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We report a chickenpox outbreak among international students in Ontario, Canada. This paper highlights the complex challenges of clinical and public health response to outbreak situations. While the incidence of varicella infection has decreased due to widespread vaccination programs in Canada, specific groups, such as international students from areas with lower vaccination rates, remain at risk. The outbreak involved primarily unvaccinated international students residing in a college residence building. Coordinated and prompt contact tracing and administration of post-exposure vaccination were core strategies to control the outbreak. The incident highlighted several challenges that can arise in varicella outbreak management, from determining when and how to order and interpret serological tests, to adjusting isolation measures based on the community's low vaccination rate. Ethical considerations surrounding vaccination policies, particularly for international students came to the forefront. The disparity in access to preventive care highlights broader public health implications and prompts a discussion on equitable vaccination strategies. [ABSTRACT FROM AUTHOR]

Objective: Technology is essential in the facilitation of many operations in higher educational institutions. The use of web-based platforms to deliver academic content, including practice-based training, has gained popularity. However, their use in practicum process administration is not well studied. In the 2020/2021 academic year, a graduate program in the Faculty of Health Science within a public university in Ontario incorporated the InPlace platform to streamline the administration of the practicum process, including goal setting. This study aimed to understand the user experience of the platform in facilitating competency-based learning. Methods: Twelve students participated in two focus group sessions that lasted approximately 1.5 hr each. Two staff members participated in one-on-one semi-structured interviews. The System Usability Scale (SUS) was used as a measure of the platform's usability. Other outcomes included staff and students' user experience. Result: Overall, the students and staff believe the platform is good for facilitating competency-based learning. The SUS score was 61.8 (95% confidence interval, [56.7, 66.9]). Eight students (66.7%) indicated that the platform was useful in helping them navigate their learning goals. Staff expressed appreciation of the program with respect to communication, practicum process, and overall program administration. Some suggestions for improving the platform were made. Conclusion: The practicum placement platform has shown some initial benefits in communication and practicum process administration. In a future configuration of similar platforms, the implementation of the suggestions provided in this study may be necessary to improve usability and enhance the facilitation of competence-based learning. [ABSTRACT FROM AUTHOR]