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UGANDA HEALTH TUTORS’ COLLEGE

DRAFT

CURRICULUM FORPROPOSED BACHELOR OF HEALTH TUTORS’ EDUCATION

(BHTE) PROGRAMME

OCTOBER 2010

TABLE OF CONTENTS TABLE OF CONTENTS.............................................................................................iiFOREWORD............................................................................................................viiACKNOWLEDGEMENTS.......................................................................................viii1.0 PREAMBLE.......................................................................................................ix2.0 JUSTIFICATION.................................................................................................x3.0 PHILOSOPHY....................................................................................................x4.0 TITLE OF THE PROGRAMME..........................................................................xi5.0 DURATION OF THE PROGRAMME.................................................................xi6.0 RESOURCES....................................................................................................xi6.1 STAFFING.........................................................................................................xi6.2 FACILITIES.......................................................................................................xi6.2.1 Space and clinical facilities......................................................................xi6.2.2 Scholastic materials.................................................................................xii6.2.3 Funding......................................................................................................xii7.0 PROGRAMMME OBJECTIVES.......................................................................xii7.1 OVERALL OBJECTIVE....................................................................................xii7.2 SPECIFIC OBJECTIVES..................................................................................xii7.2.1 Expectations on qualification..................................................................xii7.2.2 Roles of a Graduate Tutor.......................................................................xiii8.0 GENERAL REGULATIONS OF THE PROGRAMME.....................................xiv8.1 ADMISSION REQUIREMENTS.......................................................................xiv8.2 ENTRY REQUIREMENTS...............................................................................xiv9.0 CURRICULUM ORGANISATION AND STRUCTURE....................................xiv9.1 ORGANISATION OF THE PROGAMME........................................................xivPedagogical core subjects....................................................................................xvProfessional core subjects....................................................................................xvSpecialized courses for the different categories:-.............................................xvi9.2 Size of a course............................................................................................xviii9.4 Definition of key terms..................................................................................xix

BHTE CURRICULUM - OCTOBER 2010ii

9.4.1 Contact Hours..........................................................................................xix10.0 EXAMINATION AND ASSESSMENT.............................................................xix10.1 EXAMINATION REGULATIONS.....................................................................xix10.2 Assessment structure...................................................................................xix10.3 Written examinations.....................................................................................xix10.3.1 Pass:.........................................................................................................xix10.3.2 Grading of course.....................................................................................xxDescription of grading...........................................................................................xx10.3.4 Re-taking a course...................................................................................xxi10.3.5 Discontinuation........................................................................................xxi10.3.6 Withdraw from a programme/course(s)................................................xxii10.3.7 Refund of Tuition Fees...........................................................................xxii11.0 RESEARCH REPORT....................................................................................xxii12.0 AWARD OF THE DEGREE............................................................................xxii13.0 CURRICULUM REVIEW AND CHANGE.......................................................xxii14.0 CURRICULUM IMPLEMENTATION STRUCTURE......................................xxiiiDETAILED DESCRIPTION OF COURSES...............................................................1COURSE BHTE 1101: FOUNDATIONS OF EDUCATION......................................1COURSE BHTE 1102: EDUCATIONAL PSYCHOLOGY I........................................5COURSE BHTE 1102: EDUCATIONAL PSYCHOLOGY I........................................5COURSE BHTE 1103: APPLIED ANATOMY..........................................................9COURSE BHTE 1104: GENERAL PSYCHIATRY..................................................11COURSE BHTE 1105: DEVELOPMENT STUDIES...............................................14COURSE BHTE 1106: REPRODUCTIVE HEALTH AND SEXUAL HEALTH.......16COURSE BHTE 1107: INTRODUCTION TO GENDER AND WOMEN HEALTH. .18COURSE BHTE 1201: MEDICAL ETHICS.............................................................20COURSE BHTE 1202: EDUCATIONAL PSYCHOLOGY II.....................................22COURSE BHTE 1203: APPLIED PHYSIOLOGY..................................................25COURSE BHTE 1204: BIOCHEMISTRY................................................................27COURSE BHTE 1205: GENERAL PRINCIPLES OF PATHOLOGY.....................29COURSE BHTE 1206: MEDICAL SOCIOLOGY.....................................................31

BHTE CURRICULUM - OCTOBER 2010iii

COURSE BHTE 1207: COMMUNICATION SKILLS..............................................33COURSE BHTE 1301: SCHOOL PRACTICE I.......................................................35COURSE BHTE 2101: FOUNDATIONS OF EDUCATION II..................................37COURSE BHTE 2102: GENERAL METHODS OF TEACHING.............................42COURSE BHTE 2103: INTRODUCTION TO RESEARCH METHODS...................44COURSE BHTE 2104: INTRODUCTION TO BIOSTATISTICS..............................46COURSE BHTE 1205: INTRODUCTION TO BASIC COMPUTING SKILLS.........48ELECTIVES FOR YEAR TWO SEMESTER ONE...................................................50COURSE BHTE 2106: SURGERY I........................................................................50COURSE BHTE 2107: MIDWIFERY I......................................................................52COURSE BHTE 2108: CLINICAL PSYCHIATRY I.................................................54COURSE BHTE 2108: PARASITOLOGY...............................................................56COURSE BHTE 2110: PHARMACEUTICS I..........................................................58COURSE BHTE 2111: SPECIALISED PHARMACY PRACTICE I........................60COURSE BHTE 2112: ANAESTHESIA I.................................................................62COURSE BHTE 2113: PHYSIOTHERAPY.............................................................64COURSE BHTE 2114: CLINICAL OCCUPATIONAL THERAPY I.........................66COURSE BHTE 2115: EAR, NOSE AND THROAT I.............................................68COURSE BHTE 2117: BIO-INSTRUMENTATION.................................................70COURSE BHTE 2118: MEDICAL ENTOMOLOGY I..............................................72COURSE BHTE 2119: MEDICAL RADIOGRAPHY I..............................................74COURSE BHTE 2120: PRINCIPALS OF NURSING CARE...................................75YEAR TWO SEMESTER I CORE SUBJECTS........................................................77COURSE BHTE 2201: CLINICAL TEACHING AND MENTORING......................77COURSE BHTE 2202: CURRICULUM THEORY, PRACTICE AND

EDUCATIONAL TECHNOLOGY..........................................................................80COURSE BHTE 2203: PUBLIC HEALTH..............................................................83COURSE BHTE 2201: HEALTH SERVICE MANAGEMENT..................................87YEAR II SEMESTER II ELECTIVES........................................................................89COURSE BHTE 2205: SURGERY II.......................................................................89COURSE BHTE 2206: PSYCHIATRIC NURSING.................................................91

BHTE CURRICULUM - OCTOBER 2010iv

COURSE BHTE 2207: MEDICINE...........................................................................94COURSE BHTE 2208: NURSING...........................................................................96COURSE BHTE 2209: MIDWIFERY II.....................................................................98COURSE BHTE 2210: CLINICAL PSYCHIATRY.................................................100COURSE BHTE 2211: ENVIRONMENTAL HEALTH I.........................................102COURSE BHTE 2213: DENTISTRY II..................................................................104COURSE BHTE 2212: PHARMACEUTICS II.......................................................106COURSE BHTE 2214: SPECIALISED PHARMACY PRACTICE II.....................108COURSE BHTE 2215: CLINICAL OCCUPATIONAL THERAPY II......................110COURSE BHTE 2216: HISTOPATHOLOGY.........................................................112COURSE BHTE 2217: MEDICAL MICROBIOLOGY............................................114COURSE BHTE 2218: MEDICAL RADIOGRAPHY II...........................................117COURSE BHTE 3102: ENVIRONMENTAL HEALTH I.........................................118COURSE BHTE 3101: PHYSIOTHERAPY...........................................................120COURSE BHTE 2301: SCHOOL PRACTICE II....................................................122YEAR THREE SEMESTER I CORE SUBJECTS..................................................124COURSE BHTE 3101: PHARMACOLOGY..........................................................124COURSE BHTE 3102: GENERAL MICROBIOLOGY..........................................126COURSE BHTE 3103: MEDICAL PSYCHOLOGY...............................................129COURSE BHTE 3103: MEDICAL PSYCHOLOGY...............................................129COURSE BHTE 3104: RESEARCH PROJECT....................................................131YEAR THREE SEMESTER I ELECTIVES.............................................................133COURSE BHTE3105: GYNECOLOGY AND OBSTETRICS.................................133COURSE BHTE 3106: PAEDIATRICS AND CHILD HEALTH.............................135COURSE BHTE 3107: MEDICINE II......................................................................137COURSE BHTE 3108: NURSING II......................................................................139COURSE BHTE 3109: OPTHALMOLOGY............................................................141COURSE BHTE 3110: ENVIRONMENTAL HEALTH...........................................143COURSE BHTE 3111: MEDICAL RADIOGRAPHY III..........................................145COURSE BHTE 3112: PHARMACEUTICS III......................................................146COURSE BHTE 3113: SPECIALISED PHARMACY PRACTICE III....................148

BHTE CURRICULUM - OCTOBER 2010v

COURSE BHTE 3114: MEDICAL ENTOMOLOGY II...........................................150COURSE BHTE 3115: ANAESTHESIA II..............................................................152COURSE BHTE 3115: ANAESTHESIA II..............................................................152COURSE BHTE 3116: DENTISTRY II..................................................................154COURSE BHTE 3118: PROSTHETICS AND ORTHOTICS TECHNOLOGY.......156COURSE BHTE 3119: PALLIATIVE CARE..........................................................159COURSE BHTE 3120: EAR, NOSE AND THROAT.............................................161COURSE BHTE 3121: CLINCIAL CHEMISTRY...................................................163COURSE BHTE 3122: HEAMATOLOGY& BLOOD TRANSFUSSION................165COURSE BHTE 3123: CLINICAL ORTHOPAEDICS...........................................168COURSE BHTE 3125: HEALTH PROMOTION.....................................................170COURSE BHTE 3201: FINAL SCHOOL PRACTICE III.......................................172COURSE BHTE 3202: SPECIALIZED PLACEMENT..........................................174APPENDIX 1: LIST OF CONTRIBUTORS............................................................176APPENDIX II : LIST OF LECTURES AND THEIR QUALIFICATIONS.................178

BHTE CURRICULUM - OCTOBER 2010vi

FOREWORD

Middle level Health Professionals trained at Diploma level are the backbone of the Health Services

in Uganda. The Government therefore takes great interest in the ways the professionals are

trained. The majority of the Tutors in Middle-Level training Institutions essentially have

professional competencies and qualifications but not Education skills.

In line with World Federation of Medical Education and also the World Health Organisation

objectives, the Government recognises the need to equip and empower Tutors of Health

Professionals at all levels of training with Education competencies that ensure students are taught

in ways that translate into meaningful learning for quality and effective health care delivery.

It is imperative, in this regard to upgrade the capabilities of teachers of Health Professions to a

Bachelor Degree level who will be able to provide the required training at Middle level Health

Training Schools/Colleges.

The purpose of the Bachelor of Health Tutors’ Education curriculum is not only to provide direction

in achieving the goal of effective teaching and learning in various health disciplines, but also to

standardise training of Health Tutors at undergraduate level. To this end, the Ministry of Education

and Sports in collaboration with Ministry of Health will continue to support and assist in the

development of health workers for national socio-economic development for improved delivery of

health care services.

It is prudent to recognise that team work and close collaboration with various stakeholders will

facilitate smooth implementation, monitoring and evaluation of this curriculum. In particular, I urge

all trainers and trainees in this programme to work together to achieve the aim and objectives of

this curriculum. My Ministry will strive to provide the support necessary for the implementation of

this programme.

I thank the development partners especially AMREF (Uganda) and Irish AID, and all stakeholders

who contributed to the process of funding the design and development of this curriculum.

F.X.K. LubangaPERMANENT SECRETARY

BHTE CURRICULUM - OCTOBER 2010vii

ACKNOWLEDGEMENTS

The development of this BHTE curriculum involved many stakeholders from within Uganda and

outside Uganda. It drew expertise from Ministries of Health and Education and Sports, including

various institutions, departments and hospitals

The Ministry of Education and Sports on behalf of the Government of Uganda acknowledges the

invaluable financial support from Irish AID through AMREF (Uganda), which enabled the Ministry

to undertake various activities that culminated into the development of this curriculum.

We are grateful to the various Health Trainers/Tutors, Lecturers, Principals, School Inspectors,

Administrators, Consultants and Curriculum specialists from different institutions for their

sustained effort during the development of this curriculum. Their technical contributions enriched

the various aspects of the curriculum and subsequently are expected to enhance the knowledge,

skills and attitude base of graduates.

Our appreciation also goes to the BTVET Department in Ministry of Education & Sports for

coordinating the activities of this curriculum development and providing leadership that ensured

compliance of government policies and guidelines.

Finally, we are indebted to the secretariat that devoted its time and patience in typesetting this

curriculum.

BHTE CURRICULUM - OCTOBER 2010viii

1.0 PREAMBLE

Equipping Tutors of health professionals with adequate skills and knowledge in various disciplines

including teaching has been widely recognised the world over. The World Health Organisation

(WHO) and the World Federation of Medical Education (WFME) have highlighted the need for

training health professionals with relevant competencies in various health disciplines because of

the important role they play in improving the health of populations. More importantly, these world

agencies have steered their member countries to focus on equipping trainers or Health Tutors with

the appropriate knowledge, skills and attitudes necessary for teaching health professionals. This is

because performance of health professionals is to a large extent a function of how they were

developed in training institutions.

The Bachelor of Health Tutors’ Education in Uganda, tenable at Uganda Health Tutors’ College

and awarded by Makerere University is to equip health tutors with competencies necessary for

teaching, managing Health Training Institutions, providing primary health care services and

participating in health professions’ education and research. The Uganda Health Tutors’ College is

an affiliate to School of Education, Makerere University Kampala. The programme integrates

education courses with health professional courses which are offered using competency-based

training approach and other methodologies. The major thrust of the programme is to improve the

quality of health of the community through acquisition of training and practice. The graduate health

tutors trained through this programme will train middle level health professionals who will be able

to provide safe and quality health care to individuals, families and various communities in the

country. The programme will also prepare the graduate health tutor to function more competently

as a member of the health care team.

According to findings of a Training Needs Assessment (TNA) conducted by Dr. Joseph Oonyu

(2006 & 2007), a number of middle level health training institutions have been offering diplomas in

various health courses. However, most of the tutors in these institutions had only diploma

qualifications in their various professions while the majority of them had no Educational training

skills at all. Later the Allied Health Professionals were admitted and trained to teach in the Allied

Health Schools. Arguably, the tutors needed the level of their professional and teaching

qualifications to be upgraded to a level where the delivery of courses would be adequately

covered. The Ministry of Education & Sports and the Ministry of Health and other stakeholders felt

the need therefore to strengthen the qualifications of Health Tutors in order to improve quality

training in middle level Health Training Institutions. The first level of this endeavour was to

establish a road map of achieving this objective. In this regard the Bachelor of Health Tutors’

Education curriculum has been designed to provide Health Tutors with appropriate and relevant

BHTE CURRICULUM - OCTOBER 2010ix

competencies within the identified health education disciplines in order to facilitate quality training

of Health Professionals in middle level Health Training Institutions in the country.

2.0 JUSTIFICATION At its inception, the Health Tutors College (HTC), being the only Health Tutor Training Institution in

the country, awarded Diplomas to Nursing and Midwifery tutors. However, owing to the growing

demand for specialized health tutors to meet the needs for specialized Health Education at micro

and macro levels, the college has introduced a Bachelor of Health Tutors’ Education programme.

The Bachelor of Health Tutors’ Education programme will be the only programme in Uganda to

graduates at degree level to serve in Health Training Institutions in the Country and else where.

The training programme is in line with both the Ministry of Education & Sports (MoES) and the

Ministry of Health (MoH) policy prescriptions on human resource training.

The Bachelor of Health Tutors’ Education programme is a tripartite programme covering both the

educational, bio-medical sciences and specialized areas in Health. The educational component

will expose the trainees to the knowledge, functions and competencies of a professional trainer.

The biomedical sciences and specialized courses will empower the graduate tutor to cover the

scope and in depth of specific courses that she/he will be expected to teach upon graduation. The

Bachelor of Health Tutors’ Education programme aims at enhancing the knowledge, skills and

Competencies of tutors so as to enable them address the global and national Health Tutor

Education needs of various stakeholders. It is however, recommended that the current training of

Diploma in Health Tutorship continue to cater for institutions training certificate programmes.

3.0 PHILOSOPHY Health Tutors’ Education instructors play a vital role in enhancing health care, health Education,

research and delivery of Medical Services in the country. There is an increasing need to training

competent medical personnel to manage the ever increasing health challenges in the country. The

Philosophy behind Bachelor of Health Tutors’ Education is to produce competent education and

health service delivery.

4.0 TITLE OF THE PROGRAMME The title of the programme shall be BACHELOR OF HEALTH TUTORS EDUCATION (B. HTE)

The programme reflects the professional nature of Health Educators both in their medical

specialties and education. The programme accommodates multi-disciplinary cadres of all health

BHTE CURRICULUM - OCTOBER 2010x

professionals who, on qualifying, will be able to teach in their respective disciplines in Health

Training Institutions.

5.0 DURATION OF THE PROGRAMME The BHTE is a Three Year full time Programme organized in six semesters. Each academic year

comprises of two (2) semesters each of which carries seventeen (17) weeks of teacher/ students’

interaction and two (2) Recess Terms each of ten (10) weeks.

6.0 RESOURCES 6.1 STAFFING The programme is managed by lecturers with at least qualifications of a Master’s Degree or its

equivalent in the different health professions and education specialties.

6.2 FACILITIES 6.2.1 Space and clinical facilities The programme has its own facilities, which comprise of Classrooms, Library, demonstration

rooms, offices, residence for students and a dining hall. However, for the clinical and field

attachments the programme utilises other facilities such as Mulago National Teaching Hospital,

Butabika Teaching Hospital, Kawempe, Kasangati, Mpigi Health Centres and other various

Nursing & Health Allied Training Institution. The programme also has skills laboratory resources,

administrative and logistics support from the Ministry of Education and Sports. Within the college

strategic plan, there is need for expansion of the college to accommodate more students and also

introduce new programmes.

6.2.2 Scholastic materials The programme utilises materials available at the Library in the School of Education, College of

Health Sciences, Makerere University Main Library, Health Tutors’ College Library, Teaching

Hospitals, Health Training Institutions and Mulago Hospital complex pedagogical facilities.

6.2.3 Funding The Programme takes in both Government and Privately sponsored students.

The fees structure will be determined by the degree awarding body and Ministry of Education &

Sports.

BHTE CURRICULUM - OCTOBER 2010xi

7.0 PROGRAMMME OBJECTIVES 7.1 OVERALL OBJECTIVE The overall objective of the Health Tutors’ Bachelor of Health Tutors’ Education Programme is to

develop and equip health tutors with competencies for managing Health Training Institutions,

carrying out Primary Health Care and participating in Research.

7.2 SPECIFIC OBJECTIVESBy the end of the programme the graduates should be able to;

Teach students in both classroom and clinical/field placement.

Plan, design, develop and produce learning/teaching materials.

Guide and counsel both staff and students.

Manage nursing and Allied Health Professional Schools.

Carry out research in education and health related areas.

Participate in community health activities.

Evaluate training programmes.

7.2.1 Expectations on qualificationOn successful completion of the programme it is expected that the graduates will have acquired;

An understanding of the duties and work environment of a health tutor.

The ability to scheme and prepare lessons.

Ability to teach using different methods.

Ability to plan, design, develops and produces learning/teaching materials.

A range of transferable skills such as communication, guidance, counseling and

teamwork.

Ability to set, moderate and mark examinations.

Exhibit leadership & management skills for various Health-Training Institutions.

Ability to carry out research in educational and health related areas.

Skills in community mobilization.

Participate in the Delivery of Health Care Systems

7.2.2 Roles of a Graduate TutorThe roles of a graduate health tutor shall mainly focus on six (6) major areas of: - Planner,

Facilitator, Assessor, Resource developer, Information provider and Role model as exemplified in

the following responsibilities. However, since a health training institutions are dynamic, the

BHTE CURRICULUM - OCTOBER 2010xii

graduate tutor may be called upon to undertake other responsibilities other than the ones

mentioned below.

Identify and develop teaching and learning resources

Prepare lectures and clinical/practical sessions

Facilitate learning in classroom and clinical/practical sessions

Carry out continuous assessment and evaluation of students’ performance during

classroom and clinical training. This includes setting, administering and marking internal

and external clinical and written examinations.

Participate in curriculum planning and evaluation

Mentor, guide and counsel students.

Participate in co- curricular activities and health related community activities.

Ensure discipline among students

Participate in the self-assessment and appraisal of fellow Tutors.

Conduct, implement and disseminate research

Guide student in conducting and implementing research

Participate in Continuing professional development programmes conducted through

meetings, conferences, seminars, workshops etc

Conduct oneself as a role model both in carrying out health care services as well as in the

teaching career.

Provide leadership in her/his area of speciality.

8.0 GENERAL REGULATIONS OF THE PROGRAMMEThe Bachelor of Health Tutors’ Education be governed by the common regulations and guidelines

prescribed by the National Council for Higher Education and the Universities and other Tertiary

Institutions ACT 2001.

8.1 ADMISSION REQUIREMENTS The Uganda Health Tutors’ College in conjunction with the Ministry of Education & Sports shall be

responsible for the admission of the candidates and shall follow the guidelines provided by the

National Council for Higher Education and the Universities and Other Tertiary institutions ACT

2001.

8.2 ENTRY REQUIREMENTS To qualify for admission to the programme the candidate must satisfy the Ministry of Education &

Sports and National Council for Higher Education entry requirements for admission. In addition,

BHTE CURRICULUM - OCTOBER 2010xiii

the applicant must be a holder of Diploma in any of the health profession from a recognized

institution.

The Diploma should be in any of the Nursing cadres and Allied Health Professional cadres or their

equivalent and must have worked for a minimum of two years.

Show evidence of Registration with their various professional council.

In case of foreign students they should have the equivalent of the above.

9.0 CURRICULUM ORGANISATION AND STRUCTURE

9.1 ORGANISATION OF THE PROGAMME The programme shall run on a semester system consisting of 6 (six) semesters and 2 (two)

Recess Terms. Each semester shall last for seventeen (17) weeks with fifteen (15) weeks of

lectures, practical/clinicals and field attachments and 2 (two) weeks of examinations. There shall

be two (2) recess terms of ten (10) weeks each. The programme shall be structured in credit units.

The programme consists of core subjects which are offered by all cadres and specialized electives

for the different professions where the various applicants have received basic training.

The core subjects involve pedagogical subjects and health specific subjects include:-

Pedagogical core subjectsBHTE 1101 Foundations of Education IBHTE 1102 Educational Psychology IBHTE 1105 Development StudiesBHTE 1107 Introduction to Gender and Women HealthBHTE 1202 Educational Psychology IIBHTE 1207 Communication skillsBHTE 1301 School Practice IBHTE 2101 Foundations Of Education IIBHTE 2102 General Methods of TeachingBHTE 2105 Introduction to Basic Computer Skills BHTE 2202 Curriculum Theory and PracticeBHTE 2201 Clinical Teaching , Mentoring and Student SupportBHTE 2301 School Practice IIBHTE 3201 School Practice III

Professional core subjectsBHTE 1103 Applied AnatomyBHTE 1104 General PsychiatryBHTE 1106 Reproductive & Sexual HealthBHTE 1201 Medical Ethics BHTE 1203 Applied physiologyBHTE 1204 Biochemistry BHTE 1205 General Principles of PathologyBHTE 1206 Medical Sociology

BHTE CURRICULUM - OCTOBER 2010xiv

BHTE 2103 Introduction to Research MethodsBHTE 2104 Introduction to Biostatistics BHTE 2203 Public Health BHTE 2204 Health Service ManagementBHTE 3101 Pharmacology IBHTE 3102 General MicrobiologyBHTE 3103 Medical Psychology BHTE 3104 Research ProjectBHTE 3202 Pharmacology IIBHTE 2302 Proposal Development BHTE 3104 Research ProjectBHTE 3202 Specialized Placement

The specialised courses offered have been categorized according to the various basic professions to which the cadres belong Specialized courses for the different categories:-Nursing: (General Nurses, Public Health Nurses, Mental Health Nurses, and Paediatric Nurses.)

Code CourseBHTE 2120 Principals Of Nursing CareBHTE 2106 Surgery IBHTE 2205 Surgery IIBHTE 2206 Psychiatric NursingBHTE 2207 Medicine IBHTE 2208 Nursing IBHTE 3105 Gynaecology and ObstetricsBHTE 3106 Paediatrics and Child HealthBHTE 3107 Medicine IIBHTE 3108 Nursing II

MidwiferyCode CourseBHTE 2120 Principals of Nursing CareBHTE 2107 Midwifery IBHTE 2206 Psychiatric NursingBHTE 2209 Midwifery IIBHTE 3105 Gynaecology and ObstetricsBHTE 3106 Paediatrics and Child Health

Clinical Officers, Psychiatric Clinical Officers, Ophthalmic Clinical OfficersCode CourseBHTE 2106 Surgery IBHTE 2108 Clinical Psychiatry IBHTE 2205 Surgery IIBHTE 2207 Medicine IBHTE 2210 Clinical Psychiatry IIBHTE 3105 Obstetrics and GynaecologyBHTE 3106 Paediatrics and Child HealthBHTE 3107 Medicine IIBHTE 3109 Ophthalmology

BHTE CURRICULUM - OCTOBER 2010xv

Medical EntomologistsCode CourseBHTE 2116 ParasitologyBHTE 2118 Medical Entomology IBHTE 2217 Medical MicrobiologyBHTE 2211 Environmental Health IBHTE 3110 Environmental Health II BHTE 3114 Medical Entomology II

PharmacyCode CourseBHTE 2110 Pharmaceutics IBHTE 2111 Specialised Pharmacy Practice I BHTE 2212 Pharmaceutics IIBHTE 2214 Specialised Pharmacy Practice IIBHTE 3112 Pharmaceutics IIIBHTE 3113 Specialised Pharmacy Practice III

Public Health Dental Officers Code CourseBHTE 2106 Surgery IBHTE 2112 Anaesthesia IBHTE 2213 Dentistry IBHTE 2205 Surgery IIBHTE 3115 Anaesthesia IIBHTE 3116 Dentistry II

Anaesthetic Officers Code CourseBHTE 2106 Surgery IBHTE 2112 Anaesthesia IBHTE 2205 Surgery IIBHTE 2208 Nursing I BHTE 3108 Nursing IIBHTE 3117 Anaesthesia II

Physiotherapy, Occupational Therapy Code CourseBHTE 2113 Physiotherapy IBHTE 2114 Clinical Occupational Therapy I BHTE 2214 Physiotherapy IIBHTE 2208 Nursing I BHTE 2215 Clinical Occupational Therapy IIBHTE 3118 Prosthetics and Orthotics Technology BHTE 3119 Palliative Care

Ear Nose Throat Code CourseBHTE 2106 Surgery IBHTE 2115 Ear Nose Throat IBHTE 2205 Surgery IIBHTE 2207 Medicine I

BHTE CURRICULUM - OCTOBER 2010xvi

BHTE 3106 Paediatrics and Child Health BHTE 3107 Medicine IIBHTE 3120 Ear Nose Throat II

Laboratory Technology Code CourseBHTE 2116 Parasitology BHTE 2117 Bio InstrumentationBHTE 2216 HistopathologyBHTE 2217 Medical MicrobiologyBHTE 3121 Clinical ChemistryBHTE 3122 Haematology and Blood Transfusion

Orthopaedic Officers and Orthopaedic Technology Code CourseBHTE 2106 Surgery IBHTE 2119 Medical Radiology I BHTE 2205 Surgery IIBHTE 2218 Medical Radiology II BHTE 3123 Medical Radiology IIIBHTE 3124 Clinical OrthopaedicsBHTE 3118 Prosthetics and Orthotics

Environmental Health Code CourseBHTE 2116 ParasitologyBHTE 2118 Medical EntomologyBHTE 2219 Environmental Health IBHTE 2217 Medical MicrobiologyBHTE 3110 Environmental Health IIBHTE 3125 Health Promotion

Radiography Code CourseBHTE 2106 Surgery IBHTE 2119 Medical Radiology I BHTE 2205 Surgery IIBHTE 2218 Medical Radiology II BHTE 3111 Medical Radiology IIIBHTE 3124 Clinical Orthopaedics

9.2 Size of a course The smallest course shall be 1 (one) Credit Unit per semester. The largest Course shall be 5

(five) Credit units per semester.

