GULU
UNIVERSITY
FACULTY OF MEDICINE
DEPARTMENT OF PUBLIC HEALTH
MASTER OF PUBLIC HEALTH (MPH) PROGRAMME
DRAFT CURRICULUM
OCTOBER 2014
TABLE OF CONTENTS
TABLE OF CONTENTS ....................................................................................................................................... 2
1.0
NOMENCLATURE .................................................................................................................................... 4
2.0
PREAMBLE................................................................................................................................................ 4
3.0
JUSTIFICATION OF THE MPH PROGRAMME .................................................................................. 4
4.0
CAREER OPTIONS .................................................................................................................................. 5
6.0
THE MPH PROGRAMME CURRICULUM ............................................................................................ 6
6.1
PHILOSOPHY OF THE CURRICULUM: ............................................................................................... 6
6.2
MPH PROGRAMME MISSION: .............................................................................................................. 7
6.3
MPH PROGRAMME GOAL ..................................................................................................................... 7
6.4
MPH PROGRAMME OBJECTIVES ....................................................................................................... 7
6.5
MPH PROGRAMME BENEFITS/OUTPUTS ........................................................................................ 7
6.6
AREAS OF COMPETENCIES ................................................................................................................ 8
6.7
DESIGNATION OF DEPARTMENTAL UNITS AND COURSE COORDINATION ........................ 8
7.0
NATURE OF THE MPH PROGRAMME ................................................................................................ 9
7.1
7.4
8.0
8.1
8.3
8.4
9.0
COMPONENTS OF THE TRAINING PROGRAMME: ..................................................................................... 9
TEACHING AND LEARNING STRATEGIES: ................................................................................................ 9
REGULATIONS FOR THE MASTER OF PUBLIC HEALTH PROGRAMME............................... 10
GENERAL PROGRAMME REGULATIONS ................................................................................................ 10
ADMISSION REQUIREMENTS ................................................................................................................. 10
TYPES OF COURSES .............................................................................................................................. 11
EXAMINATION AND ASSESSMENTS ............................................................................................ 11
9.2
GRADING OF COURSES ...................................................................................................................... 11
9.3
STUDENT’S PROGRESSION............................................................................................................... 12
9.4
RETAKING A COURSE ......................................................................................................................... 12
9.6
SPECIAL EXAMINATIONS ................................................................................................................... 13
9.7
WITHDRAWAL FROM THE PROGRAMME ...................................................................................... 13
9.8
WITHDRAWAL FROM A COURSE ..................................................................................................... 13
11.0
PROGRAMME / CURRICULUM STRUCTURE ................................................................................. 13
11.0
COURSE LAYOUT ................................................................................................................................. 15
12.0
DETAILED COURSE DESCRIPTION.................................................................................................. 17
YEAR I SEMESTER I ......................................................................................................................................... 17
COURSE NAME: INTRODUCTION TO PUBLIC HEALTH (3 0R 4 CU) ................................................... 17
COURSE NAME: DEMOGRAPHY ................................................................................................................... 21
COURSE NAME: EPIDEMIOLOGY I............................................................................................................... 23
COURSE NAME: BIOSTATISTICS I ................................................................................................................ 26
2
COURSE NAME: RESEARCH METHODS AND INFORMATICS .............................................................. 28
YEAR I SEMESTER II ........................................................................................................................................ 32
COURSE NAME: COMMUNICABLE AND NON-COMMUNICABLE DISEASE CONTROL ................. 32
COURSE NAME: HEALTH EDUCATION AND HEALTH PROMOTION................................................... 35
COURSE NAME: SOCIAL AND BEHAVIOURAL DETERMINANTS OF HEALTH ................................ 38
COURSE NAME: HEALTH POLICY AND HEALTH SYSTEMS ................................................................. 40
COURSE NAME: ENVIRONMENTAL HEALTH AND OCCUPATIONAL HEALTH ............................... 44
COURSE NAME: PUBLIC HEALTH NUTRITION ......................................................................................... 48
RECESS TERM ................................................................................................................................................... 50
COURSE NAME: INTERNSHIP/FIELD ATTACHMENT ............................................................................... 50
COURSE NAME: RESEARCH PROPOSAL DEVELOPMENT (16 TH, 111 PH) ..................................... 52
YEAR II SEMESTER I ........................................................................................................................................ 52
COURSE NAME: EPIDEMIOLOGY II .............................................................................................................. 52
COURSE NAME: BIOSTATISTICS II ............................................................................................................... 54
COURSE NAME: MATERNAL AND CHILD HEALTH ................................................................................... 57
COURSE NAME: HEALTH CARE PLANNING AND MANAGEMENT ...................................................... 59
COURSE NAME: HEALTH ECONOMICS ...................................................................................................... 62
YEAR II SEMESTER II ....................................................................................................................................... 64
COURSE NAME: PUBLIC HEALTH AND CONFLICT ................................................................................. 64
COURSE NAME: MONITORING AND EVALUATION.................................................................................. 67
COURSE NAME: HEALTH ETHICS AND LAW ............................................................................................. 69
COURSE NAME: DISSERTATION (20 TH, 175 FH, 90 PH, 75 CH)............................................................ 71
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1.0 NOMENCLATURE
The programme shall be called Master of Public Health (MPH). Successful graduates will be
awarded the degree of Master of Public Health of Gulu University.
2.0 PREAMBLE
The mission of the Ministry of Health in Uganda is to promote and improve health equitably
and ensure the attainment of a good standard of health by all people of Uganda in order to
promote a healthy and productive life. The overall objective of the health sector is to reduce
morbidity and mortality from major causes of ill-health and the disparities therein. A healthy
population has enormous positive impacts on other sectors of national economy at all levels.
Gulu University is a public university established in 2002 by an Act of Parliament. Since then,
Gulu University has continued to play its academic, social and corporate role “For Community
Transformation” through its wide range of quality training programmes, research and
community outreach services.
The Faculty of Medicine (FOM) was opened in 2004 with the support of the Government of
Uganda, the Italian Government and the University of Naples in Italy. The Faculty utilizes St.
Mary’s Hospital Lacor and Gulu Regional Referral Hospital as its teaching hospitals. The Faculty
also work closely with the Ministry of Health (MOH), Districts, International agencies and nongovernment organisations (NGO) to deliver its mandate of medical education, health research
and outreach services to improve on the health of communities.
3.0 JUSTIFICATION OF THE MPH PROGRAMME
Gulu University was started as part of the northern Uganda reconstruction program due to the
over two decade arm conflict to bring higher education services closer to the population. Gulu
University therefore has to demonstrate its worth by producing health workforce with
appropriate skills and attitudes to conduct relevant research to help guide community
transformation. The region currently has the worst health indicators as continually being noted
by the annual health sector performance report.
The Master of Public Health (MPH)
Programme at the Faculty of Medicine is a significant step towards transforming communities
nationally and internationally. This will be achieved through production of human resource for
health with appropriate skills mix, valuable health research outputs, provision of quality health
services and the promotion of national and global partnerships. Also, the MPH program will
4
provide the critical mass of public health leaders and practitioners with the capacity and skills
to meet the demands arising from the decentralisation policy of the Ugandan Government
while working within an integrated multidisciplinary and multi-sectoral health system.
4.0 CAREER OPTIONS
Opportunities exist in the National Health Service, local government, regional, national and
international bodies working on improving health, and industries involved in food, transport,
the environment, pollution and the media. Some of the specific career options include working
as Public Health Administrator, Hygienist, Toxicologist, Environmental Health Inspector, Food
Inspector/Food Safety Specialist, Vector Control Specialists, Research Consultant and
Occupational Health specialist.
There are many public and environmental health issues in Uganda’s communities today such
as Malaria, jiggers, malnutrition and many others.
Some of these problems are due to
ignorance of the community. MPH programmes are currently offered by few institutions in
Uganda. There is increasing demand for public health training at postgraduate level to provide
public health leaders who can assess community health problem and provide solutions to
those problems.
Trainee who successfully completed the MPH program will become a public health leader
who can work with Ministry of Health, Local Government, go into private practice as a Public
Health Consultant or work with other health agencies both local and international, particularly
in the areas of emergency disaster management. There is increasing cost of curative health
services, hence the need to focus on prevention. Preventable diseases account for a high
proportion of disease burden in rural communities. This programme will provide and equip its
students with diverse knowledge and skills in public health prevention which will make them
competent to promote good public health services.
Hence this programme is relevant,
appropriate and timely.
5.0 RESOURCES
5.1 Staffing
The Department comprises of two Senior Lecturers, two Lecturers and one teaching
Assistant.
The programme will receive assistance from lecturers from the Faculty of
5
Medicine, Gulu University, for specific and relevant courses, Ministry of Health professionals
from Headquarter and at Gulu Regional Referral Hospital and St. Mary’s Hospital Lacor,
Makerere University College of Health Sciences, Mbarara University of Science and
Technology. External expertise will be drawn from a pool of professors from the university of
Naples in Italy. Additional tutorship will also be received from District Health Offices where
students will be attached for some of their field attachment.
5.2 Facilities
The programme will rely on facilities that the University will provide such as computers and
training materials. In addition other facilities will be District Health Office facilities within the
region.
5.3 Space
Gulu University is renting a house that is hosting Master of Medical Anthropology program.
The house will provide two rooms for teaching i.e. year one lecture room and a computer
laboratory for year two teaching. Also, there will be a board room, library and office space
within the building.
5.4 Funding
The main source of finance will be tuition fees by students. Government grant will also be an
important source of finance. The department and the University will seek assistance from
development partners such as Italian Government, United States Agency for International
Development (USAID), World Bank, Ford Foundation, Madhvani, East African Development
Bank (EADB), Inter-University Council for East Africa, Japanese International Cooperation
Agency (JICA), Chinese Government, African Development Bank (ADB) etc. In addition, staff
will endeavour to outsource research grants from various funders/sponsors, and internally
generated funds.
6.0 THE MPH PROGRAMME CURRICULUM
6.1 Philosophy of the curriculum:
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A Public Health Specialist, as a leader of a health team and manager of health services,
should be community-oriented, innovative and responsive to population health care needs
nationally and internationally. The MPH curriculum emphasises critical thinking, problem-solving
and student-driven acquisition of competencies in public health practice and research.
6.2 MPH Programme Mission:
To produce practically-oriented public health specialists with appropriate knowledge, skills
and attitude required to assume leadership and managerial roles in global health which is
appropriate for community transformation.
6.3 MPH Programme Goal
To contribute to overall community and national development by improving the health status
of the people of Uganda through the production of skilled human resource for health.
6.4 MPH Programme Objectives
1. To produce graduates that can demonstrate knowledge, understanding, application
and integration of the theory and practice of the core public health and related
disciplines to improve health.
2. To equip graduates with applied skills to identify and assess public health problems in
communities and evaluate actions designed to improve public health.
3. To equip graduates with theory and practice of formulating, implementing and
evaluating appropriate policy strategies and approaches to public health problems
sensitive to given culture and environment.
4. To develop competence in appropriate research skills, evaluating and communicating
research evidence and use of research finding.
6.5 MPH Programme benefits/outputs
i.
Strong linkages between Gulu University and Ugandan ministry of health, and all other
institutions involved in training public health professionals and providing health services
and locally, regionally and internationally;
ii.
Increased capacity to carry out important essential national research; collection and
utilisation of information to improve the quality of health services;
7
iii.
Increased capacity for implementing and managing health services in the districts,
national and international health agencies, including priority setting and resource
allocation;
iv.
High quality nationally and internationally recognized Public Health Specialists that can
be employed to improve global health and further trained in specialized areas of
medicine and health sciences.
6.6 Areas of competencies
The MPH programme is designed to provide integrated training in the core competencies of the
field of public health. The MPH graduates must be competent to lead district, regional, national
or international public health institutions and respond appropriately to public health problems.
The core competencies each MPH trainee is expected to acquire include:
1. Recognising problems of public health importance and responding appropriately
2. Designing and implementing appropriate health interventions
3. Analytical skills for measurements, prioritization and evaluation.
4. Effective teamwork as a team member, team player and a team leader.
5. Effective communication
6. Research and publications
7. Teaching and learning
8. Management and Administration.
6.7 Designation of departmental units and course coordination
The MPH programme is organized in courses that will be coordinated within the Department
of Public Health. Courses shall be organized under the following learning areas that shall be
designated as departmental units for coordination and administrative purposes:
1. Epidemiology and Biostatistics
2. Disease Control
3. Maternal and Child Health
4. Community Health and Behavioural Science.
5. Environmental and Occupational Health Sciences
6. Health Policy and Management
8
7. Global Health and Population
7.0 NATURE OF THE MPH PROGRAMME
7.1 Components of the training programme:
The MPH programme has both academic and field components of training, apportioned
equally.
7.2 Academic component:
The academic component of the curriculum shall run throughout the study. It will provide
students with a strong knowledge foundation that will enable the trainee develop the skills and
competencies required for the field work or field component of the training.
7.3 Field component:
MPH trainees will have one (1) field attachment to sites within the district health systems and
other approved field sites or institutions. Field activities during the field attachments form the
core of the programme during which competencies are practised through on-job training with a
district health management team.
7.4 Teaching and Learning strategies:
Teaching and learning will be student-centred, with the trainees taking the leading role in their
own learning process under the guidance of the tutors (student-centred tutor-directed learning).
The training and courses will be delivered using:
1. Interactive and Integrated lectures.
2. Seminars and Tutorials.
3. Case studies, group discussions,
4. Role-plays and demonstrations
5. Practical sessions, laboratory work and field attachments.
6. Journal clubs
7. Project works
8. Community based education and service.
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8.0 REGULATIONS FOR THE MASTER OF PUBLIC HEALTH PROGRAMME
8.1 General Programme Regulations
The Master of Public Health programme shall be guided and governed by the common
regulations and guidelines for all Postgraduate programmes of Gulu University in addition to
Faculty of Medicine regulation.
8.2 Programme Duration
The MPH training is a two-year full time academic programme consisting of compulsory
courses and field work activities. It is designed in conformity with the University Semester /
Credit System approved by the Uganda National Council for Higher Education (UNCHE). The
first academic year shall have 2 semesters of 17 weeks each and a recess term of 10 weeks.
The second academic year of study shall consist of only 2 semesters (no recess term in
second year). University examinations will be conducted at the end of each course module
during semester or a recess term.
8.3 Admission Requirements
Applicants who meet any of the following minimum requirements are eligible for admission:
1. Medical degree or equivalent from a recognized university: human medicine, veterinary
medicine, nursing, pharmacy, dentistry, Applicants must have at least CGPA 3.00 and
above plus at least 2 years of experience working;
2. A degree in Biomedical Sciences or equivalent from a recognized university e.g.
pharmacy, community / public health, environmental health, food science and
technology, nutrition, statistics and social sciences. Applicants must have a minimum of
upper second class.
3. A degree in social sciences or equivalent from a recognized university, with a bias to
health sciences e.g. Social Works and Administration, Sociology, Economics,
Demography, Development study and at least two years’ relevant field experience.
Applicants must have a minimum of upper second class (and at least two years’ of
relevant field experience).
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4. Applicants with working experience in public health will have an added advantage.
8.4 Types of courses
All courses in the programme are core and compulsory and students must pass them
independently as a prerequisite for the award of the MPH degree.
9.0 EXAMINATION AND ASSESSMENTS
At the end of each course module in a semester, students will be required to sit and pass
examinations in those courses that have been offered.
9.1 Assessment Structure
Trainee shall be assessed in the following ways:
 Progressive Assessment will be in the form of tests, written assignments, practical,
projects, Attendance, participation, professionalism, field work and attachment reports.
These will contribute 40% of the total marks.
 End of course module which will be comprehensive written examinations covering all
course materials will be conducted at the end of each course module. The marks of
each course will account for 60%.
9.2 Grading of Courses
Each course will be graded out of a maximum of l00 marks and assigned appropriate letter
and numerical grades as follows:
Marks
Letter Grade
Grade Point
80-100
A
5.0
75-79
B+
4.5
70-74
B
4.0
65-69
C+
3.5
60 – 64
C
3.0
55-59
D+
2.5
50-54
D
2.0
45-49
E
1.5
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Below 44
F
1.0
Below 40
F-
0.0
The pass Grade Point (GP) for each course is 3.0 and pass mark is 60%.
9.3 Student’s Progression
Progression through the courses shall be classified as Normal, Probationary or
Discontinuation.
Normal progression: Normal progress occurs when a student has passed each of the
specified courses with a minimum grade point of 3.0 and has a Cumulative Grade Point
Average (CGPA) of 3.00 or above.
Probationary progression: A student shall be placed on probation;
a) When he/she fails a course or
b) If his/her Grade Point Average (GPA) or CGPA is less than three (3.0).
The probationary status serves as a warning to students that their performance is below the
required level. When a student on probation has to retake a course, he/she shall wait and
retake that course when it is next offered. A student retaking a course shall be expected to do
all the required coursework, practicals and progressive assessment tests. When the GPA of a
student goes up to 3.0 or above and he/she has passed all the courses in the following
relevant semester, then the probationary status is removed.
Discontinuation: A student shall be discontinued from the programme when he/she has:
a. Received two probations on the same course (i.e. has failed the same course two times).
b. Received two consecutive probations based on CGPA
c. Failed to pass a resubmitted field report
d. Failed to pass a resubmitted dissertation
9.4 Retaking a Course
A student may retake any course when it is offered again in order to:
a) Pass the course if the student had failed it before
b) Improve the grade if the first pass grade was low and the student wishes to improve. The
Transcript will indicate so if a retake is done. Retaking a course means attending lectures,
doing required progressive course work and sitting the end of course examinations.
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9.5 Compensation:
There will be no compensatory passes. Candidates must get the pass mark of 60% in all the
courses offered. A candidate who scores below 60% in any course in a semester will be
required to do a retake in that course when next offered.
9.6 Special Examinations
A student will only be allowed to do special examinations:
On medical grounds proven by a medical report from a qualified and registered medical
officer; or
Under any other circumstances as may be approved by Senate.
9.7 Withdrawal from the Programme
A registered student shall withdraw from the programme or course in a particular semester on
medical grounds or under special circumstances reasons upon approval by Senate. Such a
student can resume the programme or course when it is next offered if the cause of the
withdrawal is not unsatisfactory progress or conviction for a criminal case.
9.8 Withdrawal from a Course
A registered student may withdraw from a course offered during a semester on medical
grounds or under special circumstances upon approval by Senate. Such a student can
resume the course in the next semester when that course will be next offered if the cause of
the withdrawal is not unsatisfactory progress or conviction for a criminal case.
9.9 Certificate of Due Performance
A student who does not have satisfactory attendance or coursework marks in any course shall
be denied certificate of due performance and shall not be allowed to sit the university
examinations. Satisfactory attendance is at least 75% in lectures and/or practical.
11.0 PROGRAMME / CURRICULUM STRUCTURE
13
Teaching of the courses shall be delivered as per guidelines in the “Manual for the Operations
of the Semester / Credit Unit System”. Details of the programme structure are specified
below:
Course Codes: Are named by year/ course sequence/ semester of course i.e. a course 111
(year/sequence/semester).
Course Credits: Instructions shall be by courses, quantified into course credit units.
a) A credit unit is awarded for a series of fifteen contact hours or one contact hour per week
per semester.
b) A contact hour is calculated as being equivalent to:
1
One Lecture Hour (LH)
2
Two Tutorial Hours (TH)
3
Three hours of Practical or clinical work (PH)
4
Five hours of Field work (FH)
c) No course shall carry less than 3 credit units or more than 5 credit units
14
11.0 COURSE LAYOUT
The courses in the programme shall be arranged as follows:
COURSE CODE
COURSE NAME
YEAR I
SEMESTER I
MPH 1111
MPH 1112
MPH 1113
MPH 1114
MPH 1115
Introduction to Public Health
Demography
Epidemiology I
Biostatistics I
Research methods & informatics
Semester I Total Credit Unit
SEM ESTER II
Communicable
and
non-communicable
disease control
Health Education & Health Promotion
Social and behavioural determinants of health
Health Policy and Health Systems
Environmental & occupational Health
Public Health Nutrition
Semester II Total Credit Unit
RECESS SEMESTER
Internship/Field Attachment
Research Proposal development
Recess Term Total Credit Unit
SEMESTER I
Epidemiology II
Biostatistics II
Maternal and Child Health
Health Care Planning and Management
Health Economics
Semester I Total Credit Unit
SEMESTER II
Public health and Conflict
Monitoring and Evaluation
Health Ethics and Law
Dissertation
Semester II Total Credit Unit
Total Credit Unit
YEAR I
MPH 1121
MPH 1122
MPH 1123
MPH 1124
MPH 1125
MPH1126
YEAR I
MPH 1131
MPH 1132
YEAR II
MPH 2111
MPH 2112
MPH 2113
MPH 2114
MPH 2115
YEAR II
MPH 2121
MPH 2122
MPH2123
MPH2124
LH
TH
FH
PH
CH
CU
16
9
17
12
13
64
64
60
70
70
60
15
-
12
30
84
81
60
45
60
75
75
4
3
4
5
5
21
18
114
-
-
75
5
9
13
14
20
10
28
64
62
74
70
15
-
66
-
45
45
45
60
45
3
3
3
4
3
21
-
16
-
135
111
45
45
3
3
6
10
16
15
14
12
66
44
60
62
66
-
96
111
-
75
75
45
45
45
5
5
3
3
3
19
14
14
11
-
62
62
68
20
175
90
45
45
45
75
3
3
3
5
14
81
15
KEY: LH = Lecture Hours; TH = Tutorial Hours; PH = Practical Hours; SH = Seminar Hours;
FH = Field Hours; CH = Contact Hours; CU = Credit Units.
16
12.0
DETAILED COURSE DESCRIPTION
YEAR I SEMESTER I
Course Name: Introduction to Public Health (3 0r 4 Cu)
Course Code: MPH 1111
Level: 1
Credit Units: 4
Brief Course Description:
This course is intended to enable students to understand the main concepts, principles and
practice of public health at the community, national and international level. This will enable the
students to assess and control or prevent morbidity and mortality in the community. This course
is also intended to introduce students to the biologic basis of disease and how to use this
knowledge in the control of diseases of public health importance.
Course Objectives:
(a) To introduce students to the main concepts, principles and practices of public health at
community, national and international levels.
(b) To provide basic essential knowledge and understanding of the biology and control of
diseases, disease causing agents and vectors.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define primary health care. Key principles underlying the concept of PHC as advanced in
the Alma Ata Declaration of 1978 and subsequent related internationally adopted
documents; definitions of PHC and why they have varied.
2.
Explain the evolution, conceptual basis and principles of public health practice using
historical and current perspectives: Responses to epidemic diseases (case studies of
cholera, smallpox and malaria); Urban sanitary reform; Development of the medical
profession and public health services in the 20th Century; and the international rise of
health promotion.
3.
Explain the philosophy underpinning public health actions and interventions. Explain the
nature, strengths and weaknesses of the main types of public health interventions.
17
4.
Demonstrate the scale and scope of public health; the role of different disciplines and
professions in improving population health.
5.
Understand and interpret key public health approaches e.g. describing patterns of health
and disease in defined populations, methods of assessing disease burden, and assessing
health impacts of different policies.
6.
Examine and communicate to others the major threats to health; their distribution within
populations; their impacts on population health; and the interventions used to counter
them.
7.
Describe and understand selected issues of current and global importance in public
health
8.
Define disease, concept of disease and principles / mechanism of disease transmission.
9.
Describe the biology of vectors, intermediate hosts of human pathogens and methods for
their control.
10. List and describe major groups of pathogens; biology, pathogenesis and diagnosis of
parasitic infections in humans and their relationship to human health and disease control
strategies.
11. Describe with examples the relationship between Vector-parasite and vector-vertebrate
interactions; major vector-borne diseases; methods for vector control.
12. Define immunity and herd Immunity and their differences. Describe how immunisation is
used in the control of selected diseases in Uganda
13. Design and conduct research projects on biology or control of disease vectors. Design,
undertake and evaluate vector control interventions.
Detailed Course Outline: (16 LH, 64 TH, 60 FH, 60 CH)

