← Common Core coursesBMS 114 · General Microbiology I
BMS 114 · Common Core (Tronc commun)Section 8.3 · Controlling microbial growth
Section 33 of 33

The language of infection and disease

Use the vocabulary of infection in relation to people — virulence, infectiousness, epidemiology, endemic, sporadic, epidemic, pandemic, attack rate — to read a public-health report and decide whether the response is treatment, isolation or both.

New to this course? How each section works
  1. Learn gives you one short idea at a time. Each idea starts with a single sentence, then explains it, gives an example, and asks you a small question you can answer straight away.
  2. Explore shows a diagram of the same ideas. Click the numbered parts to read what each one is.
  3. Check asks a few questions. Answer them all correctly to finish the section and unlock the next one.
  4. “Go deeper” is optional. It adds mechanism and extra detail for when you are ready — nothing you need for the checks is hidden there.
Why this matters

These words are the difference between a report you can act on and a page of numbers. If you cannot separate virulence from infectiousness, you will isolate a patient who needs treatment and treat a patient who needs isolation; if you cannot tell endemic from epidemic, you will not recognise the week when the pattern changes; if you cannot calculate an attack rate, you cannot tell a real outbreak from a coincidence. Every one of them is used in the notices, line lists and briefing notes that reach a ward, and the nurse is usually the first person to see the data that those words describe.

What you need to know first

You need only the idea that microorganisms can pass from one person to another and that some make people much sicker than others. Every term is defined in the text before it is used, and the recap collects the twelve words you must leave with. Sections 8.1 and 8.2 explain how organisms are destroyed; this section explains how they are described and counted.

Words to know (9)
Virulence
The degree of pathogenicity of an organism: how much harm it can do to the person it infects, mainly through invasiveness or the production of toxins. Rabies virus is extremely virulent: once symptoms appear the disease is almost always fatal.
Infectiousness (communicability)
The capacity of an organism to spread disease; a property separate from virulence, so a mild organism can spread widely and a lethal one hardly at all. Rhinovirus causes only colds yet travels from person to person with great efficiency.
Epidemiology
The study of the spread, distribution, prevalence and control of a disease in a community, rather than in one patient. Mapping the wells used by the families of thirty diarrhoea cases is epidemiology.
Endemic
The constant presence of a disease or of its agent in a community or region, at a level that is expected there. Malaria is endemic in much of sub-Saharan Africa.
Epidemic
An acute outbreak of a disease in a community or region in excess of normal expectation, which may arise from a common source or spread from person to person. Fifty-four cases of watery diarrhoea after one funeral meal is an epidemic.
Pandemic
A disease that spreads to several countries and affects a large number of people, such as HIV disease, influenza or cholera. The 2009 H1N1 influenza spread worldwide within months and was declared a pandemic.
Attack rate
The proportion of exposed people who become ill, calculated as cases among the exposed divided by the number exposed, and expressed as a percentage. 54 cases among 120 people who ate the meal give an attack rate of 45 per cent.
Sterile
Completely free from all living organisms and viruses; an absolute term, so an item either qualifies or does not. An instrument that has been wiped with a disinfectant is not sterile.
Disinfectant
A chemical used to destroy many living microorganisms and viruses, generally on objects rather than on living tissue. Hypochlorite solution is used as a disinfectant for floors and spillages.
One idea at a timeIdea 1 / 6

In one sentence Virulence is the degree of pathogenicity of an organism — how much damage it can do to the person it infects.

Virulence is the harm an organism can do

The supplied notes define virulence as the degree of pathogenicity of an organism, and say it depends mainly on two things: invasiveness, the ability to enter tissue and multiply there, and the ability to produce toxins, which are poisonous substances. These are different mechanisms that can reach the same end. Shigella invades and destroys the lining of the colon; Clostridium tetani stays in a small wound and releases a neurotoxin that travels along nerves to the spinal cord, so a puncture you can barely see can kill. Virulence is not a fixed label attached to a species, because it also depends on the host: the same organism may cause a mild illness in a well-nourished adult and a fatal one in a malnourished child or a patient whose immunity is suppressed. Dose matters too, which is why the size of the inoculum is always part of the story.

