Arba Minch Univerity College of Medicine and Health Sciences Department of Public Health

ARBA MINCH UNIVERITY
COLLEGE OF MEDICINE AND HEALTH SCIENCES

DEPARTMENT OF PUBLIC HEALTH
CURRICULUM FOR
DEGREE OF MASTER OF PUBLIC HEALTH IN REPRODUCTIVE
HEALTH (FOR WEEKEND PROGRAM)
January, 2017
Arba Minch, Ethiopia
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Table of Contents
1. Background.............................................................................................. 1
2. Rationale ...............................................................................................................2
3. Objectives of the Public Health Postgraduate Training .................................. 5
3.1. General Objectives ................................................................................ 5
3.2. Specific Objectives ............................................................................... 5
4. Graduate Profile: ...................................................................................... 5
5. Program Requirements .............................................................................. 6
5.1 Admission criteria..............................................................................................6
5.3 Promotion:..........................................................................................................7
6. Graduation Requirement............................................................................ 7
7. Program duration and degree nomenclature ................................................. 7
8. Program Profile ........................................................................................ 8
9. Course Listing .....................................................................................................10
11. References ............................................................................................. 11
12. ANNEXES ............................................................................................ 12
Course Details ................................................................................................ 12
Course Title: Public Health Aspects of STIs/HIV/AIDS and infertility………….12
Course Title: Biostatistics………………………………………………………...15
Course Title: Epidemiology………………………………………………………..18
Course Title: Health Service Management……………………………………… 23
Public Health Nutrition……………………………………………………………..27
Maternal and child Health (MCH)………………………………………………….33
Adolescent RH…………………………………………..........................………...39
Family planning…………………………………………………………………….43
Course Title: Demographic methods and Population Studies.............................. 46
Course Title: Gender, Health and Development .................................................. 48
Course Title: Health promotion and Communication .......................................... 51
Course Title: Research methodology ................................................................... 52
Course Title: Master’s Thesis………… ................................................................55
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1. Background
Arba Minch University (AMU) was established in 1996 E.C at the premises of the former
Arba Minch Water Technology Institute (AWTI), which was established in 1978 E.C.
The university’s main campus, which is the oldest and home for university’s higher
administration among the four campuses, is located at 505 km south west of Addis Ababa and
5km north of Arba Minch town on the road to Addis Ababa. Currently the university is
organized in to one institute, six Colleges and three schools which provide quality education
in diversified fields of study ranging from undergraduate to PHD level in regular, summer,
weekend, and distance and continuing education programs. AMU is one of the fastest growing
universities in Ethiopia regarding the number of colleges, the number of fields of study,
academic staffs, technical, leadership and infrastructural capacities.
Among the colleges, College of Medicine and Health Sciences (formerly known as Faculty of
Health Sciences) was established in 2000 E.C to respond for national demand of human
resource deficit in health sciences. The college is located at Nech-Sar campus which is about
7 KM from main campus. The College, at present (2015), is the home for more than 2300
students in six departments and one school: Public Health, Nursing, Medical Laboratory
Science, Midwifery, Aesthesia and Medical Radiology.
The department of public health is structured in to six functional units, namely Epidemiology
and Biostatistics, Health Service Management & Health Economics, Population and Family
Health, Health Education and Behavioural Sciences, Environmental and Occupational Health,
and Health Officer. Since its inception, the department has shown remarkable improvements
by opening need based programs in order to pave opportunity for stakeholders in extension
(day-time) and summer besides regular program. Moreover, in the year 2012/13 academic
year, the department launched the first master program (General Master of Public Health
(MPH)) jointly with Addis Continental Institute of Public Health (ACIPH) and in the year
2014/15 academic year, the department launched Epidemiology/biostatistics program.
Under the College of Medicine and Health Sciences, three projects with great relevance to
Public Health study are underway. The Demographic and Health Survey of Arba Minch Zuria
woreda which is one of the six sites in the country funded by CDC through EPHA since 2001
E.C is of greater importance to this program. The program is basically following demographic
dynamics and AIDS mortality by collecting longitudinal data. The site has great importance to
graduate study program as a field research Centre, which can be used by students and
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instructors. The PCV project, which started in 2004 E.C, laid a frame work which might
provide adequate information about the entire woreda and a resource to different community
based studies as necessitated by respective courses.
The third project which is launched in the year 2015 is Neglected Tropical Diseases
Collaborative Research and Training Centre/NTD-CTRC/ in collaboration with Ministry of
Health with the mission to contribute towards creating a critical mass of experts at the centre
and nationally in NTDs and generate evidence to bridge gaps in policy and program decision
making. The centre would be an ideal field research centre the student can practice public
health knowledge and skill as part of the training.
2. Vision, Mission and Goals of the department of Public Health

