Cagayan State University

College of Medicine & Surgery

Department Of Family Medicine

I. COURSE TITLE: Preventive Medicine 1

COURSE CODE:

II. COURSE DESCRIPTION:

The students are introduced to community medicine via the principles of epidemiology and primary health care concept and practice. The course emphasizes the primary health domains
including: environmental health, mother and child health, disease prevention and health promotion, and community nutrition.
This course is an introduction to core public health concepts in an attempt to inform clinical practice regarding population health. The fields of preventive medicine, environmental/ occupational
health, and public health policy/ advocacy will be explored. Students will gain a conceptual and practical understanding of mitigating health care barriers, health maintenance, disaster
preparedness, and behavioral change communication strategies.

III. Course Competencies

Course competencies Level of Emphasis

1.Communicate to target groups, including health professionals, the public, and the media, in a clear Practiced
and effective manner, both orally and in writing, the levels of risk from real or potential hazards, and
the rationale for selected interventions.
2. Demonstrate the ability to prioritize new or ongoing projects or programs according to their Demonstrated
potential impact, as defined by objective, measurable criteria
3.Use information technology for specific applications relevant to preventive medicine and public Practiced
health
4.Interpret relevant laws and regulations relating to protection and promotion of the public health. Practiced
5.Identify ethical, social, and cultural issues relating to policies, risks, research, and interventions in Introduced
public health and preventive medicine contexts.
6.Identify the processes by which decisions are made within an organization or agency and their Introduced
points of influence.
7. Identify and coordinate the integrated use of available resources to improve the community’s Introduced
health

Course Outline:
First Sem

1. Orientation /Introduction to Family Medicine & Community Health; The Five Star Physician
2. Theory of Disease Causation
3. Natural history of disease & Level of Prevention
4. ENVIRONMENTAL HEALTH a.) Water Supply & treatment
5. ENVIRONMENTAL HEALTH b.) Ecological Solid Waste Management
6. Air Pollution & Global Warming
7. Ionizing Radiation
8. Occupational Health
9. Food Hygiene & Food-borne illness
10. Red Tide (Food poisoning) & Milk-borne illness
11. Excreta Disposal
12. Communication
13. Vital Health Statistics & Adjusted Rates
14. Demography part 1
15. Demography part 2

Second sem

1. Public Health: Early Concept;

2. Winslow’s definition and Jeckel’s profound analysis; Mission and core functions;
3. important aspects of public health practice in relation to Winslow’s Definition of PH;
4. Intersectoral approach to PH; Parallels between activities of health professionals and public health statistics;
5. information system & surveillances; Law & PH; Devolution of Health Services;
6. Alma Ata Declaration (Health for all & PHC)
7. Concept of Health “The New Public Health”
8. Fundamentals of management in health
9. Planning
10. Organizing & staffing
11. Safe motherhood: Reproductive Health & Family Planning
12. MNCHN & Baby Friendly Hospital
13. Immunization(NIP)
14. Control of Acute Respiratory Infection (CARI)
15. STD/STI (Syndromic Approach to Management
16. Public Health Nutrition
IV. CREDIT UNITS WITH EQUIVALENT NUMBER OF HOURS:
No. of Units = 3 units/ semester (2 units lecture / 1 units lab)
This is an Annual subject for first year taken first semester, consisting of 2 hrs. lecture per week and 2 hours community work per week and second sem. 3 hrs. lecture.

V. ENTRY COMPETENCIES: Premed course

VENUE: CSU College of Medicine
STUDENTS: First Year

VI. LEARNING OBJECTIVES:

By the end of this course students are expected to be able to:
1. Describe the principles of Family Medicine.
2. Master the consultation skills .
3. Master diagnose and manage undifferentiated problems.
4. Diagnose and manage common diseases in the center.
5. Approach the patient as a whole with emphasis on wellness and health promotion.
6. Develop primary care-problem solving skills.
7. Establish an effective physician - patient relationship.
8. Take into consideration the care of the family as a unit with emphasis on physical, psychological and social components of the illness.
9. Take into consideration the impact of the community and occupation in the outcome. 10. Use consultation and referrals in a continuity-of-care-model.
11. Learn the appropriate utilization of community resources for patients and practicing cost effective medicine

