Entomological Field Techniques for Malaria Control
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Techniques for Malaria Control - extracted text
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Entomological field
techniques for
malaria contIIr ol
PART II
Tutor’s Guide
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World Health Organization
Geneva
1992
WHO L brary Cataloguing m Publication Data
Entomological field techniques lor malar.a control
Contents pt I Learner s guide pt ? Tutor s guide
? I njomology -- education
’ Anopheles
methods
5 Teaching mater.ais
ISBN 9? 4 154439 ? (pt h
ISBN 9? 4 154440 6 (pt il)
3 M.liana
prevention and control
4 Mosquito cont' u
(NLM Classit'catfon QX 1.8)
© World Health Organization 199?
Publications ot the World Health Organization enjOv copynght protecton .n accordance with the prov.sons
ot Protocol 2 ot the Universal Copynght Convention Tor rights ot reproduction or translation ot WHO
publications, m part or in toto application should be made to the Ottice ot Publ.ca’ ons World Hea th
Organization. Geneva. Switzerland The World Health Organization welcomes such appi cat ons
The des gnations employed and the presentation ot the material in tins publication do not mply the express on
ol any opinion whatsoever on the part ot the Secretar at ot the World Health Organization concem-ng the ^egai
status o" any country, territory city or area or ol its authorities, or concerning the dehm-tat on ol its trontie'S or
boundaries
The mention ot specific companies or ot certain manufacturers products does not imply that tliey are endcsed
or recommended by the World Health Organization n preference to others ot a similar nature that are not
mentioned Errors and omissions excepted the names ot proprietary products are d-st nginshed by
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capital tetters
TYPFSFT IN INDIA
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Contents
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Preface
5
Introduction
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Learning Units
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1. Basic tasks of collecting mosquitos in the field
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2. Malaria and its control
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3. Role of entomological work in malaria control
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4. Recognition of anopheline mosquitos
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5. Rand collection methods and transport of adult mosquitos
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6. Hand collection of indoor-resting mosquitos
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7. Spray sheet collection of mosquitos
27
8. Outdoor collection of mosquitos
31
9 Direct catches of mosquitos from bait
35
10. Collecting mosquitos in baited trap nets
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11. Collecting mosquitos from exit traps
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12. Collecting larvae and pupae from breeding sites
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Annexes
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1. Commonly used teaching methods and their purposes
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2. Questionnaire for evaluation of training
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Preface
This training module on entomological field techniques for malaria control is in
two separately bound parts. The first part is the Learner's Guide, containing
technical information; Part II is the Tutor's Guide, which provides advice for
those responsible for conducting training programmes.
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The module is one of several1 being produced by the World Health
Organization, each concerned with a different aspect of the control of malaria. It
can stand alone as a medium for the training of public health workers engaged in
entomological field work for malaria control or it can be used as part of a longer
and more comprehensive training programme on malaria. The need for such a
module was identified by the Member States of the World Health Organization,
and it was developed by Mr J.L. Clarke in collaboration with the Programming
and Training Unit of WHO's Malaria Action Programme. The original
illustrations were meticulously prepared by Mr Yap Loy Fong of Kuala Lumpur,
Malaysia. The text has been revised on the basis of observations and
suggestions made by many people, in particular by Dr McWilson Warren,
former Team Leader of WHO's Interregional Secretariat for the Coordination of
Malaria Training in Kuala Lumpur, Malaysia, and by staff attached to that unit,
notably Mr P. Blizard, Professor C.Y. Chow, Dr Han II Ree, Professor
B. Richter, Mr J. Storey and Dr Suwan Wongsarojana. The text was finally
modified by Dr. PT. Beales, Dr C.W. Hays and Dr. D. Muir.
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WHO expresses appreciation to all who have assisted in the preparation of the
module, and wishes to acknowledge the collaboration and financial support
provided by the United States Agency for International Development in this
and other activities of the Interregional Secretariat for the Coordination of
Malaria Training.
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Introduction
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This Tutor's Guide is designed as an aid to those responsible for running
training programmes in entomological field techniques for malaria control. As
such, it has two purposes:
•
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activities.
To assist you, the tutor, to teach as effectively as possible. To this end, it
offers a set of guidelines that you can follow in helping learners to become
as proficient as possible in the various field techniques. These guidelines can
be adapted to suit the facilities you have available, the requirements of the
entomological services in your country, the learners' needs, and your
experience and skill as a tutor.
Training based on this module is designed to teach the learners a number of
entomological collecting techniques, and to help them to understand the
importance of correctly performing the tasks involved. Examples of such tasks
are the distinguishing of female anopheline mosquitos from other species and
the collecting of female anopheline mosquitos inside a house. Each task has
been analysed in terms of the knowledge, skill and level of competence that
learners must acquire, and each is the subject of a general learning objective set
out in this Guide. More detailed learning objectives are given in the Learner's
Guide (Part I of the training module) and are not repeated here. However, you
are strongly advised to read and become familiar with the Learner's Guide
before planning and implementing a particular training activity. At the
beginning of each teaching session, you should remind the learners of its
objectives.
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To assist in the planning, organization, and implementation of training
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The details given in this section are based on a number of assumptions and are
intended to represent an ideal situation. If the resources and facilities available
to you differ from those described, you will need to modify and adapt your
training programme appropriately.
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1 he training programme should last for between three and four weeks. It is
designed to teach individuals with no previous experience or training in malaria
work.
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1 he number of participants in the training programme should be limited to 20.
They should all have had at least six years' formal schooling, although previous
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Organizing the training programme
experience of mosquito collecting work may be acceptable in place of a certain
amount of school education. Participants should all be in good general health
and have good eyesight.
7
Entomological held techniques for malaria control: Tutor's Guide
As tutor, you will be responsible for the overall direction and coordination of
training; ideally, therefore, you will be an entomologist with extensive
experience of malaria field work. To assist you, you should have four
facilitators, who should be either entomological technicians or health inspectors
and who should also have considerable field experience.
The training facility should provide a classroom large enough to accommodate
you, the facilitators, and all the learners, plus an entomological laboratory
equipped with at least one binocular microscope. For the purposes of lecture
sessions and demonstrations, you will require a chalkboard, a 35-mm slide
projector, a screen (or plain white wall), an overhead projector, and one or more
flipcharts. Additionally, there should be a reference collection of mosquitos,
consisting of preserved specimens of adult anopheline and culicine mosquitos,
larvae and pupae, and including all vector species that occur in your country or
area. Transport for up to 25 people will also be required.
Details of other equipment needed for laboratory and field work are given in
later sections of this Guide.
The training facility should be located within a convenient distance of a
suitable rural practice area, preferably no more than one hour's drive away. This
area should be suitable for the use of all collecting devices (traps, artificial
shelters, etc.) and should provide an experimental hut if necessary.
Accommodation facilities for you, the facilitators, and the learners should be
available, and suitable financial arrangements should be made for learners to be
lodged in field practice areas when necessary.
Principles of the training programme
The training programme described in this Tutor's Guide is based on the
following principles:
• Training takes place in the classroom, in the laboratory, and in the field, but
the greatest emphasis throughout should be on work performed under
actual field conditions.
• Classroom and laboratory work should be confined to the acquisition of
essential knowledge and the development of basic skills in collecting and
identifying mosquitos, eggs, larvae, and pupae. This should be followed by
application of knowledge gained and skills mastered in extensive sessions of
field work.
