Commission on Higher Education
Technical Panel for Health Profession Education
CURRICULUM FOR THE COMMON
TWO-YEAR ASSOCIATE IN
HEALTH SCIENCE EDUCATION
Nini F. Lim, Ed.D, Carmelita C.
Divinagracia, Ph.D, Evelyn G. Tejada, M.D.
Commission on Higher Education
Technical Panel for Health Profession Education
The study was conducted in January to April, 2005 to
assess the existing common two-year curriculum for
Allied Health Science Education (AHSE)
 to determine compliance of colleges and universities
with the CHED Memo Order No. 27, s. 1998,
 identify the problems and needs in the implementation
 determine its relevance and impact on the students
Commission on Higher Education
Technical Panel for Health Profession Education
Specifically the study attempted to answer the following
questions:
What is the profile of the participants of the study?
1.1 Deans
- Mean age
- Civil Status
- Regional affiliation
- Professional affiliation
- Highest degree earned
- Number of years teaching ASHE
- Subjects taught
- Training in ASHE subjects
- Sources of training
Commission on Higher Education
Technical Panel for Health Profession Education
What is the profile of the participants of the study?
1.2 Faculty
1.3 Students
- Mean age
- Mean age
- Gender
- Gender
- Civil Status
- Civil Status
- Regional affiliation
- School (Private / Public)
- Professional affiliation
- Highest degree earned
- Number of years teaching ASHE
- Subjects taught
- Training in ASHE subjects
- Sources of training
Commission on Higher Education
Technical Panel for Health Profession Education
How do the deans, faculty and students assess the
current status of the AHSE curriculum in the following
areas:
 Objectives
 Curriculum and instructions
 Faculty
 Administrative support
Commission on Higher Education
Technical Panel for Health Profession Education
What is the relevance and impact of the AHSE
curriculum in preparing the students for professional
courses in terms of the following:
 Subjects
-
Health Ethics
Science and Technology and Society
Health Care I
Health Care II
Anatomy and Physiology
 Knowledge and skills learned in the AHSE curriculum
What are the problems met in the implementation of the
AHSE curriculum across professions?
Commission on Higher Education
Technical Panel for Health Profession Education
The study utilized the descriptive research design
using:
 structured survey questionnaire in gathering data
 multistage stratified random sampling in selecting the
participants.
 Interview and focused group discussions to clarify some issues.
Commission on Higher Education
Technical Panel for Health Profession Education
The population of the study covered the deans, faculty
and fourth year tertiary level students of selected colleges
and universities from different regions of the country offering
health science courses like:





Radiologic Technology
Midwifery
Medical Technology
Nursing
Physical Therapy/
Occupational Therapy