SECOND PART

1. List the names and roles of the different public health disciplines under the community medicine umbrella .
2. Name nutrient categories according to their physiologic roles, and outline the ecology of malnutrition with differentiation & characterization of the various types and classes of nutritional
disorders.
3. Identify nutrition-risk groups by application of proper criteria and suggest ideas for the prevention and control of nutrition-related diseases.
4. List the scientific reasons that justify the launching of public campaigns that target at the promotion of breast feeding practice for infants
5. Define primary health care strategy and its contents.
6. List steps of planning health education talk to individual persons and to groups.
7. Describe the special features of environmental and occupational epidemiology.
 8. Describe diseases that are related to water , food and air pollution and their control.
9. Specify the uses of epidemiology .
10. Differentiate between various epidemiological methods.
11. Define epidemic and endemic occurrence of diseases.
12. Enumerate steps in the investigation and control of disease .
13.List levels of prevention and differentiate between population strategy and high risk strategy used in disease prevention
14.Describe criteria used in disease screening
15.Describe experimental study design focusing on randomized trials.

LEARNING OUTCOMES
By the end of this course, students are expected to:
1. Arrive at community diagnosis of pattern of health and morbidity & utilization of available health care services.
2. Carry out tasks expected of a physician in crass-root community and family settings.
3. Document 10-15 case histories of community and clinical cases or problems of interest.
4. Implement health education plans to improve health of people based on community diagnosis.
5. Select relevant research method in addressing a particular research aim or objective. 6. Analyse data using relevant statistical test and utilizing computer software programs like SPSS, Epiinfo,
Minitab.
7. Assess environmental hazards and problems in family settings.
8. Prescribe appropriate line of management in a antenatal health care setting.

VII. TEACHING LEARNING ACTIVITIES:

Method of instruction :
- Lectures presenting case studies on: epidemiology, research methods, health promotion, patient care, MCH care and environmental health.
- Field Training
- Carry out field investigation following sequential steps of a basic research design
- Group presentation of field projects
- Organization of health education Programs
- Observation and participation in health centre activities
- Discussion with faculty, health centre staff and community

Training strategy in field practice demonstration area:

The 40 students or so per each staff member would be divided into small groups (2-4 students in each subgroup). Each subgroup would be allocated a number of families. The students should
practice the components of community health care with these families, i.e. health care at the grass-roots.
 LECTURE (2 HRS) LABORATORY (2HRS)
6. a.) Air Dr. Borja Reporting: Re,
TOPICS Pollution LECTUR
observations on TOPICS FACILITATOR
& ER
Field visits
1 a.) Orientation /Introduction to FamilyGlobal
Medicine & Community Dr. Borja
(Tuguegarao City a.)
Mrs The Filipino family, culture and
Hipolito
Health Warmin Water District customs
Med 1-A, B & C Mrs Hipolito
b.) The Five Star Physician g Dump Site) b.) Students)
(Fil Community structure Med 1-A, B & C
2 Dr. Borja
Discuss: PD 856 Health Education
& & Health Promotioon (Fil Students)
(SCP): Behavioral
Med 1-D,factors
E, F &in Health Promotion &
Theory of Disease Causation
Implementing a.) Theories of behavioral change
G (Foreign Med 1-D, E, F & G (Foreign
Rules & b.) Behavioral counseling
Students) Students)
3 Dr. Borja
Regulations on 1.) Motivational interviewing
Natural history of disease & Level of Prevention
Water Supply & 2.) Shared decision making
4 ENVIRONMENTAL HEALTH Dr. Waste
Ecologic Borja
Field visit (Tug. City Water District)
a.) Water Supply & treatment Management
5 b.) Ecological Solid Waste Management Act/PDDr.856,
Borja
IRR Field visit (Tuguegarao dump Site)
on Refuse
Disposal
7 d.) Ionizing Dr. Clean Air Act
PRELIMS
Radiation Paguirigan
8 LECTURES (2 hrs) e.) Occupational Dr. LABORATORY
Site visit:
(2
Health Paguirigan Tuguegarao City
hrs)
9 f.) Food Hygiene Dr. Borja Reporting: Re,
& Food-borne observations on
illness Tug. City Market
& Abattoir
Discuss: Sanitary
requirements on
Market &
Abattoir
Sanitation