• Effective and efficient learning is encouraged if learners understand the
purposes of training and feel that the goals are important to them, to their
teachers, and to the community. This is one of the reasons for including the
learning objectives in the Learner's Guide.
• Effective and efficient learning is encouraged if learners are actively involved
in learning by themselves and from others, as well as from what the tutor
tells them. The number of lectures should therefore be kept to a minimum,
with learners being urged to find things out for themselves.
• Effective and efficient learning is encouraged if learners can see that they are
making progress. It is thus important that the tutor try to understand any
difficulties learners may be having and help to overcome them. Regular
feedback about their progress should be provided to learners.
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Introduction
Organization of the Tutor’s Guide
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Each section of the Guide is based on one general learning objective. The
sections correspond to the Learning Units of the Learner's Guide and are set
out in the sequence in which they might be taught. Specific learning objectives
are detailed in the Learner's Guide and are not repeated here. It is important
that you elaborate and clarify the technical content of the Learner's Guide by
using examples, giving demonstrations and responding to questions. You
should therefore be adequately prepared to do this.
• Equipment and teaching aids
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A list of minimum essential equipment is suggested to help you in your
teaching activities.
• Teaching and learning methods
There are many different teaching methods that you can use and that serve
different purposes (see Annex 1). Examples are suggested on the basis of the
learning objectives, the desirability of making the training programme as
interesting as possible for all concerned, and the need to help learners to
learn for themselves.
• Assessment
Both you and the learners should be able to make regular assessments of
progress in their knowledge and skills. You are given guidelines on types of
assessment that might be used. The methods are directly related to the
learning objectives given in the Learner's Guide.
The learning objectives, content, teaching methods, and assessment procedures
outlined in the Tutor's Guide may well need to be adapted to suit local
circumstances.
General learning objectives for the field collecting of mosquitos
This Guide provides you with many examples of the ways in which you might
teach and assess progress in entomological field collecting techniques. It is
essential that learners achieve all the learning objectives outlined below:
• Understand the tasks involved in collecting mosquitos in the field.
• Understand the basic nature of malaria as a disease and the principles of its
control.
• Recognize anopheline mosquitos both as adults and in egg, larval and pupal
stages in the laboratory.
• Collect adult mosquitos using a sucking tube (aspirator) and a test-tube in
the laboratory.
• Collect indoor-resting adult mosquitos under field conditions using a
sucking tube and transport them to the laboratory.
• Collect indoor-resting mosquitos by means of pyrethrin spraying and spray
sheets.
• Collect adult mosquitos resting outdoors in natural and artificial shelters,
using a sucking tube.
• Collect biting mosquitos at night by direct capture from human and animal
baits and prepare specimens for transportation to the laboratory.
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Entomological field techniques for malaria control. Tutor's Guide
•
Collect mosquitos at night by means of trap nets baited with human and
•
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animal baits.
Collect mosquitos leaving houses or animal shelters by the use of exit traps.
Collect larvae and pupae from breeding sites and transport them to the
laboratory.
In order to achieve many of these objectives, accurate labelling and record
keeping are necessary for all specimens collected. The particular requirements
for these activities are detailed in the relevant sections of the Learner s Guide.
If one of the learners can already perform one (or more) of the essential tasks,
his or her training can be modified to take this into account. The more skilled
individuals can assist fellow learners to perform particular tasks. Once all the
learners have achieved the objectives of a Learning Unit, you can move on to
the next Unit of the Learner's Guide.
The following points should be noted with regard to the above list of learning
objectives.
The list is comprehensive, covering all the tasks involved in collecting
mosquitos. If, for a particular group of workers, a job description exists that
demands training in mosquito collecting, it should be examined carefully so
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that training can be adapted to provide the necessary skills and competence.
The sequence in which the objectives are presented has been carefully
considered: theoretical and laboratory-based training comes before field
•
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collecting, and indoor field collecting precedes outdoor collecting.
The list of learning objectives may be used to develop a complete timetable
for training.
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LEARNING UNIT 1
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Basic tasks of collecting mosquitos
in the field
General learning objective
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To acquire an understanding of the basic tasks involved in the collection of
mosquitos in the field
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In some countries, there is an official job description for health workers
responsible for collecting mosquitos in the field. Where this is available, it can
be used as the basis for this Learning Unit. If none is available, you should
review the basic tasks involved in collecting mosquitos in the field as described
in the Learner's Guide. This Unit can be treated quite briefly in a training
programme but should not be omitted
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Equipment and support
No equipment as such is required but, if an official job description exists, you
will need sufficient copies for each learner to be supplied with one. Otherwise,
supply the learners v/ith a list of the tasks involved in field collection of
mosquitos.
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Teaching and learning methods
Ask the learners to read the job description or the list of tasks you have
prepared, then invite queries and comments. You might use this occasion to
elaborate on some of the essential elements of mosquito collecting. This brief
section will enable learners to see the relevance of the training programme as a
whole and to understand its purposes. Returning to this subject from time to
time during training will help learners maintain their sense of perspective and
ensure that they are all working towards the same goals.
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Assessment
No assessment is needed ot work done in this Learning Unit.
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LEARNING UNIT 2
Malaria and its control
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General learning objective
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To understand the nature of malaria and the means of controlling the disease
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In this Learning Unit, learners will become familiar with various aspects of
malaria as a disease, its transmission by mosquitos, and the methods of treating
and controlling it. This will help them to:
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understand the purpose of their work
answer questions posed by villagers and other people they meet in the
course of their work
understand the importance of taking personal precautions against contract
ing malaria.
With regard to the entomological collecting techniques described in the
Learner's Guide, it should be emphasized that the sampling methods do not
attempt to determine absolute numbers of mosquitos but only to estimate their
relative population densities. It is for this reason that it is essential to employ
standardized methods of sampling.
Teaching and learning methods
Ask the learners to read the text of this Unit carefully, and to discuss it among
themselves. You should then ask whether there are any matters they find
difficult to understand. Depending on their response, you may choose to give a
presentation, lasting not longer than about half an hour, focusing largely on
areas where the learners are having difficulty in understanding the written
materials.
Guidelines for assessment
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Methods for assessing and evaluating learners' progress should be kept as
simple as possible. A suitable approach is to use oral or short written questions
such as the following:
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Which types of mosquito carry human malaria?
How is malaria transmitted to humans by mosquitos?
What are the four stages in the mosquito's life cycle?
When and where do most anopheline mosquitos feed?
What are the four kinds of malaria parasite and which is the most dangerous
to humans?
Entomological helo techniques for malaria control Tutors Guide
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What is drug resistance?
Why are infants and young children more likely to become sick and die from
malaria than adults?
What is the treatment schedule for Plasmodium falciparum malaria in your
country?
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LEARNING UNIT 3
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Role of entomological work in malaria
control
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General learning objective
To understand the role of entomological work and surveys in malaria control
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Equipment and support
Copies of all locally used entomological survey forms should be supplied to
each learner.
Teaching and learning methods
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Learners should read Learning Unit 3 of the Learner's Guide in advance. You
may then ask a range of questions about the purposes of different survey
methods used in entomological activities; if the answers are correct, any further
work in this area can probably be avoided. The major thrust of your teaching
activity should be to underline the necessity of maintaining accurate records of
survey data. You may choose to go through each survey form with the
learners, explaining the importance of each item that is included.