For example

A patient with a tiny, clean-looking puncture wound from a garden fork develops lockjaw ten days later: the tetanus organism produced no pus and infected nobody else, yet the toxin it released was lethal.

Pause and check yourself

A laboratory report calls an organism highly virulent but not contagious. Can both be true, and what does it change in the care you give?

Show the answer

Yes, because the two words measure different things: virulence is the harm done to the person infected, while contagiousness is the ability to reach other people. A virulent but poorly transmissible organism such as rabies virus calls for treating and protecting the exposed patient, not for isolating the whole ward.

Read detailed explanations
What turns an endemic disease into an epidemic

An epidemic is rarely produced by a single cause. Field investigation usually finds three forces acting together: a fresh supply of susceptible people, an agent that has become better at spreading, and a lapse in the measures that were holding the disease down. The first force is the susceptible population, and measles is the clearest illustration. Its basic reproduction number — the average number of people one case infects in a population with no immunity — is roughly twelve to eighteen, so a community needs about 92 to 95 per cent immunity before transmission stops, a threshold calculated as 1 − 1/R₀. When vaccination coverage slips below that line, as happened in several countries after 2015, the susceptible pool refills within a few birth cohorts and outbreaks return although the virus itself has not changed. Migration of non-immune people into an endemic area, waning immunity after years without exposure, and immunosuppression caused by HIV achieve the same result. The second force is the agent. Influenza demonstrates antigenic drift, the slow accumulation of mutations in its surface proteins that lets the virus escape antibodies from previous seasons, and antigenic shift, the reassortment of gene segments between human and animal influenza viruses that produced the 2009 H1N1 pandemic. Cholera shows another mechanism: the genes for its toxin are carried by a bacteriophage, so an otherwise harmless environmental Vibrio can acquire virulence in a single infection. The third force is a breakdown in control — conflict and displacement, a damaged water system as in Haiti in 2010, insecticide resistance in mosquitoes, a failure of the vaccine cold chain, or a drug shortage. Nursing acts on all three: the vaccination clinic refills the susceptible pool in reverse, notification and line lists detect the change first, and hand hygiene, isolation and safe water hold the line until the response catches up.

Attack rate: the arithmetic an outbreak report is built on

Most figures in an outbreak report are built from two counts. The attack rate is the proportion of people exposed to a source who become ill: cases among the exposed divided by the number exposed, multiplied by one hundred and expressed as a percentage. The denominator is the exposed group, never the whole population. In the funeral meal above, 54 of the 120 people who ate became ill, an attack rate of 45 per cent. Dividing the same 54 cases by the district’s 18,000 inhabitants would give 0.3 per cent, a figure that describes the district’s background experience and says nothing about the meal or about the risk run by the people who ate it. The rule has three practical consequences. First, an attack rate needs a defined exposure and a defined period rather than a time denominator, because the exposure itself fixes the period. Second, when spread is person to person the same arithmetic is applied to susceptible contacts and called the secondary attack rate: if 12 of 20 household contacts who were not already immune develop the disease, the secondary attack rate is 60 per cent, and that figure measures how efficiently the organism travels inside a home. Third, the denominator must be corrected by removing people who were already immune or were not truly exposed. Attack rate is easily confused with two neighbouring measures. Incidence rate counts new cases in a population at risk over a stated period, usually per 100,000 per year; prevalence counts all existing cases at one moment. Case fatality rate is a different proportion again — deaths divided by diagnosed cases. In the same outbreak, 2 deaths among 54 cases give a case fatality rate of about 3.7 per cent, and that figure is the population-level shadow of virulence, just as the attack rate is the population-level shadow of infectiousness. For the nurse the calculation is not an abstraction: a food-specific attack rate, say 70 per cent among those who ate the salad against 12 per cent among those who did not, is what identifies the vehicle, and a line list with person, place and time is what makes it possible.

