course specifications 2013 intro to ph

Kingdom of Saudi ArabiaNational Commission for

Academic Accreditation & Assessment

العربيــة المملكــة السعوديــة

الوطنيــــة الهيئــــة للتقـويــم

واالعـــتــمـــاد

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

Course Specifications(CS)

Introduction to Public Health

Form 5a_Course Specifications _SSRP_1 JULY 2013





واالعـــتــمـــادCourse Specifications

Institution Date of Report King Faisal University January 20, 2015College/Department

A. Course Identification and General Information

1. Course title and code: Introduction to Public Health 3103105

2. Credit hours: 3 credit hours3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs)Public Health (undergraduate) program4. Name of faculty member responsible for the course Edwin C. Cancino,PhD5. Level/year at which this course is offered: 2nd semester, first year6. Pre-requisites for this course (if any) none7. Co-requisites for this course (if any)none8. Location if not on main campus

9. Mode of Instruction (mark all that apply)

a. Traditional classroom What percentage?

b. Blended (traditional and online) What percentage?

c. e-learning What percentage?

d. Correspondence What percentage?

f. Other field visit What percentage?

Comments:


/

/

/ 10

10

80






B Objectives

1. What is the main purpose for this course?

At the end of the course, each student should be able to:a. Define and discuss the concepts, historical perspective and development, inter-relationships,

structures, essential services of public health and the health system.b. Discuss the variety of job opportunities, the interest, abilities, skill sets and work values in the

field of public health.c. Identify and explain determinants of health from both local and global perspectives including

environmental, social and behavioral as well as biological and access to health services.d. Identify traditional public health practices involving the dimensions such as culture and

ethnicities, community assets and resources.e. Describe the organization and processes of the major public health measurement systems and

surveillance including databases available to public health practitioners.f. Identify the dimensions of health and health disparities from a population perspective.g. Synthesize the relationships of medicine and public health infrastructures and the common

initiatives to control and prevent diseases and maintain health.h. Identify and discuss future challenges facing the field of public health

2. Briefly describe any plans for developing and improving the course that is being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)

The delivery of the course shall include use of web-based learning materials and site visits in a public health infrastructure.






واالعـــتــمـــادC. Course Description (Note: General description in the form to be used for the Bulletin or handbook should be attached)

Introduction to Public Health is a broad overview course designed to give an introduction to the core tenets of public health practice. Basic concepts covered in the course are the basic definition, concept and history of public health, disciplines in public health, methods used in public health, the core functions of public health and careers in the field of public health.

1. Topics to be Covered

List of Topics No. ofWeeks

Contact Hours

Definition, Concepts, Perspectives and History of Public Health 2 6

Major Disciplines of and Careers in Public Health 2 6

Determinants of Health 2 6

Analytical Methods of Public Health 2 6

Biomedical Basis of Public Health 1 3

Medical Care and Public Health 2 6

Public Health Leadership 2 6

The Future of Public Health and Case Studies 3 9

2. Course components (total contact hours and credits per semester): 48 hours, 3 credits

Lecture Tutorial Laboratory Field Trip Online Total

ContactHours

39 - - 6 3 48

Credit 2.6 - - .2 .2 3

3. Additional private study/learning hours expected for students per week. 2hours






واالعـــتــمـــاد4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy

NQF Learning Domains And Course Learning Outcomes

Course TeachingStrategies

Course AssessmentMethods

1.0 Knowledge

1.1 Define public health and related roles and responsibilities of government, non-government agencies and private organizations (ASPH Domain 1.1)

Lecture discussionCase study depicting the actions of the government, non-government agencies in the control of MERS corona virusOnline course work

QuizCase study report

On-line course completion

Orientation to Public Health Compliance

1.2 Describe the reciprocal relationships among literature, the arts, and public health (ASPH Domain 1.3)

Lecture discussionIn-class activity on Career goalStudents will present a famous photograph depicting public health

Quiz

Career goal paper

1.3 Appreciate the multiple determinants of health. Lecture discussionCase presentation

Paper on determinants of health

Case study on infectious diseases

1.4 Recognize the importance of key events and milestones in the history and development of the field of public health (ASPH Domain 1.12)

Lecture discussionIn-class activity on Career goalOn-line course work

Career goal paperFormative Examination (midterm)

2.0 Cognitive Skills

2.1 Explain the influence that science and technology have on individual and population health (ASPH Domain 1.8)

Field trip to a health care entity for a presentation regarding emerging technology.

Quiz

Reaction paper

2.2 Identify stakeholders who influence health programs and interventions (ASPH Domain 3.1)

Group discussion.Students will bring in current news article about a public health issue and share information with their classmates in relation to

News article submitted

Summative examination(final)

On-line requirement






واالعـــتــمـــادstakeholders

5. Schedule of Assessment Tasks for Students During the SemesterAssessment task (e.g. essay, test, group project, examination, speech,

oral presentation, etc.)Week Due Proportion of Total

Assessment1 Quiz 1 3 6%

2 Quiz 2 6 3%

3 Career goal paper (individual) 7 5%

4 Paper on determinants of health (group) 8 5%

MidTerm Examination and On-line Evaluation 7 20%5 Paper on traditional health practices (group) 9 5%

6 Quiz 3 12 6%

7 Reaction Paper (group) 13 5%

8 News article (group) 14 5%9 Final Examination and On-line evaluation 15 30%

10 Participation in lecture and discussion groups 10%

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)

Students in need of academic accommodations may consult the faculty during office hours and are required to give reasonable notice prior to requesting an accommodation.







