DUBAI RESIDENCY TRAINING PROGRAMME
SPECIALIST TRAINING PROGRAMME IN
COMMUNITY MEDICINE
(2008-2009)
Four Year Residency Training Programme
Primary Health Care
Professional Development Office
Dubai Department of Health and Medical Services
Programme Administration
Program Director :
Co-Director
:
Dr. Ashraf Ahmed Aabed
Dr. Ahmed Soliman Wasfy
Representative of Residents:
Dr. Nahed Jaffer Al Yousuf
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TABLE OF CONTENTS
Title
Page
Introduction
4
Mission & objectives
5
Administrative structure
8
Eligibility criteria
11
Program strategy
12
Supervision & evaluation of residents
17
Evaluation of the program
25
Job specification for specialist in community medicine
27
Appendix(1) :

Schedule of the courses & Credit hours
29

Contents of the modules in the first year
31

Instruction for writing report & thesis
52
Appendix (2):

Teaching evaluation form
55

Weekly rotation evaluation form
56

Final Rotation evaluation form
57
References
58
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INTRODUCTION
Community medicine is the science and art of assessing community health needs,
introduction of comprehensive health services and development of health programs to
promote and protect the health of community as a whole and vulnerable group in
particular. It is complementary to clinical medicine which focuses on individual
member of the health community.
The Community Medicine program provides the theoretical basis that equips the
candidates with the knowledge they need for "community diagnosis", identification of
priorities of health problems in the community, planning for their solutions, practice of
"population medicine", and evaluation of programs and policies aimed at promoting
and advocating for the health of populations.
The main factors that determine a community's health are to be found within the
community itself. It is essential to examine a community’s social, economic, cultural,
ethnic, environmental and biological features, in order to assess community health
needs and properly evaluate population health or disease. Although all the Gulf
countries share many characteristics, each community has a defined culture that differs
from other countries. So, the Community Medicine training program should enable
community physicians to use the population health knowledge and skills to play leading
and collaborative roles in the maintenance and improvement of health system well
being of any community in which they work, with a special emphasis on UAE
community.
MISSION
The Community Medicine Training Program will train specialist to meet the health
needs of United Arab Emirates in Public /Community Health.
MAJOR OUTCOMES
1. To provide a program in community medicine (PHC programs, nutrition,
epidemiology, biostatistics, environmental and occupational medicine) oriented to
the needs of the United Arab Emirates community.
2. To be involved in the provision of community medicine and evidence based health
care programs designed to develop, maintain and upgrade the competence of
healthcare professionals practicing in the United Arab Emirates.
3. To carry out research into community medicine to find out the most common
health related problems among Emirates population and its priorities. This will
help in designing an intervention program for such problems.
4. To be actively involved in the delivery and development and enhancement of
community medicine and evidence-based health care throughout the United Arab
Emirates.
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OBJECTIVES OF THE PROGRAM
At the end of training program, the candidate should have acquired the knowledge,
skills and attitude listed below:
A- Knowledge:
1. Knowledge of the academic basis of the following disciplines of community
medicine
a. Epidemiology and health statistics.
b. Health Administration
c. Environmental & Occupational Health
d. Behavioral Science and Health Education
e. Health Care Programs.
2. Detailed knowledge of the local, national, Arabic and international sources of
health information.
3. Detailed knowledge of the determinants of disease in the community
4. Knowledge of processes for identifying the opportunities for preventing and
managing diseases.
5. Knowledge of demographic, social, cultural and environmental circumstances of
the community
6. Knowledge of the social and behavioral characteristics of the population.
7. Knowledge of the health organization and health institutions in the community.
8. Knowledge of the policies and strategic guidelines for
promotion of health
services at the local, national and Arabic levels.
B- Skills: Ability to:
1. describe and analyze the present state of health of the community served and to
identify scientific features in the physical, social or psychological environment
which endanger the health of the community.
2. assess the effectiveness and efficiency of health services for the community
with a view to its promotion.
C- Attitude:
1. A commitment to the promotion of health and prevention of disease.
2. Appreciation of work as a member of the health team with a willingness to offer
advice and assistance to the members of the team.
ADMINISTRATIVE STRUCTURE
1. Program Director
The program director is a senior physician responsible for the overall conduct of
Residency program. The Residency program director is responsible to the Postgraduate
Dean and is a member of the Postgraduate Education Committee.
Responsibilities of the Program Director
The responsibilities of the Program Director, assisted by the Residency Program
Cmmittee include:
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
Development, administration and supervision of the program so that it meets the
standards of accreditation for a specialty program in Pubic Health and requirements of
Arab Board in Community Medicine Residency Program.

Selection of candidates for admission to the program.

Evaluation and promotion of residents in the program in accordance with
policies approved by the Postgraduate Community Medicine Education Committee.

Establishment of mechanisms to provide career planning and counseling for
residents and to deal with problems such as those related to stress in collaboration with
the Residents Affairs.

An ongoing review of the Program to assess the quality of the educational
experience and to review the resources available in order to ensure that maximal benefit
is being derived from the integration of the components of the program. This review
must include:
o
An assessment of each component of the Program to ensure that the educational
objectives are being met.
o An assessment of resource allocation to ensure that resources and facilities are
being utilized with optimal effectiveness
o An assessment of the teachers in the program

Further to those responsibilities listed above, the Program Director must
function as a resident advocate and aid in the organization of other educational
opportunities. The Program Director is responsible for assigning residents their rotation
and service schedules. The Program Director is responsible to the residents to train
them well in a humane atmosphere.

