CURRICULUM - HEC
CURRICULUMOFPUBLIC HEALTHFORBS, MS & PhD(2016)center-485775HIGHER EDUCATION COMMISSIONISLAMABADCURRICULUM DIVISION, HECProf. Dr. Mukhtar Ahmed Chairman, HECMr. Fida HussainDirector General (Acad)Ms. Ghayyur FatimaDirector (Curri)Mr. Rizwan ShoukatDeputy Director (Curri)Mr. Abid WahabAssistant Director (Curri)Mr. Riaz-ul-Haque Assistant Director (Curri)Composed by: Mr. Zulfiqar Ali, HEC, IslamabadTABLE OF CONTENTSIntroduction6Roadmap for admission in BS, MS & PhD programme9Bachelor of Science in Public Health (BSPH)10Scheme of Studies12Detail of Courses16Master of Science in Public Health (MSPH)59Roadmap for MSPH Programme61PhD in Public Health116Compulsory Courses118Recommendations128PREFACEThe curriculum, with varying definitions, is said to be a plan of the teaching-learning process that students of an academic programme are required to undergo. It includes objectives & learning outcomes, course contents, scheme of studies, teaching methodologies and methods of assessment of learning. Since knowledge in all disciplines and fields is expanding at a fast pace and new disciplines are also emerging; it is imperative that curricula be developed and revised accordingly. University Grants Commission (UGC) was designated as the competent authority to develop, review and revise curricula beyond Class-XII vide Section 3, Sub-Section 2 (ii), Act of Parliament No. X of 1976 titled “Supervision of Curricula and Textbooks and Maintenance of Standard of Education”. With the repeal of UGC Act, the same function was assigned to the Higher Education Commission (HEC) under its Ordinance of 2002, Section 10, Sub-Section 1 (v).In compliance with the above provisions, the Curriculum Division of HEC undertakes the revision of curricula after every three years through respective National Curriculum Revision Committees (NCRCs) which consist of eminent professors and researchers of relevant fields from public and private sector universities, R&D organizations, councils, industry and civil society by seeking nominations from their organizations.In order to impart quality education which is at par with international standards, HEC NCRCs have developed unified templates as guidelines for the development and revision of curricula in the disciplines of Basic Sciences, Applied Sciences, Social Sciences, Agriculture and Engineering in 2007 and 2009.It is hoped that this curriculum document, prepared by the respective NCRC’s, would serve the purpose of meeting our national, social and economic needs, and it would also provide the level of competency specified in Pakistan Qualification Framework to make it compatible with international educational standards. The curriculum is also placed on the website of HEC (FidaHussain)Director General (Academics)CURRICULUM DEVELOPMENT PROCESSSTAGE-ISTAGE-IISTAGE-IIISTAGE-IVCURRI. UNDER CONSIDERATIONCURRI. IN DRAFT STAGEFINAL STAGEFOLLOW UP STUDYCOLLECTION OF RECAPPRAISAL OF 1ST DRAFT BY EXP. OF COL./UNIVPREP. OF FINAL CURRI.QUESTIONNAIRECONS. OF CRC.FINALIZATION OF DRAFT BY CRCINCORPORATION OF REC. OF V.C.MENTSPREP. OF DRAFT BY CRCAPPROVAL OF CURRI.BY V.C.C.PRINTING OF CURRI.REVIEWIMPLE.OF CURRI.BACK TO STAGE-IORIENTATION COURSESAbbreviations Used:CRC.Curriculum Revision CommitteeVCC.Vice Chancellor’s CommitteeEXP.ExpertsCOL.CollegesUNI.UniversitiesPREP.PreparationREC.RecommendationsSTAGE-ISTAGE-IISTAGE-IIISTAGE-IVCURRI. UNDER CONSIDERATIONCURRI. IN DRAFT STAGEFINAL STAGEFOLLOW UP STUDYCOLLECTION OF RECAPPRAISAL OF 1ST DRAFT BY EXP. OF COL./UNIVPREP. OF FINAL CURRI.QUESTIONNAIRECONS. OF CRC.FINALIZATION OF DRAFT BY CRCINCORPORATION OF REC. OF V.C.MENTSPREP. OF DRAFT BY CRCAPPROVAL OF CURRI.BY V.C.C.PRINTING OF CURRI.REVIEWIMPLE.OF CURRI.BACK TO STAGE-IORIENTATION COURSESAbbreviations Used:CRC.Curriculum Revision CommitteeVCC.Vice Chancellor’s CommitteeEXP.ExpertsCOL.CollegesUNI.UniversitiesPREP.PreparationREC.RecommendationsINTRODUCTION:The Curriculum Development Committee for Public Health meeting was held from 26th to 28th April 2016 at the Regional Office of Higher Education Commission, Lahore. It was observed by HEC that different Institutes were offering MPH Program wherein people having different qualification were enrolled. Due to this haphazard approach for admission and non-availability a clear roadmap HEC constituted Curriculum Development Committee for Public Health to design Curriculum for BSPH, MSPH and PhD (PH) as well as to determine the roadmap for admission. The meeting started with the recitation of Holy Quran. The participants unanimously selected Dr.Saadullah Afridi as Convener and Dr. Shiraz Shaikh as Secretary of the Committee. It was the first ever meeting for curriculum development in the discipline of Public Health at national level for Bachelor of Science in Public Health (BSPH), Master of Science in Public Health (MSPH) and PhD in Public Health. Following public health experts attended the meeting:Sr. No.Name & AddressDr. Saadullah Afridi,Dean/DirectorSarhad Institute of Health Sciences,Sarhad University of Science & Information Technology, Peshawar.ConvenerDr. SaimaPerwaiz IqbalHead / Associate Professor,Department of Community & Family Medicine, ShifaTameer-e-Millat University, Pitras Bukhari Road, Islamabad.MemberBrig. Iqbal Ahmad Khan ?Dean / Professor,Public Health Sciences. Federal College IslamabadPlaza No 154, Street 30, I & T Center, G-9/1 IslamabadMemberProf. Dr. ShakilaZaman,DeanLahore School of Public Health,Lahore Medical & Dental College,Lahore.MemberProf. Dr. RubinaSarmadHead,Department of Maternal & Child Health,Institute of Public Health, Lahore.MemberDr. Muhammad Arif Khan,APMO,Department of Community Medicine,King Edward Medical University, Nelagumbad, Anarkali, Lahore.MemberDr. NighatNisarProfessor / Dean,Department of Community Medicine,Dow Medical College, Dow University of Health Sciences, Baba-e-Urdu Rd, Karachi.MemberProf. Dr. Atta Muhammad ChandioPeople’s University of Medical Sciences NawabshahMemberProf. Dr. Aneela Atta Ur Rahman,Dean / Professor,Department of Community Medicine,Liaquat University of Medical & Health Sciences, Jamshoro.MemberDr. M. Rashid Anjum,Deputy Registrar,Pakistan Medical & Dental Council,Mauve Area, Islamabad.MemberDr. Shiraz Shaikh,Assistant Professor,Institute of Public Health / Community Medicine, Jinnah Sindh Medical University, AIPH, RafiquiShaheed Road, Karachi.Member/SecretaryNew MembersDr. Shahzad Ali KhanAssociate ProfessorPublic HealthHealth Services Academy, IslamabadDr. Niaz Muhammad ShaikhProfessor of Community MedicineSMBBMU, at CMC, LarkanaDr.Yaseen AbdullahLecturer Public HealthInstitution of Health and Management Sciences, IslamabadDr. Nosheen ZaidiAssociate Professor,Community Medicine,Foundation University Medical College IslamabadDr. Muhammad Mushtaq KhanAssistant ProfessorFaculty of Health Medical SciencesUniversity of AJK, Muzaffarabad1713230377190Epidemiology00Epidemiology-483870887730Social & Behavioral SciencesInterdisciplinary and cross cutting competenciesEnvironmental & Occupational HealthReproductive & Child HealthHealth Systems DevelopmentDisease ControlBiostatisticsCommunication and Advocacy skillsAnalytical/Assessment SkillsSystems ThinkingLeadership SkillsFinancial Planning/Managerial SkillsPolicy development/Program planning SkillsCommunication and Advocacy SkillsCultural competency and Ethical SkillsCommunity Dimensions of Practice skillsPublic Health Sciences Skills00Social & Behavioral SciencesInterdisciplinary and cross cutting competenciesEnvironmental & Occupational HealthReproductive & Child HealthHealth Systems DevelopmentDisease ControlBiostatisticsCommunication and Advocacy skillsAnalytical/Assessment SkillsSystems ThinkingLeadership SkillsFinancial Planning/Managerial SkillsPolicy development/Program planning SkillsCommunication and Advocacy SkillsCultural competency and Ethical SkillsCommunity Dimensions of Practice skillsPublic Health Sciences SkillsBACHELOR OF SCIENCE IN PUBLIC HEALTH (BSPH)Vision StatementThe BS Programme envisions excellence in public health teaching, training and capacity building through providing broad perspectives of health and health-care and innovation, critical-thinking and lifelong learning skills into health-care settings. It will strive to acquire methods to propagate knowledge that will be useful for the furthering of Public Health Education into Masters’ and Doctoral programmes.Mission StatementThe mission of the Bachelor of Science in Public Health (BSPH) is to preserve, promote, and improve the health and well-being of populations, communities, and individuals.Goal of the BSPH ProgrammeThe BSPH programme aims to improve the health status of the population, which is to be achieved by providing professionals with a high quality of undergraduate training programme in public health sciences.Objectives of the ProgrammeProduce competent, committed and skilled public health professionals.Provide foundation for choosing a relevant Track in Public Health in future.Prepare skilled workforce in public health auxiliary and support servicesPrepare leadership in public health.Develop, administer and evaluate health policies and programmes.Participate directly in efforts to improve the health of the community using community-based and health systems’ assessment of preventive services.Conduct basic and applied research relevant to the description, risk factors and interventions for the resolution of health problems in the human populations.The graduates of the BSPH programme will be prepared to;Solve health-related problems within the financial, socio-cultural, environmental, ethical and political framework of Pakistan and its surrounding region.Design, conduct, analyze and interpret the results of relevant studies, projects and programmes.Plan, manage, and evaluate interventions in the field of public municate public health messages to diverse audience effectively using diverse tools of communication.Advocate simple public health interventions and practices with equity.Core Competencies:At the end of the program, the graduate is expected to:Detect, prevent and manage common public health problems in PakistanAcquire basic computer skillsSupervise, monitor and manage public health issuesBe effective communicatorPractice and promote professional ethicsConduct basic research and prepare reportsAnalyze health system problemsDevelop critical thinking and creativityCreate cultural context in which public health professionals workInvolve community dynamics and networkingPrepare for health advocacy, teamwork and leadership and professionalismAdmission Criteria:FSc/FA and equivalent with minimum 2nd divisionSCHEME OF STUDIESS. NoCategoriesCredit HoursNo. of pulsory Requirement (No Choice)1.11.21.31.41.51.61.71.81.9English 1English 2English 3English 4 (any other subject may be offered)Pakistan studiesEthics/Islamic StudiesMathematics 1Basic Statistics Introduction to Information and Communication Technologies 3333223339Total=252.General Courses to be chosen from other departments72.12.22.32.42.52.62.7Life Sciences BiologySociology of Health and DiseasePrinciples of PsychologyMedical AnthropologyPopulation DynamicsPrimary Health CareProfessional Ethics3333333Total=213.Discipline Specific Foundation Courses103.13.23.33.43.53.63.73.83.93.10Personal HygieneConcept of Health and DiseaseBasic EpidemiologyBasic BiostatisticsHealth Promotion, Advocacy & Social MobilizationCommunity NutritionCommunity PediatricsReproductive HealthEnvironment& Occupational HealthMental Health3333333333Total=304.Major Courses including research project / Internship144.14.24.34.44.54.64.74.84.94.104.114.124.134.144.15Fundamental of Infectious Disease Communicable Disease EpidemiologyNon Communicable Disease EpidemiologyHealth Policy and ManagementHealth PlanningDistrict Health ManagementApplied EpidemiologyResearch MethodologyMicrobiologyEntomologyParasitologyHealth Professional EducationField VisitsSeminars by studentsResearch Project33333333333300 6425.Electives within the major45.15.25.35.45.55.65.75.85.95.105.115.125.135.145.155.165.175.185.195.205.215.22Prison HealthInternational HealthHealth EconomicsHealth FinancingHealth Inventory ManagementDisaster ManagementQuality Management in Health Care\School HealthHealth Information SystemHealth Project ManagementArt and Public Health Community DentistryCommunity PsychiatryCommunity NursingFood SafetyHealth MarketingAddiction and Social RehabilitationNuclear MedicineSports MedicineAdolescent and Sexual HealthRisk Management Geriatrics12Total13044Semester DistributionSemesterCategoriesCredit HoursNo. of CoursesFirstCompulsory Requirement (No Choice)English 1Pakistan StudiesMathematicsLife Sciences BiologySociology of Health and Disease (list)Basic Computer Skills 3233336 17SecondEnglish 2Ethics/Islamic StudiesBasic Statistics Principles of PsychologyMedical AnthropologyPersonal Hygiene323333617ThirdEnglish 3Basic Computer LiteracyPopulation DynamicsPrimary Health CareConcept of Health and Disease33333515FourthEnglish 4 (any other subject may be offered)Professional EthicsBasic EpidemiologyBasic BiostatisticsHealth Promotion, Advocacy & Social Mobilization33333515FifthCommunity NutritionCommunity PediatricsFundamental Principles of Infectious Disease Epidemiology of Infectious DiseasesNon Communicable Disease Epidemiology3333 3515SixthReproductive HealthEnvironment& Occupational HealthHealth Policy and ManagementHealth PlanningDistrict Health ManagementHealth Professional Education333333618SeventhMental HealthHealth MarketingResearch MethodologyElective 1Elective 2Research Project333333618EightMicrobiologyEntomologyParasitologyElective 3 Elective 4Research Project333333618Note:Field Visits and Seminars by students will be non-credit, but compulsory subjects spread over each SemesterDETAIL OF COURSES(Objectives and Contents of the courses)pulsory requirement (No Choice)English I (Functional English)Annexure AEnglish II (Communicational Skills) Annexure BEnglish III (Technical Writing) Annexure CEnglish IIII (Any other subject can be offered)Pak-Studies Annexure DIslamic StudiesAnnexure EMathematics I (Algebra)Annexure FBasic StatisticsAnnexure GIntroduction to Information andAnnexure HCommunication Technologies2.General Courses2.1Life Sciences BiologyLearning Outcomes:After studying this course, you should be able to:Demonstrate a broad basic knowledge of the biological sciences.Demonstrate a thorough understanding and competency in a specific discipline within the biological municate scientific ideas effectively in both oral and written formats.Think critically and evaluate, design, conduct and quantitatively assess innovative research in a biological discipline.Have acquired the skills and knowledge needed for employment or advanced graduate or professional study in discipline related areas.Course Contents:Studying LifeSmall molecules and chemistry of lifeRoutine carbohydrates & lipidsNucleic Acids & origin of lifeCells: The working unit of lifeCell membranesCell Communication & MulticellularityEnergy Enzymes & metabolismPathway that harvest chemical energyPhotosynthesisCell Cycle & Cell divisionInheritance, Genes & Chromosomes DNA and its role in inheritance Gene mutation & Molecular GeneticsFrom DNA to protein: Gene ExpressionRegulation of gene expressionGenosomesRecombinant DNA technology Gene expression & Development Gene evolutionMechanism of evolution Evolution of gene & genomesHistory of life and earth Recommended Reading:Erwin Schr?dinger – What is Life? – Cambridge University PressCraig Heller, David Sadava, David Hillis, May Berenbaum - Life: The Science of BiologyDavid Sadava - Life: The Science of Biology2.2Sociology of Health & Diseases Learning Outcomes:After studying this course, you should be able to: ? Discuss the social contexts of wellness and illness ? Explain the patient’s perspective on the experience of illness including meaning making and interaction with care providers ? Examine the social-historical transformation of the medical system in the U.S., including the changing role of physicians and other health care providers ? Interpret visual and written depictions of indicators and trends in population health over time ? Identify the socio-cultural aspects of health and illness, particularly as relating to the definitions of health, illness behavior and social epidemiology ? Investigate the social causes of disease and illness related to disparities due to social stratification and unequal access ? Describe the historical role of women in the medical system as patients, practitioners and health care providers ? Differentiate the current ethical issues and debates about new medical technologies and their impact on doctor-patient relationships and on access to health care Course Contents:Evolution of Health & Healing, Body, Mind, Illness and Environment Theories, research and debates of medical sociology. Social, environmental and occupational factors in health and illness; The meaning of health and illness from the patient’s perspective; The historical transformation of the health professions and the health work force; The social and cultural factors surrounding the creation and labeling of diseases; Disparities in health, access to healthcare, and the quality of healthcare received; Organizational and ethical issues in medicine including rising costs and medical technology; and health care reform.Recommended Reading:Bird, Chloe E., Peter Conrad, and Allen E. Fremont. 2000. “Medical Sociology at the Millennium.” Pp. 1-10 in Handbook of Medical Sociology, Fifth Edition, edited by C.E. Bird, P. Conrad, and A. Fremont. Upper Saddle River, NJ: Prentice-Hall.Link, Bruce, and Jo Phelan. 2010. “Social Conditions as Fundamental Causes of Health Inequalities.” Pp. 3-17 in Handbook of Medical Sociology, Sixth Edition, edited by C. E. Bird, P. Conrad, A. M. Fremont and S. Timmermans. Nashville: Vanderbilt University PressShim, Janet. 2005. “Constructing ‘Race’ Across the Science-Lay Divide: Racial Formation in the Epidemiology and Experience of Cardiovascular Disease.” Social Studies of Science 35: 405-436.Prof. Saadat Farooq: Medical Sociology. Azeem Academy Karachi2.3Principles of PsychologyDescription:Surveys the basic concepts of psychology. Covers the scientific study of behavior, behavioral research methods and analysis, and theoretical interpretations. Includes topics that cover physiological mechanisms, sensation/perception, motivation, learning, personality, psychopathology, therapy, and social psychology. Learning Outcomes:After studying this course, you should be able to:Identify the major fields of study and theoretical perspectives within psychology and articulate their similarities and differencesDifferentiate between the major observational, correlational, and experimental designs used by psychologists; critically evaluate real world information sources. Identify themajor parts of the nervous system including the brain and explain how they reciprocally influence emotion, behavior, and mental processes. Explain how people change physically, mentally, emotionally, and socially over the course of the life span using the major concepts of development Define consciousness and describe altered states of consciousness including sleepDifferentiate between sensation and perception; articulate the major sensory pathways and how/where perceptual modifications can/does occur.Understand and describe major theories of motivation and be able to apply them to their own behaviorExplain how organisms learn through classical conditioning, operant conditioning, and observational learning.Identify processes involved in the encoding, storage, and retrieval of information and how these processes impact the student’s memory.Explain how people think using concepts, solving problems, and making judgments; Identify the major theoretical perspectives of personality and articulate their similarities and differencesDifferentiate between abnormal and normal behavior; identify the symptoms of major psychological disorders and explain what roles biological, psychological, and socio-cultural factors play in causing these disorders.Course Contents:The Scope of PsychologyThe Functions of the BrainOn Some General Conditions of Brain-Activity.HabitThe Automaton-TheoryThe Mind-Stuff TheoryThe Methods and Snares of PsychologyThe Relations Of Minds To Other Things.The Stream of Thought.The Consciousness of Self.Attention.Conception.Discrimination and Comparison.Association.The Perception of Time.Memory.Sensation.Imagination.The Perception of 'Things'The Perception of Space.The Perception of Reality."Reasoning."The Production of Movement.InstinctThe Emotions.Will.Hypnotism. Recommended Reading:Taylor - Health Psychology – 5th Edition – McGraw-HillAndew Balim, Tracy A. Revenson – Handbook of Health PsychologyJess Fiest, Linda Brannon – Introduction to Behavior and Health2.4Medical AnthropologyLearning Outcomes:After studying this course, you should be able to:Discuss the ways in which ideas regarding health, illness, and treatment are socially constructedAnalyze biomedicine as a cultural system and the nature of its spread around the globeRecognize the value of anthropology in understanding medicine and healingBreak down complex academic journal articles into thesis, main points, and supporting evidenceConduct and present independent research on current popular health topicsSuccessfully apply the arguments presented in academic articles to non-anthropological writingCourse Contents:Introduction of Medical AnthropologyCulture and social aspects of the body, health, sickness and illness in the cross cultural prospectiveEffects of culture on health MedicalizationAuthoritative knowledge and belief Global inequitiesThe phenomenology of disability, death and role of medical schoolsUnderstanding interpretive approaches, critical theory and phenomenology Recommended Reading:Fadiman, Anne1997 The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, and Giroux.Lock, Margaret2002 Twice Dead: Organ Transplants and the Reinvention of Death. Berkeley: University of California Press.Montross, Christine2007 Body of Work: Meditations on Mortality from the Human Anatomy Lab. Penguin Books.Murphy, Robert1990 The Body Silent: The Different World of the Disabled. New York: W.W. Norton.2.5Population DynamicsLearning Outcomes:After studying this course, you should be able to:Define the demographic transition and explain its historical relevance Describe the principle mechanisms that are associated with declining mortality, fertility and migration as well as the relationship between these three processes. Analyze basic empirical relationships between demographic and socioeconomic conditions. Outline both macro and micro level processes of development and their relationship to population change. Recognize and relate the role of both gender and technology in specific contexts to show their importance in demographic changeCourse Content: Understanding demography and population dynamicsDemographic cycleInternational demographic/population trendsPopulation dynamic in PakistanLife expectancyIntroduction to family planningPopulation dynamics verses national economyPopulation transitionRecommended Reading:Boserup, Ester. 1965. The Conditions of Agricultural Growth: The Economics of Agrarian Change under Population Pressure. Routledge. Bongaarts, John, W. Parker Mauldin, and James F. Phillips. 1990. “The Demographic Impact of Family Planning Programs.” Studies in Family Planning 21(6):299–310. Das Gupta, Monica. 1987. “Selective Discrimination Against Female Children in RuralPunjab, India,” Population and Development Review 13(1). Dyson, Tim. 2001. “A Partial Theory of World Development: The Neglected Role of the Demographic Transition in the Shaping of Modern Society.” International Journal of Population Geography 7(2):67–90. Eastwood, Robert, and Michael Lipton. 2011. “Demographic Transition in sub-Saharan Africa: How Big Will the Economic Dividend Be?” Population Studies 65(1).K. Park – Preventive and social medicine2.6Primary Health Care (PHC)Learning Outcomes:After studying this course, you should be able to:Define PHC and describe its core conceptsSummarize the key factors that resulted in the development of PHCExplain the key principles and essential components of Comprehensive PHCDifferentiate between Selective and Comprehensive PHCEnlist major achievements of PHCDescribe organization of PHC services in PakistanCourse Contents:Introduction and Philosophy of PHC & HFAPrinciples of PHCEssential components of PHCBarriers in implementation of PHCOrganization of PHC Services in Pakistan-1Introduction to MDG’s and SDG’sIntroduction to National Health ProgrammesRecommended Reading:Principles of PHC. WHOStrengthening PHC’s in developing countriesPHC and MDG’s. UNDPPhilosophy of PHCWHR 20082.7Professional EthicsLearning Outcomes:After studying this course, you should be able to:Ability to engage in informed critical reflection on the nature of professionalism and ethical challenges inherent in professionalismKnowledge of prominent normative ethics frameworks – consequentialist, deontological, virtue, and contractualismAwareness of types of ethical challenges and dilemmas confronting members of a range of professions (business, media, police, law, medicine, research)Ability to bring to bear ethical analysis and reasoning in the light of normative ethics frameworks on a selection of ethical challenges and dilemmas across the chosen range of professionsAbility to relate ethical concepts and materials to ethical problems in specific professions and professionalismAbility to research appropriate material in relation to set questions in writing essays meeting the highest standards of rigor and clarityCourse Contents:Understanding of the ethical problems and principles.Understanding of the professionalism and ethics of other professions: how they interact and what can be expected from them as correct ethical behavior. Benefit from a critical scrutiny of their own ethics by those from other professions.The general principles of professional ethics. Ethics of several major professions: Business Ethics, Media Ethics, Police Ethics, Medical Ethics, Legal Ethics, and Research Ethics. The nature of a profession, professional codes of ethics, confidentiality, whistle-blowing.The responsibility of business to the environment, uses and abuses of human research.Animal ethics in research.Recommended Reading:Ethics for the Professions. John Rowan & Samuel Zinaich, Jnr. Wadsworth. 