The reservoir decides the barrier: cholera and malaria

The reservoir is the natural habitat in which an organism normally lives and multiplies and on which it depends, and it must be distinguished from the source — the particular thing from which this patient was infected — and from the vehicle, the water, food or needle that carried the organism across. Cholera and malaria share the same vocabulary of reservoir, portal and route, yet they demand opposite action lists, and the reason is the reservoir. Vibrio cholerae, serogroups O1 and O139, has a mainly human reservoir of cases and short-term carriers, with an environmental component in brackish water where the organism attaches to copepods — tiny aquatic crustaceans — and plankton. Its portal of exit is the faeces, its route is faecal–oral through contaminated water, food or hands, and its portal of entry is the mouth. Because the reservoir is human and the route is water, control is water and sanitation: chlorination with a free residual of about 0.2 to 0.5 mg per litre, protected wells, latrines sited well away from the water source, and hand hygiene with soap, supported by oral rehydration salts and antibiotic treatment of severe cases. The patient is also a source, so faeces and soiled linen must be handled as infectious waste. Malaria works differently. Plasmodium falciparum, P. malariae, P. ovale and P. vivax have a human reservoir of gametocyte carriers — people whose blood carries the sexual stages the mosquito takes up — and P. knowlesi is zoonotic, meaning it is maintained in animals such as macaques and can spill over into people. The parasite must pass through the female Anopheles mosquito, which bites mainly between dusk and dawn and in which the sexual cycle is completed; the mosquito is therefore an essential part of the chain, not a passive vehicle. Control acts at three points at once: against the vector, with insecticide-treated nets, indoor residual spraying and larval source management; against the parasite in the human reservoir, with artemisinin-based combination therapy (a drug combination whose core is a fast-acting artemisinin derivative), chemoprophylaxis (preventive drugs taken before or during exposure) and intermittent preventive treatment in pregnancy (timed preventive doses given to pregnant women); and at the moment of the bite, with repellents, protective clothing and screens. Draining a breeding site is a barrier that no medicine can place, and no insecticide net will stop cholera. When the reservoir is an animal, as in rabies, brucellosis, plague or yellow fever, treating human cases never removes the infection, so measures must reach the animal or its vector — dog vaccination for rabies, rodent and flea control for plague. When the reservoir is the environment, as with Clostridium tetani in soil or Legionella in water systems, the answer is engineering, disinfection or immunisation rather than isolation. Reading a public-health report therefore begins with one question: what is the reservoir?

Explore the diagram

Look at the whole drawing first. Then select one numbered part and connect it to the idea you just read.

Virulence and infectiousness are not one scale: four quadrants, four responses

The horizontal axis is virulence, the harm the organism does to the person it infects. The vertical axis is infectiousness, its capacity to spread to other people. Each quadrant names an example organism and the response it demands, which is why the two properties must be assessed separately before isolation or treatment is chosen.

New to diagrams? Read this first
  1. Look at the whole drawing once without clicking anything. Ask yourself only: what kind of picture is this (a comparison, a route, a sequence, a table)?
  2. Press Play, or use the arrows, to move through the numbered parts in order. The drawing stays still; only the highlight moves.
  3. Click a number, or its name in the list below, to read what that part is and why it matters. Use “Hide labels” when you want to test your memory.
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01 / 4Highly infectious, mildly virulent: the community problem

Virulence and infectiousness are not one scale: four quadrants, four responsesThe horizontal axis is virulence, the harm the organism does to the person it infects. The vertical axis is infectiousness, its capacity to spread to other people. Each quadrant names an example organism and the response it demands, which is why the two properties must be assessed separately before isolation or treatment is chosen.↑ InfectiousnessVirulence →Highly infectious · mildRhinovirus, seasonal influenzaResponse: interrupt transmissionIsolate · ventilate · hand hygieneHighly infectious · severeMeasles, smallpoxResponse: both at onceIsolate, trace contacts, vaccinatePoorly infectious · mildNormal flora, soil saprophytesResponse: no specific actionStandard precautions still applyPoorly infectious · severeRabies virus, tetanusResponse: treat the exposed personPost-exposure care, not ward isolation

If the drawing is wider than this panel, scroll it sideways. Labels stay readable; the numbered explanations below show the same ideas.

