PHILIPPINE ASSOCIATION OF SCHOOLS OF MEDICAL TECHNOLOGY AND PUBLIC HEALTH Guidelines for the Implementation of Community and Public

Health Course in the Medical Technology Education Program Course Design: 1. The Community and Public Health (CPH) is a terminal course. Topics are not limited to the suggested contents presented in the National Seminar Workshop on CPH Syllabi and Content Development and Faculty Eligibility Training at the Trinity University of Asia last October 2008. The institutional exercise of academic freedom is fully encouraged in enhancing their syllabi over and above the prescribed minimum in terms of: 1.1. Course objectives 1.2. Course contents 1.3. Nomenclature of topic/subject 1.4. Sequencing of subjects 1.5. Teaching strategies 1.6. Instructional evaluation 1.7. Course placement 1.8. Course credits (per CMO No. 14 s. 2006, the prescribed minimum is 5 units (2 units or 36 hours lecture and 3 units or 54 hours laboratory) 2. Grading system is institutional. However, it is encouraged that only one grade should be given to the whole course (not to separate the grade for lecture and laboratory). This will help standardize the grading system for all schools and will facilitate course evaluation (crediting) for students transferring to another school. Laboratory (Practicum) Instruction: 1. Community Recognition: 1.1. The institution should forge a Memorandum of Agreement with the target community. 2. Student Safety: 2.1. The institution should adopt a dress code to identify students doing community work. 2.2. Community coordinators should be assigned to accompany the faculty and students in their home visitations. 2.3. A center should be established/identified in the community for student community activities. 2.4. The community should be accessible from the student point of origin e.g. school, residence, etc.

Special Considerations (based on Schools Best Practices) 1. Conducting baseline assessment (socio-cultural factors e.g. on beliefs) for evaluation. 2. Establishing linkages with government and non-government organizations, or alumni for linkages. 3. Insurance of students and faculty in doing community work. 4. Consider the length of faculty community exposure. 5. Observe with caution when evaluating public health programs, especially those conducted by other institutions. 6. Do community spot mapping or road mapping. 7. Avoid community fatigue, like duplication of activities or yearly profiling. 8. Adopt common student outputs such as maintaining learning feedback diary and community progress report as a terminal requirement. Approved by the PASMETH Board during its regular meeting on November 14, 2008 at the University of Santo Tomas, Manila.

Prepared by:

BERNARD U. EBUEN, RMT, MAEd Chair, Committee on Continuing Professional Education

JOSEPHINE C. MILAN, RMT, MSMT Chair, Committee on Curriculum Development

Noted by:

ZENAIDA C. CAJUCOM, RMT, MAEd President

Recommended References for Community and Public Health Course Cuevas, F. P. et al. Public Health Nursing in the Philippines 10th ed., Manila, 2007. Maglaya, A. Nursing Practice in the Community. Manila, 2004. McKenzie, J. et al. An Introduction to Community Health 5th ed., Jones and Bartlett Publishers, Ontario, Canada, 2005. Palaganas, E. Health Care Practice in the Community. Educational Publishing House, Manila, 2003. Schneider, M. J. Introduction to Public Health. Aspen Publication. Gaithersberg, Maryland, 2000. Turnock, B. Public Health: What It Is and How It Works 2nd ed. Jones and Bartlett Publishers, Ontario, Canada, 2004. Wally, J. et al. Public Health: An Action Guide to Improving Health in Developing Countries. Oxford University Press, New York, 2001.