2003Joan C. Callahan, Ethical issues in professional life, Oxford University Press, 1988.Alan H. Goldman, The moral foundations of professional ethics, Rowman and Littlefield, 1980Ruth F. Chadwick, (ed.) Ethics and the professions, Avebury, 1994.Justin Oakley, Dean Cocking, Virtue ethics and professional roles. Cambridge University Press, 20013.Discipline Specific Foundation Courses3.1 Personal HygieneLearning Outcomes:After studying this course, you should be able to:Understand the importance of Personal HygieneIdentify the effects of eugenics on communityIdentify relationship of personal hygiene with diseaseDescribe how personal hygiene improves health of individualsCourse Contents:Introduction to Personal HygieneHandwashEye hygieneHair hygieneBody hygieneOral hygieneNails and cuticlesFeet and shoesProtection from noise and UV LightControl of foul odourRole of personal hygiene in communicable and Non communicable diseasesTypes of cleanliness (intrinsic & extrinsic)Prevention of cough cold and other contagious diseaseSmoking and protecting rights of othersPersonal hygiene at homeClothesKitchenWashroomPersonal hygiene at schoolsPersonal hygiene at surroundingsPersonal hygiene at work placeCleanliness and religionRecommended Reading:Healthy Living. Web Health CenterSharon O Neil. Personal Hygiene Basic. Live Beth W Ornstein. A Guide to good personal hygiene. Everyday Virginia Smith. Clean: A History of Personal Hygiene and Purity. Oxford University Press3.2Concept of Health and Disease/Fundamentals of PHLearning Outcomes:After studying this course, you should be able to:Define and understand concept of healthIdentify determinants of health Enumerate the indicators of healthUnderstand the concept of disease causationUnderstand iceberg of disease phenomenonUnderstand the levels of prevention Cover basic definitions and historical background of public healthCourse Contents:Concept of healthDimensions of healthDefinition of healthHealth spectrumDeterminants of healthResponsibility of healthIndicators of healthConcept of diseaseConcept of causationLevels of preventionHistorical background of public healthEvolution of public healthDefinitions of common public health termsHealth for allRecommended Reading:1.Basch PF. Textbook of international health, 2ndEd. New York, NY:OxfordUniversity Press. 2. Brownson RC, Baker BA, Leet TL, Gillespie KN. Evidence-based public health. New York, NY: OxfordUniversity Press; 2003. 3.Detels R, McEwen J, Beaglehole R, Tanaka H, (eds.). Oxford textbook of public health: the practice of public health, 4thed. Oxford: Oxford University Press; 2002. 3.3Basic EpidemiologyLearning Outcome:After studying this course, you should be able to:Understand the concept of Epidemiology, Epidemiological Studies and its application and uses in controlling Public Health problemsExplain and practise some key techniques in epidemiologyUnderstand some routine methods of data analysisApply these techniques in a practical senseCourse Contents:Introduction to EpidemiologyMeasures of Disease Frequency: Prevalence and IncidenceMeasures of MortalityDescriptive Study DesignsAnalytical Study DesignsMeasures of AssociationCriteria for CausationRecommended Reading:R. Beaglehole, R. Bonita, T.KjellstromBasic epidemiology AITBS IndiaLeon GordisEpidemiology W.B. Saunders co.Mausner JK , BAHN AK Epidemiology: An Introductory Text 3rd W.B. Saunders co.3.4Basic BiostatisticsLearning Outcomes:After studying this course, you should be able to:Present & Interpret data in tabular and graphical formsApply the basic rules of probabilitySummarize data using the appropriate measures of central tendency and variationApply the principles of normal distribution on a population and on sample meansDetermine the required sample size for a given level of significanceDetermine & Interpret the confidence interval for sample means and proportionsApply the appropriate test of significance to test the hypothesis on a given data setCourse Contents:Introduction to Biostatistics and its Application in ResearchData: its Types, Sources and usesOrganizing and Displaying DataMeasures of Central Tendency and Measures of DispersionIntroduction to Statistical SoftwareProbabilityNormal DistributionSampling TechniquesConfidence Intervals for MeanConfidence Intervals for ProportionHypothesis TestingIntroduction to Tests of SignificanceCorrelation and RegressionRecommended Reading:Pagano, Gauvreau Principles of Biostatistics 2nd ThomsonRosner Fundamentals of Biostatistics 6th ThomsonDaniel WW Biostatistics: A Foundation for analysis in Health Sciences 5th(1990) Joh Wiley and Sons3.5Health Promotion, Advocacy and Social MobilizationLearning Outcomes:After studying this course, you should be able to:Describe the concept of health and its determinantsDefine Health Promotion and Develop an understanding about evolution of health promotionExplain the models of Health promotionRecognize the cultural diversities in Health PromotionLearn various strategies and methods for Health PromotionCourse Contents:Concept and Determinants of HealthHealth Literacy and Health CommunicationIntroduction of Health EducationIntroduction to Health PromotionOttawa Charter, Jakarta Declaration, Healthy Cities 2000Advocacy, Community Participation, Enablers and Healthy Public PolicyApproaches to Health PromotionCultural Diversity in Health PromotionIntervention ProgramsSocial MobilizationRecommended Reading:Garry Egger, Ross Spark, Rob Donovan Health Promotion Strategies and Methods 2nd McGraw-HillPakistan Medical Corps Health Education Handout Pakistan Medical CorpsRaingruber B Health Promotion Theories Jones and Barlett LearningNaidoo Foundations for Health Promotion Elsveir Health SciencesNational Institute of Health England: HPR 850 Theory at a glance: A guide for Health Promotion Practice National Institute of Health England: HPR 8503.6Community NutritionLearning Outcomes:After studying this course, you should be able to:Identifying target populations that may be at nutritional riskIdentifying and assisting in development of accurate nutrition education materialsDemonstrate accurate understanding of the science of normal nutritionCommunicate effectively, both orally and in writingConduct needs assessments and develop nutrition interventions for individuals, groups and communitiesUse effective teaching strategies for individuals, groups, or through community education programmingApply understanding of the influence of socioeconomic, cultural, social, psychological, and ethnic food consumption issues and trends to nutrition practiceDemonstrate professional attributes including time management, priority setting, work ethic, critical thinking, advocacy, and service to professional and community organizationsDemonstrate active participation, teamwork and contributions in group settingsCourse Contents:Introduction to Human Nutrition and Balanced DietIdentification of Population at RiskFactors Contributing to Community Nutritional DisordersHealthy Nutrition for Pregnant Women, Lactating Mothers and ChildrenProblems Related to Procurement, Storage, Supply and Distribution of Food to the Vulnerable GroupsAdequate Supply of Food (quality and quantity)International Food Organizations (WFO etc)Politics in Food SupplyFood Supply to Drought , Earthquake, War and RefugeesManagement of Nutritional Disorder Diseases in CommunitiesRecommended Reading:Author Books Hard/OnlineDr. Saira Afzal (HOD community med dept. KEMU) Concepts of community medicine Hard+Cheap+EasyDr. Saira Afzal (HOD community med dept. KEMU) Research Methodology and basic biostatistics Hard+Cheap+EasyNaveed Alam Community Medicine Hard+Cheap+EasyPark Preventive and social medicine Hard+Easy+CheapMuhammad Ilyas Public health and community medicine Hard+Easy+CheapUS AID Nutrition Soft+EasyNouman Hashmi Community Medicine Hard+Easy+CheapArlene Spark Nutrition in public health Soft+Downloadable (Google Books)A Burgess, M Bijlsma, Community Nutrition Soft+Downloadable (Google Books)3.7Community PediatricsLearning Outcomes:After studying this course, you should be able to:Establish public health perspective on child healthDevelop essential skills for neonatal careMonitor child growth and developmentPerform appropriate clinical and anthropometric assessments for the nutritional status of infants and childrenAssess, classify and describe appropriate treatment for sick children below the age of five years according to the principles of the Integrated Management of Childhood IllnessDetermine the nutritional requirements and the most common nutritional disorders affecting infants and childrenFamiliarize with current child health programsCourse Contents:Neonatal CareGrowth MonitoringPromotion of BreastfeedingOral RehydrationImmunizationCommunity FeedingNutritional SurveillanceRegular Health Check-upsRecommended Reading:1.Maternal and Child Health-Management Sciences for health. ()2.Child Health: ebook. ecog-obesity.eu 3.Child growth standards and the identification of severe acute malnutritionin infants and children. A Joint Statement by the World Health Organization and the United Nations Children’s Fund4. K. Park – Prevention and social Medicine3.8 Reproductive HealthLearning Outcomes:After studying this course, you should be able to:Define Reproductive Health and Reproductive LifecycleIdentify the underlying determinants of reproductive healthDescribe the causes and prevention of underlying issuesCourse Contents:Introduction to Reproductive Health and Life Cycle ApproachICPDReproductive BehaviorSafe MotherhoodBreastfeedingContraceptionSTI’sReproductive Health RightsGender Power and Reproductive HealthInfertilityRecommended Reading:Catrriona Melville Sexual and reproductive health at a glance John Wiley & Sons limitedPaul .F.A VAN LOOK Sexual and reproductive health; A public health perspective. Academic Press (AP) in imprint of ElsevierKulczycki, Andrzej Critical issues in reproductive health DOI. 10.1007/978-94-007-6722-5_1 springer series+ Business media Dodrechtnap.eduBarbara Anderson Reproductive health women & men’s shared responsibilities. Jones & BarletteJonathean B. Kotch Maternal and child health. Jones & Barlette3.9Environment and Occupational HealthLearning Outcome:After studying this course, you should be able to:Describe effects of environment on healthEnforcement PolicyDemands of the Health and Safety ServiceTraining, Administration and Management ControlEnvironmental Protection Inspection ServiceLicensing and Regulatory ruleCourse Contents:Air Pollution, its Hazards and PreventionNoise Pollution, its Hazards and PreventionWater Pollution, its Hazards and Prevention Water PurificationRadiation, its Hazards and PreventionWaste ManagementOzone Layer DepletionClimate Change and Global WarmingIntroduction to Occupational HealthEvolution of Occupational Health (Labor Movements)Occupational Health Hazards and its PreventionWork Place SafetyPrevention of hospital based health hazards in hospital workersSocial SecurityPrevention of Gender HarassmentRecommended Reading:Moore GS. Living with the earth: Concepts in environmental health science, 2nd Edition. Boca Raton, FL: Lewis Publishers;2002.Sellers CC. Hazards of the job: from industrial disease to environmental health science. Chappel hill: University of North Carolina Press;1997Vesilind PA, Pierce JJ. Environmental Pollution and Control, 4th Education Boston MA: Butter worths Publishers, 1983. 3.10Mental HealthLearning Outcomes:After studying this course, you should be able to:Define Mental Health and cover the basic concepts of Community Mental HealthEnumerate common mental health problems in PakistanLearn to apply levels of prevention to mental health problemsUnderstand the biological, psychosocial and socioeconomic factors affecting mental healthDescribe the main reasons of substance abuse Course Contents:Introduction to Mental HealthPrevention of Mental ill Health and Promote Mental HealthRisk and Protective Factors for Mental DisordersSocioeconomic Determinants of Mental HealthMental Health and Quality of LifeStrengthening Community NetworkReducing Harm from Addictive SubstancesPrevention of Child Abuse and NeglectCoping with Parental Mental illnessManagement of Mental Health in Rehabilitation CentersRecommended Reading:Compton MT. Social Determinants of Mental Health. 2015 American Psychiatric AssociationLarol S. Handbook of Sociology of Mental Health. 2nded. Springer 2012R Streevani A guide to Mental Health & Psychiatric Nursing 2nd JaypeeThe ICD-10 Classification of Mental and Behavior Disorders, AITBS/WHO.4.Major Courses Including ResearchProject/Internship4.1Fundamental of Infectious DiseasesLearning Outcomes:After studying this course, you should be able to:Understand natural history of disease,List the common infectious diseases of public health importanceDescribe the global and national impact of common communicable diseasesDiscuss the strategies of control of common communicable diseases in PakistanCourse Content:1.Infection, Contamination, Pollution, Infestation, Infectious Disease, Communicable Disease, Contagious Disease2.Host, Immune and Susceptible Person3.Sporadic, Endemic, Epidemic, Pandemic, Epizootic, Exotic and Zoonotic4.Contact, Fomites, Carriers, Vectors and Reservoir of Infection5.Incubation, Infective, Prodromal Period and Generation Time6.Cross Infection, Nosocomial, Opportunistic Infection and Iatrogenic Disorders7.Surveillance, Eradication and Elimination8.Reservoir and Source of Infections 9.Escape of Organism, Mode of Transmission, Entry Into the Body, Susceptible Hostand Host Defenses (Immunity)10.Controlling the Reservoir, Early Diagnosis and Treatment, Isolation, Quarantine, Disinfection Interruption of TransmissionRecommended Readings:Mendel, Douglas, Bennets. Principles and Practices of Infectious Diseases. Nelson KE. Epidemiology of Infectious diseases. General Principles. Jones and Barlet Publishers England 4.2Communicable Disease EpidemiologyLearning Outcomes:After studying this course, you should be able to:Understand Natural History of diseaseList common infectious disease of public health importanceDescribe the global and national impact of common communicable diseasesDiscuss the strategies of control of common Communicable Diseases in PakistanCourse Content:1.Disease Spread Through Respiratory Tract2.GIT Infections3.Vector-Borne Diseases4.Zoonotic Diseases5.Contagious Diseases6.Surface Infections7.Sexually Transmitted Infections8.Emerging and Re-emerging DiseasesRecommended Reading:Chanawongse K. Understanding primary health care management: from theory to practical reality. Bangkok: Buraphasilp Press; 1990. Dicker RC, et. al. Principles of epidemiology: an introduction to applied epidemiology and biostatistics, 2nded. Atlanta, GA, USA: Centers for Disease Control and Prevention, 1992. Self-study course 3030-G. Available from:URL: Communicable Disease EpidemiologyLearning Outcomes:After studying this course, you should be able to:Understand the importance of NCDs in PakistanThe awareness of the preventive strategies for NCDsDevelop the health promotion strategies for NCDsDefine and prevent injury, accidents and their typesCourse Content:HypertensionCoronary Heart DiseasesStrokeCancersBlindnessDiabetes MellitusObesityInjuries and AccidentsRecommended Reading:Ministry of Health, Government of Pakistan, World Health Organization, Heartfile. National action plan for prevention and control of non-communicable diseases and health promotion in Pakistan: a public-private partnership in health. Islamabad, Pakistan: tripartite collaboration of the Ministry of Health, Government ofPakistan; WHO, Pakistan office, and Heartfile; 2004. Available from: URL: Moroflubkin, with Pamala D. Larsen Chronic Illness 4th Jones & Bortlett Publishers4.4Health Policy and ManagementLearning Outcomes:After studying this course, you should be able to:Demonstrate understanding of human, social and economic dynamics of organizational behaviorDevelop competency in making effective managerial decisions under conditions of uncertaintyDemonstrate capacity to apply conceptual framework for understanding political and policy process in healthcareUnderstand basic organization, financing and delivery of health service and public health systemsCourse Content:Introduction to Health ManagementStrategic ManagementPlanningOrganizationMonitoringEvaluationPakistan Health Policy 2009Health FinancingStewardshipHistory of Health Policy in PakistanDeterminants of health policyRecommended Reading:Chanawongse K. Understanding primary health care management: from theory to practical reality. Bangkok: Buraphasilp Press; 1990. Gourlay R. Training manual on health manpower management (8 volumes). Geneva: Division of Health Manpower Development, World Health Organization; 1988. Document no. WHO/EDUC/88.195. McMahon R, Barton E, Ross F. On being in charge: a guide to management in primary health care, 2nded. Geneva: World Health Organization; 1992. Reinke WA. Health planning for effective management (HPEM).New York, NY: Oxford University Press; 1988. Shortell SM, Kaluzny AD. Health care management, 3rded. Albany, NY: Thompson Delmar Learning; 2000. World Health Organization. The world health report 2000: Health systems – improving performance. Geneva: World Health Organization; 2000. Available from: URL: 4.5Health PlanningLearning Outcomes:After studying this course, you should be able to:Familiarize the students with the basic concept of planning, planning models, techniques and toolsUnderstand the functions of planning machinery of PakistanTo understand the important terminology related to health planning for its implementation wherever requiredCourse Content:Importance and Significance of PlanningUnderstanding the Planning ConceptsPlanning ModelsTypes of PlansPlanning ProcessPlanning ToolsPlanning Commission of PakistanRole of ECNEC in PlanningPlanning for PlanningReference Reading:Green A. An introduction to health planning in developing countries, 2nd edition. Oxford: Oxford University Press; 1999.Kielmann, AA, Janovsky K, Annett H. Assessing district health needs, services and systems: protocols for rapid data collection and analysis. London, UK: Macmillan Education Ltd and AMREF, 1995. Green A. An Introduction to Health Planning in developing countries. ELBS London4.6District Health ManagementLearning Outcomes:After studying this course, you should be able to:Describe the district health care delivery systemInform the people about various health care services offered at different tiers of health care delivery system chain.Course Content:1.Introduction to Healthcare Care Delivery System In Pakistan {Public and Private Sector}anization of Health Care System in a District3.Healthcare Services Delivered at Different Tiers of District Health Management Services.{Minimum Service Delivery Standards}4.Health Information System at District Level.anization and Functioning of Dispensary, MCHC, BHU, RHC, THQ, DHQ, 6.Referral Chain of Patient from BHU to DHQ and onwards7.Duties of Different Health Care Providers Employed in District Health Management.8. Role of District administration in district health management9. Nazim and its part in district health managementRecommended Reading:Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual: toolkit for district health managers. Islamabad, Pakistan: Multi-donor Support Unit, Ministry of Health; 2002.Manual of Epidemiology for District Health Management. J. P. Vaughan,?R. H. Morrow World Health Organization, 01-Jan-1989Medical198 pageNabeela Ali. District Health Management Team. PAIMAN. Contech International Health Consultants4.7Applied of EpidemiologyLearning Outcomes:After studying this course, you should be able to:Apply measures of disease frequency in Public Health using descriptive and cross sectional surveysDescribe further statistical procedures in Cohort and case-control studiesInterpret the results of a study investigating the effects of Confounding, Bias and Chance.Describe the methods adopted to control for Confounding, Bias, and Chance in a study. Describe and interpret the results of an experimental study design investigating the possible sources of bias and its control in study designs and statistical analysis. Apply screening in disease control. Use the tests of significance for parametric data: three or more independent groups of observations (ANOVA)Use the tests of significance for categorical data:Use non-parametric tests for a single or more than one samples e.g. Wilcoxon’s Rank sum tests, Mann-Whitney U-tests etc. Investigate the relationship and association of two or more continuous variables using regression, correlation and interpretation and presentation of correlation. Evaluation of interventions using appropriate epidemiological and statistical methods. Course Contents:Disease Frequency: Incidence and PrevalenceProportional Morbidity and MortalityDetails of Measures of Association and Inference in Cohort and Case Control StudiesApplication and Interpretation Issues in Screening Applied to Disease ControlExperimental Study Designs: Application and Interpretation of the ResultsApplication and Interpretation of Parametric Test: ANOVA in Experimental and other Study Designs.Application and Interpretation of Non Parametric Tests: Chi Square Test for Several Proportions, n k Tables and Tables with Ordered Data, Fisher’s Exact Test, Non-parametric Tests for a Single or More than one samples e.g. Wilcoxon’s Rank Sum Tests, Mann-Whitney U-tests.Application and Interpretation of Regression, Correlation Coefficients, Coefficient of Determination in study Results.Recommended Reading:R. Beaglehole, R. Bonita, T.KjellstromBasic epidemiology AITBS IndiaLeon Gordis Epidemiology W.B. Saunders co.Mausner JK , BAHN AK Epidemiology: An Introductory Text3rd W.B. Saunders Co.Pagano, Gauvreau Principles of Biostatistics 2nd ThomsonRosner Fundamentals of Biostatistics 6th ThomsonDaniel WW Biostatistics: A Foundation for analysis in Health Sciences 5th(1990) John Willey and Sons.4.8Research MethodologyLearning Outcomes:After studying this course, you should be able to:Importance of Qualitative and Quantitative ResearchDevelop research protocolCritical appraisal of research paperWriting research paperCourse Content:1.Introduction to Research Methodology2.Types of Research3.Selection of Research Topic4.Formulation of Objectives5.Literature Search6.Writing Introduction7.Plagiarism8.Writing Methodology9.Data Collection/Questionnaire Design10.Analysis and Interpretation11.Report Writing12.Timeline (Gantt Chart)13.Budget Plan14.Research EthicsRecommended Reading:Varkivisser CM. WHO. Designing and Conducting Health System Research Projects. International Development Research CenterAbramson JH, Abramson ZH. Survey Methods in Community Medicine. 5th Edition. Churchill LivinstoneTaylor, Sinha, Ghoshal Research Methodology PHIMartin Brett Davies Doing a successful Research Project PalgraveS.R. Singh Research Methodology APH4.9MicrobiologyLearning Outcomes:After studying this course, you should be able to:Familiarize students with fundamental concept of MicrobiologyCourse Content:1.Fundamentals of Microbiology2.Introduction to Medical Microbiology3.Gen. Immunology4.Microbial Taxonomy5.Gen. Virology6.MycologyRecommended Reading:Black, J. G. 2005. Microbiology: Principles & Explorations, 6th edition, John Willey and Sons, N.Y. 2. Talaro, K. P. 2008. Foundations in Microbiology: Basic Principles, McGraw-Hill Companies, N.Y. 3. Tortora, G. J., Funke , B. R. and Case, C. L. 2008. Microbiology: an introduction 9th edition, Pearson Education. Tortora, G. J., Funke, B. R. and Case, C. L. 2012. Study Guide for Microbiology: An Introduction. 11th edition. Benjamin-Cummings Publishing Company, U.S.A.4.10EntomologyLearning Outcomes:After studying this course, you should be able to:Appreciate the value and importance of insectsUnderstand the need for good management practicesLearn about the classification, biology, ecology, behavior, and control of insectsIdentify major orders and families of insectsAcquire skills for collecting, mounting, and preserving insects for scientific studyCourse Contents:Classification of Arthropod Vectors, General Characteristics of Arthropods, Mites & TicksInsectsLice Bugs & FleasFliesMosquitoesCommon Arthropod Borne DiseasesArthropods of Medical Importance (Mosquito, Flies, Flees, Ticks, Mites and Human Lice)Principles of Arthropods Control (Environmental, Chemical, Biological and Genetics)Insecticides and Their Public Health ImportanceRecommended Reading: Awastheir, V.B. 2009. Introduction to General and Applied Entomology. Scientific Publisher, Jodhpur, India. Dhaliwal, G.S. 2007. An Outline of Entomology. Kalyani Publishers, Ludhiana.Elzinga, R.J. 2003.FundamentalsofEntomology. Prentice Hall.Gullan, P. J. and P. S. Cranston. 2010. The Insects: An Outline of Entomology. 4thed., Wiley-Blackwell. A John Willey & Sons, Ltd., Publication, UK.Lohar, M.K. 2001. Introductory Entomology.Department of Entomology, Sindh Agriculture University, Tandojam Sindh, Pakistan. 