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

SUMMARY OF COURSE UNITS

UNIT title		CODES	Contact  hours
YEAR 1SEMESTER 1
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
YEAR 2 SEMESTER 1
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
YEAR 1 SEMESTER 2			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	42
28 Building and Construction Technology*	core	BPH2208	42
YEAR 3 SEMESTER 1
29 Health Service Management	core	BCM3105	42
30 applied mathematics Applied physics Biostatics	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	Core	BHU3103	42
35 Introduction to Pharmacology	basic	BPL3101	42
YEAR 3 SEMESTER 2			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
YEAR 4 SEMESTER 1			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
YEAR 4 SEMESTER 2
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.