10 g.) Red Tide Dr. Borja Discuss: PD 856,

(Food poisoning) SCP, IRR on
& Milk-borne Food
illness Establishments
MIDTERMS

TOPICS LECTURER TOPICS FACILITATOR

13 Excreta Disposal PD 856 (SCP) & IRR Mrs. Hipolito Med 1-A,
Excreta Disposal B & (Fil Students) &
Dr. Borja Med 1-D, E, F & G
(Foreign Students)

14 Communication Preparation of
Mrs. Hipolito Teaching & IEC
Materials
15 Exercise Dr. Borja
Vital Health Statistics & Med 1-A, B & C(Fil.
Adjusted Rates Dr. Borja Students & Med 1
16
17 Demography Exercise
FINALS

LECTURE (2hrs) LAB (2 hrs)

1 Public Health: Early Concept; Winslow’s definition and Jeckel’s 1 a.) Health Education/Promotion
2 profound analysis; Mission and core functions; important aspects of 2 b.) Describe the Filipino community, its culture & customs
3 public health practice in relation to Winslow’s Definition of PH; 3 c.) Methods of organizing the community for their participation and
4 Intersectoral approach to PH; Parallels between activities of health 4 involvement in community programs,projects or activities.
Dr. Borja Mrs. Hipolito
5 professionals and public health statistics; information system & 5 d.) Discuss and differentiate community participation from community
surveillances; Law & PH; Devolution of Health Services; and Alma Ata involvement
Declaration (Health for all & PHC) e.) Devolution: Organizational Structure of the DOH, Regional,
Provincial, City Health and Municipal Health Offices
PRELIMS
1 Concept of Health “The New Public Health” 1 CDD, COH
Dr. Borja
2 Fundamentals of management in health 2 TB Control Program, DOH
3 Planning Dr. Borja 3 Community Diagnosis
Mrs. Hipolito
4 Organizing & staffing 4 Plan formulation
5 Safe motherhood: Reproductive Health & Family Planning 5 Dengue Control Program Dr. Borja
MIDTERM
1 MNCHN & Baby Friendly Hospital Rabies Control Program
2 Immunization (EPI) Leprosy Control Program
Dr. Borja Dr. Borja
3 Control of Acute Respiratory Infection (CARI Malaria Control Program
4 STD/STI (Syndromic Approach to Management AIDs, an Emerging Public Health Problem
5 Public Health Nutrition Mrs. Hipolito National Nutrition Program (Philippines) Mrs Hipolito
FINALS

VIII. SUGGESTED TEXTBOOKS AND REFERENCES:

-Hand outs pertaining to students needs in areas: epidemiology, research methods, health promotion, patient care, MCH care and environmental health
 -Wayne Daniel, Biostatistics: A Foundation for Analysis in the Health Sciences, Eighth Edition, John Wiley, NewYork 2005.
- Textbook of Preventive Medicine by Park
- Methods in Bio-statistics by B.K. Mahajan
- Epidemiology by Bradford Hill
OTHER RESOURCES REQUIRED
Internet
Journals

IX. ASSESSMENT AND EVALUATION:

1. Daily assessment (20 marks): Checklist and rating scale are used to measure students ‘performance in daily tasks that are required to be done. Absence shall be penalized by subtraction of one
mark per each day of absence.
2. Completion of field assignment and report presentation (40marks): Assessed according to steps of basic research design.
3. Final written examination (40 marks): Mostly of MCQs type that have bearing on the trainees experience and achievements in the entire course

First Examination-in course assessment (written) = 30%

Second Examination-in course assessment (written) = 30%
Final Examination (written) = 40%

Wee Topic Learning Competencies Activities and Strategies Assessment Tools and Resources/References
k Requirement
Prelims
Wee  Orientation  Incorporation of  Open discussion on  Group discussion  Reference book
k1 /Introduction to Family prevention and expectation of the on the
Medicine & Community  Hard copy of
health promotion class importance of
Health the syllabus,
into all areas of the subject
 The Five Star Physician  Focus group ouline,
patient care.
discussion  Role play objectives of
 Incorporation of the subject
 Suggestions on how to  Reflection
personal
proceed the lesson
development
opportunities to  Written and verbal
prepare residents for (Recitation)
their future lives as assessment
family physicians.

