Educational Programme

Curriculum models and instructional Methods

The MKU BSc Environmental Health curricula designed to be a learner centered and outcome based curriculum with a community orientation. It  will employ both conventional lecture system and Problem Based Learning (PBL)/tutorials in its delivery;

The Mode of Delivery of the curriculum will include:-.

  1. Lectures:- will be given by the discipline experts outlining the areas to be covered in the course, explaining principles and concepts, and explaining the difficult areas related to any discipline.
  1. Small group sessions:- will include tutorials, clinical sessions, problem based cases, bedside teaching and out-patient sessions. Tutorials will be student led and they will work in small groups guided by a tutor. Appropriate cases/case materials will be used for learning at all phases of the curriculum with subjects integrated both vertically and horizontally throughout the programme.

Large group discussions/seminars:-These will be discussions between students and discipline experts on difficult content areas

  1. Laboratory practicals/clinical demonstrations:- related to ongoing tutorial problems to demonstrate specific and practical aspects of what the students are currently studying. This will help students acquire skills especially in the early years of the course.
  2. Community Based Learning and Fieldwork:- The curriculum is both theoretical and community based. This includes not only the units entitled community health, but also occupational health and other courses that may have a community based component.

Individualized and Self-directed learning:- This will include case studies and computer assisted learning programmes that will be administered through the internet

The curriculum and instructional methods that will encourage students to take active responsibility for their learning are in the integrated components of tutorial and PBL approach;

These methods will prepare students for life-long learning program will contribute to the society by providing accessibility to innovative and quality public Health education that promotes excellence in scholarship, research and equitable service to the communities

Scientific Method

The component of the curriculum that inculcate the principles of scientific method and evidence-based practice includes:-

  1. The students will be introduced to research methods in their third year of study then in the fourth year they will be expected to write a research proposal and then implement the project.
  2. Carrying out research in priority health problems

Curriculum Structure, Composition and Duration

The Courses and Credit Hours offered for the BSc N Programme are as follows

Areas of concentration

The courses offered in the programme are summarized as below. The codes, titles       contact hours are presented from year 1 to year 4


UNIT title   CODES Contact  hours
1Inorganic Chemistry I basic BCH1103 42
2Organic Chemistry basic BCH1105 42
3Human Anatomy and Physiology basic BCH1101 42
4Behavioral Sciences basic BCP1105 42
5 Introduction to Environmental Health core BPH1101 42
6 Communication Skills University common unit BUCU001 42
7 Community health and development core BPH2203 42
8 Biochemistry basic BBY1102 42
basic BCH1104 42
9First Aid and Emergency response basic BCM1203 42
11Microbiology basic BML1201 42
12 Nutrition and Health basic BND1204 42
13 Computer Application University Common Unit BUCU002 42
14HIV/AIDS and Drug Abuse University Common Unit BUCU005 42
15 Anatomy & physiology of food animals basic BBY2104 42
16 Ecology and Health basic BBY2105 42
17 Technical Design and Drawing Core* BEG1103 42
18 Introduction to Parasitology basic BML2101 42
19 Medical Entomology – Pest and Pest Management(change code) Core BBY2106 42
20 Drainage and Conservancy core BPH2101 42
21 Epidemiology I core BPH2102 42
22 Field attachment I (rural health) core HBCU001 42
23 Communicable Diseases core BPH2201 42
24 Liquid Waste Management core BPH2204 42
25 Water supply and quality control core BPH2205 42
26 Human Population and Health* core BPH2206 42
27 Food Sanitation and Safety core BPH2207


28 Building and Construction Technology* core BPH2208 42
29 Health Service Management core BCM3105 42
 30 applied mathematics

Applied physics



basic BMA3117 42
31 Immunology basic BML3108 42
32 Hazardous waste management core BPH3101 42
33 Meat Pathology and Inspection core BPH3103 42
34 Environmental Health Impact Assessment




BHU3103 42
35 Introduction to Pharmacology basic BPL3101 42
36 Environmental Toxicology core BPH3201 42
37 Environmental Health Information Systems &data management ,GIS


core BPH3202 42
38 Environmental Pollution Control and Management core BPH3203 42
39 Solid Waste Management core BPH3204 42
40 Non Communicable Diseases core BPH3205 42
41 Principles of occupational Health and Safety core BPH3205 42
42 Research Methodology Common school unit HBCU001 42
43 Disaster Preparedness, response and Management core BPH4102 42
44 Public Health Law core BPH4103
45 Port Health * core BPH4104
46 Environmental Inspection and Report Writing