The Program Director reports to the Postgraduate Dean.
.
2. Program Site Co-director
The Program site Co-Director is responsible for the day- to -day functioning of the
residency program in the field. The Program site Co-Director is responsible to Program
Director. There must be active liaison between the Program Director and Program CoDirector.
The Program Site Co-director is responsible for:
o Preparation of the scientific modules in cooperation with the teaching staff.
o The day-to-day functioning of the Residency Program.
o Regular tutorials and supervision to the trainee
o Supervision of the rotation program phase and the evaluation of the final report
of each candidate at the end of each rotation.
o Annual evaluation of trainee for board of training and examination
3. Residency Program Committee
The Residency Program Committee assists the Program Director in the planning,
organization, and supervision of the Program. The Residency Program Committee
should meet regularly, at least quarterly, and maintain the minutes of the meetings. The
Committee is chaired by the Program Director who is the executive officer.
This committee includes
o The Program Site Co-Director
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o A representative of each major component of the program
o Representative of Residents.
o Representative of the teaching staff.
4. Rotation Trainer:
A designated, medically qualified person fully acquired with the work of Rotation
program in which training will be conducted. He is selected by the Co-Director. He will
provide on the job supervision assistance and advice on a particular topic or in
connection with a particular problem or project.
Responsibilities of the Rotation Trainer include:
o Supervision and regular evaluation of trainee.
o Ensure that the personnel of the organization (Rotation program) are
adequately briefed and able to carry out their part of the program
successfully.
5. Eligibility criteria for admission into Program in Community Medicine




The candidate should be of UAE nationality.
Should have successfully completed MBBS or MBChB from a recognized
University.
It is preferable that the candidate have experience in the area of public health
and community medicine
Must be successful at an evaluation examination, which may include an oral
and/or written examination and oral interview. The Office of Postgraduate
Education in collaboration with the Admission Committee will supervise the
evaluation.
PROGRAM OOUTLINE
Duration of Training duration:
The training in the specialty of community medicine covers a period of four years:
Parts of Training:
Training in community medicine consists of two parts:
Part I: (one year)
This part is intended to provide candidates with knowledge and skills of scientific
basis in community medicine.
It includes an academic course of a minimum of 30 credit hours which covers the
science of epidemiology and health statistics, behavioral and social science,
environmental, occupational health, administration and management of health
services and research &training. It also involves a practical training of three months
under supervision.
Part II: (Three years duration):
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During this period, in-service training will be organized on individual basis for each
candidate taking into account his/her experience, interests and needs as well as the
available local opportunities and resources of training and specially the availability of
supervisors.
The candidate will select four from the following list of units of health care programs:
o Surveillance and infectious disease control
o Maternal and Child Health care
o School Health
o Health and care of the older people
o Comprehensive care for Chronic Diseases
o Health Education & Nutrition
o Community research
The candidate will spend at least four months in each selected unit or program (range
from 16-20 month) and carry out the following tasks:
a) Collection, analysis, presentation and evaluation of health information so as
to outline the health profile of the human groups.
b) Planning, organization and evaluating the health program.
c) Administration of health services
d) Participation in scientific research and training
e) Health education
At the end of each rotation of four months duration, he/she will submit a scientific
report. The rotation period will be ranged from 16-20 months for giving a chance for
completion of unsatisfactory rotation.
After the completion of the rotation period, each candidate will carry out a planned
scientific research and submit the dissertation. The candidate will spend around 12-16
months for research completion under the supervision of his/her supervisors.
ACADEMIC SCHEDULE OF THE FIRST YEAR
The first year is divided into three semesters, each one of four months, with one week
interval.
Daily sessions will extend from Sunday to Wednesday.
Session duration 6 hours (from 8.00 am – 2.00 pm).
Every Thursday will be devoted for practice, revision and self assessment (Quiz) for
preparing the candidates to sit their exam (Part I).
Free hours session for the candidates for further study of certain topics in library.
Attending the sessions is mandatory.
From mid- July until mid-August (1 month) - will be Summer Leave.
TRAINING TASKS (SECOND TO FOURTH YEAR)
The trainee will acquire the basic knowledge relevant to the health program in which
he/she is training
The trainee will carry out the following tasks during the four months period in each of
the four programs selected:
First task: Collection, analysis, presentation and evaluation of health information in
order to reach a community diagnosis of the program target population:
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a- Identification of the health indicators used in each economic, morbidity,
utilization of health services, and health risks variables.
b- Identification of sources of information, methods of collection and access
to it.
c- Appreciation of the methods used in preparation, analysis and
presentation of information to the different authorities.
d- Planning and conducting a field survey to ascertain the validity and
reliability of the information collected.
Second task: Planning, organization and managing the health program.
a- Assessment and measurement of the health needs of target population
served by the program.
b- Proposal of a plan to satisfy the needs according to the available resources.
c- Promotion of efficiency and effectiveness of the health program.
Third task: (Management of health sciences)
a- Outline the objectives and plan of work during his/her attachment.
b- Appreciation of application of new methods in management to the program
concerned.
c- Active participation in the different committees at different levels.
d- Identification of administrative or organizational obstacles and the solutions
proposed.
e- Identification of the contributing factors to the success of the program which
could be evaluated and applied.
Fourth task:
a- Identification of areas of research which lead to development of the
program
b- Outline of a detailed research proposal for two of the areas identified.
c- Critical review of two published papers on matters related to the program
of training
d- The use of appropriate visual aids in presentation of lectures, seminars in
topics related to the program.
e- Participation in training of the health work team
f- Participation in training of students, if applicable, in areas related to the
program.
Fifth task: (Health education):
a- Knowledge of the health education activities of the program
b- Critical appraisal of the health education plan and proposals for its
development within the available resources
c- Outline of a comprehensive health education and the role of every member
of the health team and methods of evaluation.
d- Practice of health education in the different activities of the program.
SUPERVISION OF THE RESIDENTS
Policy:
1. Teaching staff play an important role for the successful implementation of the Dubai
residency training Program.
2. Teaching staff are expected to be familiar with the goals and objectives of the
program as well as of the rotations for which they have responsible.
3. Teaching staff are expected to provide a direct and appropriate level of
supervision to all residents .
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Procedures:
1. Responsibilities must be assigned to the residents in a carefully supervised and
graduated manner, so that the resident assumes progressively increasing
responsibility in accordance with their level of education, ability and experience.
2. Teaching staff supervision should include continuous and appropriate feedback to
and from the residents.
3. Teaching staff schedules should be structured to ensure continuous supervision of
residents and availability of consultation.
ASSESSMENT OF THE RESIDENTS IN THE FIRST YEAR
A- CONTINUOUS ASSESSMENT:
The assessment of the residents will be continuous through supervision, discussion, and
self-assessment.
B- AT THE END OF EACH MODULE:
At the end of each module the residents undertake written examination
(MCQ & short notes, problem solving)
C- AT THE END OF EACH SEMESTER:
At the end of each semester, the residents under take written examination on all the
modules (MCQ & short notes, problem solving)
D- FINAL ASSESSMENT:
At the end of the academic year a final exam will be conducted within three weeks
from the completion of last module. The purpose of this exam will be to confirm that
all residents are ready for the first part Arab Board exam community medicine.
EVALUATION OF RESIDENT PERFORMANCE IN THE SECOND
& THIRD YEAR (ROTATION)
1. Format



