exotic Animal Disease Control) – FVI (France Vétérinaire International) teaching-training team. Joint CIRAD research unit "Emerging and Exotic Animal Disease Control"

The joint research unit, CIRAD CMAEE (Emerging and Exotic Animal Disease Control), conducts integrated research aiming to improve surveillance, anticipation of emergence and spread risks, and prevention and control of animal and zoonotic diseases of economic and health importance for countries in the South, of which some are threatening countries in the North.

PPR is recognized by governments and international organisations as the leading infectious disease of small ruminants. Its progressive control and eradication will require an iterative definition of control methods and strategies based on interdisciplinary research outputs to which the unit is contributing. An OIE reference laboratory and FAO PPR reference centre, the unit is pursuing research on: assessing epidemiological situations, studying the diversity of viral strains, characterizing these strains and the plasticity of their genome, developing new diagnostic and treatment tools and vaccines and, developing integrated control strategies.

UMR CIRAD CMAEE : Campus international de Baillarguet TA A -15/A - 34398 Montpellier Cedex 5 - France - Tél. : 33 (0)4 67 59 39 04 - Web : umr-cmaee.cirad.fr/ CIRAD A public industrial and commercial enterprise, CIRAD is the French agricultural research and international cooperation organization working for the sustainable development of tropical and Mediterranean regions. CIRAD - Direction Générale: 42, rue Scheffer - 75116 Paris – France. Web: www.cirad.fr

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World Organisation for Animal Health

The World Organisation for Animal Health (OIE) is an intergovernmental organisation created in 1924 under the name, Office International des Epizooties, and has today 180 member countries.

OIE manages the global animal health surveillance and early-warning system and plays a key role in the fields of veterinary science information and research. The peste des petits ruminants is on the list of 116 diseases of land and marine animals monitored by OIE, and is one of the priority diseases for which a global control and eradication strategy has been developed. OIE acts with the ongoing support of 296 reference laboratories and collaborating centres and 13 regional and sub-regional offices around the world. OIE fulfils its mandate through the following activities:

ensuring transparency in the global situation of animal diseases (including zoonoses); gathering and disseminating veterinary scientific information, notably disease prevention and control methods; ensuring sanitary safety of the world trade in animals and animal products (as the international reference organization for animal health under the framework of the World Trade Organisation SPS agreement, OIE develops standards for international trade in animals and animal products); defining and supporting the good governance of veterinary services; and promoting animal welfare.

OIE also works to reinforce policies promoting animal production, food security and poverty reduction, implement strategies to prevent and manage animal-human interface risks, and analyze the impact of climate and environmental change on the emergence and occurrence of animal diseases. Reinforced support for the improvement of the global quality of diagnostic and research laboratories, veterinary education, and veterinary statutory bodies bolsters OIE's actions in favour of good governance and the global reduction of biological risks. OIE : 12, rue de Prony - 75017 Paris - France - Tél. : 33 (0)1 44 15 18 88 - Fax : 33 (0)1 42 67 09 87 - Web : www.oie.int

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United Nations Food and Agriculture Organization

The United Nations Food and Agriculture Organization (FAO) strives to achieve a world free of hunger and malnutrition where food security and agriculture contribute to improving everyone's standard of living, in particular that of the poorest, in an economically, socially, and environmentally sustainable manner.

The three overarching objectives of FAO Member States are:

first to eradicate hunger, food insecurity, and malnutrition, progressively building a world in which everyone has regular access to sufficient, healthy, and nutritious food. This enables everyone to satisfy their food needs and preferences and lead active, healthy lives. The second objective is to eliminate poverty and promote social and economic growth for everyone by improving food production, encouraging rural development, and building sustainable livelihoods. The third objective is to ensure that natural resources, including land, water, air, climate and genetic resources, are managed and used in a sustainable manner for the good of present and future generations.

The FAO develops, collects, and shares crucial information regarding food, agriculture, and natural resources, which are all global public goods. The FAO plays a connector role by identifying and collaborating with different partners with established technical expertise, and by facilitating dialogue between those who hold knowledge and those who need it. By turning knowledge into action, the FAO links the field to national, regional and global initiatives within a mutually reinforcing network. FAO : Via delle terme di Caracalla - 00100 Rome - Italie - Tél. : (+39) 06 57051 - Fax : (+39) 06 570 53152 - Web : www.fao.org The French Development Agency

A public-sector financial institution, the French Development Agency (AFD) has worked for over 70 years to fight poverty and support sustainable economic growth in developing countries and French Overseas Provinces. AFD executes policies defined by the French government.

