Table 2 Selected themes identified during key informant interviews
From: Field assessment of a model tuberculosis outbreak response plan for low-incidence areas
Themes | Related section(s) in the outbreak response plan | Observations |
|---|---|---|
Identification of the outbreak relied on both epidemiologic methods and genotyping information. | Definition of a TB outbreak; ten steps to take when an outbreak is suspected; exceptional TB circumstances; data management; glossary | The district became aware of the outbreak by epidemiologic methods; the state, by genotyping matches. A standard TB outbreak definition was not used. |
Legal authority for responding to the outbreak was clearly established. | Legal authority; indications for initiating the plan; de-activation of the TB outbreak response plan | All respondents agreed that legal authority for the outbreak rested with the district; a TB-specific plan was not used to guide the response. |
Technical assistance was requested when the outbreak was first identified. | Notification and request for assistance | The state TB program notified the Division of TB Elimination, CDC, allowing technical assistance to be deployed in a timely manner. |
Additional resources were needed to respond to the outbreak. | Composition of the outbreak response team; public health roles and responsibilities; sources of additional staffing; training and education | In low-incidence areas, multiple roles are often filled by one individual; additional employees from other public health programs were brought in to help with the outbreak, but lacked TB training. |
Communication relied on multiple channels, both formal and informal. | Guidelines for internal and external communication; risk communication checklist | The state TB controller and district epidemiologists communicated using standard operating procedures with health professionals; however, within the public health sector, staff relied on informal mechanisms for communication across multiple jurisdictions. |
Contributions by community members were an integral part of the outbreak response. | Community partnerships | All community members had knowledge of and were engaged in response activities (e.g., care of TB patients, education of co-workers, TB screening at the shelter, conduction of contact investigations) at their respective facilities. |
The basics of TB and interpretation of genotyping information were important areas for education. | Training and education | The assessment highlighted the importance of continued TB education and training in low-incidence areas. |