Vision: The Department of Public Health aspires to become one of leading centre of
excellence in East Africa in public health training, research and community service by 2020.
Mission: Based on an ecological model of health, the mission of this program is to educate
public health professionals to use up to date analytic and managerial public health tools and
skills to influence people and environmental conditions; manage programs and institutions;
undertake applied research and play leading roles at different levels of Ethiopian Health
System, in ways that advance public health objectives.
Educational Goals: The goal of the MPH/RH training programme is to produce competent
RH experts equipped with the knowledge and skill to address RH issues, conduct research and
provide community services in general and to reduce the prevailing morbidity and mortality
of MC in particular. Our graduates will possess the skills necessary to become highly
effective public health practitioners and leaders. Their specific expertise in the strategic use of
technical and managerial public health tools will enable them to work collaboratively with a
broad range of other public health experts to plan high-impact health enhancement initiatives,
and to implement or supervise the implementation of public health initiatives.
3. Rationale
Reproductive Health (RH) problems are ever increasing and affect the life of everyone. It
refers to sexuality, pregnancy, childbirth, postpartum health condition, contraception,
infertility, menopausal management, and others (1, 2).
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The health problems emanating from the above circumstances are particularly severe in sub-
Saharan African countries (2, 3). Addressing RH matters have been one of the major
challenges in public health and a number of initiatives have been launched since the Alma-
Ata conference. The launching of Primary Health Care in 1978 (3, 4), Safe Motherhood
Initiatives (5), The International Conference on Population and Development (ICPD) held at
Cairo in 1994 and the Millennium Development Goals (MDG) are some to mention (1, 6).
The Momentum occasioned by the Millennium Development Goals followed by Sustainable

development goals (SDG) considered meeting the reproductive and sexual health needs of our
culturally diverse population. In addition, as our Health Care system is characterized by poor
quality of care and weak management information system, there is a great need for specific
professionals in areas of reproductive health. However, there is shortage of trained
Reproductive health professionals to carry out reproductive health activities in health care
settings in Ethiopia. Hence, training of RH professionals is one of the key priorities to
implement the National RH strategy and tackle the prevailing problems. Considering
aforementioned problems, the Institute of Public health initiated training of Reproductive
Health professionals at graduate level. These graduates can also be effectively involved in the
training of bachelors and masters level health cadres and management of mid-high level
health organizations and programs.
Ethiopia is the second most populous country in Africa with the total population of more than
105 million. In addition, it is one of the poorest countries in sub-Saharan Africa (SSA).
Majority of the population lives in poverty and most of the development indicators are lower
than the average of Sub Saharan Africa’s. Rapid population growth, high maternal and child
morbidity and mortality, HIV/AIDS, gender disparities, food insecurity, high rates of
illiteracy and environmental degradation are the major development problems of Ethiopia.
To curb these major development problems, improving the reproductive health status of the
population is very crucial.
To do this, awareness rising, changing attitudes, beliefs and practices of people in the
community on key reproductive health issues with particular emphasis to fertility regulation,
HIV/AIDS, gender and harmful traditional practices is required. Maternal mortality ratio
(MMR) of 412 per 100,000 live births, Under five mortality rate of 67 per 1000 live births and
Neonatal Mortality rate of 29 per 1000 live births were demonstrated the need for investment
in reproductive health (CSA, 2016).
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In Ethiopia, even though several efforts have been made, the country has poor obstetrical and
pediatric records (8-14). It’s maternal and Neonatal Mortality rates are among the highest in
the world (12, 15). In this country, unsafe abortion is common; it has killed and affected the
life of many Ethiopians (8, 16). Poor obstetrical output and Low Birth Weight (LBW) babies
are common problems (12).
Alleviating the health problems above is a huge task that needs coordinated and intensified
efforts. Such efforts need health services and programs at national, regional and district levels
which demand better qualified professionals. There is also a greater need for influencing
policy based on evidence. Therefore, graduates are expected to gather and utilize strategic
information in RH practice and policy.
Therefore, the training program in public health in RH specialty is initiated with the following
rationale. These are to minimize the shortage of trained human resource in the service and
teaching area in the country, produce specialized professionals who can handle competently
issues related to RH in tackling the health problems of the community and satisfy the need to
have professionals who will be researchers, teachers, managers and team leaders in the service
and training institutions.
Situational assessment
Curriculum is dynamic and should answer the health need of the country. Ethiopia is in high
stride to achieve the SDG goals. Access and quality health care is a major challenge for the
country. Even though there is a substantial gain in reduction in child mortality, maternal
mortality, still the country faces many RH problems.
Designing, implementing and evaluating program that specifically focus on alleviating the RH
problem of the citizens is necessary. Teaching professionals at advanced level is a call of
today to would answer the national and regional demand for manpower that would design and
implement RH programs.
However, the health human resource crisis in contemporary Ethiopia has created a huge
obstacle to implementing the health sector development plan to its fullest extent. On the other
hand, the decentralized governance structure in the public sector and the growing number of
Universities, national and international NGOs require competent professionals. The
Government policy and strategic shift to producing high level professionals and academicians
to support program implementation and expansion of education opportunities have also posed
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a tremendous challenge to higher learning institutions. The demand for evidence-based
interventions is also increasing, which necessitates the production of high level professionals.
Offering long-term training opportunity for academic staff has also been used as retention
mechanism in many countries including Ethiopia.
Cognizant of the above facts Arba Minch University has established a graduate level training
in public health sciences for the last five years. In addition to other public health tracks, the
university planned to open training of RH this year (weekend). The University hope to gain a
lot in delivering RH Courses in terms of human resources development, serving the
community which is one of the pillars and responding for the national call to train qualified
professional in this track are to mention some.
In preparing the curriculum, curriculums of Universities offering MPH in RH programs were

scrutinized. To mention some the MPH program of Haramaya University, Addis Ababa
University, Jimma University and Gondar University were taken into consideration.
4. Objectives of the Public Health Postgraduate Training
4.1 General Objectives