 Provision of inpatient
care that meets or
exceeds the
standards of our
healthcare system

 Provide better
service to our
community by being
a model safety net
provider. This
includes showing
respect for people of
all cultures and
socioeconomic
backgrounds.
Wee Theory of Disease Causation  Development of  Class Discussion and  Creative  Powerpoint
k2 understanding in participation questions presentation
ANCIENT VIEWS
Pathogenesis 
 Recitation (Case Analysis)  Reference
Demonic theory
 Distinguish between Textbooks
 Videos/Documentarie  Multiple choice
Punitive theory deterministic and
s questions with  Related
probabilistic causes
Humoral theory Rationale Magazines ,
and between
articles ad
 Miasmatic theory ontological published
definitions of works
Contagion theory
causation and causal
MODERN VIEWS models used in
scientific inference
Germ Theory

Epidemiological Tetrad

Multi factorial theory

BEINGS theory

Web of causation theory

Wheel theory

Wee  Natural history of   Track the course of  Class Discussion and  Pre-test  Powerpoint
k3 disease & Level of the disease from participation presentation
Prevention  Group
inception to the
 Recitation Competition  Reference
point that the patient
Textbooks
is chronically  Videos/Documentarie  Post test
disabled to beyond s  Related
Magazines ,
 Studies the hallmarks  Reaction
articles ad
of the disease and Paper/Reflection
published
how they progress
works
over time, while
unfolding patterns  Google
that might otherwise videos/youtube
go unnoticed videos
 Describe all aspects
of the disease and
identify
demographics,
genetics,
environmental
impact, and other
variables that
correlate with the
 disease and
outcomes

Wee  ENVIRONMENTAL  Assessment and  Reporting  Identify/Label  Powerpoint

k4 HEALTH management of Drawing/picture presentation
 Water Supply &  Class discussion
environmental s
treatment  Reference
influences (e.g.  Videos
 Narrative essay Textbooks
chemical, physical,
biological, social and  Related
psychosocial factors) Magazines ,
on human health articles ad
published
 To enhance
works
appropriate use of
natural and human  Google
resources to videos/youtube
promote good health videos
and sustainable
development.
Wee  Ecological Solid Waste  Identify the core  Video Documentaries  Short Quiz  Powerpoint
k5 Management competencies presentation
necessary for  Class Discussion  Organizing
effective pictures/Puzzles  Reference
 Recitation
environmental Textbooks
health at the local
 Related
level and beginning
Magazines ,
to develop consensus
on their acceptance articles ad
 Understand basic published
public health works
principles, and the
 Videos
interdisciplinary
nature of
environmental
health,enviromental
protection and
environmental
health principles and
practices and basic
 government
functions

Midterms
Wee Air Pollution & Global Warming  Identify Earth’s  Video  Identify/Label  Powerpoint
k6 natural resources Drawing/picture presentation
 Documentaries
and their importance s
 Reference
to human Class
 Narrative essay Textbooks
populations
 Discussion
 Related
 Demonstrate
knowledge of waste  Recitation Magazines ,
articles ad
disposal and
published
pollution
works
 Relating the geology
 Videos
of trace elements to
human health:
controls correlations
between soil
chemistry, soil
distribution, and
cancers. further
complicating factors:
cause and effect or
coincidence. trace
element interactions.
impacts of human
activities,

Wee Ionizing Radiation  Meet the  Video  Short Quiz  Power-point

k7 requirements presentation
 Documentaries  Organizing
concerning in
pictures/Puzzles  Reference
radiation safety and  Class
Textbooks
in radiation
 Discussion
protection aspects of  Related
nuclear, transport  Recitation Magazines,
and radioactive articles ad
 waste safety  Video published
works
 Understand generally  Documentaries
accepted principles  Google
 Class
of international law videos/youtube
and rules such as  Discussion videos
those relating to
environmental
protection.

 Understand radiation
protection and safety
is the maintenance
of an adequate
number of
competent personnel
(health professionals,
etc.)