Definition of primary health care. Key principles underlying the concept of PHC as
advanced in the Alma Ata Declaration of 1978 and subsequent related internationally
adopted documents; definitions of PHC and why they have varied. (1 LH, 2 TH, 2 CH)

Evolution, conceptual basis and principles of public health practice using historical and
current perspectives. (1 LH, 2 TH, 2 CH)

Responses to epidemic diseases (case studies of cholera, smallpox and malaria). (1 LH,
6 TH, 4 CH)
18

Urban sanitary reform; Development of the medical profession and public health services
in the 20th Century; and the international rise of health promotion. (1 LH, 2 TH, 30 FH, 8
CH)

The philosophy underpinning public health actions and interventions. Explain the nature,
strengths and weaknesses of the main types of public health interventions. (2 LH, 4 TH,
3 CH)

The depth and scope of public health; the role of different disciplines and professions in
improving population health. (1 LH, 2 TH, 2 CH)

Introduction to key public health approaches e.g. describing patterns of health and
disease in defined populations, methods of assessing disease burden, and assessing
health impacts of different policies. (1 LH, 8 TH, 6 CH)

Major threats to health; their distribution within populations; their impacts on population
health; and the interventions used to counter them. (1 LH, 4 TH, 3 CH)

Topics on selected issues of current and global importance in public health (1 LH, 8 TH,
5 CH)

Definition of disease, concept of disease and principles / mechanism of disease
transmission. (1 LH, 2 TH, 2 CH)

The biology of vectors, intermediate hosts of human pathogens and methods for their
control. Vector-parasite and vector-vertebrate interactions; major vector-borne diseases;
methods for vector control.