Guidelines for assessment
Two procedures are suggested for assessing learners' understanding of this
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Unit:
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Ask the learners to provide written statements of the major purposes of
preliminary surveys, operational surveys, spot checks and foci investi
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gations.
Ask the learners to fill in sets of survey forms for a particular country or
region on the basis of actual or hypothetical survey data that you provide.
The forms should then be checked for accuracy and completeness.
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LEARNING UNIT 4
Recognition of anopheline mosquitos
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To be able to recognize anopheline mosquitos as adults, eggs, larvae and pupae
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It is important that learners know how to distinguish between anopheline and
culicine mosquitos at all stages of the life cycle because only anophelines carry
human malaria. Moreover, since only certain species of anopheline mosquito
transmit human malaria, the distinctions between the different species are also
important. It is not necessary to know how to identify the species for the
purpose of collecting mosquitos, although people doing this work may
eventually learn to recognize the main species in the field.
Equipment and support
It is essential to have a well-maintained and adequate teaching collection that
contains specimens of all stages in the life cycles of anopheline and culicine
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mosquitos.
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General learning objective
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Most of your teaching work in this Unit will require the use of hand lenses, and
you should have adequate numbers of these available for the learners. One or
two binocular microscopes would be useful, but you should probably limit their
use to demonstrations since the present training is not intended to prepare the
learners for microscopy work.
It is extremely important that arrangements be made in advance to collect the
live material required for laboratory practice in Units 4 and 5.
Teaching and learning methods
In order to help learners to distinguish mosquitos from other insects and to
distinguish adult anopheline mosquitos from culicines, it is most important that
you first use the drawings given in the Learner's Guide. After the learners have
become proficient in distinguishing between the species in the diagrams, they
should proceed to study the differences between actual specimens of adult
mosquitos, eggs, larvae and pupae. It is comparatively easy for learners to
identify the differences using line diagrams,
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and they can then apply this
experience to their work with living or dead specimens.
When you discuss Fig. 2 of the Learner's Guide, it may be useful if you also
describe some of the locally prevalent diseases transmitted by other insects: the
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Entomological field techniques for malaria control. Tutor s Guide
learners are quite likely to ask about the role of insects other than mosquitos in
disease transmission.
In preparing your teaching material and presentations, try to keep the same
sequence of information as is followed in the Learner s Guide.
Guidelines for assessment
The following two guidelines will help you to assess whether learners have
achieved the learning objectives of Unit 4:
• Present each learner with specimens of at least:
— five mosquitos and five other insects
— five male and five female mosquitos
— five culicine and five anopheline female mosquitos.
(Recent night catches may provide the samples you need.) Ask all the
learners to sort the specimens according to the learning objectives.
• It is important that learners achieve 100% accuracy in this procedure. If a
learner makes errors, ask what led him or her to a particular decision. Use the
line drawings, or specimens and a hand lens, and point out the distinguis ing morphological characteristics. Then test the learner again until total
accuracy is achieved.
Similar procedures can be used to assess achievement of the other learning
objectives of this Unit: distinguishing the eggs, larvae and pupae of mosquitos
from those of other insects, and the eggs, larvae and pupae of anophelines from
those of culicines. If learners make errors of identification they should be asked
to study Learning Unit 4 again. You should then obtain additional specimens,
so that the learners can have more practice in making the necessary distinc
tions. Conduct further assessments until complete accuracy is achieved.
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LEARNING UNIT 5
Hand collection methods and
transport ot adult mosquitos
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General learning objective
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To be able to collect adult mosquitos using a sucking tube and a test-tube and to
transport live specimens from field to laboratory
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Equipment and support
No special equipment is needed beyond that listed in the Learner's Guide.
However, it is important to stress the need to avoid contamination of material
with insecticides when working in treated areas, particularly where residual
insecticides have been applied indoors. Indeed, the danger of insecticide
contamination should be pointed out frequently during the course.
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Teaching and learning methods
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procedures to each other. Observe their techniques and correct any errors.
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The methods of mosquito collecting are detailed in the Learner's Guide. It is
important at this early stage, before the first field trip, to ensure that the
learners understand what is required of them and that they are given several
demonstrations of the various methods of mosquito collection and transfer.
They must then be given adequate opportunity to practise these methods
under close supervision: sufficient caged mosquitos must be available for this
purpose.
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Demonstrate how a sucking tube is assembled and how paper cups are
prepared. Divide the learners into pairs and get them to demonstrate both
Supervision should focus initially on the collecting methods. When learners
have perfected these skills, attention should shift to the transfer of mosquitos; it
is important that transfer is accomplished without losing, damaging or killing
the mosquitos. Learners can practise both individually and in pairs. When they
work in pairs, one learner should observe and comment on what the other is
doing; the roles should then be reversed.
If learners can become fully proficient at handling specimens in the laboratory
their later field training will be made easier, quicker and more effective.
It is important to emphasize again the need to label all collections completely
and accurately. This is stressed throughout the Learner's Guide but should be
constantly reiterated. Encourage the learners to consider the entomological
19
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Entomological field techniques for malaria control. Tutor s Guide
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that they will always take sufficient
aspect of their work.
The maintenance of live mosquitos in the field and during subsequent
transportation should be carefully demonstrated. You must emphasize strongly
that live material is required in the laboratory and that if many mosquitos are
damaged or die during transportation, the time spent collectmg them is wasted.
You can help learners to understand the importance of transporting and
maintaining mosquitos alive if you:
.
carefully demonstrate appropriate methods of packing and transportation,
•
as described in the Learner s Guide;
supervise the learners in the packing of materials for transportation, and get
them to observe and comment on each other's performance;
ask a laboratory worker to show the learners examples ot poorly packed
mosquitos and to describe why such specimens are of no use.
.
Demonstrate how to assemble a killing tube and make sure that the learners can
do this. You should emphasize that accurate identification of mosquitos is
important and that specimens required for taxonomic studies are coHected with
killing tubes so that their scales remain intact. Dead mosquitos rapidly dry up
they can
and become brittle; they must be pinned quickly while still soft, so that
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be easily examined for external morphological characteristics.
Guidelines for assessment
In the course of your teaching sessions you will already have assessed the
learners’ ability to assemble sucking tubes and prepare paper cups, so these
skills need no further assessment. All assessments should focus on the other
basic skills: collecting and transferring mosquitos without damaging them;
labelling collections accurately and completely; and keeping mosquitos alive in
the field and during transport to the laboratory. During the training pro
gramme all learners should have plenty of opportunities to practise these skills
and should become increasingly confident of their abilities. The following
guidelines are suggested for the accurate and comprehens.ve assessment ot
their proficiency in collecting, transferring and labelling specimens and trans
porting them to the laboratory in excellent condition.
Ask each learner to collect three samples of five mosquitos using a sucking
.
tube and to transfer them to paper cups without losing, damaging or killing
any of them. Learners may practise individually or in pairs initially, but
when they come to you for assessment they should collect at least one
sample perfectly. A similar approach may be used to assess collection ot
.
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mosquitos by means of a test-tube.
Ask the learners to label the collections of mosquitos they have |ust made.