9.3 Semester Course load

a) The minimum number of credit units per semester shall be fifteen (15)

b) The maximum number of Credit units per semester shall be twenty five (25)

BHTE CURRICULUM - OCTOBER 2010xvii

9.4 Definition of key terms 9.4.1 Contact HoursA contact hour shall be equivalent to one hour of lecture or two hours of practical/tutorial or 4

hours of field work. LH – Lecture Hour, TH – Tutorial Hour, PH – Practical Hour, FH – Field

Placement Hour CH – Contact Hour, CU – Credit Unit. 1 (One) Lecture Hour = 2 (Two) Practical

Hours or 2 Tutorial Hours or 4 Field placement Hours

9.4.2 A credit or credit unit is one contact hour per week per semester or a series of fifteen

(15) Contact hours.

The programme consists of the following;

a) Core courses: These are courses, which are essential to this programme and are offered by

all the students. A core course has to be passed by every student.

b) Specialized (elective) courses: These are courses offered in order to broaden or allow

specialization. Each student shall be required to select at least (4) four courses but not more than

(5) five elective courses related to his/her field of specialization.

c) Audited Course: is a course offered by a student for which a credit is not awarded.

10.0 EXAMINATION AND ASSESSMENT 10.1 EXAMINATION REGULATIONS The Health Tutors’ College Academic Board shall receive, consider and recommend to the School

of Education the final examination results of each candidate which will in turn be forwarded to the

awarding body of the University for final Approval.

10.2 Assessment structure a) Each course shall be assessed out of 100% marks as follows;

Course work (progressive/continuous) Assessment shall contribute 30% of the Total mark

and Final/ End of Semester Examinations shall contribute 70% of the total mark

b) Research Report shall be marked out of 100%.

c) School practice shall be marked out of 100% with clinical teaching contributing 50% and

classroom teaching contributing 50%.

10.3 Written examinations 10.3.1 Pass:

The Pass mark for each course shall be 50% without compensation.

10.3.2 Grading of course a) Each course shall be graded out of 100 marks and assigned an appropriate letter grades

and grade point as follows;

Marks (%) Letter Grade Grade Point Interpretation

BHTE CURRICULUM - OCTOBER 2010xviii

90 – 100 A+ 5.0 Exceptional

80 – 89 A 5.0 Excellent

75 – 79 B+ 4.5 Very Good

70 – 74 B 4.0 Good

65 – 69 C+ 3.5 Fairly Good

60 – 64 C 3.0 Fair

55 – 59 D+ 2.5 Pass

50 – 54 D 2.0 Marginal pass

45 – 49 E 1.5 Marginal fail

40 – 45 E- 1.0 Clear Fail

Below 40 F 0 Bad Fail

Description of grading A+ Exceptional thorough knowledge of concepts and or techniques and exceptional skill or great

originality in the use of concepts/ techniques in satisfying the requirements of an assignment or

course.

A Excellent: thorough knowledge of concepts and or techniques together with high degree of skill

and / or some elements of originality in satisfying the requirements of an assignment or course.

B+ Very Good: thorough knowledge of concepts and or techniques together with fairly high

degree of skill in the use of those techniques in satisfying the requirements of an assignment or

course.

B Good: Good level of knowledge of concepts and or techniques together with considerable skill

in using them to satisfy the requirements of an assignment or course.

C+ Fairly Good: acceptable level of knowledge of concepts and or techniques together with

considerable skill in using the requirements of an assignment or course.

C Fair : acceptable level of knowledge of concepts and / or techniques together with some skill in

using them to satisfy the requirements of an assignment or course

D+ Pass: slightly better than minimum knowledge of required concepts and or techniques together

with some ability to use them in satisfying the requirements of an assignment or course.

D Marginal Pass: minimum knowledge of concepts and / or techniques needed to satisfy the

requirements of an assignment or course.

E Marginal Fail: no sufficient knowledge of concepts and or techniques needed to satisfy the

requirement of an assignment or course.

F Fail : poor or lack of understanding of knowledge of concepts or techniques.

b) These additional letters shall be used where appropriate:

BHTE CURRICULUM - OCTOBER 2010xix

WTD = Withdraw from the course

INC = Incomplete

AUD = Audited course only

c) The pass grade point average per course is 2.0

10.3.3 Progression through the course

Progression through the course shall be assessed in two aspects;

i) Normal Progression: This occurs when a student has passed all courses taken and obtained the

CGPA of 2.0 or above.

ii) Probationary Progression:

This is a warning stage and occurs if;

a) A student who fails a core/compulsory course and an elective or

b) A student obtains a grade point average (CGPA) or a cumulative Grade point

average (CGPA) of less than 2.0.

Probation is removed when either of the conditions (a) or (b) no longer holds.

10.3.4 Re-taking a course

There shall be no supplementary in any course of the programme. However, a student may

retake any course when it is offered next in order to;

i) Pass it if the student had failed it before

ii) Improve the grade if the first pass grade was low

While re-taking a course, the student shall retake both the course work and the examinations.

Whenever a course has been retaken, the academic transcript shall indicate so accordingly.

10.3.5 Discontinuation A student shall be discontinued from the programme when he/she accumulates three consecutive

probations based on the CGPA or the same core course(s)

10.3.6 Withdraw from a programme/course(s)The concept of a “dead semester” is irrelevant in the semester/credit unit system. However, a

registered student may choose to withdraw from a programme for various reasons. A student

could withdraw from a programme not later than three weeks after the commencement of the

programme.

BHTE CURRICULUM - OCTOBER 2010xx

10.3.7 Refund of Tuition Fees Refund of tuition fees to student who have chosen to withdraw from the programme shall be done

as follows;

Period of time within which a student has withdrawn % of Tuition Refunded

a) Before the end of the 1st week of a particular semester 100%

b) Between the 1st week and the 4th week of particular semester 60%

c) Before the 4th week and the 8th week of a particular semester 40%

d) From the 9th week onwards 0

11.0 RESEARCH REPORT The research report shall conform to the University guidelines and regulations. To pass a research

report the candidate shall satisfy the Academic Board with a completed research report.

12.0 AWARD OF THE DEGREEA student who successfully completes the prescribed degree programme shall be awarded a

BACHELOR OF HEALTH TUTORS’ EDUCATION of Makerere University. The degree shall not be

classified.

13.0 CURRICULUM REVIEW AND CHANGEImplementation of the Bachelors of Health Tutors’ Education programme will require constant

monitoring to ensure that all aspects of the curriculum are taking place as expected. It will also be

necessary to keep abreast with new trends and developments in the field of Health with a view to

recognising what is required for improvement of the programme.

Curriculum review is an important function and responsibility of all the stakeholders involved in its

planning and implementation. It is envisaged therefore that this curriculum, after it has been used

to develop an appropriate number of cohorts or based on what new developments must be include

in the curriculum for national good, will be reviewed and or changed to make it relevant to current

and future training requirements for health workers in the country.

14.0 CURRICULUM IMPLEMENTATION STRUCTURE YEAR AND SEMESTER ALLOCATIONS OF COURSES

BHTE CURRICULUM - OCTOBER 2010xxi

Key: LH – Lecture Hour, TH – Tutorial Hour, PH – Practical Hour, FH – Field Placement Hour CH – Contact Hour, CU – Credit Unit.1 (One) Lecture Hour = 2 (Two) Practical Hours or 2 Tutorial Hours or 4 Field placement Hours

YEAR ONE SEMESTER ICODE COURSE LH TH PH FH CH CUBHTE 1101 Foundations of Education I 65 20 20 - 75 5BHTE 1102 Educational Psychology I 30 - 30 - 45 3BHTE 1103 Applied Anatomy 20 30 30 - 45 3BHTE 1104 General Psychiatry 20 15 15 40 45 3BHTE 1105 Development Studies 20 20 - - 30 2

BHTE 1106 Reproductive & Sexual Health 20 15 15 40 45 3BHTE 1107 Introduction to Gender and Women Health 20 20 - - 30 2

TOTAL 21YEAR ONE SEMESTER II

BHTE 1201 Medical Ethics 20 20 - - 30 2BHTE 1202 Educational Psychology II 30 - 30 - 45 3BHTE 1203 Applied physiology 20 20 30 - 45 3BHTE 1204 Biochemistry 20 20 30 - 45 3BHTE 1205 General Principles of Pathology 20 10 15 - 45 3BHTE 1206 Medical Sociology 20 20 - - 30 2BHTE 1207 Communication Skills 10 20 20 - 30 2

TOTAL 21YEAR I RECESS TERMBHTE1301 School Practice I - - - 300 75 5

TOTAL 5YEAR II SEMESTER I BHTE 2101 Foundations Of Education II 45 30 - - 60 4BHTE 2102 General methods of Teaching 20 - 20 - 30 2BHTE 2103 Introduction to Research Methods 20 20 - - 30 2BHTE 2104 Introduction to Biostatistics 30 - - - 30 2BHTE 2105 Introduction to Basic Computing Skills 10 - 40 - 30 2Electives for Year I semester I ( every Candidate must select two electives that are relevant to his/ her professional training)BHTE 2120 Principals Of Nursing Care 30 10 20 - 45 3BHTE 2106 Surgery I 30 10 20 - 45 3BHTE 2107 Midwifery I 30 10 20 - 45 3BHTE 2108 Clinical Psychiatry I 30 10 20 - 45 3BHTE 2116 Parasitology 30 10 20 - 45 3BHTE 2110 Pharmaceutics I 30 10 20 - 45 3BHTE 2111 Specialised Pharmacy Practice I 30 10 20 - 45 3BHTE 2112 Anaesthesia I 30 10 20 - 45 3BHTE 2113 Physiotherapy I 30 10 20 - 45 3BHTE 2114 Clinical Occupational Therapy I 30 10 20 - 45 3BHTE 2115 Ear Nose Throat I 30 10 20 - 45 3BHTE 2117 Bio Instrumentation 30 10 20 - 45 3BHTE 2119 Medical Radiology I 30 10 20 - 45 3BHTE 2116 Parasitology 30 10 20 - 45 3BHTE 2118 Medical Entomology I 30 10 20 - 45 3

BHTE CURRICULUM - OCTOBER 2010xxii

BHTE 2119 Medical Radiology I 30 10 20 - 45 3TOTAL 21

YEAR II SEMESTER IIBHTE 2201 Clinical Teaching and Mentoring 30 20 70 - 75 5BHTE 2202 Curriculum Theory and Practice 20 20 30 - 45 3BHTE 2203 Public Health 20 20 - 120 45 4BHTE 2204 Health Service Management 30 20 10 - 45 3Electives for Year II semester II ( every Candidate must select two electives that are relevant to his/ her professional training) BHTE 2205 Surgery II 30 10 20 - 45 3BHTE 2206 Psychiatric Nursing 30 10 20 - 45 3BHTE 2207 Medicine I 30 10 20 - 45 3BHTE 2208 Nursing I 30 10 20 - 45 3BHTE 2209 Midwifery II 30 10 20 - 45 3BHTE 2210 Clinical Psychiatry II 30 10 20 - 45 3BHTE 2211 Environmental Health I 30 10 20 - 45 3BHTE 2212 Pharmaceutics II 30 10 20 - 45 3BHTE 2214 Specialised Pharmacy Practice II 30 10 20 - 45 3BHTE 2213 Dentistry I 30 10 20 - 45 3BHTE 2214 Physiotherapy II 30 10 20 - 45 3BHTE 2215 Clinical Occupational Therapy II 30 10 20 - 45 3BHTE 2216 Histopathology 30 10 20 - 45 3BHTE 2217 Medical Microbiology 30 10 20 - 45 3BHTE 2218 Medical Radiology II 30 10 20 - 45 3BHTE 2219 Environmental Health I 30 10 20 - 45 3

TOTAL 21YEAR II RECESS TERMBHTE 2301 School Practice - - - 300 75 5

TOTAL 5YEAR III SEMESTER IBHTE 3101 Pharmacology 40 20 - - 60 4BHTE 3102 General Microbiology 30 10 20 - 45 3BHTE 3103 Medical Psychology 30 30 - 45 3BHTE 3104 Research Project - - - 300 30 2Electives for Year III semester I ( Every Candidate must select two electives that are relevant to his/ her professional training)BHTE 3105 Gynaecology and Obstetrics 30 10 20 - 45 3BHTE 3106 Paediatrics and Child Health 30 10 20 - 45 3BHTE 3107 Medicine II 30 10 20 - 45 3BHTE 3108 Nursing II 30 10 20 - 45 3BHTE 3109 Ophthalmology 30 10 20 - 45 3BHTE 3110 Environmental Health II 30 10 20 - 45 3BHTE 3111 Medical Radiology III 30 10 20 - 45 3BHTE 3112 Pharmaceutics III 30 10 20 - 45 3BHTE 3113 Specialised Pharmacy Practice III 30 10 20 - 45 3BHTE 3114 Medical Entomology II 30 10 20 - 45 3BHTE 3115 Anaesthesia II 30 10 20 - 45 3BHTE 3116 Dentistry II 30 10 20 - 45 3BHTE 3117 Anaesthesia II 30 10 20 - 45 3BHTE 3118 Prosthetics and Orthotics Technology 30 10 20 - 45 3BHTE 3119 Palliative Care 30 10 20 - 45 3BHTE 3120 Ear Nose Throat II 30 10 20 - 45 3

BHTE CURRICULUM - OCTOBER 2010xxiii

BHTE 3121 Clinical Chemistry 30 10 20 - 45 3BHTE 3122 Haematology and Blood Transfusion 30 10 20 - 45 3BHTE 3123 Medical Radiology III 30 10 20 - 45 3BHTE 3124 Clinical Orthopaedics 30 10 20 - 45 3BHTE 3125 Health Promotion 30 10 20 - 45 3

TOTAL 18YEAR III SEMESTER IIBHTE 3201 School Practice III - - - 300 75 5BHTE 3202 Specialized placement - - - 300 75 5

TOTAL 10

BHTE CURRICULUM - OCTOBER 2010xxiv

DETAILED DESCRIPTION OF COURSES

COURSE BHTE 1101: FOUNDATIONS OF EDUCATION (COMPARATIVE EDUCATION, SOCIOLOGY OF EDUCATION AND HISTORY OF EDUCATION)

(Duration 75 Contact Hours 5 CU)Course Description This course is designed to introduce trainees to the various education systems to enable them compare their system with those of other countries as basis for improving their own education systems and practices. It provides analysis of historical development of education with particular reference to evolution of formal education, changes in teaching methods and curricula. It also explores pre-colonial education in general and Health education in particular with the aim of creating awareness about continuity and discontinuity in them. The course also provides a sociological perspective in the understanding of social issues and problems in health training institutions. It explores the theories and concepts in sociology that enable the trainees to understand the dynamics of classroom interaction, social challenges, conflicts and their implication to the teaching and learning situation.

AimThe major aim of the course is to enable trainees to interpret and evaluate educational issues and be in position to participate in the planning and reforming the education system in Uganda. it will acquaint trainees with origin and development of formal education and its effects on informal education. The course aims to equip trainees with knowledge, attitudes and skills that will enable them to gain understanding of society and social influence on teaching and learning in health professions.

Objectives By the end of the course, the trainee should be able to:

Explain the concepts of comparative education Explain the functioning of education systems Discuss the challenges of education Analyze issues in education from an international perspectives Discuss reforms in education Describe educational philosophy and practices governing African tradition education Examine establishment of western education and the attitudes it bred in the people of

Uganda. Explain the strategies the leadership of Uganda adopted to turn the once colonial

missionary education system into a Uganda national education system. Discuss the trend of Health education and their implications to health training institutions Define Sociology of education Identify key features that differentiate between sociology of education and other branches

of sociology. Describe theories in sociology of education and their implication to health professions

education. Explain class dynamics and how they influence the learning process. Identify social challenges experienced in health institutions and their mitigating factors. Describe the roles of both a tutor and a trainee in a health training institution.

BHTE CURRICULUM - OCTOBER 20101

Apply concepts and principles of sociology of education in the practice of teaching and interacting within the community.

CompetenciesDemonstrate ability to:

Apply educational theory in Health Education Identify educational challenges and their solutions Evaluate own education systems. Appreciate contribution of traditional health education to society Appreciate the contribution of history to the current trend in medicine and education Examine development of health education Apply historical information in solving current problems Differentiate between sociology of Education and other branches of sociology Differentiate between sociology of education and other branches of sociology Identify social problems in health training institutions Apply the concepts and principles of sociology of education in a teaching and learning

environment Apply the concept and principle in the conflict and principle in conflict management in

health training instructions

Knowledge Skills Attitudes Explain education

systems of various countries

Describe educational challenges of national and international character

Discuss the reforms in education

Interpersonal relationships

Analytical and critical thinking skills

Communication skills Reflective skills Critical thinking skills Decision making skills Problem solving skills Application skills

Respect Appreciative Rational Understanding Tolerance Empathy

CONTENTComparative education Meaning of comparative education Prerequisites to the study of comparative education Aims and scope of comparative education Factors that influence an education system Comparative case studies of education systems of Uganda, USA, England, Senegal,

Tanzania, India, Israel, Russia Reform programmes in education Comparative approaches to educational financing Philosophy of education in Uganda Educative teaching as a foundation of education systemHistory of education The Greek education system and its influence on western Education Education in pre colonial Africa; Focus on selected societies (centralized and

decentralized societies), Philosophical Foundations; Characteristics, curriculum, medium and their methods (pedagogy)


Traditional health knowledge, practices and their transfer Introduction of Christian/Western Education; Missionary Education in different colonies,

British, French, Portuguese, Belgian and Influence of American Missionary Philosophical Foundation of Christian Education; Catholic philosophy of education;

Protestant philosophy of education, Seventh Day Adventist. Islamic education in Africa; Islamic Philosophy of Education; Major Features of Islamic

Education. Introduction and expansion of Western education in Uganda, changes and continuity in

Africa indigenous education Government intervention in education Language issue in Uganda education 1987/1989 National Education Policy Review Commission and The 1992 Government

White Paper and their influence on education (focus on primary, secondary and tertiary university levels (eg Liberalisation, decentralization)

Health Commission reports (ordinances and policies) and their implications (Focus 1989 Commission, Abraham Flexner’ report)

Dilemma in Uganda’s Education (equity, quality and relevance) Approaches and Trends in Medical EducationSociology of education Concepts of Sociology of education and purpose of teaching sociology of education in

medical institutions. Theoretical approaches and development of the study of sociology of education. Socialization and agents of socialization Sociological functions of education Social stratifications of Health professionals Classroom interaction and student cultures Education and social mobility Social economic status and influence on educational achievement Social challenges in health education institution Causes of conflict and their resolution in health training institutions Students rights, responsibilities and social control in health training institutions Social organisation in health training institutions The role of a tutor and a trainee in a health training institution Professionalism in medical education/health training institutions Gender issues in health education Current trends in sociology of education

Method of Teaching Lectures Discussions Projects Class presentations

Assessment Course work Projects Examinations

Resources Computers Text books


Projectors Internet

Reference books King E.J (1997), Other Schools and Ours Odaet C.F, Comparative Education, 1977 Mallinson. V. Introduction to Comparative Education Hans Nicholas (1974) Comparative Education Comparative Education Review, Vol.7 February 1964 Article by Michael Sadler Brian Holmes: Problems in Education, a Comparative Approach Kasibante (2000). Catholic Schools. Issues and Challenges vol. 1 Kasozi, A.B.K. (19.) The Crisis for Secondary school Education in Uganda Kember, D. (1987) Origins of medical education. Kogan Page Publishers Mushi, P.A.K (1988) “Is Indigenous African Education Pedagogy a real option”? In Adult

Education and development Ocitti, J.P (1994) An introduction to Indigenous Education in Uganda East Africa. Rusk & Scotland: Doctrines of Great Philosophers Ezewu, Edward; Sociology of Education Musgrave & William; The Sociology of Education Bennet de Marrais K. & LeCompte The way schools Work: A Sociological Analysis Peter Wood and Polland A. (1986): Sociology and Teaching: new Challenge for the

Sociology of Educaiton, New York (Croom Helm). Coombs P.H. AND Ahamed: Attacking Rural poverty Oxford University Press

Lecturers : Agaba OliveMA. Educ (Comparative Educ), Bachelors in Education (MUK)Betty Ezati- BAED, MED, PhD Wafula S.W- BA (ss), PGDE, MED, PhD Candidate

COURSE BHTE 1102: EDUCATIONAL PSYCHOLOGY I (HUMAN LEARNING, MEASUREMENT & EVALUATION AND CRITICAL THINKING)

(Duration 45 contact Hours 3 CU)Course Description: The course provides the psychological aspects to education. It enables learners to integrate and appreciate the principles of psychology in the teaching profession. The course will enable the trainee develop an in-depth understanding on critical thinking in order to apply it in all the courses of the programme. The course will also enable the trainee gain competencies to become reflective practitioners in their professional roles as well as in their teaching careers.

AimThe course aims to equip trainees with knowledge, skills and attitudes in educational Psychology and critical thinking.

ObjectivesBy the end of this course the trainee will be able to;

Analyse concepts in educational psychology to psychology Describe personality and the various traits Discuss their own personalities Explain how the brain works Describe the basic concepts of measurement and evaluation. Discuss qualities of tests.


Discuss the process of constructing test items. Describe elementary statistics. Explain the concept of critical thinking Explain historical development of critical thinking Explain the nature of critical thinking Describe the dispositions towards critical thinking Explain the elements of critical thinking Explain the value of critical thinking Describe the core critical thinking skills Describe the major universal intellectual standards Identify the steps to effective thinking and problem solving Apply critical thinking skills in all courses

CompetenciesDemonstrate ability to;

Recognize personality differences Give day to day experience as per the content taught Interpret people’s personality Apply theories of social psychology Reduce aggressiveness and violent behaviours Form groups Resolve conflicts among people Construct questions for tests and exams Perform elementary statistics Apply critical thinking in all courses

Knowledge Skills Attitudes Explain concepts in psychology Explain personality traits Describe the brain and its functions List psychological disorders Discuss

theories of social psychology Discuss the theories of aggression and

violence Explore group formations Discuss conflict resolution Explain theories of learning Discuss implications of these theories to

Education Explain life skills Discuss reading skills Apply statistics Concept of critical thinking Nature of critical thinking Critical thinking dispositions Elements of critical thinking Value of critical thinking Critical thinking skills Intellectual standards

Self awareness Application skills Self management Leadership skills Communication skills Decision making skills Group formation skills Association skills Critical thinking skills Problem solving skills Application of teaching

and learning theories Reading skills Evaluation skills Computation Analysis Evaluation Listening Probing Application of cognitive

skills Application of intellectual

Confidence Respect Empathy Appreciation Respect Kindness Calmness Tolerance Discipline Provoke

remembering


Steps in critical thinking standards Application of meta-

cognitive skills Application of reflective

skills Application of critical

thinking dispositions and skills

CONTENTUnit 1: Introduction to Educational Psychology

The nature of Psychology Definition, aims and goals of psychology Schools of thought in psychology Branches of Psychology Biological bases of behaviour The brain and the central nervous system Psychology of personality Psychological disorder Nature of stress Sources and causes of stress Effects and coping mechanisms

Unit 2: Social PsychologyIntroduction to social psychology

Person perception Interpersonal relations Attitude and attitude change Aggression and violence Groups Prejudice Abnormal behaviour

Unit 3: Psychology of Human Learning Nature of learning Learning theories Classroom management and interaction

Unit 4: Measurement and Evaluation Basic concepts in measurement/evaluation Qualities of tests Construction of tests Elementary statistics Graphing frequency distribution

Unit 5: critical thinking Concept of critical thinking Historical development of critical thinking Nature of critical thinking: use of cognitive and meta-cognitive skills Dispositions towards critical thinking:- Truth-seeking, Open-minded, Analytical,

Systematic, Judicious, Confident In Reasoning, Inquisitive Elements of critical thinking: disagreements, assertion, and argument formation,

reasoning deductively and inductively and making conclusions


Core critical thinking skills:- Analysis Inference Explanation, Evaluation, Interpretation, Self-Regulation

Intellectual standards of Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic, Significance, Fairness; Critical appraisal of content, building up critical thinking habits;

Heuristics of critical thinking: systems thinking, availability heuristics, simulation heuristics, affect heuristics, similarity heuristics, association heuristics, anchoring with adjustments heuristics, satisfying, illusion of control

Steps of effective thinking and problem solving:- Identifying The Problem, Defining The Context, Enumerate Choices, Analyze Options, List reasons explicitly, Self-Correct

Applied reflective process

Methods of Teaching Modified Lectures Role play Classroom discussion Class presentations Tutorials

Assessment Course work

Assignments Texts Examinations

Resources Text books Internet Computers Projectors

ReferencesHerr, E.L. (1988), Career Guidance and Counseling through the life Span. Scott Foreman and company, Glenview, Boston, Londonand Guidance. Macmillan Publishing Company, New York.Omrod J.E (1995) Human learning Merrill and imprint of Hall Eaglewards cliffs New JerseyLeahey T.H & Harris R.J (1993) Learning and Cognition 3rd Edition , Prentice Hall Eagle wood Cliffs New JerseyGuy Le Francis (1991) Psychology for teaching 7th EditionKalat W.J. (1999) Introduction to Psychology 5th EditionBerk L.E (1997) Child development 4th EditionGuy Lafrancois (1991) Psychology for teachingIrwin d.Band Simans A.J (1994) Life span development psychologyFacione, N. C., and Facione, P. A., (2001): Analyzing Explanations for Seemingly Irrational Choices, International Journal of Applied Philosophy, Vol. 15 No. 2 267-86.

LecturerS : Bukirwa Joyce SessangaM.Ed.Psy, B.Sc. Ed, Dip Guidance & CounsellingDr. Joshua Kanaabi MuliiraDoctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN


COURSE BHTE 1103: APPLIED ANATOMY(Duration 45 Hours 3 CU)

Course DescriptionThis course is designed and intended to provide general knowledge about gross anatomy, histology and embryology and integrating this knowledge in understanding disease.

AimThis course aims to equip the trainee with the knowledge in gross anatomy, histology and embryology.

ObjectivesBy the end of this course, the trainees should be able to;

Describe the microscopic appearance of the various tissues of the body Carry out dissection of the human body Describe the dissected specimens Identify various tissues (slides) mounted on the microscope Describe the developmental anatomy of different systems of the body Explain disease processes using anatomical knowledge

CompetenciesDemonstrate the ability to:

Prepare and present lectures on the different discipline of Anatomy Dissect the cadaver Differentiate structures that have been dissected View and identify slides under a microscope Develop a positive attitude to and respect for the dead and cadaveric materials Relate anatomy to disease process

Knowledge Skills Attitudes Describe macroscopic and

microscopic appearance of different body structures

Describe developmental stages

Explain the disease process

Preparation of lectures Dissect the cadaver Viewing slides under a

microscope Identification of various

body parts Examine the structures Critical thinking skills

Respectfulness Carefulness Tolerance Courageousness Confidence Privacy

CONTENT Introduction to human anatomy and nomenclature Histology Gross Anatomy Embryology


Method of teaching Lectures Practicals Tutorials Seminars Case presentations

Assessment Course works Tests Examinations Case studies

Reference Materials Young B. and Heath J.W. (2000) Wheater’s Functional Histology, a Text and Atlas 4th

Edition, Churchill Lvingstone. Sadler, T.W. (2006), Langerman’s Medical Embryology 10th Edition Lippincott Williams

and Wilkins. Smell R.S. (2004), Clinical anatomy 7th Edition Lippincott Williams and Wilkins. Romanes G.J. (1986), Cunninghan’s manual of Practical Anatomy (Volumes, One Two

and Three)15th Edition Oxford Publications.

Lecturer : Masilili Godfrey MwariseBSc. Msc (Human Anatomy), BSc.(zoo)


COURSE BHTE 1104: GENERAL PSYCHIATRY(Duration 45 Contact Hours 3 CU)

Course Description This course provides in-depth skills, knowledge, and attitudes in mental health promotion, prevention, rehabilitation and management of mental health conditions.

Aim The aim of the course is to equip the trainees with knowledge, skills and attitudes that will enable them to adequately instruct trainees in aspects of mental health care in PHC systems.

ObjectivesBy the end of the course, the trainee should be able to:

Analyse the concept of mental health, mental illness and mental disorders Recognise, assess and manage patients with mental illness Describe common forms of mental disorders Discuss various forms of treatment in psychiatry Discuss prevention of mental health problems Demonstrate ability to provide care of the mentally sick in PHC


Create therapeutic relationship with patients and relatives Identify a patient with mental health problems Assess a patient with a mental health problems Plan and implement care of a mental patient Make appropriate decisions Participate in team work

Knowledge Skills Attitudes Create therapeutic

relationship with patients and relatives

Identify a patient with mental health problem

Assess a patient with mental health

Identify and prioritize patients’ needs

Refer appropriately Make appropriate

decisions Recognition of mental

disorders

Psychiatry Mental health Mental illness History of psychiatric

care General symptomatology

of mental illness Modes of treatment in

psychiatry Integration of mental

health into existing PHC activities

Prevention of mental ill health.