During each rotation of the program the resident will be supervised and evaluated
by the rotation advisor under the supervision of the Co-director as coordinated by
the rotation advisor.
At the end of each rotation, a formal report will be written by the candidate.
Attitudes will be assessed by observation and from Advisor’s feedback.
2. Feedback:
Honest and constructive feedback will be provided to the resident in a continuous
fashion. There should also be regular feedback to and from the residents on an
informal basis through weekly and final evaluation forms (Appendix 2).
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3. Standards:

The resident must pass the Part 1 examination of the Specialization of Arab Board
in Community Medicine at the end of the first year. If a resident has not passed
this examination after two attempts, the Program Director will initiate a review of
the resident's progress and consideration may be given to withdrawing from the
program and selecting an alternate career path.
 The Program Director will review each rotation evaluation and any concerns will
be reviewed with the resident. As well, rotation supervisors and site coordinator
will be encouraged to make any concerns about the resident known at the earliest
opportunity in order that any deficiencies may be addressed in a continuous and
effective manner.
 If two consecutive evaluation reports are either "Borderline" or "Poor", or the
resident is absent from the Program for one month in any rotation, the resident
will be invited for counseling by the Program Director and co-director to review
the resident's progress. The resident is allowed to continue with the Program at
the discretion of the Postgraduate Dean and based on the recommendation of the
Program Co-Director and the Residency Program Committee. It is expected that
inputs from the tutors and the involved rotation and Advisors will weigh heavily
in these considerations.
 Any period of absence in excess of one month will result in the addition of a
make-up period. The duration, timing and composition of this period will be at
the discretion of Program Director after consultation with the Residency
Program Committee and the involved resident.
EXAMINATION
Regulation for the examination:
The examination will be in two parts; Part I and Part II.
Part I: Examination:
This exam will be taken by the candidates on completion of the first academic year.
And it is a written examimnation.
Qualification for admission:
- Every candidate should hold a medical qualification
- Every candidate should have spend a year practicing Community
medicine after his medical registration
- Candidate should submit relevant documents confirming his/her
participation in an academic program in community medicine of not less than
30 credit hours.
- Candidate should register for the Part I Examination by submitting the
appropriate application form along with the fees of examination.
Format of Examination:
- This will be a one-day written examination, consisting of two papers of
three hours each
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- The examination will be conducted twice a year during the first week of
February and October or as decided by the Board of Family & Community
medicine at the examination centers and will be notified three months in
advance.
Part II Examination:
Qualification for admission:
- Candidate should have passed part I examination.
- The trainee should apply for the part II examination within three years of his
success in part I.
- Candidate should have completed the training program.
- The evaluation report from the supervisor is satisfactory.
- The candidate should have completed and submitted his theses and the four
scientific reports.
- The candidate should submit his/her application on the appropriate forms with all
the relevant certificates and documents.
Format of Examination :
- Part II examination is designed to test the ability of the candidate to integrate
appropriate knowledge, skills and attitude and apply these in the practice of
Community Medicine.
- The examination will be in two stages:
a- Assessment of the thesis.
b- A comprehensive oral examination.
- Each thesis will be assessed by two interviewers separately
Four grades will be used for assessing the thesis:
a- good
b- satisfactory
c – Marginal (unsatisfactory but redeemable
at the oral)
d- Unsatisfactory
- Candidates with assessment of good, satisfactory, marginal of their written
submission will be eligible to appear for the comprehensive oral examination.
The oral examination aims at:
- Testing the candidate's ability to present the findings of the written work verbally
and discuss it in an intelligent and legal manner.
- Clarifying points of concern in the written work.
- Testing the ability of the candidate to respond verbally to the problems associated
with the practice of Community Medicine.
Committee for Final Oral Examination:
The committee of examination is formed from co-coordinators of the Board of
Examination and two other members nominated by the Board of Examination. The
co-coordinator can nominate a member of the Board to chair the committee of the
final oral examination.
Final assessment:
The final assessment based on the result of the oral examination will be graded
as follows:
- Pass (satisfactory)
- Marginal pass
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-
-
- Re-take of oral examination only.
- Failed.
Candidate is graded pass (satisfactory) if his/her written work was accepted and
he passed the oral examination.
A candidate will be graded as marginal pass if his written work was assessed as
marginal, but he adequately explained any concern during the oral. He will be
requested to make the required changes and to resubmit the thesis within a
period of six months.
The candidate has to re-take the oral examination only if his written work was
satisfactory but his performance in the oral was unsatisfactory.
The candidate will be graded as failed if the assessment of his written was
marginal and his oral examination unsatisfactory.
THE CERTIFICATE
On satisfactory completion of the entire program of specialist training, the Program
Director will notify the Postgraduate Dean and a certificate of completion of training
will be issued by the Arab Board of Medical Specializations General Secretariat .The
authorized signatories on the certificate will be the Program Director, Director
General/Assistant Director General (MA) and Postgraduate Dean
EVALUATION OF THE PROGRAM
1. Residency Program Committee
The Residency Program Committee under the leadership of the Program Director
will be responsible for the ongoing evaluation of the program. This will include an
assessment of the strengths and weaknesses of the program and recommendation of
improvements. As well, all residency training sites, including elective experiences
will be assessed and evaluated. Formal evaluation of all of the teaching staff
affiliated with the program.
Discussion regarding the program will be carried out at all residency program
committee meetings and a formal evaluation of the program accompanied by a
report should be done on a yearly basis.
2. Internal Review
The internal review is intended as a mechanism to assist the sponsor in maintaining