(1 LH, 10 TH, 6 CH)

Introduction to major groups of pathogens; biology, pathogenesis and diagnosis of
parasitic infections in humans and their relationship to human health and disease control
strategies. (2 LH, 6 TH, 5 CH)

Definition of Immunity and Herd Immunity and use of immunisation in the control of
selected diseases. (1 LH, 2 TH, 2 CH)

Designing and conducting research projects on biology or control of disease vectors;
design, undertake and evaluate vector control interventions. (1 LH, 6 TH, 30 FH, 10 CH)
Teaching and Learning Strategy: Lectures; tutorials and group work.
Progressive Assessment: Exercises, Coursework / Assignments, Progressive tests.
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Final Examinations: Written examinations consisting of MCQs, Short answer and Essay
questions.
Reading List:
1. Short textbook of Public Health Medicine for the tropics by Adetokunbo O. Lucas and
Herbert M. Gilles. 4th Edition.
2. Introduction to Public Health by Mary-Jane Schneider, (2010).
3. The New Public Health, Second Edition: An Introduction for the 21st Century by
Theodore H. Tulchinsky and Elena A. Varavikova, (2008).
4. An Introduction to Public Health and Epidemiology by Susan Carr, Nigel Unwin and
Tanja Pless-Mulloli, (Sep 1, 2007).
5. Introduction to Health Services by Stephen J. Williams and Paul R. Torrens, (2007).
6. Anderson RM May (1982). Population Biology of infectious diseases
7. Abram S. Benenson (1990). Control of Communicable diseases in man
8. Nelson KE, Willams CM, Grahman NMH, Infectious Disease epidemiology. Theory and
Practice (2001). Aspen publishers Inc. Maryland USA
9. WHO and UNICEF (1978): Primary Health Care (Almata declaration) WHO Geneva
1978
10. Wim Van Damme (2002). Primary Health Care vs. emergency medical assistance; a
conceptual framework
11. Husein K. Adeyi O et al (1993). Developing a Primary Health Care Management
Information System that supports the persuit of equity, effectiveness and affordability
Academic Staff:
1. Dr. Kaducu Felix, MBChB, MIH
2. Ms Atim Pamela, BEHS, MPH
3. Dr. Akera Peter, BDS, MHSM
4. Mr. Luryama Moi Kenneth
5. Dr. Oryema Lalobo PhD
6. Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
20
COURSE NAME: DEMOGRAPHY
COURSE CODE: MPH 1112
LEVEL: 1
CREDIT UNITS: 3
Brief Course Description:
This course will enable the trainee to appreciate the importance of demography, how population
data are obtained and the impact of population growth.
Course Objectives:
To enable students understand the principles of demography, population dynamics and how
these relate to development at community, district, national and global levels.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define demography. State the sources of population data e.g. Population censuses, intercensus demographic surveys, demographic and health surveys, reproductive health
Surveys. State the limitations of each method of estimation of demographic data.
2. Analyse population structure; Carryout calculation and analysis of basic fertility & mortality
measures; life table analysis; standardisation and population projections.
3. Describe the effect of fertility, mortality and migration on age distribution; Population
growth and gender, family planning; urbanization; social and economic development.
4. Describe population policy, population change, economic & social development and
planning.
5. Describe population growth and its impact on the economy, poverty eradication; child
survival; environmental sustainability & productivity;
6. Describe the relationship between population and development, consequences of
HIV/AIDS, internal and international migration.
Detailed Course Outline: (9 LH, 64 TH, 12 PH, 45 CH)

Definition of demography. Sources of population data e.g. Population censuses, intercensus demographic surveys, demographic and health surveys, reproductive health
21
surveys. Limitations of each method of estimation of demographic data. (1 LH, 10 TH, 5
CH)

Population structure; Calculation and analysis of basic fertility & mortality measures; life
table analysis; standardisation and population projections. (2 LH, 8 TH, 12 PH, 10 CH)

Effect of fertility, mortality and migration on age distribution; Population growth and
gender, family planning; urbanization; social and economic development. (1 LH, 12 TH, 7
CH)

Population policy, population change, economic & social development and planning. (2
LH, 12 TH, 8 CH)

Population growth and its impact on the economy, poverty eradication; child survival;
environmental sustainability & productivity. (1 LH, 10 TH, 6 CH)

Population and development, consequences of HIV/AIDS, internal and international
migration. (2 LH, 12 TH, 8 CH)
Teaching and Learning Strategy: Lectures, seminars, case studies, self-directed learning,
discussions and practical exercises.
Progressive Assessment: Coursework / Assignments tests.
Final Examinations: Written examinations
Learning materials
i.
Adamchak S.E and Weiss L.A (1997). Asessing the policy environment: What
influences population policy?
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
3 Dr. Akera Peter, BDS, MHSM
22
Course Name: EPIDEMIOLOGY I
Course Code: MPH 1113
Level: 1
Credit Units: 4
Brief Course Description:
This course enables the students to understand the basic concept of epidemiology and use this
concept in conducting surveillance and epidemiological investigation of disease outbreak in the
community.
Course Objectives:
To equip students with basic concepts, principles and methods in epidemiology to be applied
in epidemiological research and public health practice.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define epidemiology and describe the basic concepts in epidemiology.
2. List and describe the measurements in epidemiology: Ratios, proportions and rates
3. Define and describe types of epidemiologic measures of morbidity e.g. incidence and
prevalence.
4. Define mortality and describe measure of mortality measures; Crude death rate,
standardized mortality rate, case fatality Rate, course specific mortality rate, infant
mortality rate and proportionate mortality rate.
5. Define and list types of validity; define, calculate and interpret sensitivity and specificity,
Positive and negative predictive values.
6. Define reliability and calculate inter-observer and intra-observer variation, Kappa statistic,
Percent agreement and Likelihood ratio
7. Describe an epidemiological study design: Case reports, case series, cross-sectional,
cohort, case-control and intervention studies; assess strengths and limitations of different
study designs.
8. Provide interpretation of epidemiological data: assessing causality, chance, bias,
confounding and effect modification.
23
9. List different sources of epidemiological data on health status and health service
utilization; strengths and limitations.
10. Conduct disease surveillance and analyse health status of populations.
11. Conduct outbreak investigations and list steps in outbreak investigations, states the role of
laboratory in outbreak investigation and dissemination of findings
12. List and describe the different preventive strategies in public health: advantages,
disadvantages; use of measures of public health impact and routine data to anticipate
potential benefits of the strategies.
Detailed Course Outline: (17 LH, 60 TH, 15 FH, 30 PH, 60 CH)

Definition of epidemiology and basic concepts in epidemiology (1 LH, 2 TH, 2 CH).

Epidemiologic measurements e.g. Ratios, proportions and rates etc (1 LH, 2 TH, 2 CH)

Epidemiologic measures of morbidity e.g. incidence and prevalence. (1 LH, 2 TH, 2 CH)

Epidemiologic measure of mortality e.g. crude death rate, standardized mortality rate, case
fatality Rate, course specific mortality rate, infant mortality rate and proportionate mortality
rate. (2 LH, 8 TH, 15 PH, 11 CH)

Definition of and types of validity; definition, calculation and interpretation of sensitivity and
specificity, positive and negative predictive values. (1 LH, 4 TH, 6 PH, 5 CH)

Definition of reliability and calculation of inter-observer and intra-observer variation, Kappa
statistic, Percent agreement and Likelihood ratio. (1 LH, 4 TH, 3 PH, 4 CH)

Epidemiological study design e.g. case reports, case series, cross-sectional, cohort, casecontrol and experimental studies; listing advantages and disadvantages of different study
designs. (3 LH, 12 TH, 6 PH, 11 CH)

Interpretation of epidemiological study results i.e. assessing strength of association,
causality and roles of chance, bias, confounding and effect modification. (1 LH, 6 TH, 4
CH)

Different sources of epidemiological data on health status and health service utilization;
strengths and limitations.(1 LH, 4 TH, 3 CH)

Disease surveillance and analysis of health status of populations. (1 LH, 2 TH, 2 CH)
24

Disease outbreak investigations. Steps involved in disease outbreak investigations. Role
of laboratory in disease outbreak investigation and dissemination of findings. (2 LH, 8 TH,
15 FH, 9 CH)

Different preventive strategies in public health with their advantages and disadvantages.
The use of measures of public health impact and routine data to anticipate potential
benefits of the strategies. (2 LH, 6 TH, 5 CH)
Teaching and Learning Strategy: Lectures; Tutorials; Self-directed learning; group work and
practical exercise.
Progressive Assessment: Exercises, Coursework / Assignments, MCQs and Short answer
questions
Final Examinations: Written examinations consisting MCQs, Short answer and Essay
questions.
Learning resources: Text books
1. Epidemiology by Leon Gordis, 4th Edition
2. Dictionary of Epidemiology by James Last
3. WHO/MoH IDSR technical guidelines for surveillance
Academic Staff:
1. Dr. Kaducu Felix, MBChB, MIH
2. Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
3. Dr. Akera Peter, BDS, MHSM
25
Course Name: BIOSTATISTICS I
Course Code: MPH 1114
Level: 1
Credit Units: 5
Brief Course Description:
This course is intended to introduce students to Biostatistics and make the students understand
the importance of biostatistics in public health. It is also to enable the students to do simple
calculate of health statistics and be able to interpret the results.
Course Objectives:
(a) To introduce students to biostatistics and basic statistical methods used in public
health research and practice.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define biostatistics and states the importance of biostatistics in public health research and
practice.
2. Describe the different scales of measurements with examples, summarise data and
present the results appropriately in terms of proportions, rates, ratio and the measures of
central tendency (mean, median and mode), spread (range, interquartile range and
standard deviation) using contingency tables, graphs and charts.
3. Assess data for method suitable for analysis and conduct analysis of data using
probability; normal, binomial, t and z - distributions, chi-square test and F-test.
4. Define sample, population, target and study population.
5. Determine the sample size for study
6. Determine sampling variability: appreciate and overcome the problem of sampling
variability; use statistical methods in quantifying variability of individuals within populations:
confidence intervals, p-values, differences in means and proportions.
7. Define, generate and test hypothesis.
8. Describe and calculate measures of associations e.g. correlation coefficient, Odds Ratio
and Relative Risk etc
9. Use Analysis of Variance (ANOVA)
26
10. Use non-parametric tests e.g. as Sign Test, Wilcoxon Signed-Rank sum test and MannWhitney test
Detailed Course Outline: (12 LH, 70 TH, 84 PH, 75 CH)

Definition of biostatistics and importance of biostatistics in public health research and
practice (1 LH, 2 TH, 2 CH).