Ethical and legal issues Mental disorders Critical thinking skills

Empathy Patience Emotional control Considerate Confidence Trust Privacy Confidentiality Genuineness Respect Positive regard


CONTENT Introduction to psychiatry Definition of mental illness Mental disorders Historical developments of psychiatry General symptomatology of mental illness Classification Aetiology Stress and its management Assessment of a mental patient Forms of treatment used in psych Affective disorders Depression Bipolar affective disorders Schizophrenia Organic mental disorders Acute organic brain syndrome Chronic organic brain syndrome Anxiety disorders General anxiety Panic attacks Phobic states Obsessive compulsive disorders Post traumatic stress disorders Obsessive compulsive Alcohol and drug abuse Medical conditions and mental health HIV/AIDS Cancers Cardiovascular diseases Metabolic diseases medications Psychiatric emergencies Child and adolescent psychiatry Psychiatry of the elderly Mental health problems in reproduction Mental health promotion and prevention of mental problems Mental health policy Personality disorders Community mental health Forensic psychiatry Epilepsy


Method of Teaching: Lectures Field attachments Discussions Problem Based Learning (PBL) Role plays Demonstrations Case study Case presentation

Assessment Assessments Supervised Practice Texts Examinations

Resources Health Facilitates Communities Projectors Internet Computers Textbooks

References Oxford Textbooks of psychiatry Gelder et al Synopsis of psychiatry Companion of psychiatric studies by Kendell and Zealley Psychiatry of the house officer Organic psychiatry by Lishhaman Child psychiatry by Graham Essential psychiatry edited by n. Rose Psychiatry by Gibbons Swift C.R ( 1977) AMREF, mental health – a manual for medical assistants on other rural

health workers Cushine J.M (1970): Practical psychiatry for health workers and nurses tropical health

services (Longman group) Ovuga Emilo (2006) psychiatry for Primary Health Care in Uganda, Kampala:Fountain

Publishers Inservice Training Manual for Primary Health Care. Basic Nee

Lecturer : Dr. Muroni JuliusMBCHB, M.Med (Psy), FR. Forensic Psychiatry


COURSE BHTE 1105: DEVELOPMENT STUDIES(Duration 30 Contact hours 2 CU)

Course Description The course is intended to equip the trainee with the knowledge and skills in contemporary issues locally and globally.

AimThe course aims to equip trainee with knowledge, skills attitude in development studies.

Objectives By the end of the course, the trainee should be able to:-

Explain the concepts of development and underdevelopment. Describe Uganda’s political structure. Explain the elements of the Ugandan constitution and their applicability. Discuss the factors which influence the economy of a country Explain the concepts of environmental management and sustainable development. Participate in community mobilization for development. Discuss Gender issues and the role of women in development. Examine different strategies in development

Competencies:Demonstrate ability to;

Relate theories of development of the economy of Uganda Interpret the Ugandan constitution and political structure Mobilize communities for development Appreciate the roles of women in development

Knowledge Skill Attitude Explain the terms

development and underdevelopment.

Participation in community development.

Discuss environment management and sustainable development issues.

Assess various factors which influence the growth of an economy.

entrepreneurship

Analytical Interpersonal

relationships Observational Problem solving Entrepreneurial

skills Critical thinking

skills Negotiation Advocacy Lobbying skills Accountability Writing Communication

Appreciative Compassion Empathy Patience Integrity Confidentiality Non judgmental

CONTENT: Understanding of development Various political structures and political organizations The Uganda constitution Basic economics Environmental management and sustainable development.


Community development Gender Entrepreneurship and project planning Current issue

Methods of Teaching Lectures Tutorials Plenary and Small group discussions Assignments (essay writing) Self Directed Learning Case studies

Assessment Assignments Tests Examination Project proposal writing

Resources Text books Computes Internet Communities project

ReferencesThe 1995 Uganda constitutionNational Population Policy for Sustainable Development 1995.Autrobus Peggy (1987): Women and Development (Chicago university press)Women in Development ;Maguire Patricia .University of Massachusetts (1984)Else skonberg (338, 91489) Women in Development.Uganda women News:Quarterly News letter of WID.Africa’s Development Crisis: Ndegwa PhilipGender in workplace; A case Study Approach;Delaat Jacqueline.The Economics of Development and Planning.Jhingan.The Scandal and the Shame; Poverty and Underdevelopment. Schneider, Bertrand.

Lecturer : Ms. Yosa ImmaculateBDS, MDS


news:Quarterly

COURSE BHTE 1106: REPRODUCTIVE HEALTH AND SEXUAL HEALTH

(Duration 45 Contact Hours 3CU)Course Description This course is designed to provide the trainee with knowledge, skills and attitudes in reproductive health. It creates awareness on reproductive health issues.

AimThe course is intended to equip the trainee with knowledge, skills and attitudes in reproductive health.

Objectives By the end of the course, the trainee should be able to;

Review the anatomy and physiology of reproductive systems Discuss pregnancy problems, and pregnancy monitoring Discuss the management of labour, new born and related problems Describe the different urogenital infections and gynaecological conditions Describe adolescent and family health

Competencies Demonstrate ability to:

Identify the different reproductive health conditions Manage the different reproductive health conditions condition Manage labour Provide family planning services

Knowledge Skills Attitudes Impart knowledge and skills

in obstetrics and gynaecological practice

Discuss pregnancy problems, and pregnancy monitoring

Discuss the management of labour, new born and related problems

Describe the different urogenital infections and gynaecological conditions.

Describe adolescent and family health

Communication Management Assessment Advocacy Critical thinking Decision making

Kindness Timeliness Empathy Confidentiality Appreciate

privacy Accuracy Integrity Patience

CONTENT Anatomy and physiology of reproductive systems Pregnancy and related problems Labour and related problems New born and related problems Urogenital infections and gynaecological conditions Adolescent health and family health Safe motherhood

Method of teaching


Modified lectures Tutorials Demonstration Case presentation Practicals Seminars Case studies Problem Based Learning Self Directed Learning

Assessment methods Course work Case presentations Tests Examinations

Resources Text books Computer Internet Health facility Journal Communities

References Obstestrics by ten teachers Gyneacology by ten teachers Obstetrics and gynaecology in tropics and subtropics Operative obstetrics and gynaecology Gyenaecology illustrated Obstetrics illustrated

Lecturer : Mrs. Kabanga M, MargaretM.Ed (MUK), D.Ed, RN, RM


COURSE BHTE 1107: INTRODUCTION TO GENDER AND WOMEN HEALTH

(Duration 30 Contact hours 2 CU)Course Description This course describes the role of Gender IN Health service provisionAimTrainees should be able to demonstrate knowledge, skills and attitudes necessary to appreciate the science and art of gender inclusion in health service provision.

Objectives By the end of the course the trainee will be able to;

Define the major gender concepts Critically analyze gender in provision of health services Analyze gender issues in society Relate vulnerability and health management

Competencies Demonstrate ability to;

Effectively communicate Gender inclusion in health Elaborate gender issues Effectively understand the concepts of gender Gender awareness

Knowledge Skills AttitudesExplain the trends of gender and development Discuss the processes and roles of gender inclusionDiscuss approaches to gender inclusionAnalyse various instructional materials

Ability to Design modelsSelection of appropriate instructional modelsUtilisation of instructional materialsCritical thinking skills

Appreciation Patience Carefulness Respect Empathy Rational Understanding

CONTENT Understanding of Gender concepts and principles Gender analysis in health Gender issues in health service provision Health legislations and gender dimensional Gender advocacy and participatory processes in the health management processes. Case

studies on gender and health The concept of vulnerability and its importance in health. The nature, types and scope of

vulnerable groups and how they relate to the health. An exploration of the opportunities and challenges of incorporating gender and vulnerable

group issues in health programmes and activities. Analysis of the complexity of gender and vulnerable group issues in environmental

management using urban and rural based case studies.

Method of teaching Lecture Tutorials Demonstration


Assessment Course work Assignments Examinations

Resources Books charts Television Computers Resource centres Television stations

References Bending, G.W. (1970), Communication and the school UK

Brown J. W. and Ely D.P (1984), Teaching and media System approach to teaching Flington and Percival (1988), A handbook of Educational Technology Fetter Kathryn et al (1987), Teaching and learning with visual Aids to Don Macmillan Greeme (1984), From Black board to computer UK Roylyer M.D.( 2002), interpreting educational technology into teaching 3rd edition prentice

Hall Garson D.G. (2000), Social Dimension of information Technology issues for the new

millennium idea.Group publishing; Hershey, USA. Gary Biter, Jane Legacy (2007), using Technology in the classroom 7th Edition

Lecturers : MsNshiime Edith , RM,RN,HTD, MSc gender and women Health

MS Mbalinda Scovia – BsN, PPM, MSc Population studies and reproductive health

COURSE BHTE 1201: MEDICAL ETHICS (Duration 30 Contact Hours 2 CU)

Course Description This course will enable the trainee develop in-depth knowledge regarding the ethical code of conduct, knowledge of laws and regulations related to health practice.

AimThe course aims to equip the trainees with Knowledge, skills and attitude in Medical Ethics.

Objectives


By the end of the course, the trainee should be able to; Analyse the concepts, principles and theories of Medical Ethics Describe the ethical principles and theories as applied to patient/client care Discuss socio-cultural factors that affect ethical decision making in medical practice Discuss common ethical issues related to the health profession Describe the bio-ethical concerns of health care practice Describe legal and policy issues related to health the profession


Apply medical ethics in medical care Identify socio- cultural factors in decision making

Knowledge Skills Attitudes Importance of Medical

Ethics Socio-cultural aspects Changes and challenges Knowledge of ethical

theories

Effective communication

Interpersonal relationship

Knowledgeable Critical thinking

Integrity Honesty Transparency Respectful Confidentiality

CONTENT Concepts in Medical Ethics Role of ethics of medical code of conduct Ethics in Medical Profession Principles of ethics Theories of ethics Ethical values, morals and self awareness Socio-cultural factors influencing medical practice Ethical decision making Changes and challenges in ethics Legal and policy issues Principled accepted behaviour in the professional domain Specific ethical issues concerns in health care Bio-ethical concerns in health care

Method of Teaching Lectures Discussion Case study Role plays Problem Based Learning

Resources Textbooks Health Facilities Overhead projectors PowerPoint presentation Computers

Assessment Course work


Examinations Tests

References Volbreacht R.M (2002) Nursing ethics: Communities in dialogue, Saddle Upper River

Prentice Hall Burkhardt, M.A Nathaniel, A.K (2002) Ethics and issues in contemporary Nursing 2nd

Edition USA Delmar. Thompson E. Lan, Kath, M, Melia and Kenneth (1994) Nursing Ethics 93rd Edition

Lecturer : Mrs. Wandabwa MargaretBScN, D.HT (MUK), RN/RM

COURSE BHTE 1202: EDUCATIONAL PSYCHOLOGY II (GUIDANCE AND COUNSELLING, HUMAN GROWTH AND DEVELOPMENT)

(Duration 45 contact Hours 3 CU)Course Description: The course provides the psychological aspects to education. It enables learners to integrate and appreciate the principles of psychology in the teaching profession.

AimThe course aims to equip trainees with knowledge, skills and attitudes in educational Psychology.

ObjectivesBy the end of this course the trainee will be able to;

Analyse the different stages of growth and development. Explain the factors that influence growth and development. Discuss the implications of growth and developmental stages to the teaching and learning

process. Analyse the process of guidance and counselling Discuss the theories of learning Describe life skills Describe psychological disorders Explain the meaning of guidance and counselling Discuss of components of guidance Describe the skills and techniques of counselling Explain the theories of counselling



Identify abnormal behaviours Apply theories of learning in teaching Demonstrate life skills Demonstrate reading skills Recognize stages in human growth and development. Apply the knowledge of growth and development stages to teaching and learning Compute simple statistical calculations Carry out guidance and counselling Apply theories of counselling to the teaching and learning situation. Display the qualities of an effective counsellor

Knowledge Skills Attitudes Describe the different stages of

growth and development. Discuss factors that influence

growth and development Discuss implications of growth and

development stages to education. Apply statistics Describe theories of counselling Explain components of counselling

skills Explain counselling skills

Self awareness Self management Leadership skills Communication

skills Decision making

skills Interpersonal

relationships Self control Critical thinking

skills Problem solving

skills Application of

teaching and learning theories

Analysis Listening Probing

Respect Empathy Appreciation Respect Kindness Calmness Tolerance Rewarding Patience Commitment Appreciation Confidentiality

CONTENT

Unit 1: Human Growth and Development Nature and scope of growth and development Basic concepts of growth, maturation and development Factors influencing human growth and development Implications to education Basic stages in human growth and development


Genetic foundations Prenatal development Childhood Adolescence Adulthood Senility Psychomotor development Cognitive development

UNIT 2: Guidance and Counselling Scope of guidance and counselling Definitions Qualities of an effective counsellor Components of guidance and counselling Basic counselling skills Theories of counselling

Methods of Teaching Modified Lectures Role play Classroom discussion Class presentations Tutorials

Assessment Course work Assignments Texts Examinations Resources Text books Internet Computers Projectors

References Publishing Company, New York. Miller, D, Belkin, B.S Gray J.L (1997), Educational Psychology- An introduction 2nd

Edition Le Francois Guy (1991) Psychology for teaching 7th Edition Aket, M.R, Wilson, T and Aronson, E. Social Psychology 3rd Edition Atkinson R.l etal (1990) Introduction to Psychology Plotnik Rod Mollenatter (1986) Introduction to Psychology Morgan Clifford etal (1986) Introduction to Psychology 7th Edition Kalat J.W. (1990) Introduction to Psychology 15th Edition Notherman J.m. & Drewry (1993) Psychology and Education Plenum Press New York &

London Kalat W.J. Introduction to Psychology 5th edition Omrod J.E (1995) Human learning Merrill and imprint of Hall Eaglewards cliffs New

Jersey Leahey T.H & Harris R.J (1993) Learning and Cognition 3rd Edition , Prentice Hall Eagle

wood Cliffs New Jersey


Guy Le Francis (1991) Psychology for teaching 7th Edition Kalat W.J. (1999) Introduction to Psychology 5th Edition Berk L.E (1997) Child development 4th Edition Guy Lafrancois (1991) Psychology for teaching Irwin d.Band Simans A.J (1994) Life span development psychology

Lecturer : Bukirwa Joyce SessangaM.Ed.Psy, B.Sc. Ed, Dip Guidance & Counselling

COURSE BHTE 1203: APPLIED PHYSIOLOGY (Duration 45 Contact Hours 3 CU)

Course Description This course is designed and intended to provide general knowledge about gross general physiology and integrating this knowledge in understanding disease.

Aim:This course aims to enable the trainee acquire an in-depth knowledge and understanding of human physiology.

ObjectivesBy the end of this course, the trainee should be able to;

Describe the levels of organization of the human body Explain the principles of support and movement Discuss the control systems of the human body Explain the maintenance systems of the body Describe the functions of the various body systems


Conceptualise and explain physiological processes and principles Translate theoretical physiology principles and concepts into practical health issues Display positive attitude in teaching and research in physiology

Knowledge Skill Attitude Organization of the body Principles of support and

movement Control systems of human body Maintenance system of the

body functions

Translation skills Demonstration of

body parts and their functions

Critical thinking skills

Tolerance Observance Carefulness Accuracy

CONTENT Introduction to physiology Levels of organization of the human body Blood Principles of support and movement Muscle contraction and movement Control systems of the human body Maintenance systems of the human body Continuity systems of the human life


Method of teaching Modified lectures Tutorials Self-study Computer simulations Practicals

Assessment Course work Practical exams Examination

Resources Textbooks Handouts Internet Laboratories Laboratory animals Computers

References Text books of medical physiology by Guy to and Hall (9th Edition) Essentials of medical physiology by Prema, Sembuligam Review of medical physiology by Ganong Applied Anatomy and physiology by Rose Anatomy and physiology by Hector

Lecturer : Dr. Ssembajwe FredBVM, Msc. Physiology Candidate


COURSE BHTE 1204: BIOCHEMISTRY

(Duration 45 Contact Hours 3 CU)Course Description This course is intended to introduce the trainee to the bio-molecular functions, analysed nutrition and health.

AimThe course aims to provide the trainee with in-depth knowledge and skills to effectively teach biochemistry at degree level. This course sets foundation for understanding and explanation of biochemical concepts and processes in molecular and chemical terms.

ObjectivesBy the end of this course, the trainee should be able to:

Explain biological processes in molecular and chemical terms Identify important functional groups and relate them to roles in biochemical reactions Relate structures of bio-molecules to functions Describe the important nutrient in the body and their roles in body metabolism Describe the major problems associated with nutrition and common nutritional diseases

and disorders Apply clinical biochemistry principles in diagnosis and monitoring of diseases. Describe molecular biology principles applicable to diagnosis and treatment of diseases Perform simple laboratory procedures for measuring levels of substances/molecules in

body fluids.


Demonstrate deeper knowledge for understanding of biochemical processes and principles

Translate theoretical biochemical principles and concepts in to practical health issues Display correct attitudes and skills for teaching and researching in biochemistry.

Knowledge Skill Attitude Explain biological processesIdentify important functional groupsRelate structures of bio-moleculesDescribe the important nutrient in the bodyDescribe molecular biology

Interpret Apply Observation Decision making Accuracy Communication Demonstration Critical thinking Problem solving

Patience Carefulness Timeliness Privacy

CONTENT Introduction to organic chemistry Cell structure Bio-molecules Nutrition and health Clinical biochemistry and molecular biology in medicine Practicals


Methods of Teaching Lectures Demonstration/Visual aids and molecular models Computer assigned learning (CAL) Supervised practice Case study

Assessment Assignments Tests Examinations

Resources Computer hardware Projectors Internet Text books

References Text books of Biochemistry, Stryer 5th Edition Biochemistry by Albert Lehninger 4th Edition Harpers Biochemistry 25th Edition Lecture notes in clinical Biochemistry The science of Nutrition by Marian Arlin 2nd Edition.

Lecturer : Mr. Vuzi PeterMSc, BSc


COURSE BHTE 1205: GENERAL PRINCIPLES OF PATHOLOGY

(Duration 45 Contact Hours 3 CU)Course Description This course is designed to introduce the trainee to principles of pathology.

AimThe course aims to provide the trainee with foundation of understanding the disease process.

Objectives By the end of the course, the trainee will be able to;

Describe the basic concepts and principles of pathology Explain inflammation and anti-inflammatory agents Explain the pathology of communicable and non communicable diseases Explain abnormal accumulations and pigmentations in the body Describe the pathology related to growth alteration, toxic injury, neoplasia and explain the

mechanism of action of anti-neoplastic agents Explain the pathology of common genetic disorders


Knowledge about body functions and abnormalities Identify pathological changes Knowledge about molecular, cellular and biochemical basis of disease. Carry out basic laboratory investigation and diagnosis

Knowledge Skill Attitude Describe basic concept and principles of

pathology Inflammation process and anti

inflammatory agents Explain pathology of communicable and

non communicable diseases Explain abnormal accumulation and

pigmentation. Explain growth alteration neoplasia Explain pathological genetic disorders

Demonstration Identification Observational Communication Critical thinking Decision making Problem solving

Respect Confidentially Carefulness Accuracy Privacy Empathy

CONTENT Principles and concepts of laboratory medicine, clinical chemistry, toxicology and

immunology Causes of diseases, the environmental and genetic Tissue injury Haematology, microbiology and parasitology International code of diseases (ICD) Common communicable and non communicable diseases Abnormal accumulation and pigmentation – Amyloidosis, melanin, uric acid deposition,

calcification, jaundice hyalinisation Growth alteration and neoplasia Genetic disorders; Basic Investigative procedures


Method of Teaching Lecture Discussion Demonstration Tutorial Case studies Practical attachment

Assessment Course work Tests Examinations

Resources Text books Computers LCD Mortuary Laboratory

References A text book of pathology Grey and Harwoth, Clinical Pathology

Lecturer : Mr. Mukiibi Yasin KatendeM.Health Services Research (MUK), B. Medical Lab Tech (MUST), Dip. Tutorship (MUK), Cert. MLT (MSMLT)


COURSE BHTE 1206: MEDICAL SOCIOLOGY(Duration 30 Contact Hours 2 CU)

Course Description This course intends to enable the trainee gain the knowledge, skills and attitude in socio cultural issues in health.

AimThe course aims to equip the trainee with knowledge, skills and attitudes in medial sociology.

Objectives By the end of the course, the trainee should be able to:

Explain concepts in medical sociology Discuss the cultural meanings of health and illness Discuss the sociological factors that contribute to disease and illness Explain the socio-determinant of disease Discuss the sociological factors that influence decisions in the choice and utilization of

medical care services Describe the social structure of medical care


Apply the concepts of medical sociology in practice Differentiate illness of physical and social nature

Knowledge Skill Attitudes Concepts of medical

sociology Social cultural aspects of

health and illness Social influence of disease Social structuring of medical

care services

Analytical Communication Interpersonal

relationship Listening Counselling

Integrity Empathy Caring Non judgmental Respectful Innovativeness

CONTENT Concepts of medical sociology Health and illness in the social context The social influence of diseases Social cultural causes of diseases The social structuring of medical care Health seeking behaviour Social institutions and medical care system The effects of illness on people social cultural The social stratification of health care professionals The dynamics of medical care professionals and patient relations Social cultural challenges to biomedical care with reference to selected social problems

Method of Teaching Lectures Discussions Self Directed Learning Field experience Presentations


Assessment methods Course work Case presentations Tests Discussions Examinations

Resources Text books Computer Internet Health facility Journal Communities

REFERENCES; Thomas S. Szasz and March H. Hollender (2006) Sociology of Health Care Issues Phil Brown ed;(2000); Perspectives in Medical sociology 3rd Edition(Prospect heights IL ;

Waveland Press Rose Wetz (2004) The sociology of health illness and health care 3rd edition Belmont CA Wardsworth ( The US Health care System and the need for reform

Lecturer : Mr. Tariho AndrewM.SWASA, BSWASA

COURSE BHTE 1207: COMMUNICATION SKILLS (Duration 30 Contact Hours 2 CU)

Course Description This course provides students with skills of effective communication. These include Writing and speaking skills (Productive), Listening and Reading skills (Receptive) as well as Non-verbal skills. This course aims at enabling students to appropriately and clearly communicate in their professions and with others.

AimTrainees should be able to demonstrate knowledge, skills and attitudes necessary to appreciate the science and art of effective and efficient communication in Health Education.

Objectives


By the end of the course the trainee will be able to; Equip students with effective language skills (Listening, Reading, Speaking and Writing) in

the different communication situations regarding their professions and outside their professions.

Improve the communication competencies of students Improve the problem solving strategies of students. Improve students’ ability to collect and synthesize information. Enhance the art of critical thinking within the students. Provide students with knowledge to utilize the Library and other education resources.


Effectively communicate Analyse various instructional media and their applications to effective teaching and

learning in Health Education Select relevant instructional media Design relevant instructional media Utilise/apply instructional materials Maintain instructional materials Evaluate the effectiveness of instructional media

Knowledge Skills Attitudes Explain the trends of

Educational communication Discuss the processes and

roles of communication Discuss systematic

approaches Analyse various

instructional materials

Ability to Design communication materials

Selection of appropriate communication media

Ability to update communication materials

Utilisation of communication media

Appreciation Patience Carefulness Respect Accuracy Rational Understanding

CONTENT Introduction What is Communication? Importance/Role/Function of Communication. The Basic communication process and its explanation How the four basic skills of language use relate to effective communication Elements and forms of effective communication. When communication breaks down, the consequence/implications Listening Skills Reading Skills Speaking Skills Speeches Writing Skills Study skills

Method of teaching Lecture Tutorials


Demonstration

Assessment Course work Assignments Examinations

Resources Books charts Television Resource centres Television stations

References Bough Bennie (2005) Ways to Improve your Communications Skills Instantly 4th Ed. Brown J & Jackson D. Varieties of Writing, Macmillan Educational Ltd. Carnegie Dale. The Quick and Easy Way to Effective Speaking. Pocket Book Publishers. Hubbard A. Francis How Writing Works, St Martins Press Judy. E. Winn & Bella Oslen. Communication Starters, Pergamon Press

Lecturer : Mrs. Kabanga M, MargaretM.Ed (MUK), D.Ed, RN, RM


COURSE BHTE 1301: SCHOOL PRACTICE I (Duration 300 Field Placement Hours 5 CU)

Course DescriptionThis course introduces the trainee to the teaching of learners in an Institutional setting. It mainly focuses on hands on as away of transferring knowledge, skills and competencies to the health trainees.

Aim The course aims to enable the trainee acquire and perfect skills and attitudes to efficiently impart knowledge to learners in Health training institutions.

ObjectivesBy the end of the course, trainees should be able to:

Describe the principles of classroom teaching Apply different approaches in classroom and clinical area teaching Identify responsibilities of trainers and the trainees Create a positive learning environment Discuss and apply the general principles of learner assessment.


Prepare a lesson Control the learning of trainees Conduct Assessment Examinations Identify learning problems of trainees Manage the learning process of trainees Teaching Clinical skills to learners

Knowledge Skill Attitude Develop lesson plans and

scheme of work Explain different approaches

in learning/teaching Describe positive training

climate Describe concepts in teaching Explain appropriate teaching

methods Discuss various teaching

approaches

Communication skills Critical thinking skills Interpersonal skills Decision making Planning skills

Patience Empathetic Carefulness Kindness Integrity Willingness

CONTENT Analysis of various teaching methods Teaching syllabus and scheme of work (topic and task analysis) Preparation and planning of a lesson Various Teaching methods (classroom, clinical, demonstration methods, laboratory,

project methods, seminars, poster method,


Methods of teaching Attachment to different Health training Institutions Assessment visits by Instructors/supervisors School practice reports

Assessment School Practice Reports

Resources Text books Internet Computers Assorted Teaching and Learning Aids HTI Projectors

Reference Congolosi, J. S. (1988): Classroom management strategies. London Longman. Fontana, D. (1987): Classroom Control. London, The British Psychological Society and

Methrew. Kerry, T. (1988): Effective Questioning. London MC Milleim Perroh, E. (1983): Effective Teaching. London - Longman Obanya, P. (1985): Teaching Methods Across the Curriculum. London, Collins Inter.

Textbooks. Ssekamwa, J. C. (1977): Skills and Techniques of Teaching Practice, London - Hodder

and Stoughton. Amri, Ngatia & Mwakulaja (1993), A Guide for Training Teachers of Health workers

(AMREF. Trainers handbook by AgoChiya – devendra Machakia and Wario (2001), Teaching Practice in Primary Schools Mutema, Ngatia, Kanethe and Kivanguli (2006), Systematic approach to curriculum

Development and Implementation in Health Professional

COURSE BHTE 2101: FOUNDATIONS OF EDUCATION II (THEORY & PRACTICE OF EDUCATION ADMINISTRATION ANDMANAGEMENT, PHILOSOPHY OF EDUCATION AND ECONOMICS OF EDUCATION)

(Duration 60 Contact Hours 3 CU )

Course Description The course introduces trainees to the study of Education Administration and management needed for effective administration and management of Educational institutions. The course explores salient aspects in education administration and management. Philosophy of education provides trainees with a philosophical understanding of health education specifically enhancing their philosophic attitudes of mind to educational theory and practice. The course also deals with the


modern thinking pertaining to economic analysis of education that is compatible with Health education needs and resources in a given society. It provides tools and techniques of economic analysis to analyze the input-output relationships in Health Education as well as the relationship between Health Education and its wider environment; which ensures optimal resource utilization to attain Health Education goals.

AimThe course aims to equip trainees with in-depth knowledge, skills and attitudes required for effective administration and management of health training institutions. The course aims to equip trainees with the use of educational philosophy in order to gain understanding of the broad aspects of health Education. The course aims to equip trainees with principles and theories of economics to education. It also enables them make realistic investment choices in the provision of health education. In addition the course aims to enable the trainee achieve Health Education goals that are consistent with the development needs of a given society.