4.11ParasitologyLearning Outcomes:After studying this course, you should be able to:Describe in details the life cycle of medically important parasites.Define the organs commonly involved in the infection.Recall the relationship of this infection to symptoms, relapse and the accompanying pathology.Arrange the factors that determine endemicity of the parasite infectionState the distribution and epidemiology of the parasitesExplain the methods of parasite control, e.g. chemotherapy, molluscicides, general sanitation plus describing the advantages and disadvantages of each method.Demonstrate a broad understanding of the central facts and the experimental basis of modern Parasitology.Solve problems in the context of this understanding.Demonstrate practical skills in fundamental parasitological techniques.Present and interpret results obtained from using these techniques.Present information clearly in both written and oral form.Course Content:1.Identification of parasites2.Life cycles.3.Epidemiological factors.4.Host-parasite relationships.5.Immunity to parasites.A. ProtozoaPlasmodium and MalariaEntameoba Histolytica and DysenteryGiardia Lamblia and GiardiasisTrichomonas and TrichomoniasisLeishmania and LeishmaniasisB. HelminthsTaeniasaginata, Ancylostomaduodenale, Ascaris, enterobiusvermicularis and worm infestationC. EctoparasitesPediculushumanus and Head liceSarcoptesscabei and scabies6. Recent molecular techniques.7. The appropriate preventive and control measures.Recommended Reading:Roberts LS, Janovy Jr J. 2009. Foundations of Parasitology, 8thed., McGraw-Hill, New York. 701 pp. ISBN 978-0-07-302827-9. General parasitology-Thomas C Cheng Medical parasitology-Markell and VogesFoundation of parasitology-Roberts, JanovyHuman parasitology-Burton J Bogtish.4.12Health Professions EducationLearning Outcomes:After studying this course, you should be able to:Understand and apply educational research in health professions education. Design evidence-based educational programs and materials with appropriate scope, sequence, and focus for learners. Deliver effective, theory-based instruction in large group and small group. Effectively use assessment tools to reflect student progress and to promote student learning. Evaluate the effectiveness of programs, curricula and instructional events. Provide reflective and evidence-based leadership. Course Contents:Theories of learning and skill development Student-centered learning, active learning, deep learning, col laborative learningConditions of learning: characteristics of powerful learning environmentsUsing reflective practice to promote learningEducational principles and theories related to clinical teaching and learningIdentify different approaches to curriculum development and their underlying philosophiesIdentify local, national and international drivers which shape curricula in medical educationDesign and critique programmes (courses) and modules (components of courses) in medical educationDesign and critique evaluation strategies and models for programs and modulesDevelop assessment strategiesDesign assessment tasks appropriate to a range of learning outcomesResearch approaches, methods and techniques in health professions education Recommended Books:A Practical Guide for Medical Teachers. Dent JA & Harden, RM (3rd Ed). Churchill Living Stone, Elsevier, 2009ABC of Learning and Teaching in Medicine 2nd Ed. Cantillon & Wood, 2010Assessment in Medical Education: Trends and Tools. Sood R, Paul VK, Mittal S, Adkoli BV, Sahni, P, Kharbanda OP, Verma, K., Nayar U.(eds). New Delhi: KL Wig CMET, AIIMS, 1995.Basic Methods of Medical Research. Indrayan A (1st Ed), munication Skills in Clinical Practice. Sethuraman KR (1st Ed) Jaypee Brothers, 2001.Educational Handbook for Health Personnel. Guilbert JJ (6th Ed). WHO, 19874.13Field Visits4.14Seminars by students4.15Research Project5.ELECTIVES WITHIN THE MAJOR5.1Prisons HealthLearning Outcomes:After studying this course, you should be able to:Understand the health and social problems of PrisonersProvide Counseling services for prevention and rehabilitation of prisoners leading to skillful productive citizensUnderstand the most common criminal events and communicable diseases in prisonCourse Content:Introduction to Prison HealthStandards in Prison HealthProtecting and Promoting Health in PrisonPrimary Health Care in PrisonsPrison Specific Ethical and Clinical ProblemsPrevention of Common Infectious Diseases in PrisonersSpecial Health Requirements for Female PrisonersPrevention of Violence and Trauma Among PrisonersVocational Training OpportunitiesTreatment of Mental Ill Health Among PrisonersRecommended Reading:Micheal Puisis Clinical method in correctional Medicine Elsevier incorporationKeith Soothill Prison & Health WHO Hand book of Forensic Mental Health5.2International HealthLearning Outcomes:After studying this course, you should be able to:Familiarize the students regarding the international rules and regulations for travelers about the common internationally communicable diseasesTo know the restrictions imposable on travelersDescribe the importance of culture, class, and gender on perceptions of health and illness, on health status, and on access to servicesDescribe the health situation of a country using the concepts of demographic and epidemiological transition Delineate the difference between population-based and clinical approaches to health improvement and why population-based approaches are more effective in resource poor settingsExplain how international health status is measured and communicatedDiscuss the ethical issues implicit in conducting research in the developing worldIdentify the key players in international public healthBasic principles of international health, in order to give them a better understanding of the wider context of health systems and public health across various countriesCourse Content:Introduction to the Concept of International HealthInternational Health OrganizationsStrengthening Health Security by implementing the international health regulationsGlobal System for Alert and Response IHin Context of Multi-Hazard DimensionCountry Capacity Building for International HealthInternational Travel, Health & Mass GatheringsPublic Health at Ports, Airports, Entry and Exit Points on BordersIHR Procedure and ImplementationsRecommended Readings:Necil Nathansona Global Public HealthAnne Emanuelle Bim Textbook of International Health, Global health in dynamic world, 3rd EditionMichael, Robert, Anne International Public Health5.3Health EconomicsLearning Outcomes:After studying this course, you should be able to:Interpret and appropriately apply the key concepts of economics within the context of the health systemDebate the relative merits of equity considerations in setting priorities for a health systemUnderstand approaches to identify and value costs and outcomes to include in economic evaluationDescribe major types of economic evaluation and to understand their use in the decision-making processRecognise and apply key steps in critically reviewing economic evaluationsUnderstand and describe the main features of the Australian health system- in particular how it differs from other salient national health systems according to how services are delivered and purchasedWrite concise reports on health economic issues demonstrating sound knowledge and skills to apply analytic thinking for a scientific debate and/or problem solvingCourse Content:Importance of Economics in Health SystemGrowth of Health EconomicsEconomic PrinciplesWealth and HealthHealth Needs AnalysisHealth Sector DemandsHealth SuppliesCost AnalysisCost Benefit AnalysisCost Minimization AnalysisCost Effectiveness AnalysisCost Utility AnalysisBreak Even AnalysisUncertaintyMarginal AnalysisEconomy of Health System of PakistanRecommended Readings:Pearson The Economics of Health & Health Care, Folland, Goodman, Stano, 5th editionDavid Kernick, Radoliffe Getting Health Economics into Practice, Medical PressKumaranayake, Normand Health Economics, MCPAKE, Routledge London & N.Y.5.4Health FinancingLearning Outcomes:After studying this course, you should be able to:Orient students about the mechanism of financial resources and its disbursementGenerate house based resources on health spendingTo enable the students to prepare quarterly and annual demands and financial reportsCourse Content:Overview of Health FinancingSources of Health FinancingSources and Mechanism of Health Financing in PakistanQuarterly and annually financial plans, inventories and auditingComparison of Health Finances in Global PerspectiveRelationship Between Financing Instruments and GoalsFramework of Healthcare in PakistanDomestic Spending and Donor Assistance ComparisonsEffect of Devolution on Health FinancingFinancing District Health ServicesRole of Private Sector, Traditional Medicine and Ngo’sModels of health care servicesPatients satisfactionRecommended Readings:Diane McIntyre Health Care Financing in Low & Middle-income countriesECNEC & Budgeting Documents of Government of PakistanAn introduction to Financial ManagementA practitioner guide Health Financing World Bank.Health Inventory ManagementLearning Outcomes:After studying this course, you should be able to:Optimize Inventory LevelsBuild an Inventory Management PlanDesign & Manage Warehouse OperationsManagement of “in” & “out” recordIncrease Accuracy, Traceability & Reduce Parts VarietyReserved stock and reserved stock limitCourse Contents:Introduction to Inventory ManagementThe Financial Implications of Holding Inventory: Inventory Carrying Cost, Effect on FinancialThe Cost of not holding enough InventoryIntroduction to Effective Inventory ManagementInventory Management & the Supply Chain StrategyDemand ForecastingLead time ManagementIntroduction to Inventory PlanningInventory Categorization Techniques: ABC Analysis, Fast & Slow Moving, Excess, Obsolete & Defective StocksTraceability and Variety ReductionInventory Coding Systems and bin card managementThe Inventory Management PlanIntroduction to Inventory OperationsMonitoring Movements: Inventory AccuracyMeasuring and Valuation of InventoryReceipt & Issuance of InventorySystems to Replenish InventoryOrder planning (time, value & quantity)Storage of vaccines and perishable itemsInventory management of disposablesRecommended Books:Essentials of Inventory Management, by Max Muller (Basic Inventory Control)Warehouse Management: A Complete Guide to Improving Efficiency and Minimizing Costs in the Modern Warehouse, by Gwynne Richards (Warehouse and Material Handling)Supply Chain Network Design: Applying Optimization and Analytics to the Global Supply Chain, by Michael Watson et al (Distribution Management)Inventory Accuracy: People, Processes, & Technology, by David J. Piasecki (Inventory Accuracy)Inventory Strategy: Maximizing Financial, Service and Operations Performance with Inventory Strategy, by Edward Frazelle (Inventory Strategy)Introduction to Materials Management, by Steve Chapman et al (Material Management)Disaster ManagementLearning Outcomes:After studying this course, you should be able to:Basic Disaster ConceptsPlanning for disaster managementPost disaster rehabilitationDisaster’s effects on economy and healthStudents will recognize basic principles of public health as they relate to disaster management.Students will be able to apply critical thinking and decision making skills for given disaster scenarios. Students will identify and use appropriate concepts, theories, and principles towards the development of disaster preparedness and mitigation plans.Course Content:Concept of DisasterTypes of DisasterEffect of Disaster on HealthElements at Risk in DisasterDisaster Management Cycle6.Role of Public Health in Disaster7.Role of NDMA in Managing Disaster8.Health Education for Disaster Safety9.Public Health Review 10.Interdisciplinary Disaster Planning munity Level Preparedness 12.Disaster Mitigation and Post-Event Response 13.Risk Communications14.Environmental Health Degradation 15.Mental Health Challenges of a Disaster 16.Monitoring and Evaluation of Recovery Efforts Recommended Readings:B. Narayan Disaster Management APHDr. S.R. Singh Disaster Management APH5.7Quality Management in Health careLearning Outcomes:After studying this course, you should be able to:Improve the quality of medical and behavioral healthcareMaintain a process for adopting and updating both preventive health guidelines Identify, develop and enhance activities that promote member safety and reduction in medical errorsEnsure that quality of care and service delivered by delegates meet standardsDocument and report the results of monitoring activities Course Content:Introduction to Quality Management in HealthEvolution of Quality and its StandardsQuality HealthcareCharacteristics of QualityDimensions of QualityQuality PrinciplesQuality Cycle & Circle Quality Audit of Healthcare ServicesRecommended Readings:Willson Quality gurus in HealthHeizer & Nathan Total Quality Management, Manufacturing and ServicesEllen J. Gaucher & Richard J. Coffey Total Quality in Health CareEFQM training/workshop workbook Quality Management in International Health Heidelberg University Germany5.8School HealthLearning Outcomes:After studying this course, you should be able to:Describe the components of school healthReview history of school healthDevelop school health programEstablish role of personnelDelineate Roles and Responsibilities for the Safe Delivery of Specialized Health CareCourse Contents:Objective of school health servicesSchool health teamDuties of School medical officerDuties of School health nurseMedical inspection of school childrenCommon school health problemsInfactuis diseases in schoolsHealthy school environmentRole of teacher in schoolSchool health services on PakistanModels of school health servicesThe Health Needs of School-Age ChildrenSchool health education program, Planning and implementationRecommended Readings:UNESCO Pakistan School Health ProgramNCHD School Health ProgramJerry Newton, Richard Adams The New School Health Handbook: A Ready Reference for School Nurses and Educators, 3rd EditionSocial Action Programme, Pakistan 1990National Health Survey, Pakistan 1989WHO (1990) Towards a better future, MCH, Geneva5.9Health Information SystemLearning Outcomes:After studying this course, you should be able to:To familiarize the students with the basic concepts of health MISTo expose the students to the health information data collection, analysis and interpretation techniquesTo provide the stakeholders basic vital/health information for decision makingCourse Contents:1.Introduction to Health MIS2.Contribution of Information technology The strategy network in Health Care organizations Information strategy related to Enterprise and organizational strategiesOrganizational Accountability Integration of clinical strategy with business strategyInformation strategy ; Clinical Decision support system Aligning information strategy with clinical strategy Information Strategy empowers organizational strategy, Managing data, Information and Knowledge Information strategy ; Managing information resources Investing in Information technology Managing Information technology services Information Security and ethics Building Health care Information infrastructure Recommended Readings:Gordon. D Brown, Tamara T. Stone, Timothy B Patrick - Strategic management of Information systems in Health care (BK-1)who.hmis5.10Health Project ManagementLearning Outcomes:After studying this course, you should be able to:Understand project management concepts / techniques and how they improve the success of information technology projects.Demonstrate knowledge of project management terms and techniques, such as:The project management knowledge areas and process groupsThe triple constraint of project management applied to a healthcare environmentThe project life cycleTools and techniques of project management, such as:Project selection methodsWork breakdown structuresCost estimatesEarned value managementMotivation theory and team buildingBe familiar with Project Management tools / techniques and be able to help plan and manage a project.Course Content:Introduction to Project FormulationPreparing for project formulationAnalyzing the organizational situationAnalyzing the Health, Socioeconomic and Demographic situationAnalyzing and projecting the problems Setting the objectives and targetsIdentifying potential obstaclesDesigning the strategiesPlanning the projectWriting the project proposalInitiating the project implementationSpecifying and scheduling the workClarifying authorities, responsibilities, and relationshipsObtaining recoursesDirecting and controllingTerminating the projectRecommended Reading:WHO Health Project Management a manual of procedures for formulating and implementing health projects by J. BainbridgeMartin Van Der Schouw Practical Project ManagementDavid Shirlay Project Management for Health Care 5.11Art and Public HealthLearning Outcomes:After studying this course, you should be able to:Develop an understanding of the theoretical foundations that inform the field of arts in medicine and practice of the arts in community health programsUnderstand the roles of the arts in promoting health education, health literacy and disease prevention in community settingsDevelop understanding of the knowledge and skills necessary to engage the arts in a health contextDevelop professional-level practical skills in using the arts to address health in both healthcare and community settingsAchieve an advanced level of understanding of arts in public health practiceGain experience in and develop understanding of the administrative structures that support arts in public health programs and initiativesUnderstand core issues, contemporary trends, critical debates, and research central to the arts in public healthIdentify core competencies including ethical frameworks, program development and assessment, grant writing, and cultural competencyCourse Contents:International coverage of creative arts demonstrates their role in very contrasting societies around the worldIllustrates how implementing creative arts practices in the promotion of health and wellbeing is compatible with evidence-based practicesIntroduces the role of the arts across the whole life-span, from birth to the end of lifeDemonstrates the value of the arts in different social settings communities, schools, hospitals, prisonsOffers detailed case studies of creative arts practice in promoting wellbeing and healthUse of Music and Films to teach healthRecommended Readings:Stephen Clift, Paul M. Camic Oxford Textbook of Creative arts, Health & Well being.Raymond MacDonald & Gunter Kreutz Music Health & Well munity DentistryLearning Outcomes:After studying this course, you should be able to:Fundamental knowledge of the philosophy, principles, and practices of Dental Public Health.Specialized knowledge and skills for practicing Dental Public Health, including research, administration, and teachingCourse Contents:Plan oral health programs for populations. Select interventions and strategies for the prevention and control of oral diseases and promotion of oral health. Develop resources, implement, and manage oral health programs for populations. Incorporate ethical standards in oral health programs and activities. Evaluate and monitor dental care delivery systems. Design and understand the use of surveillance systems to monitor oral health. Communicate and collaborate with groups and individuals on oral health issues. Advocate for, implement, and evaluate public health policy, legislation, and regulations to protect and promote the public’s oral health. Critique and synthesize scientific literature. Design and conduct population-based studies to answer oral and public health questions.Recommended Readings:Geoffrey L. Slack, Brian A. Burt Dental Public Health: Introduction to Community DentistryRobert Ireland Textbook of Clinical Hygiene & TherapyHealth Council of Netherland Perspectives on oral health careN. Michigan Ave American Dental Hygiene Association Dental Hygiene Education.5.13Community PsychiatryLearning Outcomes:After studying this course, you should be able to:Genetic factors and Physical constitution of prevention psychiatryUnderstand psychosotic and somatopsychic interactionOrganic statesEffective disorder and Management of psychiatric disorder in PakistanCourse Contents:Organizations of community mental healthSevere mental disorderEtiology mental illnessClassification of psychiatric disorderThe magnitude of mental illness in PakistanCommon community mental health problems in PakistanCommunity psychiatric health problem in the light of WHO report 2001Prevention of mental illnessOperation of community psychiatryCommunity psychiatry TeamRecommended Reading:Hunter L. McQuishon & Others Handbook of Community PsychiatryAnderson E.W. Psychiatry Tindall & Cox Ltd. LondonGelder. Gath & Mayou Oxford Textbook of Psychiatry5.14Community NursingLearning Outcomes:After studying this course, you should be able to:Understand and differentiate between community and clinical nursingCurrent nursing trendsLeadership and communicationLegal practices in nursing in community nursing careRole of Community Health Nursing in district health setupCourse Contents:1Concepts of Community Health Nursing.2Rules and functions of Community Health Nursing.3Family Health Nursing.4Three ways Florence Nightingale influenced the department ofnursing history, contribution of early civilization to care of sick5Discipline of nursing, what is nursing, definition of nursesfunctions, major nursing theories6Nursing trends and issues, 100 year debate. accelerating change, nursing education, responding to an inevitable future7Leadership for an era of change, nursing autonomy, a leader among leaders, perspective of power8Ethical issues in nursing and health care / what creates ethical dilemmas. factors that influence ethical decision making theories, codes of ethics9Legal aspects of nursing practice. Litigation trends in health care. application of legal principles10Management of nursing services. the evolving practice of nurse executives 11Organization of nursing patient care. The nursing department division. Patient care department division.12Changing health care, delivery methods, services line models. patient focused care, emerging models for nursing care delivery.Recommended Readings:Marjorie Beyers The Management of Nursing Services D-18L.Y. Kelly & L.A. Joel The Nursing Experience D-8B.T. Basavanthappa - Community Health Nursing.D-105.15Food SafetyLearning Outcomes:After studying this course, you should be able to:Manage systems for good personal hygiene;Control food allergens and food hazards within the business;Maintain an effective incident management system;Explain the characteristics of poorly constructed water wells;Design and operate a system to minimize the risk of pest-infestation in both product andfacility;Follow safe practices in food preparation areas to avoid accidents;Understand the role and influence of the manager on the food safety operation team.Course Contents:Sanitation & Food IndustryThe relation of micro organismThe relation of Allergen to sanitationThe relation of food contaminationPersonal hygiene & sanitary food handlingRole of cleaning compounds in food safetySanitizersDairy process plant sanitationFruit & vegetable sanitationBeverage plant sanitationButcher sanitationSteet food hawkers sanitation\Time & Temperature controlPersonal hygiene in food professionalsCross contamination preventionToxic chemicals & Pest controlRecommended Readings:Manual of Food Safety USDA, FSIS Corporative AgreementRestaurant X - Food Safety Training Manual2.WHO Nutrition and Food Safety in Pakistan5.16Health MarketingLearning Outcomes:After studying this course, you should be able to:Understand the basic marketing principles04 Ps of marketingAdvertisement and promotionEthics in marketingTo understand and describe the principles of marketing and their application in health and health careTo understand the strategic role of marketing in organizations Strategic To apply marketing approaches, tools and techniques in analyzing and solving marketing issues To understand the differences and similarities of marketing approaches and tools and their application in private and public health settings, including the use of social marketing Explore and analyze current and future marketing issues and trends related to health and health care Develop a marketing plan for an organization To effectively communicate marketing related concepts and strategyHave an understanding of marketing and the marketing planning process. Have an understanding of the essential components of marketing strategy formulation in the healthcare environment. Have an overall understanding of the effect that marketing has on a health care organization’s long-term success.Understand the internal and external factors that influence consumer decision making related to healthcare.Familiarize students with Marketing of Healthcare services in the Kingdom.Understand and Develop marketing strategies aimed at satisfying customer demands and preferences in a health care environment.Course Contents:Basic understanding of marketingSocial, societal and health marketingThe History of Marketing in HealthcareHealth care administration and marketingStrategic marketingSale promotion and advertisementBudgeting and financingMarketing and the Healthcare OrganizationHealthcare Products and ServicesEmerging Marketing TechniquesMarketing Research in HealthcareRecommended Reading:Philip Kotler Marketing Management Pearson Education/PHI, 2003.Kotler & Keller Service Marketing Management Richard K. Thomas. (2010). Marketing Health Services: Second Edition. Foundation of the American College of Healthcare Executives.John L. Fortenberry Jr. (2010). Heath Care Marketing: Tools and Techniques, Third Edition. Jones and Bartlett.Croufer & Simon (2009). Putting Patients At The Center of A New Business Model. Prism.5.17Addiction and Social RehabilitationLearning Outcomes:After studying this course, you should be able to:Understand the basic concepts of Addiction and social rehabilitation in practiceCommunity diagnoses for addictionSubstances of abusePattern