Return to Video

The power of herd immunity

  • 0:00 - 0:05
    One of the first patients
    I had to see as a pediatrician was Sol,
  • 0:05 - 0:08
    a beautiful month-old baby
  • 0:08 - 0:12
    who was admitted with signs
    of a severe respiratory infection.
  • 0:12 - 0:16
    Until then, I had never seen
    a patient worsen so fast.
  • 0:17 - 0:20
    In just two days
    she was connected to a respirator
  • 0:20 - 0:23
    and on the third day she died.
  • 0:23 - 0:25
    Sol had whooping cough.
  • 0:25 - 0:30
    After discussing the case in the room
    and after a quite distressing catharsis,
  • 0:30 - 0:33
    I remember my chief resident said to me,
  • 0:33 - 0:36
    "Okay, take a deep breath. Wash your face.
  • 0:36 - 0:39
    And now comes the hardest part:
  • 0:39 - 0:41
    We have to go talk to her parents."
  • 0:42 - 0:46
    At that time, a thousand questions
    came to mind,
  • 0:46 - 0:50
    from, "How could a one-month-old
    baby be so unfortunate?"
  • 0:51 - 0:54
    to, "Could we have done
    something about it?"
  • 0:55 - 0:58
    Before vaccines existed,
  • 0:58 - 1:03
    many infectious diseases
    killed millions of people per year.
  • 1:03 - 1:07
    During the 1918 flu pandemic
  • 1:07 - 1:10
    50 million people died.
  • 1:10 - 1:13
    That's greater than Argentina's
    current population.
  • 1:13 - 1:17
    Perhaps, the older ones among you
    remember the polio epidemic
  • 1:17 - 1:20
    that occurred in Argentina in 1956.
  • 1:20 - 1:24
    At that time, there was no vaccine
    available against polio.
  • 1:24 - 1:26
    People didn't know what to do.
    They were going crazy.
  • 1:26 - 1:28
    They would go painting trees
    with caustic lime.
  • 1:28 - 1:30
    They'd put little bags of camphor
  • 1:30 - 1:33
    in their children's underwear,
    as if that could do something.
  • 1:34 - 1:39
    During the polio epidemic,
    thousands of people died.
  • 1:39 - 1:43
    And thousands of people were left
    with very significant neurological damage.
  • 1:45 - 1:47
    I know this because I read about it,
  • 1:47 - 1:51
    because thanks to vaccines,
    my generation was lucky
  • 1:51 - 1:54
    to not live through an epidemic
    as terrible as this.
  • 1:54 - 1:59
    Vaccines are one of the great successes
    of the 20th century's public health.
  • 1:59 - 2:01
    After potable water,
  • 2:01 - 2:05
    they are the interventions
    that have most reduced mortality,
  • 2:05 - 2:07
    even more than antibiotics.
  • 2:08 - 2:13
    Vaccines eradicated terrible diseases
    such as smallpox from the planet
  • 2:13 - 2:16
    and succeeded in significantly
    reducing mortality
  • 2:16 - 2:18
    due to other diseases such as measles,
  • 2:18 - 2:22
    whooping cough, polio and many more.
  • 2:22 - 2:29
    All these diseases are considered
    vaccine-preventable diseases.
  • 2:30 - 2:32
    What does this mean?
  • 2:32 - 2:35
    That they are potentially preventable,
  • 2:35 - 2:38
    but in order to be so,
    something must be done.
  • 2:38 - 2:40
    You need to get vaccinated.
  • 2:40 - 2:44
    I imagine that most,
    if not all of us here today,
  • 2:44 - 2:47
    received a vaccine
    at some point in our life.
  • 2:49 - 2:53
    Now, I'm not so sure that many of us know
  • 2:53 - 2:57
    which vaccines or boosters
    we should receive after adolescence.
  • 2:59 - 3:03
    Have you ever wondered
    who we are protecting
  • 3:03 - 3:05
    when we vaccinate?
  • 3:05 - 3:07
    What do I mean by that?
  • 3:07 - 3:12
    Is there any other effect
    beyond protecting ourselves?
  • 3:13 - 3:15
    Let me show you something.
  • 3:16 - 3:18
    Imagine for a moment
  • 3:18 - 3:20
    that we are in a city
  • 3:20 - 3:23
    that has never had a case
    of a particular disease,
  • 3:23 - 3:25
    such as the measles.
  • 3:25 - 3:30
    This would mean that no one in the city
    has ever had contact with the disease.
  • 3:30 - 3:35
    No one has natural defenses against,
    nor been vaccinated against measles.