ObjectivesBy the end of the course, trainees should be able to;

Define and identify various types of Organizations; Explain bureaucracy and models of organization; Demonstrate the ability to identify and analyze leadership styles; Explain the fundamental principles and goals of education administration in a country; Demonstrate working knowledge of a country’s education system and the roles of different

levels of education administration and management. Examine past and contemporary issues in education administration and management Explain the meaning of philosophy Identify the various schools of thought in educational philosophy. Apply philosophical schools of thought to their thinking and actions Identify solutions to philosophical challenges in health educational. Apply African indigenous philosophy of education in managing challenges experienced in

health services delivery. Explain the concept of economics of education Describe tools and techniques of economic analysis in the provision Health Education Determine the optimal allocation of education resources between competing Health

Education needs Explore efficiency and equity implications of various approaches to financing Health

Education Identify the economic implications of Health Education planning and policy


Explain the basic concepts in education administration and management Apply relevant theories and styles of administering and managing in education institutions Apply effective leadership and management skills in education institutions Resolve conflicts in education institutions Communicate effectively Apply philosophical school of thought to their thinking and action Philosophize (mediate) on educational theory and practice External a critical thought to medical educational challenges Apply tools find techniques of economic analysis to the provision of Health Education. Analyse the basic education production function


Cost educational programmes/projects and interpret the data from an economics point of view

Demonstrate an understanding of the various approaches to higher education financing mechanisms and the ability to evaluate their equity implications

Demonstrate understanding of planning, budgeting and costing processes in education context

Appreciate of the need to subject education to economic analysis, in spite of the fact that education differs significantly from stereotype economic goods

Knowledge Skills Attitudes Explain the salient concepts,

theories, styles, practices of educational administration, leadership and management

Describe an educational system Explain the roles of different

levels of education administration.

Explain different school of thought and their application to health education

Budgeting Planning process Costing analysis Financing mechanism

Critical thinking Application Leadership Conflict Resolution Communication Management Decision making Advocacy Delegation Budgeting Creativity

Appreciation Cooperation, Empathy Equity Honesty Flexibility Respect Confidence

CONTENT Theory practice of education administration and management

Nature of organizations; Classification and types of organizations Principles and techniques of organizations Organizational culture Classical and scientific management movements; Management theories The human relations and social science movement Leadership & management theories Role of school administration Power and authority in education administration Accountability and staff appraisal Nature of educational administration Theories of educational administration Role theory and Role conflict; role ambiguity, role set, and ideographic dimensions The system of education in Uganda The administrative structure and the divisions of the MoE&S Methods of administering education; centralised and decentralised methods of

educational administration and control. Role of communication in the administration of education institutions Resource management in education institutions The role of local education committees, officers, and governing bodies The legal aspect of education policy Contemporary issues in educational administration


Philosophy of Education Introduction to the discipline of philosophy (definition, the meeting ground between

philosophy and education) Relevancy of philosophy of education to the health profession Historical evolution of philosophy as a discipline and philosophy of medical education in

particular. Problems of philosophy (Branches of Philosophy) Different schools of thought idealism, realism , Naturalism, pragmatism , existentialism,

the supernatural development theory, Reconstructivism , progressivism , post-modernism etc

Analytical philosophy (critical thinking and logic) Indigenous African philosophy of education and its application to medical theory and

practice. Contemporary issues in Philosophy of Education e.g. education for sustainable

development and peace education)Economics of Education

Economic Analysis of Health Education Approaches to Investment in health education Human Resource Approach to education investment The Private Demand Approach to education investment Efficiency in the context of Health education Cost Analysis in the context of Health education Financing Health education Equity considerations in the provision of Health education

Method of Teaching: Discussion, Class presentation, Lectures, Tutorials, Role Play; Case Studies

Assessment Assignments Tests, Final Examination

Resources Text Books Journals Internet Computers

References Campbell, R.F. et al, (1983), Introduction to educational administration; Massacussetts.

Allyn and Bacon Inc. Musaazi, J.C.S (1983), Theory and practice of educational administration, London

Macmillan


Nwanko J.I. (1982) Educational Administration: Theory and practice, New Dheli: Vikas Publishing House

Kimrough R.B and Nunnery, M.Y. (1988), Educational Administration, New York, Macmillan

Owens, R.G. (1987) Organizational Behaviour in Education, New Jersey: Prentice-hall International.

Hoy, W.K & Miskel, C.G. (1987, 1991) Education Administration: Theory, Research and Practice. New York: Macgraw-Hill Inc.

Education Policy The Universities and other Tertiary Institutions Act (2001) The BTVET Act (2008) Education Act (1970) & Education Act-2008 ESIP (1998/ 2000) Kneller, (1971)G. F. Introduction to Philosophy of Education Akimpelu, J. A. Introduction to Philosophy of Education Peters, A. S. Philosophy and the Education of Teacher Gutek. L. Gerald 2004 Philosophical and Ideological Voices in Education

Pearson ,London. Ozmon Howard & Craver Samuel. Philosophical foundations of Education 4th Edition Okit J.P. (1994), An introduction to indigenous education in Uganda. Munakukama Nsereko (1994), Major philosophy and their practices in Education. Mwanahebwa –Sango (1997), Philosophy of Education, Makerere University. Russrr Betrand (1990), History of Western Philosophy Mbiti John (1990), Introduction to African religions and philosophy Blaug M (1970). An Introduction to the Economics of Education. Baltimore, Maryland:

Allen Lane Bush, Glatter, Gooday & Riche (1980). Approaches to School Management Galabawa & Norman. Education, Poverty and Inequality. Dar-salaam Levin, H (1983). Cost- Effectiveness and Educational Policy. New York Okurut H.E (1999). Economics of Education. Kampala: Department of Distance Education

Makerere University Psacharopolous G & Woodhal Maureen (1985). Education for Development: An Analysis

of Investment Choices. Washington D.C: World Bank. Psacharopolous G, Tan J.P. Jimenez E (1986). Financing Education in Developing

Countries: An Exploratory Policy. Washington D.C.: World Bank Schultz T. W. (1963). The Economic Value of Education. Columbia University Press. Todaro P.M. (1993). Economics for Developing Worlds. New York: University of New York Todaro & Smith, (2003). Economic Development. London: Pearson Adson Wesley

Lecturers : Victoria Kaggwa TamaleBAED, MED, PhD CandidateDr. Muwanga Mugagga AnthonyPhD, MA, PGDE, B.Phil, BA(ss)Mr. Musisi BadruBED, MED, PhD Candidate



COURSE BHTE 2102: GENERAL METHODS OF TEACHING

(Duration 30 Contact Hours 2 CU)

Course DescriptionThis course is designed to equip the trainee with different strategies (teaching methodologies). It is lays a back bone in managing the teaching and learning process in education set up.

Aim The course aims to provide trainees with in-depth knowledge, skills and attitudes in various teaching and learning approaches for educating health professionals.


Define the concepts of teaching, learning and assessment Select appropriate teaching methods for delivering specific study content Demonstrate the ability to apply various teaching approaches in a health profession. Demonstrate ability to effectively plan, teach and assess their learners


Prepare a lesson Assess students

Knowledge Skill AttitudeDescribe concepts in teachingExplain appropriate teaching methodsDiscuss various teaching approaches

Communication skillsCritical thinking skillsInterpersonal skillsDecision making Planning skills


CONTENT Concepts of teaching and learning. Approaches to teaching (conceptions of teaching, facilitation of learning, classroom

teaching, lab teaching, hospital, field/community teaching etc.) Approaches to learning ( Styles of learning, strategies for effective learning ) Principles of teaching (adult and child learning) Analysis of various teaching methods Teaching syllabus and scheme of work (topic and task analysis) Preparation and planning of a lesson Various Teaching methods (classroom, clinical, demonstration methods, laboratory,

project methods, seminars, poster method, Assessment (continuous assessment, written final examination, different types of

assessment and making marking guide)

Methods of teaching Lecture Discussion Presentation Demonstration Problem Based Learning


Self Directed learning Supervised practice Teaching Practices

Assessment method Course work Tests Examinations



Methrew. Kerry, T. (1988): Effective Questioning. London MC Milleim Nacino-Brown, I. et al (1989): Curriculum and instruction an Introduction to Methods of

Teaching. Perroh, E. (1983): Effective Teaching. London - Longman Obanya, P. (1985): Teaching Methods Across the Curriculum. London, Collins Inter.




Development and Implementation in Health Professional Abbatt (1980), Training Health Workers

Lecturer : Byaruhanga MarkBs. Ed, MED, PhD Candidate


COURSE BHTE 2103: INTRODUCTION TO RESEARCH METHODS (Duration 30 Contact Hours 2 CU)

Course Description The course is designed to orient trainees to academic research and scholarly writing.

AimThe aim of the course is to equip trainees with knowledge, skills and attitudes in research.


Discuss concepts of research Explain the various types of research designs and methodologies. Describe the process of conducting research. Carry out a research project and write a dissertation. Apply statistical and non statistical tools in research Discuss ethics in research


Identify a research problem Write a research proposal Develop research/project instruments Conduct research Write a research reports Disseminate research findings

Knowledge Skill Attitude Definition of research Proposal writing Types of research

proposals Methods of data collection Statistical tools Report writing

Problem identification Inquiry skills Interpersonal Writing Planning Data collection Analysis Reporting Observation Critical thinking skills

Objectivity Patience Friendliness Courageous Observant Calm Persistent Flexibility Integrity

CONTENT Concepts of research Qualities of good research Types of research designs and methods Process of conducting research Organization of research

Methods of Teaching Lecture Tutorials Discussion Self directed learning


Resources Text & Books Previous dissertations Project site Internet Journals Computers

Assessment Course work Examination

Dissertation report

References Polit, D. f. and Hunglar, B. F. (1993); Nursing Research

Burnard P. (1994): Nursing Research in Action Bandura b. (1991): Health Promotion Research towards a new social epidemiology Cormack D. F. S. (1996): The Research Process in Nursing Pratt, B. (1992): Choosing Research Methods. Gay (1996), Research methods in Education Amin, (2005), Social Science Research: conception, methodology and analysis Makerere

University – Uganda Mugenda and Mugenda(1999), Research Methods Quantitative and Qualitative

Approaches Kenya, Acts Press Sekaran (2003), Research methods for business: A skill – Building Approach 4th ed.

India – Replika Replika Press Pst Ltd. Cormack (1996), The Research process in Nursing 3rd Edition: Hartnolls ltd. Cornwall. Sarantakos, S. (1997), Social Research 2nd Edition: Palgrave

Lecturer : Dr. Joshua Kanaabi MuliiraDoctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN


COURSE BHTE 2104: INTRODUCTION TO BIOSTATISTICS(Duration 30 Contact Hours 2 CU)

Course DescriptionThis course introduces basic statistics and their application to qualitative and quantitative research conducted in health sciences. It will also explore the rules governing use of descriptive and inferential statistics and scientific ways of analyzing and presenting data.

AimThe course aims to equip the trainee with knowledge of basic statistics for use in data analysis.

ObjectivesBy the end of the course, the trainee should be able to;

Analyse the concept of biostatistics Describe the various statistics used in health sciences Explain the rules governing the use of descriptive statistics, measures of central tendency,

parametric measures and inferential statistics Calculate statistical results for selected measures Test hypothesis


Apply acquired knowledge to solve health problems Analyze health data and presentation

Knowledge Skill Attitude Analyse the concept of

biostatistics Describe the various

statistics used in health sciences

Analysis Testing of hypothesis Communication Critical thinking Manipulation of

calculator

Carefulness Accuracy Confidentiality Patience

CONTENT Introduction to Biostatistics Types of data Sources of data Data presentation Measures of Central tendency and spread Probability Empiric risk and Binomial The normal distribution Sampling methods Hypothesis, testing, significance level and power CHI square statistics, t – test, simple linear regression and correlation analysis

Method of Teaching Lectures Seminars Tutorials Self directed learning Simulation


Demonstration

Assessment Tests Course work, Examination

Resources Computers Raw data Internet Previous Research Studies Projector

References Gillings D.B and Douglas C.W (1985) Biostatistics: A primer for Health Care professionals

Lecturer : Ms. Oketcho Florence MA.Epidemiology, BScN, RN

: Mr. Okurut Julius- BSc. Stat


COURSE BHTE 1205: INTRODUCTION TO BASIC COMPUTING SKILLS

(Duration 30 Contact hours 2 CU)Course DescriptionThis course is about the use of computers to enhance activities such as study, information creation, storage, sharing data analysis and problem solving.

Aim The course aims to equip the trainee with basic ICT competencies applicable in research and health care delivery.


Manage information and data using different software Employ different web based environments in the impartation of knowledge Use the internet in knowledge acquisition and impartation


Operate a computer Trouble shoot minor computer problems Process information and data using different operating systems/software e.g. Ms word, Ms

Excel, SPSS,Search the engine and post messages on web Maintain and care for the computers

Knowledge Skill Attitude Start and shut down computer Working with Ms-Word Managing data and information Use the internet

Problem solving Manipulation Critical thinking Application skills Analytical skills

Carefulness Patience Positive-mindedness Accuracy

CONTENT Introduction to computers Computers hardware Computer soft ware Word processing System start up and configuration Computer presentation Computer communication and networking Spread sheets The internet and web based learning Web designing Databases (Using SPSS, Epi-Info, Epinut etc) Elementary computer programming Computer maintenance and troubleshooting

Method of Teaching Lectures Demonstration Practical Supervised Practice Problem based learning


Assessment Assignments Examinations Tests

Resources Computer hardware Computer software Storage devices Computer accessories Text books

References Cox Joyce and Bellevue (2003), Quick Course in Microsoft Access 2003, Microsoft Press,

Washington (latest: Microsoft Acess 2007). Favvo, B. (2003), off to work with office 2003, Labyrinth Publications, El Sobrants, C.A

(Latest: Office 2007). Freeze J. (1998), Teach yourself computer Basics in 24 hours, 1st Edition, Macmillan

Computer Publishing, Indianapolis, USA. Gralla P. (1998), How the internet works, 4th Edition, Macmillan Publish, Indianapolis,

USA. Oxford Computerf Taining, (2002), Teach yourself windows XP Hodder and Stoughton,

London, Great Britain (latest windows Vista). Oxford Computer Training, (2003), Teach yourself Power Point 2003, Hodder and

Stoughton, London, Great Britain (Latest Microsoft Power Point 2007).

Lecturer : Muhindo Richard MPH, PPM BScN


ELECTIVES FOR YEAR TWO SEMESTER ONE

COURSE BHTE 2106: SURGERY I(Duration 45 Contact Hours 3 CU)

Course Description This course is intended to enable the trainee to appreciate and manage surgical conditions.

Aim: This course aims to equip the trainee with in-depth knowledge in order to be able to manage surgical conditions.


Describe the different presentations of surgical conditions Describe causes and complications of surgical conditions Describe management of surgical conditions Carry out nursing care for different Surgical conditions


Identify Surgical conditions Identify Surgical emergencies Manage Surgical emergencies Carry out Surgical Nursing

Knowledge Skill Attitude Discuss the

presentations of surgical conditions

Describe causes and complications of surgical conditions

Describe management of surgical conditions

Identification of surgical conditions

Decision making Diagnosis Observation Assessment Traction Critical thinking Accuracy

Confidence Innovativeness Integrity Empathy Confidentiality Privacy Gentleness Carefulness

CONTENT Trauma Masses, lumps and scars Systemic diseases Special surgical conditions

Methods of teaching Observed practice Lecture Group discussion Assignments


Hands on practicals Case study Problem Based Learning Self Directed learning

Resources Textbooks Models Instruments and equipment Health units Computer Internet

Assessment Course work (case presentations) Examinations Tests

References Basic surgery by Forest Shot practice of surgery by Bailey and Love Companion to surgery in Africa by Davis Surgery in the community by Nzarubara Primary surgery I and II by Morris King and Peter Bewes Surgery international; journal

Lecturers : Dr. Kiiza PeterM.Med Surgery

: Dr. MakoboreM.Med Surgery

COURSE BHTE 2107: MIDWIFERY I(Duration 45 Contact Hours 3 CU)

Course DescriptionThe course is designed to equip the trainee with knowledge, skills, and attitude to promote the health and wellbeing of women in child bearing age, their babies and their families.

Aim The course aims to enable the trainee to update, analyze, synthesize in-depth knowledge and skills of midwifery

Objectives


By the end of the course, the trainee should be able to; Explain the foundations of midwifery Describe the obstetrical anatomy and physiology Discuss normal and abnormal midwifery Manage normal and abnormal midwifery

Competencies: Demonstrate ability to; Provide antenatal care Identify mothers at risk and refer them appropriately Counsel mothers/clients Manage obstetrical emergency

Knowledge Skills Attitudes Explain the foundations of

midwifery Discuss the issues and

trends in midwifery Describe the obstetrical

anatomy and physiology Discuss the normal midwifery Discuss the abnormal

midwifery

Observance Counselling Communication Documentation Problem solving Listening Assessment Critical thinking Accuracy

Empathy Kindness Confidentiality Compassion Patience Tolerance Tactfulness Confidence

CONTENT Fundamentals of midwifery Review of obstetrical anatomy and physiology Normal and abnormal midwifery Socio cultural customs and beliefs

Methods of teaching Lectures Discussions Case studies Role plays/simulation Demonstrations Case presentations Case presentation

Resources Textbooks Simulated mothers and babies (madam, Zoe) Mothers Babies Models Instructional and equipment Computers


Over-head projectors LCD Birth atlas and charts Television and video tapes Health facilities Delivery kits

Assessment Tests Course work Case presentations Case studies Assignments Examinations

References Bennett V. Ruth and Brown K. Linda: Myles Textbooks for Midwives 12th Edition Myles F. Margaret: (2006) Textbook for Midwives 4th Edition Murphy Black Tricia (editor): Issues in midwifery Successful Breastfeeding, Second Edition, Royal College of Midwives Ebrahim G. J. Breastfeeding Macmillan Publishers. Obstetrics Illustrated – Garey et al Obstetrics by ten teachers 17th Edn Stuart Compbel and Christopher. A book for midwives by Susan Klein 1996

Lecturer : Ms. Nambiiro JosephineBScN, D.HT (MUK), RM, RN


COURSE BHTE 2108: CLINICAL PSYCHIATRY I(Duration 45 Contact Hours 3 CU)

Course Description:This course provides in-depth skills, knowledge, and attitudes in mental health promotion, prevention, rehabilitation and management of mental health conditions.

AimThe course aims to enable the trainee develop competencies required for mental health promotion, prevention, rehabilitation and management of mental health conditions.


Examine the history of mental health care nationally and internationally Recognize, assess and manage patients with mental health problems in adults and

special groups. Demonstrate knowledge and skills of using various modes of treatment in psychiatry


Create rapport with clients Identify, assess and manage persons with different forms of mental disorders Plan, implement and evaluate mental health promotion and prevention strategies

Knowledge Skills Attitude Discuss the concepts of mental

health, mental health disorders and their related epidemiology

Identify patients with mental health problems

Explain different modes of management of mental conditions

Discuss management of mental problems in special groups

Critical thinking Communication Analysis &

Decision making Assessment Team work Interpersonal

relationship Creativity Prioritizing Counselling Technical Demonstration

Positive regard Empathy Emotional control Patience Confidence Privacy Trust Honesty Respect Assertiveness Confidentiality

CONTENT Concepts in clinical psychiatry Specific mental disorders Epidemiology of mental health and mental disorders Treatment modalities Alcohol and substance abuse Mental health care of special groups

Methods of Teaching Lectures Demonstrations


Tutorials Problem Based Learning Field placements Case studies Role play

Resources Text books Computers & Internet Health Facilities Community Video tapes & LCD’s Projectors TV/DVD

Assessment Log books Case reports Examinations Course work

References: Child psychiatry by Graham Essential psychiatry edited by n. Rose Psychiatry by Gibbons Swift C.R ( 1977) AMREF, mental health – a manual for medical assistants on other rural

health workers. Ovuga Emilo (2006) psychiatry for Primary Health Care in Uganda, Kampala: Fountain

Publishers Inservice Training Manual for Primary Health Care. Basic Needs. Limford Rees Textbooks of Psychiatry

Lecturer : Mr. Dranimva NixonBScN, RN (Psychiatry)


COURSE BHTE 2108: PARASITOLOGY (Duration 45 Contact Hours 3 CU)

Description This course is designed to prepare trainees for effective integrated parasite control management using the modern techniques.

Aim The aim of this course is to equip trainees with in-depth knowledge, skills and attitudes for parasites

Objectives By the end of this course, the trainees should be able to;

Describe the historic background of medical parasitology Discuss the socio-economic influence of parasites on human welfare Describe the characteristics of various general and species under phylum Arthropoda Describe the various methods of controlling parasites


Identify parasites of medical importance to species level Control parasites of medical importance

Knowledge Skill Attitudes Describe the historic

background of medical parasitology

Discuss the socio-economic influence of parasites on human welfares

Describe the characteristics of various general and species under phylum Arthropoda

Describe the various methods of controlling parasites

Observance Communication Documentation Problem solving Interpersonal

relationship Diagnosis Advocacy Listening Assessment Critical thinking


CONTENT Review of Parasitology Trends in parasitology Emerging parasites Diagnosis in parasitology Control of parasites Mutation in parsitology


Methods of Teaching Lectures Practicals (field and laboratory) Tutorials Demonstration Discussions Departmental attachments Supervised practice Case studies Role play

Resources Microscopes Sundries Over head projectors Slide projectors Video system Text books Laboratory equipment Specimens Computer and internet Journals

Assessment Tests Assignments Examinations

References Entomology for students of medicine by Gordon and Lavepierre Herms medical Entomology by Maurice t. James PHD 6th Edition Essential Malariology by Leonard Jan bruce-Chwatt WHO (1971): Eqhopment for vectors control, 2nd Edition Saunders, W.B. and Ladelphia, P.H. (1984): Control of Arthropods of medical Importance

Lecturers : Dr. Kazibwe Charles – PhD Entomology: Dr. Kabatereine N. – PhD Entomology: Dr. Onapa Alfred – PhD Entomology


COURSE BHTE 2110: PHARMACEUTICS I(Duration 45 Contact Hours 3 CU)

Course Description The course is intended to equip the trainee with foundation to pharmaceutics in relation to hospital retail, industrial Pharmacy, forensic pharmacy, pharmaceutical education and research.

AimThe aim of this course is to equip the trainee with appropriate knowledge, skills and attitudes in pharmaceutics.


Explain the concepts in pharmaceutics Explain the physico-chemical Principles applicable to pharmacy Demonstrate methods of preparing dosage forms Describe the principles Good Manufacturing Practice

Competencies:Demonstrate ability to:

Demonstrate knowledge of various aspects of pharmaceutics Prepare various dosage forms of good quality Control the quality of drugs

Knowledge Skill Attitude Explain concepts in

pharmaceutics Explain the physico-chemical

Principles applicable to pharmacy

Demonstrate methods of preparing dosage forms

Accuracy Decision making Critical thinking Analysis Interpretation Observation Communication Listening Creativity

Empathy Carefulness Innovativeness Confidentially Confident

CONTENT Physico-Chemical Principles: Physico-Chemical Processes Drug Substances. Pharmaceutical Calculations: Dosage Form Design

Methods of Teaching Lectures Tutorials Self-study Laboratory practicals

Methods of assessment Course works Assignments Examinations

Resources


Pharmacy Chemical/powders Text tubes Computers Drugs Animals Assessment

References Kitzung, B.G.(2004); Basic Clinical Pharmacology 9th Edition, Lange Medical

Books/McGraw-Hill:0071410929 Publisher: McGraw Hill/Appleton & Lange Rang, Dale, Ritter and Gardner, Pharmacology, Churchill-Livingstone, 2001. Harvey and Champe(1997), Lippincott’s Illustrated Reviews 2nd Edition, 1997, Lippincott

Raven, Janet Stringer, McGraw- Hill, (1997) Basic Concepts in Pharmacology: a Student’s

Survival guide ISBN:0781741181, Publisher: Lippincott Williams & Wilkins. Michel Patrick , Adma, Dianne L. Josephson, Leland Norman Holland, Pharmacology for

Nurses: A Pathophysiologic Approach: 01302881484 Publisher: Prentice Hall.

Lecturer : Mr. Kibuule DanMSc. Pharm, B.Pharm


COURSE BHTE 2111: SPECIALISED PHARMACY PRACTICE I(Duration 45 Contact Hours 3 CU)

Course Description The course is intended to equip the trainee with principles of pharmacy practice common elements and various treatment options.

AimThe aim of this course is to equip the trainee with knowledge, skills and attitudes in pharmacy practice.


Explain pharmacy practice concepts and principles Describe common ailments and their treatment options Prepare and compound drugs Describe the storage and disposal of drugs

Competencies Demonstrate the ability to;

Display professionalism Dispense drugs Prepare and compound drugs Store drugs appropriately

Knowledge Skill Attitude Explain concepts and

principles Describe common ailments Describe treatment options Process of drug preparation

Accuracy Preparation Decision making Critical thinking Compound Measurement Problem solving Communication Creativeness

Confidentiality Innovativeness Cleanliness Carefulness Privacy Ethical

CONTENT Introduction to Community Health Sciences Pharmacy as a profession Psychosocial Aspects of Pharmacy Practice Pharmaceutical Health Care I:



Resources



References Raw, Bentley’s Text book of Pharmaceutics Lawrence Clinical Pharmacology Kitzung, B.G.(2004); Basic Clinical Pharmacology 9th Edition, Lange Medical







COURSE BHTE 2112: ANAESTHESIA I(Duration 45 Contact Hours 3 CU)

Course DescriptionThe course is designed to deliver in-depth knowledge that is required to manage patients under anaesthetic and related medical care. The course covers applications of knowledge of basic science, use of anaesthetic techniques and equipment.

AimThe aim of this course is to enable the trainee acquire sufficient knowledge, develop optimal skills and attitudes in anaesthesia.


Review the applied basic sciences in anaesthesia Describe the physics of various anaesthetic equipment and their maintenance Demonstrate the ability to use various anaesthetic equipment and techniques


Prepare patients for theatre Manage common conditions in the practice of anaesthesia Rationalise the use of limited resources in the practice of anaesthesia

Knowledge Skill Attitudes Discuss applied basic

sciences Describe the practice of

clinical anaesthesia

Critical thinking Problem solving Demonstration Communication Listening Confidence Technical Management Identification Maintenance Assessment Decision making Observant Counselling

Kindness Respect Empathy Accuracy Patient Privacy Diligence Confidentiality Integrity Commitment Competency Courage

CONTENT

Applied Basic Sciences Anaesthetic Equipment Clinical Practice of anaesthesia

Method of Teaching Lectures Group discussions Self directed study Tutorials Demonstration


Role plays Problem based learning (PBL) Field placement

Assessment

Written examinations Practical examinations Coursework Case presentation

Resources Text books Models Computers LCD projectors Patients/clients Theatre

References Farman, Anaestheisa and the E.M.O. System Atkinson, Rushaman & Lee, A synopsis of Anaesthesia

Lecturers : Dr. Mijumbi Cephas – M.Med: Dr. Tindimwebwa – M.Med: Dr. Okello M – M.Med


COURSE BHTE 2113: PHYSIOTHERAPY(Duration 45 Contact Hours 3 CU)

Course Description This course is designed to provide the trainee with knowledge, skills and attitude to prevent, manage and rehabilitate persons with physical injuries and diseases

AimThe course aims to equip the trainee with in-depth knowledge in the theory and practice of physiotherapy


Explain the concept of disability rehabilitation. Describe management of persons with physical disabilities within the different community

settings


Assess a patient or client with impairment, handicaps or disability Classify a patient or client with impairment, handicaps or disability Provide the necessary physiotherapy services

Knowledge Skills AttitudeExplain disability and rehabilitationDiscuss management of PWDS

CommunicationCounsellingAssessmentManagement ReferralReading radiographic filmsInterpretationInnovativenessCritical thinking

EmpatheticPatienceIntegrityPrivacyConfidentialityCarefulness

CONTENT Disabilities and rehabilitation Community Based Rehabilitation (CBR) Methods of Teaching Modified lectures Discussion Demonstration Field work Clinical placement Self-directed learning

Resources Text books Internet Patient/client Physiotherapy apparatus/equipment Computers


LCDS

Assessment Course work Examinations Texts Assignments

References

Lecturer : Ms. Annet NankwangaMSc. Physiotherapy, PhD Candidate


COURSE BHTE 2114: CLINICAL OCCUPATIONAL THERAPY I(Duration 45 Contact Hours 3 CU)

Course Description The course is designed to enable the trainee to provide therapy to disabled persons.

Aim The aim of the course is to equip the trainees with the knowledge, skills and attitudes on Occupational Therapy theories and practical in orders to improve on the livelihood of persons with disabilities.