 The general objective of graduate program of MPH in RH is to produce competent
professionals with relevant knowledge, attitudes and skills on RH in the context of
developing country particularly of Ethiopia.
4.2 Specific Objectives
The specific objectives of the programme are to produce RH experts who could;
 Manage RH programs at the district, regional and national levels;
 Provide regular and tailor made and allied courses at various levels;
 Undertake RH researches that guide evidence-based interventions and policy.
 Manage RH programs design at the district, regional and national levels;
 Provide regular and tailor made reproductive and allied courses at various levels;
 Undertake RH researches that guide evidence-based RH interventions.
5. Graduate Profile:
The student from MPH (MPH) in RH, given the knowledge, attitude and skills acquired
from the training is expected to play the following roles:
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Knowledge
1. Ability to describe and quantify RH and related problems at local, national and
international level.
2. Identify, prioritize, plan and implement for different sexual and RH problems at district,
regional and national levels.
3. Demonstrate broad knowledge of RH, planning and policy making in the context of
Ethiopian health delivery system.
Skills
4. Conduct RH related research on priority health problems and disseminate the findings
to policy makers
5. Suggest evidence based strategy to prevent prioritized public health problems.
6. Set strategies and enact policies addressing sexual health and reproductive health
7. Teach and educate on sexual and RH matters at community, institutional levels and
organizational level.
8. Conduct innovative applied and action research in the field of reproductive and sexual
health
9. Monitor and evaluate local, national sexual and RH intervention programs.
Attitude
10. Provide high quality, culturally sensitive RH care to all individuals, family or in the
community in order to promote healthy reproductive life.
6. Program Profile
6.1 Admission Requirements
The prospective candidate for MPH in RH must have at least a Bachelor degree in health
disciplines such as Public Health, Nursing, Environmental Health, Medical Laboratory
Technology, Pharmacy, Anaesthesia, Radiology, Midwifery and Doctor of Medicine
In addition he/she has to fulfil the requirements of the School of Graduate Studies of the
University which include:
 A minimum of 2 year services in relevant field for government sponsored applicants.
Self sponsored applicants may not request to produce evidence for service year.
 Having CGPA of 2.0 and above in previous degree
 Able to pass the entrance examination set by the University
 Who can present evidence of sponsorship letter(if sponsored)
 Must produce three recommendations from his/her employee & academic professors
 Fulfil other contemporary requirements set by the University
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6.2 Promotion:
An MPH in RH student who has a minimum CGPA of 3.0 will be promoted to the next
academic semester. Students scoring 2.5-2.99 will have an academic dismissal with
readmission where they are required to repeat all courses with C grades and below in that
semester. A student who scores a CGPA below 2.5 in the first semester of first year of study
or 3.00 in later semesters will have an academic dismissal and or he/she will be given
academic probation as the per the working legislation of the university. No more than one C
grade and two C+ grade are allowed for a student at graduation. Similarly, student cannot
graduate with a grade of “D” “F” and C in speciality courses; they must be cleared before
graduation.
7. Graduation Requirement
Students are required to meet the following requirements in order to be eligible for the award
of the MPH in RH.
 Successful completion of both theoretical and field attachment courses.
o An overall CGPA of at least 3.00 and no more than one “C”, two “C+” and no C in
major specialty courses.
o No D or F in any course and should be cleared before graduation.
 Defending and obtaining a minimum score of “C+” or “Satisfactory” grade in thesis
work.
 Meet all other contemporary requirements of Arba Minch University.
8. Program duration and degree nomenclature
MPH in RH is a two years program and courses are given in four semesters including the
research. The duration would be extended based on individual student situation and as per the
working legislation of AMU. To complete this program a student is expected to take 38 credit
hours and do independent research.
Up on the fulfilment of all the graduation requirements, the student is entitled to receive the
Degree of”MASTERS OF PUBLIC HEALTH IN Reproductive Health” in English and the
Amharic equivalent of this shall be: “የ ህብረ ተሰብ ጤና አ ጠባበቅ ማስተር ስ ዲግሪ በሥነ -
ተዋልዶ ጤና ”
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9. Human Resources profile
Currently, as of January 2017, the Department of public health has 11 assistant professors, 2
PhD fellow/ students and 26 masters of public health staff (lecturer). Besides, the college have
planned to invite guest instructors to deliver lectures as per the need indicated in this
curriculum.
Table 1: Academic staff composition in the department of public health, AMU, January 2017
S. Description of Assistant Prof. Lecturer GA Total
No academic rank M F T M F T M F T M F T
Number 8 3 11 19 4 23 9 4 13 36 11 47
10. Materials
White board and marker, Computer, LCD projectors, Transparency and overhead projector,
Flip chart and other relevant teaching materials are required and the department have the
resources to run the programme. Wired and wireless internet services are also available which
is the most important for this level of training.
11. Program Quality Assurance
The Quality of the training will be ensured through:

 Student evaluation through progressive/continues and commutative assessment methods
 Evaluation of instructors by peers and students including evaluation of the course at the
end of course delivery
 Periodical workshops (with stakeholders, teachers and graduates) every four years
 External examination after completion of training
 Evaluation and revision of curriculum after five years.
The program will be monitored under the department with a staff member elected from the
department council to handle the program/called case handler/ who is reporting to the
department head and college graduate studies coordinator.
12. Teaching and learning methods
Participatory/student-centred teaching is emphasized throughout all courses and the general

approaches to be employed include Brain storming, Mini-lecture by facilitators, Group
discussions, Plenary presentation, Feedback by the facilitator and Assignments. During the
teaching-learning process teaching aids like: White board and marker, Computer, LCD
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projectors, Transparency and overhead projector, Flip chart and other relevant teaching
material will be used. During practical attachments and research undertaking competency and
problem based learning will be applied.
13. Methods of Assessment
In each course the students are assessed using formative assessment methods including
mainly class attendance, class activity/participation, individual exercise and group exercises
and report and as well as summative evaluation mainly written examination. Progressive
assessment will also be conducted to assess performance of students in their research work
and public defence of their thesis in the presence of internal and external examiners,
department council and others as final evaluation will be made. Others with major revision
shall undergo through another defence session after correction of comments (this should be
after 30 days of first defence) or if the thesis is rejected student may be required to do another
research work depending on the recommendation of the Board of examiners.
14. Program Profile
The program requires successful completion of courses and research work mentioned
hereunder in three categories.
1. General public health courses:
 Public Health Matters

 Biostatistics
 Epidemiology
 Health Services Management
 Research Methods
 Health promotion and communication
 Public Health Nutrition
2. Specialty courses:
 Demographic methods and population studies

 RH-I/Maternal & Child Health
 RH-II/Family planning
 Adolescent Reproductive Health
 Gender Health and Development
3. Thesis: -Master’s Thesis
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Course coding system: PubH 601
• The Letter shows the nature of the course or indicates directly the Course itself/the
course offering department.
• The first digit indicates Year at which the course is given.
• The third digit indicates the code given by the department to differentiate courses
within the semester
• The last digit indicates the semester at which the course is given
15. Course Listing

Table 2: Course breakdown and sequencing with duration of course covering period
Semesters
Prerequis
Duration
Remark
Courses
Course
Credit
hours
Year
code
ite
Public health Matters PubH601 2 3 weeks None
Biostatistics PubH611 4 6 weeks None
1st I Epidemiology PubH612 4 6 weeks None
Year
Total 10 15 weeks
Health Services Management PubH613 4 6 weeks None
Public Health Nutrition PubH621 2 3 weeks None
Demographic methods and population PubH628 2 3 weeks None
II
studies
RH-I/Maternal & Child Health RhFp625 3 4 weeks None
Total 11 16 weeks
Health Promotion and Communication PubH630 2 3 weeks None
2nd I Research Methods: Qualitative & PubH631 3 4 weeks Epi &Biostat
Year quantitative (2+1)`
RH-II/Family planning RhFp 627 2 3 weeks
Adolescents reproductive health RhFp623 2 3 weeks None
Gender health and development RhFp 629 2 3 weeks
Total 11 16 weeks
Year Based Thesis PubH701 6 32 weeks Completion of
First year
courses
Total 6 32 weeks
Total Credit Hours 38
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References
1. Tiwari A. The Impact of psychological abuse by an intimate partner on mental health
of pregnant women. BJOG, Blackwell Publishing. 2008; 115:377-84.
2. Rosenfield A. Prevention of maternal mortality Network. International Journal
Gynecology Obstetrics. 1997;59:S1-S27.
3. Rosenfield A, Maine D. Maternal mortality- a neglected tragedy: Where is the M in
MCH? Lancet. 1985; 2:83-5.
4. WHO. Declaration of Alma-Ata-Priamary Health Care. Alma-Ata, USSR, 6-12
September. Geneva1978.
5. Koblinsky MA, Tinker A, Daly P. Programming for Safe Motherhood: a guide to
action. Health Policy and Planning. 1994;9(3):252-66.
6. Jokhio AH, Winter HR, Cheng KK. An intervention involving traditional birth
attendants and prenatal and maternal mortality in Pakistan The New England Journal
of Medicine. 2005;352(20):2091-9.
7. IndexMundi. Ethiopia Demographics Profile 2012. 2011; Available from:
http://www.indexmundi.com/ethiopia/demographics_profile.html.
8. CSA, MeasureDHS. Ethiopia Demographic and Health Survey 2011. Addis Aababa,
Ethiopia- Calverton, USA2011.
9. Lisa S. Duration and Magnitude of Morality after Pregnancy in rural Bangladesh.
International Journal of Epidemiology, Oxford University press. 2008;37:397-404.
10. FMoH. Health Extension Program in Ethiopia: Profi le. Addis Ababa: Federal
Ministry of Health (ET)2007.
11. Smeeton NC, Rona RJ, Dobson P, Cochrane R, Wolfe C. Assessing the Determinants
of Stillbirths and Early Neonatal Deaths Using Routinely Collected Data in an Inner
City Area. BMC Medicine. 2004;2(27):1-7.
12. Berhane Y, Anderson T, Wall S, Byass P, Hogberg U. Aims, options and outcome in
measuring maternal mortality in developing societies [Dissertation. New series no
674]: Umea University; 2000.
13. Badshah S, Mason L, Mckelvie K, Payne R, Lisboa PJ. Risk Factors for low birth
weight in the public-hospitals at Peshawar, NWFP-Pakistan. BMC Public Health.
2008;8(197):1-10.
14. Baggaley RF, Burgin J, Campbell OMR. The Potential of Medical Abortion to Reduce
Maternal Mortality in Africa: What Benefits for Tanzania and Ethiopia? PLoS ONE.
2010;5(10):e13260.
15. FMOH. Health and Health related indicator. Addis Ababa: Planning and Programming
Department Federal Ministry of Health2007.
16. CSA Ethiopia, Macro O. Demographic and Health Survey 2005. 2006.
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16. ANNEXES
Course Details
Arba Minch University, College of Medicine and Health Sciences
Department of Public Health
Program: MPH in RH
Course Name: Public Health Matters
Course Code: PubH601
Credit Hours: 2 Credit Hours
Course Description: This course will introduce students to the discipline of public health
with an overview of the basic concepts and core functions of public health practice, the scope
of applications, and the variety of service organizations (both public and private) that shape
public health. It also examines the philosophy, purpose, history, functions, evidence based
public health, different approaches in public health, tools, activities and results of public
health practice at the international, national, state, and community levels. The course also
deals with the common public health problems of developing countries and current global
health issues.
Learning Objectives: the principal objectives of the course include enabling participants:
 Review the historical development and the various components of the discipline of
public health;
 Appreciate the unique characteristics of public health practice as a social enterprise;
 Conceptualize public policy implications of various approaches to public health issues