Again, they should be encouraged to work individually and to obtain
feedback from each other and from you. When they choose to present
themselves for assessment, however, complete accuracy is requires.
Ask each learner to collect a sample of mosquitos and to keep them in a
paper cup overnight. Examine the specimens the next morning 11 there is a
high mortality rate, try to determine why and provide feedback so that the
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collection methods and transport of adult mosquitos
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learners will be able to pack and transport mosquitos more carefully in the
future.
During the initial field visit, get each learner to pack a consignment of
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mosquitos for transportation to the laboratory. When the insects arrive at
the laboratory they should be inspected as soon as possible. A learner may
be judged to have achieved the objective when the combined damage and
mortality rates amount to less than 10% of the total sample. (This type of
assessment should be made whenever the learners send mosquitos to the
laboratory, so that the importance of correct packing and transportation is
continually re-emphasized.)
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LEARNING UNIT 6
Hand collection of indoor-resting
mosquitos
General learning objective
To be able to collect indoor-resting mosquitos in the field by means of a sucking tube
and transport them to the laboratory
Entomological field work includes the collection of live material either for
processing in the laboratory or for use in specific tests, e.g. insecticide
susceptibility tests or bioassays.
This Unit covers the learners' first field practice following their introduction
under laboratory conditions to the different methods of hand collecting adult
mosquitos.
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Correct handling procedures for field collecting and for transportation of
specimens to the laboratory must be emphasized. Practice is required to ensure
that the insects reach the laboratory alive, undamaged and in excellent
condition.
Hand collecting is not suitable For obtaining all the mosquitos in a room or
structure and cannot therefore be used to determine absolute numbers of
insects. However, it does allow the demonstration of seasonal trends in
mosquito population densities.
Teaching and learning methods
This will be the learners' first experience in the field and will give them their
first contact with the local community. It is most important that you explain
some elementary principles of communicating with the people. Most mosquito
collecting is done in and around houses, and for this reason the health workers
involved must have people's cooperation and permission to enter homes.
Explain to the learners that their first step should generally be to contact the
community leader or village head. It is essential that they learn:
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whom to approach and how
how to explain the nature of the work to be carried out
how to enlist the cooperation and assistance of the community
how to seek permission to enter private premises
how to behave while collecting, especially in people's houses.
As organizer of the training, you should contact the local community and
secure their permission for your visits before the learners go into the field.
23
Entomological held techniques for malaria control Tutor's Guiae
Politeness and sensitivity are essential when approaching people in the
community. It is also important that health workers explain to them that
mosquito collecting in houses does not cause inconvenience or disturbance.
You should emphasize to the learners that they should always be on their best
behaviour in order to win people’s confidence and cooperation. They shou d
not ask for personal favours, for example the fetching of water. They should
not solicit food but may accept it if it is offered spontaneously.
Role-playing is very useful at this stage. Before the learners go into the field,
ask one of them to play the role of a villager whose house is to be used for
collecting and another to play that of the health worker collecting mosquitos.
These two should act out their parts in front of the rest of the group. The whole
group should then discuss the role-play in terms of the principles of effective
communication. The procedure serves to build the self-confidence that will be
necessary for talking with villagers and winning their cooperation.
Take the learners to the field and let them observe your approach to^ a
community leader. Then visit a few homes, talk to the householders and'make
arrangements for day7- and night-time collecting of mosquitos.
Your demonstrations should consistently emphasize the things that should and
should not be done, as described in the Learner's Guide. When learners have
returned from the field, give them plenty of opportunities to discuss difficulties
they may have had in communicating with villagers. Answer patiently and
fully any questions they may put to you.
Each learner should be given the opportunity to practise indoor collecting in at
least five houses.
Guidelines for assessment
Assessment should focus on the learners' skill in:
establishing and maintaining communication and relationships with house
•
holders
• collecting mosquitos
• labelling and recording collections accurately
• packing and careful transportation of specimens.
The following guidelines for assessment are suggested:
•
Observe systematically how learners behave in their communications and
relationships with householders. Praise them publicly when they perform
well; point out examples of poor communication tactfully and privately, and
explain how they could have been improved. Above all, be consistent in
demonstrating effective communication yourself, because learners benefit
much more from what you do than from what you say should be done. If
villagers do not cooperate with workers who are collecting mosquitos, try
to assess the reasons for this. Ask the learners to discuss the problem: it may
not always be the fault of the health workers. Communication skills are best
assessed through observation. Corrective feedback from you and from
24
I
Hand collection of indoor-resting mosquitos
■T
&
.4
i
villagers is important, and learners should be encouraged to help one
another to improve their communication skills and develop relationships.
• The learners' skills in collecting, recording and transporting mosquitos
in the field can be assessed by similar methods to those used to assess
these activities in the laboratory.
d
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25
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LEARNING UNIT 7
Spray sheet collection of mosquitos
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General learning objective
5 •!
S
To be able to collect indoor-resting mosquitos by means of pyrethrm space spraying
3
;
and spray sheets
_
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Teaching and learning methods
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This Learning Unit is concerned with the acquisition of two new skills:
preparing a room for space spraying, and spraying it systematically. The
learning objectives also call for the refinement of some skills that have alreadybeen acquired in collecting, labelling and transporting of catches.
After obtaining permission from a chosen householder to enter a home,
demonstrate the following procedures to the learners:
•
•
•
•
•
•
clearing small items of furniture
blocking large openings in walls and ceilings with cloth or netting
spreading sheets on floors, under tables and beds, and on furniture
closing windows and doors
spraying by one person indoors in a well-sealed room
spraying by one person indoors and one outdoors where cracks and
openings cannot be sealed
• the various methods of collecting mosquitos from the sheets.
Note: The pyrethrin spray may have slight residual effects, and the same house
should not be used for demonstrations more often than once a week.
g
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While you demonstrate how to prepare a room for spraying and carry out the
’ » a running commentary on what you are <doing, and
spraying operation, give
:
why you are <doing it. In particular, emphasize the need for a systematic
learner to
as
described
in
the
Learner's
Guide.
Ask
one
approach to spraying,
and
carry
out
spraying,
ask
the
others
to
make
notes on
prepare another room---------- j ------ r
owhat is done correctly and what incorrectly. Divide the learners into groups of
the
four or five and ask them to practise these skills. You should pass between
L....
groups and provide them with feedback on their performance.
* ’’; so that
Opportunities should be given for every learner to develop these skills
of a team.
each is able to perform the tasks as an individual rather than as part
|
Collecting, labelling and transportation of catches may be dealt with by the
teaching and learning methods described in previous Units.
27
31
r
Entomological held techniques for malar.a control
Tutor s Guide
I
Guidelines for assessment
In this Unit assessment should focus on the two new skills: the preparation of
?
I
been assessed previously. The following guidelines are suggested:
. Draw up a simple performance appraisal form as an assessment instrument
and give feedback to learners on their skills in preparing and sPray'?g
house and in related activities. An example of such a form is given after these
guidelines. It can be used to focus attention on the need for a systematic
approach to spraying operations.
be assessed
. The collecting, labelling and transportation of specimens may
using approaches suggested in earlier sections.
< '
28
I
?
*
9^-
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Spray sheet collection of mosquitos
Performance appraisal form for space spraying
and spray sheet collection
: *!