Explain the concept of occupational therapy Describe the history and philosophy of occupational therapy Discuss the relevance of occupational therapy practice in physical and mental dysfunction Demonstrate the appropriate therapeutic activities used in occupational therapy

intervention


Carry out appropriate therapeutic activities using the locally available material in the communities

Identify different physical and mental dysfunctions and be able to assess, plan and implement the treatment plan

Knowledge Skill Attitude Concepts Discuss theoretical models,

techniques and methods of treatment

Explain different physical and mental dysfunctions

Describe the assessment kits

Communication Advocacy Critical thinking Decision making Problem solving Listening Resource

mobilization Creativity

Empathy Ready to help Caring Integrity Respectful Non-judgmental Confidentiality

CONTENT Introduction to Occupational therapy Nature of occupation therapy Philosophy of occupational therapy Professional procedures and relationships Professional orientation Therapeutic activities (occupations) in the community. Varieties of activities which are

used to build or assist patients Method of Teaching

Lectures Tutorials Discussion Role play Field attachments


Resources Practicum sites Video and film tapes Kits for indoor and outdoor Games Assessment kits

Assessment Formative appraisals Course Continuous assessment Summative appraisals

Reference Ann Turner, Margaret Foster and Sybil E. Johnson; Occupational Therapy and Physical

Dysfunction Jennifer Creek; Occupational Therapy and Mental Health Gary Kielhofner; Model of Human Occupational Hagedorn R. Occupational therapy perspective and process Reed Kathyreen; Quick reference to Occupational Therapy Pedretti W.L.O; Occupational Therapy practice skills for physical dysfunction Crouch B.R. Occupational Therapy in psychiatry and mental health Finlay L.Occupational Therapy practice in Psychiatry Macdonald Occupational Therapy in rehabilitation Opikns L.H.Willard and Spackman’s Occupational Therapy

Lecturer : Mr. Kamwesiga JuliusDip. OT, BSc. Psyc, PhD Candidate

: Mrs. Kansiime ReachelDip. OT, MSc Candidate


COURSE BHTE 2115: EAR, NOSE AND THROAT I(Duration 45 Contact Hours 3 CU)

Course Description This course is designed to equip trainees with competencies for effective management of ear, nose and throat conditions.

Aim This course aims to prepare trainees to acquire sufficient knowledge, skills and attitudes in the study of Ear, Nose and Throat surgery/medicine.


Describe the anatomy and physical conditions of E.N.T Describe E.N.T Identify and maintain E.N.T. equipment Manage E.N.T equipment


Diagnose, treat and refer patients appropriately Identify use and maintain E.N.T diagnostic equipment and rehabilitative devices

Knowledge Skill Attitude Discuss the management of

EN.T conditions Identify, use and maintain

E.N.T equipments

Diagnostic Maintenance Decision making Problem solving Assessment Critical thinking Problem solving

Kindness Respect Empathy Patience Integrity Confidentiality

CONTENT Otology Rhinology Head and Neck surgery

Methods of Teaching Lectures Discussions Self directed study Tutorials Demonstration

Assessment Examinations Course works Case presentations Tests


Resources Text books Models Computers LCD’s Patients Threatre Ward Health facilities Journals

References Scotts Brown, Otolaryngology 4th and 6th Edition Lorgan Turners’ Text books of E.N.T Mohd, Maqbool, Text book of Ear Nose & Throat Diseases Lecture notes of ENT by P.D. Bull (200). Clinical Otolaryngology, Churchill Living stone (1996).

Lecturers : Dr. Turitwenka E. – M.Med: Dr. Wambete – M.Med: Dr. Tumweheire G. – M.Med


COURSE BHTE 2117: BIO-INSTRUMENTATION (Duration 45 Contact Hours 3 CU)

Course Description This course describes the operation and maintenance of common equipment used in the medical laboratories.

AimThe aim of this course is to introduce trainees to the principles underlying the functions and use of laboratory equipment.


Explain the principles of laboratory instruments Discuss and advise on suitability of laboratory instruments for use Describe the care and maintenance of laboratory instruments Identify minor faults and rectify the faults where possible Describe concepts and principles of automation


Teach the science of Laboratory instrumentation Use modern (computerized) instruments with high degree of precision and accuracy. Perform daily, weekly and monthly maintenance of the equipment Carry out minor repairs Set out Standard Operating Procedures (SOP) Calibrate the instruments as required Monitor the performance of the instruments

Knowledge Skill Attitude Principles of laboratory

instrumentation Suitable laboratory

instruments Care and maintenance of

laboratory instruments Describe concepts and

principles of automation

Analytical Observational Identification Accuracy Communication

Patience Courageous Confidence Honesty

CONTENTS Introduction to bioinstrumentation Colorimetry Centrifugation Balances Microscopy Fluorescence. Chromatography Polymerase Chain Reactions (PCR) Flow cytometry Osmometry Nephelometry Refractometry


Water purification systems Automation

Methods of Teaching Lectures Tutorials Demonstrations Practicals Self Directed Learning

Assessment Examination Tests Assignment Course work Observed practice

Resources Text books Computer Internet Health facility Journal

References Turk and Porter, A short Text book of Medial Microbiology

Lecturer : Mr. Wewedru IzaalePhD Infectious Diseases (London), MSc. Infectious (London), Dip. Medical Lab Tech (MUK)

: Mr. Mukiibi Yasin KatendeM.Health Services Research (MUK), B. Medical Lab Tech (MUST), Dip. Tutorship (MUK), Cert. MLT (MSMLT)


COURSE BHTE 2118: MEDICAL ENTOMOLOGY I(Duration 45 Contact Hours 3 CU)

Description This course is designed to prepare trainees for effective integrated vector control management using the modern techniques which are environmentally friendly and globally acceptable.

Aim The aim of this course is to equip trainees with in-depth knowledge, skills and attitudes for vectors control.

Objectives By the end of this course, the trainees should be able to;

Describe the historic background of medical entomology Discuss the socio-economic influence of arthropods on human welfare Describe the characteristics of various general and species under phylum Arthropoda


Identify arthropods of medical importance to species level Control Arthropods of medical importance

Knowledge Skill Attitudes Describe the historic background

of medical entomology Discuss the socio-economic

influence of arthropods on human welfares

Describe the characteristics of various general and species under phylum Anthropoda




CONTENT Anthropoda Malacology Occupational health and safety








COURSE BHTE 2119: MEDICAL RADIOGRAPHY I(Duration 45 Contact Hours 3 CU)

Course DescriptionThe course intends to equip the trainee with skills, attitudes and knowledge in radiography, radiotherapy and radio imaging.Aim The aim of the course is to equipping the trainees with knowledge skills and attitude in radiographyObjectivesBy end the course, the trainee will demonstrate ability to;

Explain the concept of radiography Describe medical imaging Describe the application for nuclear method Discuss the principles of computerized tomography Describe special imaging techniques Apply specialized treatment techniques Carry out and interpret sonographic imaging


Administer radiotherapy Conduct medical imaging Observe international safety measures Interpret sonographic images

Knowledge Skill Attitude Condition of medical imaging Radiation doses Protection measures Discuss management of patients

using radiation

Accuracy Communication Critical thinking Decision making Interpretation

Privacy Confidentiality Kindness Patient Integrity

CONTENT Radio imaging Nuclear medicine

Method of Teaching Lectures Demonstrations & Tutorials Supervised practice

Assessment Examinations Tests Course work Assignments

Lecturer : Mrs. T.N. Oyang - MSc. Radiography: Mr. M. Tumwebaze - MSc. Radiography

COURSE BHTE 2120: PRINCIPALS OF NURSING CARE (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to enable trainee to gain understanding in trends in caring for patients with Medical, Surgical, Mental Health, Pediatric, and Gynecological conditions.


Aim The aim of this course is to enable the trainees to acquire knowledge, skills and attitudes in caring.


Explain the concept of nursing care Organize and provide care to all kinds of patients Provide an adequate care environment Organize a ward following the nursing process Manage patient with surgical, medical, pediatric, gynecological and psychiatric conditions

CompetenciesDevelop ability to:

Relate the various developments in the nursing care Demonstrate ethical and professional code of conduct Apply nursing process and other models/ approaches Teach trends and issues in nursing

KNOWLEDGE SKILLS ATTITUDE Discuss issues and trends

in health care Describe the Nursing

process Describe medical,

surgical, pediatric and psychiatry conditions

Describe management of medical, surgical, pediatrics and psychiatric conditions

Critical thinking Innovativeness Observation Advocacy Communication Counselling Interpersonal Management Diagnosis

Patience Calmness Appreciation Respectfulness Empathetic Innovativeness Confidentiality Privacy Accuracy Integrity Gentleness Kindness

CONTENT Issues in nursing and midwifery care Prioritization Ways of thinking about health in the wider nursing role Environment of care Working as a member of a team Organization in the ward Nursing models Nursing assessment Patient care Illness, disability and care Care of patients with neurological conditions The importance of maternity care.

Method of Teaching Lectures Simulation Tutorials Demonstration Case presentation Practicals


Problem Based Learning Self Directed Learning Role modeling Clinical teaching

Assessment Tests Report writing Examinations Observed practice (objective structured, clinical examination) Assignments

Resources Instruments and equipment Text books Health facilities Patients/clients Models Medicines Projectors Computers TV/Decks Influent

Reference Ellis, J.R. & Hartley, C.L. (2004) Nursing in Today’s’ world, trends issues and

Management (8th Edition) New York: `Lippincott Williams & Wilkins Potter P.A & Perry, A,G (2001) Fundamentals of Nursing (5th Edition) USA: Mosby. Urich, S. P., Canale, S.W., & Wendell, S.A. (1990) Nursing Care Planning Guide, Nursing

diagnosis Approach (2nd edition) Philadelphia: Saunders Smetzer (2004) Medical Surgical Nursing Toohey’s medicine for nurses

Lecturer : Mrs. Wandabwa MargaretBSc.N, D.HT(MUK), RM/RN


YEAR TWO SEMESTER I CORE SUBJECTS

COURSE BHTE 2201: CLINICAL TEACHING AND MENTORING (Duration 75 Contact Hours 5 CU)

General Description This course introduces the trainee to the teaching of learners in clinical areas. It mainly focuses on hands on as a way of transferring competencies to the trainees.The purpose of this course is to equip trainee with knowledge and skills necessary for mentoring and supporting students in health professions training institutions. The trainee will be exposed to the important role played by mentors in helping trainees acquire competencies expected in their professional roles.

AimThe aim of this course is to enable the trainee acquire knowledge, skills and attitudes to efficiently demonstrate clinical procedures in relevant areas and to guide learners.


Describe the principles of clinical training Apply the different approaches in clinical teaching Identify responsibilities of clinical trainers and the trainees Create a positive training environment. Discuss and apply the general principles of client/patient assessment At the end of the course, the trainee should be able to: Define concepts related to mentoring Explain the purpose for mentoring Describe the selection process of a mentor Explain the roles and responsibilities of a mentor/mentee Describe the steps of mentoring Describe the outcomes of mentoring Demonstrate ability to undertake a mentoring process Describe the challenges of mentoring.

Competencies Demonstrate ability to: Take history from clients/patient Conduct physical examination on patients Diagnose client’s problems Manage clients problems Integrate infection prevention and control measures Teaching clinical skills to learners Demonstrate ability to; Mentor students Identify mentoring skills

Knowledge Skills Attitudes Describe the principles of

clinical training Explain different

Critical thinking Problem solving Demonstration

Empathy Kindness Confidentiality


approaches in clinical teaching

Describe positive training climate

Define concepts Explanation of purpose Describe the selection

process Describe the steps,

outcomes and challenges of mentoring.

Decision making Creativity Assessment Communication Listening Documentation Observation Interpersonal

relationship Critical thinking Guiding skills Facilitation skills

Integrity Patience Consideration Respect Privacy

CONTENT Clinical teaching

Principles of clinical teaching Different approaches in clinical teaching Roles of clinical trainers and trainees Positive training environment History taking and clinical assessment Assessment of patients and clients

Mentoring and student support Concepts of mentoring: Mentor/mentee Coaching Supervision Differences in the concepts and their application Importance of Mentoring in Health Professions Climate of a Learning Environment Challenges Experienced by students in a Learning Environment Students’ Coping Mechanisms Identifying Mentors, Identifying Mentees Selection process of a mentor Role of a Mentor/Mentee Formulating Mentorship Objectives Formulating a Mentorship Contract Attributes of a mentor Steps of mentoring Debriefing the mentee and ending the mentoring process Challenges of mentoring

Methods of Teaching Lectures Role play Demonstration/return demonstration simulation Case studies Problem based learning Discussion Case presentation Self directed learning Competency based learning Supervised practice


Resources Anatomic models Text books Journals Computers LCD projectors Magazines Patients/clients Internet Laboratories Health facilities


References Sullivan Rich et al (1995) Clinical training skills for reproductive health (JHPIEGO) Munrho and Ford (1993) Introduction to clinical examination, Sixth Edition, Longman

Singapore Publishers Ltd. Helen Bayley, Ruth Chambers, and Caroline Donovan (2004) The Good Mentoring Toolkit

For Healthcare. Kogan Page Carol A. Bartell (2004)Cultivating High-Quality Teaching Through Induction and

Mentoring. Josse-Bass Publishers Neil Gopee (2007)Mentoring and Supervision in Healthcare . Sage Publications Ngatia P. Mutema A., Kang’ethe S., Kimeu A., and Shoo R. (2008) Training Health

Workers. AMREF, Nairobi.

Lecturers : Dr. Joshua Kanaabi MuliiraDoctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScNMrs. Kabanga M, MargaretM.Ed (MUK), D.Ed, RN, RMMr. Otim AlfredBGO (Admin), BED, Dip. HTC (MUK), Dip. Orth

COURSE BHTE 2202: CURRICULUM THEORY, PRACTICE AND EDUCATIONAL TECHNOLOGY

(Duration 45 contact Hours 3 CU)Course Description This course introduces the trainee to curriculum theories. It provides an in-depth understating of how and when curricula development/review should be carried out. Educational Technology is a practical subject that offers trainees hands on experience in designing and utilization of instructional media to facilitate teaching and learning.

Aim The course aims to provide trainees with knowledge and skills to enable them to plan, develop, implement, evaluate and change curricula for various cadres of health personnel. Trainees should be able to demonstrate knowledge, skills and attitudes necessary to appreciate the science and art of effective and efficient communication in Health Education

ObjectivesAt the end of the course, the trainee should be able to:

Explain the meaning of curriculum, syllabus, education and their relationships.


http://www.amazon.com/Mentoring-Supervision-Healthcare-Neil-Gopee/dp/1412930200/ref=sr_1_7?ie=UTF8&s=books&qid=1225339558&sr=1-7

http://www.amazon.com/Cultivating-High-Quality-Teaching-Induction-Mentoring/dp/0761938591/ref=sr_1_5?ie=UTF8&s=books&qid=1225339558&sr=1-5

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Explain the characteristics of curricula elements and their relationships. Describe the factors that influence the process of curriculum planning, development,

implementation, evaluation and change. Describe the curriculum designs and outline curriculum development process. Demonstrate ability to interpret and develop a relevant curriculum of training health

workers. Explain the trends in the development of Educational Technology to appreciate its

evolving nature Demonstrate an understanding of the processes and roles of communication in enhancing

teaching and learning Discuss systematic approach in planning, executing and evaluating instructional media in

teaching and learning Analyse various instructional media and their application to effective teaching and learning

in Health Education


Assess training needs for curriculum development Plan for curriculum development using various processes and procedures Design curriculum based on various approaches/models Implement and evaluate a curriculum Effectively communicate Analyse various instructional media and their applications to effective teaching and

learning in Health Education Select relevant instructional media Design relevant instructional media Utilise/apply instructional materials Maintain instructional materials Evaluate the effectiveness of instructional media

Knowledge Skill Attitude Describe curriculum

elements Discuss different

curriculum modes Explain steps of

curriculum development

Technology Discuss the processes

and roles of communication

Discuss systematic approaches

Analyse various instructional materials

Explain the trends of Educational

Analytical Critical thinking Communication Diagnostic Decision making Advocacy Lobbying Interpersonal relations Ability to Design

instructional materials Selection of appropriate

instructional media Ability to update

instructional materials Utilisation of instructional

materials Critical thinking skills

Carefulness Kindness Considerate Efficiency Appreciation Patience Respect Accuracy Privacy Empathy Confidentiality Rational Understanding

CONTENT


Curriculum theory Concept of curriculum (Meaning of curriculum, syllabus, importance of curriculum to the

teacher, formal, informal/hidden curriculum, null curriculum) Determinant of the curriculum (Psychological, Historical/philosophical, Social/Political

factors) Characteristics/elements of the curriculum (Educational objectives (aim, goals,Content ,

scope, sequence, intégration, Organization of learning experiences and content (methods of teaching)

Models of the curriculum (Tyler model, Situational analysis model spiral curriculum, Spices model, Wheeler’s models)

Curricula Design (Subject centered curriculum, Child centered curriculum, Core Curriculum, integrated curriculum out come based curriculum, problem based )

Curriculum Development process in health teaching profession (Theory of Development, Competencies based curriculum, Objective based curriculum

Curriculum implementation Curriculum evaluation

Educational technology Educational technology, its evolution, and role in teaching learning with particular

reference to Health Education Communication process The systems approach Alternative instructional media and delivery approaches Types of media (interactive and non interactive) Visual aids: Photographs, Print Media Charts, Realia (modified, unmodified,

specimen ,models, puppets etc). Audio: Radio/cassettes, CD Rom (Educational programme) Audio-visual: TV, VCR, CD Roms, Education tele-casting, DVDs Writing boards (chalk and ink boards). Resource based learning delivery and introduction to resource centre development Computer –aid learning (basic computer skills and e-learning) Evaluation of the media, effectiveness, ranking, media effectiveness with the Edgar Dale

Cone of experience techniques of media selectionMethods of Teaching

Lectures Classroom discussion Class presentation Role play/drama


Resources Text books Internet Computers Handouts

References Bishop, G. (1985): Curriculum Development: A Textbook for students. Nairobi MacMillanKelly, A. (1977): The Curriculum Theory and Practice, LondonTaba, H. (1992): Curriculum Development. Theory and PracticeFetter Kathryn et al (1987), Teaching and learning with visual Aids to Don Macmillan


Greeme (1984), From Black board to computer UK Roylyer M.D.( 2002), interpreting educational technology into teaching 3rd edition prentice HallGarson D.G. (2000), Social Dimension of information Technology issues for the new millennium idea.Group publishing; Hershey, USA.Gary Biter, Jane Legacy (2007), using Technology in the classroom 7th Edition

Lecturer : Dr. Ochieng Mary KagoirePhD, MED, BAEDBernadatte Busingye BabishangireBAED, MED

COURSE BHTE 2203: PUBLIC HEALTH (Duration 45 contact Hours 5 CU )

Course DescriptionThis course is designed to equip the trainee with knowledge, skills and attitudes in promotion of health and disease prevention This course is designed to prepare the trainee in the application of concepts and principles of health promotion, disease prevention and management of common illnesses through the primary health care strategy.

AimThis course aims at equipping the trainee with the knowledge, skills and attitudes that promote health and prevent disease. this course is also designed to equip the trainee with relevant knowledge, skills and attitudes in Primary Health Care (PHC)

ObjectivesAt the end of the course, the trainee should be able to;

Describe the fundamentals of public health Carry out community mobilization Discuss the concept of epidemiology Discuss the health indicators and their implications to public health Describe the stages of disease prevention and control Discuss epidemics and epidemic management Explain the role of health education in health promotion and disease prevention Discuss occupational health and safety Analyse disasters and participate in disaster preparedness and management Explain the methods of measuring health and disease Examine the history and explain the concepts and principles of PHC Describe the components and pillars of PHC Explain the importance of PHC in the Health Care Delivery System Identify and discuss the role of stake holders in PHC Demonstrate ability to plan, implement, monitor and evaluate PHC activities Carry out community diagnosis Demonstrate ability to carry out community mobilization, health Education and health

promotion


Assess community health needs


Carry out community mobilization Identify the sources of data for calculation of health indicators Train Community Own Resource Persons (CORPs) Apply disease prevention measures appropriately Interpret the various health indicators Plan for disaster preparedness, management and prevention Apply the principles of epidemiology in disease prevention and control Recognize and notify an epidemic Conduct disease surveillance and control Carry out community diagnosis Carry out a training needs assessment Mobilize the community for PHC Plan and implement PHC activities Train Community Resource Persons(CORPs) Monitor and evaluate PHC activities Mobilize resources for PHC Identify relevant stakeholders for PHC Write and disseminate reports Carry out health education in the community

Knowledge Skills Attitudes Concepts of public health Process of community

mobilization Community diagnosis Concepts of epidemiology Health indicators Epidemics and their

management Levels of disease prevention Concept of occupational health

and safety Concept of disaster

preparedness and management

Examine the concepts of PHC Discuss the principles of PHC Describe the components and

pillars of PHC Identify stakeholders in PHC Describe the process of

community diagnosis Describe the process of

planning, implementation, monitoring and evaluation of PHC activities

Describe the process of community mobilization

Identify the role of PHC in health service delivery

Outline the strategies of PHC

Communication Assessment Planning & Decision

making Mobilization & Advocacy Critical thinking Collaboration Documentation & Report

writing Dissemination of findings Monitoring and evaluation Observation &

Counselling Accuracy Communication Planning and Mobilization Identification Collaboration Decision making Training and Assessment Critical thinking Problem solving Report writing Documentation Advocacy and lobbying Monitoring and evaluation Counselling and Listening

Empathy Confidentiality Tactful Patience Impartiality Concern Friendliness Integrity Respectful Compassion


implementation

CONTENT General Public Health Fundamentals of public health Community diagnosis Community mobilization Basic concepts in epidemiology Health indicators in relation to community health Epidemics and epidemic management The stages of disease prevention Role of health education in health promotion and disease prevention Concepts of occupational health and safety The concept of disaster preparedness and management Primary health care Introduction to Primary Health Care (PHC) Concepts of PHC Principles of PHC Components of PHC Pillars of PHC Health policies related to PHC Stakeholders in PHC Community diagnosis Community mobilization Implementation strategies in PHC Challenges in PHC implementation Monitoring and Evaluation of PHC programmes

Methods of Teaching Lectures Case studies Discussions Field visits

Resources Textbooks Computers Medical records Journals Internet Communities

Assessment Tests Assignments Course work Examinations

References Vaughan J.P. Morrow R.H. (1989), Manual of Epidemiology for District Manager – WHO Joj E.K. (1997), THE Public Health consequences of disasters, OUP National health policy (1999), The Health sector strategic plan 2005/06 – 2009/2010


Ministry of Health Sector Strategic Plan (HSSP) II 2005/06-2009/2010 National Health Policy- 1999 Werner D (1995) Where There is No Doctor, The Hesperian Foundation, USA Uganda Community Based Health Care Association. Community’s Own Resource

Persons(CORPS) Training Manual Abbatt F. R.; McMahon R (1993): Teaching Health Care Workers. Macmillan. Abbat F. R.(1992): Teaching for Better Learning. WHO Amonoo-Larston R. et al (1994): District Health Care Elbs. Macmillan. Amri M. et al. (1993): A guide for Training Teachers of Health Workers. AMREF. Chambers, R. (1990): Rural Development – Putting the Last First. Longman. Ties Boerma J. and Ranken J. P. (1988): Primary Health Care Reorienting Organizational

Support. Abraham G. J. (1991): Social and Community Paediatrics in Developing countries.

Macmillan. Hope A. and Timmel S. (1990): Training for Transformation. Mambo Press Zimbabwe). Johnson Mary P. & Rifkin S. B. (1991): Health Care together, Training exercises for

Health Workers in Community Based Programmes. Macmillan. King M.; King F. & Martodipoero S. (1979): Primary Health Care (Books 1 and 2) out

Medical. Macmahon R. et al. (1994): On Being in Charge. A guide to Management in Primary

Health Care. WHO. Ochola Pennina et al (Ed) (1992): Primary Health Care: Experiences in Eastern and

Southern Africa. AMREF Warner D. & Bower B. (1982): Helping Workers Learning. Hersperin Foundation. Journals Contact – A periodical Publication of CMC Churches Action for Health World Health Forum – WHO Geneva CBHC News – A Uganda CBH CA Newsletter.

Lecturer : Dr. Kanyesigye EdwardMasters in Public Health (MPH)

Mr. Asua Alara AsromMed. Ed PHC (UK), BSWASA (UCU), D.Med (HTC MUK), Dip (PHD)


COURSE BHTE 2201: HEALTH SERVICE MANAGEMENT (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to prepare trainees for effective management of Health Services It will also introduce them to concepts of health economics and resource management.

Aim To equip the trainee with knowledge, skills and attitude for enhancing effective health service management at local, national and international levels.

Objectives By the end of this course the trainee should be able to;

Explain the concept of Health Services Management Describe the structures of health care delivery system in Uganda Discuss Health Management Information Systems Discuss Health Service management system in Uganda and other countries Examine effective management of available resources in Health care delivery


Analyse the health service systems Manage health care resources Plan, implement and evaluate the delivery of health services Budget for health care activities Manage health information systems

Knowledge Skill Attitudes Planning, monitoring and

evaluation re-appraisal Resource management Procurement procedures Inventory Public relations Health care, training conflict

resolutions Decentralization Policies and guidelines Support supervision Health care delivery system Manage health information

systems

Communication Team building Interpersonal

relationship Planning, monitoring

and evaluation Leadership Time management Accuracy Keeping inventory Advocacy Documentation Critical thinking

Integrity Honesty Transparency Flexible Respect Consistence Confidentiality Patience

CONTENT Concepts of health Service management Concepts of health economics Discuss the basic concept of health economics Health service structure at international level Health Management Information Systems


Resources in utilization in Health Service delivery and management Report writing Team building

Methods of Teaching Lectures Discussions Tutorials PBL Case studies Simulations Role play Demonstrations Assignments Field work

Resources Text books Computers and internets Over head projectors Power Point materials Television and video types and health facility Writing boards Journals Medical records, health facilities Health Management Information system materials

Assessment Tests, Quiz, Course work, Case presentations ,Assignments, Examinations,Supervision checklists. References

Marquis, B.L. and Huston C.L. (1992), Leadership roles and management functions in Nursing theory and application, Lyppincat Company, London.

The Uganda National Health Policy (1999), Health Sector Strategic Plan II 2005/2006 – 2009/2010 Ministry of Health – Uganda Mcmahon, Rosemary. On being in charge, Guide to management in Primary Health Care,

Felton Ross- 2nd Ed

Lecturers : DR. Charles MatsikoPhD – Health Planning

: Mr. Twinomugisha CharlesMA – Human Resource Managment


YEAR II SEMESTER II ELECTIVES

COURSE BHTE 2205: SURGERY II(Duration 45 Contact Hours 3 CU)

Course Description This course is intended to enable the trainee to appreciate and manage surgical conditions.

Aim: This course aims to equip the trainee with in-depth knowledge in order to be able to manage surgical conditions.


Describe management of surgical conditions Carry out nursing care for different Surgical conditions


Manage Surgical emergencies Carry out Surgical Nursing Special surgical interventions

Knowledge Skill Attitude Discuss the

presentations of surgical conditions

Describe causes and complications of surgical conditions

Describe management of surgical conditions

Identification of surgical conditions

Decision making Diagnosis Observation Assessment Traction Critical thinking Accuracy

Confidence Innovativeness Integrity Empathy Confidentiality Privacy Gentleness Carefulness

CONTENT Paediatric surgery Musculo-skeletal conditions; osteomyelitis, arthritis Endocrine surgery; thyroid, diabetes mellitus Theatre surgical techniques

Methods of teaching Observed practice Lecture Group discussion Assignments Hands on practicals Case study Problem Based Learning Self Directed learning

Resources


Textbooks Models Instruments and equipment Health units Computer Internet

Assessment Course work (case presentations) Examinations Tests

References Basic surgery by Forest Shot practice of surgery by Bailey and Love Companion to surgery in Africa by Davis Surgery in the community by Nzarubara Primary surgery I and II by Morris King and Peter Bewes Surgery international; journal

Lecturers : Dr. Kiiza Peter

: Dr. MakoboreM.Med Surgery


COURSE BHTE 2206: PSYCHIATRIC NURSING (Duration 45 Contact Hours 3 CU)

Course Description The course is designed to expose learners to various procedures and processes of nursing patients/clients with mental health problems. It is designed to develop nurse trainers in the practice of psychiatric nursing.

AimThe course aims to equip the trainee with the knowledge, skills and attitudes in Psychiatric Nursing.


