Capacity strengthening for social science-informed interventions

Our assessment of responses to the latest epidemics showed that in order to enhance the social science contributions to infectious threat prevention and control, including AMR, there is a need to extend social science capacity through producing teaching materials.

In Sonar-Global WP5, where we aim to fulfill this need to strengthen the capacity for social science-informed interventions we will produce several curricula for a selection of audiences based on the following process:

  • Mapping of existing teaching material and perceived needs
  • Writing of specific teaching materials for Sonar-Global based on a literature review, existing materials, and expert contributions
  • Developing curriculum materials during workshops
  • Finalizing materials based on workshop conclusions.

Mapping of existing teaching materials and perceived needs:

The first step in the capacity building process is an assessment of the training infrastructures and materials that are already developed with the purpose of teaching the social science dimension of infectious threats. As well as getting a better feel for the needs that are out there in terms of getting to know the relevant social dimensions within this field. This was done by interviewing some key people in the field, complemented by information gathered through the registration form on our platform, a survey and an extended online search. A comprehensive database was developed based on the results of this mapping.

SPECIAL-SOC curricula for social scientists:

Based on the outcomes of the mapping and supplemented by the input from various experts within the field, two curricula are in the last stage of development (finalizing materials based upon workshop conclusions): The SPECIAL-SOC curricula offer knowledge in the social and medical sciences on AMR or Epidemics to non-specialized social scientists, to enhance their general expertise in this field and their capacity to conduct research and teach.

Learn more about the Special-SOC AMR

OPERATE-SOC curricula for non-social scientists:

Following the same process (mapping, writing of teaching materials, and developing teaching materials) as for the SPECIAL-SOC, we are currently starting up the development of two OPERATE-SOC curricula for non-social scientists. OPERATE-SOC will offer operational knowledge on social aspects of AMR or Epidemics to non-social scientists working in relevant fields, to enable them to use social science intelligence and to collaborate with social scientists. See our blog post on the Operate-soc AMR needs assessment.


In order to provide capacity building on short notice to be able to respond to current outbreaks or insights within the field several podcasts (“epicasts”) will be developed during the stretch of the project:

Advisory scientific committees:

Two committees – one on AMR and one on Epidemics – will support the curricula development process. They will provide scientific advice on draft teaching materials, contribute to content development, and validate final versions.

AMR committee members:
Stephanie Begemann (University of Liverpool)
Clare Chandler (London School of Hygiene and Tropical Medicine)
Sarah Edwards (University College London)
Nicolas Fortané (Institute National de la Recherche Agronomique)
Helen Lambert (University of Bristol)
Vincent Martin (Food and Agriculture Organization of the United Nations)
Louise Munkholm (Roskilde University)
Susan Nayiga (Infectious Diseases Research Collaboration)
Carla Rodrigues (University of Bristol/Amsterdam)
Constance Schultz (Amsterdam Institute for Global Health and Development)
Luechai Sringernyuang (Mahidol University)

Epidemics committee members:
Sharon Abramowitz (Independent consultant)
Julienne Anoko (World Health Organization)
Kevin Bardosh (University of Florida)
Juliet Bedford (Anthrologica)
Benjamin Djoudalbaye (Africa Centers for Disease Control and Prevention)
Marc Egrot (Institut de Recherche pour le Développement)
Alain Epelboin (Centre National de la Recherche Scientifique)
Roch Houngnihin (Université d’abomey-Calavi)
Latifa Imane (Ingénieure pédagogique indépendante)
Heidi Larson (London School of Hygiene and Tropical Medicine)
Shelley Lees (London School of Hygiene and Tropical Medicine)
Frédéric Le Marcis (Institut de Recherche pour le Développement)
Anne Marie Moulin (Centre National de la Recherche Scientifique)
Hana Rohan (London School of Hygiene and Tropical Medicine)
Kelley Sams (University of Florida)
Noemi Tousignant (University College London)

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