You should carefully observe what the learner does and complete the form
I «!
reproduced below. Your observations should be discussed with the learner and
used as a basis for improving his or her performance.
Yes
Introduction
£
Did the learner:
£ 1
•
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Introduce himself or herself by name to the
householder?
•
Explain clearly what he/she wanted to do
and why?
Give the householder an opportunity to ask
•
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1
questions?
Answer them?
•
Obtain the householder's permission to spray
the house?
Room preparation
S J
Did the learner:
•
Select an appropriate room to spray?
•
Remove all animals, birds and small items of
furniture?
& 3
•
Remove or cover all items of food?
•
Cover all openings and eaves with cloth or
» 41
netting?
•
Close all windows and doors?
•
Spread sheets correctly?
»
Spraying the room
&
Did the learner:
s
&
•
Move round the room systematically, in a
clockwise direction, directing the spray to
wards the ceiling?
•
Arrange for a second person to spray outside
in circumstances where the eaves/openings
could not all be covered?
•
Spray the room for a suitable length of time?
3
IS 4
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Leaving the room as it was found
F g
Did the learner:
•
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Return all furniture, food and animals to the
room after spraying?
r 9
•
r
29
Remove all covers fixed before spraying?
No
Remarks
Emomolog.cal held techmques for malaria contror. Tutor s Gmde
Yes
No
Remarks
Collection of mosquitos
Did the learner:
• Collect the mosquitos in a systematic way
from the spray sheets, starting from the
doorway?
• Collect all the mosquitos from the spray
sheets?
• Assemble the mosquito containers correctly,
with cotton wool and filter paper?
• Pick up all specimens with forceps and trans
fer them to containers, without loss or
damage?
• Pack specimens correctly, to prevent them
from drying out?
Record-keeping
Did the learner record legibly and with complete
accuracy:
• location of the house?
• date and time of collection?
• house number and/or householders name?
• type of building?
• number of people or animals in the room
during the previous night?
• whether the house had been sprayed pre
viously, and, if so, the date of the last
spraying?
• his or her own name?
• times when collecting started and finished?
• the number of mosquitos collected?
Departure
• Did the learner thank the householder for his
or her assistance?
Overall assessment of learner s performance and feedback report
The following aspects of the learner's performance are quite satisfactory and
need no further improvement:
The following aspects of the learner's performance are in need of improvement,
and my specific recommendations for achieving this are:
Name of learner
Date
30
Name of tutor
LEARNING UNIT 8
Outdoor collection of mosquitos
General learning objective
in
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£ I s
gl
s 1&
To be able to collect adult mosquitos resting outdoors in natural and artificial
shelters
Teaching and learning methods
Give the learners clear demonstrations of the following procedures:
•
•
a
•
3
collecting techniques using sucking tubes and hand nets in natural resting
sites
positioning of drop nets and collecting mosquitos from them
setting up a barrel as an artificial shelter, either in a naturally shady position
or covering its top with straw to provide shade
digging a pit in the ground, about 1.5 m long x 1 m wide x 1.5 m deep,
with a few holes excavated in the side walls as resting sites for mosquitos;
the pit may be covered with thatch as shown in Fig. 14 in the Learner's
Guide.
1
'3
£
3
*
J
The learners should be requested to practise the above techniques in groups for
set periods, and in groups and as individuals in a number of different sites.
When returning to field practice at a later date, the learners should be requested
to collect mosquitos from both barrel and pit shelters. Alternatively, if the area
you use for training is also used for routine observations and is already
equipped with artificial outdoor shelters, the learners should collect from these
on the day set for outdoor collecting.
All blood-fed mosquitos should be brought to you by the learners soon after
collection so that they may be identified and then squashed on filter paper (for
precipitin testing after dispatch to the laboratory).
$ a
Guidelines for assessment
.This section involves refinement of the following skills:
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•
•
collecting mosquitos using a sucking tube
labelling and transporting specimens.
These skills can be assessed using approaches suggested in previous Units. The
major emphasis here should be an assessment of the learners' proficiency in the
following new skills:
r-c
31
I
T-irt-
< LIBRARY
AND
t
Entomological Held techniques tor malaria control. Tutor s Guide
• collecting mosquitos using hand nets and drop nets
. describing the most appropriate sites for collecting and the type of artificial
shelter most likely to yield large numbers of mosquitos.
r
I
I
I
The following guidelines are suggested:
. To assess the learners' choice of collecting sites provide some brief
descriptions of different vectors and ask that choices be made on the basis of
the relevant Unit in the Learner's Guide.
. The new skills involved in the present Unit may be assessed using the
performance appraisal form (see below).
I
I
?
32
4
1
Outdoor collection of mosquitos
Performance appraisal form for collecting mosquitos
outdoors and from artificial shelters
You should carefully observe what each learner does and complete the form
reproduced below. Your observations should be discussed with the learner and
used as a basis for improving his or her performance.
Yes
Collecting outdoors using a sucking tube
4
%
Did the learner:
• Assemble the sucking tube correctly?
•
11
• Suck gently and quickly without damaging
the mosquitos?
u
a
*
Hold the sucking tube correctly?
d
□
• Transfer the mosquitos to paper cups without
loss or damage?
Collecting outdoors using a hand net
Did the learner:
•
Use the hand net in an appropriate way?
*1
• Collect mosquitos and transfer them to paper
cups without loss or damage?
£ gl
Collecting mosquitos by means of a drop net
I*
Did the learner:
• Position the drop net appropriately?
*
• Collect al/ the mosquitos trapped in the net?
&
1
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J
• Transfer them all to a paper cup without loss
or damage?
Collecting mosquitos from outdoor shelters
Did the learner:
3
* ji
• Select the most appropriate shelters for
collecting?
• Select appropriate outdoor sites even if they
were difficult to approach and inspect?
• Observe all normal personal precautions re
garding snakes and other wild animals?
• Collect all mosquitos from the outdoor
shelters without loss?
• Transfer all mosquitos to paper cups without
loss or damage?
s: <1
4
Labelling and recording
Did the learner:
•
33
Record with complete accuracy the number
of collections made outdoors?
No
Remarks
Entomological held techniques for
malaria control: Tutor's Guide
Yes
No
Remarks
• Record with complete accuracy the number
of shelters examined outdoors?
• Always record to the nearest minute the time
spent searching for mosquitos outdoors?
• Record the number of mosquitos in each
separate drop net catch?
• Always record his or her name, the date, the
time of collection, the location, the name of
the nearest village, and whether insecticides
had been used?
Overall assessment of learner's performance and feedback report
The following aspects of the learner's performance are quite satisfactory and
need no further improvement:
The following aspects of the learner's performance are in need of further
improvement andPmy specific recommendations for achieving this are.
Name of learner
Date
34
Name of tutor
CV
^*'*»**--
1 ■
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£
LEARNING UNIT 9
Direct catches of mosquitos from bait
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General learning objective
To be able to make night-time collections of biting mosquitos by direct catches from
human and animal baits
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£
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41
a
a
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The collection of biting mosquito's from human and animal baits both indoors
and outdoors, and the preparation of specimens for transportation to the
laboratory for processing, are important aspects of entomological field work.
The collecting technique is similar whether the bait is human or animal. It
consists of siting the bait in a suitable location and collecting the mosquitos
with a sucking
king tube,
tube, in
in the
the case of human bait, however, it is desirable to
capture mosquitos before they have actually bitten, so as to avoid infection
pathogens.