Explain the concepts of Psychiatric Nursing and examine its historical background Apply the nursing process in the management of patients with mental health problems Recognize and manage patients with mental health problems using different treatment

modalities Discuss the ethical legal issues and apply them in the delivery of psychiatric nursing Carry out research in psychiatric nursing Monitor and evaluate psychiatry nursing care delivery

Competencies Demonstrate the ability to:

Create therapeutic nurse patient /client relationship Apply the nursing process in the management of psychiatric patients/clients Apply psychiatric nursing interventions in the care of mental patients Integrate psychiatric nursing into existing PHC services Carry out research in psychiatric nursing

Knowledge Skills Attitude Examine the history and

concepts of psychiatric nursing Review the common mental

health disorders Discuss the nursing process in

psychiatric nursing Discuss various psychiatric

nursing interventions Describe the process of

therapeutic communication Examine medical legal issues

in psychiatric nursing Discuss integration of

psychiatric nursing into PHC

Identification Assessment Prioritizing Planning Critical thinking Decision making Communication Observational Listening Technical Problem solving Counselling

Empathy Patience Emotional control Considerate Self awareness Assertiveness Confidence Good interpersonal

relationship Trust Tact Privacy Confidentiality Genuineness Respect


CONTENTS Introduction to psychiatric nursing The nursing process in psychiatry In-depth review of psychiatric disorders Nurse patient relationship and therapeutic communication Nursing interventions in psychiatry Ethical legal issues in psychiatric nursing Managing resources in psychiatric nursing Support supervision, monitoring and evaluation in psychiatric nursing

Methods of Teaching Lectures Field attachments Group discussions Problem Based Learning (PBL) Role plays Demonstrations Video shows Case studies Assignments

Assessment Continuous assessment Written examinations Nurses notes and ward reports Case reports Clinical examinations

Resources Practical area Field supervisors Stationery Transport Classroom Computers Patient/clients Text books Assessment tools

References: Oxford Textbooks of psychiatry Gelder et al Synopsis of psychiatry by Kaplan and Saddock Companion to psychiatric studies by Kendell and Zealley Psychiatry for the house officer Organic psychiatry by Lishhaman Child psychiatry by Graham Essential psychiatry edited by n. Rose Psychiatry by Gibbons Swift C.R ( 1977) AMREF, mental health – a manual for medical assistants on other rural

health workers.


Cushine J.M (1970): Practical psychiatry for health workers and nurses tropical health services (Longman group)

Ovuga Emilo (2006) psychiatry for Primary Health Care in Uganda, Kampala: Fountain Publishers

Inservice Training Manual for Primary Health Care. Basic Needs. Limford Rees Textbooks of Psychiatry

Lecturer : Dr. Muroni JuliusMBCHB, M.Med (Psy), FR. Forensic Psychiatry


COURSE BHTE 2207: MEDICINE I(Duration 45 Contact Hours 3 CU)

Course Description This course provides in-depth knowledge in common medical conditions. It emphasizes the aetiology, pathophysiology, prevention and management of these conditions

Aim This course aims to equip the trainee with an in-depth knowledge, skills and attitudes in management of common medical conditions.


Describe the common medical conditions Investigate and diagnose the common medical conditions Discuss the aetiology and pathophysiology of the common medical conditions Manage common medical conditions


Investigate and diagnose common medical conditions Manage common medical conditions Prevent common medical conditions Make accurate and timely intervention Manage medical information and records Rationally use drugs

Skill Knowledge Attitude Describe the common

medical conditions Discuss the aetiology and

pathophysiology of common medical conditions

Discuss diagnosis, prevention and management of the common medical conditions

Communication Interpersonal

relationship Assessment Diagnosis Disease

management Critical thinking Problem solving Decision making Writing Counselling Observation Analytical Interpretation Listening

Respect Empathy Confidentiality Compassion Integrity Accuracy Honesty Privacy


CONTENT Common infections Cardio-vascular conditions Respiratory conditions Conditions of the nervous system Metabolic disorders

Methods of teaching Modified lectures Group discussion Assignments Case study Field placements Self directed Learning

Resources Text books Journals Magazines Patients Wards Practicum areas Transport Internet

Assessment Log books Assignments Course work (case presentation) Examination (written, clinical examinations)

References WHO treatment of Tuberculosis, guidelines for national programmes. WHO 1993 WHO,basic information on HIV/AIDS,AIDS reference for nurses volume1 Walter D.A. K (1994) care of the critically ill patients in the tropics and sub-tropics,

Macmillan publishers Nicholson N.W (1992) Medicine non- communicable diseases in adults. AMREF Eshuis J. (1996) communicable diseases. A manual for PHC workers

Lecturer : Dr. Kiryoowa HarunaMSc. Human Anatomy, EDS (MUK)


COURSE BHTE 2208: NURSING I (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to enable trainee to gain understanding in trends in Nursing, and nursing care of patients with Medical, Surgical, Mental Health, Paediatric, and Gynaecological conditions.

Aim The aim of this course is to enable the trainees to acquire knowledge, skills and attitudes in Nursing.


Explain the concept of nursing Describe basic nursing Describe nursing management of medical surgical, paediatric, and psychiatric,

gynaecological conditions Describe various control measure in infection prevention Describe the nursing process Manage patient with surgical, medical, paediatris, gynecological and psychiatric conditions


Relate the various developments in the nursing Demonstrate ethical and professional code of conduct Apply nursing process and other models/ approaches Teach trends and issues in nursing

KNOWLEDGE SKILLS ATTITUDE Discuss issues and trends in

nursing Describe the Nursing

process Describe basic Nursing care Describe medical, surgical,

paediatric and psychiatry conditions

Describe management of medical,

Demonstrate micro teaching skills.



CONTENT Introduction and overview of the history and developments in nursing Medical nursing

Method of Teaching Lectures Tutorials Demonstration Case presentation Practicals


Seminars Problem Based Learning Self Directed Learning Role modelling Clinical teaching


Resources Instruments and equipment Text books Health facilities Patients/clients Models Medicines Projectors Computers TV/Decks Influent


Management (8th Edition) New York: `Lippincott Williams & Wilkins Urich, S. P., Canale, S.W., & Wendell, S.A. (1990) Nursing Care Planning Guide, Nursing

diagnosis Approach (2nd edition) Philadelphia: Saunders Moronney’s Surgery for nurses Datta Parui (2007) Peaditric Nursing (1st edition) Johnston.P.Flood K.Karen.s. ( 2003) the New Born child (9th edition) Basavanthapp Gynaecology by Ten teachers McEwen M., Wills E.M.., (2007), Theoretical Basis for Nursing (2nd edition) Lipponcote

William and Wilkins USA.



COURSE BHTE 2209: MIDWIFERY II(Duration 45 Contact Hours 3 CU)

Course DescriptionThe course is designed to equip the trainee with knowledge, skills, and attitude to promote the health and wellbeing of women in child bearing age, their babies and their families.

Aim The course aims to enable the trainee to update, analyze, synthesize in-depth knowledge and skills of midwifery


Management of the neonate and the infant Discuss safe motherhood and domiciliary practices Identify the socio-cultural customs and beliefs that affect pregnancy labour and

puerperium Explain drugs used in midwifery

Competencies: Demonstrate ability to;

Provide antenatal care Identify mothers at risk and refer them appropriately Counsel mothers/clients Manage labour, puerperium and the new born baby Manage obstetrical emergency Practice infection prevention and control measures Use drugs appropriately

Knowledge Skills Attitudes Describe the care of the

neonate and the infant Discuss safe motherhood and

domiciliary practices Describe infection prevention

and control measures in midwifery

Discuss socio-cultural belief Role of TBA’s


Diagnosis Advocacy Leadership and

counselling Listening Assessment Critical thinking Accuracy


CONTENT Neonate and the infant Safe motherhood and domiciliary practices Role of TBA in Midwifery Drugs used in midwifery

Methods of teaching Lectures Discussions Case studies Role plays/simulation Demonstrations


Case presentations Case presentation

Resources Textbooks Simulated mothers and babies (madam, Zoe) Mothers Babies Models Instructional and equipment Computers Over-head projectors LCD Birth atlas and charts Television and video tapes Health facilities Delivery kits

Assessment Tests Course work Case presentations Case studies Assignments Examinations

References Successful Breastfeeding, Second Edition, Royal College of Midwives. Midwifery edited by A. M. Thomson Publisher Ebrahim G. J. Breastfeeding Macmillan Publishers. Obstetrics by ten teachers 17th Edn Stuart Compbel and Christopher. A book for midwives by Susan Klein 1996

Lecturer : Ms. Nambiiro JosephineBScN, D.HT (MUK), RM, RN


COURSE BHTE 2210: CLINICAL PSYCHIATRY (Duration 45 Contact Hours 3 CU)

Course Description:This course provides in-depth skills, knowledge, and attitudes in mental health promotion, prevention, rehabilitation and management of mental health conditions.

AimThe course aims to enable the trainee develop competencies required for mental health promotion, prevention, rehabilitation and management of mental health conditions.


Identify and address mental health needs of persons who require rehabilitation and reintegration in to the community

Apply the mental health Act and other medical legal regulations in the provision of mental health care

Demonstrate ability to conduct mental health related research Carry out mental health education, promotion and prevention, and monitor and evaluate

mental health services.


Rehabilitate and re-integrate persons with severe mental illnesses back to the community. Identify and use appropriate legislations in provision of mental health care Conduct research in mental health

Knowledge Skills Attitude Discuss the concept

and application of rehabilitation and reintegration of persons with severe mental health problems

Discuss the principles and application of the Mental Health Act

Discuss the concept and principles of mental health promotion

Critical thinking Communication Analysis & Decision making Assessment Advocacy Team work Interpersonal relationship Creativity Prioritizing Counselling Technical Conceptual Demonstration

Positive regard Empathy Emotional

control Patience Confidence Privacy Trust Honesty Respect Assertiveness Confidentiality

CONTENT Community psychiatry Management of psychiatric emergencies Mental health Act, Medical Legal Issues in Health Mental health services Mental health promotion Prevention and rehabilitation of mental disorders


Methods of Teaching Lectures Demonstrations Tutorials Problem Based Learning Field placements Case studies Role play

Resources Text books Computers Internet Health Facilities Community Video tapes LCD’s Projectors TV/DVD

Assessment Log books Case reports Examinations Course work

References: Psychiatry for the house officer Organic psychiatry by Lishhaman Child psychiatry by Graham Essential psychiatry edited by n. Rose Psychiatry by Gibbons Cushine J.M (1970): Practical psychiatry for health workers and nurses tropical health

services (Longman group) Inservice Training Manual for Primary Health Care. Basic Needs. Limford Rees Textbooks of Psychiatry

Lecturer : Mr. Dranimva NixonBScN, RN (Psychiatry)


COURSE BHTE 2211: ENVIRONMENTAL HEALTH I(Duration 45 Contact Hours 3 CU)

Course Description This course is designed to enable the trainee acquire in-depth knowledge, skills and attitude in environmental management as a contribution to health service delivery.

Aim The aim of the course is to equip trainees with knowledge and practical skills to enable them appreciate the role of environment in Health Service Delivery.


Describe the waste management principles and practice Explain the principles of food hygiene Discuss the Ugandan Environment Health Legislation

Competencies Demonstrate ability to

Appreciate the use of Environmental Health Practice in the control of communicable disease

Teach trends

Knowledge Skills Attitude Water and water supplies Waste management

principles Food and food hygiene

Management Analytical Communication Inspection Critical thinking

Tolerance High integrity Respectful Appreciative

CONTENT Food hygiene Environmental Health legislation

Methods of teaching Lectures Demonstrations Practical Work

Assessment Attendance Tests Progressive Assessment Examinations Course work

Resources Text books Laboratory Practicum cites Internet Computers


Equipment

References Sandy Caincross & Robert G. Feachem; Environmental Health Engineering in the Tropics. McKay; Building Technology Vol. Martin C.R.A. Practical food inspection WHO; Guidelines to drinking water quality Vol. I & II

Lecturers : Dr. SempebwaPhD Public Health

: Mr. Ndaa LouisBachelor of Health Education, Dip. HTC


COURSE BHTE 2213: DENTISTRY II(Duration 45 Contact Hours 3 CU)

Course DescriptionThis course is designed to provide in-depth knowledge, skills and attitudes in the different disciplines of Dentistry to the trainee so as to be able to employ and impart the acquired competencies in the training of the allied oral health workers.

AimThis course aims to equip the trainee with in-depth knowledge, skills and attitudes in Dentistry and apply it to the teaching of health workers.

Objectives Provide an overview of oral anatomy, histology, and physiology Discuss the competencies necessary for imparting and managing periodontal diseases Discuss the different aspects of operative dentistry. Carry out oral diagnostics Discuss use of materials in dentistry

CompetenciesDemonstrate the ability to;

Recognise normal and abnormal oral-facial anatomical features Relate development stages to disease Prevent and manage oral diseases Differentiate the origins of oral-facial pain Document relevant case histories

Knowledge Skills Attitudes Management oral diseases Medical -legal aspects of

Dentistry Properties of dental materials Pharmacotherapeutics Oral health promotion

Diagnosis Operate various

dental equipments Observing set

protocol Oral Health

Promotion Communication Critical thinking Problem solving

Carefulness Empathy Concern Patience Accuracy Consistency Tactfulness Privacy Confidentiality

CONTENTS Maxillo-Facial Radiology Pharmaco therapeutics and dental materials Professionalism

Method of Teaching Lecture Tutorials Discussion Practical Demonstration


Assessment Tests Assignments Case write-ups Examination Coursework

Resources Textbooks Models Clients Practicum site Dental instruments and materials

Reference Daniel. A. Grant, et al (1998) Periodontics Manson: An outline of Periodontics Erik Rambush (1983) Periodontology: Theory Essentials of Periodontology by McPhie T Pathology of Periodontal diseases by Williams Periodontics by Phillip. M. Hoag, Elizabeth A. Paula Prof Leon M. Silverstone 2nd Edn 1998. Preventive dentistry Kennedy D.B. 3rd Edn. Paediatric Operative Dentistry Kidd and Joyston Berchal E. A. M. Essentials of dental caries Murray john J. Fluorides in caries prevention. 3rd Edn Elderton R.J. Positive dental prevention Cawson R. A. Essentials of dental surgery and pathology. 5th Edn Dume, 2001, Oral diagnosis – the clinicians guide

Lecturer : Dr. Muwazi Louis MugambePhD (Maxillofacial surgery), Doctor of Medicine (Stomatology)


COURSE BHTE 2212: PHARMACEUTICS II

(Duration 45 Contact Hours 3 CU)Course Description The course is intended to equip the trainee with foundation to pharmaceutics in relation to hospital retail, industrial Pharmacy, forensic pharmacy, pharmaceutical education and research.AimThe aim of this course is to equip the trainee with appropriate knowledge, skills and attitudes in pharmaceutics. ObjectivesBy the end of the course, the trainee should be able to;

Explain the concepts in pharmaceutics Explain the physico-chemical Principles applicable to pharmacy Demonstrate methods of preparing dosage forms Describe the principles Good Manufacturing Practice Competencies: Demonstrate ability to: Demonstrate knowledge of various aspects of pharmaceutics Prepare various dosage forms of good quality Control the quality of drugs


pharmaceutics Explain the physico-chemical



Describe the principles Good Manufacturing Practice



CONTENT Per-Oral Solids Rate Controlled Preparations Oral Solutions Oral Suspensions, Emulsions, Magmas & Gels Transdermal Drug Products Ophthalmic Preparations Methods of Teaching Lectures Tutorials Self-study Laboratory practicals


Resources










COURSE BHTE 2214: SPECIALISED PHARMACY PRACTICE II (Duration 45 Contact Hours 3 CU)




Explain pharmacy practice concepts and principles Describe common ailments and their treatment options Prepare and compound drugs Describe the storage and disposal of drugs



Knowledge Skill Attitude Explain concepts and

principles Describe common ailments Describe treatment options Process of drug preparation



CONTENT Vaccines Dermatology Common gynaecological complaints Modern Pharmacy Practice


Methods of assessment Course works Assignments


Examinations

Resources Pharmacy Chemical/powders Text tubes Computers Drugs Animals Assessment








COURSE BHTE 2215: CLINICAL OCCUPATIONAL THERAPY II(Duration 45 Contact Hours 3 CU)

Course Description The course is designed to enable the trainee to provide therapy to disabled persons.

Aim The aim of the course is to equip the trainees with the knowledge, skills and attitudes on Occupational Therapy theories and practical in orders to improve on the livelihood of persons with disabilities.


Apply the different theoretical models of treatment in occupational therapy Demonstrate the techniques and methods of treating physical and mental dysfunction Explain the principles of rehabilitation in the restoration of client’s function.


Ability to apply methods and techniques of treating physical and mental dysfunctions Conduct rehabilitation interventions and evaluate the effectiveness of restoration of

clients’ level of function Identify the standard assessment kits used in occupational therapy

Knowledge Skill Attitude Concepts Discuss theoretical models,

techniques and methods of treatment

Explain different physical and mental dysfunctions

Describe the assessment kits

Communication Advocacy Critical thinking Decision making Problem solving Listening Resource

mobilization Creativity

Empathy Ready to help Caring Integrity Respectful Non-judgmental Confidentiality

CONTENT Occupational therapy theoretical models for treatment Practice in key occupational therapy settings Treatment of physical conditions Treatment of psychiatric disorders (Mental health setting) Treatment of paediatric conditions Principles of rehabilitation

Method of Teaching Lectures Tutorials Discussion Role play Field attachments


Resources Practicum sites Video and film tapes Kits for indoor and outdoor Games Assessment kits

Assessment Formative appraisals Course Continuous assessment Summative appraisals

Reference Ann Turner, Margaret Foster and Sybil E. Johnson; Occupational Therapy and Physical

Dysfunction Jennifer Creek; Occupational Therapy and Mental Health Gary Kielhofner; Model of Human Occupational Hagedorn R. Occupational therapy perspective and process Reed Kathyreen; Quick reference to Occupational Therapy Pedretti W.L.O; Occupational Therapy practice skills for physical dysfunction Crouch B.R. Occupational Therapy in psychiatry and mental health Finlay L.Occupational Therapy practice in Psychiatry Macdonald Occupational Therapy in rehabilitation Opikns L.H.Willard and Spackman’s Occupational Therapy

Lecturer : Mr. Kamwesiga JuliusDip. OT, BSc. Psyc, PhD Candidate

: Mrs. Kansiime ReachelDip. OT, MSc Candidate


COURSE BHTE 2216: HISTOPATHOLOGY

(Duration 45 Contact Hours 3 CU)Course Description This course is intended to equip trainee with competencies in experimental pathology.

Aim The aim of the course is to equip trainee with knowledge, skills, and attitudes to process tissues stain and smears and identify disease.

ObjectivesBy the end of this course, trainee should be able to;

Identify diseased tissues and cells of different body structures Process tissues Apply correct fixatives and stains Carry out tissue sectioning Describe the principles of staining


Identify disease tissues and cells Identify pigments, tissues and cells Fix tissues Process specimens Operate laboratory equipment

Knowledge Skill Attitude Classify reagents and

stains Describe the principles of

staining Describe the use and

maintenance of stains Types of fixatives Different tissues

Diagnosis Observation Communication Decision making Critical thinking

Carefulness Confidentiality Honesty Patience Integrity Precision Accuracy

CONTENT Concepts and principles of histopathology Review of general pathology Histological specimens Tissue processing Histological stains Examination of processed sections Cytopathology


Methods of Teaching Lectures Demonstrations Practical Attachments Tutorial

Resources Video Case studies Assessment tools Microtome Laboratory equipment ad reagent Health facilities

Assessment Examinations Practicals Assignment Observed practice

References Bancroft C.J.; Theory and Practice Histological Techniques Culling C.F.A. ET AL, Cellular Pathology Techniques Drory and Wellington, Carbeton’s historical techniques Leeson and Pegan, Text/Atals of histology Louis Carlos et al, Basic Histology Clayton, practical section, cutting and staining

Lecturer : Dr. Othiano E. - M.Med


COURSE BHTE 2217: MEDICAL MICROBIOLOGY

(Duration 45 Contact Hours 3 CU)

Course DescriptionThis course is intended to provide trainees with the general properties, classification, recognition, description, and pathogenesis and laboratory diagnoses of the common pathogenic bacteria. The course is also designed to equip trainees with the understanding of the role of viruses in health application of structures and functions of organizations and cellular level in diagnosis, treatment and control of diseases. It also addresses the pathogenesis of the immunological reaction and their diagnosis.

Aim The course aims to provide trainees with in-depth knowledge in medical bacteriology as well as to equip trainees with competencies to process specimens for diagnosis of viral infections and immunological reactions, and also apply the understanding of organisms at cellular level in diagnosis of diseases. .ObjectivesBy the end of this course, the trainee should be able to:

Discuss classification of bacteria or bacteria taxonomy Describe the systems used in identification of Bacteria Discuss various groups of bacteria under the following sub headings:- General characteristics Morphology and staining Cultural characteristics Pathogenesis and pathogenicity Laboratory diagnosis Prevention and control Discuss the role of microbiology in public health. Describe the processing samples for diagnosis of viral diseases and immunological

reactions Discuss the application, organisms at cellular level of diagnosis, of treatment and control

of disease Discuss tests for viral diagnosis, and immunological reactions Describe the concepts and principles of immunological reactions The trainee should demonstrate the ability to process samples for diagnostic tests Interpret serological tests and diagnostic tests for viral diseases Prepare standardized antigens and anti-sera.

Competencies Demonstrate ability to; Process specimens for microbial examination Identify different bacteria of medical importance Observe infection control Process foods and beverages for examination Prepare samples for diagnoses Identify and use various tests in immunological reactions Analyse and interpret data after carrying out tests Write reports


Knowledge Skill Attitude Systematic bacteriology Characteristics of bacteria Taxonomy of bacteria Culturing of bacteria Diagnostic tests Prevention and control of

bacteria Describe the processing of

specimens Discuss application of

organisms at cellular level for diagnosis

Discuss the diagnostic tests Describe the concepts and

principles of immunological reactions

Analytical Observational Disposal of waste Process Identification Accuracy Observation Analytical Decision making Communication Listening Critical thinking

Patience Confident Confidentiality Carefulness Integrity Impartial

CONTENT Classification of Bacteria i.e. Based on morphology and Biological classification. System of identification of bacteria i.e.; Gram positive cocci; Gram positive spore forming rods Gram positive non spore forming rods Gram negative cocci/Diplococci Gram negative rods/Enterobacteriaecae Gram negative non sporing rods Pseudomonas and non fementers Gram negative cocco-bacilli (Parvobacteria). Spirochaete &Rikettsiae Mycobacteria Mycoplasma and bartonella Chlamydia Overview of immunology Laboratory investigations in immunology and virology Immune disorders and tumour immunology Antigens and antibodies Taxonomy of viruses of medical importance Overview of the functions and structures of prokaryotic and eukaryotic cells Manipulation of DNA and their application in diagnosis and research Molecular cloning

Methods of Teaching Lectures Tutorials Demonstrations Practicals Self Directed Learning

Assessment Examination


Tests Assignment Course work Observed practice

Resources Text books Computer Internet Health facility Journal

References Jawetz (1984), Medical Microbiology Riot, Essential immunology Steward and Beswick, Bacteriology, virology and immunity for students of medicine Weir, Immunology, An outline for students of medicine and biology

Lecturer : Mr. Wewedru IzaalePhD Infectious Diseases (London), MSc. Infectious (London), Dip. Medical Lab Tech (MUK)


COURSE BHTE 2218: MEDICAL RADIOGRAPHY II (Duration 45 Contact Hours 3 CU)

Course DescriptionThe course intends to equip the trainee with skills, attitudes and knowledge in radiography, radiotherapy and radio imaging.

Aim The aim of the course is to equipping the trainees with knowledge skills and attitude in radiography

ObjectivesBy end the course, the trainee will demonstrate ability to;

Discuss the principles of computerized tomography Describe special imaging techniques


Administer radiotherapy Conduct medical imaging Observe international safety measures Interpret sonographic images

Knowledge Skill Attitude Condition of medical imaging Radiation doses Protection measures Discuss management of

patients using radiation

Accuracy Communication Observant Decision making Interpretation Tactility


CONTENT Computerized tomography Spread imaging techniques

Method of Teaching Lectures ,Demonstrations, Supervised practice Tutorials


Lecturers : Mrs. T.N. OyangMSc. Radiography

: Mr. M. Tumwebaze MSc. Radiography


COURSE BHTE 3102: ENVIRONMENTAL HEALTH I(Duration 45 Contact Hours 3 CU)




Analyse the components of environmental health Discuss the different sources of water supplies and their implication on health Describe the waste management principles and practice


Appreciate the evolution in the Environmental Health Profession Demonstrate ethical and professional code of conduct Appreciate the use of Environmental Health Practice in the control of communicable

disease Teach trends

Knowledge Skills Attitude Environmental health

evolution Developments in

environmental health General principles of

disease control Water and water supplies



CONTENT Components of Environmental Health Water and water supplies Principles of waste management




Resources Text books Laboratory Practicum cites Internet Computers Equipment





COURSE BHTE 3101: PHYSIOTHERAPY(Duration 45 Contact Hours 3 CU)

Course Description This course is designed to provide the trainee with knowledge, skills and attitude to prevent, manage and rehabilitate persons with physical injuries and diseases

AimThe course aims to equip the trainee with in-depth knowledge in the theory and practice of physiotherapy


Review common conditions managed by physiotherapy Discuss the physiotherapeutic modalities used for patient management Interpret radiographic films and reports


Identify physiotherapeutic community needs Refer persons with disabilities appropriately Effectively select and operate appropriate modalities and treatment dosages for specific

conditions Apply the Orthopaedic Manual Therapy (OMT) technique to the different joints of the body Read and interpret radiographic films and reports for physiotherapeutic purposes

Knowledge Skills Attitude Explain disability and

rehabilitation Discuss management of

PWDS Discuss the conditions and

physiotherapy modalities

Communication Counselling Assessment Management Referral Reading

radiographic films Interpretation Innovativeness Critical thinking

Empathetic Patience Integrity Privacy Confidentiality Carefulness

CONTENT Physiotherapy conditions and practice Diagnostic radiography Methods of Teaching Modified lectures Discussion Demonstration Field work Clinical placement Self-directed learning

Resources Text books


Internet Patient/client Physiotherapy apparatus/equipment Computers LCDS

Assessment Course work Examinations Texts Assignments

References

Lecturer : Ms. Annet NankwangaMSc. Physiotherapy, PhD Candidate


COURSE BHTE 2301: SCHOOL PRACTICE II (Duration 300 Field Placement Hours 5 CU)

Course DescriptionThis course involves the trainee in the teaching of learners in an Institutional setting. It mainly focuses on hands on as away of transferring knowledge, skills and competencies to the health trainees.

Aim The course aims to enable the trainee perfect skills and attitudes to efficiently impart knowledge to learners in Health training institutions.










approaches





Methods of teaching


Attachment to different Health training Institutions Assessment visits by Instructors/supervisors School practice reports










YEAR THREE SEMESTER I CORE SUBJECTS

COURSE BHTE 3101: PHARMACOLOGY (Duration 60 Contact Hours 4 CU)

Course Description The course is intended to equip the trainee with the pharmacokinetic and pharmacodymic principles of drugs

AimThe course aims to enable the trainee acquire skills, knowledge and attitudes in pharmacology and pharmaceutics.

ObjectivesBy end of the course, the trainee should be able to;

Explain concepts in pharmacology Explain pharmacokinetic principles of drugs Explain pharmacodynamic principles of drugs Describe the therapeutic aspects of drugs use Describe principles of rational drug management

Competencies Demonstrate ability to; Demonstrate various aspects of pharmacology. Effectively teach pharmacology Interpret prescriptions


pharmacology Pharmacokinetics Therapeutic aspects Drug reactions

Communication Understanding rational

drug use Teaching skills Interpretation Demonstration

observation Decision making Critical thinking

Accuracy Carefulness Confident Tactfulness Empathy Punctuality

CONTENT Basic Principles of Pharmacology Introduction Pharmacokinetics Pharmacodynamics Geriatric and paediatric pharmacology Drug interactions Systemic Pharmacology Chemotherapy Special topics Drug Management cycle

Methods of Teaching


Lectures Tutorials Self-study Laboratory practicals

Assessment Course works Assignments Examinations

Resources Computer simulations LCD’s Text books Drugs Laboratories

Reference Burgen and Mitche, Gaddum’s Pharmacology Lawrence, Clinical Pharmacology Rawlins, Benteys Text book of pharmaceutics Schild H.O. (1980), Applied pharmacology

Lecturer : Mr. Kibuule Dan - MSc. Pharm, B.Pharm


COURSE BHTE 3102: GENERAL MICROBIOLOGY

(Duration 45 Contact Hours 3 CU)Course DescriptionThis course is intended to introduce the trainee to microbiology and immunology. The course is intended to provide trainees with specific knowledge, skills and attitudes in immunology and serology for effective and quality management of illnesses.