of drug usesICD 10 CriteriaSocial psychology of AddictionDemand for Addiction TreatmentCare Planning and ManagementTreatment of Opiate AddictionTreatment of Non-Opiate AddictionAddiction Treatment in the Criminal Justice SystemSocial Support and ReintegrationCo-ordination and Monitoring of StrategyRehabilitation practices and harm reductionCourse Contents:Introduction to Counseling and RehabilitationEthical and Legal Aspects of Substance Abuse and Rehabilitation CounselingPsychiatric RehabilitationCounseling Theories in Addiction and RehabilitationCounseling Theories in Addiction and RehabilitationPrepracticum in Substance Abuse and Clinical CounselingSubstance Abuse CounselingHuman Growth and Development in Addictions and Rehabilitation CounselingRehabilitation Evaluation (i.e. Assessment)Treatment of Drug and Behavioral AddictionsRecommended Reading:Neil T. Anderson Overcoming Addiction BehaviorAnne M. Fletcher Inside Rehab5.18Nuclear MedicineLearning Outcomes:After studying this course, you should be able to:Understand the basic knowledge of nuclear radiationSource of nuclear radiationHazards to exposurePositive role in medical and other industriesCourse Contents:Introduction to nuclear medicineExposures to nuclear materialOrigin & nature of RadiationTerrestrial RadiationMan made source of RadiationProblems of nuclear radiationBiological effects of radiationRadiation effectsEvolution of permissible dosesProtection from radiationUse in medical diagnostic and therapeuticsRadioactive waste disposalSafety & regulatory controlRecommended Reading:ICRP Publication 8. The evaluation of Risks from RadiationKnoll Nuclear Radiation DetectionUnited States Atomic Energy Commission, Medical Aspects of Radiation Accidents, 1963Donald R. Bernier Nuclear Medicine Published by MosbyM. Ilyas Public Health and Community medicine5.19Sports MedicineLearning Outcomes:After studying this course, you should be able to:Understand basic concepts of sports medicine;Medical supervision and care of athletePhysical education (Special and adapted)Exercise for prevention of chronic degenerative diseaseTherapeutic exercise in the treatment of physical disorder of diseaseUnderstand the basic structure of muscles, nerves and bones and its prevention during sports activitiesBasic exercises to strengthen the musclesUnderstand the relationship between brain and bodyCourse Contents:The history of Sports medicinePhysiology of Physical FitnessNutrition of the AthleteSpecial care of the AthleteSpecial consideration of female athleteRole of sports physician in the practice of sports medicineRehabilitationErgogenic AIDS/DOPINGRecommended Reading:Ryan AJ, Allman Jr FD Sports Medicine Academic Press New YorkDavis EC, Logan GA Biophysical values of muscular activityMcDonald R, keen CL-Iron, Zinc and Magnesium and Athletic performance Sports Medicine 19885.20Adolescent and Sexual HealthLearning Outcomes:After studying this course, you should be able to:Define and discuss community health, determinants of sexual health, and health advocacy.Identify socio-cultural and political barriers, as well as individual barriers, to health, with a focus on sexual health, and strategies to confront those barriers.Demonstrate critical thinking skills related to community and sexual health.Demonstrate skills of intervention to provide other students with information, options, and resources regarding community and sexual health.Course Contents:Welcome, introductions, course overview, ground rules, expectationsEmpowerment, oppression, privilege, social justice Anatomy & Physiology Sexual Response Cycle Menstrual Cycle, Conception, ContraceptionSexually Transmitted InfectionsHIV/AIDSSexual AssaultGender, Sexual Orientation, Heterosexism & HomophobiaTechnology & SexualityRelationships & CommunicationBody Image, Media & SexualityRecommended Reading:Josefina J. Card & Tabitha Benner Adolescent Sexual Health Education An Activity Source BookAndrew L. Cherry International Handbook on Adolescent Health and Development the public health program5.21Risk ManagementLearning Outcomes:After studying this course, you should be able to:Describe general principles and concepts of enterprise risk managementExplain basic legal concepts associated with health care risk managementDescribe key structural elements of a risk management programList the steps in the risk management processExplain risk exposures related to documentation and the medical recordDescribe the concept of risk financing, insurance and claims administrationExplain risk exposures associated with occupational health, safety and the environmentAnalyze a comprehensive risk management and patient safety program Course Contents:Risk management understanding and assessmentsTypes of RisksOT risk managementClinical laboratory and radiation risk managementHospital waste risksDevelopment of a Risk Management ProgramThe Process of Professional RegulationIdentification of Organizational Risks and EthicsRisk Financing InsuranceRecommended Readings:Risk Management Handbook for Health Care Organizations: Student Edition, Roberta Carroll (Editor). American Society for Healthcare Risk Management. Published by Josey-Bass, 2009Additional resources will be assigned via University’s internet learning platform (Sakai)5.22GeriatricsLearning Outcomes:After studying this course, you should be able to:Understand the concept of geriatric studiesAging and theories Basic concepts of geriatric ailmentsManagement practices of geriatric disorderCourse Contents:1.Introduction to geriatrics Gerontologic Assessment Mechanisms of Ageing Doctor Patient relationship History Taking and physical examination 2.Theories of aging Physiology of aging; myths surrounding aging; age-related changes in cardiovascular system, respiratory system, urinary system, gastrointestinal system3.Healthy Ageing Health Promotion and ageing 4.Psychiatric and Behavioural Issues Common psychiatric Disorders 5.Neurological ConditionsFalls Neurodegenerative conditions DementiaAlzheimer’s Confusional States 6.Special Issues Medical Conditions Chronic diseasesSystems approach endocrine, reproductive, immune ) ENT and Eye Conditions 7.Nutritional Needs 8.Ethical issues 9.Rehabilitation of elderly patient Palliative Care Recommended ReadingsRanjit N Ratnaike Practical guide to geriatric Medicine (BK 1)Gerontology Care Complied Notes (BK 2)OP Sharma Geriatric Care; Viva Books Private Limited (BK 3) CS Kart The Realities of Aging: An introduction to Gerontology; publisher Allyn and Bacon, Inc. Boston, MA. 2nd edition (BK 4)Florence, Lieberman, Morris F Collen Aging in Good Health A quality Lifestyle for the Later Years Insight BooksSteve Iliffe Linda Patterson, Mairi M Gould Health Care for Older People Mgt in MGP General Practice - BMJMASTER OF SCINECE IN PUBLIC HEALTH (MSPH)Goal of MSPH Programme:To improve the health status of the population which is to be achieved by providing public health and health care professionals with a high quality postgraduate training programme in public health sciences. Objectives of the Programme:The graduates of the MSPH programme are prepared to: Solve health-related problems within the financial, socio-cultural, environmental and political framework of Pakistan and its surrounding region. Design, conduct, analyze and interpret the results of relevant studies, projects and programmes. Plan, manage, monitor and evaluate interventions in the field of public health. Communicate public health messages to diverse audience effectively. Advocate sound public health policies and practices.Programme Organization and Structure:The intensive curriculum emphasizes on basic public health sciences, essential managerial and analytical skills including project planning and evaluation, epidemiological investigations, health systems analysis and research, reproductive and child health, environmental and occupational health, disease control, and effective communication and leadership. The first semester curriculum provides exposure to the basics of public health disciplines. The second semester curriculum provides advanced applied training in key methodological and programmatic disciplines. The third and fourth semesters involve the students in practicum placements and a supervised dissertation. The dissertation integrates public health knowledge, skills, and methods in a professionally and individually relevant practice context. Programme Duration and Credits:The total MSPH programme “A” consists of 36 credits including 10 core courses, 3 courses in the specialized track and a dissertation. One credit is equivalent to 16 hours of formal teaching/contact hours or 45 hours of practical fieldwork. Practical fieldwork is defined as consisting of individual fieldwork, group fieldwork, field visits, individual assignments and class exercises. The MSPH programme “B” consists of 60 credits.ROADMAP FOR MSPH PROGRAMThe nomenclature of Masters in Public Health (MPH) be changed to MSPH (Master of Science in Public Health)Following Candidates will be eligible to take MSPH Program of 36 credit hoursMBBS (Registered with PMDC)BDS (Registered with PMDC)MD (Registered with PMDC)BSc Nursing 4 Years (Registered with PNC)DVM (Registered with Veterinary Council)BSc Paramedics-4 yearsBSPH Pharm D/Equivalent (Registered with Pharmacy Council)BS Physiotherapy/EquivalentFollowing degree holders will be eligible to take MSPH of 60 credit hours with the minimum duration of 30 monthsMasters in Social Sciences (Sociology/Psychology/Anthropology)Masters in Environmental SciencesMasters in Business AdministrationMasters in Nutrition and equivalent3362325-3762375ROADMAP FOR MS AND PHD PUBLIC HEALTH PROGRAM248602528575FA/FSc00FA/FSc3124200180975248602566675BSPH00BSPH315277524911052476503705860FCPS and Equivalent00FCPS and Equivalent173355041440104495800371538518 Years Education in any Health Related Discipline (60 Credit Hours)0018 Years Education in any Health Related Discipline (60 Credit Hours)39147754144010466725036639516 Years of Education inBS Social Sciences (Sociology / Psychology / Anthropology)BS Environmental SciencesBS Nutrition and EquivalentMasters in Business Administration0016 Years of Education inBS Social Sciences (Sociology / Psychology / Anthropology)BS Environmental SciencesBS Nutrition and EquivalentMasters in Business Administration-533400367030MBBS (Registered with PMDC)BDS (Registered with PMDC)MD (Registered with PMDC)BSc Nursing 04 Years (Registered with PNC)DVM (Registered with Veterinary Council)BSc Paramedics 04 YearsPharm D / Equivalent (Registered with Pharmacy Council)BS Physiotherapy / Equivalent00MBBS (Registered with PMDC)BDS (Registered with PMDC)MD (Registered with PMDC)BSc Nursing 04 Years (Registered with PNC)DVM (Registered with Veterinary Council)BSc Paramedics 04 YearsPharm D / Equivalent (Registered with Pharmacy Council)BS Physiotherapy / Equivalent22955253705860PHD(03 Years)00PHD(03 Years)31242002197103152775105791013906509448800041433758686801819275392430 36 60Credit Hours Credit Hours0 36 60Credit Hours Credit Hours181927530480MSPH00MSPH– MSPH – (30 Credit Hours)Semester wise distribution of Core and Elective CoursesSemester: 1 (5 Core Courses)S.NoCoursesCredit Hours1.1Social and Behavioral Aspects of Public Health31.2Basic Epidemiology and Biostatistics31.3Environmental and Occupational Health31.4Health Promotion, Advocacy and Social Mobilization31.5Health system315Semester: 2 (2 core Courses and 3 courses from the elective Track)2.1Applied epidemiology and Biostatistics32.2Research Methods: Quantitative and Qualitative 34.1.1 -4.5.3One Track from the list of below given elective tracks915Semester: 33.1Dissertation63.2PracticumOROne Publication in Peer Reviewed Journal(HEC Indexed Journal)Compulsory4. List of Elective Courses/TracksTrack 4.1Epidemiology and Biostatistics4.1.14.1.24.1.3Advanced Epidemiology and BiostatisticsEpidemiological Report WritingEpidemiology of Communicable & Non Communicable DiseasesTrack 4.2Health Policy and Management 4.2.14.2.24.2.3Human Resource Management for HealthHealth Policy, Planning and ManagementFinancial ManagementTrack 4.3Applied Nutrition4.3.14.3.24.3.3Nutrition for Children, Adolescent & MothersCommunity Management of MalnutritionInternational Food OrganizationsTrack 4.4Reproductive Health4.4.14.4.24.4.3Demography and Population DynamicsCommunity Based RH InterventionsGender DevelopmentTrack 4.5Health Economics4.5.14.5.24.5.3Applied Health EconomicsHealth Care FinancingSupply Chain ManagementGrand Total 36Description of CoursesA. Core Courses1.1Social and Behavioral Aspects of Public HealthLearning Outcomes:By the end of the course participants should be able to: Examine public health through its historical context and use this information in the evaluation of current public health issues Analyze a public health problem and evaluate interventions and policy alternatives using the problem-solving methodology Course Contents:The following areas will be covered during the course: Definition of public health in a historical perspective Recent developments in public health and future directions of public health Problem-solving methodology applied to public health Developing a conceptual framework for understanding the key determinants Identifying and developing strategies (policies and interventions) Setting priorities and recommending intervention or policies Implementing interventions or policies and evaluation plan Developing a communication strategy Research in public health and importance of evidence-based decision making Overview of public health programs in Pakistan Recommended Readings:1. Basch PF. Textbook of international health, 2nd edition New York, NY: Oxford University Press. 2. Brownson RC, Baker BA, Leet TL, Gillespie KN. Evidence-based public health. New York, NY: Oxford University Press; 2003. 3. Detels R, McEwen J, Beaglehole R, Tanaka H, (eds.). Oxford textbook of public health: the practice of public health, 4th edition Oxford: Oxford University Press; 2002. 4. Malin N, Wilmot S, Manthorpe J. Key concepts and debates in health and social policy. Philadelphia, PA: Open University Press; 2002. 5. Porter D. Health, civilization and the state, 1st edition New York, NY: Chapman and Hall Routledge; 1999. 1.2Basic Epidemiology and BiostatisticsLearning Goal:To enable health professionals to understand the concepts and apply the epidemiological and statistical methods to design, conduct, analyze and apply interventions for evaluation, making use of computer statistical software and information technologyLearning Outcomes:By the end of the course, the participants must be able to: Apply and design strategies commonly used for epidemiological studies Assess the burden of disease using the measures of disease frequency Investigate association in terms of strength of association, causality, bias and confoundingApply screening in disease controlClassify Variables and Define the data types and the scales of measurements Interpret a given dataApply frequency distribution to a given data and its interpretationCalculate the sampling errors; Calculate the standard error of a mean and a proportion and its interpretation. Calculate and interpret confidence intervals for a parameter. Explain why it is necessary to calculate confidence interval in a data Test hypothesis by using appropriate statistical methods and tests Course Contents:The following are the contents of the course: Definition of Epidemiology Importance of Epidemiology Types of study designs: their importance, uses and limitations. Outcome measures for each study design e.g. Relative risk, Odds ratio etc. Causality and association Inferential Epidemiology Validity and Reliability Measuring the Disease burden: Rates, Ratios, Incidence, Prevalence Role of Chance, Confounding and Bias in interpretations. Screening in disease controlIntroduction to Biostatistics Types of statistical applications Scales of measurements Descriptive Statistics Measures of central tendencies Measures of variability Measures of shapes Probability Probability Distributions: Normal, Poisson, Binomial Sampling techniques, sampling errors/ Confidence Intervals Concepts of analytical statistics: Hypothesis testing: Alpha and Beta errors Tests of Significance: Normal test, t test, Chi square test etc. Correlation Regression Sampling and various sampling techniques Data presentation: Figures, graphs, tables Recommended Readings:Beaglehole R, Bonita R, Kjellstrom T. Basic epidemiology. Geneva: World Health Organization; 1993. Gordis L. Epidemiology. Philadelphia, PA: WB Saunders Company; 2008. Greenberg RS, Daniels SR, Flanders WD, Eley JW, Boring JR. Medical Epidemiology, 2nd ed. New York, NY: McGraw-Hill; 1996. Hennekens CH, Buring JE. Epidemiology in medicine. Boston, MA: Little Brown and Company; 1987. Holford TR. Multivariate methods in epidemiology. New York, NY: Oxford University Press; 2002. Last JM. A dictionary of epidemiology, 2nd ed. New York, NY: Oxford University Press; 1988. Lilienfeld AM, Lilienfeld DE. Foundations of epidemiology,3rd ed. New York, NY: Oxford University Press; 1994. MacMahon B, Thomas FP. Epidemiology: principles and methods, 1st ed. Boston, MA: Little, Brown and Company; 1970. Mausner JK, Bahn AK. Epidemiology: an introductory text, 2nd ed. Philadelphia, Pa: WB Saunders Company; 1985. Olsen J, Saracci R, Trichopoulos D, (eds.). Teaching epidemiology: a guide for teachers in epidemiology, public health and clinical medicine, 2nd ed. Oxford: Oxford University Press. Fletcher RH, Fletcher SW, Wagner EH. Clinical epidemiology: the essentials, 3rd ed. Philadelphia, PA: Williams & Wilkins Publishers; 1996. Altman DG. Practical statistics for medical research, 3rd ed. London, UK: Chapman & Hall; 1991. Colton T. Statistics in medicine, 1st ed. Boston, MA: Little Brown and Company, 1994. Daniel WW. Biostatistics: a foundation for analysis in the health sciences, 5th ed. New York, NY: John Wiley & Sons; 1991. Kirkwood BR. Essentials of medical statistics, 2nd ed. Oxford, UK: Blackwell Scientific Publications; 1988. Selvin S (ed.). Statistical analysis of epidemiologic data, 3rd ed. New York, NY: Oxford University Press; 1991. 1.3Environmental and Occupational HealthLearning Goals:To enable the participants to identify and describe the important current and emerging environmental problems that pose risk to public health and apply the multidisciplinary environmental health approach to their solutionTo improve the capacity of health managers in occupational health in terms of their knowledge, attitude and skillsLearning Outcomes:By the end of the course the participants should be able to: Describe the core issues in Environmental Health Define the major sources and types of environmental agents Identify the carriers or vectors that promote the transfer of these agents from the environment to the human Describe how these agents interact with biological systems, and the mechanisms by which they exert adverse health effects Describe the existing situations and remedies in developing countries Identify and define the steps in the risk-assessment and risk-management processes Describe the sources, pathways of exposure and methods of control of the principal physical, chemical, biologic and psychosocial hazards that impact human health in ambient, indoor and occupational environments. Explain the processes associated with the translation of scientific and health data into public health policy and environmental law. Identify and describe important current and emerging environmental problems that pose a risk to public health Define occupational health that encompasses the main aspects of problem-solving typically faced by health managers; Define and describe essential concepts, principles, methods and terms in occupational health; Apply certain techniques in the resolution of selected occupational health issues and Describe basic methods of quantitative and qualitative analysis being used by health managers in occupational health. Course Contents:Introduction to Environmental Health Issues Environmental Health Issues of Pakistan Human Impacts on Environment Environmental Impacts on Human Health Sanitation Status and Options in Pakistan Water Pollution Drinking Water Quality Situation in Pakistan Pesticides and Fertilizers Arsenic, Fluoride and Nitrate contamination in Drinking Waters Water Born Diseases in Pakistan Water Supply Agencies, their Capacity and Performance Present Drinking Water Treatment Practices Waste Water Availability and its Treatment Air Pollution Noise Pollution Solid and Hazardous Waste Management Environmental Impact Assessment (EIA) Climate Change and Its Effect on Health Environment Policy and Law Workplace and Health Scope of Occupational Health and Safety Occupational Health Issues in Low-income Countries Industrial Hygiene Anticipation Recognition Evaluation Control Clinical Occupational and Environmental Medicine Legal and Regulatory Issues Labour Laws Recommended Reading: Aron JL, Patz JA (eds.). Ecosystem change and public health: a global perspective. Baltimore, MD: Johns Hopkins University Press; 2001. LaDou J. Current occupational and environmental medicine, 3rd ed. New York, NY: Lange Medical Books/McGraw-Hill; 2004. Lippmann M, Cohen BS, Schlesinger RB. Environmental health science, 2nd ed. New York, NY: Oxford University Press; 2003. Moeller WD. Environmental health, 2nd ed. Cambridge, MA: Harvard University Press; 1997. Moore GS. Living with the earth: concepts in environmental health science, 2nd ed. Boca Raton, FL: Lewis Publishers; 2002. Nadakavukaren A. Man and environment: a health perspective, 3rd ed. Prospect Heights, IL: Waveland Press;1990. Reich MR, Okubo T (eds.). Protecting workers' health in the third world: national and international strategies. New York, NY: Auburn House. 1.4Health Promotion, Advocacy and Social MobilizationLearning Goal:Reorient the students to turn them into health promotion specialists and communicators.Learning Outcomes:By the end of the course participants should be able to:Describe the major approaches to the promotion of health, including the underlying theories and procedures used in evaluating them.Design a health promotion campaign.Describe the basic principles of behavior change and management, the scientific, social, cultural and economic bases of health promotion, as well as the political and ethical issues that affect health promotion activities.Demonstrate the communication skills which public health specialists be called upon to play in Health Promotion.Course Contents:The following areas will be covered during the course:Introduction to Health Promotion and EducationHealth promotionRisk transitionOttawa CharterAdelaide, Sundsval, Jakarta and Mexico, Bangkok conferences Life course perspectiveWorld Health Report 2002 Health perspectives and reflectionsHealth as a continuumApproaches to Health EducationOrientations for health educationEvidence-based Health Promotion and PlanningPrinciples of Health PromotionHierarchy of evidenceOutcome model of Health PromotionA new evidence paradigmHealth A new evidence paradigmHealth Promotion theoretical perspectivesEcological ModelsCommunity theoriesDiffusion of innovationsCommunity organization theoryOrganizational change theory InterpersonalSocial learning theorySocial cognitive theoryTrans theoretical model / Stages of change modelHealth belief modelConsumer information processing Model Models of Health PromotionAims of Health PromotionTowards a more integrated modelTanahills ModelModels of Health Promotion PlanningPrecede-ProceedSocial Marketing Logic ModelHealth CommunicationTypes and levelsPrinciples of effective communicationMessageAudienceHEALTHCOMS 5 step methodologyCDC’s Health Communication Wheel“A” frame of advocacy7 C’s of effective communication“P” processHealth Communication campaignPlanning a comprehensive health communication campaignSteps of the comprehensive health communication campaignSteps of the comprehensive health communication campaignSocial MarketingEvaluating Health Promotion ProgramsStages of research and evaluations for Health Promotion programsBest practices in health promotionSkills for evaluation Steps off evaluation processRecommended Readings:Elder JP. Behavior change and public health in the developing world. Thousand Oaks, CA; SAGE; 2001.Ewles L, Simmett I. Promoting health: a practical guide, 3rded. London: Scutari Press; 1995.Green LW, Kreuter MW. Health promotion planning: an educational and environmental approach, 2nd ed. Mountain View, CA: Mayfield Publishing Company; 1991.Naidoo J, Wills J. Health promotion: foundations for practice, 2nd ed. London: Bailliere Tindall; 1994.Rogers EM, Kincaid DL. Communication networks: towards a new paradigm for research. New York, NY: The Free Press; 1981.Rogers EM. Diffusion of innovations, 3rd ed. New York, NY: The Free Press; 1983.Valente TW. Evaluating health promotion programs. New York, NY: Oxford University Press; 2002.World Health Organization. Education for health: a manual on health education in primary health care. Geneva: World Health Organization; 1988.1.5Health systemLearning Goal:To enhance the participants? comprehension of the basic concepts of the health system at micro and macro level, for the purpose of ultimately improving health service delivery in Pakistan and in other countries. Learning Outcome:At the end of the course students will be able to: Understand the various concepts of Health Systems Understand and enlist all essential components of the Health Systems Model Understand and practice the steps of Health Systems Analysis Identify indicators for each component of Health Systems Model Develop a tool for Health Systems Analysis Conduct Health Systems Analysis in the field Analyze and interpret the findings from data collected through the Health Systems Analysis Tool Course Contents: The following areas will be covered during the course: Definitions of health input, output and outcomes Health System: Conceptual Frameworks Health System: Terms and Concepts Systems Approach Micro Health System: Kielmann Model Health Indicators and their use Situation Analysis Approach Instrument for Health Systems Analysis Macro Health System: WHO model Health Management Information System Field Visits for data collection(applied system analysis) Health system functions Health system outcomes Primary Health Care Linking the Micro and Macro Health models Recommended Readings:1. Berman BA, Bossert TJ. A decade of health sector reform in developing countries: what have we learned? Boston, MA: Data for Decision Making Project, International Health Systems Group, Harvard; 2000. Available from: URL: closeout.pdf 2. Kemm J, Parry J, Palmer S (eds.). Health impact assessment: concepts, theory, techniques and applications. Oxford: Oxford University Press; 2004. 3. Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual: toolkit for district health managers. Islamabad, Pakistan: Multi-donor Support Unit, Ministry of Health; 2002. 4. Kielmann, AA, Janovsky K, Annett H. Assessing district health needs, services and systems: protocols for rapid data collection and analysis. London, UK: MacMillan Education Ltd and AMREF, 1995. 5. Siddiqi S, Haq IU, Ghaffar A, Akhtar T, Mahaini R. Pakistan’s maternal and child health policy: analysis, lessons and the way forward. Health Policy 2004;69:117-30. 6. Siddiqi S, Kielmann AA, Khan MS, Ali N, Ghaffar A, Sheikh U, et. al. The effectiveness of patient referral in Pakistan. Health Policy Plan. 2001:16: 193-198. 2.1Applied Epidemiology and BiostatisticsLearning Goal: The goal of the course is to improve the epidemiological and statistical skills for use in research and evaluation in public health and to enable the students to understand and apply the basic epidemiological and statistical knowledge and skills in addressing and solving health and public health issues and developing research strategies using advanced statistical methods and statistical software/s.Learning Outcomes:At the end of the course, the student should be able to:Apply measures of disease frequency in Public Health. Describe further statistical procedures in Cohort and case-control studies. Interpret the results of a study investigating the effects of Confounding and InteractionDescribe the methods adopted to control for Bias, Chance and Effect Modification in a study Apply screening in disease control. Analysis of survival times Applications of Standardization Use the tests of significance for parametric data: three or more independent groups of observations (ANOVA). Use the tests of significance for categorical data:several proportions, analyzing frequency tables (22, n k tables), large tables with ordered categories.Use non-parametric tests for a single or more than one samples e.g. Wilcoxon’s Rank sum tests, Mann-Whitney U-tests etc. Investigate the relationship of two or more continuous variables using correlation – partial correlation coefficients, coefficient of determination, interpretation and presentation of correlation. Investigate the relationship between several variables using: Multiple regression and Logistic regression.Evaluation of interventions or programmes using appropriate epidemiological and statistical methods. Course Contents:The contents of the course are as follows:Disease frequency: Incidence and PrevalenceProportional Morbidity and mortalityDetails of measures of association and inference in cohort and case control studiesFurther applications of Chance, confounding and bias in studies.Interaction and effect modification. Issues in screening.Survival time analysis.Standardization techniques in epidemiological studies.Parametric test: ANOVANon Parametric tests: Chi square test for several proportions, n k tables and tables with ordered data, Fisher’s exact test, non-parametric tests for a single or more than one samples e.g. Wilcoxon’s Rank sum tests, Mann-Whitney U-tests.Partial correlation coefficients, coefficient of determination.Multiple regression and Logistic regressionRecommended Readings:Same as for Basic Epidemiology and Basic Biostatistics plus:Baumgartner TA, Strong CH. Conducting and reading research in health and human performance, 2nd ed. Boston, MA: Edward E. Bartell publishers; 1997.Bennet J, Azhar N, Rahim F, Kamil S. Further observations on ghee as a risk factor for neonatal tetanus. International Journal of Epidemiology 1998; 24: 643-47.Bhargava SK, Sachdev HS, Fall CHD, et. al. Relation of serial changes in childhood body mass index to impaired glucose tolerance in young adulthood. N Eng J Med 2004;350: 865-75.Brown KH, Black RE. Infant feeding practices and their relationship with diarrhoea and other diseases in Huascar (Lima) Peru. Pediatrics 1989;83:31-40.Clemens JD, Stanton S, Stoll B. Breast feeding as a determinant of severity in shigellosis. Evidence for protection throughout the first three years of life in Bangladeshi children. American Journal of Epidemiology 1986;123: 710-720.Cochran WG. Sampling techniques, 3rded. New York, NY: Singapore: John Wiley & Sons; 1909.Deitz WH, Robinson TN. Overweight children and adolescents. N Eng J Med 2005;352: 2100-09.Furness S, Connor J, Robinson E, Norton R. Car colour and risk of car crash injury: population based case control study. British Medical Journal 2003;327: 1455-56 Jousilahti P, Toumilehto J, Vartialnen, Eriksson J and Puska P. Relation of adult height to cause-specific and total mortality: A prospective follow up study of 31,199 middle-aged men and women in Finland. Amer J Epidemiol 2000;151: 1112-20.2.2Research Methods: Quantitative and Qualitative Learning Goal:To create a critical mass of trained persons well-oriented in writing a research proposals for the dissertations and funding purposesTo enable the health professionals to critically comprehend the concepts and at the same time apply the epidemiological and statistical methods to develop a research protocol making use of computer statistical software and information technology. Learning Outcomes:The critical analysis of the published scientific paper will be used as baseline to start with the concept of writing a proposal to enable the students to identify the scientific requirements of medical writing and the various components of the paperThe definitions of research and its uses and advantages will be highlighted in context with its importance in health and disease. The selection and prioritizing topic for research demands some underlying reasoning which will be dealt with in this section requiring guidelines to select a topic. Hands-on-training of the students will be made possible in searching for the relevant literature using hand and web search. Providing a background to the study will be worked at through exercises using several examples. Formulation of objectives needs clarity of logical thinking which can focus on the scientific principals and, at the same time, covering the language issues. Formulation of hypothesis is critical in terms of stating them in measurable terms. Through definitions of objectives and hypothesis, the identification of variables and their types will be worked at. Once the objectives and variables are identified, the design of the study will be identified based on the prior knowledge of basics in epidemiology. Sampling techniques employed will be qualified appropriate to the objectives and the study designs. Probability and non-probability techniques will be applied on different scenario to appropriate their use in research. Sample size estimation based on objectives and study designs will be done using various statistical applications. Construction of Proforma and questionnaire appropriate to the study objectives and variables. Validity of the measurements will be discussed for the documented variables. Importance of self- and interviewer administered questionnaire. Pre-testing the methodology of data collection Outlining of the plan for data analysis will be carried out constructing dummy tables and identifying appropriate statistical analysis. Preparing of the work plan using the pattern of a Gantt chart. Preparing budget and its justification for a proposal when seeking funding. Writing the title of the study topic to include the study design, variables and statistical analysisCourse Contents:Following are the contents of the course: Principles of critical reading of a scientific paper Definition of research Importance of research in public health Selection of topic for research Literature Search using internet and library Preparing the background for the proposal writing. Parts of proposal writing. Study design, sampling techniques, inclusion and exclusion criteria. Methodology Choosing the statistical techniques. Reference writing Abstract writing Title writing for the proposals Recommended Reading: Same as the Basic Epidemiology, Basic Biostatistics, Computer Applications in Public Health, and Foundations of Qualitative Research courses. Additionally: 1. Abramson JH, Abramson ZH. Survey methods in community medicine, 5th ed. Edinburgh: Churchill Livingstone; 1999. 2. Altman DG. Practical statistics for medical research. London: Chapman and Hall; 1991. 3. Bowling A. Research methods in health: investigating health and health services, 2nd ed. Buckingham: Open University Press; 1997. 4. Campbell DT, Stanley JC. Experimental and quasi-experimental designs for research. Boston, MA: Houghton Mifflin Company; 1966. 5. Hall GM. How to write a paper, 3rd ed. London: BMJ Publishing Group; 1996. 6. Greenhalgh T. How to read a paper: the basics of evidence-based medicine, 2nd ed. London: BMJ Publishing Group; 1997. 4. Elective CoursesTrack 4.1:Advanced Epidemiology and Biostatistics4.1.1Advanced Epidemiology and Biostatistics 4.1.2Epidemiological Report Writing4.1.3Epidemiology of Communicable & Non-communicable Disease4.1.1Advanced Epidemiology and Biostatistics Learning Goal:The learning goal of this particular course is to provide skills in understanding data and developing analysis which may be useful in their applications in a wider scenario and successfully using the statistical software as a form of help in analysis.Learning Outcomes:At the end of the course, the student should be able to:Apply statistical measures in the analysis of Cohort and Case control studies.Analyze Disease Frequency in a wider perspective keeping the population dynamics in view.Effectively apply statistical modeling techniques in different study Designs.Apply comparisons in several exposure groups.Describe statistical applications in survival analysis using STATA and SASApply the analysis for interaction when studying confounding etc.Course Contents:Measures of disease frequency and exposure effectsRates and Risk measurementsOdds ratios as an estimate of Relative RiskConfidence intervals for rates and rate ratioTest for heterogeneity of Rate RatiosPerson-year Analysis : Cohort studiesComparison of several exposure groups using different statistical techniques.Exposed cohort compared to an external standardSurvival AnalysisAnalysis of unmatched case-control studiesSelection BiasAnalysis of matched Case-control studiesEstimating Risk ratios and Rate Ratios in case-Control studiesLogistic regression ILogistic Regression IILikelihood InferenceConditional Logistic RegressionPoisson RegressionRegression models for proportionsStrategies for Data AnalysisProportional Hazards regression for Cohort studies.Multiplicative and Additive ModelsClustering of cases of diseaseAnalysis of data with multiple episodes as outcomeSample SurveysRegression Analysis and analysis of varianceLaws of probability and Binomial DistributionConditional probabilityComparison of survivorship curvesSeveral Straight linesFurther analysis of Frequency dataMultiple comparisons and sequential trialsTime seriesNon Parametric application on data of different nature.Choice of a statistical technique based on study designs.ANOVASample Size Calculation Epidemiological Report WritingCourse Contents:1.Format of Epidemiological Report Introduction of the Report, Ethical considerations (Avoiding Plagiarism),Purpose of Report, Sources of Data Collection, Review of Literature, Data collection techniques, Description of variables ( dependent, independent), Manipulation of Variable, Refection on ability of data to generalize target population, Hypothesis testing, Plan of analysis, Result presentations (tabular & graphical), Conclusions, discussions and recommendation, study limitationsPresentations of Epidemiological ReportResearch Papers for Medical JournalsSurvey Reports for ProgramsReports for DonorsAcademic Research Report4.1.3Epidemiology of Communicable & Non-communicable DiseaseCourse Contents:1.Diarrhea 2.ARI3.Tuberculosis4.Hepatitis ABC5.Meningitis6.Malaria 7.Leshmeniasis8.Conjunctivitis9.Chronic Tonsillitis10.COPD11.Diabetes12.Arthritis 13.IHD/Stroke14.Hypertension15.Alzheimer 16.Cancers17.Accidents 18.Suicidal tendencies 19.Goiter Recommended Readings:Gordis L. Epidemiology. Philadelphia, PA: WB Saunders Company; 2008.Hennekens CH, Buring JE. Epidemiology in medicine. Boston, MA: Little Brown and Company; 1987.Holford TR. Multivariate methods in epidemiology. New York, NY: Oxford University Press; 2002.MacMahon B, Thomas FP. Epidemiology: principles and methods, 1st ed. Boston, MA: Little, Brown and Company; 1970.Olsen J, Saracci R, Trichopoulos D, (eds.). Teaching epidemiology: a guide for teachers in epidemiology, public health and clinical medicine, 2nd ed. Oxford: Oxford University Press.Fletcher RH, Fletcher SW, Wagner EH. Clinical epidemiology: the essentials, 3rd ed. Philadelphia, PA: Williams & Wilkins Publishers; 1996.Szklo M, Neito FJ. Epidemiology: beyond the basics. Boston, MA: Jones and Bartlett Publishers; 2000.Dupont WD. Statistical Modelling for Biomedical Researchers. A simple introduction to the analysis of a complex data. 2nd edition. Cambridge University Press; 2008.Track 4.2:Health Policy and Management 4.2.1Human Resource Management for Health4.2.2Health Policy, Planning & Management4.2.3Financial ManagementModule Objectives:By the end of module Human Resources Management in Health Care, the candidate should be able toIdentify the challenges confronting health care organizations in the context of managing their human resources;understand the role of health care professionals in the human resources management function of health care organizations;construct effective human resources policies for the effective management of people in health care organizations;discuss the impact of legal considerations on key human resources management activities and functions;explain the changing nature of jobs and how jobs in health care settings are being redesigned to enhance productivity and patient care quality;identify strategies for dealing with shortages or surpluses of human resources;discuss the strategic importance of the recruitment and selection function in health care organizations;explain the role of employee training and development and its contribution to the mission of the health care organization;understand the business case for diversity and inclusion in health care organizations;describe the characteristics of an effective performance management system;discuss the role of compensation and benefits management for rewarding and motivating health care employees;summarize the relationship between health and safety issues and human resources management; anddescribe the strategic importance of employee relations practices4.2.1Human Resource Management in Health CareCourse Content:Introduction to the Strategic Management of Health Human ResourceRegulation of Health ProfessionalsThe Legal Environment for Managing Health Human ResourcesJob Analysis, Job Design and Workload MeasurementHealth Human Resources PlanningRecruitment, Selection and RetentionEmployee Orientation, Training, Development and Career PlanningDiversity ManagementPerformance ManagementCompensation Management, Employee Benefits and ServicesOccupational Health and SafetyEmployee and Labour Relations4.2.2Health Policy, Planning & ManagementHealth Policy Course Contents:The health policy framework; context process and actorsThe power and responsibility processHealth policy and systemHealth system analysisThe role of government and health care deliveryRegulationsFinancingStewardshipProvisionInternational models of health systemThe Beveridge ModelThe biskmarck modelThe national health insurance modelThe out-of-pocket modelNational models of health systemPrivate sector supplyPublic sectorPublic private partnershipNGOs and charity servicesHealth services from Zakkat fundFamily and self spending on healthGovernment and policy processInterest group and policy processPolicy implementationGlobalizing the policy processPolicy analysis and evaluation Components of health policy of PakistanPlanning:Course Content:Introduction to Planning ProcessHistory of Planning Planning Commission of PakistanECNEC & its functionsPlanning TypesHealth Planning in Developing CountriesPlanning CycleIdentification of Plan optionsPrirotizing the optionsBudgeting & ProgrammingMonitoring & EvaluationPlanning TeamPlanning for PlanningPlanning for PHCMGDC4.2.3Financial ManagementLearning Outcomes:After studying this course, you should be able to:Orient students about the standard operational procedures of finances in health sector Generate understanding about heal planning and financingTo enable the students to understand & prepare financial policiesCourse Content:Overview of Advance Accounts Systems and proceduresStrategies for identifying sources of Health FinancingZero Based & Performa BudgetingFinancial Statements & its interpretation Strategies for Internal Audit & ControlReport preparation for public sector external audits & reviewsInstruments used for outsourcing Assets ManagementCosting of Unit wise demand & suppliesControl of WasteGeneration of Finances from Re-cycling & Disposal of waste Recommended Readings:Schwind, H., Das, H. & Wagar, T. (2010). Canadian human resource management: A strategic approach (9th ed.). Toronto: McGraw-Hill RyersonHealth Policy, Planning and ManagementThis module provides competencies: health management, health economics, and health policy and politics. By the end of this candidates should be able to develop the core competencies in following areas.Diane McIntyre - Health Care Financing in Low & Middle-income countriesECNEC & Budgeting Documents of Government of PakistanAn introduction to Financial ManagementA practitioner guide – Health Financing – World BankHealth Care Financing in Pakistan, World Health ReportGreen A. An introduction to health planning in developing countries, 2nd edition. Oxford: Oxford University Press; 1999.Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual: toolkit for district health managers. Islamabad, Pakistan: Multi-donor Support Unit, Ministry of Health; 2002.Kielmann, AA, Janovsky K, Annett H. Assessing district health needs, services and systems: protocols for rapid data collection and analysis. London, UK: MacMillan Education Ltd and AMREF, 1995.Newell K. The way ahead for district health systems. World Health Forum. 1989;10: 80-7.Reinke WA. Health planning for effective management. New York, NY: Oxford University Press; 1988.Van Lerberge W, Lafort Y. The role of the hospital in the district. Deliverin or supporting primary health care? Current concerns. WHO SHS Paper 1990;2: 1-36.World Health Organization. Making it work: organization and management of district health systems based on primary health care. Geneva: World Health Organization; 1988. Document no. WHO/SHS/DHS/88.1.World Health Organization. The challenge of implementation: district health systems for primary health care. Geneva: World Health Organization; 1988. Document no. WHO/SHS/DHS/88.1/rev 1. Available from: URL: Health Organization. The health centre in district health systems. Geneva: World Health Organization; 1994. Document no. WHO/SHS/DHS/94.3.Track 4.3:Applied Nutrition4.3.1Nutrition for Children, Adolescent & Mothers4.3.2Community Management of Malnutrition4.3.3International Food OrganizationsLearning Goal: The goal of this course is to create a group of trainees well-equipped in handling nutritional problems at community and hospital level, enabling them to understand the fundamentals of nutrition, nutritional deficiencies, preventing and managing nutritional problems in the community and hospital.Learning Outcomes:At the end of the module, the trainee should be able to:List the types of foods and the nutritional requirements of the children, mothers and people of old age.Write a nutritional prescription for a child at different ages and the mothers.Describe the nutritional requirements of the infants and young children.List the nutritional requirements of Mothers during pregnancy and lactation.Describe the nutritional aspects of human milk.Define and Perform nutritional assessment of young childrenDescribe the nutritional effects on growthExamine the development of growth charts and define their uses Plan and perform nutritional surveillance using various indicators.Define nutritional surveillance, indicators and methods.Analyze nutritional data using EPINUT/Nutrisurvey.Counsel mothers on infant feedingCounsel mothers with malnourished child in problem solving in the community and the hospital.Identify common micronutrient deficiencies, management and preventionDescribe common nutritional problems (deficiency or excess of nutrients) and their management and their prevention.Carry out field visit to a restaurant and describe the food sanitation etc.Write a report on field work and make a presentation of their work for critical appraisal.4.3.1Nutrition for Children, Adolescent & MothersCourse Contents:Normal Nutrition:Fundamental elements of human nutritionNutrition during growth and healthNutritional requirements of neonates and infants 0-6 monthsNutrition requirements of infants 6-12 monthsNutrition requirements of children 1-5 yearsNutrition requirements of children 5-12 yearsNutrition requirements during physiological stressNutrition requirements of AdolescentsNutrition requirements during PregnancyNutrition requirements during LactationHousehold food safetyAssessment of Growth and Nutritional status of children:Nutritional status: its assessment by field techniquesNutritional status: Its assessment through anthropometryUsing Growth Charts as primary health care toolNutritional Prescription for children 6-12 months of age12 months - 5 years of age5 - 12 years of ageNutritional prescription of the mothers during normal health, pregnancy and lactationHuman Milk and its importance:Optimal Breastfeeding PracticesAdvantages of breastfeeding and dangers of bottle feedingExclusive breastfeedingComplementary feedingPerceived insufficiency of breast milk/Lactation failure Promotion and support of breastfeedingManagement of lactation problems4.3.2Community Management of MalnutritionMalnutrition:Classification of MalnutritionCauses of MalnutritionRisk factors and their assessmentManagement of MalnutritionClinical Assessment of MalnutritionProtein energy malnutrition: Marasmus, PEM, KwashiorkorMicronutrient DeficienciesNutrition during special circumstancesEstablishing a Lactation Management clinicHealth Education in Nutrition:Communication skillsNutritional counsellingNutritional and social rehabilitationMonitoring and Evaluation of nutrition intervention programmes:National Nutrition ProgrammesNational Nutrition SurveysNutrition in IMCIBreastfeeding Policy (International Code for Breastfeeding)Expanded Programme for childhood illnesses and NutritionIDD control programmeNutrition for children living in special situation:PovertyWarNatural calamitiesHIV/AIDSFood safetyStorage and Preservation of Foods at local and industrial level4.3.3International Food OrganizationsCourse Contents:Situation for support of international food organization and donorsDrought WarStrikes & Political sabotagePopulation displacementTsunami EarthquakesLow productionAreas of Policy of international food organizaitionsInternational cooperationCapital investmentsDeveloping countriesFarm economicsCoordinate systemsDevelopment banksFinancial investmentsAgricultural policyFood economics Nutrition & Food SupplyInternational food organizations involed in Research supply & food support programsWFP (United Nation Food Program)Australian International Food Security CentreBarilla Center for Food & Nutrition (BCFN) (Italy)Alliance for Food Sovereignty in AfricaUNDP - United Nations Development ProgramAsian Development BankWorld BankRecommended Reading:Allen LH. Nutritional influences on linear growth: a general review, Eur J ClinNutr 1994;48(suppl 1): 75-89.Atkinson SA, Hanson LA, Chanrdra RK (eds.). Breastfeeding, nutrition, infection and infant growth in developed and emerging countries. Newfoundland, Canada: ARTS Biomedical Publishers and Distributors; 1990.Brown KH, Black RE, Lopez de Romana G, Creed de Kanashiro H. Infant feeding practices and their relationship with diarrhoea and other diseases in Huascar (Lima), Peru. Pediatr 1989;83:31-40.Cohen RJ, Brown KH, Canahuati J, Rivera LL, Dewey KG. Determinants of growth from birth to 12 months among breast fed Honduran infants in relation to age of introduction of complementary foods, J Pediatr 1995;96:504-10.Dewey KG, Heinig MJ, Nommsen LA, Peerson JM, Lonnerdal B. Breastfed infants are leaner than formula-fed infants at 1 year of age: the DARLING study. Am J ClinNutr 1993;57: 140-5.Dewey KG. Infant nutrition in developing countries: what works [comment]? Lancet, 2005 28-Jun 3;365: 1832-4.Gross R, Kielmann A, Korte R, Schoeneberger H, Schultink W. Guidelines for nutrition baseline surveys in communities. Jakarta: SEAMEO, TROPMED, GTZ; 1997.Hanson L, Ashraf R, Zaman S, Karlberg J, Khan SR, Lindblad B, et al. Breastfeeding is a natural contraceptive and prevents disease and death in infants, linking