  • 3:36 - 3:40
    If one day, a person sick with the measles
    appears in this city
  • 3:41 - 3:45
    the disease won't find much resistance
  • 3:45 - 3:47
    and will begin spreading
    from person to person,
  • 3:47 - 3:52
    and in no time it will disseminate
    throughout the community.
  • 3:52 - 3:54
    After a certain time
  • 3:54 - 3:57
    a big part of the population will be ill.
  • 3:58 - 4:02
    This happened when there were no vaccines.
  • 4:03 - 4:07
    Now, imagine the complete opposite case.
  • 4:07 - 4:10
    We are in a city
  • 4:10 - 4:13
    where more than 90 percent
    of the population
  • 4:13 - 4:15
    has defenses against
    the measles, which means
  • 4:15 - 4:19
    that they either had the disease,
    survived, and developed natural defenses;
  • 4:19 - 4:23
    or that they had been
    immunized against measles.
  • 4:23 - 4:25
    If one day,
  • 4:25 - 4:29
    a person sick with the measles
    appears in this city,
  • 4:29 - 4:33
    the disease will find much more resistance
  • 4:33 - 4:36
    and won't be transmitted
    that much from person to person.
  • 4:37 - 4:40
    The spread will probably remain contained
  • 4:41 - 4:44
    and a measles outbreak won't happen.
  • 4:45 - 4:48
    I would like you
    to pay attention to something.
  • 4:49 - 4:51
    People who are vaccinated
  • 4:51 - 4:54
    are not only protecting themselves,
  • 4:54 - 4:58
    but by blocking the dissemination
    of the disease
  • 4:58 - 5:00
    within the community,
  • 5:00 - 5:04
    they are indirectly protecting
    the people in this community
  • 5:04 - 5:06
    who are not vaccinated.
  • 5:07 - 5:10
    They create a kind of protective shield
  • 5:10 - 5:13
    which prevents them from
    coming in contact with the disease,
  • 5:13 - 5:15
    so that these people are protected.
  • 5:17 - 5:20
    This indirect protection
  • 5:20 - 5:23
    that the unvaccinated people
    within a community receive
  • 5:23 - 5:27
    simply by being surrounded
    by vaccinated people,
  • 5:28 - 5:31
    is called herd immunity.
  • 5:33 - 5:36
    Many people in the community
  • 5:36 - 5:39
    depend almost exclusively
    on this herd immunity
  • 5:39 - 5:42
    to be protected against disease.
  • 5:43 - 5:47
    The unvaccinated people you see
    in infographics are not just hypothetical.
  • 5:47 - 5:51
    Those people are our nieces
    and nephews, our children,
  • 5:51 - 5:54
    who may be too young
    to receive their first shots.
  • 5:55 - 5:57
    They are our parents, our siblings,
  • 5:57 - 5:59
    our acquaintances,
  • 5:59 - 6:01
    who may have a disease,
  • 6:01 - 6:04
    or take medication
    that lowers their defenses.
  • 6:06 - 6:10
    There are also people who are
    allergic to a particular vaccine.
  • 6:11 - 6:14
    They could even be among us,
  • 6:14 - 6:16
    any of us who got vaccinated,
  • 6:16 - 6:19
    but the vaccine didn't produce
    the expected effect,
  • 6:19 - 6:24
    because not all vaccines
    are always 100 percent effective.
  • 6:24 - 6:29
    All these people depend
    almost exclusively on herd immunity
  • 6:29 - 6:31
    to be protected against diseases.
  • 6:32 - 6:37
    To achieve this effect of herd immunity,
  • 6:37 - 6:42
    it is necessary that a large percentage
    of the population be vaccinated.
  • 6:42 - 6:46
    This percentage is called the threshold.
  • 6:46 - 6:49
    The threshold depends on many variables:
  • 6:49 - 6:52
    It depends on the germ's characteristics,
  • 6:52 - 6:56
    and those of the immune response
    that the vaccine generates.
  • 6:56 - 6:58
    But they all have something in common.
  • 6:58 - 7:04
    If the percentage of the population
    in a vaccinated community
  • 7:04 - 7:07
    is below this threshold number,
  • 7:07 - 7:11
    the disease will begin
    to spread more freely
  • 7:11 - 7:16
    and may generate an outbreak
    of this disease within the community.
  • 7:16 - 7:23
    Even diseases which were
    at some point controlled may reappear.
  • 7:25 - 7:27
    This is not just a theory.