Highly infectious, mildly virulent: the community problem

Rhinovirus and seasonal influenza rarely cause serious harm to one person, yet they spread so efficiently that the number of people affected is large. The response is therefore directed at transmission rather than at the individual: isolation or cohorting of cases, ventilation, hand hygiene, surface cleaning and vaccination where it exists.

Illustrative placement, not a scale or a fixed classification: dose, route of entry, host immunity and nutrition all shift an organism within the field, and some agents (for example Mycobacterium tuberculosis) sit closer to the centre than the corners suggest. Rabies is not transmitted between people, and Ebola virus requires direct contact with blood or body fluids; quadrant position describes typical human-to-human behaviour only.

Key points to remember

  • Virulence is the degree of pathogenicity of an organism, mainly dependent on invasiveness or the ability to produce toxins.
  • Infectiousness, or communicability, is the capacity to spread disease, and it is independent of virulence: rabies is highly virulent but poorly transmitted, rhinovirus the opposite.
  • Epidemiology studies the spread, distribution, prevalence and control of a disease in a community, not in one patient.
  • Endemic means constant presence; sporadic means occasional cases; epidemic means an acute outbreak above normal expectation; pandemic means spread to several countries with many people affected.
  • Infection is a six-link chain — agent, reservoir, portal of exit, mode of transmission, portal of entry, susceptible host — and control means breaking one link; outbreaks are controlled by knowing the reservoir, sources, routes of transmission and the measures to use.
  • The attack rate is the proportion of exposed people who become ill, and its denominator is the number exposed, not the whole population.
  • Disease is a noticeable impairment of the body, sterile is completely free from all living organisms and viruses, and a disinfectant destroys many of them but not reliably endospores.
Go deeper

Worked example

A funeral meal, a line list and one percentage. In a district of 18,000 people, six cases of acute watery diarrhoea are normally notified each week. On Saturday a funeral is held, and 120 people eat the meal that is served. Within three days, 54 of them develop profuse watery diarrhoea and vomiting, and two die. The district health office asks you, as the nurse on the surveillance team, to describe the event in the correct words and to say what must be done first.

  1. Name the baseline and the change. Six cases a week, year after year, is the endemic level of diarrhoeal disease in this district. Fifty-four cases in three days, all linked to one meal, is far in excess of normal expectation, so this is an epidemic, and its pattern is common-source because a single exposure precedes every case. Naming it correctly triggers investigation and notification, which a vague description would not.
  2. Calculate the attack rate with the right denominator. Divide the cases by the people who were exposed: 54 ÷ 120 = 0.45, that is 45 per cent. The denominator is the group that ate the meal, never the whole district. Dividing the same 54 cases by 18,000 inhabitants would give 0.3 per cent and would suggest that almost nothing happened, when in fact nearly half of those exposed became ill. The attack rate is the number that measures the risk of the exposure.
  3. Find the reservoir, the source and the route. Ask what was eaten and drunk, who prepared and served it, and where the water came from. Cholera has a primarily human reservoir and a faecal–oral route, so a contaminated water source, or food handled by an infected person, is the likely source. Send stool specimens for culture before antibiotics are started, and begin oral rehydration immediately, because deaths in cholera come from dehydration long before the laboratory answers.
  4. Break the chain and count the cases forward. Chlorinate or close the implicated water source, provide safe water, ensure safe disposal of faeces, enforce hand hygiene with soap, isolate patients where waste handling requires it, treat cases according to local resistance, alert neighbouring districts and open a line list with person, place and time. A common-source epidemic can end with a single environmental barrier; a propagated one would demand contact tracing and isolation as well, which is why the next week of surveillance decides whether the response is working.

The vocabulary did the work: “endemic” told you what was normal, “epidemic” told you that the pattern had broken, “attack rate” told you how large the risk was, and “reservoir” told you where to put the barrier. Read a public-health report in that order and it becomes a set of instructions rather than a set of numbers.