and problems;
 Understand and apply the techniques assessing public health status of a community or
population group, including the determinants of health and illness, factors contributing
to health promotion and disease prevention, and factors influencing the use of health
services:
 Identify available resources and major ethical, legal and enforcement constraints of
important public health issues and problems
 Get familiarized with important and contemporarily emerging public health problems
and issues and approaches and constraints to addressing those problems and issues;
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Course contents
 Chapter 1: Introduction to Public Health
 Chapter 2: Functions of Public Health
 Chapter 3: Evidence based public health and Evidence based Medicine
 Chapter 4: Determinants of Health
 Chapter 5: Health Need Assessment
 Chapter 6: Transition (demographic, epidemiologic and Nutrition)
 Chapter 7: Approaches in Public Health
 Chapter 8: Emerging Re-emerging Health Issues
 Chapter 9: Global Cooperation in Health and Global Health
 Chapter 10: Public Health Ethics
 Chapter 11: Disaster Preparedness
 Teaching Methods: lecture/seminar, group projects, presentations
Assessment Methods:
 Formative assessment: presentations of progress reports; Project presentations;
Group reports; Class participation; (40%)
 Summative assessment: Final Examination (60%)
References:
1. Ibsen, Henrik (1964). A Public Enemy in Ghosts and Other Plays, trans. Peter Watts,
London: Penguin Books.
2. Porter, Dorothy (1999). Health, Civilization, and the State: A History of Public Health
from Ancient to Modern Times.
3. You may purchase any of these materials from Matthews Medical Book Centre.
4. Fee, Elizabeth (1987). Disease and Discovery, The Johns Hopkins University Press.
5. Porter, Dorothy (ed.), (1994). The History of Public Health and the Modern State.
6. Rosen, George (1958, 1993). A History of Public Health, Expanded Edition,
Baltimore: The Johns Hopkins University Press.
7. These readings are also available at the Matthews Johns Hopkins Medical Book
Center. Because they are not required, the number of copies available will be limited.
8. Brockington, C. Fraser (1956). A Short History of Public Health, London: J. & A.
Churchill.
9. Cartwright, Frederick F. (1977). A Social History of Medicine.
10. Duffy, John (1990). The Sanitarians.
11. Feierman, Steven and Janzen, John M. (eds.) (1992). The Social Bases of Health and
Healing in Africa, Berkeley: Univ. California Press.
12. Leslie, Charles (ed.) (1976). Asian Medical Systems, Berkeley: Univ. California Press.
13. Leslie, Charles and Young, Allan (eds.) (1992). Paths to Asian Medical
Knowledge, Berkeley: Univ. California Press.
14. Porter, Roy (1997). The Greatest Benefit to Mankind.
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Course syllabus for Biostatistics
Program: MPH in RH
Course Title: Biostatistics
Course Code: PubH 611
Prerequisite: None
Credit hours: 4 credit hours
Course description:
This course will first introduce the health officer student to the definition of biostatistics and
the importance of statistics in health. The course will then equip the students with a basic
know-how of descriptive statistics. Vital statistics and health service statistics will also be
dealt with thoroughly. Subsequently probability theory and sampling theory will be addressed.
And also advanced analysis will be addressed like analysis of variance, Multiple Linear
Regression, Non-Parametric Analysis, logistic regression and survival analysis. Simple linear
regression and correlation finally; the student will be introduced to basic techniques of
statistical inference viz. statistical estimation and hypothesis testing
Course Objectives
At the end of the course the student will be able to
1. Discuss the role of statistics in health sciences and explain the main uses of statistical
methods in the broad field of health care.
2. Describe methods of collection, recording, coding and handling data.
3. Recognize the relative merits and demerits of the different ways of data presentation.
4. Calculate measures of central tendency and dispersion and present data in the form of
tables, graphs etc.
5. Identify and make use of data from existing health records.
6. Calculate and interpret vital statistics
7. Apply different techniques of sampling
8. Differentiate between point and interval estimation.
9. Explain the meaning and application of confidence limits
10. Explain the context and meaning of statistical significance.
11. Use statistical soft wares for data management
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Course contents
Chapter One: Introduction to Biostatistics

