Implementing an online module on Oropouche fever in an undergraduate Microbiology course for Allied Health Science programs in India

The module Oropouche fever in the Americas: Discovering the mystery of the virus behind an emerging zoonosis was implemented for undergraduate Allied Health Science students enrolled in Microbiology II (AH1109) at RV University, using a combination of lecture-based teaching and case-based discussion sessions. The implementation focused on epidemiology, clinical presentation, transmission dynamics, diagnosis, treatment challenges, and public health implications of Oropouche fever, while contextualizing discussions alongside Dengue, Zika, and Chikungunya to enhance relevance for Indian learners. Active learning approaches including case studies, clicker questions, collaborative discussions, and formative assessments, enhanced student engagement and strengthened analytical reasoning skills. Discussions on climate change, vector expansion, and emerging infectious diseases further strengthened interdisciplinary learning. The module supported higher-order thinking, scientific literacy, and public health awareness while bridging foundational microbiology concepts with real-world outbreak investigation and epidemiological interpretation. Overview of Module The module introduced students to emerging zoonotic and vector-borne diseases through an interactive case-based learning approach centered on Oropouche fever outbreaks in the Americas. Students learned key concepts including epidemiology, clinical presentation, transmission cycles, vector and reservoir dynamics, diagnosis, treatment challenges, and public health prevention strategies associated with Oropouche virus infection. The module also exposed learners to broader concepts including climate change impacts on disease spread, environmental surveillance, ecological drivers of outbreaks, and the role of public health preparedness in managing emerging infectious diseases. By integrating videos, discussions, data interpretation, and formative assessments, the implementation encouraged active participation, analytical thinking, and real-world application of microbiology and public health concepts. Top of Form Bottom of Form Summary of Implementation Plan and Teaching Notes The attached implementation plan describes the changes made to align this OCELOTS module Oropuche fever in the Americas with clinically relevant pathogens for Allied Health Science students in an undergraduate Microbiology course, in India. The implementation plan also includes teaching notes and reflections of students as well as pre- and post-quizzes to facilitate teaching-learning pedagogy and experiential learning in alignment with Indias National Education Policy (NEP). The module focused on epidemiology, clinical presentation, transmission dynamics, diagnosis, treatment challenges, and public health implications of Oropouche fever, while integrating comparisons with Dengue, Zika, and Chikungunya to contextualize learning within the Indian public health setting. Active learning strategies including case-based learning, clicker questions, and small-group discussions, promoted high student engagement. Other attached resources include: PowerPoint slides usedduring the implementation. Pre-implementation quiz and post-implementation quiz Screenshots of the deployment and geotagged photographs during the implementation days on May 6 and 7 Support was provided by:Agrant from the United States National Science Foundation (DBI-RCN-UBE 2120141).