The different scales of measurements with examples, summarising data and presenting
the results in terms of proportions, rates, ratio and the measures of central tendency
(mean, median and mode), spread (range, interquartile range and standard deviation)
using contingency tables, graphs and charts. (2 LH, 14 TH, 15 PH, 14 CH)

Assessing data for method suitable for analysis and conducting analysis of data using
methods like probability; binomial, t and z - distributions, chi-square test and F-test. (2 LH,
12 TH, 18 PH, 14 CH)

Definition of sample, population, target and study population. Determination of sample size
for study. (1 LH, 2 TH, 9 PH, 5 CH)

Determination of sampling variability: appreciating and overcome the problem of sampling
variability; using statistical methods in quantifying variability of individuals within
population. Confidence intervals for single mean & proportion, differences in two means
and proportions, and Defining, generating and testing hypothesis using p-values. (2 LH, 20
TH, 18 PH, 18 CH)

Describing and calculating measures of associations e.g. correlation coefficient, Odds
Ratio and Relative Risk etc (2 LH, 8 TH, 9 PH, 9 CH)

The use of Analysis of Variance (ANOVA) (1 LH, 4 TH, 6 PH, 5 CH)

Using non-parametric tests e.g. as Sign Test, Wilcoxon Signed-Rank sum test and MannWhitney test. (1 LH, 8 TH, 9 PH, 8 CH)
Teaching and Learning Strategy: Lectures; Tutorials; Self-directed learning; Group
work/discussions and practical exercise.
Progressive Assessment: Exercises, Coursework / Assignments, MCQs and Short answer
questions
27
Final Examinations: Written examinations consisting MCQs, Short answer and Essay
questions.
Learning resources: Text books
i.
Practical Statistics for Medical Research by Dauglas G. Altman (1991)
ii. Biostatistics: A Foundation for Analysis in the Health Sciences by Wayne W. Daniel
iii. Biostatistics by Bernard Rosner
iv. Biostatistics: The Bare Essentials (2008) by Geoffrey R. Norman and David L. Streiner
Third edition.
v. Basic & Clinical Biostatistics by Beth Dawson and Robert G. Trapp. 3 rd Edition.
Academic Staff:
1. Dr. Kaducu Felix, MBChB, MIH
2. Ms Atim Pamela, BEHS, MPH
3. Dr. Akera Peter, BDS, MHSM
4. Mr. Obol James Henry, BLT, PGD-PPM, MSc. CEB
Course Name: RESEARCH METHODS AND INFORMATICS
Course Code: MPH 1115
Level: 1
Credit Units: 5
Brief Course Description:
This course is intended to enable students design, conduct and analyse research data so that
they can write dissertation. The course also will provide students with the required knowledge
and skills to write a research grant.
Course Objectives:
a) To equip students with concepts, principles and techniques required to design a
research study, analyse and interpret the data
b) To equip students with skills in practical computer applications using EPI-data, STATA
and SPSS.
28
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define research; list and describe categories of research.
2. Describe the scientific foundations of research
3. List and describe the various epidemiological study designs stating advantages and
disadvantages
4. Define population; target and study population, sample. Describe methods of sample
selection e.g. simple random sampling, systematic, cluster sampling, stratified sampling,
multi-stage sampling and probability proportionate to size sampling.
5. Describe the steps involved in planning and conducting a research project;
6. Describe the components of research proposal and list the importance of each section. Formulate
research questions and testable hypotheses; set appropriate study objectives; selecting
appropriate study design and method (quantitative or qualitative) research ethics, sampling
procedures, data collection and analysis.
7. Demonstrate how to plan a research project, time table, budgeting, logistics, etc.
8. Write a research proposal; write grants application; write manuscript and reviewing scientific
papers.
9. Understand the principles of social research and qualitative research methods.
Informatics
1. Manage data using EpiData, design questionnaire; creating database; data entry and
processing; exporting data from EpiData to STATA, SPSS and other statistical packages.
2. Manage data using Stata and SPSS: Creating and using Stata do- and log-files; common
management tasks in Stata and SPSS, including labeling, generating, replacing and
recoding variables and merging, appending, and collapsing files; use of common Stata
and SPSS commands to generate, recode and replace variables. Perform statistical
analyses using Stata and SPSS, interpret their findings and present the findings in a clear,
concise, and logical manner.
Detailed Course Outline: (13 LH, 70 TH, 81 PH, 75 CH)

Definition of research and description of research categories. Describing the scientific
foundations of research. (1 LH, 2 TH, 2 CH)
29

Listing and describing the various epidemiological study designs stating advantages and
disadvantages for each study design. (2 LH, 10 TH, 7 CH)

Definition of population; target and study population, sample. Describing the methods of
sample selection e.g. simple random sampling, systematic, cluster sampling, stratified
sampling, multi-stage sampling and probability proportionate to size sampling. (2 LH, 14
TH, 9CH)

Describing the steps involved in planning and conducting a research project; Describing
the components of research proposal and list the importance of each section. Formulating
research questions and testable hypotheses; set appropriate study objectives; selecting
appropriate study design and method (quantitative or qualitative), research ethics,
sampling procedures, data collection and analysis. (2 LH, 16 TH, 10 CH)

Demonstrating how to plan a research project, time table, budgeting, logistics, etc. (1 LH,
2 TH, 9 PH, 5 CH)

Writing a research proposal; writing grant application. (1 LH, 2 TH, 24 PH, 10 CH)
Informatics

Managing data using EpiData, designing questionnaire; creating database; data entry and
processing; exporting data from EpiData to STATA, SPSS and other statistical packages.
(2 LH, 12 TH, 24 PH, 14 CH)

Managing data using Stata and SPSS: Creating and using Stata do- and log-files;
common management tasks in Stata and SPSS, including labeling, generating, replacing
and recoding variables and merging, appending, and collapsing files; use of common
Stata and SPSS commands to generate, recode and replace variables. Perform statistical
analyses using Stata and SPSS, interpreting findings and presenting the results in a clear,
concise, and logical manner. (2 LH, 12 TH, 24 PH, 16 CH)
Teaching and Learning Strategy: Lectures, tutorials, practical, group work, self directed
learning.
Progressive Assessment: Exercises, Coursework / Assignments and test
30
Final Examinations:

Each student will submit a completed research proposal for assessment.

Written examinations consisting MCQs, Short answer and Essay questions.
Learning resources: Text books, computer laboratory and statistical packages
i.
Health Research Methodology: A Guide for Training in Research Methods. 2nd Edition.
World Health Organisation. Regional Office for the Western Pacific.
ii. Kleinbaum D.G., Kupper L.L., Morgenstern H. Epidemiologic research: principles and
quantitative methods. London, Lifetime Learning Publications, 1982.
iii. Hennekens C.H., Buring J. Epidemiology in medicine. Boston, Little, Brown and
Company, 1987.
iv. Beaglehole R., Bonita R., Kjellstrom T. Basic epidemiology. Geneva, WHO, 1993.
v. Greenberg R.S., Daniels S.R., Flanders W.D., Eley J.W., Boring J.R. Medical
epidemiology, 2 ed, Norwalk,. Appleton and Lange, 1996.
Academic Staff:
1. Dr. Kaducu Felix, MBChB, MIH
2. Ms Atim Pamela, BEHS, MPH
3. Dr. Akera Peter, BDS, MHSM
4. Mr. Obol James Henry, BLT, PGD-PPM, MSc. CEB
5. Dr. Loum Labongo Constatine PhD
31
YEAR I SEMESTER II
Course Name: COMMUNICABLE AND NON-COMMUNICABLE DISEASE CONTROL
Course Code: MPH 1121
Level: 1
Credit Units: 5
Brief Course Description:
This course is intended to introduce students to communicable and non communicable diseases
of public health importance. The course will enable students to understand how communicable
and non communicable diseases are acquired and how to prevent/control the disease.
Course Objectives:
(a) To equip students with knowledge and skills on communicable and non communicable
diseases and use this knowledge and skills to control the diseases.
Course Outcome:
By the end of the course unit, trainee should be able to:1.
Define communicable disease. Describe the basic concepts in the control of
communicable diseases; epidemiology of infectious diseases and disease transmission;
properties of infectious agents; the nature of host defences.
2.
Describe the dynamics of occurrence of communicable diseases and their reservoirs and
the implication for successful intervention and control.
3.
State the principles of surveillance and characteristics of different surveillance systems:
evaluation of their strengths and weaknesses, usefulness, and their application to
disease control.
4.
Describe the main policies and programmes used in the control of important infectious
diseases, including vaccination programmes; their implementation and evaluation;
actions by community, governments and international agencies.
5.
Describe the epidemiological methods to the investigation and management of outbreaks
6.
Describe the emerging infectious diseases: genetic, behavioural, ecological, technical
and political origins. Important control measures.
32
7.
Describe the epidemiology and controls/prevention of communicable diseases of public
health importance e.g. malaria, cholera, HIV, TB, measles, etc.
Non-communicable diseases
1
Define and describe the burden of major chronic non-communicable diseases (NCDs):
DM, hypertension, CVD, mental disorders, malignancies, etc.
2
Describe the importance, distribution and time trends of NCDs globally, including low and
middle income countries.
3
Describe major determinants and known risk factors of NCDs; main drivers of the burden
of NCDs in different regions of the world.
4
Describe the Methods of identifying and investigating causes of NCDs; key challenges in
studying NCDs (limits of observational evidence, construction of conceptual frameworks
in
life-course
epidemiology,
potential
contribution
of
genetic
associations
to
understanding environmental aetiologies and aetiological links of some NCDs with
infectious agents).
5
Describe the main policies, programmes, and strategies used in the prevention and
control of NCDs and their evaluation; challenges.
Detailed Course Outline: (18 LH, 114 TH, 75 CH)
Communicable diseases

Definition of communicable disease. Describing the basic concepts in the control of
communicable diseases; epidemiology of infectious diseases and disease transmission;
properties of infectious agents; the nature of host defences. (2 LH, 24 TH, 14 CH)

Describing the dynamics of occurrence of communicable diseases and their reservoirs and
the implication for successful intervention and control. (1 LH, 4 TH, 3 CH)

The principles of surveillance and characteristics of different surveillance systems:
evaluation of their strengths and weaknesses, usefulness, and their application to disease
control. (1 LH, 2 TH, 2 CH)

Disease outbreak investigation and management. (1 LH, 4 TH, 3 CH)
33

Describing the main policies and programmes used in the control of important infectious
diseases, including vaccination programmes; their implementation and evaluation; actions
by community, governments and international agencies. (2 LH, 10 TH, 7 CH)

Describing the emerging infectious diseases e.g. haemorrhagic fevers: genetic,
behavioural, ecological, technical and political origins. Important control/preventive
measures. (2 LH, 12 TH, 8 CH)

Communicable diseases of public health importance, their controls and prevention e.g.
malaria, cholera, HIV, TB, measles, etc. (2 LH, 14 TH, 9 CH)
Non-communicable diseases

Definition and description of the burden of major chronic non-communicable diseases
(NCDs): DM, hypertension, CVD, mental disorders, malignancies, etc. The importance,
distribution and time trends of NCDs globally, including low and middle income countries.
(2 LH, 14 TH, 9 CH)

Describing major determinants and known risk factors of NCDs; main drivers of the burden
of NCDs in different regions of the world. (1 LH, 8 TH, 5 CH)

Describing the methods of identifying and investigating causes of NCDs; key challenges in
studying NCDs (limits of observational evidence, construction of conceptual frameworks in
life-course epidemiology, potential contribution of genetic associations to understanding
environmental aetiologies and aetiological links of some NCDs with infectious agents). (2
LH, 14 TH, 9 CH)

Describing the main policies, programmes, and strategies used in the prevention and
control of NCDs and their evaluation; challenges. (2 LH, 8 TH, 6 CH)
Teaching and Learning Strategy: Lectures, tutorials, self-directed learning / readings.
Progressive Assessment: Coursework / Assignments, MCQs and Short answer questions
Final Examinations: Written examinations consisting of MCQs, Short answer and Essay
questions.
Learning resources:
i.
Control of Communicable Diseases in man by Heymann D.L (18th edition)
ii. Infectious Disease Epidemiology, Theory and Practice (2001) Nelson K E et al
34
iii. WHO Health Report (2002); Reducing Risks, Promoting Healthy Life.
iv. WHO Health Report (2003); Reducing Risks, Shaping the Future. Geneva Switzerland
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Mr. Luryama Moi Kenneth
3 Dr. Oryema Lalobo
4 Mr. Obol James Henry, BLT, PGD-PPM, MSc. CEB
5 Dr. Odong Patrick Olwedo
Course Name: HEALTH EDUCATION AND HEALTH PROMOTION
Course Code: MPH 1122
Level: 1
Credit Units: 3
Brief Course Description:
This course will cover the concepts and principle of health education and health promotion. The
course in addition will cover the various methods of health education and health promotion.
During this course, students will be given a chance to develop, pre-test and implement a training
manual base on community diagnosis result.
Course Objectives:
(a) To enable students learn and apply a wide range of approaches and methods for
promoting health at the individual and community levels.
Course Outcome:
By the end of the course unit, trainee should be able to:1.
Define and state the concept of health education and health promotion.
2.
Describe the theories and principles which underlie health promotion; different
approaches and methods for promoting health and their theoretical bases.
35
3.
Describe and apply the different theoretical models for changing health behaviours e.g.
Behavioural and Social Learning Models: health belief model, proceed model, social
learning theory.
4.
Critical analyse and evaluate the approaches and methods used in a variety of contexts
to address individual, community and structural determinants of health e.g. Motivational
interviewing, cognitive behavioural therapy, peer education, theatre in health promotion,
mass media campaigns, social marketing, media advocacy, community development, and
settings-based health promotion.
5.
Conduct community diagnosis, design and implement public health promotion campaigns;
describe the steps involved in developing health promotion interventions and
programmes.
6.
Design and conduct “training of trainers” using appropriate training methods relevant for
the population under study.
7.
Design a training session and training materials; pre-test materials; budget and identify
training resources; develop implementation, monitoring and evaluation plan for the
training.
Detailed Course Outline: (9 LH, 28 TH, 66 PH, 45 CH)

Definition and the concept of health education and health promotion. (1 LH, 2TH, 2 CH)

Describing the theories and principles which underlie health promotion; different
approaches and methods for promoting health and their theoretical bases. (1 LH, 6 TH, 4
CH)