Active on four continents through a network of 71 agencies and representative offices, of which nine are in French Overseas Provinces and one in Brussels, AFD finances and supports projects working to improve people's living conditions, promote economic growth, and protect the planet.

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In 2013, AFD dedicated €7.8 billion to finance projects in developing countries and in French Overseas Provinces. These funds will contribute, in particular, to:

educating children, improving maternal health, promoting equality between women and men, supporting farmers and small enterprises, and reinforcing access to water, energy and transportation.

The newly financed projects also will contribute to fighting climate change, notably allowing a saving of 3.3 million tons of CO2 equivalent per year. As a development bank, AFD is ready to support governments in their investment needs for the implementation of a global PPR control strategy in their countries. AFD : 5, rue Roland Barthes - 75012 Paris - France - Tél. : 33 (0)1 53 44 33 99 - Fax : 33 (0)1 44 87 99 39 - Web : www.afd.fr

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Learning objectives By using digital technologies, the authors aim to:

contribute to the teaching and dissemination of scientific knowledge about PPR, reaching as many people as possible, facilitate the acquisition of knowledge through active learning, and respond to training and information needs in contexts where resources often are scarce.

This digital resource is designed to be used in an independent manner by self-paced learners. It can also be integrated into a training program combining classroom and online learning. After working through all of the material, learners will be able to:

recognize the clinical signs of PPR; explain the disease: how it is transmitted, the hosts involved; describe how the virus acts within an infected host; identify the risk factors and understand the occurrence of epizootic outbreaks of PPR; alert farmers about preventive health measures; explain the necessity of preventive vaccination of animals; convince farmers of the importance of cooperating with epidemiological surveillance and animal health networks for the progressive control of PPR.

Target audience This digital resource seeks to reach a wide audience in countries of the South which are either affected by PPR or at the risk of becoming so. It is intended for animal health professionals, veterinary schools, livestock farmers, rural development stakeholders, teachers, trainers, extension agents and journalists, the staff of national laboratories, animal health and epidemiological surveillance networks, stakeholders in the sheep, goat and camel sectors, and public and private political and financial decision makers supporting the strategy to prevent and control this major infectious disease of small ruminants in countries of the South. Prerequisites While there are no prerequisites, background knowledge of biology, virology, and genetics could help in understanding certain chapters. Key concepts Viral disease, clinical signs, virus, epidemiology, diagnosis, vaccines, eradication.

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Presentation of the resource It combines learning material in the form of content units with knowledge self-assessment exercises in the form of quizzes. Users can navigate freely through the resource by clicking on:

the headings in the drop-down menu on the left side of the screen, the headings displayed in the centre of the screen, and the arrows on the bottom right side of the screen.

A sample screen

Clickable drop-down menu A chapter organized into 6 content units

Title of the chapter currently displayed

Click on the title to open a content unit

Click on the heading to open the knowledge self-assessment exercises

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Organization of the learning materials

Learning content Different aspects of PPR are presented in 13 chapters, each containing content units, which are free-standing knowledge building blocks. The resource holds 67 first level content units and 52 second level content units.

Outline and content of the PPR digital resource Goats,sheep and people The importance of small ruminant husbandry for poor populations in countries of the South (food security, economic independence, social and cultural role) and the critical need to fight devastating diseases like PPR. A long overlooked animal disease Presentation of essential information about PPR. Discovery. History. Relationship with a disease of the past: rinderpest. Unlocking the disease The 4 clinical forms of the disease. Understanding the virus Identification of the pathogen. Classification, taxonomy and morphology. Evolutionary history and relationship to other viruses of the same genus (rinderpest virus, measles virus). External and internal structure (genome, viral proteins). Antigenic characteristics (1 serotype, 4 lineages). Links between lineages. Victims of the virus Susceptible and/or receptive hosts. Epidemiological cycle of PPR. The virus in action Virus transmission. Risk factors. Physiological, biochemical and immunological responses of an infected host. Multiplication cycle of the virus. Epidemiology of PPR Epidemiological forms of PPR: enzootic, epizootic. Factors driving the spread of PPR (livestock farming practices, animal mobility). The geographic distribution of PPR Past and current geographic distribution of PPR. The factors driving the spread of PPR. The risk for Europe. Lineages on the move Geographic distribution of the 4 lineages of the virus before 2001. Genetic adaptation of the virus and current distribution of the lineages. Evolutionary history of the virus. Field diagnosis Clinical diagnosis. Diagnosis of lesions. Laboratory diagnosis Serological diagnosis. Virological diagnosis (detection of antigens and antibodies). From the current preventive vaccine to a future curative vaccine Heterologous vaccine. Homologous vaccine. Future recombinant vaccines. Future therapeutic vaccines. Towards the eradication of PPR PPR’s economic impact. Controlling PPR though vaccination. Factors constraining the implementation of vaccination campaigns (testimonials). Global PPR eradication strategy.