Wee Occupational Health  Applies knowledge of  Recitation  Creative  Powerpoint

k8 occupational health questions presentation
and safety principles,  Video
techniques and  (Case Analysis)  Reference
 Documentaries
practices to Textbooks
 Multiple choice
biomedical research  Class
questions with  Related
activities, and to
identifying and  Discussion Rationale Magazines ,
controlling physical, articles ad
chemical, biological published
and animal hazards. works
 Identifies regulated
 Videos
hazards and refers to
appropriate
workgroup for
surveillance.
 Identifies regulated
hazards and refers to
appropriate
workgroup for
surveillance.
Wee Food Hygiene & Food-borne  Demonstrate proper  Recitation  Creative  Powerpoint
k9 illness food handling and questions presentation
 Video
storage to maximize
 (Case Analysis)  Reference
the nutritional  Documentaries
Textbooks
quality of food and  Multiple choice
 Class
personal hygiene to questions with  Related
prevent food borne  Discussion Rationale Magazines ,
illness. articles ad
published
 Identify valid
works
nutrition information
and advocate for  Videos
positive health
policies and
practices.
Finals
Wee  Red Tide (Food  Describe the  Recitation  Creative  Powerpoint
k 10 poisoning) & Milk- principles behind the questions presentation
 Video
borne illness following key areas: 
 (Case Analysis)  Reference
National and  Documentaries
Textbooks
international legal  Multiple choice
 Class
framework for food questions with  Related
safety and hygiene   Discussion Rationale Magazines ,
Cleaning and articles ad
disinfection  published
Personal hygiene works
practice
 Videos
 Identify and evaluate
hazards associated
with food production

 Describe the role and

function of other
agencies involved
with food safety and
 hygiene

Wee  Excreta Disposal  Describe the  Recitation  Creative  Powerpoint

k 11 sources, types, questions presentation
 Video
composition and
 (Case Analysis)  Reference
characteristics of  Documentaries
Textbooks
wastewater and  Multiple choice
 Class
sewage. questions with  Related
 Explain the  Discussion Rationale Magazines ,
articles ad
principles, methods
published
and importance of
works
good drainage.
 Videos
 Describe sources of
wastewater and
excreta material.

 Explain wastewater
and excreta
management as a
problem in
developing countries
especially in the East
African Community.

 Describe the basic

principles in excreta
and wastewater
management.

 Describe the disposal

facilities and
treatment for
wastewater and
excreta.

 Demonstrate the
ability to carry out
sampling and
 analysis of
wastewater and
sewage.

 Recognize problems
related to excreta
disposal.

Wee Communication in the Heath  Maximize the  Recitation  Identify/Label  Powerpoint

k 12 sectors/Health related fields effectiveness of Drawing/picture presentation
 Video
remote s
 Reference
consultations,)stress  Documentaries
 Narrative essay Textbooks
the need for a clear
 Class
set of telehealth  Related
communication  Discussion Magazines ,
competencies as articles ad
many health care published
professionals are not works
yet trained, or are
insufficiently trained,  Videos
to use these new
technologies
effectively.

  Enhanced patient
participation in their
own self-care
through effective and
efficient
communication to
make easier for
patients to feel more
involved in decision
making and self-care
planning.
Wee  Vital Health Statistics &  Describe the process  Recitation  Creative  Powerpoint
k 13 Adjusted Rates Part 1 used to complete a questions presentation
death certificate  Video
  Describe the  Documentaries  (Case Analysis)  Reference
International Textbooks
Classification of  Class  Multiple choice
Diseases (ICD) for questions with  Related
 Discussion
coding cause of Rationale Magazines ,
death articles ad
 Compare underlying published
cause-of-death and works
multiple cause-of-
death classifications  Videos
and describe when
appropriate to use
which
Wee  Vital Health Statistics &  Describe the process  Recitation  Identify/Label  Powerpoint
k 14 Adjusted Rates Part 2 used to complete a Drawing/picture presentation
death certificate  Video
s
 Describe the  Reference
 Documentaries
International  Narrative essay Textbooks
Classification of  Class
 Creative  Related
Diseases (ICD) for
coding cause of  Discussion questions Magazines ,
death articles ad
  (Case Analysis)
 Compare underlying published
cause-of-death and works
multiple cause-of-  Videos
death classifications
and describe when
appropriate to use
which

Wee Demography  Understand  Recitation  Identify/Label  Powerpoint

k 15 socioeconomic Drawing/picture presentation
 Video
status, family s
 Reference
structure, parent  Documentaries
 Narrative essay Textbooks
level of education,
 Class
culture, technology  Creative  Related
usage, transience,  Discussion questions Magazines ,
race, spirituality and articles ad
their impact on  (Case Analy
published
 health status Multiple choice works
questions with
 Videos
Rationale )