 Definitions
 Importance in health sciences
Chapter two: Descriptive statistics

 Scales of measurement
 Collection and organization of data
 Presentation of data
 Measures of central tendency and dispersion
Chapter Three: Demography and health Service Statistics
 Sources of data
 Vital statistics
 Measurement of morbidity and mortality
 Resource and service statistics
Chapter four: Probability theory and probability distribution
 Definition
 Rules
 Binomial distribution
 Normal distribution
Chapter Five: Sampling theory
 Types and techniques of sampling
Chapter Six: Elementary statistical estimation theory
 Point estimation
 Interval estimation
 Sample size determination
Chapter Seven: Statistical testing
 Common tests of statistical significance (Z – test, T – test and chi – square test)
 Steps in statistical testing
Chapter Eight: Analysis of variance (ANOVA)
 One Way Analysis of variance
 Two way Analysis of variance
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Chapter Nine: Simple linear regression and correlation
 The Scatter Plot
 The Least Square Method
 The correlation coefficient
 The Regression coefficient
Chapter Ten: Multiple Linear Regressions
 Stepwise Multiple Linear Regression
 Assumptions in Multiple Linear regression
 Multicollinearity in Multiple Linear Regressions
Chapter Elven: Non-Parametric Analysis
 The Rank Test
 The Sign Test
 Wilcoxon signed-Rank test
 The Mann-whitney test
 Kruskal Wallis test
Chapter Twelve: Logistic regression
 Analysis of Categorical Data
 Chi-square test, Fishers Exact test, Mc-Nemars test
 Binomial, Ordinal and multinomial logistic regression
Chapter threaten: Survival Analysis
 Life table analysis and the Kaplan-Meier estimator
 The Proportional Hazards Regression Model of survival data
 The Log-Rank test
Chapter fourteen: Introduction to use of computer software (EPI_INFO and SPSS) for data
management
References
1. Douglas G. Altman, 1991. Practical Statistics for Medical Research. Chapman &
Hall
2. Bernard Rosner, 1995. Fundamentals of Biostatistics. 4th ed. Duxbury Press
3. Daniel, W.W., 1991. Biostatistics: a foundation for analysis in health Sciences, 5th ed.
John Willy & Sons, New York
4. Theodore Colton, 1974. Statistics in Medicine. Little, Brown and Company
5. Betty R. Kirkwood, 1988. Essentials of Medical Statistics. Blackwell Science ltd
16
6. David Freedman, Robert Pisani, Roger Purves, 1998. Statistics. 3rd ed. W. W. Norton
& Company
7. Richard D. Remington, M. Anthony Schork, 1985. Statistics with Applications to
Biological and Health Sciences, 2nd ed. Prentice Hall, New Jersy, USA
8. Douglas G. Altman, David Machin, Trevor N. Bryant, Martin J. Gardner, 2000.
Statistics with Confidence. 2nd ed. British Medical Journal, J W Arrowsmith Ltd.
9. William G. Cochran, 1977. Sampling Techniques. 3rd ed. John Willy & Sons Inc.
10. Lwanga, S.K. and Lemeshow, S., 1991. Sample size determination in health studies.
A practical Manual. World Health Organization, Geneva
11. Bland, M. An Introduction to Medical Statistics, 3rd ed. University Press, Oxford,
2000.
12. Degu G. and Tessema F. Biostatistics for Health Science Students, lecture note series.
Addis Ababa, January 2003.
13. Colton, T. Statistics in Medicine, 1st ed., Little, Brown and Company (inc), Boston,
USA, 1974.
14. Fletcher, M. Principles and Practice of Epidemiology, Addis Ababa; 1992.
15. Degu G. and Yigzaw T. Introduction to research methodology:
16. Lecture note for health science students. Addis Ababa, 2006.
17. Manktelow B, Hewitt M, Spiers N. Trent Focus for Research and Development in
Primary Care: An Introduction to Practical Statistics Using SPSS , 2002.
18. Kirkwood BR. Essentials of Medical Statistics. Blackwell Science Ltd. Australia,
1988.
17
Course syllabus for Epidemiology
Program: MPH in RH
Course Title: Epidemiology
Course Code: PubH 612
Prerequisite: None (but logically should take Biostatistics before)
Credit hours: 4 credit hours
Course description
Epidemiology provides us with a range of research tools, which can be used to obtain the
information required for prevention, service provision, and the evaluation of health care. It is
the basic tool of public health for controlling and prevention of diseases.
It provides practical guidance and skills in approaches for understanding the health of
population. This course provides the approach, concepts and perspectives of epidemiology
for participants in a broad range of public health and related disciplines.
Course objectives:
Upon completion of this course, the students should be able to:
I. Describe the scope, purposes and achievements of epidemiology in health services;
II. Discuss, apply, and interpret basic epidemiological concepts and measures of disease
occurrence and its effect in population;
III. Identify, discuss and illustrate the basic principles, objectives, and elements of public
health surveillance;
IV. Assess the relevance and understand the limitations of various epidemiological research
designs for studying disease causation, association between risk factors or exposure in
populations and rates of disease occurrence and death;
V. Describe standard approaches to investigations of disease outbreak
VI. Identify the major sources of errors in epidemiological studies and suggest strategies to
reduce these errors;
VII. Evaluate epidemiological evidence by applying criteria for causal inference to
information about an association between a population exposure and health outcome
VIII. Describe their role in screening programme for disease control and prevention
IX. Use epidemiological methods in evaluating the effectiveness of public health
intervention programs;
18
X. Appreciate some of the complexities in applying scientific evidence on health and
disease to the making of public policy.
Course contents
Chapter One: Introduction to Epidemiology
 Definition
 History of Epidemiology
 Use/applications of Epidemiology
 Scope of epidemiology
 Basic assumptions of epidemiology
 Theories disease causation
 Levels of disease occurrence
 Branches of epidemiology
Chapter Two: Natural history of disease and levels of prevention
 Natural history of disease
 Stages in the natural history disease
 Levels of disease prevention
 Applications to common disease s
Chapter Three: The infectious disease cycle
 major components of the infectious disease
 Agent
 Reservoir
 Portal of exit
 Modes of transmission
 Portal of entry
 Host
 Spread of disease through person to person transmission
 Infection vs. Disease
 Time course of an infectious disease
 Carries and their role in disease transmission
 individual and herd immunity
Chapter Four: Basic measurement in epidemiology
 Number , ratio, proportion , and rate
 Measures of morbidity: -incidence and prevalence
 Measures of mortality: -crude vs. specific rates and Standardization of rates
19
Chapter Five: Source of epidemiologic data
 Census
 Vital records
 Data from health institutions
 Data from morbidity surveys
 Other sources
Chapter Six: Public health surveillance
 Definition
 Purpose of surveillance
 Types of surveillance
 Activities in surveillance
 Modifiable diseases
Chapter Seven: Descriptive study designs
 Purpose of descriptive studies
 Types of descriptive study designs
Chapter Eight: Analytical epidemiology
 Purpose of analytical epidemiology
 Observational analytic study designs vs. experimental analytical studies
o Case control studies
o Cohort studies
o Cross sectional studies
o Intervention studies
o Types of intervention studies
o Analysis and interpretation
Chapter Nine: Measures of strength of association
Chapter ten: Analysis of cause effect relationship
 Validity of studies
 Role of chance
 Role of bias
 Role of confounding factors
 Evaluation of overall evidence for a cause-effect relationship
Chapter Eleven: Screening in disease control
 Definition
 Diseases appropriate for screening program
20
 Criteria for establishing screening program
 Validity and reliability of tests
 Sensitivity and specificity
 Predictive value of a test
Chapter Twelve: Investigation of an epidemic
 Definition of terms (endemic, hypo-endemic, hyper-endemic, holo-endemic,
cluster of cases, outbreak, epidemic, pandemic)
 Types of epidemics
 Steps in epidemic investigation
 Prevention and control strategies of epidemics
References
1. Relevant articles from different Journals such as Ethiopian Journal of Health and
Development, Ethiopian Medical Journal, Ethiopian Journal of Health Sciences, British
Medical Journal, Lancet, New England Journal, International Journal of Epidemiology,
East Africa Medical Journal etc…
2. Hennekens CH, Buring JE. Epidemiolgy in Medicine, Toronto: Little, Brown and
CO.,1987
3. Kahn HA. An Introduction to Epidemiologic Methods, Oxford University Press; 1983
4. Fletcher RH, Fletcher SW, Wagner: Clinical Epidemiology: The Essentials. 3 rd edition.
Williams & Wilkins, Baltimore MD, 1996.
5. Lilienfield, MA. Lilienfield ED. Foundation of epidemiology, Oxford University Press,