E. Learning Resources

1. List Required Textbooks

Schneider, Mary Jane. 2014. Introduction to Public Health, 4th edition, Jones Bartlett Learning. ISBN 9781449697365

Goldsteen, Raymond L. et al. 2015. Introduction to Public Health Promises and Practices, 2nd edition. NY Springer Publishing Company. ISBN 9780826128478

2. List Essential References Materials (Journals, Reports, etc.)

De Bueno BA, Tison, Hugh. 2002. Advancing Healthy Populations: The Pfizer Guide to Careers in Public Health. NY: Pfizer Pharmaceuticals, Pfizer Inc.

Pfizer. 2006. Milestone in Public Health: Accomplishments in Public Health Over the last 100 years. NY: Pfizer Pharmaceuticals, Pfizer Inc.

Seltzer, Beth. 2011. 101 Careers in Public Health. NY: Springer Publishing Co.

Turnock, Bernard J. 2014. Essentials of Public Health, 3rd ed. Jones and Bartlett Learning

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) Turnock, Bernard. 2015. Public Health: What It Is and How It Works?, 3rd edition. James and Bartlett

Publishers4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)

https://www.nylearnsph.com/Public/ (students will create username) 5. Other learning material such as computer-based programs/CD, professional standards or regulations and software. Healthy People 2010: Understanding and Improving Health. US Department of Health and Human Services. Washington DC; DHHS-PHS; 2000.Medicine & Public Health: the Power of Collaboration (PDF format). Lasker RD. New York Academy of Medicine; 1997http://www.whatispublichealth.orgOnline Public Health Learning Resources - Johns Hopkins


http://www.jhsph.edu/research/centers-and-institutes/mid-atlantic-public-health-training-center/training_events/online_training.html

http://www.whatispublichealth.org/

http://www.uic.edu/sph/prepare/courses/PHA%20Certificate%20Files/phpractice/resources/nyam_monograph1.pdf

http://www.health.gov/healthypeople/Document/tableofcontents.htm#uih

https://www.nylearnsph.com/Public/






F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

Lecture room with multimedia facility

2. Computing resources (AV, data show, Smart Board, software, etc.) none3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)

Library with books, journals in public health.Computer with internet accessTransportation for field visitHospital/Industry partners for field visit

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

Course Evaluation Survey conducted by students at the end of the course.

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor

Classroom observation using the QMS teaching Observation Concepts and Teaching Observation Proforma (QMS Annex O and Annex P)

Performance Assessment of Faculty Members using the QMS Annex N form

3 Processes for Improvement of Teaching

Internal Benchmarking to identify best teaching practicesPeer review of teaching






واالعـــتــمـــاد4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

Application of the QMS Internal Moderation Form- Examination, Coursework (Annexes H, I J of the QMS)

All formally assessed work is subject to clear assessment protocols. Assessments, both coursework and examinations will be subjected to both internal and ideally external moderation (using external advisers) prior to being given to students to attempt. This will cross check that students are being asked to attempt work of the appropriate volume and standard, and will be moderated using the forms in Annexes G and H. All validated forms of assessment must be treated and marked with the same level of academic rigour, and are subject to standard minimum marking and moderating requirements. (QMS, C.5.8 (b) )Moderation of all markings should take place in order to ensure consistency across subject, using the forms provided in Annexes I and J. This may take the form of sampling a small amount of work or may extend to more formal, extensive moderation where appropriate. (QMS C.5.9)

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

Program and course monitoring is a continuous process by which a program is kept under review. After each semester Course Reports will be produced and considered by the C-SPCC. At the end of the academic year the Annual Program Report is also written for consideration by the C-SPCC. Combined, these reporting processes make an overall annual program and course monitoring reporting process (APCR) which underpins the effective operation of the program. To achieve this, a program faculty, through the C-SPCC, will be constantly seeking to gather evidence and feedback, be evaluating that evidence and be making subsequent changes to enhance outcomes, delivery and operation. Student feedback is particularly important and the University uses NCAAA Course Evaluation Survey and Student Experience Survey to inform the three processes. APCR should also be noting and disseminating good practice and drawing up and implementing an action plan to take forward planned improvements to the program.

Faculty or Teaching Staff:

Signature: _______________________________ Date Report Completed: ____________________

Reviewed by:

Program CoordinatorName and Signature: _________________________________






واالعـــتــمـــادDate: _______________________________________________

Reviewed by:

College Study Plan and Curriculum Committee:Name and Signature: ___________________________Date: ________________________________________

College Quality Assurance Office:Name and Signature: ___________________________Date: ________________________________________

Received and Approved by the College Council:

Dean/Vice Dean

Signature: _______________________________ Date: _______________

Signature: _______________________________ Date: _______________