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Each unit contains multimedia content and several resources. A unit may contain text, one or several images (photographs or instructional drawings), and sometimes a brief video of situations encountered in the field. Due to its size, the entire contents of a unit can be displayed on the screen without using the scrollbar. First level units contain basic information to be learned. The second level units propose additional information. The text is laid out with teaching tags to focus users’ attention (key concepts, definition, remark, reminder, complementary information...). Heightening the visibility of a phrase or word through the use of colored type creates semantic tags to highlight important information to remember. Two sets of photographs are presented as a slideshow. Clickable links provide access to additional elements (scientific articles in PDF format, 2nd level content units) and a glossary for the definition of certain terms via a window that opens within the text. The full texts of the scientific articles are directly accessible. A list of references allows learners who are interested to deepen their knowledge on certain aspects of the subject.

Example of a 1st level content unit

Teaching tagging Link to a 2nd level unit

Clickable drop-down menu

Semantic tagging of a sentence

Contents of a 1st level unit

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Example of a 2nd level content unit Knowledge self-assessment activities These activities aim to encourage learners to verify their understanding of a subject on their own. The resource provides in total 68 self-assessment exercises distributed over the 13 chapters under the heading “What have you learned?”. The exercises consist of different types of quiz questions: single answer, multiple-choice, putting into correct order, categorization, fill-in-the-blanks, short answer. Learners answer the questions and validate their choices. The results are automatically provided as the percentage of correct answers with an encouraging phrase that varies according to the level:

If the percentage of correct answers is above 70%: “Congratulations”. If the percentage of correct answers is between 40% and 70%: “Take your time answering. Read the correct answers to understand your mistakes.” If the percentage of correct answers is under 40%: “There are still some gaps in your knowledge. Feel free to read the chapter again before continuing.”

At this point, learners have a choice between:

consulting the solutions to the exercises. The correct answers are given with further explanations. exiting the test without viewing the solutions. Learners can then review the chapter in question and redo the exercises to improve their scores. They also can continue on to the next content unit.

6 illustrations en diaporama

Slideshow presentation

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Examples of knowledge assessment exercices Respond to multiple-choice, text-based questions Respond to single answer questions involving a graph

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Associate ideas by drag/drop Put thumbnail images into correct order by drag/drop

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How to use For an autonomous learner The resource is designed to allow learners to navigate between different content units at their own pace and to define their own path by proceeding through the material:

in order, starting with the first chapter and continuing through to the last chapter, out of order, skipping between units steered by their individual needs, interests and knowledge.

There is no required learning path. Nonetheless, it is advisable to go through all of a chapter’s content units in order to be capable of doing the associated exercises. The educational and semantic tags enrich the text and introduce an information hierarchy. They facilitate and guide the learners' progress through the material. Learners are free to choose whether or not they wish to take the knowledge self-assessment tests. Not taking a test does not block users from proceeding to other content units. Learners can take the tests as often as they wish. The tests are not timed. The results allow learners to verify whether they have understood the subject. They can encourage learners to pursue additional training (online or classroom) on a specific topic (epidemiology and risk analysis, diagnostics…). For teachers/trainers working in a classroom setting Prior to the training Before starting a classroom course, teacher/trainers can advise participants to consult certain chapters and take the associated knowledge assessment tests in order to evaluate their level and adapt the course accordingly. During the training Certain elements can be used in class – instructional drawings and photographs (individual and slideshows). The videos proposed in the resource provide an opportunity for discussions about the topic addressed. The instructional drawings: Differential clinical diagnosis of PPR The epidemiological cycle of PPR PPRV multiplication cycle PPRV ultra structure PPRV genome Maps of the geographic distribution of PPR over time Maps of the geographic distribution of PPRV lineages over time