the quality of Residency Program and providing the Program Administrators with
information about the strengths and weaknesses of the Program, so that necessary
corrective measures may be taken.
The Postgraduate Dean with the assistance of Program Director and Co-Director
should initiate the internal review and evaluated the whole process.
3. External Review
The Program should undergo an external review every 4 to 5 years. The process of
the external review will be conducted by the Community Medicine Committee of
Arab Board specialization in Syria.
The external review committee would generate a report that should include the
strengths and weaknesses of the program and specific recommendations for
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continued development and improvements. This report should be submitted to the
Postgraduate Dean and made available to the Chair of the Department, the Program
Director, and members of the Residency Program Committee.
JOB DESCRIPTION OF A SPECIALIST IN COMMUNITY
MEDICINE
At the end of the four year of community medicine course and training, the
specialist in community medicine will have the following tasks:
- Definition and analysis of health problems in the community in terms of
geographic, demographic, social and economical factors so as to provide the
basic applicable solutions
- A study of the etiology of health problems
- An assessment of health needs in the community and definition priorities
- Planning and management of health care programs intended for promotion of
health, prevention of diseases, medical management and rehabilitation.
- Promotion of activities of the health care team and coordination of different
groups concerned with planning, managing and evaluating health care
programs.
- Conduct and promotion of research and specially the applied studies
- Participation in training of different health workers
- Based on knowledge of the community and its health profile, develop health
education programs.
- Evaluation and development of health services so as to promote its effectiveness.
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Appendix 1
The Academic Programs (First Year)
Course
Credit hour
1.Epidemiology
a)Principles of epidemiology
a) Epidemiology of communicable Diseases
b) Epidemiology of non-Communicable Diseases
c) Primary health care programmes
(Community health programmes)
2. Health Statistics
a) Biostatistics and demography
b) Health information system
c) Computer application
3. Health administration
a) Health services and administration
b) Management of health services
c) Health Planning
d) Health Economics
4. Behavioral -Social Sciences & Health education
a) Principles of behavioral sciences
b) Principle and methods of health education
2
2
2
2
2
2
1
2
2
2
1
2
1
5. Environmental and occupational health
a) Environmental health and ecology
b) Occupational health
6. Research methodology
a) Health research
b) Techniques of training
Total
2
2
2
1
30
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The Academic Programs (First Year)
Module
Credit hour
Semester
2
3
3
The three
semesters
1.Epidemiology
d) Principles of epidemiology
e) Epidemiology of communicable Diseases
f) Epidemiology of non-Communicable
Diseases
8
2. Primary health care programmes
( community health programmes)
3. Health Statistics
d) Biostatistics and demography
e) Health information system
f) Computer application
3. Health administration
e) Health services and administration
f) Management of health services
g) Health Planning
h) Health Economics
4. Behavioral -Social Sciences & Health
education
c) Principles of behavioral sciences
d) Principle and methods of health
education
5
3
2
2
7
2
1
2
1
6
2
1
3
The three semesters
The three semesters
The first & second
semesters
The second & third
semesters
5. Environmental and occupational health
c) Environmental health and ecology
d) Occupational health
3
2
The second & third
semesters
5
6. Research methodology
c) Health research
d) Techniques of training
Total
2
2
4
38
The third
Semester
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MODULE CONTENTS
MODULE (1)
EPIDEMIOLOGY
COURSE DESCRIPTION
This course covering basic epidemiology principles, concepts, and procedures
generally used in the surveillance and investigation of health-related events. The key
features and applications of descriptive and analytic epidemiology, an in depth study
of public health surveillance, and a step-by-step description of outbreak
investigations. Methods and research designs used in investigation of the etiology of
infectious and non-infectious disease and primary health care programs are also
presented in this course.
COURSE OBJECTIVES
The candidate who successfully completes this course should be able to correctly:
- Describe key features and applications of descriptive and analytic
epidemiology.
- Describe trends and patterns of disease incidence and prevalence, burden of
major diseases (both new and emerging), and factors affecting health status
and indicate major etiologic and prognostic factors.
- Apply epidemiological concepts, principles, methods and analytical
techniques to practical public health issues and research questions.
- Describe the processes, uses, and evaluation of public health surveillance.
- Describe the steps of an outbreak investigation.
- Assess the community needs for health promotion.
- Design, implement and evaluate the public health programs.
COURSE CONTENTS:
Introductory to epidemiology
 Definition
 Types of epidemiology
 Uses of epidemiology
 Importance of epidemiology for Doctors.
 Applications of epidemiological principles in medical and health care.
Population at Risk
 Definition
 Identification of population at risk.
 Risk, relative versus attributable
Measurement of Health and diseases
 Definition of Health and diseases.
 Definition of Rates, ratios, proportions and percentages.
 Types of rates: Crude rates, specific rates, standardized rates
 Morbidity rates (Incidence rates, prevalence rates)
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 Mortality rates. (Infant, child, adult, maternal etc…).
Epidemiological Designs
 Observational studies, descriptive and analytic.
 Case study, case series.
 Correlation studies, (Ecological studies).
 Cross sectional studies (prevalence studies).
 Case control studies.
 Cohort studies.
Interventional studies
 Clinical trial, Randomized control trial.
 Field trial (preventive trial).
 Community trials.
 Blinding techniques
Basic epidemiological strategies
 Prevention, definition
 Levels of prevention
 Why prevention rather than cure.
 Mechanisms of prevention intervention, Where and when to intervene.
Surveillance Strategy
 Definition.
 Objectives
 Types
 Surveillance structure.
Control and Eradication strategy
 Definition
 Steps of control.
 Cases and contact measures
 Example of Eradication, Malaria.
Screening
 Definition.
 Principles of screening.
 Types of screening
 Screening criteria, Test Validity and Test reliability
 Sensitivity and Specificity measurements.
 Test cut off point and tests in combination (Tests in series and Tests in
Parallel).
Source of data in medical and Health care system
 Passive recording. Health facilities record system0.
 Active recording (Surveys).
Concept of causation
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