Aim The course aims to provide the trainee with the foundations of microbiology and immunology. In addition it serves as an introduction to microbiology and immunology as well as classifying and showing the characteristics of microorganisms that are responsible for diseases causation. Ultimately it enables the trainee to carry out laboratory techniques in culturing microorganisms.

ObjectivesBy the end of the course, the trainees should be able to;

Describe the basis for classifying different micro organism Describe the characteristics for classifying different micro-organisms Explain the concept of microorganisms as agents of disease Discuss principles of laboratory practice and management Describe the ethical implications in handling hazardous bio-agents Carry out bio safety control measure in handling bio-agents


Identify and classify microbes Practice infection control measures Demonstrate ability to culture microbes and perform sensitivity tests Carry out basic laboratory investigations Elucidate the theories, principles and mechanisms of contemporary immunology Teach the science of immunonology and serology Prepare and standardize antigens Prepare and standardize antisera Perform serological tests Read and interpret serological reactions

Knowledge Skill Attitude Principles of microbiology Principles of immunology Classification of organisms Steps for basic laboratory

procedures Concepts and principles of

immunology Immune responses

&Immunology techniques

Diagnosis Slide preparation Observational Identification Critical thinking Problem solving

Attitude Carefully Accuracy Confidentiality Patience

CONTENT Microbiology Principles of microbiology:- Parasitology Virology


Bacteriology Mycology The classification of micro organisms, growth properties and characteristics Hospital and community infection control, Use of anti – microbial agents, resistance synergism and sensitivity tests Laboratory culture of micro organisms and sensitivity testing Immunology: Introduction and overview of immunology Elements of innate and acquired immunity Immunogens and antigens Antibody structure Biological properties of immunoglobulins The antigenic basis of antibody structure Antigen antibody interactions The immune system The ontogeny (development) of cells involved in the immune response Triggering the immune response The role of the major histocompatibility complex in the immune response Disorders of the immune response 1: Immune deficiency disorders Disorders of immune response 11:Hypersensitivity reactions Disorders of immune response 111: Autoimmunity Control mechanisms in the immune response Transplantation immunology Tumour immunology Immunoprophylaxis and immunotherapy Preparation and standardization of antigen Serological Tests: Antigen-Antibody reaction, Complement Fixation tests, Enzyme Linked

Methods of Teaching Discussion Lecture Demonstration Practical attachment Tutorial Field

Resources Health laboratories Text books Microscopic Sundries Internet Computers

Assessment Tests Course work Examinations


Assignments

References Medical microbiology and immunology examination and board review/New York Lange Medical books, 2002. Jawetz (1987), Medical Microbiology Turk and Porter, A short text book of medical microbiology Roit, Essential immunology Duguid, marmion and swain, medical microbiology

Lecturer : Mr. Wewedru Izale- PhD. Infectious Diseases (London), MSc. Infectious Diseases (London), Dip. Med Lab Tech (MUK)Prof. Kironde F. – PhD Lab ScienceDr. Kandumbura – M.Med Mr. Kabengera Sam – MSc. Candidate


COURSE BHTE 3103: MEDICAL PSYCHOLOGY(Duration 45 Contact Hours 3 CU)

Course Description This course introduces the trainee to the concepts of medical psychology, explains the influence of psychology on illness and vice versa, and discusses the application of medical psychology in medical care and teaching.

Aim The course aims to provide the trainee with Competencies that enables the trainer to understand the relationship between Psychology and physical illness.


Explain the concept of Medical Psychology Explain the influence of Psychology on illness and vice versa Discuss the Psychological factors that affect health Explain the role of medical Psychology in medical care Apply the knowledge of medical psychology in teaching


Demonstrate an understanding of the concept medical psychology Identify illness of biological and psychological nature Manage students problems Use theories of medical psychology to conduct research Select and apply appropriate methods of behavioural change in teaching

Knowledge Skill Attitudes Explain the concept of

medical psychology Explain theories of health

behaviour Discuss abnormal

behaviour Psychology of patient care Behaviour change

Effective communication


Listening Planning Critical thinking Observational

Understanding Caring Empathy Non judgmental Respect Privacy Confidentiality

CONTENT Introduction to medical psychology The concept of health behaviour Mental and physical illness Theories of health behaviour Genetics and behaviour Personality and health Perception of medical care and its utilization Emotions and physical illness Abnormal illness Application of psychology in patient care (supportive care) Behavioural change processes Research in Medical Psychology


Methods of Teaching Lectures Discussion Case studies and presentations Field Visits


Resources Text books Internet Computers Handouts

References

Lecturer : Dr. Musiisi S- .M.Med


COURSE BHTE 3104: RESEARCH PROJECT (Duration 300 Field Hours 5 CU)

Course DescriptionThis course is designed to equip the trainee with competences necessary for conducting research and linking research to action. The course will focus on major steps that are critical in conducting research. The prerequisite content for this course was covered in research methods.

Aim The aim of the course is to provide the trainee with skills for conducting research appropriate in medical education. The college will allocate a supervisor and a mentor to the trainee who will ensure that the trainee will acquire the specified competencies during the second recess term. The trainee will be expected to return to college, after recess period, with a draft report.


Pilot the research questionnaire Collect data using refined questionnaire Collect and analyse data Write a research report


Select a research design Develop a questionnaire Sample a population Pilot a questionnaire Administer the questionnaire Write a research report

Knowledge Skills Attitude Research designs Principles of

questionnaire development

Sample frames and sampling

Components of a research

Critical Thinking Problem solving Designing a

questionnaire Probing techniques Writing skills Analytical Critical Thinking Sampling techniques

Patience Integrity Accuracy Confidentially Carefulness

Methods of Teaching Discussion Demonstration Field work Self-directed learning Problem solving


Resources Text books Computers Supervisors Mentors Calculators

Assessment Research Project Report

References Bickman, Leornard and Debra J.Rog (eds.), 1998. Handbook of Applied Social Research

Methods. Thousand Oaks, CA: Sage. Introduction to research in health Sciences. Hollowy I. (2005) Open University Press Ngatia P. Mutema A., Kang’ethe S., Kimeu A., and Shoo R. (2008) Training Health

Workers. AMREF, Nairobi.



YEAR THREE SEMESTER I ELECTIVES

COURSE BHTE3105: GYNECOLOGY AND OBSTETRICS (Duration 45 Contact Hours 3 CU)

Course DescriptionThis course is designed to equip the trainee with competences necessary for diagnosis, treatment and management of gynaecological conditions. AimTo equip the trainee with the necessary skill, attitudes and knowledge in the management of gynaecological conditionsIdentify the structure and functions of female reproductive organsManage abortion, cancer of the reproductive organs, fibroids, infertilityIdentify signs and symptoms of abortion, cancer of the reproductive organs , fibroids and infertilityIdentify disorders of menstruation.

OBJECTIVESBy the end of this unit, the trainee should be able to:-

Outline the structures and functions of female reproductive organs State common gynaecological conditions Mention the signs and symptoms of abortion, cancer of reproductive organs, infertility and

fibroids Explain the preventive measures of abortion cancer of reproductive organs, infertility and

fibroids Explain the physiology of menstruation State the disorders of menstruation

Skills Knowledge Attitude Examination Counselling Communication Diagnostic Practice infection

prevention measures Mange common

gynaecological conditions

Identify disorders of menstruation

Female reproductive system

Common gynaecological problems / conditions

The physiology of menstruation

Confidentiality Respect Accuracy Kindness Understanding Patience Empathy Caring Privacy Dedication Good listening

CONTENT Review of gynaecology Common gynaecological conditions discharges pelvic tumours infertility trauma pelvic inflammatory disease


Mode of Delivery: Lectures Role play Group discussion Case presentation

Assessment: Assignments and Tests (30%), Examination (70%), Total (100%)

References Obstetrics Illustrated – Garey et al Obstetrics by ten teachers 17th Edn Stuart Compbel and Christopher. A book for midwives by Susan Klein 1996

Lecturer : Ms. Nambiiro Josephine BScN, D.HT (MUK), RM, RN


COURSE BHTE 3106: PAEDIATRICS AND CHILD HEALTH (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to provide knowledge, skills and attitude in care of children with ill health and promotion of child health activities. AimThis course aims to equip the trainee with knowledge, skills and attitude in paediatrics and child health. Objectives By the end of the course, the trainee should be able to;

Demonstrate understanding of normal and abnormal child growth and development Explain abnormal child growth behaviours and their prevention Explain child health promotion and practices Describe common neonatal problems and management Describe childhood diseases, health problems and management Manage psychosocial conditions


Identify requirements for child growth, development and health promotion. Assess and evaluate child growth development and health promotion Use child health, growth and development assessment tools Management and prevention of common childhood conditions Manage common childhood psychosocial problems.

Knowledge Skills Attitudes Knowledge and skills

in child health care services

Normal and abnormal growth & development

Abnormal behaviour Child health promotion IMCI Psychosocial

conditions

Be able to communicate information to the learner using examples/ demonstrations;

Problem solving Observation Listening Assessment Communication Critical thinking Observation Diagnosis

Kindness Empathy Accurate Accuracy Confidentiality Patience

CONTENT Common neonatal problems Child health promotion and child survival activities Biological determinants of child growth and development General Paediatrics Otorhinolaryngeal problems Opthalmological conditions Respiratory conditions Cardiovascular conditions Gastro-intestinal conditions Musculoskeletal Blood disorders


Endocrine disorders Central nervous system disorders Urogenital disorders Infections Socio Psychological health problems/Social paediatrics Nutritional Issues

Methods of Teaching Lectures Tutorials Demonstrations Case presentations Practicals Seminars Problem based learning Self Directed Learning Role modelling Role plays Clinical teaching

Assessment Examination Tests Assignment Course work Observed practice

Resources Text books Computer Internet Health facility

References Hendriches Mukelabai, Primary health Care Ronald S. Illingworth, The normal child Ministry of Health, Management of Severe Malnutrition Guidelines of specific needs and

therapeutic centres Disease of children in the subtropics World Health Organization, Feeding on Diarrhoea

Lecturer : Dr. Zirembuzi G.W- MBCB,M.MEDCOURSE BHTE 3107: MEDICINE II

(Duration 45 Contact Hours 3 CU)Course Description This course provides in-depth knowledge in common medical conditions. It emphasizes the aetiology, pathophysiology, prevention and management of these conditions

Aim This course aims to equip the trainee with an in-depth knowledge, skills and attitudes in management of common medical conditions.



Describe the common medical conditions Investigate and diagnose the common medical conditions Discuss the aetiology and pathophysiology of the common medical conditions Manage common medical conditions


Investigate and diagnose common medical conditions Manage common medical conditions Prevent common medical conditions Make accurate and timely intervention Manage medical information and records Rationally use drugs

Skill Knowledge Attitude Describe the common medical

conditions Discuss the aetiology and

pathophysiology of common medical conditions

Discuss diagnosis, prevention and management of the common medical conditions

Communication Interpersonal

relationship Assessment Diagnosis Disease management Critical thinking Problem solving Decision making Writing Counselling Observation Analytical Interpretation Listening

Respect Empathy Confidentialit

y Compassion Integrity Accuracy Honesty Privacy


CONTENT Genito-urinary conditions Gastro-intestinal conditions Conditions of the lymphatic system Conditions of connective tissue Communicable diseases

Methods of teaching Modified lectures Group discussion Assignments Case study Field placements Self directed Learning

Resources Text books Journals Patients Practicum areas Transport Internet

Assessment Log books Assignments Course work (case presentation) Examination (written, clinical examinations)

References WHO treatment of Tuberculosis, guidelines for national programmes. WHO 1993 WHO,basic information on HIV/AIDS,AIDS reference for nurses volume1 Walter D.A. K (1994) care of the critically ill patients in the tropics and sub-tropics,

Macmillan publishers Nicholson N.W (1992) Medicine non- communicable diseases in adults. AMREF Eshuis J. (1996) communicable diseases. A manual for PHC workers

Lecturer : Dr. Kiryoowa HarunaMSc. Human Anatomy, EDS (MUK)


COURSE BHTE 3108: NURSING II(Duration 45 Contact Hours 3 CU)

Course Description This course is designed to enable trainee to gain understanding in trends in Nursing, and nursing care of patients with Medical, Surgical, Mental Health, Paediatric, and Gynaecological conditions.

Aim The aim of this course is to enable the trainees to acquire knowledge, skills and attitudes in Nursing.


Describe nursing management of medical surgical, paediatric, and psychiatric, gynaecological conditions

Describe various control measure in infection prevention Describe the nursing process Manage patient with surgical, medical, paediatris, gynecological and psychiatric conditions


Relate the various developments in the nursing Demonstrate ethical and professional code of conduct Apply nursing process and other models/ approaches Teach trends and issues in nursing

KNOWLEDGE SKILLS ATTITUDE Describe medical,

surgical, paediatric and psychiatry conditions

Describe management of medical, surgical, paediatric and psychiatric conditions

Discuss infection prevention and control measures

Demonstrate micro teaching skills.



CONTENT Surgical nursing Paediatric nursing

Method of Teaching Lectures Simulation Tutorials Demonstration Case presentation


Practicals Seminars Problem Based Learning Self Directed Learning Role modelling Role play Clinical teaching


Resources Instruments and equipment Text books Health facilities Patients/clients Models Projectors TV/Decks


Management (8th Edition) New York: `Lippincott Williams & Wilkins Potter P.A & Perry, A,G (2001) Fundamentals of Nursing (5th Edition) USA: Mosby. Hockenberry M.J (2005) Wong’s Essentials of Paediatric Nursing (7th edition) USA:

Mosby Datta Parui (2007) Peaditric Nursing (1st edition) Johnston.P.Flood K.Karen.s. ( 2003) the New Born child (9th edition) Basavanthapp Gynaecology by Ten teachers Mary C. Townsend (2005) Essentials of Psychiatrics Mental Health Nursing (3rd Edition)

Robert G. Martone U.S.A McEwen M., Wills E.M.., (2007), Theoretical Basis for Nursing (2nd edition) Lipponcote

William and Wilkins USA.



COURSE BHTE 3109: OPTHALMOLOGY (Duration 45 Contact Hours 3 CU)

Course Description The course is designed to equip the trainee with knowledge, skills and attitudes in the management of ophthalmic conditions

Aim The course aims to equip trainees with in-depth knowledge in specialized topics in Ophthalmology and to develop and equip the trainee with skills and attitudes for effective teaching of ophthalmology

ObjectivesBy the end of the course, the learner should be able to;

Manage ophthalmic conditions Manage the ophthalmic unit Organize and manage eye care services Make an eye situation analysis Conduct health education in promotion of eye health and prevention of eye disease in the

community Teach learners about ophthalmology


Identify ophthalmic conditions Manage ophthalmic conditions Organise the ophthalmic unit Carry out assessment of patients

Knowledge Skill Attitude Describe ophthalmic

conditions Explain their

management

Diagnose Management Analyse Observation Communication Examinations Critical thinking

Kindness Patience Confidence Timeliness Honesty Empathy Tolerance

CONTENT Administration of an ophthalmology unit Administration of outreach eye care services Pathology and microbiology of the eye Ocular pharmacology and therapeutics Public health ophthalmology Instrumentation Describe procedure for administering local anaesthesia Ophthalmology Anaesthesiology Pharmacology

Method of Teaching Modified lecture Discussion


Demonstration Role play

Resources Chalk and board Models Instruments Samples of drugs The community

Assessment Examinations Tests Assignments

References Hand book of Opthalmology for the Tropics by Bisley Notes on Opthalmology by an Experienced teacher

Lecturers : Dr. Ntegge – M.Med

: Dr. Namwoyo – M.Med


COURSE BHTE 3110: ENVIRONMENTAL HEALTH(Duration 45 Contact Hours 3 CU)




Explain the principles of food hygiene Discuss the Ugandan Environment Health Legislation


Appreciate the use of Environmental Health Practice in the control of communicable disease

Teach trends

Knowledge Skills Attitude Water and water supplies Waste management

principles Food and food hygiene



CONTENT Food hygiene Environmental Health legislation



Resources Text books Laboratory Practicum cites Internet Computers


Equipment





COURSE BHTE 3111: MEDICAL RADIOGRAPHY III (Duration 45 Contact Hours 3 CU)

Course DescriptionThe course intends to equip the trainee with skills, attitudes and knowledge in radiography, radiotherapy and radio imaging.

Aim The aim of the course is to equipping the trainees with knowledge skills and attitude in radiography


Describe special imaging techniques Apply specialized treatment techniques Carry out and interpret sonographic imaging

Competencies Demonstrate ability to; Administer radiotherapy Conduct medical imaging Observe international safety measures Interpret sonographic images

Knowledge Skill Attitude Radiation doses Protection measures Discuss management of patients

using radiation

Accuracy Communication Observant Critical thinking Decision making Interpretation


CONTENT Specialized treatment techniques Sonogoraphic imaging

Method of Teaching Lectures Demonstrations Supervised practice Tutorials


Lecturer : Mrs. T.N. Oyang MSc-. RadiographyMr. M. Tumwebaze - MSc. Radiography

COURSE BHTE 3112: PHARMACEUTICS III

(Duration 45 Contact Hours 3 CU)Course Description


The course is intended to equip the trainee with foundation to pharmaceutics in relation to hospital retail, industrial Pharmacy, forensic pharmacy, pharmaceutical education and research.

AimThe aim of this course is to equip the trainee with appropriate knowledge, skills and attitudes in pharmaceutics.


Explain the physico-chemical Principles applicable to pharmacy Demonstrate methods of preparing dosage forms Describe the principles Good Manufacturing Practice Competencies: Demonstrate ability to: Demonstrate knowledge of various aspects of pharmaceutics Prepare various dosage forms of good quality Control the quality of drugs


pharmaceutics Explain the phyisco-chemical



Describe the principles Good Manufacturing Practice



CONTENT Nasal Preparations Occular Preparations Suppositiories Dosage Forms for Rectal, Vaginal & Urethral use Miscellaneous Preparations Galenicals

Methods of Teaching

Lectures Tutorials Self-study Laboratory practicals


Resources










COURSE BHTE 3113: SPECIALISED PHARMACY PRACTICE III (Duration 45 Contact Hours 3 CU)




Describe common ailments and their treatment options Prepare and compound drugs Describe the storage and disposal of drugs



Knowledge Skill Attitude Describe common ailments Describe treatment options Process of drug preparation



CONTENT Patient-Centred Pharmacy Practice Professional Management Selected Topics in Pharmacy Practice



Resources










COURSE BHTE 3114: MEDICAL ENTOMOLOGY II (Duration 45 Contact Hours 3 CU)

Description This course is designed to prepare trainees for effective integrated vector control management using the modern techniques which are environmentally friendly and globally acceptable.

Aim The aim of this course is to equip trainees with in-depth knowledge, skills and attitudes for vectors control.

Objectives By the end of this course, the trainees should be able to; Describe the various methods of controlling arthropods

Competencies Demonstrate ability to; Identify arthropods of medical importance to species level Control Arthropods of medical importance

Knowledge Skill Attitudes Describe the historic

background of medical entomology

Discuss the socio-economic influence of arthropods on human welfares

Describe the characteristics of various general and species under phylum Arthropoda

Describe the various methods of controlling arthropods




CONTENT Instrumentation Laboratory techniques Occupational health and safety Agents for vector control








COURSE BHTE 3115: ANAESTHESIA II(Duration 45 Contact Hours 3 CU)

Course DescriptionThe course is designed to deliver in-depth knowledge that is required to manage patients under anaesthetic and related medical care. The course covers applications of knowledge of basic science, use of anaesthetic techniques and equipment.

AimThe aim of this course is to enable the trainee acquire sufficient knowledge, develop optimal skills and attitudes in anaesthesia.


Discuss the practice of clinical anaesthesia Apply anaesthetic principles in the management of chronic pain Demonstrate the use of anaesthesia in the care of patients in critical conditions Discuss disaster management


Administer anaesthesia Keep relevant records Practice professionalism Manage disasters

Knowledge Skill Attitudes Discuss applied basic

sciences Describe the practice of

clinical anaesthesia Describe chronic pain Describe critical illnesses Describe a disaster

situation

Critical thinking Problem solving Demonstration Communication Listening Confidence Technical Management Identification Maintenance Assessment Decision making Observant Counselling

Kindness Respect Empathy Accuracy Patient Privacy Diligence Confidentiality Integrity Commitment Competency Courage

CONTENT

Chronic Pain management Critical care medicine Disaster management

Method of Teaching Lectures Group discussions Self directed study Tutorials Demonstration


Role plays Problem based learning (PBL) Field placement

Assessment

Written examinations Practical examinations Coursework Case presentation

Resources Text books Models Computers LCD projectors Patients/clients Theatre

References Farman, Anaestheisa and the E.M.O. System Atkinson, Rushaman & Lee, A synopsis of Anaesthesia

Lecturers : Dr. Mijumbi Cephas – M.Med: Dr. Tindimwebwa – M.Med: Dr. Okello M – M.Med


COURSE BHTE 3116: DENTISTRY II(Duration 45 Contact Hours 3 CU)

Course DescriptionThis course is designed to provide in-depth knowledge, skills and attitudes in the different disciplines of Dentistry to the trainee so as to be able to employ and impart the acquired competencies in the training of the allied oral health workers.

AimThis course aims to equip the trainee with in-depth knowledge, skills and attitudes in Dentistry and apply it to the teaching of health workers.

Objectives Provide an overview of oral anatomy, histology, and physiology Discuss the competencies necessary for imparting and managing periodontal diseases Discuss the different aspects of operative dentistry. Carry out oral diagnostics Discuss use of materials in dentistry

CompetenciesDemonstrate the ability to;

Provide emergency care in dentistry Operate oral diagnostic machines Practice infection control measures in dentistry practice Apply principles of rational drug use Demonstrate and impart professionalism Document relevant case histories

Knowledge Skills Attitudes Management oral diseases Medical -legal aspects of

Dentistry Properties of dental materials Pharmacotherapeutics Oral health promotion

Diagnosis Operate various

dental equipments Observing set

protocol Oral Health

Promotion Communication Critical thinking Problem solving

Carefulness Empathy Concern Patience Accuracy Consistency Tactfulness Privacy Confidentiality

CONTENTS Maxillo-Facial Radiology Pharmaco therapeutics and dental materials Professionalism

Method of Teaching Lecture Tutorials Discussion Practical Demonstration


Assessment Tests Assignments Case write-ups Examination Coursework Resources Textbooks Models Clients Practicum site Dental instruments and materials

Reference Daniel. A. Grant, et al (1998) Periodontics Manson: An outline of Periodontics Erik Rambush (1983) Periodontology: Theory Essentials of Periodontology by McPhie T Pathology of Periodontal diseases by Williams Periodontics by Phillip. M. Hoag, Elizabeth A. Paula Prof Leon M. Silverstone 2nd Edn 1998. Preventive dentistry Kennedy D.B. 3rd Edn. Paediatric Operative Dentistry Kidd and Joyston Berchal E. A. M. Essentials of dental caries Murray john J. Fluorides in caries prevention. 3rd Edn Elderton R.J. Positive dental prevention Cawson R. A. Essentials of dental surgery and pathology. 5th Edn Dume, 2001, Oral diagnosis – the clinicians guide

Lecturer : Dr. Muwazi Louis MugambePhD (Maxillofacial surgery), Doctor of Medicine (Stomatology)


COURSE BHTE 3118: PROSTHETICS AND ORTHOTICS TECHNOLOGY

(Duration 45 Contact Hours 3 CU)Course DescriptionThe course equips the trainees with concepts and principles on rehabilitation medicine that involve industrial and workshop designing and fabrication of devices for external application to the human body in order to restore the function of the Neuro-musculo-skeletal system.

AimThe course aims to enable the trainee acquire knowledge, skills and attitudes to effectively teach orthopaedic technology trainees

Course ObjectivesBy the end of the course, the trainee should be able to:

Discuss kinesiology in relation to the human prosthetic and orthotic clinical area Analyse biomechanics related to prosthetics and orthotics

Discuss the engineering concepts of sophisticated materials and workshop Technology in prosthetics and Orthotics

Examine the design of prosthetic and orthotic components and appliances

Discuss the principles of alignment for prosthetic and orthotic appliance for upper, lower limbs and spine.


Explain the normal and abnormal motion of the human body Analyse the internal and external forces that influence the human motion Analyse the prosthetic and orthotic forces acting on the human body in static and dynamic

situations. Explain the structures and properties of commonly applied prosthetics and orthotics Demonstrate various designs of prosthetic and orthotic appliances

Knowledge Skills Attitudes Analysis of normal and abnormal

locomotion Discuss principals of orthopaedics Explain concepts of calculation forces

Communication Decision making Demonstration Illustration Design appliances Aligning appliances Critical thinking

Empathy Patience Courageous Integrity

CONTENT Kinematics (Ankle, knee and hip joint) Kinetics (Ankle, knee, and hip joint) Designs and Biomechanics of; Canadian prosthesis Trans-femoral prosthesis Through knee prosthesis Trans tibial prosthesis Symes partial food prosthesis


Hip knee ankle foot orthosis Knee ankle foot orthosis Ankel foot Foot Spinal orthoses Orthopaedic materials

Methods of Teaching Lectures Group discussion Self-directed study Problem based learning Care study Demonstration Field study Practical project work

Resources Text books Internet Warm bodies Videos/CDS Patients Journals News letters

Assessment Written examinations Course work Tests Practical examinations

References Lower Limb Prosthetics – Published by the Prothetics and Orthotics divisions, New York

University Post Graduate Medical School. (1980) Atlas Limb Prothetics – published by the C. V. Mosby Co. 11830 Westline Industrial Drive

St. Louis MO 3141 (1981). Bender F. Leondard (1974): Protheses and Rehabilitation after Arm Amputation.

Published by Charles C. T. Thomas Bannerstone House. Atlas of Orthotic 2nd edition published by the C. V. Mosby co. Murdoch G. (1976): The advanced in Orthotics. Arnold Publishers. Engstrom B, Van De Ven C(Eds). Therapy for amputees 3rd Edition Einburgh: Churchill

Livingstone, 1999, ISBN 0 – 443-05975-6. Lusadri M.M, NEILSEN C.C. (Eds). Orthotics and prosthetics in rehabilitation – Boston

Butterworth. Heinemann, 2000 ISBN 0- 7506 – 9807-1. Bunch W. H. and Keagy D. D. (1976): Principles of Orthotics Treatment. Mosby Co. Anerson Miles H. (1979) Upper Extranity Orthotics. C. C. Thomas pub. Malik M. K. (1978): Manual on Dynamic Hand Splinting with Thermoplastic materials.

Marmarville Rehabilitation centre.


Malik M. K. (1980): Manual on Static Hand Splinting. Marmarville Rehabilitation centre. Dolan MJ. Keighhrenj (Eds), Orthopaedic and rehabilitation technology. Dundee: Univeisty of Dundee 1997 ISBN 1-899476 – 74-1. Lunsford TR Orthology: Pathomechanics of lower-limb orthotic design Alexandria, VA:

American academy of a orthotists and prosthetis, 1998. McKee P., Morgan L. Orthotics in rehabilition: Splinting the hand and body Philadephia:

FA Davis, 1998 ISBN 0-80360351-7. Pollock AS, durward BR, rowe Pj (et all), what is balance? Clin Rehabilitation 2000 14 402

– 406. Graubert C, Song KM, Mclaughlin JF (et al), Changes in gait at 1 year post-selective

dorsal rhuzotomy: results of a prospective randomized study J. Pediatre Orthop 2000 20, 496, 500.

Nester C.J. Pragmatic approach to the effect of Camera, arrangement on the performance of a motion analysis system JHUM move study 2000 39 265 – 276.

Beissner KL, Collins Je Holmes H. Musclis force and range of motion as predictors of functions in older adults Physther 2000 80, 55-563.

SchaferM. Gestaltungs Kriterien undklassifizierung von fubrpothesen aus silicon (design criteria and classification of silicone foot prostheses). Orthop. Tech 2000 51 697 – 703.

Tolliner KD. Polymerwerkstoffe in der prothetic (Polymerwerkestoffe in der prothetik (polymeric maternals in prosthetics) orthop. Tech. 2000 51 704 – 710.

Lecturer : Mr. Kayondo SamuelBScN


COURSE BHTE 3119: PALLIATIVE CARE (Duration 45 Contact Hours 3 CU)

Course Descriptionthis course is to equip the trainee with knwoledge and skill in the holistic care to a terminally ill patient / client. it looks at the physical social, psychological, spiritual and cultural aspects of the patient as well as family and community.