  • 7:27 - 7:29
    This has happened,
    and is still happening.
  • 7:31 - 7:36
    In 1998, a British researcher
    published an article
  • 7:36 - 7:39
    in one of the most important
    medical journals,
  • 7:39 - 7:41
    saying that the MMR vaccine,
  • 7:41 - 7:44
    which is given for measles,
    mumps and rubella,
  • 7:44 - 7:46
    was associated with autism.
  • 7:46 - 7:48
    This generated an immediate impact.
  • 7:49 - 7:54
    People began to stop getting vaccinated,
    and stopped vaccinating their children.
  • 7:54 - 7:55
    And what happened?
  • 7:55 - 7:58
    The number of people vaccinated,
  • 7:58 - 8:02
    in many communities around the world,
    fell below this threshold.
  • 8:02 - 8:06
    And there were outbreaks of measles
    in many cities in the world --
  • 8:06 - 8:08
    in the U.S., in Europe.
  • 8:08 - 8:10
    Many people got sick.
  • 8:10 - 8:13
    People died of measles.
  • 8:14 - 8:15
    What happened?
  • 8:15 - 8:19
    This article also generated a huge stir
    within the medical community.
  • 8:20 - 8:24
    Dozens of researchers began to assess
    if this was actually true.
  • 8:25 - 8:28
    Not only could no one find
  • 8:28 - 8:34
    a causal association between MMR
    and autism at the population level,
  • 8:34 - 8:39
    but it was also found that this article
    had incorrect claims.
  • 8:39 - 8:41
    Even more, it was fraudulent.
  • 8:42 - 8:45
    It was fraudulent.
  • 8:45 - 8:52
    In fact, the journal publicly retracted
    the article in 2010.
  • 8:53 - 8:57
    One of the main concerns and excuses
    for not getting vaccinated
  • 8:57 - 8:59
    are the adverse effects.
  • 9:00 - 9:05
    Vaccines, like other drugs,
    can have potential adverse effects.
  • 9:06 - 9:08
    Most are mild and temporary.
  • 9:08 - 9:14
    But the benefits are always greater
    than possible complications.
  • 9:16 - 9:20
    When we are ill,
    we want to heal fast.
  • 9:20 - 9:22
    Many of us who are here
  • 9:22 - 9:26
    take antibiotics
    when we have an infection,
  • 9:26 - 9:29
    we take anti-hypertensives
    when we have high blood pressure,
  • 9:29 - 9:31
    we take cardiac medications.
  • 9:31 - 9:35
    Why? Because we are sick
    and we want to heal fast.
  • 9:35 - 9:37
    And we don't question it much.
  • 9:37 - 9:41
    Why is it so difficult
    to think of preventing diseases,
  • 9:42 - 9:45
    by taking care of ourselves
    when we are healthy?
  • 9:45 - 9:48
    We take care of ourselves a lot
    when affected by an illness,
  • 9:48 - 9:51
    or in situations of imminent danger.
  • 9:52 - 9:55
    I imagine most of us here,
  • 9:55 - 9:59
    remember the influenza-A pandemic
  • 9:59 - 10:02
    which broke out in 2009
    in Argentina and worldwide.
  • 10:02 - 10:06
    When the first cases
    began to come to light,
  • 10:06 - 10:09
    we, here in Argentina,
    were entering the winter season.
  • 10:10 - 10:12
    We knew absolutely nothing.
  • 10:12 - 10:14
    Everything was a mess.
  • 10:14 - 10:19
    People wore masks on the street,
    ran into pharmacies to buy alcohol gel.
  • 10:19 - 10:22
    People would line up
    in pharmacies to get a vaccine,
  • 10:22 - 10:25
    without even knowing
    if it was the right vaccine
  • 10:25 - 10:27
    that would protect them
    against this new virus.
  • 10:27 - 10:30
    We knew absolutely nothing.
  • 10:30 - 10:34
    At that time, in addition to doing
    my fellowship at the Infant Foundation,
  • 10:35 - 10:39
    I worked as a home pediatrician
    for a prepaid medicine company.
  • 10:40 - 10:43
    I remember that I started
    my shift at 8 a.m.,
  • 10:43 - 10:47
    and by 8, I already had a list
    of 50 scheduled visits.
  • 10:47 - 10:50
    It was chaos;
    people didn't know what to do.
  • 10:51 - 10:55
    I remember the types of patients
    that I was examining.
  • 10:56 - 11:00
    The patients were a little older than
    what we were used to seeing in winter,
  • 11:00 - 11:02
    with longer fevers.