Definition
Causation Versus association.
Criteria of Causation.
Types of Causation
Application of causation concept in analytical epidemiology.
Epidemiology of Communicable diseases
 Definitions, communicable Diseases, Endemic Disease, Contagious
Disease, Pandemic Disease etc…
 Nature of Communicable Disease.
 Epidemiological Triangle HOST, AGENT, ENVIRONMENT concept.
 Transmission Chain.
Communicable diseases :
I- Respiratory infection diseases :
- Measles
- Mumps
- Rubella
- Whooping cough
- Meningococcal meningitis
- Diphtheria
- Influenza
- Acute respiratory infection
- SARS
- Small pox
- Chicken pox
- Tuberculosis
- Sexually transmitted diseases
II- Intestinal infections diseases:
- Poliomyelitis
- Viral hepatitis
- Cholera
- Acute diarrhoeal diseases
- Typhoid fever
- Food poisoning
- Ascariasis
- Hookworm infection
- Dracunculiasis
III- Arthropode- born infections :
- Dengue syndrome
- Malaria
- Lymphatic Flariasis
IV-Zoonoses:
- Viral :
- Rabies
- Yellow fever
- Bacterial :
- Brucellosis
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- Leptospirosis
- Plague
- Human salmonellosis
V-Rickettsial diseases:
- Rickettsial zoonoses
- Srub- Murine-Tick typhus
- Q fever
VII- Parasitic zoonoses:
- Taeniasis
- Hydatid disease
- Leishmaniasis
VIII- Surface infection:
- Trachoma
- Tetanus
- Leprosy
- STD
- AIDS
Investigation of Epidemic and Outbreaks
 Definitions of epidemics, outbreaks.
 Epidemic curves
 Steps of investigation of outbreaks.
Epidemiology of Chronic diseases
 Definition of non communicable diseases
 Nature of non communicable diseases.
 Risk assessment &management
Chronic non-communicable diseases :
- Cancer
- Cardiovascular diseases
- Coronary heart diseases
- Hypertension
- Stroke
- Rheumatic heart diseases
- Renal and urinary tract disease
- Diabetes
- Obesity
- Gastrointestinal tract disorders
- Musculoskeletal disorders
- Neurological disorders
- Disabling visual disorders
- Psychiatric disorders
- Mental retardation
- Injuries
- Violence
METHODS OF INSTRUCTION
-Lectures- discussion
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- Problem solving approach in epidemiology, examples.
MODULE (2)
COMMUNITY HEALTH PROGRAMS
COURSE DESCRIPTION:
This course focuses on enhancing health advocacy, and community activities to
maintain health. It reviews the influence of social, behavioral, economic and legal
aspects of health care services and how health care organizations can provide a
framework for the management of health care and disease prevention programs. It
examines current theory and research relevant to the biology, physiology, psychology,
and medical aspects of the individual during all stages of life. It provides the candidates
with the analytical, problem-solving and decision-making skills that will help to assess
not only today's public health problems, but those of five, ten, and twenty years in the
future. It also provides the candidates with an introduction to the basic principles of
nutrition science and increase knowledge about health determinants; to foster
understanding and identification of the key factors influencing health; and to mobilize
the community to modify its environment to improve the health of its members.
COURSE OBJECTIVES:
At the end of the course, the candidates are expected to get the following profits:
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Recognize the ecology of health and disease and appreciating the broader scope
of community based health promotion.
Develop skills in identification of risk factors and how to apply the best level of
prevention.
Candidates will be able to perform pre-marital counseling regarding personal
hygiene, child care, parenthood and role of consanguinity in the outcome of
pregnancy.
Know and appreciate the ultimate importance of antenatal, natal and postnatal
care in providing the best outcome of pregnancy.
Able to monitor the growth and development of the child and develop the skill
of detecting early signs of abnormality.
Candidates will have the most recent proves of importance of breast-feeding and
its impact upon the mother and the infant.
Candidates should know the compulsory vaccines given to children and be able
to monitor vaccination coverage of the schedule.
Recognizing common problems of infants, preschool and school children
stressing upon preventive measures.
Have the ability of identification & setting priorities for the prevalent health
problems putting a plan for its control.
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Understand and explain the scope of health problems and the organization of
the health programs and services in the context of the community setting.
Candidates should understand the public health importance of mental health,
recognize the common manifestations of mental illness, and be able to design
intervention programs for its prevention.
Describe the relationship between nutrition and human health and disease as it
applies to the macronutrients (fat, protein, and carbohydrate/energy) and
micronutrients (vitamins and minerals).
Recognize the appropriate ways of nutritional assessments, qualitative data,
surveys, and surveillance in the field of nutrition.
Demonstrate how to design population and community-based nutrition
interventions with effective process and outcome evaluation components.
Candidates will recognize the demographic changes and increase in life
expectancy with its impact on individual &community health.
Candidates will understand the aging process and recognize the normal
physiological changes that accompany aging.
Candidates will define different health problems of the elderly, stressing the
most common like locomotion system, cardiovascular, digestive systems and
neuro-psychiatric problems.
Candidates should realize that promotive and preventive services are of the
same importance like curative services and some times even more among
elderly persons
Candidates will be able to plan and organize different interventions and
programs for the proper care of elderly population.
COURSE CONTENTS
- Phases of human life cycle.
- Determinants of health.
- Family composition and dynamics.
- Development and health problems at different phases:
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- Maternal and child health
- The child from 1-4 (toddlers and preschool )
- The school age child.
- Adolescent's health.
- Adult health.
- Women's health.
- Elderly health.
Mental health program.
Occupational health program.
Breast feeding program.
Nutritional program.
Geriatric health program
Public health in the twenty –first century :
- Achievements and challenges
- Strategic planning for public health.
- Hope for the integration of public health & medical practice.
- Information technology.
- The challenge of biotechnology.
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METHODS OF INSTRUCTION
-Lectures- discussion
-Practical sessions
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MODULE (3)
HEALTH STATISTICS
COURSE DESCRIPTION
This course involves the introduction to the basic tools and elementary methods of
statistics. It enable the candidate to understand the concepts of population, samples,
sampling methods, sample size and drawing inferences on data analysis and
interpretation. It enables the specialist to evaluate sources and limitations of
demographic data and components of population change, to know methodology of
demographic techniques. It also provides the specialist with an understanding of the
mechanisms and procedures for acquiring and analyzing data and provides information
for monitoring health activities, in addition to computer application, data entering and
analysis.
COURSE OBJECTIVES:
Upon satisfactory completion of the course, the candidate will have:
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Knowledge of basic statistics concepts.
Prepare and apply tables and graphs.
Developed a skill to summarize, describe and analyze data.
Know the type of samples, sample selection procedures and methods of
estimation of sample size.
Design a sample survey in a practical manner and analyze the resulting data.
Generate hypothesis.
Select of the appropriate data analysis measure.
Test the relation between variables.
Locate census and vital statistics materials and test their quality.
Prepare population estimates and projections.
Read and interpret the population pyramid.
Identify relevant sources of data for a health information system.
Compute the appropriate health indicators (morbidity, mortality, fertility).
Use the computer for data entering, and analysis and presentation.
COURSE CONTENTS:
Basic statistics
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Introduction to statistics
Sources of data
Type of data.
Presentation of data:
Tabular presentation
Graphical presentation
Mathematical presentation:
Measures of central tendency
Measures of dispersion
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Measures of scenes & kurtosis.
Box & Whisker plot.
Sampling and survey technique
 The concept of sampling
 Sampling &probability distributions
 Parameters and statistics
 Central limit theorem
 Types of samples and sampling error
 The normal distribution and estimation of a population parameter from a
sample.
 Determination of the minimum required sample size
Statistical inferences:
 Hypothesis and types of error
 Comparison between sample mean and population mean
 Comparison between means of two independent samples using t test.
 Comparison between means of two dependent samples using paired t test
 Comparison between two independent proportion using Z test
 Relationship between categorical variables using Chi squared test.
 Relationship between paired observations using Mc Nemar test.
 Analysis of variance for comparison of means of three groups or more.
 Odds ratio and relative risk
 Simple correlation and regression
 Multiple regression
Demography
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Some demographic fundamentals.
Census & estimation of the population
Standardization of rates
Population pyramids.
The life table.
The analysis of marriage.
The analysis of migration.
The measurement of fertility.
Population growth.
Population transition
Population projection and population dynamics.
Statistical health information system
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Definition of terms.
Components of Health information system.
Role of statistics in health information systems.
Sources of data.
Health status indicators:
Mortality rates.
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 Morbidity and disability indicators.
 Nutritional status indicators.
 Indicators for provision of health care.
 Indicators of resources for health:
 Financial resources.
 Human resources.
 Physical infrastructure.
 Logistics and supplies.
 Indicators for social and economic trends.
 Indicators based on hospital statistics.
Survival analysis
 Survival probabilities
 -Life table analysis.
 -Kaplan Meier survival curve estimator.
Non parametric statistics
 Parametric versus non parametric statistics.
 Comparing samples.
- Two independent samples
- K-S technique.
- Wilcoxon rank sum test.
- Mann whitney test.
- Two related samples
- Wilcoxon mached pair.
- Signed rank test.
- More than 2 independent groups
- Kruskal-Wallis test
 Non parametric measures of correlation (Spearman rank correlation).
Statistical software computer packages
 Introduction to computer
 Data definition and access
 Data management and modifications
 Data analysis and presentation
 Graphical presentation
 Output management
 Saving files
 Printing files.
METHODS OF INSTRUCTION
- Lectures
- Practical sessions: exercises- problem solving – computer applications.
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MODULE (4)
HEALTH ADMINISTRATION AND MANAGEMENT
Course Description:
This course focuses on the principles of administration, management and planning in
health care system. It enhances the importance of the allocation of resources and the
policy- making and the assessment of different health programs and activities. It
focuses on the importance of the Primary Health Care initiation and its policy in health
improvements.
Purpose:
The purpose of the course is to enables the learners to be able to define health
management, administration and planning; in addition to set health programs and be