infant mortality and birth rates. ActaPaediatr1994 Jan;83:3-6.Hanson L?, Ashraf R, Zaman S, Karlberg J, Lindblad BS, Jalil F. Breast feeding is a natural contraceptive and prevents disease and death in infants, linking infant mortality and birth rates. ActaPaediatr 1994;83:3-6. Hanson L?, Carlsson B, Jalil F, Hahn-Zoric M, Karlberg J, Mellander L, Khan SR, Murtaza A, Thiringer K, Zaman S. Antiviral and antibacterial factors in human milk. In: HansonL? (ed.). The biology of human milk, vol. 15. New York, NY:Néstle Nutrition Workshop Series, Raven Press; 1989. p. 141-157.Hanson L?, Carlsson B, Zaman S, Adlerberth I, MattsbyBaltzer I, Jalil F. The importance of breastfeeding in host defense: production of the milk antibodies and the anti-inflammatory function of human milk. Pak Paed J 1992;XV: 155-164.Hanson L?, Silfverdal SA, Stromback L, Erling V, Zaman S, Olcen P, Telemo E. The immunological role of breast feeding. Pediatr Allergy Immunol 2001;12 Suppl 14:15-9. Hanson L?. Immunobiology of human milk: how breastfeeding protects babies. Amarillo, TX, USA: PharmasoftPubl; 2004.Karlberg J, Ashraf RN, Saleemi MA, Yaqoob M, Jalil F. Early child health in Lahore, Pakistan: XI. Growth. Acta Paediatr 1993;390 (suppl):119-49.Karlberg J, Zaman S, Hanson L?, Khan SR, Lindblad BS, JalilF. Aspects of infantile growth and the impact of breastfeeding: a case control study of the infants from four socioeconomically different areas in Pakistan. Hum Lactat 1990;4: 219-47. Pakistan Demographic and Household Survey, 1990-1994. Pakistan Institute of Population studies and Govt of Pakistan, 1994.Pelto GH, Santos I, Goncalves H, Victora CG, Martines J, Habicht JP. Nutrition counseling training changes physician behavior and improves caregiver knowledge acquisition. J Nutrruary 2004; 134: 357–362.Penny ME, Creed-Kanashiro HG, Robert RC, Narro MR, Caulfield LE, Black RE. Effectiveness of an educational intervention delivered through the health services to improve nutrition in young children: a cluster-randomised controlled trial. Lancet 2005 28-Jun 3;365: 1863-72.Saleemi MA, Ashraf RN, Mellander L, Zaman S. Determinants of stunting at 6, 12, 24 and 60 months and postnatal linear growth in Pakistani children. Acta Paediatr 2001;90:1304-8.Tulchinsky TH, El Ebweini S, Ginsberg G, Abed Y, Montano-Cuellar D, Schoenbaum M, et al. Growth and nutrition patterns of infants associated with a nutrition education and supplementation program in Gaza, 1987-92. Bull WHO 1994;72:869-75.Victora CG, Smith PG, Vaughan JP, Nobre LC, Lombardi C, Teixeira AM, et. al. Evidence for protection by breast-feeding against infant deaths from infectious diseases in Brazil. Lancet 1987 8;2:319-22.Victora CG, Smith PG, Vaughan JP, Nobre LC, Lombardi C, Teixeira AMB, et. al. Evidence for protection by breastfeeding against infant deaths from infectious diseases in Brazil. Lancet 1987;2:319-21.WHO Collaborative Study Team. Effect of breastfeeding on infant and child mortality due to infectious diseases in less developed countries: a pooled analysis, Lancet 2000;355:451-55.World Health Organization, UNICEF. Global strategy for infant and young child feeding. Geneva: World Health Organization; 2003. Available from: URL: Health Organization. Effect of breastfeeding on infant and child mortality due to infectious diseases in less developed countries: a pooled analysis. WHO Collaborative Study Team on the Role of Breastfeeding on the Prevention of Infant Mortality. Lancet 2000 5;355:451-5.World Health Organization. Management of severe malnutrition: a manual for physicians and other senior health workers. Geneva: World Health Organization; 1999. Available from: URL: Health Organization. Management of the child with a serious infection or severe malnutrition: guidelines for care at the first-referral level in developing countries. Geneva: Department of child and adolescent health and development, World Health Organization;2000. WHO document WHO/FCH/CAH/00.1. Available from: URL: Health Organization. Measuring change in nutritional impact of supplementary feeding programme for vulnerable groups. Geneva: World Health Organization; 1983.Track 4.4: Reproductive Health4.4.1Demography and Population Dynamics4.4.2Community Based RH Interventions4.4.3Gender DevelopmentLearning Goal: The overall goal of this course is to impart basic knowledge and bring a change in attitude of the participants towards major issues in population dynamics to enable them to do research on some of these issues. Learning Outcomes:By the end of the course, the participants must be able to: Define demography, its tools and vital statistics. Describe demographic transition and historical forces leading to the current situation Explain population pyramid and different profiles of population pyramids Interpret and compute different mortality and morbidity related measures Compute and interpret different fertility related measures such as Crude Birth Rate, Total Fertility Rate, Age Specific Fertility Rate, Net Reproduction Rate and Doubling Time Discuss the impact of population growth on development and health issues Demonstrate knowledge and understanding of scientific, evidence based approaches to the study of population issues. Identify causes and consequences of population change and relate these to underlying population dynamics. Demonstrate knowledge and understanding of demographic behavior in social and policy context 4.4.1Demography and Population DynamicsCourse Contents: The contents of the course are: 1.Introduction to Population dynamics: Various static and dynamic measures of populations 2.Population and Health: An introduction to Epidemiology 3.Visit to Federal Bureau of Statistics 4.Demographic perspective and basic demographic equations 5.Sources of data including census 6.Salient features of population pyramids 7.Concepts and theories of demographic transition 8.World population growth patterns and population momentum 9.Mortality & measures of mortality 10.Global burden of diseases 11.Fertility, natural increase and reproduction rates 12.Characteristics of Pakistani population and other countries 13.Migration and urbanization 14.Population, Poverty and Politics 15.Islam and family planning 16.Population growth and aging 17.Population Policy Recommended Readings: 1.Haupt A, Kane TT. Population handbook. Washington, DC: Population Reference Bureau; 1997. Available from: URL: book_ Eng .pdf 2.Palmore JA, Gardner RW. Measuring mortality, fertility and natural increase: a self-teaching guide to elementary measures. Honolulu: East-West Population Institute, East-West Center; 1983. 3.Population Reference Bureau. World population: more than just numbers. Washington DC: Population Reference Bureau; 1999. 4.4.2Community Based RH InterventionsLearning Goal:The goal of this course is to equip the participants with the skills, knowledge and principles to design and manage effective community-based reproductive health programmes at the national, provincial and district levels.Learning Outcomes:By the end of the course, the participants will be able to:Identify types of community-level interventions effective in improving individual and family-level health outcomes Describe elements of effective community-based reproductive health interventionsDesign, conduct and present a needs assessment for community-level RH interventions, working with information from the health facilities, providers and community leaders garnered through qualitative and quantitative data collection Critically evaluate the effectiveness of community-based interventions in producing reproductive health at the household and individual levelsCourse Contents:The following are the contents of the course:RH at the community, household and individual levelsOverview of effective community-level interventions for RHPlanning community needs assessment to cover:Significance of reproductive health needs in the communityBackground of communitySpecific aimsSelecting data collection methods, includingFocus group discussionsIn-depth/key informant interviewsRecord reviewFacility assessmentClient exit interviewCommunity-level rapid assessment surveyDesign of a community-based RH intervention to respond to identified needs Rationale for expected effectivenessTargeted beneficiariesTypes of intervention activitiesImplementation plan and schedule, including budgetExpected outcomes and measuresPotential barriers to implementationMonitoring and evaluation plansRecommended Readings:Abel-Smith B. An introduction to health: policy, planning and financing. London: Longman Group Ltd; 1994.Afsar HA, Younus M, Gul A.Outcome of patient referral made by the lady health workers in Karachi, Pakistan. J Pak. Med Ass 2005:55; 209-11.Ali M, Hotta M, Kuroiwa C, Ushijima H. Emergency obstetric care in Pakistan: potential for reduced maternal mortality through basic EmOC facilities, services and access. International Journal of Gynecology and Obstetrics (in press).Chhetry S, Clapham S, Basnett I. Community-based maternal and child health care in Nepal: self-reported performance of maternal and child health workers. Journal of Nepal Medical Association 1005:44; 1-7. Clift E. IEC interventions for health: a 20 year retrospective on dichotomies and directions. Journal of Health Communication 1998:3; 367-375.Douthwaite M, Ward P. Increasing contraceptive use in rural Pakistan: an evaluation of the Lady Health Worker Programme. Health Policy Plan. 2005:20; 117-23.Jokhio AH, Winter HR, Cheng KK.An intervention involving traditional birth attendants and perinatal and maternal mortality in Pakistan. New England Journal of Medicine 2005:352; 2091-9.Kironde S, Klaasen S. What motivates lay volunteers in high burden but resource-limited tuberculosis control programmes? Perceptions from the Northern Cape province, South Africa. The International Journal of Tuberculosis and Lung Disease 2002:6; 104-110.Nsutebu EF, Walley JD, Mataka E, Simon CF. Scaling-up HIV/AIDS and TB home-based care: lessons from Zambia. Health Policy Plan. 2001:16; 240-7.Nyonator FK, Awoonor-Williams JK, Phillips JF, Jones TC, Miller RA. The Ghana community-based health planning and services initiative for scaling up service delivery innovation. Health Policy Plan. 2005:20; 25-34.Stoebenau K, Valente TW. Using network analysis to understand community-based programs: a case study from highland Madagascar. International Family Planning Perspectives 2003:29; 167-73.Sultan M, Cleland JG, Ali MM. Assessment of a new approach to family planning services in rural Pakistan. American Journal of Public Health 2002:92; 1168-72.Supratiko G, Wirth M, Achadi E, Cohen S, Ronsmans, C. A district-based audit of the causes and consequences of maternal deaths in South Kalimantan, Indonesia. Bull World Health Organ. 2002:80; 228-234.Upvall MJ, Sochael S, Gonsalves A. Behind the mud walls: the role and practice of lady health visitors in Pakistan. Health Care for Women International 2002:23; 432-41.Weisman C, Grason H, Strobina D. Quality management in public and community health: examples from Women’s Health. Quality Management in Health Care 2001:10; 54-64.4.4.3Gender DevelopmentCourse Contents:Fundamental Concepts related to Gender and Health - The social construction of gender: notions of masculinity and femininity,International human rights in relation to Gender and reproductive health (Population policies and reproductive rights)The connection between gender, sexuality and reproductive health in the context of women’s and men’s life: Birth control rights and choices for women, case studies and examplesReproductive Health Inequities, Poverty and Women Empowerment (Concepts and tools for gender analysis and evidence of gender-based inequalities - gender violence, adolescence)Gender Attributes of LeadershipCommunity, Community Participation and Empowerment.Social and gender dimensions in health programme planningRecommended Readings:Sen G, Ostlin P: Unequal, Unfair, Ineffective and Inefficient Gender Inequality in Health: Why It Exists and How We Can Change It. Final Report To The WHO Commission on Social Determinants of Health, September 2007.Wang, G.-z. (2010).Reproductive health and gender equality: method, measurement, and implications.Farnham, AshgateYearly reports - Track 4.5:Health Economics4.5.1Applied Health Economics4.5.2Health Care Financing4.5.3Supply Chain ManagementLearning Objectives:The overall aim of this program is to enhance understanding of economics and its relationship to health in order to improve the health service of the country. Learning Outcomes: After successfully completing this program the students should be able to:Analyse and manage the financing problems being faced by the health managers in routine as well as in special circumstances.Apply the management functions such as planning, organizing, staffing controlling and evaluating interventions in health care settings.Construct budgets, undertake financial costing and cost effectiveness of healthcare services.Evaluate different economic approaches for better priority setting in health care. Appraise the role of effective health care financing and improved service delivery at all levels. The course is designed to equip students with the conceptual skills from both the macro and the microeconomics perspectives. The programme incorporates the practical skills and theoretical foundations as well as most recent state-of-the-art innovations in the realm of management sciences methodology.Critical inquiry will be encouraged in study and research.As health systems impinge on the economic, social and cultural environment, the skills acquired will enable students to actively and creatively engage in the developmental agenda.4.5.1Applied Health EconomicsCourse Contents:Introduction to Health EconomicsApplication of economics & Marketing tactics in health systemEconomics & health systemKey economic concepts & healthMoney, health care services, behavior & healthWants, Needs, Demands & Supply estimations for healthEconomic, Cost, Choices, Benefits & EfficiencyHealth economics of;Building & infrastructureSupplies & UtilitiesHuman recoursesResearchPlanning for Rainy daysPlanning for special demandsThe health economy teamHealth economics of Pakistan4.5.2Health Care FinancingLearning Goal:The goal of this course is to improve the participants’ knowledge and skills to deal with health economics and financing.Learning Outcomes:At the end of the course students will be able to:Describe the basic microeconomic conceptsApply these concepts to health and health care;Explain the financing flows underpinning access to and delivery of health care services.State the differences in financing the health care services among countries at different levels of income and development.Analyze health care financing options in a variety of countries and settings and making informed recommendations on how to improve health financing.Course Contents:The following are the contents of the course:Basic Economic concepts and tools.Definitions: Economics, Macro & Microeconomics, economic systems, Goals of an economic system,Efficiency (technical, allocative)EquityDemand & SupplyPrice, Market forces, Price equilibriumTypes of Goods, Public, Private, Externalities, Opportunity costProduction TheoryMarkets, Competition, perfect, oligopoly, monopolyHealth & Economic DevelopmentGNP, GDP; Inflation, Health & economic IndicatorsCost ConceptsUnit Cost Analysis (Step down approach)Costing for Intervention Package for Health CareEconomic Analysis of Health Sector ProjectsCost Benefit, Cost Utility, Cost Effectiveness; Summary Measures for HealthAverage and Marginal Cost analysisHealth Care FinancingOverview of Health Care Financing Concepts in Developing CountriesEquity and Financial Fairness/HCF for PoorEconomic development and resource allocation: Out of Pocket vs. Government: Development- Non Development; Health Sector ReformsSocial Health InsurancePrivate Health InsuranceCommunity FinancingUser feesProvider Payment MethodHealth Insurance Implementation In PakistanHealth Insurance & IslamNational Health AccountsHealth and MarketsHealth and Markets: Application of market concepts to HealthWhy Health is a Case of Market FailureGovernment and Health CareManaged CareGlobalization of HealthThe International Health Market: Providers, Purchasers, PharmaceuticalsPriority Setting in Developing countriesInternational Resource flows: Developing countries & Health4.5.3Supply Chain ManagementLearning goals:To increase the participants' understanding of the fundamentals of Supply Chain Management and the relationship between supply chain management and commodity security. The course aims to provide students applicable knowledge and skills to improve logistics management within public health interventions and programs.Learning Outcomes:Describe the concept of commodity security and the role of logistics in assuring commodity security.Describe the purpose of a logistics system, list the major activities and actors in logistics management, and describe the relationships among these activities/actors.Define the purpose of the logistics management information system (LMIS)Identify the basic elements of an LMIS, analyze and make recommendations for improving an LMIS.List the basic guidelines for proper storage to ensure health commodity quality and maximum shelf life.Calculate storage space requirements in a warehouseConduct a visual inspection and identify steps for proper waste managementName elements needed to design and manage a distribution systemAssess health commodity stock status at a local and national level.Determine appropriate order quantities using maximum-minimum inventory control procedures.Select appropriate maximum-minimum inventory control systems for a variety of situations.Define quantification and describe the steps in the quantification process.Describe a variety of methods for preparing a short-term forecast of health commodity needs.Identify steps in creating a Monitoring and Evaluation strategy and plan Describe logistics system performance indicators, as well as monitoring and evaluation tools that can be used to measure the performance of logistics systemsDescribe the objectives of a procurement system and the four most common public sector procurement methodsRecognize the steps in the competitive bidding process and where to find resources to conduct such a processExecute the key activities for monitoring contract performance and for managing product deliveryIdentify the rules governing public sector procurement in Pakistan and the challenges involved.Apply basic logistics principles to the management of a variety of health commodities, including contraceptives, TB and malaria drugs, Essential Drugs, and HIV/AIDS products.Course Contents:Introduction to the CourseSetting the Context of the Course: Commodity SecurityIntroduction to Health Logistics SystemsLogistics Management Information SystemHealth Commodity Storage and DistributionAssessing Stock StatusMaximum-Minimum Inventory Control Systems Review GameAssessing Stock Status at Any LevelAnalyzing LMIS Data (Red Flag Exercise)Quantification of Health Commodities Procurement Monitoring and Evaluation of Supply ChainsCommodity Security Vignettes and Review of CSCourse Structure:This modular course will span over three weeks. Each day will have three classroom sessions; each session approximately two hours long. In addition to imbibing knowledge from lectures and discussions, the participants will get a hands-on experience of working on health communication project of their choice in a step-by-step manner.Recommended Readings:Logistics Handbook: A Practical Guide for the Supply Chain Management of Health Commodities. Second Edition. USAID | Deliver Project, Task Order 1. Guidelines for the Storage of Essential Medicines and Other Health Commodities. 2003. John Snow. Inc. / deliver for the U.S. Agency for the International DevelopmentQuantification of Health Commodities: A Guide to Forecasting and Supply Planning for Procurement. Arlington, Va.: USAID | Deliver Project Task Order 1. Guidelines for Warehousing Health Commodities. Arlington, Va.: John Snow, Inc. / DELIVER, for the U.S. Agency for International Development Contraceptive Procurement Manual; Government of Pakistan; Published July 2011PATH 2009. Procurement Capacity Toolkit. Tools and Resources for Procurement of Reproductive Health Supplies (version 2). Seattle: PATH. The Strategic Pathway to Reproductive Health Commodity Security (SPARCHS) Guidelines & ToolDiallo, Abdourahmane, Claudia Allers, Yasmin Chandani, Wendy Nicodemus, Colleen McLaughlin, Lea Teclemariam, and Ronald Brown. 2008. Guide for Quantifying Laboratory Supplies. Arlington, Va.: USAID | Deliver Project, Task Order 1.Pakistan specific SOPs and System Guides (Updated Yearly)Commodity Security Assessment Reports (Yearly)Creese A, Parker D (eds.). Cost analysis in primary health care: a training manual for programme managers. Geneva: World Health Organization in collaboration with the United Nations Children’s Fund and the Aga Khan Foundation; 1994.Donaldson C, Gerard K. Economics of health care financing: the visible hand, 2nd edition. Basingstoke, UK: Palgrave Macmillan; 2004.Drummond M, McGuire A. Economic evaluation in health care: merging theory with practice. New York, NY: Oxford University Press; 2001.Drummond MF, O’Brien B, Stoddart GL, Torrance GW. Methods for the economic evaluation of health care programmes, 2nd edition. Oxford: Oxford University Press; 1997.Feldstein PJ. Health care economics. New York, NY: John Wiley & Sons, Inc; 1979.Gold MR, Siegel JE, Russel LB, Weinstein MC (eds.). Cost effectiveness in health and medicine. New York, NY: Oxford University Press; ernment of Pakistan. Economic survey of Pakistan 2005-2006.Islamabad, Pakistan: Government of Pakistan, Finance Division; 2006. Available from: URL: – MSPH – (60 Credit Hours)Semester wise distribution of Core and Elective CoursesSemester 1S.NoCourseCredit Hours6.1 Sociology of Health and Disease36.2Population Dynamics36.3Professional Ethics36.4Mental Health3TOTAL12Semester 2 6.5Microbiology36.6Entomology36.7Parasitology36.8Health Care Risk Management 3TOTAL12Semester 31.1Social and Behavioral Aspects of Public Health31.2Basic Epidemiology and Biostatistics31.3Environmental and Occupational Health31.4Health Promotion, Advocacy and Social Mobilization31.5Health system3TOTAL15Semester 4 2.1Applied epidemiology and Biostatistics32.2Research Methods: Quantitative and Qualitative 34.1.1-4.5.3One Track from the list of below given elective tracks3+3TOTAL15 Semester 53.1Dissertation63.2PracticumOROne Publication in Peer Reviewed Journal(HEC Indexed Journal)Compulsory List of Elective Courses/TracksTrack 4.14.1.14.1.24.1.3Epidemiology and BiostatisticsAdvanced Epidemiology and Biostatistics Epidemiological Report WritingEpidemiology of Communicable & Non-communicable DiseaseTrack 4.24.2.14.2.24.2.3Health Policy and Management Human Resource Management for HealthHealth Policy, Planning & ManagementFinancial ManagementTrack 4.34.3.14.3.24.3.3Applied NutritionNutrition for Children, Adolescent & MothersCommunity Management of MalnutritionInternational Food OrganizationsTrack 4.44.4.14.4.24.4.3Reproductive HealthDemography and Population DynamicsCommunity Based RH InterventionsGender DevelopmentTrack 4.54.5.14.5.24.5.3Health EconomicsApplied Health EconomicsHealth Care FinancingSupply Chain ManagementGrand Total 606.ADDITIONAL COURSES FOR MSPH (60 Credit Hours)6.1Sociology of Health & Diseases Course Outlines:At the conclusion of the course, students should be able to: Discuss the social contexts of wellness and illness Explain the patient’s perspective on the experience of illness including meaning making and interaction with care providers Examine the social-historical transformation of the medical system in the U.S., including the changing role of physicians and other health care providers Interpret visual and written depictions of indicators and trends in population health over time Identify the socio-cultural aspects of health and illness, particularly as relating to the definitions of health, illness behavior and social epidemiology Investigate the social causes of disease and illness related to disparities due to social stratification and unequal access Describe the historical role of women in the medical system as patients, practitioners and health care providers Differentiate the current ethical issues and debates about new medical technologies and their impact on doctor-patient relationships and on access to health care Course Contents:Evolution of Health & Healing, Body, Mind, Illness and Environment Theories, research and debates of medical sociology. Social, environmental and occupational factors in health and illness; The meaning of health and illness from the patient’s perspective; The historical transformation of the health professions and the health work force; The social and cultural factors surrounding the creation and labeling of diseases; Disparities in health, access to healthcare, and the quality of healthcare received; Organizational and ethical issues in medicine including rising costs and medical technology; and health care reform.Recommended Readings:Bird, Chloe E., Peter Conrad, and Allen E. Fremont. 2000. “Medical Sociology at the Millennium.” Pp. 1-10 in Handbook of Medical Sociology, Fifth Edition, edited by C.E. Bird, P. Conrad, and A. Fremont. Upper Saddle River, NJ: Prentice-Hall.Link, Bruce, and Jo Phelan. 2010. “Social Conditions as Fundamental Causes of Health Inequalities.” Pp. 3-17 in Handbook of Medical Sociology, Sixth Edition, edited by C. E. Bird, P. Conrad, A. M. Fremont and S. Timmermans. Nashville: Vanderbilt University PressShim, Janet. 