  • 11:02 - 11:06
    And I mentioned that
    to my fellowship mentor,
  • 11:06 - 11:10
    and he, for his part, had heard
    the same from a colleague,
  • 11:10 - 11:12
    about the large number
    of pregnant women
  • 11:12 - 11:14
    and young adults
  • 11:14 - 11:16
    being hospitalized in intensive care,
  • 11:16 - 11:19
    with hard-to-manage clinical profiles.
  • 11:21 - 11:27
    At that time, we set out to understand
    what was happening.
  • 11:27 - 11:30
    First thing Monday morning,
    we took the car
  • 11:30 - 11:33
    and went to a hospital
    in Buenos Aires Province,
  • 11:33 - 11:39
    that served as a referral hospital
    for cases of the new influenza virus.
  • 11:39 - 11:42
    We arrived at the hospital;
    it was crowded.
  • 11:42 - 11:45
    All health staff were dressed
    in NASA-like bio-safety suits.
  • 11:45 - 11:48
    We all had face masks in our pockets.
  • 11:48 - 11:50
    I, being a hypochondriac,
    didn't breathe for two hours.
  • 11:50 - 11:54
    But we could see what was happening.
  • 11:54 - 11:57
    Immediately, we started
    reaching out to pediatricians
  • 11:57 - 12:01
    from six hospitals in the city
    and in Buenos Aires Province.
  • 12:01 - 12:05
    Our main goal was to find out
  • 12:05 - 12:09
    how this new virus behaved
    in contact with our children,
  • 12:09 - 12:11
    in the shortest time possible.
  • 12:11 - 12:14
    A marathon work.
  • 12:14 - 12:17
    In less than three months,
  • 12:17 - 12:23
    we could see what effect
    this new H1N1 virus had
  • 12:23 - 12:29
    on the 251 children
    hospitalized by this virus.
  • 12:30 - 12:34
    We could see which children
    got more seriously ill:
  • 12:34 - 12:37
    children under four, especially those
    less than one year old;
  • 12:37 - 12:40
    patients with neurological diseases;
  • 12:40 - 12:43
    and young children
    with chronic pulmonary diseases.
  • 12:43 - 12:48
    Identifying these at-risk groups
    was important
  • 12:48 - 12:51
    to include them as priority groups
  • 12:51 - 12:54
    in the recommendations
    for getting the influenza vaccine,
  • 12:54 - 12:56
    not only here in Argentina,
  • 12:56 - 13:00
    but also in other countries
    which the pandemic not yet reached.
  • 13:01 - 13:02
    A year later,
  • 13:02 - 13:08
    when a vaccine against the pandemic
    H1N1 virus became available,
  • 13:08 - 13:10
    we wanted to see what happened.
  • 13:10 - 13:13
    After a huge vaccination campaign
  • 13:13 - 13:18
    aimed at protecting at-risk groups,
  • 13:18 - 13:25
    these hospitals, with 93 percent
    of the at-risk groups vaccinated,
  • 13:25 - 13:29
    had not hospitalized a single patient
  • 13:29 - 13:31
    for the pandemic H1N1 virus.
  • 13:31 - 13:34
    (Applause)
  • 13:36 - 13:40
    In 2009: 251.
  • 13:41 - 13:44
    In 2010: zero.
  • 13:44 - 13:49
    Vaccination is an act
    of individual responsibility,
  • 13:49 - 13:53
    but it has a huge collective impact.
  • 13:55 - 13:59
    If I get vaccinated,
    not only am I protecting myself,
  • 13:59 - 14:03
    but I am also protecting others.
  • 14:04 - 14:06
    Sol had whooping cough.
  • 14:08 - 14:10
    Sol was very young,
  • 14:10 - 14:14
    and she hadn't yet received
    her first vaccine against whooping cough.
  • 14:15 - 14:19
    I still wonder what would have happened
  • 14:19 - 14:25
    if everyone around Sol
    had been vaccinated.
  • 14:26 - 14:28
    (Applause)
Title:
The power of herd immunity
Speaker:
Romina Libster
Description:

How do vaccines prevent disease — even among people too young to get vaccinated? It's a concept called "herd immunity," and it relies on a critical mass of people getting their shots to break the chain of infection. Health researcher Romina Libster shows how herd immunity contained a deadly outbreak of H1N1 in her hometown. (In Spanish with subtitles.)

more » « less
Video Language:
Spanish
Team:
closed TED
Project:
TEDTalks
Duration:
14:41

English subtitles

Revisions Compare revisions