Building &Sanitary Inspection and report writing (content)

core BPH4106
47 Epidemiology II core BPH4105
48 Entrepreneurship University Common Unit BUCU004
49 Development Studies University Common Unit BUCU003
50 Biotechnology and Health basic BBY4202 42
51 Introduction to Health Economics core BPH4203 42
52 Health Project Planning, and Management core BED4222 42
?? BPH4204 42
53 Health Education and Promotion core BPH4205 42
54 Field Attachment II – (Urban Health) School common units HBCU003 42
55 Research Project School common unit HBCU002 42

 Basic Biomedical Sciences

  • The Basic Biomedical Sciences that contribute to the medical program are:-
  • Human anatomy
  • Medical physiology
  • Biochemistry
  • Medical microbiology
  • Parasitology
  • The contribution of the basic biomedical sciences is integrated with the clinical sciences vertically and horizontally as follows:-
  • Horizontal integration stresses the cross-relationship between parallel disciplines, such as physiology and anatomy, or at the clinical level, mental health and neurology.
  • Vertical integration- stresses the inter-relationship between basic medical sciences and clinical sciences.
  • By emphasizing the clinical correlation between the etiology, pathophysiology and biochemical and physiological basis of the diseases.

Behavioural, Social Sciences and Medical Ethics

The contribution of Behavioural sciences, social sciences, medical ethics and medical jurisprudence courses have been integrated in this curriculum as units to be taken in years one, two, three and six. The emphasis of these units is based on the recognition that human beings are bio-psychosocial beings who are in constant/s interaction with the environment and such interaction have direct influence on health;

The courses in the teaching curriculum that foster effective communication, clinical decision making and ethical practices include Communication Skills. Additionally, this is further enhanced in journal clubs

The medical school will adopt the curricular contributions of the behavioural sciences and medical ethics in the development of the science, practice and delivery of health care through a multifaceted approach including: continuously be involved in contemporary cutting edge research, continuous review of the curriculum to meet community needs, and adoption of state of the art technologies in the delivery of the program.


5.3.3 Clinical Sciences and Skills

  • The specific objectives (knowledge, skills and attitudes) stated in the curriculum to ensure competence on graduation include: –
  1. To understand and deliver effective, humane, and ethical medical care in a diverse resource environments;
  2. To be committed to research, application of evidence based medicine and life-long learning;
  • To be committed to community service and leadership in health care;
  1. To be able to foster an environment that promotes communication, collaboration, cultural diversity and internationalization.
  • The areas of practice include Urban and rural attachment for the rural experience.
  • The Specific Opportunities that are available for clinical exposure and direct participation in patients care include:
  1. Exposure to basic public health procedures will be learnt in the public health skill laboratory;
  2. Attachments in primary health care facilities and community attachments.
  • The mechanisms that exist to ensure relevant community and public health experiences are through an examinable log book.


5.3.4 Linkage with Public health practice and health care institutions


  • The curriculum committee formulates programs for postgraduate training, sets guidelines which are guided by the regulatory bodies and the Ministry of Health.
  • Community attachment reports by the trainees are disseminated during participatory health education talks.

5.4.0 Educational outcome

  • The following are the broad competencies (skills, knowledge, and attitudes) required of students at graduation
  1. Management of Public health problems and be responsive to the health care needs of individuals, communities, and populations.
  2. Management of health services and health information
  3. Provide leadership and participate as a member of a health team, in health services delivery at all levels
  4. Communicate effectively with patients, families, and health care team members.
  5. Understand the concept of professionalism, ethical practice, role recognition and be committed to successful professional practice.
  6. Participate in teaching and training of health personnel.
  7. Carrying out research in priority health problems.
  8. Adaptation to and participation in change
  9. Participate in policy formulation in matters related to health sector reforms in Kenya’s health care systems.


These competencies are clearly reflected in the vision, mission and objective of the curriculum.

  • The graduates will be well prepared to manage existing and emerging health concerns as well as carry out research in health and provide evidence based solutions.
  • The school will get information through reports from professional bodies and the ministry of health, the private sector and through feedback questionnaires to alumni.
  • Post internships exposes graduates to the diversity of medical concerns and helps them identify the specific areas of post graduate training to specialize in.
  • The school development will use feedback to review the teaching curriculum


5.5.0 Program Management

  • The curriculum committee will include;

The dean, the HODs and other academic members of staff drawn from different specialties of medicine, internal and external development experts.


The committee’s  Terms of Reference (ToR) are provided by the Deputy Vice Chancellor (Academic Affairs) and include development of the draft, review of the draft, Quality Assurance, implementation, monitoring, and review.

  • The committee is mandated to resolve conflicts of educational principles through consultation with University Management and other stakeholders.
  • The decisions made by the curriculum committee are discussed in the school board and recommendations are forward to the Deans committee for recommendations and to University Senate for consideration, adoption and implementation.


The school will set up committees that are mandated to hold consultative meetings to evaluate changes of the curriculum, new innovations and mechanisms for implementation. The school will also provide resources for the implementation.