2005. “Constructing ‘Race’ Across the Science-Lay Divide: Racial Formation in the Epidemiology and Experience of Cardiovascular Disease.” Social Studies of Science 35: 405-436.Prof. Saadat Farooq: Medical Sociology. Azeem Academy Karachi6.2Population DynamicsLearning Outcomes:On successful completion of this module, students should be able to:Define the demographic transition and explain its historical relevance Describe the principle mechanisms that are associated with declining mortality, fertility and migration as well as the relationship between these three processes. Analyze basic empirical relationships between demographic and socioeconomic conditions. Outline both macro and micro level processes of development and their relationship to population change. Recognize and relate the role of both gender and technology in specific contexts to show their importance in demographic changeCourse/Module Content: 1.Introduction to language and methods in demography. The demographic transition and historical and modern population trends. Reading: PRB Handbook; Dyson 2001. 2.General relationship linking Mortality and Development. Reading: McKeown; Preston 1975; Johansson & Mosk 1987 3.The Local Political Economy of Health; and HIV/AIDS Reading: Watkins 2004; Madhaven& Schatz 2007; Swidler and Watkins 2012 [long]. 4.Gender Dimensions of Health and Mortality. Reading: Das Gupta 1987 5.Fertility Transitions in Poor Countries. Reading: Bongaarts et al. 1990; Pritchett 1994 6.The Politics of Population Control Reading: Sinding 2000. 7.Migration and Development Reading: Massey 1988; Dyson 2011; Korinek et al. 2005. 8.Technology: Beyond Malthus Reading: Boserup 1965; Johnson and Nurick 1995; McNeil 2006 9.Population Structures I: Age Structure Dynamics. Reading: Lee and Mason 2006; Eastwood and Lipton 2007 10.Current Development Initiatives Reading: Lagarde et al. 2007 Recommended Reading: Boserup, Ester. 1965. The Conditions of Agricultural Growth: The Economics of Agrarian Change under Population Pressure. Routledge. Bongaarts, John, W. Parker Mauldin, and James F. Phillips. 1990. “The Demographic Impact of Family Planning Programs.” Studies in Family Planning 21(6):299–310. Das Gupta, Monica. 1987. “Selective Discrimination Against Female Children in RuralPunjab, India,” Population and Development Review 13(1). Dyson, Tim. 2001. “A Partial Theory of World Development: The Neglected Role of the Demographic Transition in the Shaping of Modern Society.” International Journal of Population Geography 7(2):67–90. Eastwood, Robert, and Michael Lipton. 2011. “Demographic Transition in sub-Saharan Africa: How Big Will the Economic Dividend Be?” Population Studies 65(1). Johansson S and C. Mosk. 1987. “Exposure, resistance and life expectancy: disease and death during the economic development of Japan, 1900-1960,” Population Studies 41: 207-235. Johnson, Victoria, and Robert Nurick. 1995. “Behind the Headlines: The Ethics of the Population and Environment Debate.” International Affairs (Royal Institute of International Affairs 1944-) 71(3).6.3Professional EthicsLearning Outcomes:Ability to engage in informed critical reflection on the nature of professionalism and ethical challenges inherent in professionalismKnowledge of prominent normative ethics frameworks – consequentialist, deontological, virtue, and contractualismAwareness of types of ethical challenges and dilemmas confronting members of a range of professions (business, media, police, law, medicine, research)Ability to bring to bear ethical analysis and reasoning in the light of normative ethics frameworks on a selection of ethical challenges and dilemmas across the chosen range of professionsAbility to relate ethical concepts and materials to ethical problems in specific professions and professionalismAbility to research appropriate material in relation to set questions in writing essays meeting the highest standards of rigor and clarityCourse Contents:It is essential for professionals in any field to have an understanding of the ethical problems and principles in their field. But anyone, no matter what their job, must deal with many other professions as well. Part of professional ethics is the understanding of the professionalism and ethics of other professions: how they interact and what can be expected from them as correct ethical behaviour. In turn, any professional will benefit from a critical scrutiny of their own ethics by those from other professions. The general principles of professional ethics will be examined, as well as the distinctive problems of the different fields. The course covers the ethics of several major professions: Business Ethics, Media Ethics, Police Ethics, Medical Ethics, Legal Ethics, and Research Ethics. Topics covered will also include: the nature of a profession, professional codes of ethics, confidentiality, whistle-blowing, the responsibility of business to the environment, uses and abuses of human research, and animal ethics in research.Recommended Readings:Ethics for the Professions. John Rowan & Samuel Zinaich, Jnr. Wadsworth. 2003Joan C. Callahan, Ethical issues in professional life, Oxford University Press, 1988.Alan H. Goldman, The moral foundations of professional ethics, Rowman and Littlefield, 1980Ruth F. Chadwick, (ed.) Ethics and the professions, Avebury, 1994.Justin Oakley, Dean Cocking, Virtue ethics and professional roles. Cambridge University Press, 20016.4Mental HealthLearning Outcomes:To Define Mental Health and cover the basic concepts of Community Mental HealthTo enumerate common mental health problems in PakistanLearn to apply levels of prevention to mental health problemsUnderstand the biological, psychosocial and socioeconomic factors affecting mental healthDescribe the main reasons of substance abuse Course Content:Introduction to Mental HealthPrevention of Mental ill health and promote mental healthRisk and protective factors for mental disordersSocioeconomic determinants of Mental healthMental Health and Quality of lifeStrengthening Community NetworkReducing Harm from Addictive SubstancesPrevention of Child abuse and neglectCoping with parental mental illnessManagement of mental health in Rehabilitation CentersRecommended Readings:Compton MT. Social Determinants of Mental Health. 2015 American Psychiatric AssociationLarol S . Handbook of Sociology of Mental Health. 2nd Ed. Springer 2012R Streevani A guide to Mental Health & Psychiatric Nursing2ndJaypee6.5 Microbiology:Learning Outcome:Familiarize students with fundamental concept of MicrobiologyCourse Content:1.Fundamentals of Microbiology2.Introduction to medical Microbiology3.Gen.Immunology4.Microbial Taxonomy5.Gen.Virology6.MycologyRecommended Readings:eBlack, J. G. 2005. Microbiology: Principles & Explorations, 6thed., John Wiley and Sons, N.Y. 2. Talaro, K. P. 2008. Foundations in Microbiology: Basic Principles, McGraw-Hill Companies, N.Y. 3. Tortora, G. J., Funke , B. R. and Case, C. L. 2008. Microbiology: an introduction 9th Edition, Pearson Education. Tortora, G. J., Funke, B. R. and Case, C. L. 2012. Study Guide for Microbiology: An Introduction. 11th edition. Benjamin-Cummings Publishing Company, U.S.A6.6EntomologyLearning Outcomes:List the medically important arthropodsDescribe the principles of arthropod controlCourse Contents:mon arthropod borne diseases2.Arthropods of medical importance (mosquito, flies, flees, ticks, mites and human lice)3.Principles of arthropods control (environmental, chemical, biological and genetics)4.Insecticides and their public health importanceRecommended Readings:Awastheir, V.B. 2009. Introduction to General and Applied Entomology. Scientific Publisher, Jodhpur, India. Dhaliwal, G.S. 2007. An Outline of Entomology. Kalyani Publishers, Ludhiana.Elzinga,R.J. 2003.FundamentalsofEntomology. Prentice Hall.Gullan, P. J. and P. S. Cranston. 2010. The Insects: An Outline of Entomology. 4thedition. Wiley-Blackwell. A John Wiley & Sons, Ltd., Publication, UK.Lohar, M.K. 2001. Introductory Entomology.Department of Entomology, Sindh Agriculture University Tandojam Sindh, Pakistan. 6.7ParasitologyLearning Outcome:Understand the common parasitic infections of public health importanceCourse Content:ProtozoaPlasmodium and malariaEntameobahistolytica and dysenteryGiardia lamblia and giardiasisTrichomonas and trichomoniasisLeishmania and leishmaniasisHelminthsTaeniasaginata, Ancylostomaduodenale, Ascaris, enterobiusvermicularis and worm infestationEctoparasitesPediculushumanus and Head liceSarcoptesscabei and scabiesRecommended Reading:Roberts LS, JanovyJr J. 2009. Foundations of Parasitology, 8thed., McGraw-Hill, New York. 701 pp. ISBN 978-0-07-302827-9. General parasitology-Thomas C Cheng Medical parasitology-Markell and VogesFoundation of parasitology-Roberts,JanovyHuman parasitology-Burton J Bogtish.6.8Health Care Risk ManagementCourse Objectives:Describe general principles and concepts of enterprise risk managementExplain basic legal concepts associated with health care risk managementDescribe key structural elements of a risk management programmeList the steps in the risk management processExplain risk exposures related to documentation and the medical recordDescribe the concept of risk financing, insurance and claims administrationExplain risk exposures associated with occupational health, safety and the environmentAnalyze a comprehensive risk management and patient safety program Course Description:The course will provide a historical perspective on the development of health care risk management, the role of the health care risk manager, the principles of health care risk management and the connection between risk management, quality improvement and corporate compliance in various health care settings.Development of a Risk Management ProgramThe Process of Professional RegulationIdentification of Organizational Risks and EthicsRisk Financing InsuranceRecommended Readings:Risk Management Handbook for Health Care Organizations: Student Edition, Roberta Carroll (Editor). American Society for Healthcare Risk Management. Published by Josey-Bass, 2009Additional resources will be assigned via University’s internet learning platform (Sakai)Dissertation GuidelinesIntroduction:The exposure to community-based and health systems research is an essential element that the current MSPH programme supports to fulfill. This helps in the conceptualization of this research experience and converting it into a scientific write-up to complete the requirements for the third session of MSPH programme.The document serves to assist students in understanding the section of the topics for research, write the proposal for approval by School Of Public Health’s Institutional Review Board (IRB) and the funding agencies. Dissertation writing is required from each student of MSPH to generate a meaningful academic product that demonstrates the student’s application of crucial knowledge and skills including:Aspects of relevant disciplines like epidemiology, biostatistics, qualitative research methods etc.Conceptual framework for the working hypothesis or research question.Research objectives, hypotheses and research questions formulation in measurable terms.Study design, study population and selection processes correctly according to the objectives.Interpretation and analysis of data in support of a decision or conclusion.Correctly written bibliography.Oral and written communication and presentation of the product.Development of and adherence to a schedule/time frame.Formulation of a realistic budget and its defense.Every student is required to show substantial work done under the supervision of the academic advisor.The following sections provide detailed guidelines for dissertation writing.1.Dissertation:The dissertation requires the generation of new applied knowledge through the comprehensive application of the research process. The thesis option is a better choice for students who desire to gain confidence in their ability to plan, conduct, and write a research work and wish to gain confidence in their ability to critically apply existing knowledge and methods to the solution of a problem in public health. Given the inherent complexity of activities and time demands, 10 credit hours of research are allocated for a dissertation.The topic for research will be chosen in consultation with the academic advisor.2.Overview:By completing their dissertations MSPH students are able to demonstrate their understanding of core competencies through the successful application of core knowledge and principles, critical thinking and analytic reasoning skills.The student is advised to select a topic for research consistent with his/her professional requirements while going through the course on Research Process Part I during the first and second session. In the beginning of third session, the student will be guided to complete the research tools and complete the proposal in light of the training during the classwork.Students are advised to plan ahead for each step. The proposal formulated has to be critically appraised by the Academic Council of the School of Public Health and simultaneously the Institutional Research Board (IRB) within 3 weeks of the third session which is before the student is allowed to start with the data collection. The committee can suggest changes which will be communicated to the student at the time of critical appraisal.The students will carry out data collection, data analysis, interpretation and presentation of the results leading to conclusions from the study under the dissertation writing guidelines during the third session (see below).The Examiners (one internal and one external) for the viva voce examination will be approved by the University’s Controller of Examinations. This process has to be started at least 6 weeks before the exams are scheduled. The examiners should be provided the written dissertation at least 15 days in advance of the scheduled defense. It is the School’s responsibility to identify the examiners, coordinate a time that is acceptable to all members; to arrange for any needed audio-visual support, and to ensure that the examiners are notified of the location of the defense.3.Proposal Format:Proposal for the Dissertation:The proposal submitted for a dissertation should follow the outline listed below. The outline corresponds to the major chapters expected in a thesis. Deviations from the content in this outline should be discussed and approved by the advisor (and committee in advance of submitting the proposal for the defense). 1Introduction Establish importance of topicConceptual model/relationship of independent and dependent variablesSummary of what is/is not knownWhat gap the study is fillingStatement of research purpose(s)2.Aims and Objectives/Hypotheses or research questions including Operational definitions3.Material and MethodsStudy designDuration of studyStudy populationSampling methodsSample size/powerSample recruitment: Inclusion and Exclusion criteriaData Collection Procedure: Identify the recruitment of the population to the collection of :VariablesMeasurements instruments (include copies of relevant instruments (surveys, etc) as appendices)standardsreliabilityvalidityData analysis plan (including software to be used and tables if applicable)4.Rationale of the study 5.Human Subject Protection*Informed Consent ProceduresConfidentialityRisksBenefitsPermission to access data (if applicable)*should also attach an approval by the IRB.6References listingReference listing is to be done at the end of the proposal. (Thereferences should consist of at least 6 references from not older thanlast 5 year; preferably from the published articles and only occasionally from the books).7TimelineA timeline should be attached as an annexure.8Proposed budget A proposed budget should be given at the end of the proposal.Outlines for the Dissertation:Part-I:Consisting of:Title page with the name of the student and the programme they are working under, i.e. name and MSPH with year.Declaration duly signed by the Advisors/SupervisorsAcknowledgementsTable of ContentsList of Tables/Figures with page numbersList of Abbreviations usedAll pages are to be given Roman numerals before the summary.SummaryA structured summary should be the first part of the dissertation write up. Introduction, Objectives, material and methods: Study design, duration, sample population including sampling techniques, sample size and sample selection and statistical analysis. Brief results and conclusions. Key words: 3-5 words best describing the study.Part-II1.Introduction It shall cover:Establish importance of topicConceptual model/relationship of independent and dependent variablesSummary of what is/is not knownWhat gap the study is fillingStatement of research purpose(s)2Literature ReviewIt shall cover:General overviewTheoretical models/conceptual frameworksRelationships among variablesOther relevant literature3 Aims and Objectives (or research questions)4Material and MethodsStudy designDuration of studyConceptual models/conceptual frameworksStudy populationSampling techniquesSample size/powerSample recruitment: Inclusion and Exclusion criteria5 Data Collection Procedure*Identify the recruitment of the population to the collection of:Variables: how measured Measurements: how performed?instruments*: questionnaires etc.reliabilityvalidity*include copies of relevant instruments (surveys, etc) as appendices.6 Data analysis planHow was the data analyzed? Procedures for statistical application and statistical software/s used should be outlined in sufficient details7 Ethical ConsiderationsConsent form must be attached as an Annexure. Ethical clearance should be attached from the rmed Consent Procedures: Consent Form.8 ResultsThis chapter includes presentation of results as tables, figures etc. based on the statistical applications and not as computer outputs. The results should be described in adequate details indicating the major findings. The results should be in line with the objectives of the study. The results should be on separate pages; one table/figure on one page. Same tables cannot be replicated as figures.9DiscussionIn this chapter a detailed discussion of the results and comparisons with other study reaching to a conclusion in accordance will be made.10Conclusions The conclusions should be in line with the objectives and the results.11References The reference list consists of published articles not older than 5 years unless required for the work. References from books are not the preferred method. The number of references should not be less than 30 and not more than 50. Vancouver style is the recommended method of referencing.The pages should be numbered from (Introduction to references) in Arabic numerals.Defense Process:The defense begins with administrative/introductory remarks by the Chair who will review the process and procedures for the defense, including any ground rules set forth for the specific defense with the internal and external examiners. The student will then make a prepared 10-15 minute (proposal) or 20-25 minute (dissertation) presentation which summarizes the proposal/dissertation. The Chair will announce in advance whether questions may be asked during the presentation or held to the end. Normally, clarifying questions will be permitted during the presentation with probing/analytic questions following the presentation.Following the formal presentation and clarifying questions, questioning/critiquing by the Examiners then begins. For the proposal defense, emphasis is on the suitability of the proposed research/project and the design/methods/analytic plan/approach. For the final defense, emphasis is on the results, lessons learned, and implications. In both cases, questions related to application of core competencies may be asked, even if they are per School of Public Health or in relation to the proposal/dissertation under review. The session concludes when the examiners have finished questioning or the allotted time has elapsed. Fifteen minutes at the end of the session are reserved for the Examiners’ deliberations and finalizing of their results. The student may be excused from the room while the Examiners deliberate. The students will be informed of the formal results after approved by the University, Controller of Examinations.Presentation Evaluation:Effective presentation and oral communication skills are core competencies expected of MSPH graduates. Consequently, separate from the content assessment of the proposal/dissertation, the Examiners will evaluate the student’s presentation skills. During the proposal defense, the assessment will be used to advise the student of perceived strengths and weaknesses and recommended actions to ensure a strong presentation during the final defense (diagnostic). For the dissertation defense, the examiners will formally assess the student’s presentation/oral communication skills (evaluative). Successful mastery of the communication skills is a requisite for passing the defense. Outcomes:There are 3 possible outcomes for a defense (be it proposal, thesis, or project): unconditional pass, and conditional pass, and fail. Unconditional Pass is associated with consensus scores of 3 or more in all areas. It may, however, include requests for minor revisions which are reviewed and accepted by the advisor on behalf of the Committee. Conditional Pass (Result Later On) is associated with a score of 2 or less in one or more areas where the shortcomings may range from being technical in nature, easily corrected, and/or for which the student demonstrates understanding during the defense to more substantive issues ranging from general weakness to a critical weakness in a specific area. The student works with the advisor to correct the deficiencies identified by the examiners. The revisions will be accepted by the examiners and notified to the University.Fail is associated with poor performance and evidence of gaps in knowledge and critical reasoning skills during the defense. The deficiencies are such that the Examiners wish to see a re-defense of the revised dissertation/proposal. (Students are permitted only one re-defense of the Dissertation. Students work with their advisor and committee to correct any deficiencies in the proposal/manuscript and other areas as needed prior to scheduling a re-defense. The date of re-defense will be notified in one month’s time to the student.Proposal Critique and Evaluation GuidelinesThe Proposal manuscript (synopsis) is evaluated to ensure it adequately demonstrates core competencies and the correct application of a specific set of competencies to the research of a public health problem.1.Demonstration of Core Competencies: Evaluation GuidelinesThe primary educational objective of the dissertation is to demonstrate appropriate consideration and application of core concepts, skills, and knowledge in analyzing a public health problem within any of the proscribed frameworks. The core area competencies must be addressed in each project.These competency areas cut across the domains identified for each specific framework. For example, quantitative competence may be demonstrated in the literature review and/or methodology section and/or results and/or discussion section of a publication framework. All papers are required to demonstrate minimum competence, but are held accountable to a level of competence consistent with the problem and framework as defined by the student. An example of this is when a student refers to an advanced statistical analysis in his/her design. Although the statistical test may exceed the competence expected of a graduate, by virtue of having introduced it, that student is accountable to correctly describe and apply it.History: Appropriate and sufficiently thorough consideration of relevant historical information surrounding the problem ranging from trend information to assessments of previous efforts and related researchQuantitative Sciences (assessment/analysis):Appropriate and sufficiently thorough consideration of epidemiology, demography, vital statistics, and biostatistics (analytical planning, sample size, etc.).Biological considerations (determinants): Appropriate and sufficiently thorough consideration of biologic concepts (genetics, physiology, immune response, life cycles, processes such as aging, growth, and development, and physiologic measurements)Social/cultural/behavioral considerations (determinants): Appropriate and sufficiently thorough consideration of socio-cultural and behavioral factors which directly or indirectly impact on the problem under considerationEnvironmental and/or occupational considerations (determinants/impacts):Appropriate and sufficiently thorough consideration of the role and interaction of the physical environment – which can include both the physical and natural environment.Management and/or policy and/or resource utilization considerations: Appropriate and sufficiently thorough consideration of management precepts ranging from the domains of administration to leadership to financial planning (budgeting) to policy setting to implementation and planning (logistics).2.Dissertation Competency: Evaluation GuidelinesThe following are some guidelines for evaluating dissertations:Importance of the problem to public healthhas the magnitude of the problem been characterized?is a case made for its importance?Organization/ Presentationeasy to read/understandquality of tables and figureslogical progression of ideasconformity with guidelines of target publication/standard formatAbstract appropriately structured and an adequate reflection of paper’s contentIntroduction places the current study in the context of current knowledgequality/thoroughness of literature reviewdemonstrates where this project fits inDesign appropriate to answer the questionconsideration given to optionsrationale given for choosing designstrengths and limitations inherent in design discussed (validity)strengths and weaknesses of measurements (reliability)Population appropriate to answer the research questionconsiderations/advantages/disadvantages of choiceAnalysis appropriate to