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Nutrition
Dietetics
Pharmacy
Dentistry
Optometry
Frequency, weighted average and percentage was used
to analyse and interpret data gathered.
Commission on Higher Education
Technical Panel for Health Profession Education
Summary of Findings:
 Profile of the Participants
A. Deans . Nursing has the highest number of deans
(62.2%) followed by Midwifery and Physical
Therapy (9.6%) each. Majority of the deans came
from the National Capital Region. They have a
mean age of 50 years and a big majority was
female, thus outnumbering the male participants of
the study.
Commission on Higher Education
Technical Panel for Health Profession Education
Summary of Findings:
 Profile of the Participants
B. Faculty . It was found that most of the faculty
members came from the NCR with Nursing having the
highest number of participants. (cont…)
- The mean age was 35 years,
- Female,
- Married,
- 53% are bachelors graduate,
- 19% Masteral and
- 4.44% with Doctoral degree.
- Forty seven percent have been teaching for five years.
Commission on Higher Education
Technical Panel for Health Profession Education
Summary of Findings:
 Profile of the Participants
B. Faculty . It was found that most of the faculty
members came from the NCR with Nursing having the
highest number of participants. (cont…)
- Seventy six percent are either teaching AHSE or
professional subjects within five years of teaching
- May have been handling any of the six AHSE
subjects or at least two simultaneously.
- Majority had their training in AHSE.
Commission on Higher Education
Technical Panel for Health Profession Education
Summary of Findings:
 Profile of the Participants
B. Faculty . It was found that most of the faculty
members came from the NCR with Nursing having the
highest number of participants.
- Most attended AHSE subjects for training were
Health Care I and II
- Had their training mostly conducted by universities,
followed by NTTC and their profession.
Commission on Higher Education
Technical Panel for Health Profession Education
Summary of Findings:
 Profile of the Participants
C. Students.
- The students came mostly from Nursing
- From private non-sectarian schools.
- Female
- Single
- Mean age of 21 years.
- Many did not start as freshmen in their school.
Commission on Higher Education
Technical Panel for Health Profession Education
Background Data on AHSE
It was found that all allied health care professions
implemented CHED Memo No. 27, s. 1998. As to
student population, 10-50% enrolled had completed
AHSE program while 50%-90% continued to pursue
a BS degree. Some (15) nursing students who had
completed AHSE gained employment.
Commission on Higher Education
Technical Panel for Health Profession Education
There were students who shifted and transferred to other
courses of which the highest number (17) came from
nursing while a small number (1-7) from other disciplines.
As regards subject description, the deans did some
modifications of the curriculum and also added subject
offerings. Eight disciplines removed some subjects offerings
namely:
- Midwifery
- Medical Technology
- Dentistry
- Nursing
- Optometry
- Pharmacy
- Physical Therapy
- Radiologic Technology
Commission on Higher Education
Technical Panel for Health Profession Education
Similarly, the deans made changes in the placement of
professional subjects, in the credit units, reduction of the number of
credit units, and merging of major subjects.
Commission on Higher Education
Technical Panel for Health Profession Education
As to number of faculty teaching AHSE subjects, findings
showed that Nursing had the highest number followed by
Midwifery, Physical Therapy (same number), Medical
Technology, Pharmacy, Radiologic Technology and Dentistry
in that order.
Majority of the faculty underwent training in AHSE with the
highest number came from Nursing. As to academic term
a big majority of the schools surveyed practiced semestral
term. Only three had a trimestral term.
Commission on Higher Education
Technical Panel for Health Profession Education
In terms of instruction the deans employed:
- community visit
- instructional materials, such as books, syllabus and
a variety of technology
Commission on Higher Education
Technical Panel for Health Profession Education
Assessment of the AHSE Curriculum

Objectives. Findings showed that the objectives of the
AHSE curriculum were achieved to the full extent. Of
the three objectives, employability of students who had
finished AHSE was achieved to the moderate extent.
Moreover, compliance to the AHSE objectives was
also achieved to the fullest extent.
Commission on Higher Education
Technical Panel for Health Profession Education
Assessment of the AHSE Curriculum

Curriculum and Instruction. Almost all the provisions
relative to the curriculum and instruction were
achieved to the full extent. The provision on the
professional and technical preparation of the students
for entry to other health science courses was achieved
to the moderate extent. As to the extent of faculty
participation on the regular evaluation of the AHSE
curriculum, it was achieved to the moderate extent.
Commission on Higher Education
Technical Panel for Health Profession Education
Assessment of the AHSE Curriculum
-
The curriculum was found to have multidisciplinary and
interdisciplinary components, systematically arranged, and
promotes breadth and depth in the basic and professional
courses.
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The faculty on the other hand, made use of syllabi,
relevant instructional materials, varied and appropriate
teaching methodologies and suitable instructional
procedures.
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As to administrative support, it was disclosed that the
support was achieved to the full extent in terms of facilities,
instructional materials, library resources, and mechanism
for transfer of students.
Commission on Higher Education
Technical Panel for Health Profession Education
Assessment of the AHSE Curriculum

Impact of the AHSE curriculum.
In terms of the
impact of the AHSE curriculum, it was revealed that all the
health care science subjects had achieved to the full extent,
the preparation of the students for entry to the professional
courses. Likewise, the knowledge and skills learned from
AHSE facilitated entry of students to health science courses
and provided opportunities for employment. However, the
relevance and usefulness of the knowledge and skills learned
from AHSE to student’s occupations, was achieved to the
moderate extent.
Commission on Higher Education
Technical Panel for Health Profession Education
Some problems met:

The foundation for the professional courses became
weak because of the merging of basic courses