Common misconception

The most common beginner error is to treat virulence and infectiousness as one scale, so that the organism causing the worst illness is assumed to be the one that spreads most easily. Rabies virus destroys that assumption: it is almost always fatal and almost never transmitted between people. A second error is to read every sharp rise in cases as an epidemic without asking what the expected level was, which turns ordinary seasonal variation into false alarms. A third is to calculate an attack rate over the whole population instead of the exposed group, which makes a serious outbreak look trivial.

Check your reasoning

Think of an outbreak you have read about or lived through. Which word described it — endemic, sporadic, epidemic or pandemic — what was the reservoir, and which single measure would have broken the chain earliest?

Reveal an answer

Take the 2010 cholera epidemic in Haiti. It was an epidemic that became endemic, and it was propagated rather than common-source once it was established, passing through a population with no recent exposure and a damaged water and sanitation system. The reservoir was human beings, with contaminated river water acting as the vehicle. The earliest break would have been safe water and safe disposal of faeces, supported by rapid rehydration of cases; vaccination and treatment came later and reduced deaths, but they could not substitute for the water and sanitation barrier.

Where this comes from

  • BMS 114 General Microbiology I lecture notes (supplied) · Lecture notes fourteen, “Definition of terminologies in relation to disease causing microorganisms and man”, lines 1810–1832, which supply virulence, infectiousness or communicability, epidemiology, endemic, sporadic, epidemic, pandemic, the control-and-prevention principle, and the definitions of disease, sterile and disinfectant used throughout this section.
  • Correction to the supplied notes — the definition of an epidemic · Correction to the supplied notes: lines 1822–1824 define an epidemic as an acute outbreak “derived from a common source”. That describes a common-source epidemic only. A propagated epidemic passes from person to person in an expanding chain, which is how influenza, HIV disease and cholera — the very diseases the same notes list as pandemics at lines 1825–1827 — spread once established. The section teaches both patterns.
  • Beyond the supplied notes — the chain of infection and the reservoir/source/vehicle distinction · the six-link chain of infection (causative agent, reservoir, portal of exit, mode of transmission, portal of entry, susceptible host) and the distinction between reservoir, source and vehicle are standard infection-control knowledge and are not stated at lines 1810–1832, which mention only the reservoir, sources and routes of transmission in a single line.
  • Beyond the supplied notes — attack rate and its denominator · the attack rate (cases among the exposed divided by the number exposed, as a percentage), the secondary attack rate, the incidence rate, prevalence and the case fatality rate are standard field epidemiology (CDC, Principles of Epidemiology in Public Health Practice). The supplied notes give no quantitative measure at lines 1810–1832; the rule that the denominator is the number exposed rather than the whole population is stated here and taught explicitly.
  • Beyond the supplied notes — reproduction number, herd immunity threshold and named outbreak mechanisms · the basic reproduction number R₀, the herd immunity threshold 1 − 1/R₀, antigenic drift and shift in influenza, the bacteriophage origin of cholera toxin, and the 2010 Haiti cholera epidemic are standard microbiology and epidemiology; the notes name endemic-to-epidemic change at lines 1823–1824 without a mechanism.
  • Beyond the supplied notes — reservoir-specific control of cholera and malaria · Vibrio cholerae serogroups O1 and O139 and its human and environmental reservoirs, the free residual chlorine range, oral rehydration salts, the human and macaque reservoirs of the malaria parasites, the role of the female Anopheles mosquito and its biting hours, insecticide-treated nets, indoor residual spraying, larval source management, artemisinin-based combination therapy and intermittent preventive treatment follow WHO guidance; the notes at lines 1828–1829 state the principle that control depends on knowing the reservoir but give no example.

Lesson progress is saved on this device for the current learner. Practice answers stay separate and are not stored.

About this course and its sources

Bilingual lessons organised from the supplied BMS 114 General Microbiology I lecture notes (Mr Ngotelo F. Ambene, Mr Lyonga B. Lyonga & Mr Fumbui Louis Ngong). Diagrams are original educational schematics; sections that correct the notes or go beyond them say so in their sources. Nursing and French-language review are pending.