Describing and apply the different theoretical models for changing health behaviours e.g.
Behavioural and Social Learning Models: health belief model, proceed model, social
learning theory. (2 LH, 6 TH, 5 CH)

Analysis and evaluation of the approaches and methods used in a variety of contexts to
address individual, community and structural determinants of health e.g. Motivational
interviewing, cognitive behavioural therapy, peer education, theatre in health promotion,
mass media campaigns, social marketing, media advocacy, community development, and
settings-based health promotion. (2 LH, 12 TH, 8 CH)
36

Conducting community diagnosis, designing and implementing public health promotion
campaigns. Describing the steps involved in developing health promotion interventions
and programmes. (1 LH, 2 TH, 21 PH, 9 CH)

Designing and conducting “training of trainers” using appropriate training methods
relevant for the population under study. (1 LH, 21 PH, 8 CH)

Designing a training session and training materials; pre-testing materials; budgeting and
identifying training resources; implementing the training session, monitoring and
evaluating the training plan. (1 LH, 24 PH, 9 CH)
Teaching and Learning Strategy: Lectures, seminars, field work, demonstrations, role-plays,
group work and practical exercise.
Progressive Assessment: Exercises, Coursework / Assignments and test.
Final Examinations: Written examinations.
Learning materials
i.
Glanz K. and Rimer B.K (1997): Theory at a glance; a guide for Health Promotion
practice. National Cancer Institute Publication No. 97-3896
ii. Kleinman A. (1980). Patients and Healers in the Context of culture
iii. Patton, Michael Quinn (2002): Qualitative Research and Evaluation Methods. 3 rd
edition. Sage publication Inc. London
iv. Bryman Alan (2001): Social Research Methods. Oxford University, New York
v. Dawson S.L Manderson et al (1992): “The Focus Group Manual”. Methods for Social
research in Tropical Diseases
Academic Staff:
1 Dr. Otto Emmanuel
2 Ms Atim Pamela, BEHS, MPH
3 Dr. Odong Patrick Olwedo
4 Mr. Oboke Henry
37
Course Name: SOCIAL AND BEHAVIOURAL DETERMINANTS OF HEALTH
Course Code: MPH 1123
Level: 1
Credit Units: 3
Brief Course Description:
The course is intended to provide foundation for understanding health and illness in the society.
It will also cover social and behavioural factors which influence health in the community and how
these factors relate to the social class in the society.
Course Objectives:
(a) To enable students understand the sociological, behavioural and cultural factors that
influence health and how they can be addressed to improve population health.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define health and illness; key concepts in sociology and their linkages to the
understanding of health and illness; relationship between socio-cultural organizations and
health.
2. Describe the social and behavioral factors influencing health status and the risk of
disease; understand the pathways from the social environment to health outcomes; the
potential interaction of social and biological influences on health; how social, cultural and
psychological processes impact on health status and access to health services.
3. Examine inequalities in health: linking social factors e.g. social class, social support, social
capital, ethnicity and gender to differences in health outcomes.
4. Describe the concepts of medicine, risk and society: Medicalisation and role of medicine in
society; Concept of risk and risk behaviour; List and describe the role of the media in
communicating messages about health, illness and risk to lay and professional publics.
5. Describe interventions that promote health by modifying the social environment and
methods for evaluating them.
38
6. Conduct and critique research into the social determinants of health, including
socioeconomic status, social class, social exclusion, gender, race, family structure and
social capital, migration, education.
7. Analyse and apply social and behavioural epidemiological data to the process of
promoting health and preventing disease.
8. Examine the main concept, theories and methods of research in the sociology of health;
approaches to overcoming the conceptual and methodological challenges of using
epidemiological methods to investigate the social determinants of health.
Detailed Course Outline: (13 LH, 64 TH, 45 CH)
 Definition of health and illness; key concepts in sociology and their linkages to the
understanding of health and illness; relationship between socio-cultural organizations and
health. (2 LH, 6 TH, 5 CH)
 Describing the social and behavioral factors influencing health status and the risk of
disease; understand the pathways from the social environment to health outcomes; the
potential interaction of social and biological influences on health; how social, cultural and
psychological processes impact on health status and access to health services. (2 LH, 12
TH, 8 CH)
 Examining inequalities in health: linking social factors e.g. social class, social support,
social capital, ethnicity and gender to differences in health outcomes. (1 LH, 6 TH, 4 CH)
 Describing the concepts of medicine, risk and society: Medicalisation and role of medicine
in society; Defining and describing the concept of risk and risk behaviour; List and describe
the role of the media in communicating messages about health, illness and risk to lay and
professional publics. (2 LH, 12 TH, 8 CH)
 Describing interventions that promote health by modifying the social environment and
methods for evaluating them. (1 LH, 6 TH, 4 CH)
 Conducting and critiquing research into the social determinants of health, including
socioeconomic status, social class, social exclusion, gender, race, family structure and
social capital, migration, education. (2 LH, 8 TH, 6 CH)
 Analysing and applying social and behavioural epidemiological data to the process of
promoting health and preventing disease. (1 LH, 4 TH, 3 CH)
39
 Examining the main concept, theories and methods of research in the sociology of health;
approaches to overcoming the conceptual and methodological challenges of using
epidemiological methods to investigating the social determinants of health. (2 LH, 10 TH, 7
CH)
Teaching and Learning Strategy: Lectures, tutorial, case studies, seminars, self-directed
learning, group discussions, reading sessions.
Progressive Assessment: Coursework / Assignments and test..
Final Examinations: Written examination.
Learning materials
i.
Culture, Health and Illness. Cecil G Helman. 4th Edition.
ii. Social Determinants of Health by Michael Marmot and Richard G. Wilkinson. 2nd
Edition.
Academic Staff:
1 Dr. Loum Labongo Constantine
2 Dr. Akello Grace
3 Mr. Oboke Henry
Course Name: HEALTH POLICY AND HEALTH SYSTEMS
Course Code: MPH 1124
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to introduce students to health policy and system. The course will cover
aspect of different theories, concepts and approaches used in policy analysis. The course will
also provide foundation for understanding the different methods of health care deliveries and
how to evaluate them.
40
Course Objectives:
a) To enable students critically analyses health policies and their applications to public
health.
b) To enable students learn appropriate health policy responses while working in the
health policy arena at international, national and local levels.
c) To enable students understand the structure, organization and functioning of health
systems in developed and developing countries and vital role of well-functioning health
systems in improving population health and achieving the Millennium Development
Goals.
Course Outcome:
By the end of the course unit, trainee should be able to:1.
Define health policy and health system. Examine the framework for policy analysis:
content, context, actors in different health policy area; and define policy means.
2.
Describe the different theories, concepts and approaches used in policy analysis.
3.
Describe the overview of health care delivery systems in developed and developing
countries and analyse the constitutional, economic and political environments within
which health care systems and policies operate.
4.
Examine the key features / models of policy process: policy identification, formulation, and
implementation; stages and alternative processes.
5.
Analyse the political system within which policies are made and the contextual factors that
lead to policy change; the role of the state and markets.
6.
Describe how to use the policy analysis framework in research and /or decision-making;
examine current policy issues. State what a health system is; role and nature of a health
system; the core components of health systems and their inter-relationships; and the
functions of health systems.
41
7.
Evaluate health care systems; the implications of different health care systems for
promotion of health; improving access to service, equity, quality, and broader health
outcomes.
8.
List and describe the major theories and research approaches related to the
understanding of health systems; key conceptual models, methods and approaches to
health systems evaluation; health system performance measurements and indicators.
9.
Describe the role of policy actors, and global influences on health systems;
consequences of system change.
Detailed Course Outline: (14 LH, 62 TH, 45 CH)

Definition of health policy and health system. Examining the framework for policy analysis:
content, context, actors in different health policy area; and define policy means. (1 LH, 4
TH, 3 CH)

Describing the different theories, concepts and approaches used in policy analysis. (1 LH,
6 TH, 4 CH)

Describing health care delivery systems in developed and developing countries and
analysing the constitutional, economic and political environments within which health care
systems and policies operate. (2 LH, 8 TH, 6 CH)

Examining the key features / models of policy process: policy identification, formulation,
and implementation; stages and alternative processes. (2 LH, 6 TH, 5 CH)

Analysing the political system within which policies are made and the contextual factors
that lead to policy change; the role of the state and markets. (1 LH, 6 TH, 4 CH)

The use of policy analysis framework in research and /or decision-making; examine
current policy issues. State what a health system is; role and nature of a health system;
the core components of health systems and their inter-relationships; and the functions of
health systems. (2 LH, 12 TH, 8 CH)

Evaluation of health care systems; the implications of different health care systems for
promotion of health; improving access to service, equity, quality, and broader health
outcomes. (2 LH, 8 TH, 6 CH)
42

Major theories and research approaches related to the understanding of health systems;
key conceptual models, methods and approaches to health systems evaluation; health
system performance measurements and indicators. (2 LH, 8 TH, 6 CH)

The role of policy actors, and global influences on health systems; consequences of
system change. (1 LH, 4 TH, 3 CH)
Teaching and Learning Strategy: Lectures, Seminars, tutorials, and Group discussions,
Review of Case studies, self-directed learning.
Progressive Assessment: Coursework / Assignments and test..
Final Examinations: Written examination.
Learning materials
1. Health Systems Policy, Finance, and Organization. Edited by Guy Carrin Kent Buse
Kristian Heggenhougen Stella R. Quah, Duke-NUS. Published: June 2009. ISBN: 9780-12-375087-7
2. Understanding Health Policy, Sixth Edition by Thomas Bodenheimer (Author), Kevin
Grumbach. ISBN-13: 978-0071770521
3. Health Care Systems: Efficiency and Policy Settings. ISBN :9789264094901 (PDF) ;
9789264094895 (print). Forward by Pier Carlo Padoan
Academic Staff:
1 Dr. Otto Emmanuel
2 Dr. Akera Peter, BDS, MHSM
3 Dr. Odong Patrick Olwedo
43
Course Name: ENVIRONMENTAL HEALTH AND OCCUPATIONAL HEALTH
Course Code: MPH 1125
Level: 1
Credit Units: 4
Brief Course Description:
The course enables the trainee to appreciate the importance of environmental and occupational
health, environmental hazards and importance of environmental health management in
addressing health hazards in the community. The course also will enable students to appreciate
occupation safety so that an appropriate measure is put in place to protect workers from work
related hazards.
Course Objectives:
a) To equip students with knowledge, assessment and control of environmental health
problems.
b) To enable students analyse hazards related to workplaces and develop practical
problem-solving approaches to the problems.
Course Outcome:
By the end of the course unit, trainee should be able to:Environmental health
1.
Define environment, health and states the links between health, environment and
sustainable development; the importance of environmental health management in
addressing health hazards in communities.
2.
List and describe common environmental hazards that damage health, including: air and
soil pollutions; water and sanitation; inadequate housing; and chemical hazards.
3.
Describe the sources and impacts of air, water, soil and noise pollution arising from urban
and regional developments.
4.
Conduct environmental risk assessment using both qualitative and quantitative methods.
Describe the use of scientific data in policy development and risk management.
5.
Monitor all forms of pollution and describe procedures for effective pollution management;
principles of environmental impact assessments and their integration with environmental
planning and management.
44
6.
Describe the design and treatment of water supply in developed and developing
countries: wastewater management using traditional and advanced technologies.
7.
Describe urban, rural and hazardous waste management; waste minimisation, elimination
and recycling; state the laws governing waste storage, transport and disposal;
environmental control.
8.
List and describe the basic principles of toxicology; the applications of lethal and sublethal toxicology to chemicals in food, air, water and soil; and the assessment of risk to
human health and the natural environment by exposure to chemical.
9.
Describe the methods for investigating environmental hazards; health effects of air, water
and land pollution; climate change; estimation of exposure; analysis of health and
exposure data using Geographical Information Systems; disease clusters.
10. List and describe environmental issues in current public health practice; evaluation of
global environmental and climatic changes in terms of health impacts and causes.
11. Carryout field demonstrations at water and wastewater treatment plants, solid waste
dumps etc
Occupational health
1.
Define occupational health. Assess workplace hazards and risks.
2.
List and describe the physical, social, psychological, biochemical environments at the
workplace and their inter-relationship with the health of the workers.
3.
States the principles of occupational safety.
4.
Describe the job designs to fit the worker; consideration of the physiological, biomedical,
psychological and anatomical characteristics of the worker in the development of good job
design principles.
5.
Investigate specific health problems resulting from the nature of the job itself: low back
disorders, fatigue, cumulative trauma disorders, slips and falls, and human error.
45
Detailed Course Outline: (20 LH, 74 TH, 15 FH, 60 CH)
Environmental health