answer the questionmethods described; limitations notedplan sufficient to address research questionlevel of data collection/coding sufficientconfounding/interaction/bias/design limitations accounted forissues of power sample size addressed Plausibility of results appropriately addressedPublic health implications appropriately addressedReferences complete and adequately reflecting current literature on the topic; peer-reviewed sources provide adequate support for assumptions or background information.Overall scientific meritis the study design appropriate to the stated objectives?is the appropriate level of data used?has an appropriate literature review been included?does the project increase our understanding or to replicate inconclusive/controversial findings?Dissertation Critique and Evaluation Guidelines1.Executive SummaryBriefly summarizes problem, magnitude, key determinants, recommended course of action2.Statement of ProblemWas the problem clearly identified and defined?Is it an appropriate/relevant public health problem?Is the group/organization/agency selected to hear the argument appropriate?3.Magnitude of the problemIs the magnitude of the problem clearly identified?Are the strengths and limitations of the measures/estimates discussed?Does the paper make a compelling case that the problem is significant enough to warrant attention?4.Key DeterminantsAre the appropriate biological, behavioral, and environmental determinants of the problem addressed?5.Prevention/Intervention StrategiesAre current efforts summarized?Are a sufficient breadth of options/strategies considered?Do the options follow from the key determinants discussed?6.Policy & Priority SettingAre the relative advantages and disadvantages of each option/strategy considered?Are the benefits/risks compared at individual, community, and societal levels?Are political, economic, and technical feasibility considered?7.RecommendationsAre the recommendations consistent with the analysis of the problem?8.Implementation and PracticeAre the likely barriers to implementation addressed?Are logistical/technical/resource concerns addressed?9.EvaluationIs the impact of the proposed intervention measurable?Is ‘success’ defined?Are provisions made for evaluating the impact of the recommended course of action?10.Overall ImpressionIs a compelling argument made that would convince you to adopt the recommended strategy? Is the argument presented succinctly and effectively?Practicum (On-the-job Assignment)Course Title:Practicum (On-the-job Assignment)Course Credit: 2Introduction:Public health focuses on monitoring, achieving and improving the health of a population and is practiced in a variety of settings. The public health professional applies knowledge and skill from the core content areas of public health (biostatistics, epidemiology, environmental health, health services management, and social and behavioural sciences) to design, manage and evaluate solutions to public health problems. Using the practicum (on-the-job assignment) as the “organizational laboratory,” the Master of Science in Public Health (MSPH) student begins to develop the necessary skill sets for becoming a successful public health professional. The practicum is intended to develop direct understanding and experience in public health or health promotion organizations, thereby exposing the student to organizational cultures, management systems, operations and resources, programs and services and target populations. Such knowledge, skills, abilities, and experiences will continue to develop and grow as each student graduates and becomes a lifelong learner and practitioner of public health.Learning Goal:The goal of the practicum is to provide a structured and supervised opportunity for the student to apply the theories, principles, knowledge and skills of public health and health promotion, as learned in the classroom, in a practice setting. The practice experience occurs in a carefully-selected health services organization approved by the MSPH Programme Coordinator and is supervised by School Of Public Healthfaculty and an immediate supervisor/mentor. This takes into account the transition from education to professional practice.Learning Outcomes:The objectives of the practicum (on-the-job assignment)are to:Provide a practice setting for the student’s application and integration of the core public health knowledge.Prepare the student with inter-disciplinary skills and competencies, including leadership, communication, professionalism, cultural proficiency, program planning and assessment and systems thinking.Upon successful completion of this course, each student will be able to:LeadershipCreate and communicate mutually-established project goals and municationDemonstrate the ability to give, solicit, and receive oral and written information.Prepare relevant, integrated, and comprehensive written project report(s).Use various communication methods and media to complete project activities.Professionalism and Cultural ProficiencyDemonstrate the ability to manage time and prioritize workload.Display professionalism, sensitivity, and tact in an organizational/community setting.Interact productively with supervisors, colleagues, and community stakeholders.Program Planning and AssessmentPlan, manage, and monitor a project plan in order to meet established goals and deadlines.Prepare a written proposal for project approval from internal and external sources.Identify, collect, and analyze data for a practical public health issue or concern.Systems ThinkingAssess the roles and responsibilities within a public health organization.Describe the interactions and inter-dependencies among various public health organizations.Demonstrate and integrate knowledge of core public health concepts into a practice setting.Evaluate methods of instruction and learning.Prerequisites and Requirements:Students must have completed all the course work and defended the dissertation before registering for the practicum.In consultation with the practice site or organization, the student must develop a short, formal proposal of the work or project to be accomplished by the student during the assignment.The student will complete 160 hours of public health practicum experience with the selected organization.The student will write a well-constructed report (10 – 15 pages, excluding appendices) detailing their experience, referencing and integrating core public health knowledge.The student will be evaluated by an immediate supervisor/mentor of the participating organization.Role of Immediate Supervisor/MentorThe immediate Supervisor/Mentor is responsible for the student’s learning during the practicum.The immediate Supervisor/Mentor serves as a role model for the student and advises the student routinely.The immediate Supervisor/Mentor periodically consults with responsible faculty on the student’s progress.The immediate Supervisor/Mentor completes a student evaluation form at the end of the practicum.Role of MSPH Program CoordinatorThe MSPH Programme Coordinator serves as the liaison between the student, the immediate supervisor/Mentor, and the University. He/she assists in the selection of participating organizations and maintains communication with the student and immediate Supervisor/Mentor throughout the practicum. The MSPH Program Coordinator determines the completeness of assignments and assigns the course grade. PhD in Public Health1.Admission Requirement:For admission into the PhD:Minimum CGPA 3.0 (out of 4.0 in the Semester System) in MPhil/MS in public health and Allied Health Disciplines FCPS and equivalent2.Subject Test:A subject test conducted by the National Testing Service (NTS) or ETS, USA in the area of specialization chosen at the PhD level must be cleared prior to admission for the PhD Program. In the case of GAT Subject test ( ) a minimum of 60th Percentile marks is required to pass the test. In the case GRE subject test, the minimum score will be acceptable as follows:60th Percentile Score: Valid for AdmissionsIf the Test is not available in NTS subject list, then a University Committee consisting of at least 3 PhD faculty members in the subject area and approved by the HEC will conduct the Test at par with GRE Subject Test and qualifying score for this will be 70% score.3.Course Work:Minimum duration for PhD Public Health will be three years. Course work of 18 credit hours in the first year is required to be completed and followed by a comprehensive examination for granting candidacy as PhD researcher. Compulsory subjects (9 Credits)Epidemiology and BiostatisticsHealth Policy and ManagementCommunicable and Non-communicable Disease ControlOptional Courses (9 Credits)Students will be required to choose 03 courses from the Public Health and Allied Health Sciences disciplines. 4.Foreign Expert Evaluation:The PhD. Dissertation must be evaluated by at least two PhD. experts from technologically/academically advanced foreign countries in addition to local Committee members.Defense:An open defense of Dissertation is essential part of PhD Programme after positive evaluation. Publication:Publication of at least two research papers based on the PhD research in an HEC approved “X” category journal is a requirement for the award of PhD. degree (“Y” in case of Social Sciences only). Plagiarism:The Plagiarism Test must be conducted on the Dissertation before its submission to the two foreign expertsSubmission:A copy of PhD. Dissertation (both hard and soft) must be submitted to HEC for record in PhD. Country Directory and for attestation of the PhD degree by the HEC in future. Launching a PhD Programme:There should be at least 3 relevant full time PhD. Faculty members in a department to launch the PhD. program. Number of PhD Students:The maximum number of PhD. students under the supervision of a full time faculty member is five which may be increased to eight under special circumstances in certain teaching departments subject to prior approval of the Higher Education Commission (HEC).PhD Program has been developed keeping in view the International Standards (Yale university, John Hopkins University, Oregon University) and Prevailing HEC standardsNOTE:The final draft was jointly reviewed by Dr. SaadullahAfridi, Dean & Director: Sarhad Institute of Health Sciences and Dr. ZeeshanKibria, Deputy Director ORIC PULSORY COURSESANNEXURE - AEnglish I (Functional English)Objectives: Enhance language skills and develop critical thinking.Course Contents:Basics of GrammarParts of speech and use of articlesSentence structure, active and passive voicePractice in unified sentenceAnalysis of phrase, clause and sentence structure Transitive and intransitive verbs Punctuation and spellingComprehension:Answers to questions on a given textDiscussion:General topics and every-day conversation (topics for discussion to be at the discretion of the teacher keeping in view the level of students)Listening:To be improved by showing documentaries/films carefully selected by subject teachersTranslation skills:Urdu to EnglishParagraph writing:Topics to be chosen at the discretion of the teacherPresentation skills:Introduction Note: Extensive reading is required for vocabulary buildingRecommended Books: 1.Functional Englisha) Grammar1.Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 1. Third edition. Oxford University Press. 1997. ISBN 01943134922.Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 2. Third edition. Oxford University Press. 1997. ISBN 0194313506b)Writing1.Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand and Francoise Grellet. Oxford Supplementary Skills. Fourth Impression 1993. ISBN 0 19 435405 7 Pages 20-27 and 35-41.c)Reading/Comprehension1.Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis. Oxford Supplementary Skills. Third Impression 1992. ISBN 0 19 453402 2. d)SpeakingEnglish II (Communication Skills)ANNEXURE - BObjectives: Enable the students to meet their real life communication needs.Course Contents:Paragraph writingPractice in writing a good, unified and coherent paragraphEssay writingIntroduction CV and job applicationTranslation skillsUrdu to English Study skills Skimming and scanning, intensive and extensive, and speed reading, summary and précis writing and comprehensionAcademic skills Letter/memo writing, minutes of meetings, use of library and internetPresentation skillsPersonality development (emphasis on content, style and pronunciation)Note: documentaries to be shown for discussion and reviewRecommended Books:Communication Skillsa)Grammar1.Practical English Grammar by A.J. Thomson and A.V. Martinet. Exercises 2. Third edition. Oxford University Press 1986. ISBN 0 19 431350 6.b)WritingWriting. Intermediate by Marie-Christine Boutin, Suzanne Brinand and Francoise Grellet. Oxford Supplementary Skills. Fourth Impression 1993. ISBN 019 435405 7 Pages 45-53 (note taking).Writing.Upper-Intermediate by Rob Nolasco. Oxford Supplementary Skills. Fourth Impression 1992. ISBN 0 19 435406 5 (particularly good for writing memos, introduction to presentations, descriptive and argumentative writing).c)Reading1.Reading. Advanced. Brian Tomlinson and Rod Ellis. Oxford Supplementary Skills. Third Impression 1991. ISBN 0 19 453403 0.2.Reading and Study Skills by John LanganStudy Skills by Richard York.English III (Technical Writing andANNEXURE - CPresentation Skills)Objectives: Enhance language skills and develop critical thinkingCourse Contents:Presentation skillsEssay writingDescriptive, narrative, discursive, argumentativeAcademic writing How to write a proposal for research paper/term paper How to write a research paper/term paper (emphasis on style, content, language, form, clarity, consistency)Technical Report writingProgress report writingNote: Extensive reading is required for vocabulary buildingRecommended Books:Technical Writing and Presentation Skillsa)Essay Writing and Academic Writing1.Writing. Advanced by Ron White. Oxford Supplementary Skills. Third Impression 1992. ISBN 0 19 435407 3 (particularly suitable for discursive, descriptive, argumentative and report writing).College Writing Skills by John Langan. McGraw-Hill Higher Education. 2004.Patterns of College Writing (4th edition) by Laurie G. Kirszner and Stephen R. Mandell. St. Martin’s Press.Presentation SkillsReadingThe Mercury Reader. A Custom Publication. Compiled by Northern Illinois University. General Editors: Janice Neulib; Kathleen Shine Cain; Stephen Ruffus and Maurice Scharton. (A reader which will give students exposure to the best of twentieth century literature, without taxing the taste of engineering students).ANNEXURE - DPakistan Studies (Compulsory)Introduction/Objectives:Develop vision of historical perspective, government, politics, contemporary Pakistan, ideological background of Pakistan.Study the process of governance, national development, issues arising in the modern age and posing challenges to Pakistan.Course Outline:Historical PerspectiveIdeological rationale with special reference to Sir Syed Ahmed Khan, Allama Muhammad Iqbal and Quaid-e-Azam Muhammad Ali Jinnah.Factors leading to Muslim separatismPeople and LandIndus CivilizationMuslim adventLocation and geo-physical ernment and Politics in PakistanPolitical and constitutional phases:1947-581958-711971-771977-881988-991999 onwardContemporary PakistanEconomic institutions and issuesSociety and social structureEthnicityForeign policy of Pakistan and challengesFuturistic outlook of PakistanRecommended Books:Burki, Shahid Javed. State & Society in Pakistan, The MacMillan Press Ltd 1980. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University Press, 2000.S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical analysis. Karachi: Oxford University Press, 1993.Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.Wilcox, Wayne. The Emergence of Bangladesh, Washington: American Enterprise, Institute of Public Policy Research, 1972.Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-Islamia, Club Road, nd.Amin, Tahir. Ethno -National Movement in Pakistan, Islamabad: Institute of Policy Studies, Islamabad.Ziring, Lawrence. Enigma of Political Development. Kent England: Wm Dawson & sons Ltd, 1980.Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company, 1980.Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad: National Institute of Historical and cultural Research, 1998.Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton Mifflin, 1967.Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission on Historical and Cultural Research, 1976.Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard, 1987.Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad: National Commission on Historical and Cultural Research, 1993.ANNEXURE - EISLAMIC STUDIES(Compulsory)Objectives:This course is aimed at:1To provide Basic information about Islamic Studies2To enhance understanding of the students regarding Islamic Civilization3To improve Students skill to perform prayers and other worships4To enhance the skill of the students for understanding of issues related to faith and religious life.Detail of Courses:Introduction to Quranic StudiesBasic Concepts of Quran History of QuranUloom-ul-QuranStudy of Selected Text of Holly QuranVerses of Surah Al-Baqara Related to Faith(Verse No-284-286)Verses of Surah Al-Hujrat Related to Adab Al-Nabi(Verse No-1-18)Verses of Surah Al-Mumanoon Related to Characteristics of faithful (Verse No-1-11)Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)Study of Selected Text of Holly QuranVerses of Surah Al-Ihzab Related to Adab al-Nabi (Verse No.6,21,40,56,57,58.)Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of Judgment Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)Seerat of Holy Prophet (S.A.W) ILife of Muhammad Bin Abdullah ( Before Prophet Hood)Life of Holy Prophet (S.A.W) in MakkahImportant Lessons Derived from the life of Holy Prophet in MakkahSeerat of Holy Prophet (S.A.W) IILife of Holy Prophet (S.A.W) in MadinaImportant Events of Life Holy Prophet in MadinaImportant Lessons Derived from the life of Holy Prophet in MadinaIntroduction to SunnahBasic Concepts of Hadith History of HadithKinds of HadithUloom –ul-HadithSunnah& Hadith Legal Position of SunnahSelected Study from Text of HadithIntroduction to Islamic Law & Jurisprudence Basic Concepts of Islamic Law & JurisprudenceHistory & Importance of Islamic Law & JurisprudenceSources of Islamic Law & JurisprudenceNature of Differences in Islamic LawIslam and SectarianismIslamic Culture & CivilizationBasic Concepts of Islamic Culture & CivilizationHistorical Development of Islamic Culture & CivilizationCharacteristics of Islamic Culture & Civilization Islamic Culture & Civilization and Contemporary IssuesIslam & ScienceBasic Concepts of Islam & ScienceContributions of Muslims in the Development of ScienceQuran & ScienceIslamic Economic SystemBasic Concepts of Islamic Economic SystemMeans of Distribution of wealth in Islamic EconomicsIslamic Concept of RibaIslamic Ways of Trade & CommercePolitical System of IslamBasic Concepts of Islamic Political System Islamic Concept of Sovereignty Basic Institutions of Govt. in IslamIslamic HistoryPeriod of Khlaft-E-RashidaPeriod of UmmayyadsPeriod of AbbasidsSocial System of IslamBasic Concepts of Social System of IslamElements of FamilyEthical Values of Islam Reference Books:Hameed ullah Muhammad, “Emergence of Islam” , IRI,Islamabad2) Hameed ullah Muhammad, “Muslim Conduct of State”3)Hameed ullah Muhammad, ‘Introduction to IslamMulana Muhammad YousafIslahi,”5)Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf Publication Islamabad, Pakistan.6)Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic ResearchInstitute, International Islamic University, Islamabad (1993)7)Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes”Islamic Book Service (1982)8)H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & DeepPublications New Delhi (1989)9)Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”AllamaIqbal Open University, Islamabad (2001) ANNEXURE - F (FOR STUDENTS NOT MAJORING INMATHEMATICS)1.MATHEMATICS I (ALGEBRA)Prerequisite(s):Mathematics at secondary levelCredit Hours: 3 + 0Specific Objectives of the Course: To prepare the students, not majoring in mathematics, with the essential tools of algebra to apply the concepts and the techniques in their respective disciplines. Course Outline:Preliminaries: Real-number system, complex numbers, introduction to sets, set operations, functions, types of functions. Matrices: Introduction to matrices, types, matrix inverse, determinants, system of linear equations, Cramer’s rule.Quadratic Equations: Solution of quadratic equations, qualitative analysis of roots of a quadratic equations, equations reducible to quadratic equations, cube roots of unity, relation between roots and coefficients of quadratic equations.Sequences and Series: Arithmetic progression, geometric progression, harmonic progression. Binomial Theorem: Introduction to mathematical induction, binomial theorem with rational and irrational indices. Trigonometry: Fundamentals of trigonometry, trigonometric identities.Recommended Books:Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and Trigonometry, 1978, Houghton & Mifflin, Boston (suggested text)Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent Company, BostonSwokowski EW, Fundamentals of Algebra and Trigonometry (6th edition), 1986, PWS-Kent Company, BostonANNEXURE - GStatistics-ICredit 3 (2-1)Definition and importance of Statistics in Agriculture, Data Different types of data and variables Classification and Tabulation of data, Frequency distribution, stem-and-Leaf diagram, Graphical representation of data Histogram, frequency polygon, frequency curve.Measure of Central tendency, Definition and calculation of Arithmetic mean, Geometric mean, Harmonic mean, Median quantiles and Mode in grouped and un-grouped data.Measure of Dispersion, Definition and Calculation of Range, quartile deviation, Mean deviation, Standard deviation and variance, coefficient of variation.Practical:Frequency Distribution Stem-and-Leaf diagramVarious types of Graphs Mean, Geometric mean Harmonic Mean,Median, Quartiles Deviation, mean Deviation.Standard Deviation, Variance, Coefficient of variation,Skewness and kenosisRecommended Books:Introduction to Statistical Theory Part- I by Sher Muhammad and Dr. Shahid Kamal (Latest Edition) Statistical Methods and Data Analysis by Dr. Faquir Muhammad A. Concise Course in A. Level Statistic with world examples by J. Crashaw and J. Chambers (1994)Basic Statistics an Inferential Approach 2nd Ed. (1986) Fran II. Dietrich-II and Thomas J. KeansANNEXURE – HIntroduction to Information and Communication TechnologiesCourse Structure: Lectures: 2 Labs: 1Credit Hours: 3Pre-requisite: NoneSemester: 1Course Description: This is an introductory course on Information and Communication Technologies. Topics include ICT terminologies, hardware and software components, the internet and World Wide Web, and ICT based applications.After completing this course, a student will be able to:Understand different terms associated with ICT Identify various components of a computer systemIdentify the various categories of software and their usageDefine the basic terms associated with communications and networkingUnderstand different terms associated with the Internet and World Wide Web. Use various web tools including Web Browsers, E-mail clients and search utilities. Use text processing, spreadsheets and presentation toolsUnderstand the enabling/pervasive features of ICTCourse Contents:Basic Definitions & ConceptsHardware: Computer Systems & ComponentsStorage Devices, Number SystemsSoftware: Operating Systems, Programming and Application SoftwareIntroduction to Programming, Databases and Information SystemsNetworksData CommunicationThe Internet, Browsers and Search EnginesThe Internet: Email, Collaborative Computing and Social NetworkingThe Internet: E-CommerceIT Security and other issuesProject Week Review WeekText Books/Reference Books:Introduction to Computers by Peter Norton, 6th International Edition, McGraw-HillUsing Information Technology: A Practical Introduction to Computer & Communications by Williams Sawyer, 6th Edition, McGraw-HillComputers, Communications & information: A user's introduction by Sarah E. Hutchinson, Stacey C. SwayerFundamentals of Information Technology by Alexis Leon, Mathews Leon, Leon Press.RECOMMENDATIONSThe forum is thankful to Higher Education Commission in general and Mr. Fida DG Academics as well as Ms. Ghayyur Fatima, Director Curriculum for providing the National Revision Curriculum Committee to develop Curriculum for 4 year BS Programme in Public Health as well as recommendation for standardization of MS Public Health curriculum.After detailed deliberation, debate and discussion, the Committee proposes following recommendations with Consensus:1.Public Health Council comprising of eminent public health professionals with representation from all over the country is need of the time to accredit, monitor, evaluate and regulate all Public Health Programmes (PhD, MSPH, BSPH) 2.It is recommended that discipline of Public Health be included as separate entity in the existing list of academic disciplines of HEC. Following courses should be included under its umbrella:Community NutritionDemography and Population DynamicsReproductive HealthCommunity OphthalmologyCommunity PediatricsCommunity PsychiatryIt was also recommended by the participants to develop a Pakistan Society of Public Health (PSPH) in collaboration with quality assurance cell of HEC through convener of the above meeting. Contents of the GRE is recommended to be revised after consultation of the above Committee. The committee recommended curricula, eligibility for admission, course outline, minimum qualifying for degree and PhD/MS/BS public health, ................
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