Second Semester

Prelims
Wee 1. Public Health:  Define Key public  Recitation  Creative  Powerpoint
k1 Early Concept; health terms questions presentation
 Understand  Video
Historical  (Case Analysis)  Reference
 Documentaries
developments from Textbooks
 Multiple choice
four public health  Class
questions with  Related
perspectives
 Define Determinants  Discussion Rationale Magazines ,
articles ad
of health and their  Narrative Essay
published
effects on population
works
health
 Videos

Wee 2. Winslow’s   Provide a framework  Recitation  Creative  Reference

k2 definition and Jeckel’s for workforce  Video questions Textbooks
profound analysis; development  Documentaries  (Case Analysis)  Related
Mission and core planning and action,  Class  Multiple choice Magazines ,
functions; and can serve as a  Discussion questions with articles ad
starting point for Rationale published
public health  Narrative essay works
professionals and  Videos
organizations as they
work to better
understand and
meet workforce
development needs,
improve
performance,
 prepare for
accreditation, and
enhance the health
of the communities
they serve
Wee Important aspects of  Understand and  Recitation  Creative  Reference
k3 public health practice apply the eight  Video questions Textbooks
in relation to Winslow’s domains of core  Documentaries  (Case Analysis)  Related
Definition of PH; competencies of  Class  Multiple choice Magazines ,
public health  Discussion questions with articles ad
professionals Rationale published
 Narrative essay works
 Videos

Wee Intersectoral approach  Understand the place  Recitation  Creative  Reference
k4 to PH; Parallels of intersectoral  Video questions Textbooks
between activities of approaches in  Documentaries  (Case Analysis)  Related
health professionals addressing critical  Class  Multiple choice Magazines ,
and public health health issues  Discussion questions with articles ad
statistics  Provide a framework Rationale published
for understanding  Narrative essay works
the need for  Videos
intersectoral 
approaches, the
types of intersectoral
action required, by
whom, and how
these actions can
best be delivered.
Wee Information system &  Discusses in detail   Creative  Reference
k5 surveillances; Law & the health devolution questions Textbooks
PH; Devolution of in the Philippine  (Case Analysis)  Related
Health Services; context  Multiple choice Magazines ,
 Discuss on lessons questions with articles ad
and insights that are Rationale published
critical in assessing  Narrative essay works
the effects of health  Videos
devolution on service
delivery and in
 crafting future public
policies.
 Discuss the
implications of
health devolution
with focus on the
issues and challenges

Wee Alma Ata Declaration (Health  Understand PHC as a  Recitation  Creative  Reference
k6 for all & PHC) process rather than a  Video questions Textbooks
blueprint, to  Documentaries  (Case Analysis)  Related
understand the  Class  Multiple choice Magazines ,
process must  Discussion questions with articles ad
consider context,  Rationale published
culture, politics,  Narrative essay works
economics and social  Videos
concerns, and to
recognize the
process is complex.
 Broadened the
perception of health
beyond doctors and
hospitals to social
determinants and
social justice
Midterms
Wee Concept of Health “The  Understand the role  Recitation  Creative  Reference
k7 New Public Health” of health educators  Video questions Textbooks
and their importance  Documentaries  (Case Analysis)  Related
 Determine key  Class  Multiple choice Magazines ,
health behavior  Discussion questions with articles ad
change theories and Rationale published
models  Narrative essay works
 Discuss examples of  Videos
evidence-based
health education
initiatives
Wee Fundamentals of  Discuss  Recitation  Creative  Reference
k8 management in health comprehensive  Video questions Textbooks
 listing of the  Documentaries  (Case Analysis)  Related
competencies  Class  Multiple choice Magazines ,
managers and  Discussion questions with articles ad
leaders require in Rationale published
order to meet the  Narrative essay works
challenges of  Videos
managing healthcare
organizations.
 Developed a
healthcare
leadership model
that can be used to
adapt and thrive in
uncertain times by
creating direction,
alignment, and
commitment
 Used competency
models in healthcare
organizational
development
initiatives
Wee Planning   Plan Health  Recitation  Creative  Reference
k9 Education/Promotion  Video questions Textbooks
  Illustrating the skills  Documentaries  (Case Analysis)  Related
necessary to perform  Class  Multiple choice Magazines ,
the daily tasks as a  Discussion questions with articles ad
health education Rationale published
involving planning  Narrative essay works
 Videos