Definition of environment, health and the links between health, environment and
sustainable development; the importance of environmental health management in
addressing health hazards in communities. (1 LH, 6 TH, 4 CH)

Common environmental hazards that damage health, including: air and soil pollutions;
water and sanitation; inadequate housing; and chemical hazards. (2 LH, 8 TH, 6 CH)

Describe the sources and impacts of air, water, soil and noise pollution arising from urban
and regional developments. (1 LH, 4 TH, 3 CH)

Environmental risk assessment using both qualitative and quantitative methods. Describe
the use of scientific data in policy development and risk management. (1 LH, 4 TH, 3 CH)

Monitoring of all forms of pollution and describing procedures for effective pollution
management; principles of environmental impact assessments and their integration with
environmental planning and management. (2 LH, 6 TH, 5 CH)

Describing the design and treatment of water supply in developed and developing
countries: wastewater management using traditional and advanced technologies. (1 LH, 6
TH, 4 CH)

Describing the urban and rural hazardous waste management; waste minimisation,
elimination and recycling; state the laws governing waste storage, transport and disposal;
environmental control. Field demonstrations at water and wastewater treatment plants,
solid waste dumps etc (2 LH, 6 TH, 15 FH, 8 CH)

Listing and describing the basic principles of toxicology; the applications of lethal and sublethal toxicology to chemicals in food, air, water and soil; and the assessment of risk to
human health and the natural environment by exposure to chemical. (2 LH, 8 TH, 6 CH)

Describing the methods for investigating environmental hazards; health effects of air,
water and land pollution; climate change; estimation of exposure; analysis of health and
exposure data using Geographical Information Systems; disease clusters. (2 LH, 6 TH, 5
CH)

Common environmental issues in current public health practice; evaluation of global
environmental and climatic changes in terms of health impacts and causes. (1 LH, 2 TH,
2 CH)
46
Occupational health

Definition of occupational health. Assessing workplace hazards and risks. (1 LH, 2 TH, 2
CH)

Listing and describing the physical, social, psychological, biochemical environments at
the workplace and their inter-relationship with the health of the workers. (1 LH, 6 TH, 4
CH)

The principles of occupational safety.
Describing the job designs to fit the worker;
consideration
biomedical,
of
the
physiological,
psychological
and
anatomical
characteristics of the worker in the development of good job design principles. (2 LH, 4
TH, 4 CH)

Investigating specific health problems resulting from the nature of the job itself: low back
disorders, fatigue, cumulative trauma disorders, slips and falls, and human error. (1 LH, 6
TH, 4 CH)
Teaching and Learning Strategy: Lectures, tutorials, seminars, field visits, case studies, selfdirected learning, group discussions.
Progressive Assessment: Coursework / Assignments, field reports, tests
Final Examinations: Written examination.
Learning materials
i.
A handbook of Environmental Health, vol. 1. National Environmental Health association
ii. Salvato (2003). Environmental Engineering. Published by John Wiley
iii. Gerald K. Rukunga (2001). Environmental Health for East Africa
iv. Stanhope Lancaster, 5th edition Community and Public Health Nursing
v. C. H. Wood et al, 1997 Community Health, 2nd edition
vi. Slote L. (1987). Handbook of occupational safety and health. New York, NY: John
Wiley& sons
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Ms Atim Pamela, BEHS, MPH
47
3 Dr. Akera Peter, BDS, MHSM
4 Dr. Otto Emmanuel
5 Dr. Odong Patrick Olwedo
Course Name: PUBLIC HEALTH NUTRITION
Course Code: MPH 1126
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to enable the trainee to appreciate the importance of nutrition, food and
nutrition security in relation to nutrition policy and program. Also the course will enable the
trainee to critically analyse global trends in food supply and dietary pattern and their impact on
health.
Course Objectives:
To enable students understand major principles of nutritional science and their applications to
the assessment and meeting the dietary and nutritional needs of individuals and populations.
Course Outcome:
By the end of the course unit, trainee should be able to:1 Define nutrition and nutritional epidemiology: Describe and conduct nutrition status
assessment (dietary, clinical, anthropometric and biochemical assessment; List and
describe determinants of nutritional status).
2 Describe nutrition policy and programme analysis (nutrition policy, strategies,
formulation, implementation, evaluation; Uganda’s nutrition policies and action plans).
3 Describe global trends in food supply and dietary patterns, and their impact on health
and nutrition of populations.
4 List and describe the factors that influence dietary patterns and food choices: social,
cultural and economic determinants; genetic and epigenetic (infection and other
environmental factors); determinants of nutritional needs.
48
5 Describe the development and use of dietary guideline and recommendations (The
principles of setting, defining and meeting macro- and micro-nutrient requirements;
Normal requirements for macro and micronutrients in the diet for individuals, groups
and communities; Nutrient recommendations and interventions for optimal health and
nutrition of populations groups)
6 Define food and nutrition security and state its impact on health (Methods for the
assessment of food availability, accessibility, dietary intake, food quality and dietary
patterns relevant to health and nutritional status)
Detail Course Outline: (10 LH, 70 TH, 45 CH)

Nutritional epidemiology: Nutrition status assessment (dietary, clinical, anthropometric
and biochemical assessment; Determinants of nutritional status). (2 LH, 10 TH, 7 CH)

Nutrition policy and programme analysis (nutrition policy, strategies, formulation,
implementation, evaluation; Uganda’s nutrition policies and action plans). (1 LH, 10
TH, 6 CH)

Global trends in food supply and dietary patterns, and their impact on health and
nutrition of populations. (1 LH, 6 TH, 4 CH)

Factors that influence dietary patterns and food choices: social, cultural and economic
determinants; genetic and epigenetic (infection and other environmental factors);
determinants of nutritional needs. (2 LH, 14 TH, 9 CH)

Development and use of dietary guideline and recommendations (The principles of
setting, defining and meeting macro- and micro-nutrient requirements; Normal
requirements for macro and micronutrients in the diet for individuals, groups and
communities; Nutrient recommendations and interventions for optimal health and
nutrition of populations groups). (2 LH, 18 TH, 11 CH)

Food and nutrition security and its impact on health (Methods for the assessment of
food availability, accessibility, dietary intake, food quality and dietary patterns relevant
to health and nutritional status). (2 LH, 12 TH, 8 CH)
Teaching and Learning Strategy: Lectures, seminars, case studies, self-directed learning,
group discussions.
49
Progressive Assessment: Coursework / Assignments and tests.
Final Examinations: Written examinations.
Learning materials
i.
The Principles of Nutritional Assessment. Rosalind S. Gibson. Oxford Univeristy Press
ii. Benjamin Caballero (2002). “The Nutrition Transition: Diet and Disease in Developing
World”, 1st edition. Academic press.
iii. Public Health Nutrition by Michael J. Gibney et al (2004). Published by Wiley-Blackwell
1st edition
iv. Nutrition and Health in Developing Countries by Richard D. Semba 2008. Humana
press 2nd edition
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Ms AKello Bibiana
3 Mr. Wanyama Ronald
4 Mr. Nantamba Barnabas
RECESS TERM
Course Name: INTERNSHIP/FIELD ATTACHMENT
Course Code: MPH 1131
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to expose the trainee with how to practically manage health system.
The trainee will be attached to institutions and places which are concern with public health
services and at the end come up with a report which will be graded.
50
Course Objectives:
1. To expose students to practical operation and management of health system at the
districts
2. To enable students apply research knowledge and skills in addressing public health
problems.
Course Outcome:
By the end of the internship/field attachment period, students should have:

List of activities where the trainee participated while in the field and duly signed by the
respective field supervisors in that department.

An acceptable prepared field report and/or studies conducted during that field period. The
report(s) should be timely handed in for marking and grading.
Detail Course Outline: (135 PH, 45 CH)
These training takes place in the district field training sites where the officers are attached.
During this field attachment, students work with the District Health Team (DHT) under close
supervision and guidance of the District Health Officers (DHO). They practice the managerial
concepts gained and participate in routine district activities as DHT members among which
include health education and promotion, monitoring public safety in public places like market,
school etc., environmental hygiene and sanitation, epidemiological investigation, health risk
assessment, disease surveillance, inspecting water treatment plans, sewage treatment plans,
abattoirs, solid waste dumping sites, factories and construction sites etc. .
They are expected to fill in their log books for all the key activities / tasked performed while in
the field and have them endorsed by the DHO / Field Supervisor.
Progressive Assessment: The DHO’s report, the students’ log book,
Final Examinations: Field report.
51
Course Name: RESEARCH PROPOSAL DEVELOPMENT (16 TH, 111 PH)
Course Code: MPH 1132
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to enable trainee to practically gain skills in research proposal writing
to prepare them for conducting research and dissertation write up.
Course Objective
 To enable students develop their research proposal to guide them in conducting
research for their dissertation
Course outcome:
By the end of this course unit, trainee should have:Identified a research topic, presented before peers research concept, develop research
proposal and defended the research topic before panel of graduate research committee.
Assessment: Progressive assessment will be by group by participation in class activities
Final assessment: Mark will be awarded after marking research proposal handed in.
YEAR II SEMESTER I
Course Name: EPIDEMIOLOGY II
Course Code: MPH 2111
Level: 2
Credit Units: 5
Brief Course Description:
This course will enable the trainee to design, conduct advance epidemiological study and
analyse the data.
Course Objectives:
(a) To enable students understand, apply and interpret the results of advanced techniques
for the design and analysis of epidemiological studies.
52
Course Outcome:
By the end of the course unit, trainee should be able to:1.
Design and interpret epidemiological studies.
2.
Carryout control of extraneous factors, stratified analysis, matching, interaction, effect
modification, synergism; modelling and life table analysis.
3.
Perform analysis of case-control studies data.
4.
Perform analysis of cohort study data and survival analysis.
5.
Perform stratification of data. Perform analysis using Poisson regression and Cox
regression.
6.
Perform analysis of correlated data. Perform random effects models. Create generalised
estimating equations.
7.
Design and analyse cluster-randomized trials.
8.
Define and calculate attributable fractions. Carryout meta-analysis and systematic
reviews
9.
Review, interpretation and critique the statistical methodology presented in published
epidemiological papers.
Detail Course Outline: (10 LH, 66 TH, 96 PH, 75 CH)

Designing and interpretation of epidemiological studies. (1 LH, 2TH, 2 CH)

Control of extraneous factors, stratified analysis, matching, interaction, effect modification,
Synergism; Modelling and Life table analysis. (2 LH, 12 TH, 15 PH, 13 CH)

Regression methods for analysis of case-control studies. Unconditional and conditional
logistic regression. Advanced design issues in case-control studies. (1 LH, 6 TH, 15 PH,
9 CH)

Regression methods for cohort studies and survival analysis. (1 LH, 6TH, 15 PH, 9 CH)

Analysis of stratified and matched data. Poisson regression. Cox regression. Further
issues in the analysis of cohort studies. (1 LH, 8 TH, 15 PH, 10 CH)

Analysis of correlated data. Random effect models. Generalised estimating equations.
Design and analysis of cluster-randomized trials. (1 LH, 10 TH, 15 PH, 11 CH)

Attributable fractions. Additive and multiplicative models. Analysis of quantitative data.
Meta-analysis and systematic reviews. (2 LH, 10 TH, 21 PH, 14 CH)
53

Critical review, interpretation and critiquing the statistical methodology presented in
published epidemiological papers. (1 LH, 12 TH, 7 CH)
Teaching and Learning Strategy: Lectures, practice exercise, seminars, case studies, group
sessions / discussions.
Progressive Assessment: Coursework Assignments and tests.
Final Examinations: Written examinations.
Learning materials
i.
Leon Gordis. Epidemiology
ii. Moyses Szklo, Javier Nieto (2007): Epidemiology beyond the basics, 2 nd edition
iii. Kenneth J. Rothman, Sander Greenland (1998); “Modern Epidemiology” 2 nd edition.
Published by Lippincott-Raven publishers, Philadelphia, PA
iv. Charles H. Hennekens, Julie E. Buring. Epidemiology in Medicine, First Edition
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
3 Dr. Ochola Emmanuel, MBChB, MSc.CEB
Course Name: BIOSTATISTICS II
Course Code: MPH 2112
Level: 2
Credit Units: 5
Brief Course Description:
This course is intended to provide trainee with advance knowledge and skills in data analysis
and interpretation. Trainee will be expose to the use of statistical software like stata and SPSS
for data analysis.
54
Course Objectives:
(a) To enable students acquire advance knowledge and skills in analysis and interpretation
of data.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Carryout analysis and interpretation of data such as analysis of variance, correlation and
linear regression analysis and survival analysis
2.
Create non-linear models: fractional polynomials, methods for model choice and assess
model fit.
3.
Conduct analysis of categorical data: models for interval and unordered categorical data,
the proportional odds and multinomial regression models.
4.
Analyse longitudinal data: Likelihood based hierarchical models for continuous and
discrete data. Quasi-likelihood, robust standard errors and generalised estimating
equations. Conduct analysis of data with missing data.
5.
Use methods for data analysis like linear regression and multivariable and provide correct
interpretation of results for the statistical analyses.
6.
Use advanced features of statistical computer packages; practical application of statistical
skills to real data sets and the rational interpretation of results, especially results
generated by statistical packages.
Detail Course Outline: (16 LH, 44 TH, 111 PH, 75 CH)