This precaution is not necessary for
with malaria parasites or other
<
t
animal baits.
Two methods of direct collecting from human bait are described: the individual
doing the collecting or a local inhabitant may serve as the bait. The amount of
malaria in an area depends partly on the number of vector mosquitos that bite
humans. The collection of specimens biting humans is a method of assessing
human/vector contact.
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S
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Teaching and learning methods
It is suggested that you divide the learners into three groups: one catching
mosquitos from human bait indoors; another collecting from human bait sited
outdoors; and a third collecting mosquitos directly from animals and from
vegetation in their vicinity. Learners should spend at least two hours on each of
these activities; you may wish to give appropriate demonstrations before these
sessions. After the practical exercises in collecting mosquitos and preparing
them for transportation, it is useful to bring all the learners together, in the field
» d
or in the classroom, whichever is more convenient, and to discuss any
difficulties thev have experienced. Your responses to their comments should
* d
help the learners to become more effective night-time collectors.
®
y
Guidelines for assessment
Inspection of the learning objectives for this Unit of the training programme
shows that the only new skills concern the preparation of human and animal
bait. All the other skills (catching mosquitos, and labelling, preparing and
35
Entomological field techniques for malaria control: Tutor's Guide
transporting specimens) should have been thoroughly mastered by this stage.
You may use the previous guidelines for assessment of these well-established
skills, although it may no longer be necessary to assess learners every time they
go into the field. The following guideline is suggested for assessing the new
skills:
• You could develop a simple performance appraisal form along the lines
indicated earlier. This could be used to assess learners' skills in using
themselves or other people as bait and in using animals for the same
purpose. Attention should be paid to the safety of both the humans and the
animals involved.
36
*
LEARNING UNIT 10
Collecting mosquitos in baited trap nets
si
General learning objective
To undertake night-time collecting of mosquitos by means of trap nets containing
human or animal baits
■i*
The methods of setting up the traps and collecting mosquitos are detailed in
the Learner's Guide, and are the same as for the direct collection of biting
mosquitos.
With human-baited trap nets it is important to realize that mosquitos leave the
outer net if they are unable to feed on bait protected by an inner bed net. It is
therefore desirable that collections be made regularly during the night. The
Learner's Guide specifies intervals between successive collections which vary
according to season, i.e. according to whether the mosquito population density
is high, moderate or low. However, even when collections are to be made
hourly, those people acting as bait will have the opportunity to sleep if just one
person is made responsible for collecting from several trap nets.
Teaching and learning methods
Demonstrate to the learners how baited trap nets are set up. Divide the learners
into two or three groups, and ask them to start collecting at dusk. It is
important that you observe carefully what each group and each individual
learner does. Correct any errors that you see being made in collecting, labelling
and record-keeping, and in the preparation of specimens for transportation to
the laboratory.
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a
9
'
9
9
• 9
Guidelines for assessment
There are no new skills to be acquired in this Learning Unit: the learning
objectives clearly indicate that all the required skills should have been mastered
in previous parts of the training programme. Since the learners are approaching
the end of their training, it is important for you to concentrate mainly on any
who lack proficiency in basic skills, namely: collecting mosquitos quickly
without damaging them; transferring them to containers without loss or
damage; accurately and completely recording all specimens collected, using
appropriate forms; and preparing specimens for transportation and getting
37
Entomological field techmques lor
malaria control Tutor s Guide
The ,°lk”"’8 8U“i'li” ”
suggested for assessment of these basic skills.
on the basis indicated in earlier Units.
38
LEARNING UNIT 11
Collecting mosquitos from exit traps
General learning objective
i
’ il
To be able to use exit traps to collect mosquitos leaving houses or animal shelters
L—----------------------------------- ----------------------
J
3
> 3
3
p
3
Teaching and learning methods
Ask the learners to obtain the permission of a householder to install exit traps.
They must be able to explain clearly and simply why they are collecting
mosquitos, and why the occupants of the house should leave the windows
containing the traps open throughout the period of collection.
£ -J
It is important that the learners place and fix the exit traps correctly. You could
t 3
^•<1
initially demonstrate how to fix an exit trap and block other large openings in
the room. A learner should then be asked to give a demonstration to the group,
during which you should assess and comment on his or her performance.
Divide the learners into two or three small groups and ask each to fix exit traps
in different houses. Inspect their work and provide critical feedback.
Emphasis should be placed on the correct fixing of the traps because this is the
only new skill involved in this Unit of the training programme. All the other
required skills should have been mastered previously.
& a
£ g
& g
» g
» g
Guidelines for assessment
Assessment and evaluation should focus on remedial instruction for any
learners who lack proficiency in the basic skills of collecting, transfer, recording
of specimens, and transportation. In addition, you should carefully assess each
learner's skill in fixing exit traps because badly fitted traps will compromise the
quality of mosquito collecting. The following guidelines for assessment are
suggested:
•
&
g
& g
•
s^g
B g
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!>-
suggested earlier.
Develop a special performance appraisal form for assessing each learner s
ability to block large openings into a room, prepare the room for collecting,
and fix exit traps correctly.
IL g
R a
Identify learners who lack proficiency in any of the basic skills noted above:
develop and use a performance appraisal form covering these skills, as
39
LEARNING UNIT 12
'I ■
# 'cWH
Collecting larvae and pupae from
breeding sites
General learning objective
To be able to collect mosquito larvae and pupae from breeding sites
:;li
1
%
In larval survey work it is essential to have an adequate sketch map of the area
being covered. The map should show major topographical features so that the
location and extent of water sources can be marked. It is suggested that very
simple sketch maps of the study area be given to the learners.
Although there are many reasons for conducting a larval survey, the field
exercise should be confined to:
• confirming the species present
• determining their preferred breeding sites.
*
•!
^1
*
The assistance of laboratory staff should be arranged to identify the specimens
collected by the learners.
The different collecting methods are described in detail in the Learner's Guide.
When training has been completed, the learners should know where and how
to look for anopheline larvae. Once the breeding site to be examined has been
identified, the learners should know which part of the water to examine (e.g.
edges of streams with slow-moving water, shady banks, hoof-prints).
The right type and size of collecting equipment should be used, depending on
the nature of the breeding place, and a sufficient number of dips should be
made. Each type of breeding place should be carefully recorded and larvae from
each should be placed in separate bottles and accurately labelled.
Teaching and learning methods
This section of the training programme is important because it introduces
learners to a range of new skills relating to the collection, recording, killing,
preservation and transportation of mosquito larvae and pupae.
I
It is suggested that for each part of this Unit you should:
I
• Give a demonstration to the learners.
• Ask one or two of the more confident learners to give a demonstration to
the class. You or the observing learners may comment on the quality of the
demonstrator's performance and suggest improvements, bearing in mind
that it is good practice to focus attention first on things done well by the
1 '
41
Entomological held techniques for malaria control Tutor's Guide
learner and then to comment on some of the things that could have been
done better.
Provide plenty of opportunities for each learner to practise all the skills
involved in this part of the training. It may be helpful to divide the learners
into pairs. One learner in each pair should give a demonstration while the
other observes and gives feedback; the roles can then be reversed. The
advantage of this practical approach is that it encourages the learners to be
•
supportive and helpful to each other.