Teachers lacked training

The students were loaded with so many subjects

There was so much time given for AHSE subjects
whereas there is very limited time given for the
professionals subjects
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
1.
Profile
-
The deans are female, married, in their midlife, masteral
degree holders in their respective professions. They have
served as dean for eight years, have 7.9 years of teaching
experience, have taught AHSE for years and have
undergone training in teaching AHSE given by their
respective organizations.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
1.
Profile
-
The faculty members are female, 35 years of age,
married, bachelor’s degree holders in their respective
fields, have 6 years of teaching experience, have
taught AHSE subjects within 6 years and have
undergone training in AHSE given by their respective
organizations.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
1.
Profile
-
The students are female, 21 years of age, single and
come from private, non-sectarian schools.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
2.
Attainment of the Objectives of the AHSE Program
1.
The Objectives were achieved to the full extent.
The AHSE curriculum has facilitated the employment of
graduates.
The AHSE program has prepared students for entry into
any of the health science/professional courses.
The AHSE program has enabled students to work in the
community as Health Aide or Community Health Aide
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
2.
Attainment of the Objectives of the AHSE Program
2.
The schools complied with the CHED Memo order No. 27,
s. 1998 with modifications in terms of credit units, curricular
offerings in the professional courses, course syllabi,
administrative support and manpower development.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
3.
The AHSE Curriculum
1.
2.
3.
The curriculum is systematically arranged, interdisciplinary
and multidisciplinary.
It reflects the professional and technical preparation needed
by the students for entry in any of the health science
courses.
It provides depth and breadth in basic and professional
courses.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
4.
The Faculty Members
1.
2.
3.
participate in the review and evaluation of the
curriculum.
endeavour to implement the goals and objectives of the
AHSE.
show mastery of the subject matter.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
4.
The Faculty Members
4.
5.
6.
7.
assist students in developing competencies
show evidence of professional growth
use library resources and instructional aids in teaching
show creativity and innovations in teaching the AHSE
subjects.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
5.
Administrative Support
-
The school administration show support in the
implementation of the AHSE curriculum.
Commission on Higher Education
Technical Panel for Health Profession Education
CONCLUSIONS
The following conclusions were drawn based in the findings
of the study:
6.
Relevance and Impact of the AHSE curriculum
-
In general, the AHSE curriculum is relevant in terms of
preparing the students for entry into any of the health
science courses and in providing flexibility in choosing
the right course. However, there is no occupation that is
aligned with the skills learned in the AHSE curriculum
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
1.
Continue the implementation of the AHSE curriculum with
modification in terms of:
-
-
placement of AHSE subjects
credit units
time allotment
course content
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
2.
Each Health Technical Committee shall study the
recommendations and see how they can be used in the
formulation of policies regarding curriculum and instruction
in the health science courses.
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
3. Modify the provision of the CMO no 27 s. 1998 to provide
flexibility in the offering of the AHSE subjects considering
the local, national and global needs and accreditation
requirements. This is based on the findings that the present
curriculum of certain professions such as Pharmacy,
Medical Technology, Nutrition and Radiologic Technology do
not meet the national and global requirements.
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
4. Conduct regular monitoring scheme for curriculum
implementation.
5. Secure the faculty and student support in the implementation of
the objectives of the AHSE curriculum. Student involvement will
create awareness on the part of the faculty and students
regarding the curriculum and its purposes.
6. Strengthen linkages among CHED, TESDA, DOH, educational
institutions, and employment agencies regarding the
competencies and employability of the AHSE graduates
through more intensive information dissemination and
communication.
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
7.
Promote a more proactive attitude among the health care
discipline members especially the deans in the implementation
of the AHSE program.
8.
Increase or strengthen the linkage of schools with training
institutions or professional organizations for further training of
faculty members in teaching the AHSE subjects.
9.
Encourage a more active participation of the faculty and
students in the planning, implementation and evaluation of the
curriculum.
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
10.
Provide the deans and faculty opportunities to complete their
graduate studies.
11.
Encourage deans and faculty to conduct research in their field
of specialization.
12.
Adopt a more innovative, dynamic and participative teaching
strategies.
Commission on Higher Education
Technical Panel for Health Profession Education
RECOMMENDATIONS
On the basis of the statistical findings, this study sets forth
the following recommendations:
13.
Increase level of awareness of deans or registrar in encoding,
and reporting information on:
-
14.
admission of students
shifters/transferees and
employment/placement of graduates
Adopt the proposed General Education Curriculum for Health
Science Courses