Wee Organizing & staffing   Communicate  Recitation  Creative  Reference

k 10 strategy and  Video questions Textbooks
approach around  Documentaries  (Case Analysis)  Related
competencies across  Class Discussion  Multiple choice Magazines ,
the organization in questions with articles ad
health care Rationale published
management  Narrative essay works
 Discuss organizations  Videos
competencies and
 skills to prioritize
learning and help
monitor progress in
the health care
sector
Wee Safe motherhood:  Understand family  Recitation  Creative  Reference
k 11 Reproductive Health & Family planning methods  Video questions Textbooks
Planning  Discuss the  Documentaries  (Case Analysis)  Related
importance of safe  Class Discussion  Multiple choice Magazines ,
motherhood questions with articles ad
programs and family Rationale published
planning  Narrative essay works
 Videos

Finals
Wee 12. MNCHN & Baby  Defines the standard  Recitation  Creative  Reference
k 12 Friendly Hospital package of services  Video questions Textbooks
that should be  Documentaries  (Case Analysis)  Related
delivered for each  Class Discussion  Multiple choice Magazines ,
life event as well as questions with articles ad
the standards for Rationale published
each type of facility  Narrative essay works
such as appropriate  Videos
infrastructure and
equipment,
adequate and
capable staff,
adequate logistics
and supplies,
available source of
safe blood supply as
well as available
transportation and
communication
systems.
Wee Immunization(NIP)  Knowledge of the  Recitation  Creative  Reference
k 13 scientific basis of  Video questions Textbooks
immunization to  Documentaries  (Case Analysis)  Related
essential  Class Discussion  Multiple choice Magazines ,
 immunization questions with articles ad
practices and Rationale published
contextual issues  Narrative essay works
relevant to  Videos
immunization
 Know the essential
topics for effective
immunization that
are universal to a
wide range of health
professionals
 Describe the key
clinical features,
including acute and
long-term
complications, of
each vaccine-
preventable disease.
 Describe the key
epidemiologic
features of each
vaccine-preventable
disease.
 Describe the
historical impact of
immunization on the
epidemiology of
vaccine-preventable
disease for each of
the vaccines
administered in the
practice setting,
formulate a response
to the question "Why
should I be
immunized when
vaccine-preventable
diseases are so rare
in Canada?"
 Explain why accurate
 diagnosis of vaccine-
preventable diseases
is important.
Wee Control of Acute Respiratory  Describe the goal to  Recitation  Creative  Reference
k 14 Infection (CARI) help decrease the  Video questions Textbooks
risk of transmission  Documentaries  (Case Analysis)  Related
of infection in health  Class  Multiple choice Magazines ,
care.  Discussion questions with articles ad
 Enhance Rationale published
understanding of CDI  Narrative essay works
surveillance and  Videos
outbreak
management and
apply knowledge to
complex CDI
situations in daily
practice. This
includes applying the
case definition,
correctly classifying
cases, identifying
follow up actions and
reporting cases
appropriately
according to
provincial
requirements.
Wee STD/STI (Syndromic Approach  Understand  Recitation  Creative  Reference
k 15 to Management syndromic case  Video questions Textbooks
management and its  Documentaries  (Case Analysis)  Related
advantages over the  Class  Multiple choice Magazines ,
classic approaches to  Discussion questions with articles ad
the management of Rationale published
sexually transmitted  Narrative essay works
infections  Videos
 Understand
abnormalities and
disease processes
and also for provision
of sex education
Wee Public Health Nutrition  Understand the basic  Recitation  Creative  Reference
k 16 concepts of the study  Video questions Textbooks
of nutrition,  Documentaries  (Case Analysis)  Related
including structure  Class  Multiple choice Magazines ,
and classification of  Discussion questions with articles ad
nutrients, and Rationale published
distribution in food  Narrative essay works
 Interpret and utilize  Videos
the food guide
pyramid, exchange
system and DRI
models for diet
planning
 Demonstrate an
understanding of
digestion,
absorption, and
metabolism of the
macronutrients,
along with an
understanding of
over- and under-
consumption
 Able to apply
knowledge of the
role of environment,
food and lifestyle
choices to develop
interventions to
affect change and
enhance wellness in
diverse individuals
and groups
 .Describe
recommended
measures to prevent
and/or treat chronic
diseases like obesity,
cardiovascular
disease, diabetes,
 cancer and
hypertension.
 Apply basic nutrition
knowledge by
evaluating one’s
diet ,including
interpreting and
formulating
recommendations to
improve personal
eating habits