Guidelines for assessment
As noted above, a substantial range of new skills is introduced in this Unit. If
the learners are to become proficient in collecting, recording, killing, preserving
and transporting specimens, they must be adequately assessed in each of these
activities. The following guidelines for assessment are suggested:
•
Develop and use a performance appraisal form for al! the required skills, and
use it as a means of assessing each learner. An example of such a form
•
follows these guidelines.
Inspect all samples of larvae and pupae arriving at the laboratory. On the
basis of these inspections, provide feedback to the learners about the
appropriateness of their methods of preparing and transporting specimens
for identification.
42
Collecting larvae and pupae from breeding sites
Performance appraisal form for collecting, recording, killing,
preserving and transporting mosquito larvae and pupae
You should carefully observe what each learner does and complete the form
reproduced below. Your observations should be discussed with the learner as a
means of improving his or her performance.
Yes
Searching for ano]pheline larvae
Did the learner:
« I
• Choose the most likely breeding sites to look
for larvae?
■
w
• Examine all these sites systematically and
carefully?
Collecting anopheline larvae
Did the learner:
• Choose the correct instruments for collecting
at the different types of breeding site?
• Use a dipper carefully and gently so as to
avoid disturbing the breeding site?
• Use a dipper in the approved manner?
• Use a larval net in the approved manner?
• Use a well net in the approved manner?
- es
* ei
Maintaining accurate records of collections
Did the learner:
£
• Draw an accurate sketch map of the area
where the specimens were collected and assign a number to the area?
ft«
•
ft
Record the location, type of breeding place,
number of dips made, date, and her or his
name?
• Ensure that the number on the container
holding the larvae corresponded to the num
ber in her or his notebook?
£
s%
• Ensure that all data were recorded in pencil
and not with a ballpoint pen?
» %
Assessment of record-keeping
» %
• Were all records maintained accurately?
Killing and preserving larvae and pupae and
transporting live and dead specimens
4
a
a
Did the learner:
• Kill larvae and pupae correctly?
43
No
Remarks
Entomological held techniques tor malaria control. Tutor's Guide
Yes
No
Remarks
• Preserve larvae and pupae in appropriate
containers containing 70% alcohol?
• Label specimen containers accurately and
completely?
• Ensure that live specimens had enough air to
breathe?
• Ensure a supply of fresh air to containers as
necessary during transportation?
• Transport larvae and pupae in a manner that
restricted their movement?
• Obtain feedback on the number of live speci
mens sent to the laboratory and on the
percentage arriving alive and in good condi
tion?
Overall assessment of learner's performance and feedback report
The following aspects of the learner's performance are quite satisfactory and
need no further improvement:
The following aspects of the learner's performance require further improve
ment, and my specific recommendations for achieving this are:
Name of learner
Name of tutor
Date
.1
JF
9
9
9
9
8
S
S
%
ANNEX 1
Commonly used teaching methods
and their purposes
Teaching method
Purposes
Audio tapes
May be used with large or small
groups of learners or by the
individual learner.
• To guide practical work.
• As a variation in the method of
presentation of material.
• For the acquisition of new
knowledge.
"Brainstorming"
I
I
9
’ is
9
8
8
Intensive discussion focusing on a
single problem. Participants are
asked to develop as many solutions
as possible to a problem within a
limited time — generally not more
than 10 minutes. No ciitical
evaluation of solutions is offered.
• For developing new and creative
ideas.
• As a prelude to detailed, in-depth
problem-solving.
"Buzz-groups"
Groups of 2-4 people discuss a
particular topic for a short time —
generally no more than 5 minutes
— within the context of a largegroup lecture.
• To encourage all learners to
participate.
• To develop group cohesion and
encourage learners to help one
another.
• To "rehearse" understanding and
thus consolidate factual learning.
• To stimulate creative thinking.
Case discussion
9
> 1
9
9
9
8
8
Real or hypothetical problems are
analysed in detail. Learners are
encouraged to find solutions and
make decisions.
• To help in understanding the facts
underlying the problems and to
eliminate misconceptions.
• To show how various principles
are applied to real problems.
Controlled discussion
Under the control of the tutor,
learners are encouraged to ask
questions, raise problems and make
comments following a lecture.
45
• To provide further consolidation
of factual learning.
• To bring together and synthesize
the contents of a lecture and
provide feedback to tutor and
learners.
Entomological field techniques for malaria control Tutor's Guide
Teaching method
Purposes
Demonstrations
Certain procedures are performed by
the tutor to demonstrate skills that
must be acquired by learners.
• To help develop learners' power
of observation.
• To provide knowledge of
principles as a prelude to learners
practising the skills for
themselves.
Video tapes
• For development of skills in
interviewing, counselling, etc.
• To allow learners to see
themselves “in action".
• To provide learners with direct
feedback.
Free group discussion
Discussion in which the content and
direction are principally under the
learners' control. The role of the
tutor is that of an observer.
• To develop effective small-group
functioning.
• To help learners establish the
practice of self-learning.
• Tn allow the tutor to observe
developments in the learners'
problem-solving skills.
Group tutorial
Tutorial with 12-15 learners. The
subject and direction are usually, but
not invariably, under the control of
the tutor.
• To facilitate understanding of
particular topics, and bring
together ideas.
• To develop group-functioning
skills.
Projects
Varied in format and content, but
generally submitted a^ a written
exercise by a small group of learners
or by individuals.
• To develop skills in gathering,
organizing, applying and
illustrating information in the
context of a particular problem.
• To provide practice in the
presentation of data.
Private reading
• To assist in acquiring and
understanding new information.
• To assist the development of
critical thinking skills.
• To develop an ability to select
and retrieve relevant information.
if
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46
Annex 1
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Teaching method
Purposes
Role-playing
Learners are assigned or select
certain roles (e.g. village leader,
mosquito collector), then create and
act out typical situations. It is
essential that the content of the
role-play is discussed at length by
participants and observers; without
this, the exercise has little value.
• To develop “self-awareness", i.e.
to help the learner appreciate the
effect that his or her attitudes
have on other people.
• To improve attitudes and
behaviour by encouraging the
learner to “get into the skin" of
another person.
Seminar
Presentation of material by one
learner to a group of fellow learners,
followed by critical analysis and
discussion. It is not essential that the
tutor be present.
Individual tasks
The type of task assigned to the
individual learner may vary, but it
will generally be a problem to be
solved within or outside the
classroom situation.
Lecture
The “classical" lecture is an
uninterrupted talk by the tutor to a
group of learners, generally lasting
about I hour. The form may be
modified and used in conjunction
with “buzz groups", syndicate
groups, etc.
%
%
Practical classes
Learners perform experiments, write
up their results, and draw
appropriate conclusions.
%
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: a
Problem-centred groups
Problem-solving in the classroom
situation by groups of 4-8 learners,
partly under the direction of the
tutor.
' 9
47
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• To present new information.
• To help with understanding of
new material.
• To foster active, direct learning.
• To develop problem-solving
skills.
• To provide a context in which the
tutor can help learners to remedy
particular weaknesses.
• To transmit information.
• To impart general background
knowledge of a particular subject.
• To synthesize a wide variety of
information into a coherent
whole.
• To develop powers of
observation.