New York. 2000;
6. Last, JM, Abramson JH. A Dictionary to epidemiology New York: Oxford University
Press, 2000;
7. Rebecca G., Knapp M., Clinton Miller III. Clinical epidemiology and Biostatistics 1992.
8. Rothman K, Greenland S. Modern Epidemiology. Philadelphia: Lippincott-Raven, 1998
21
Course syllabus for Health Service Management
Program: MPH in RH
Course Name: Health Service Management
Prerequisite: None
Credit hour: 4
Course description: The course provides a conceptual basis for management and covered topics of
the management process, and types of managers and managerial roles. In addition, the course will
provide knowledge about the health delivery systems and health policy of Ethiopia. Primary healthcare
principles, philosophy and strategy, the policy context of health planning including the health
planning, implementation, and evaluation processes will be covered. The concept of health and its
determinants and health sector reform will also be discussed.
Course objectives: At the end of this course, students will be able to:
 Grasp basic principles of health management
 Understand organization and health care delivery system of Ethiopia
 Distinguish Principles, strategies and components of primary health care
 Practice planning, implementation strategy and monitoring and evaluation of health programs
 Identify concepts and determinants of health and act accordingly to solve community health
problems
 Able to develop and manage projects
 Practice appropriate personnel and other resource management skill
 Able to manage change in organizational setting
 Identify key issues in quality of health care and apply quality improvement plans
22
Course content
Chapter 1: Introduction to Health Services Management