able to allocate resources according to the need in different health care delivery
systems. The course also enables the learner to know all the factors affecting the health
development and progress and how this can participate in the development and
improvement of the health care provided to the community.
Learning Outcomes:
After the completion of this course candidates should:
 Understand the concept of health administration, management and planning.
 Comprehended the importance of the health planning in health organizations.
 Perceive the distinction between levels of management and planning in health
organizations.
 Understand the UAE health system, structure and policies in different sectors
and departments.
 Understand the concept of working with, for and through people in different
health organizations.
 Use and apply the learned methods to simplify the management skills and the
critical thinking in setting health policies and plans.
 Gain skills and knowledge to be used for performance management in different
health sectors.
 Be able to set plans for health development and improvement.
 Understand and define different levels and types of leadership in health
organizations.
 Prepare the candidates to establish leadership training programs within the
health organizations.
 Understand the PHC new concept and approach.
 Be able to analyze the health problems and relate them to the economic
development and its effect on health improvement.
METHODS OF INSTRUCTION
-Lectures
- Case studies
-Problem solving.
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MODULE (5)
BEHAVIORAL-SOCIAL SCIENCE & HEALTH EDUCATION
COURSE DESCRIPTION
This course offers the candidate an opportunity to acquire knowledge, practice
skills, and develop attitudes necessary for practicing lifelong health-enhancing
behaviors. It provides an introduction to the role of social, cultural, psychological,
and behavioral factors in determining the health of populations. It also improves
their ability to apply social science theory, research, and principals to the critical
analysis of the appropriateness of public health interventions
COURSE OBJECTIVES
After the completion of this course, the candidate should be able to:
- Describe the utility of the social and behavioral sciences for
understanding and solving public health problems.
- Analyze how social and behavioral science interventions may prevent
and/or ameliorate public health problems at the individual, organizational,
community, and population levels.
- Describe how social and behavioral science methods can be used to
evaluate the effectiveness of interventions at the individual,
organizational, community, and population levels.
- Utilize interpersonal communication skills to improve health and
relationships.
- Design and implement health education programs for specific populations and
in a variety of organizations.
- Select methods and media best suited to implement program plans.
- Collaborate with lay people and health workers.
- Provide consultation, training, direction, and technical assistance in
development, expansion, and improvement of health education programs and
services.
COURSE CONTENTS
- Scope of health behavior and health education
- Social & behavioral science theories.
- Health education methods.
- Relationship between attitude, beliefs and behavior.
- Methods of attitude changes.
- Methods & strategies for intervention programs.
- Monitoring the effectiveness and modifications of program planning.
METHODS OF INSTRUCTION
-Lectures
-Practical sessions.
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MODULE (6)
ENVIRONMENTAL & OCCUPTIONAL HEALTH
COURSE DESCRIPTION
This course provides a broad overview of the field of environmental and
occupational health, developing a public health approach to understanding and
preventing disease and disability. The specialist in community medicine develops
skills to analyze the exposure-disease continuums and disease prevention. It also
involves the recognition, analysis, and control of major environmental and
occupational diseases and issues.
COURSE OBJECTIVES
Upon completion of this course, the candidate will be able to:
- Assess and manage an environmental health problem/issue
- Contribute to the development of a disaster plan, from a community
health perspective
- Make public health recommendations for toxic environmental hazards
- Organize the strategies to protect exposed population.
- Investigate the effects of exposure to workplace hazards and methods
used in hazard analysis and risk assessment.
- Investigate occupational health problems.
COURSE CONTENTS
- Principles of toxicology.
- Mutagenesis, carcinogenesis, teratogenesis.
- Methods of monitoring water, air, soil, food.
- Risk assessment techniques.
- Methods of setting and expressing standards for exposure to hazards.
- Major environmental health hazards and diseases.
- Water, air and soil characteristics.
- Health effects, epidemiological aspects of major environmental agents:
e.g., physical, chemical, biological including sanitation, water
purification, sewage treatment, milk hygiene, quality control: water, air,
soil, food.
- Management of environmental exposure.
- Organization of occupational health services, including employee
assistance programs.
METHODS OF INSTRUCTION
-Lectures
-Practical visits to some settings
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MODULE (7)
RESEARCH METHODOLOGY
COURSE DESCRIPTION
This course will teach the candidates how to do scientific health survey research, to
understand and evaluate survey research reported by others and to enable them to apply
survey principles to health-related topics in health care delivery, health practice, and
health policy. It provides an overview of research methods and designs.
COURSE OBJECTIVES
Upon successfully completing this course, the candidate should be able to:
- Discuss the purpose of health research.
- Understand the basic steps in the research process.
- Identify and define a research problem, including the associated hypothesis to be
tested, and limitations, delimitations, and underlying assumptions.