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The photos (slideshow): Clinical signs of PPR The videos Ivory Coast: towards the eradication of the PPR - FAO, 2015, (7mn 51s). Cameroon: The production of a PPR vaccine in the LANAVET national laboratory - FAO, 2015, (6mn 59s). Ivory Coast: launch of the global strategy for the control and eradication of PPR by the FAO and OIE - report by Radiodiffusion Télévision Ivoirienne 2015, (2mn 3s). After the training After a classroom-based course focused on a specific topic (epidemiology, diagnostics, vaccination…), teacher/trainers can advice participants to consult the entire resource to broaden their knowledge about PPR. The resource can also be recommended as an additional source of information in broader education and training programs covering tropical animal diseases.

Estimated time required The time required to carry out the learning activities proposed in the resource will vary according to each learner’s initial background and knowledge. Reading through the material: From 2 to 5 minutes for a content unit without links. Up to 10 minutes for a content unit with links to instructional drawings, full texts, video clips... Completing the knowledge self-assessment exercises and reading the correct answers: from 1 to 5 minutes per question.

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User (learners and teacher/trainers) assessment Those who have used the resource are asked to give their feedback by completing a questionnaire available online on the survey site, Soorvey.com. The survey helps the authors to:

identify who is using the resource and where they are located geographically, discover if the resource meets their expectations, and gather their remarks and suggestions to improve this resource and develop other digital learning resources.

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Technical information The digital resource was designed using the Opal model (version 3.5) of Scenari, a free, open source application suite for designing publishing chains. This software is used for the editing, management and multimedia publication of academic training documents. This learning resource can be viewed using web browsers such as Mozilla Firefox, Google Chrome, Internet Explorer... It is available under a Creative Commons license

(Attribution-Noncommercial-ShareAlike).

Accessing the resource This digital resource can be accessed either:

online through a training and digital educational resource platform, offline using a CD or USB key.

The paper version used to develop the resource can be browsed online on the website, Issuu, by clicking on a hyperlink that appears at the end of the resource. It also can be obtained free of charge by contacting: CIRAD CMAEE-FVI - TA A-15/B - Campus international de Baillarguet - 34398 Montpellier Cedex 5 – France - Tél.: 33 (0)4 99 62 48 73 - E-mail: espace.idees@cirad.fr Making the material available both online and on paper broadens our capacity to address the diverse needs and contexts of the target audience. The digital and paper versions of the resource are also available in French.

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Peste des petits ruminants Digital resource assessment questionnaire

WHAT DO YOU THINK?

• 1 – Did you look through the entire resource ?

yes no no answer

• 2 – When you first opened the resource, did you read through it:

in order, opening each chapter following the order of presentation

out of ordre, skipping between chapters following your own needs and interests

• 3 – Did you open some of the interactive links?

yes no no answer

• 4 – Did you consult some of the full texts of the publications ?

yes no no answer

• 5 – Did you watch the videos ?

yes no no answer

• 6 - Did you look at the slideshows?

yes no no answer

• 7 Was the content easy to read ?

yes no no answer

• 8 – Did you do some of the self-assessment exercices?

yes no no answer

• 9 – Were the questions easy to understand ?

yes no no answer

• 10 – Did these exercices help you assess your understanding of the material ?

yes no no answer

• 11 – Do you think this digital resource is an effective learning tool?

yes no no answer

• 12 – What score between 1 (the lowest score) and 5 (the highest score) would you give this resource?

1 2 3 4 5

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• 13 – Which browser did you use to consult the resource?

Mozilla Firefox

Google Chrome

Internet Explorer

Other :

• 14 – Did you encounter any technical difficulties while using the resource?

yes no no answer

• If yes, specify:

• 15 – What observations would you like to share with the authors of this digital PPR resource (your overall

impression, what you liked, did not like, etc...)?

WHO ARE YOU? Last name, first name: Complete mailing address: E-mail address: Age group:

under 25 between 26 and 39 between 40 and 50 over 50

Main business or occupation: Organization: Country:

Thank you for having taken the time to complete this questionnaire.