• To develop familiarity with
equipment and skill in its use.
• To develop problem-solving
through collection, analysis and
evaluation of data.
• To develop skills in analysing
and solving problems and in
decision-making.
• For practice in applying
theoretical knowledge to "real"
problems.
Entomological held techniques for malaria control. Tutor's Guide
Teaching method
Step-by-step lecture
A lecture format linked to and
organized around, for example, a set
of 35-mm slides or a number of
multiple-choice questions.
Step-by-step discussion
Working with a small group (8-10)
of learners, the tutor directs a
discussion centred on a particular
issue or a set of pre-prepared
questions. The intention is to draw
out from the learners the required
information.
Syndicate group
The class is divided into groups of
4—6 people; all groups work on the
same, or closely related, problems,
with occasional teacher contact.
Each group prepares a report, which
is presented to the rest of the class.
The syndicate group technique can
be used in conjunction with
tutorials.
t
Purposes
I
I
• To impart new information and
reinforce its understanding.
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• To present new factual material.
• To help learners in the process of
scientific and deductive reasoning
and of drawing appropriate
conclusions.
J
To develop skills in seeking out,
organizing and presenting
information.
• To foster cooperation between
learners in planning, writing and
presenting a report.
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48
3/
ANNEX 2
Questionnaire for evaluation of training
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9
9
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Instructions for completion of questionnaire
Use the following code to indicate the extent to which you agree or disagree
with each of the statements made in the questionnaire:
1 Disagree strongly
2 Disagree
4 Agree
5 Agree strongly.
These numbers are printed alongside each question. You should circle the
number that corresponds most closely to your opinion.
The difference between options 1 and 2 and between options 4 and 5 is one of
degree only. To oblige you to express a definite opinion, no code 3 has been
included (except for question 12); this allows a "satisfaction index" to be
calculated for each question.
Take your time over completing the questionnaire. You do not have to put your
name on it if you would rather not, but please answer the questions as frankly as
possible.
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Section I. Overall assessment of the training activity
1. Overall, the organization of the training programme was
satisfactory.
1
2
4
5
2. The training programme covered all the subject matter in
adequate detail. (If you disagree with this, state which
subjects should have been given greater coverage.)
1
2
4
5
1
2
4
5
Comments:
3 «l
9
K 9
K 9
r A®
3. The tutors and facilitators for this training course had
sufficient knowledge and teaching ability to provide you
with the necessary skills and competence.
49
Entomological field techniques for malaria control Tutor 's Guide
Comments:
I
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4. The time allocated to each part of the training was
adequate relative to the total time available. (If you
disagree with this, state which particular topic should
have been allotted more or less time.)
1
2
4
5
t
Comments:
Section II. Relevance and usefulness of the different teaching
methods
5. Overall, the teaching methods used in this training
course were effective.
1
2
4
5
1
2
4
5
6. The use of the various teaching methods listed below
was quite appropriate.
Large group presentations
Comments:
I
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t
Practical demonstrations (laboratory)
Comments:
I
2
4
s
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50
a
s.
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Annex 2
Laboratory work and facilities (including equipment)
1
2
4
5
1
2
4
5
1
2
4
5
I
2
4
5
1
2
4
5
Comments:
1
Ji
Field work
Comments:
*
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9
9
9
Small group discussions
Comments:
9
~9
Self-study
Comments:
*
Quizzes, tests and other evaluation exercises
Comments:
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4
51
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Entomological field techniques for malaria control. Tutor 's Guide
Section III. Assessment of teaching materials
7. The audiovisual materials (slides, overhead projection
transparencies) used in the training were very helpful.
i
2
4
5
1
2
4
5
1
2
4
5
1
2
4
5
Suggestions for improvement:
8. The teaching materials provided were satisfactory in all
respects.
Suggestions for improvement:
Section IV. Implementation of training; attitude of tutor and
facilitators
9. The general atmosphere of the training course made this
a good learning experience.
Comments:
10. Every effort was made to help you achieve the learning
objectives.
Comments:
52
K>
Annex 2
11. You were able to achieve all the learning objectives of the
training programme.
Comments:
%
Section V. Overall evaluation of the training
«
12. What overall rating would you give to this training
programme? (Circle your response.)
1
Lowest
* I
>s
19
9
9
2
3
4
5
Highest
13. With regard to this training experience, state the follow
ing (giving actual examples):
(a) the three aspects that impressed you most favourably
•
(b) the three aspects that impressed you least favourably
£
14. Do you have any additional comments regarding any
aspect of the training programme? If so, please make
them below.
53
1
2
4
5
I
Entomological held techn-ques lor malaria control. Tutor 's Guide
I
t
Analysing responses to the questionnaire
The following method will allow you to analyse the re
sponses to the questionnaire quite simply and quickly. Take a
fresh (uncompleted) copy of the questionnaire; against each
question, mark the learners' responses. For example:
5. Overall, the teaching methods used in this training course
were effective.
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2
4
5
i wr ntt
Hff ttff
tttt
III
This shows that two learners considered the teaching
methods were not effective while 28 agreed that they were
effective.
?
Now multiply the number of answers by the corresponding
coefficient:
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(2 x 2) + (10 x 4) + (18 X 5) = 4 + 40 + 90 = 134
The “satisfaction index" is calculated as a percentage. For the
above example, the number 134 is multiplied by 20 (i.e. 100
divided by the maximum coefficient, 5) and divided by 30 (the
number of learners):
!■
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134 x 20
30
89.3%
Since the satisfaction index is calculated in such a way that
60% represents “average" satisfaction, you should make a
note of any questions for which the index is below 60%. (If
there is none, identify the five questions for which the index is
lowest and the five for which it is highest.) Let the learners
know the results of this questionnaire at the final evaluation
session on the last day of the training programme.
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54
r
WHO publications of related interest
^rice*
(Sw. fr.)
£
1**
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Basic malaria microscopy
Part 1: Learner's Guide. 1991 (72 pages)
Part II: Tutor's Guide. 1991 (69 pages)
1414-
The biology of malaria parasites
Report of a WHO Scientific Group
WHO Technical Report Series, No. 743. 1987 (229 pages)
32-
WHO Expert Committee on Malaria
Eighteenth report
WHO Technical Report Series, No. 735. 1986 (104 pages)
14-
Malaria control as part of primary health care
Report of a WHO Study Group
WHO Technical Report Series, No. 712. 1984 (73 pages)
8-
Vector control in primary health care
Report of a WHO Scientific Group
WHO Technical Report Series, No. 755. 1987 (61 pages)
9-
Manual on environmental management for mosquito
control, with special emphasis on malaria vectors
WHO Offset Publication, No. 66. 1982 (283 pages)
22-
Malaria control and national health goals
Report of the Seventh Asian Malaria Conference
WHO Technical Report Series, No. 680. 1982 (68 pages)
6-
Educational handbook for health personnel, 6th ed.
WHO Offset Publication, No. 35. 1987 (354 pages)
34-
Self-learning materials and modules for health workers.
A guide for their development, utilization and evaluation
SEARO Technical Publications, No. 6. 1985 (18 pages)
3-
Further information on these and other World Health Organization publications
can be obtained from Distribution and Sales, World Health Organization,
1211 Geneva 27, Switzerland.
$■
*Prices in developing countries are 70% of those listed here.
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