Analysis and interpretation of data such as analysis of variance, correlation and linear
regression analysis and survival analysis using Stata and SPSS. (2 LH, 8 TH, 18 PH, 12
CH)

Non-linear models: fractional polynomials, methods for model choice and assessing
model fit. (2 LH, 4 TH, 15 PH, 9 CH)

Categorical data: models for interval and unordered categorical data, the proportional
odds and multinomial regression models. (2 LH, 6 TH, 15 PH, 10 CH)

Longitudinal data analysis: Likelihood based hierarchical models for continuous and
discrete data. Quasi-likelihood, robust standard errors and generalised estimating
equations. Elements of missing data. (2 LH, 8 TH, 18 PH, 12 CH)
55

Selection of an appropriate statistical method for data analysis: Logistics and Linear
Regression Analysis; Multivariable Analysis. Correct interpretation of results of statistical
analyses. (6 LH, 10 TH, 24 PH, 19 CH)

Use of advanced features of statistical computer packages; practical application of
statistical skills to real data sets and the rational interpretation of results, especially results
generated by statistical packages. (2 LH, 8 TH, 21 PH, 13 CH)
Teaching and Learning Strategy: Lectures, group discussion, tutorial and practical session
using computer software like SPSS, Stata.
Progressive Assessment: Coursework Assignments, Exercise and tests.
Final Examinations: Written examinations.
Learning materials
i.
Bernard Rosmer (1990). Fundamentals of Biostatistics, 3rd edition. Boston
Massaachusetts publiching company
ii. Kleinbaum D.G et al (1998). Applied Regression Analysis and other Multivariable
methods, 3rd edition.
iii. Alan Agresti (1996). An introduction to categorical data analysis
iv. Kleinbaum G.D (1994). Logistic Regression Analysis; A self-Learning Text
v. Kleinbaum G.D and Michael Klein (1994). “Survival Analysis: A Self-Learning Text
Academic Staff:
1 Dr. Kaducu Felix, MBChB, MIH
2 Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
3 Prof. Odida Michael, MBChB, MMed. Pathology & PhD
4 Dr. Ochola Emmanuel, MBChB, MSc.CEB
56
Course Name: Maternal and Child Health
Course Code: MPH 2113
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to provide trainee with knowledge and skills to initiate and manage
programs which address maternal and child health. The course will enable trainee to critically
analyse maternal and child health problem in Uganda and compare with those from develop
countries.
Course Objectives:

To provide trainee with knowledge and skills on maternal and child health and the
determinants of health in these groups.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define and describe measure of maternal and child health indicators
2. Describe the epidemiology of maternal and childhood diseases in developing and
developed countries
3. Monitor and describe child growth and development
4. Describe the essential component of neonatal health package
5. Design healthcare for orphans and vulnerable children
6. Describe and design program to address child abuse and children’s rights
7. Measure child morbidity and mortality
8. Define and describe safe motherhood: neonatal care, essential obstetric care and
postnatal care
9. Measure maternal morbidity and mortality
10. Describe and identify gaps in maternal and child health programmes and services
11. Define and describe the determinants of maternal and child health
12. Describe adolescent sexual and reproductive health
57
Detail Course Outline: (15 LH, 60 TH, 45 CH)

Definition and measurements of maternal and child health indicators. (1 LH, 4 TH, 3
CH)

Epidemiology of maternal and childhood diseases in developing and developed
countries. (1 LH, 6 TH, 4 CH)

Child growth and development. (1 LH, 4 TH, 3 CH)

Neonatal health. (1 LH, 4 TH, 3 CH)

Orphans and vulnerable children, their health needs, policy and programmes and
services to improve their health. (1 LH, 8 TH, 5 CH)

Child abuse and children’s rights. (1 LH, 4 TH, 3 CH)

Child morbidity and mortality causes, prevention/controls. (2 LH, 6 TH, 5 CH)

Safe motherhood: neonatal care, essential obstetric care and postnatal care. (2 LH, 6
TH, 5 CH)

Maternal morbidity and mortality causes, prevention/control. (2 LH, 6 TH, 5 CH)

Maternal and child health programmes and services. (1 LH, 4 TH, 3 CH)

Determinants of maternal and child health. (1 LH, 2 TH, 2 CH)

Adolescent sexual and reproductive health. (1 LH, 6 TH, 4 CH)
Teaching and Learning Strategy: Lectures, tutorial, case studies, group discussion and
seminar.
Progressive Assessment: Test, course work assignments
Final Examinations: Written examination.
Learning materials
i.
MoH, Uganda (2008). Situation analysis of newborn health in Uganda
ii. Ehiri John (2010). Maternal and child health. Global challenges, programs and policies.
iii. Jonathan Kotch (2005). Maternal and Child Health; Programs, problems and Policy in
Public Health
iv. Morewitz Stephen J (2004). Domestic Violence and maternal and child health
58
Academic Staff:
1. Sr. Dr. Vincentina Achora, MBChB, M.Med. Obs & Gyn
2. Dr. Awor Sylvia, MBChB, M.Med. Obs & Gyn
3. Dr. Odongkara Beatrice, MBChB, M.Med. Paed
4. Dr. Bongomin Bod, MBChB, M.Med. Paed, MPH
5. Dr. Moriko Joyce, MBChB, M.Med. Paed
6. Dr. Aliku Twalib Olega, MBChB, M.Med. Paed.
7. Dr. Kaducu Felix Ocaka, MBChB, MIH
Course Name: HEALTH CARE PLANNING AND MANAGEMENT
Course Code: MPH 2114
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to provide trainee with the knowledge and skills to carryout health care
planning and management.
Course Objectives:
(a) To enable students appreciate health services development and acquire skills and
knowledge for the effective management of health services nationally and
internationally.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define health care planning and management. List and describe basic functions of health
services and reasons why services have developed in the way they have evolved.
2.
Describe the inputs, processes and outcomes of health services.
3.
Analyse disease patterns; design and assess interventions; and evaluate the patterns of
service provision and utilization.
59
4.
Appreciate how the disciplines of epidemiology, health economics, management; and
sociology apply and contribute to the different aspects of health services management
and functions.
5.
Analyse main problems in providing health services; suggest innovative approaches to
resolving them; and critically examine responses to challenges of health services
management in different countries.
6.
Explain the difference between Strategic and Operational planning; an overview of the
“Project cycle” approach to management and the steps involved.
7.
Provide Management of Human Resources for Health; Leadership and managerial styles
for successful human resource management; training and motivating health workers;
conflict resolution and foster organizational change.
8.
Describe Health Information Systems, design and manage; information systems from the
perspectives of health care providers, payers, and consumers.
9.
Analyse the integration of fundamental management concepts and the utilisation of
information technology in health care: computerised patient records, repository
databases, clinical decision support systems, and interactive multimedia communications.
Detail Course Outline: (14 LH, 62 TH, 45 CH)

Definition of health care planning and management. Basic functions of health services
and reasons why services have developed in the way they have evolved. (2 LH, 4 TH, 4
CH)

Inputs, processes and outcomes of health services. (1 LH, 4 TH, 3 CH)

Analysis of disease patterns; design and assessment of interventions; evaluating the
patterns of service provision and utilization. (1 LH, 8 TH, 5 CH)

Relating how the disciplines of epidemiology, health economics, management; and
sociology contribute to the different aspects of health services management and
functions. (2 LH, 6 TH, 5 CH)

Analysing main problems in providing health services; suggest innovative approaches to
resolving them; and critically examine responses to challenges of health services
management in different countries. (2 LH, 8 TH, 6 CH)
60

Explaining the difference between Strategic and Operational planning; an overview of the
“Project cycle” approach to management and the steps involved. (1 LH, 6 TH, 4 CH)

Management of Human Resources for Health; Leadership and managerial styles for
successful human resource management; training and motivating health workers; conflict
resolution and foster organizational change. (2 LH, 10 TH, 7 CH

Health Information Systems, design and management; information systems from the
perspectives of health care providers, payers, and consumers. (1 LH, 6 TH, 4 CH)

Integration of fundamental management concepts and the utilisation of information
technology in health care: computerised patient records, repository databases, clinical
decision support systems, and interactive multimedia communications. (2 LH, 10 TH, 7
CH)
Teaching and Learning Strategy: Lectures, self-directed learning, case studies, group work,
discussions and tutorials.
Progressive Assessment: Coursework / Assignments, tests.
Final Examinations: Written examination.
Learning materials
i.
Introduction to Health Planning in Developing Countries by Andrew Green, Oxford
University Press
ii. Manual of District Health Management for Uganda. Bukenya G.B et al. Fithian Press
iii. Mckenkie J.E and Smeltzer JL (1997): Planning, implementing and evaluating health
promotion programs, Neeham heights, Allyn and Bacon
iv. Health Planning for Effective Management, William Reinke (1988). Oxford University
press
Academic Staff:
Dr. Akera Peter, BDS, MHSM
Dr. Otto Emmanuel
Dr. Odong Patrick Olwedo
61
Course Name: HEALTH ECONOMICS
Course Code: MPH 2113
Level: 1
Credit Units: 3
Brief Course Description:
Course Objectives:
(a) To equip students with basic theories, concepts and principles of economics and their
applications to address economic aspects of health care.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define health economics. State and describe key economic concepts of making choices
within scarce resources; efficiency, equity, elasticity of demand, marginal analysis and
opportunity cost.
2. Apply the economic concepts to health care: planning, financing and delivery of health
services.
3. Analyse key determinants of demand, supply and costs of production.
4. Describe the basic market model and situations under which normal markets and
insurance markets work; examine government and market failures / limitations in the
financing and organization of health care.
5. Examine public and private health care financing and their impact upon the market for
health care services nationally and internationally.
6. List and describe health financing methods, including community financing, social
insurance, user’s fees, privatisation, and efficiency improvement. Analysis of economic
considerations in alternative approaches to financing, including equity, efficiency, and
stability.
7. Analyse the link between stages of national development and health care financing.
8. Describe the principles of economic evaluation as applied to heath care.
62
Detail Course Outline: (12 LH, 66 TH, 45 CH)

Definition of health economics. Key economic concepts of making choices within scarce
resources; efficiency, equity, elasticity of demand, marginal analysis and opportunity cost.
(2 LH, 10 TH, 7 CH)

Application of economic concepts to health care: planning, financing and delivery of
health services. (2 LH, 10 TH, 7 CH)

Analysis of key determinants of demand, supply and costs of production. (1 LH, 6 TH, 4
CH)

Market model and situations under which normal markets and insurance markets work;
examine government and market failures / limitations in the financing and organization of
health care. (2 LH, 10 TH, 7 CH)

Public and private health care financing and their impact upon the market for health care
services nationally and internationally. (1 LH, 8 TH, 5 CH)

Health financing methods, including community financing, social insurance, user’s fees,
privatisation, and efficiency improvement. Analysis of economic considerations in
alternative approaches to financing, including equity, efficiency, and stability. (2 LH, 12
TH, 8 CH)

Analysing the link between stages of national development and health care financing. (1
LH, 4 TH, 3 CH)