AimsTo equip the trainee with skills, knowledge and attitudes required to cater for terminally ill patients and the affected communitiesCompetencies By the end of this course unit, the trainee should be able to

Explain the hospice concept Outline the communication process State the process of breaking bad news Define pain Explain methods of controlling pain in cancer and aids patients Explain laws governing use of narcotic drugs in Uganda for cancer and aids patients Explain methods of meeting spiritual needs of the terminally ill patient Explain the process of preparing the patient and family for death Sate the implications for the normal and abnormal bereavement State the causes, signs, management and prevention of stress among health workers

caring for the terminally ill patients Outline the referral system Explain the types of palliative care services.

Skills Knowledge Attitude Communicate effectively

with patients and family Identify pain Control pain using various

methods Prevent opportunistic

infections Manage opportunistic

infections Identify and refer patients

requiring palliative care Manage stress among

health workers and careers Prepare patients for and

family for death.

Hospice concept The communication

process in palliative care Pain and methods of

pain control in cancer and aids patients

Symptoms in the terminally ill patients suffering from cancer and aids

Methods of meeting the spiritual needs of in cancer and aids patients

Methods of managing nurses caring for the terminally ill

Empathy Understanding Appreciative Kindness Calmness Confidentiality Firmness Non judgemental

Content Hospice concept Communication process Pain and pain control Symptoms and symptom control Meeting spiritual needs in cancer and aids patients


Bereavement Death and dying Stress

Mode of Delivery: Lectures Role play Group discussion Case presentation Assessment: Assignments and Tests (30%), Examination (70%), Total (100%)

References Saunders c Sykes N (1993) the management of terminal malignant disease. 3rd edition

Edward Arnold LONDON. WHO 2000 achieving balance in natural narcotic control policy


COURSE BHTE 3120: EAR, NOSE AND THROAT (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to equip trainees with competencies for effective management of ear, nose and throat conditions.

Aim This course aims to prepare trainees to acquire sufficient knowledge, skills and attitudes in the study of Ear, Nose and Throat surgery/medicine.


Participate in continuing medical education Describe the E.N.T nursing care


Appreciate the rational use of limited resources in the practice of E.N.T Keep the relevant records Practice professionally Carry out research

Knowledge Skill Attitude Discuss infection control and

prevention techniques Describe the E.N.T nursing

care

Diagnostic Maintenance Decision making Problem solving Assessment Critical thinking Problem solving

Kindness Respect Empathy Patience Integrity Confidentiality

CONTENT Principles of radiotherapy on Head and neck Laryngology Congenital abnormalities

Methods of Teaching Lectures Discussions Self directed study Tutorials Demonstration

Assessment Examinations Course works Case presentations


Tests

Resources Text books Models Computers LCD’s Patients Threatre Ward Health facilities Journals

References Scotts Brown, Otolaryngology 4th and 6th Edition Lorgan Turners’ Text books of E.N.T Mohd, Maqbool, Text book of Ear Nose & Throat Diseases Lecture notes of ENT by P.D. Bull (200). Clinical Otolaryngology, Churchill Living stone (1996).

Lecturers : Dr. Turitwenka E. – M.Med: Dr. Wambete – M.Med: Dr. Tumweheire G. – M.Med


COURSE BHTE 3121: CLINCIAL CHEMISTRY

(Duration 45 Contact Hours 3 CU)Course Description The course provides the trainee with competencies necessary for testing metabolic and physiological changes to disease.

Aim The aim of the course is to equip trainee with competencies for diagnosis of physiological and biochemical abnormalities.


Observe infection control procedures Describe procedures and principles of biochemical tests Process samples for biochemical analysis Develop and follow standard operating procedures Relate metabolic and physiological changes to diseases


Carry out clinical chemistry tests Interpret clinical chemistry test results Carry out safety procedures Manage specimens

Knowledge Skill Attitude Analyse test results State principles of tests

and equipment Review functions of

body organs Describe procedures of

tests


Carefulness Confidentiality Honesty Patience Integrity Precision Accuracy

CONTENT Overview of clinical chemistry Water purification Analytical methods and their principles Urinalysis Metabolism Enzymes Organ functions test Quality assurance Cerebral spinal fluid analysis Introduction to endocrinology Other laboratory tests and their result interpretation Therapeutic drug monitoring and toxicology Acid based balance Trace elements and vitamins

Method of Teaching


Lectures Demonstrations Field studies Tutorials Discussions Seminar Workshops

Resources Projectors Computer Television Text books Laboratory equipment Standard operating procedures (SOPs) manuals

Assessment Tests Course work Examinations Assignments

Reference F.J. Baker & R.E. Silverston, Introduction to Medical Laboratory Technology Norbert W. Tiezt, Fundamentals of clinical chemistry Valleny, practical clinical biochemistr Henry Bernad, Clinical diagnosis by laboratory methods Harper, physiological chemistry Joan F. Zilva, clinical chemistry in diagnosis and treatment Marshal, Clinical chemistry, and illustrate text Chesbrough M. (2002), District Laboratory Practice in Tropical Countries Part I, Low Price Kaplan Alex, Szabo, Laverne L., Opheim, Kas E. Clinical Chemistry. Interpretation and

Techniques 3rd Edition Lea & Febiger Philadelphia Shitby L.G. Percy Robb, I.W. Smoth A.F, Lecture Notes on Clinical Chemistry Blackwell

Scientific Publications.

Lecturer : Mr. Mukiibi Yasin KatendeM.Health Services Research (MUK), B. Medical Lab Tech (MUST), Dip. Tutorship (MUK), Cert. MLT (MSMLT)


COURSE BHTE 3122: HEAMATOLOGY& BLOOD TRANSFUSSION(Duration 45 Contact Hours 3 CU)

Course Description: This course is intended to provide the trainee with competencies necessary for differentiating the normal from disease in haematology

Aim The course aims to quip the trainee with competencies to carry out diagnostic tests in haematology


Collect blood and bone marrow samples Identify disorders of blood Observe infection prevention and control measures Carry out quality control and quality assurance Discuss the pathogenesis of various blood disorders Process blood and bone marrow specimens Describe procedures for processing blood for transfusion Carry out blood tests and grouping correctly Ensure quality assurance and quality control Provide safe blood to patients


Collect blood and bone marrow specimens Prepare haematological stains and reagents Process specimens Interpret blood specimen results Collect bone marrow samples Manage blood transfusion services Identify haematological disorders Ensure quality control and quality assurance Observe safety measures Screen blood donors Carry out blood grouping and compatibility testing correctly Carry out blood banking Transport blood safely Carry out quality control measures

Knowledge Skill Attitude Explain functions of blood

cells Describe formation of

blood cells Outline components of


Appreciate Patience Carefulness Confidentiality Genuineness


blood Interpret haematological

specimen results Describe common blood

groups Identify transfusion

reactions Interpret compatibility test

results Outline blood group

antigens and antibodies Explain concept of blood

banking

Bleeding donors Testing blood Storing blood and

reagents Packing blood Transporting blood Managing blood

bank Critical thinking Problem solving

Honesty Orderliness Empathy Accuracy Precision

CONTENT Introduction to haematology Reagents and stains Haematological measurements Manual and automated blood cell counts Haemoglobin Determination of haematological indices Blood films Blood cells disorders Anaemia Haemostasis Erythrocytes sedimentation rate Quality assurance in haematology measurements Introduction to blood transfusion Blood group antigens and antibodies Common blood group systems Blood grouping Compatibility testing Investigation of blood transfusion reactions Haemolytic disease of the new born Blood banking

Method of Teaching Lectures Discussions Demonstrations Practical Supervised practice

Assessment Examinations Assignments Tests

Resources Text books Laboratory equipment/supplies


Reagents Projectors Computer

References Baker F.J. (1998), Introduction to Laboratory Technology 6th Edition Butterwith Hinman Cheesbrogh M. (2002), Medical Laboratory Manual for Tropical countries Part II,

Cambridge University Press ISBn – 100 – 521 – 67339. Dacie V.; Paractical Haematology WHO, Trainers Guide Geneva WHO (1993), Safe Blood and Blood Products, Introductory Module Guidelines and

Principles for safe blood transfusion practice (Module I – 3) Health Link worldwide (1999), HIV Testing and practical Approach Baker F. J. Slivertion R.E. Pallister C.J. (2001), Introduction to Medical laboratory

Technology7th Edition. Bounty Pres Limited. Sharish M. Kawathalkar (2006), Essential of haematology. Jaypee Brothers medial

Publishers – India. Lewis S.M., Bain B.J. AND I Bates (2004), Practical Haematology. 9th Edition Churchill

Livingstone. Baker F.J. et al (1998), Introduction to Medical Laboratory Technology 6th Edition, Cheesbrough M. (2000), Medical Laboratory Manual for Tropical Counties Part II

Cambridge University press. Sondag – Thull D., Gerard G., Watson – Williams E.J. Fransen L. (1995), Safe blood in

Developing Counties. Principles and organization, European Commission.

Lecturer : Mr. Ayika Ponsiano OkumuBSc. Med Lab, Dip. Med Lab Tech, Cert. Med Lab Tech

: Mr. Keba JohnBMLT


COURSE BHTE 3123: CLINICAL ORTHOPAEDICS (Duration 45 Contact Hours 3 CU)

Course Description This course is designed to equip the trainee with in-depth knowledge, skills and attitude in the management of musculoskeletal conditions and disease.

AimThe aim of teaching this course is to enable the trainee to acquire knowledge, skills and attitudes to effectively teach Clinical Orthopaedics.

Objectives By the end of the course the trainee should be able to;

Discuss musculoskeletal system Describe Orthopaedic conditions (Diseases) Discuss the chronic Inflammatory disorders Discuss neoplastic conditions (Benign and Malignant) Discuss the management of congenital abnormalities Describe the management of chronic pain in orthopaedics


Identify Orthopaedic conditions Manage fractures and joint injuries Manage congenital abnormalities Immobilize limbs with injuries Manage chronic pain Counsel patients

Knowledge Skill Skill Attitudes Discuss musculoskeletal

system Describe Orthopaedic

conditions Discuss Inflammatory

conditions

Problem solving Identification Manage Critical thinking Planning Decision making Immobilization

technique

Empathy Confidentiality Integrity Courageous Respect Accuracy Kindness Privacy

CONTENT Misculoskeletal system injuries Orthopaedic conditions Chronic Inflammatory disorders Neoplastic conditions Congenital anomalies Chronic pain in orthopaedics

Methods of Teaching Lecture Demonstration

Group discussion Tutorials Assimilations


Role plays Self-directed leaning Problem based learning

Resources Text books Models Computers LCDs Patients Theatre Inter-net Journals

Assessment Course work Tests Written examinations Practical examinations Case presentations

References J.C. Adams – Outline of Orthopaedics. Diamond and elements (1998), MCQ Tutor for Principles and Practice of Surgery Davis Christopher, Textbook of Surgery Edwin F. Cave, Fractures and Injuries Campbell’s Surgery of the Musculo skeletal systems Crenshaw A.H. Crenshaw, operative Orthopaedics Green, Operative Hand Surgery Campbell’s Operative Orthopaedics Campbell’s Paediatric Orthopaedics

Lecturer : Otim Alfred

BGD Admin, BED, Dip.Orth, Dip. HTC (MUK)


COURSE BHTE 3125: HEALTH PROMOTION (Duration 45 Contact Hours 3 CU)

Course DescriptionThis course is designed to equip the trainee with knowledge, skills and attitudes in promotion of health

AimThis course aims at equipping the trainee with the knowledge, skills and attitudes that promote health

ObjectivesAt the end of the course, the trainee should be able to;

Describe the fundamentals of good health Carry out community profilling Discuss the concept implementing change Describe the stages of disease prevention and control Explain the role of health education in health promotion Explain the methods of measuring health and disease


Assess community health needs Carry out community profiling Identify the sources of data for calculation of health indicators Train Community Own Resource Persons (CORPs) Apply disease prevention measures appropriately Interpret the various health indicators Conduct disease surveillance and control

Knowledge Skills Attitudes Concepts of health promotion Process of community

profiling Community diagnosis Health indicators Levels of disease prevention Concept of disaster

preparedness and management

Communication Assessment Planning & Decision

making Mobilization & Advocacy Critical thinking Collaboration Documentation & Report

writing Dissemination of findings Monitoring and evaluation Observation & Counseling Accuracy

Empathy Confidentiality Tactful Patience Impartiality Concern Friendliness Integrity Respectful Compassion

CONTENT Introduction Influences of change Planning health promotion Community profiling Reporting back and identifying priorities


Making action plans Implementing change Monitoring and evaluation of achievements

Methods of Teaching Lectures Case studies Discussions Field visits

Resources Textbooks Computers Medical records Journals Internet Communities

Assessment

Tests Assignments Course work Examinations

References Vaughan J.P. Morrow R.H. (1989), Manual of Epidemiology for District Manager – WHO Joj E.K. (1997), THE Public Health consequences of disasters, OUP National health policy (1999), The Health sector strategic plan 2005/06 – 2009/2010


COURSE BHTE 3201: FINAL SCHOOL PRACTICE III (Duration 300 Field Placement Hours 5 CU)

Course DescriptionThis course involves the trainee in the teaching of learners in an Institutional setting. It mainly focuses on hands on as away of transferring knowledge, skills and competencies to the health trainees.

Aim The course aims to enable the trainee perfect skills and attitudes to efficiently impart knowledge to learners in Health training institutions.










approaches





Methods of teaching Attachment to different Health training Institutions Assessment visits by Instructors/supervisors


School practice reports










COURSE BHTE 3202: SPECIALIZED PLACEMENT (Duration 300 Field Placement Hours 5 CU)

Course DescriptionThis course involves the trainee attachment to acquire proficiency in their specialised area.

Aim The course aims to enable the trainee perfect skills and attitudes to efficiently impart knowledge to learners in as far as their area of speciality is concerned. It also enables the trainee to get abreast with new developments within their area of specialisation


Describe the principles of professional practice Apply different approaches in the clinical area Identify new invasions and developments in spacilised area of practice Attend to at least 20 cases and record findings, interventions and healing process Follow up identified cases

Competencies Demonstrate ability to; Communicate with clients Practice professionally Examine patients Identify common illnesses/ complaints/ cases Manage the healing process of clients Carry out follow up of cases

Knowledge Skill Attitude Professional knowledge Screening of clients for follow

up Emergencies in practice Vital statistics Networking and referral


Patience Empathetic Carefulness Kindness Integrity Willingness Confidentiality Empathy Critical thinking

CONTENT Overview of professional practice Complications and appropriate referral systems Vital statistics Home visits The professional in collaboration with the local supervisory authorities and other agencies

Methodologies Discussion Case studies Assignments Case presentations


Charts Role play

Assessment Specialised placement Reports Supervisory field visits



APPENDIX 1: LIST OF CONTRIBUTORS

S/No. Names Position/Speciality Station 01 Mr. Aballa-Mundu Joseph Ass. Commissioner (BTVET) Ministry of Education 02 Dr. Ocheng Mary Kagoire Curriculum Specialists Makerere University 03 Dr. Oonyu Joseph Consultant Makerere University 04 Ms Kimeu Anastasia Consultant AMREF 05 Mr. Ongom Joshua Curriculum Specialist 06 Ms. Kedi Margaret Curriculum Specialist07 Mr. Sempala Patrick Education Officer Ministry of Education 08 Mr. Oketcho Suzan Education Officer Directorate of Education

Standards 09 Mr. Mutazindwa Directorate of Education

Standards10 Mr. Wafula Wyclif Scot Sociology of Education Makerere University 11 Mr. Kajumba Joseph Directorate of Education

Standards12 Mr. Odongo B. Registrar Allied Health

Professionals Ministry of Health

13 Mr. Wakidah Registrar Nursing & Midwifery Council

14 Dr. Mugagga Anthony M. Philosophy of Education Makerere University 15 Mr. Musisi Badru Economics of Education Makerere University 16 Mrs. Ssesanga Bukirwa Joyce Education Psychology Makerere University 18 Dr. Ezati Betty History of Education Makerere University 19 Ms. Agaba oliva Comparative Education Kyambogo University 20 Ms. Yossa Immaculate Development Studies Makerere University 21 Dr. Arabati Kasangaki Dental Surgeon Makerere University 22 Mrs. Mutabazi J. Nursing Mukono University 23 Mr. Apecu Richard Medical Laboratory Mbarara University 24 Dr. Zirembuzi G. Paediatrics Makerere University25 Dr. Kiondo Paul Obstetrics & Gynaecology Mulago Hospital 26 Mr. Masilili G.M. Anatomy Makerere Medical School27 Mr. Mijumbi C. Anaesthesia Mulago Hospital 28 Dr. Kizza Peter Surgery Mulago Hospital 29 Dr. Meeme Allen Physiology Makerere Medical School30 Dr. Muloni Psychiatry Butabika Hospital 31 Mr. Itoment Francis Psychiatric Nursing Butabika school of Psychiatric

Nursing 32 Mrs. Wafula Elizabeth M. Midwifery Health Tutors’ College33 Mrs Kisu Safina Museene Nursing Health Tutors’ College34 Ms. Drateru Keren Carol Clinical Teaching Health Tutors’ College35 Mr. Otim Alfred Clinical Orthopaedics Health Tutors’ College36 Mr. Onyang Godfery Dentistry Mulago Hospital 37 Mr. Barugahare W. Medical Sociology & Psychology Mulago Hospital 38 Mrs. Oketcho Nabushawo

Florence Biostatistics Mulago Hospital

39 Ms. Alura Christine Public Health School of Public Health 40 Mr. Kiswiriri David Orthopaedics Paramedical Schools


41 Mr. Beene Richard Occupational Therapy Paramedical Schools42 Mr. Kayondo Samuel Orthopaedic Technology Paramedical Schools43 Mr. Kirunda James Medical Entomology Paramedical Schools44 Mr. Kizito Samuel ENT Paramedical Schools45 Mr. Fulut S. Medical Radiography Paramedical Schools46 Ms. Babalanda Jean Ophthalmology Ophthalmology School Jinja47 Mr. Kabengera Samuel Medical Laboratory Paramedical Schools48 Mrs. Omale Hellen Physiotherapy Paramedical Schools49 Mr. Mukiibi Yasin Microbiology Paramedical Schools50 Sr. Namatovu Stella Midwifery Nsambya School of Nursing &

Midwifery 51 Sr. Donatus Joseph Midwifery Rubaga School of Nursing and

Midwifery 52 Mr. Ssemwanga David Environmental Health Kampala City Council 53 Mr. Vuzi Peter Biochemistry Makerere University 54 Ms. Lematia Ruth Midwifery Aga Khan University 55 Ms. Namukombe Elizabeth Nursing Mukono University 56 Mr. Muhesi Zepha Comprehensive Nurse /Tutor Masaka School of

Comprehensive Nursing 57 Mrs. Wakidha Dorence Psychiatric Clinical Officer Masaka School of

Comprehensive Nursing58 Mr. Wandera Robert Educational Psychology Makerere University 59 Mr. Kananura Andrew Ministry of Education

60 Mr. Ndawula Henry Secretariat Ministry of Education 61 Ms Ssemwanga Annet Health Tutors’ College


APPENDIX II : LIST OF LECTURES AND THEIR QUALIFICATIONS

COURSE lecturers Qualifications Foundations of Education I Agaba Olive

Betty EzatiWafula S.W

MA. Educ (Comparative Educ), Bachelors in Education (MUK)BAED, MED, PhD. BA (ss), PGDE, MED, PhD Candidate

Educational Psychology I Bukirwa Joyce Sessanga

Dr. Joshua Kanaabi Muliira

M.Ed.Psy, B.Sc. Ed, Dip Guidance & Counseling

Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN

Applied Anatomy Masilili Godfrey Mwarise BSc. Msc (Human Anatomy), BSc.(zoo)General Psychiatry Dr. Muroni Julius MBCHB, M.Med (Psy), FR. Forensic Psychiatry

Development Studies Ms. Yosa Immaculate BDS, MDS

Reproductive & Sexual Health Mrs. Kabanga M, Margaret M.Ed (MUK), D.Ed, RN, RM

Introduction to Gender and Women Health

Ms. Nshiime Edith , MS Mbalinda Scovia

RM,RN,HTD, MSc gender and women Health BsN, PPM, MSc Population studies and reproductive health

Medical Ethics Mrs. Wandabwa Margaret BScN, D.HT (MUK), RN/RM

Educational Psychology II Bukirwa Joyce Sessanga M.Ed.Psy, B.Sc. Ed, Dip Guidance & Counseling

Applied physiology Dr. Ssembajwe Fred BVM, Msc. Physiology Candidate

Biochemistry Mr. Vuzi Peter MSc, BSc

General Principles of Pathology Mr. Mukiibi Yasin Katende M.Health Services Research (MUK), B. Medical Lab Tech (MUST), Dip. Tutorship (MUK), Cert. MLT (MSMLT)

Medical Sociology Mr. Tariho Andrew M.SWASA, BSWASA

Communication Skills Mrs. Kabanga M, Margaret M.Ed (MUK), D.Ed, RN, RM

School Practice I All Foundations Of Education II Victoria Kaggwa Tamale

Dr. Muwanga Mugagga AnthonyMr. Musisi Badru

BAED, MED, PhD Candidate

PhD, MA, PGDE, B.Phil, BA(ss)BED, MED, PhD Candidate

General methods of Teaching Byaruhanga Mark Bs. Ed, MED, PhD Candidate

Introduction to research methods Dr. Joshua Kanaabi Muliira

Muhindo Richard

Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScNMPH, PPM BScN

Biostatistics Ms. Oketcho Florence MA.Epidemiology, BScN, RN


Mr. Okurut Julius

BSc. Stat

Introduction to Basic Computing Skills

Dr. Joshua Kanaabi Muliira

Muhindo Richard

Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN MPH, PPM BScN

Principals Of Nursing Care Mrs. Wandabwa Margaret BScN, D.HT (MUK), RN/RM

Surgery I Dr. Kiiza PeterDr. Makobore M.Med Surgery

Midwifery I Ms. Nambiiro Josephine BScN, D.HT (MUK), RM, RN

Clinical Psychiatry I Mr. Dranimva Nixon BScN, RN (Psychiatry)

Parasitology Dr. Kazibwe Charles Dr. Kabatereine N. Dr. Onapa Alfred

PhD Entomology PhD EntomologyPhD Entomology

Pharmaceutics I Mr. Kibuule Dan MSc. Pharm, B.Pharm

Specialised pharmacy practice I Mr. Kibuule Dan MSc. Pharm, B.Pharm

Anaesthesia I Dr. Mijumbi Cephas Dr. Tindimwebwa Dr. Okello M

M.Med M.Med M.Med

Physiotherapy I Ms. Annet Nankwanga MSc. Physiotherapy, PhD Candidate

Clinical occupational therapy I Mr. Kamwesiga JuliusMrs. Kansiime Reachel

Dip. OT, BSc. Psyc, PhD Candidate Dip. OT, MSc Candidate

Ear nose throat I Dr. Turitwenka E. Dr. Wambete Dr. Tumweheire G.

M.Med M.Med M.Med

Bio instrumentation Mr. Wewedru Izaale

Mr. Mukiibi Yasin Katende

PhD Infectious Diseases (London), MSc. Infectious (London), Dip. Medical Lab Tech (MUK)M.Health Services Research (MUK), B. Medical Lab Tech (MUST), Dip. Tutorship (MUK), Cert. MLT (MSMLT)

Parasitology Dr. Kazibwe Charles Dr. Kabatereine N. Dr. Onapa Alfred


Medical entomology I Dr. Kazibwe Charles Dr. Kabatereine N. Dr. Onapa Alfred


Medical radiology I Mrs. T.N. OyangMr. M. Tumwebaze

MSc. Radiography MSc. Radiography


Clinical teaching and Mentoring Dr. Joshua Kanaabi Muliira

Mrs. Kabanga M, Margaret

Mr. Otim Alfred

Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN M.Ed (MUK), D.Ed, RN, RM

BGO (Admin), BED, Dip. HTC (MUK), Dip. OrthCurriculum theory and practice Dr. Ochieng Mary Kagoire PhD, MED, BAED

Public health Dr. Kanyesigye Edward Mr. Asua Alara Asrom

Masters in Public Health (MPH)

Med. Ed PHC (UK), BSWASA (UCU), D.Med (HTC MUK), Dip (PHD)

Health service management DR. Charles MatsikoMr. Twinomugisha Charles

PhD – Health Planning MA – Human Resource Managment

Surgery II Dr. Kiiza PeterDr. Makobore

M.Med SurgeryM.Med Surgery

Psychiatric Nursing Dr. Muroni Julius MBCHB, M.Med (Psy), FR. Forensic Psychiatry

Medicine I Dr. Kiryoowa Haruna MSc. Human Anatomy, EDS (MUK)

Nursing I Dr. Joshua Kanaabi Muliira Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN

Midwifery II Ms. Nambiiro Josephine BScN, D.HT (MUK), RM, RN

Clinical psychiatry II Mr. Dranimva Nixon BScN, RN (Psychiatry)

Environmental health I Dr. Sempebwa

Mr. Ndaa Louis

PhD Public Health

Bachelor of Health Education, Dip. HTC

Pharmaceutics II Mr. Kibuule Dan MSc. Pharm, B.Pharm

Specialised pharmacy practice II Mr. Kibuule Dan MSc. Pharm, B.Pharm

Dentistry I Dr. Muwazi Louis Mugambe PhD (Maxillofacial surgery), Doctor of Medicine (Stomatology)

Physiotherapy II Ms. Annet Nankwanga MSc. Physiotherapy, PhD Candidate

Clinical occupational therapy II Mr. Kamwesiga JuliusMrs. Kansiime Reachel

Dip. OT, BSc. Psyc, PhD Candidate Dip. OT, MSc Candidate

Histopathology Dr. Othiano E. M.Med

Medical microbiology Mr. Wewedru Izale PhD. Infectious Diseases (London), MSc. Infectious Diseases (London), Dip. Med Lab Tech (MUK)

Medical radiology II Mrs. T.N. OyangMr. M. Tumwebaze



Environmental health II Dr. Sempebwa

Mr. Ndaa Louis

PhD Public Health


School PracticePharmacology Mr. Kibuule Dan MSc. Pharm, B.Pharm

General Microbiology Mr. Wewedru Izale PhD. Infectious Diseases (London), MSc. Infectious Diseases (London), Dip. Med Lab Tech (MUK)

Medical psychology Dr. Musiisi S. M.Med

Research Project Dr. Joshua Kanaabi Muliira Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN

Gynaecology And Obstetrics Ms. Nambiiro Josephine BScN, D.HT (MUK), RM, RN

Paediatrics And Child Health Dr. Zirembuzi G.W MBCB, M.MED

Medicine II Dr. Kiryoowa Haruna MSc. Human Anatomy, EDS (MUK)

Nursing II Dr. Joshua Kanaabi Muliira Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN

Ophthalmology Environmental health II Dr. Sempebwa

Mr. Ndaa Louis

PhD Public Health


Medical radiology III Mrs. T.N. OyangMr. M. Tumwebaze


Pharmaceutics III Mr. Kibuule Dan MSc. Pharm, B.Pharm

Specialised pharmacy practice III Mr. Kibuule Dan MSc. Pharm, B.Pharm

Medical entomology II Dr. Kazibwe Charles Dr. Kabatereine N. Dr. Onapa Alfred


Anaesthesia II Dr. Mijumbi Cephas Dr. Tindimwebwa Dr. Okello M

M.Med M.Med M.Med

Dentistry II Dr. Muwazi Louis Mugambe PhD (Maxillofacial surgery), Doctor of Medicine (Stomatology)

Prosthetics and orthotics technology

Mr. Kayondo Samuel BScN

Palliative care Dr. Joshua Kanaabi Muliira Doctor of Nursing Practice (USA), Msc. Nursing, MA.Bio Ethics, BScN

Ear nose throat II Dr. Turitwenka E. M.Med


Dr. Wambete Dr. Tumweheire G.

M.Med M.Med

Clinical chemistryHaematology and blood transfusion

Mr. Ayika Ponsiano Okumu Mr. Ayika Ponsiano Okumu

Mr. Keba John

BSc. Med Lab, Dip. Med Lab Tech, Cert. Med Lab Tech

BSc. Med Lab, Dip. Med Lab Tech, Cert. Med Lab Tech

BMLTClinical orthopaedics Otim Alfred BGD Admin, BED, Dip.Orth, Dip. HTC (MUK)

Health promotion Mrs. Wandabwa Margaret BScN, D.HT (MUK), RN/RM

School Practice IIISpecialized placement Mrs. Wandabwa Margaret BScN, D.HT (MUK), RN/RM


Date post:	27-Dec-2019
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