- Discuss the importance of reviewing the literature in identifying and developing a
research problem; use a computer to search available data bases to obtain
published literature.
- Describe the scientific methods and the elements of the research process.
- Define objectivity, reliability, and validity, and discuss their importance in
research.
- Develop a survey questionnaire
- Design a survey research project.
METHODS OF INSTRUCTION
-Lectures -Workshop
-Practical: writing a protocol.
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INSTRUCTION FOR WRITING THE REPORT
& THESIS
REPORT
- The maximum length is 2000 words of text
- It should contain the work carried out by the trainee.
- It should contains:
- Introduction & literature review.
- Hypothesis and objectives of the research.
- Material and methods.
- Results.
- Discussion & interpretations and conclusion.
- Recommendation & implementation.
- A summary in Arabic.
THESIS
- The maximum length must not exceed 15000 words of text.
- The choice of the topic is the responsibility of the trainee with consultation with
the supervisor.
- The proposed protocol of the research should be approved by the board of
examination and a written approval by the coordinator should be sent to the
trainee.
Contents of the proposed protocol :
- Introduction & literature review.
- Hypothesis and objectives of the research.
- Material and methods.
- Results.
- Discussion & interpretations and conclusion.
- Recommendation & implementation.
- A summary in Arabic.
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List of programs
in the Second to Fourth year
1. Program
2. Surveillance and infectious disease control
3. Maternal and Child Health care
4. School Health
5. Health and care of the elderly
6. Comprehensive care for chronic Diseases
7. Health education & nutrition
8. Community research
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TEACHING EVALUATION
This Form is designed to provide resident feedback to Program Administrators concerning strengths and
areas needed to improve the quality of training by providing an assessment of teaching staff in the
community health program .The forms will be distributed at the end of the first year. Please feel free to
be objective. All comments will not be traceable to the resident completing the form by the immediate
supervisor.
Rank the following statements on a scale of 1 to 6 on whether you agree or disagree with them as they
pertain to this rotation (1= strongly disagree; 6 = strongly agree).
Teaching
Strongly
disagree
disagree
Slightly
disagree
Slightly
agree
agree
Strongly
agree
The academic activities of
the division provided good
learning opportunities
Communication was clear
and effective
Teaching was well
prepared and organized
The teaching was provided
in an effective manner
The teacher made the
subject matter interesting
The teacher encouraged
the candidates to
participate in discussion
The teacher explained the
concept clearly
The teacher explained used
the instructional media
(audiovisual aidscomputer data
show,…)effectively
The handout provide by
the teacher were helpful
The teacher was helpful
outside the sessions
Assignments, exams and
tests were clearly
explained
Feedback on assessment
was prompt and helpful
There was adequate access
to internet resources and
books if needed
Overall I am satisfied with
teacher's performance
1
2
3
4
5
6
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WEEKLY EVALUATION FORM OF ROTATION
Resident______________
Staff _____________
Date:__________________
Rotation department:________________________________
Unsatisfactory
Adequate
Excellent
Knowledge
Professional Skills
Overall
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ROTATION EVALUATION FORM
Rotation department: _________________________
This Form is designed to provide resident feedback to Program Administrators concerning strengths and
areas needed to improve in the variety and organization of rotations of community medicine program.
The forms will be given to the residents at the end of the rotation. Please feel free to be objective. All
comments will not be traceable to the resident completing the form by the immediate supervisor.
Rank the following statements on a scale of 1 to 6 on whether you agree or disagree with them as they
pertain to this rotation (1= strongly disagree; 6 = strongly agree).
Organization
The overall workload of the
rotation was appropriate
The material I saw provided a
good exposure to the field of
practice of the rotation
There was adequate space for
me to complete my work
The supervising staff were
available for back up and
consultation if needed
Teaching
The academic activities of the
division provided good
learning opportunities
There was adequate access to
internet resources and books if
I needed to look something up
I received my evaluation
before the rotation ended
Overall this rotation allowed
me to meet most of the
rotation specific educational
objectives
Medical Expert
Up–to-date in area of practice,
scientific and knowledge
Promotes development of
trainee’s judgment and
decision making
Overall
Strongly
disagree
disagree
Slightly
disagree
Slightly
agree
agree
Strongly
agree
1
2
3
4
5
6
REFERENCES
1. The Scientific Council for Family and Community Medicine. Guide Book
for community medicine: syllabus, training and evaluation regulations.2004.
2. Royal College of Physicians and Surgeons of Canada. Policies and
Procedures for Certification and Fellowship. 2001.
3. Royal College of Physicians and Surgeons of Canada .General Information
Concerning Accreditation of Residency Programs, 2006.
4. Faculty of Public health medicine. Royal Colleges of physicians. United
Kingdom.2002.
5. Latrobe University. Public health programs. 2007.
6. The Foundation of the Gator Nation. University of Florida. Public Health
programs.2006
7. Lingnan College. Course and teaching evaluation. Questionnaire.
[Cited
at June, 2007]. Available from : http://www.cityu.edu.hk/pdeval/samples/q01_1.html
8. Summative Teaching Evaluation Questionnaire.[ Cited june,2007].
Available from :
http://www.mansci.strath.ac.uk/mark/sim/TeachingEvaluation.pdf
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