Principles of economic evaluation as applied to heath care. (1 LH, 6 TH, 4 CH)
Teaching and Learning Strategy: Lectures, self-directed learning, group discussions, tutorials.
Progressive Assessment: Coursework Assignments and tests
Final Examinations: Written examinations
Learning materials
i.
Health and Economic development 1976. Value for money in Health services
ii. Abel-Smith, Brian: Economics and Health policy, An overview
iii. Cumper George. “Economic Development, Health services and Health. The Economics
of Health in Developing Countries
63
iv. Dahlgren Goran. “Economic Analyses of health development”. Health Economics 1993
Financing Health Care in Sub-saharan Africa through User Fees and Insurance. R.
Paul Shaw and Charles C. Griffin. The World Bank Washington D.C
Academic Staff:
1. Dr. Akera Peter, BDS, MHSM
2. Dr. Otto Emmanuel
3. Dr. Odong Patrick Olwedo
4. Mr. Obol James Henry, BLT, PGD-PPM, MSc.CEB
YEAR II SEMESTER II
Course Name: PUBLIC HEALTH AND CONFLICT
Course Code: MPH 2121
Level: 1
Credit Units: 3
Brief Course Description:
This course takes the students through conflict, disaster and their impact on public health.
Forecasting and preventing conflict will also be covered as well as public health emergency
response during conflict and disaster.
Course Objectives:
a) To equip students with knowledge and skills to design appropriate public health
strategies as a responses to address public health problems created as a result of
conflict and disaster
b) To enable students analyses impact of disasters and conflict on the community health
Course Outcome:
By the end of the course unit, trainees should be able to:
1 Define conflict and disaster. Linking disasters, conflict and public health.
64
2 Assess the public health impact of disasters and conflict. Direct and indirect methods of
measuring mortality from conflict.
3 Describe non-fatal outcomes of disaster and conflict.
4 Estimate the burden of disaster and conflict on public health.
5 Use appropriate methods for quantifying health effects of conflict/disaster. Theoretical
framework for assessing longer-term effects of civil war on public health e.g. The
extent to which populations are exposed to conditions that increase the risk of death,
disease, injury and disability, The financial and human resources available for
addressing the health needs of populations, The level of resources actually allocated to
health needs by the private and public sectors, The degree to which resources
allocated to health are efficiently utilized.
6 Analyse conflict and monitor human rights during conflict and disaster.
7 Forecast and prevent conflict/disaster.
8 Describe evolving norms and practice guidelines for public health response
9 Use epidemiologic methods in crises e.g. understanding the causes and conditions of
displacement, the civilian impacts of munitions and military tactics, conflict-related
morbidity, conflict-related mental health, the extent and scope of human rights abuses
and post-conflict conditions.
10 Describe the limits of population-based surveys and need for collaboration.
11 Design appropriate public health strategies to respond to public health needs created
by conflict and disaster
Detail Course Outline: (14, 62 TH, 45 CH)

Definition of conflict and disaster. Linking disasters, conflict and public health. (1 LH, 2
TH, 2 CH)

Assessing the public health impact of disasters and conflict. Direct and indirect
methods of measuring mortality from conflict. (1 LH, 4 TH, 3 CH)

Non-fatal outcomes of disaster and conflict. (1 LH, 2 TH, 2 CH)

Estimating the burden of disaster and conflict on public health. (1 LH, 4 TH, 3 CH)
Methods of quantifying health effects. Theoretical framework for assessing longer-term
effects of civil war on public health e.g. The extent to which populations are exposed
65
to conditions that increase the risk of death, disease, injury and disability; The financial
and human resources available for addressing the health needs of populations; The
level of resources actually allocated to health needs by the private and public sectors;
The degree to which resources allocated to health are efficiently utilized. (2 LH, 14 TH,
9 CH)

Conflict analysis and human rights monitoring. (1 LH, 4 TH, 3 CH)

Forecasting and preventing conflict. (1 LH, 4 TH, 3 CH)

Evolving norms and practice guidelines for public health response during
disaster/conflict (1 LH, 4 TH, 3 CH)

The use of epidemiologic methods in crises e.g. understanding the causes and
conditions of displacement, the impacts of munitions and military tactics on civilian,
conflict-related morbidity, conflict-related mental health, the extent and scope of human
rights abuses and post-conflict conditions. (2 LH, 14 TH, 9 CH)

The limits of population-based surveys during disaster/conflict and need for
collaboration. (1 LH, 4 TH, 3 CH)

Design appropriate public health strategies to respond to public health needs created
by conflict and disaster (2 LH, 6 TH, 5 CH)
Teaching and Learning Strategy: Lectures, self-directed learning, group discussions, tutorials.
Progressive Assessment: Coursework Assignments and tests
Final Examinations: Written examinations
Reading list:
1. C J L Murray,G King,A D Lopez, N Tomijima, E G Krug. Armed conflict as a public
health problem. BMJ VOLUME 324 9 FEBRUARY 2002
2. Hazem Adam Ghobarah, Paul Huth, Bruce Russett. The post-war public health effects
of civil conflict. Social Science & Medicine 59 (2004) 869–884
3. Oskar NT Thoms and James Ron. Public health, conflict and human rights: toward a
collaborative research agenda. Conflict and Health 2007, 1:11
4. Jennifer Leaning and Debarati Guha-Sapir. Natural Disasters, Armed Conflict,and
Public Health. N Engl J Med 2013;369:1836-42.
66
Academic Staff:
1. Prof. Emilio Ovuga, PhD
2. Dr. Felix Kaducu, MBChB, MPH
3. Mr. Obol James Henry, BLT, PGD-PPM, MSc. CEB
4. Dr. Peter Akera, BDS, MHSM
5. Dr. Loum Labongo Constantine PhD
Course Name: Monitoring and Evaluation
Course Code: MPH 2122
Level: 1
Credit Units: 3
Brief Course Description:
This course will enable trainee to understand the importance of monitoring and evaluation in
health care services provision. It will also provide trainee with knowledge and skills to become an
independent monitoring and evaluation specialist.
Course Objectives:
(a) To introduce students to concepts in monitoring and evaluation in health services
provision.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define Monitoring and Evaluation and state the difference between the two. State reasons
for conducting monitoring and evaluation.
2. Describe types of evaluation: Formative, midterm, summative. The systems model (Input,
process, output, outcomes and impact
3. List the types and characteristics of indicators used in monitoring and evaluation.
Characteristics of good indicators in program management
4. Describe the logical framework, Gant charts and work plan
5. Describe types of evaluation teams (internal, external, mixed), advantages/ disadvantages
6. List and describe the methods and steps in conducting monitoring and evaluation
67
7. Describe the sources of data for monitoring and evaluation with their advantages and
disadvantages
Detail Course Outline: (14 LH, 62 TH, 45 CH)

Definition of Monitoring and Evaluation. Difference between monitoring and evaluation.
Reasons for conducting monitoring and evaluation. (2 LH, 6 TH, 5 CH)

Types of Evaluation: Formative, midterm, summative. The systems model (Input, process,
output, outcomes and impact. (2 LH, 12 TH, 8 CH)

Indicators: Types of indicators, use and characteristics of good indicators in program
management. (2 LH, 10 TH, 7 CH)

Logical framework, Gant charts and work plan. (2 LH, 8 TH, 6 CH)

Evaluation teams (internal, external, mixed), advantages/ disadvantages (2 LH, 10 TH, 7
CH)

Methods and steps in conducting monitoring and evaluation. (2 LH, 8 TH, 6 CH)

Sources of data for monitoring and evaluation, advantages and disadvantages. (2 LH, 8
TH, 6 CH)
Teaching and Learning Strategy: Lectures, self-directed learning, case studies, group work,
discussions, and tutorials.
Progressive Assessment: Coursework / Assignments, tests.
Final Examinations: Written examination.
Learning materials
i.
Participatory learning and action with 100 Field methods, 2002 by Neela Mukherjee
ii. A handbook on using Participatory Monitoring and Learning Tools, 2008 by G.
Jayanthi, Janet Geddes
Academic Staff:
1. Dr. Kaducu Felix, MBChB, MIH
2. Ms Atim Pamela, BEHS, MPH
68
3. Dr. Akera Peter, BDS, MHSM
4. Mr. Obol James Henry, BLT, PGD-PPM & MSc. CEB
Course Name: Health Ethics and Law
Course Code: MPH 2123
Level: 1
Credit Units: 3
Brief Course Description:
This course is intended to make trainee become aware of ethics in their profession and how
ethics relate with criminal laws.
Course Objectives:
(a) To enable students appreciate the ethical, human rights and legal issues and their
implications in public health practice and research.
Course Outcome:
By the end of the course unit, trainee should be able to:1. Define ethics. State the cardinal rules that governed biomedical research. Describe
theories of ethics. Describe public health legislations.
2. Describe workplace health and safety legislation
3. Examine criminal law and the health care professions; complaints and litigation against
hospitals and health care professionals
4. Describe moral theory, healthcare ethics and human rights
5. Assess the relevance of ethical & moral theory and human rights in core areas of public
health: public health research, HIV/AIDS, transplantation of organs and tissues, genetics,
health care sustainability and development, resource allocation and health & human rights.
6. Describe Bio-ethics and human rights in public health practice; individual rights and the
public good; Medical records and confidentiality; ethics and screening programmes.
69
Detail Course Outline: (11 LH, 68 TH, 45 CH)

Definition of ethics. Cardinal rules that governed biomedical research. Theories of ethics.
Public health legislations. (2 LH, 10 TH, 7 CH)

Workplace health and safety legislation. (1 LH, 4 TH, 3 CH)

Criminal law and the health care professions; complaints and litigation against hospitals
and health care professionals. (2 LH, 14 TH, 9 CH)

Moral theory, healthcare ethics and human rights. (2 LH, 8 TH, 6 CH)

Assessing the relevance of ethical & moral theory and human rights in core areas of public
health: public health research, HIV/AIDS, transplantation of organs and tissues, genetics,
health care sustainability and development, resource allocation and health & human rights.
(2 LH, 18 TH, 11 CH)

Bio-ethics and human rights in public health practice; individual rights and the public good;
Medical records and confidentiality; ethics and screening programmes. (2 LH, 14 TH, 9
CH)
Teaching and Learning Strategy: Lectures, seminars, case studies, group discussions,
reading sessions.
Progressive Assessment: Coursework Assignments and tests.
Final Examinations: Written examinations.
Learning materials
i.
Distributing Health Care; Economic and ethical issues. Paul Dolan and John Abel Olse.
Oxford Medical Publications.
Academic Staff:
Dr. Felix Kaducu, MBChB, MPH
Mr. Obol James Henry, BLT, PGD-PPM, MSc. CEB
Dr. Peter Akera, BDS, MHSM
70
Course Name: DISSERTATION (20 TH, 175 FH, 90 PH, 75 CH)
Course Code: MPH 2125
Level: 1
Credit Units: 5
Brief Course Description:
This course is intended to enable the trainee to gain practical skills in conducting original
independent research work with the guide of supervisor(s) and communicate the findings in a
logical manner that can influence policy or improve health of those at risk.
Course Objective:

To enable students gain skills in conducting research and communicating the findings
in a dissertation.
Course Outcome:
By the end of this course unit, trainee should be able to:
Collect data
Create data base
Enter data into the database created
Clean the database and export data for analysis
Analyse the data
Present results in an appropriate format
Interpret the results by writing dissertation.
Progressive Assessment: Class presentation of findings and discussion, recommendation
and conclusion. Participation during class presentation.
Final Assessment: The dissertation will be reviewed and assessed by internal and external
examiners. Dissertation that does not meet academic standard will not be defended before a
panel of experts. Decision of external examiner will be the final position to be taken in regards
to students dissertation mark.
71
Research Dissertation Examiner’s Assessment Guide
Name of Examiner:
Date of Submission:
Date of Marking:
Name of Candidate:
Dissertation topic:
Element
Marks Marks Comment
SubAwar
total
ded
Title
 Should be short and clear
02
Table of Contents
02
Abstract
Should be short and concise but capture the
following areas: Background, study aim,
methods,
results,
conclusion(s)
and
recommendations.
05
Background
Should reveal the academic and scientific
basis of research
05
Problem Statement
Should be clear, showing the nature and the
05
extent of the problem and how it can be
addressed.
Justification
Should answers the following questions:
 Why is your study important?
 To whom is it important?
 What benefit(s) will occur if your study
03
is done?
Hypothesis
02
Research Questions
02
Should reveal the variables of interest to the
study.
Objectives
Should be stated clearly and should be
achieved.
02
Conceptual framework
Should diagrammatically be self explanatory
for the flow of the concepts.
02
Literature Review
Should be relevant, capturing the major
themes of interest to the study.
15
72
Methodology
 Area of study should be described but
attention paid to those aspects relevant
to the study.
 Should clearly indicate the research
and sample design, justification for
15
each design used should be clearly
stated.
 Methods of data collection and
analysis should be relevant to the
problem and should fit the design
employed.
 Plan for analysis, ethical consideration
and plan for dissemination.
Results
 Every table, graph and chart must 10
have a heading.
 Graphs and charts are labeled as
figures and the labeling appear at the
bottom of the charts or graphs
 Avoid describing the results in this
section and present the results the way
they are
Discussion of Research findings.
Findings should be presented and discussed
logically. Attention should therefore be paid to
15
the objectives of the study.
Conclusion(S) and Recommendations
 Conclusion(S) should be based on the
researcher’s opinion in respect to the
observed patterns of events and
existing literature.
 Recommendations
should
be
10
appropriate and attainable.
References
 Should be completed and reflective of
what the candidate has read, also
revealed by the text in the Background
05
and Literature Review.
Total
100%
Examiner
Name: ……………………………………………………………………………..
Signature:…………………………………………………………………………..
Date: ………………………………………………………………………………
73