 Introduction
 Application of management for health system
 Managers / leaders and roles and skills
 The change environment of management
Chapter 2: Strategic Planning Introduction
 Introduction
 The essential of planning
 The process of planning
Chapter 3: Implementation
 Introduction
 The essential of implementation
 The process of improving implementations
Chapter 4: Monitoring and Evaluation
 Introduction
 The essential of monitoring and evaluation
 Techniques of monitoring and evaluation and controlling
 Utilization of monitoring and evaluation data
Chapter 5: Health Services delivery in Ethiopia
 Introduction
 The organization of Ethiopian health system
 Health service coverage and its evaluation
Chapter 6: PHC
 Introduction
 The basic concepts of PHC
 Components of PHC, Principles of PHC, strategy and philosophy of PHC
 Approaches in PHC
 PHC in Ethiopia
Chapter 7: Health sector Reform
 Introduction
 The need for reforms
 Challenges of reforms
Chapter 8: Decision Making and Problem Solving Approach
 Models of problem solving
 Decision making
 Risk management
23
Chapter 9: Change Management
 The need for change
 Nature of organisationnel change and its cause
 Types of organisationnel change
 Ways of managing change
Chapter 10: Quality issues in health care delivery Defining quality in healthcare
 The evolution of quality management
 Components of healthcare quality
 Measuring and improving quality in healthcare
Chapter 11: Leadership
 Leading
 Motivation
 Communication
 Team work and group dynamics
Chapter 12: Resource management
 Human resource management
 Material resource Management
 Time management
 Drug management
 Information management
 Space management
Chapter 13: Financing Health Care
 Introduction
 Source of Health care financing
 Principles of health care financing
 Mechanisms of health care financing
Chapter 14: Conflict Management
 Introduction
 Conflict Theory
 General causes of conflict
 Effects of conflict in organization
 Methods and steps to deal with conflicts
Chapter 15: Logical Frame work approach/ project management
 Introduction
 Key concepts in project life cycle management
 Application of logical framework approaches to the management of project
24
Method of Teaching
The course is basically organized in lecturing, discussion and group/ individual assignment,
institutional visits, role play, case study and seminar.
Method of Evaluation
 Progressive assessment of course participants based on their classroom activities (20%)

 Project evaluation (30%)
 Final examination at the end of the course (50%)
References
 Charles W.L. Hill, Steven L. McShane. Principles of management. The McGraw-Hill. 2008
 Ellen A. Benowitz. Principles of Management. Hungry Minds, Inc. 2001
 Boaz R et.al. Focused Operations Management for Health Services Organizations.
John Wiley & Sons, Inc. 2006
 Human Resource Management: A Contemporary Approach, 5th ed. edited by Julie
Beardwell and Tim Claydon. Pearson Education Limited. 2007
 Redman T, Wilkinson A. Contemporary human resource management. 2nd ed. Pearson
Education Limited. 2006
 Implementing Best Practices Consortium. A Guide for fostering change to scale up
effective health services. Management Sciences for Health. 2007
 Dean Anderson, Linda S. Ackerman Anderson. Beyond change management. Jossey-
Bass/Pfeiffer. 2001
 United Nations Development Programme (UNDP). Handbook on Monitoring and
Evaluating for Results. Evaluation Office. 2002
 WHO. Handbook on Monitoring and Evaluation of Human Resources for Health with
special applications for low- and middle-income countries. World Health
Organization. 2009
 Jeffrey P. Harrison. Essentials of Strategic Planning in Healthcare. Foundation of the
American College of Healthcare Executives. 2010
 Alan M. Zuckerman. Healthcare strategic planning. Foundation of the American
College of Healthcare Executives. 2005
 Stoner, (1998). Principles of Management
 Principles of modern Mgt. A Canadian perspective, 2nd edition by Samuel et.al.
 Robert L. Kare, (2002). Understanding Health care outcomes research.
 Managers Who Lead, Management Science for Health, 2005
25
Course syllabus for Public Health Nutrition
Program: MPH in RH
Course Title: Public Health Nutrition
Credit Hours: 2Cr.hr
Prerequisite: None
Course Description: This is a course to public health nutrition relevant to developing

countries. It addresses issues such as common nutritional disorders, assessment of nutritional
status, the role of health sector in food and nutrition, food and nutrition policy, and nutritional
surveillance.
Learning Objectives: The overall objective of the public health nutrition course is to enable
graduate students acquire the necessary knowledge, skills and attitude towards identifying
nutritional and related health problems of communities, and to coordinate the design and
implementation of appropriate intervention measures.
Specifically, the course is intended to enable students to:
 Understand and describe the complex, overlapping and multi-factorial ecology and
aetiology of nutritional disorders in a community,
 Assess the prevailing nutritional status of communities, and design appropriate

corrective measures,
 Identify and characterize nutritional problems of public health importance and the
corresponding intervention strategies,
 Design and conduct nutritional surveys and surveillance, describe the role of the
health, agricultural and other sectors and the corresponding health, nutritional and
other policies in preventing nutritional problems of a community at large.
26
Course Content:
Chapter One: Introduction to Human Nutrition;
Chapter Two: Ecology of Nutritional Disorders;
2.1 Etiology of Nutritional Disorders;
Chapter Three: Assessment of Nutritional Status;
 The Present Food and Nutrition Situation;
Chapter Four: Food and Nutrition Policy of Ethiopia
Chapter Five: The Role of the Health Sector in Food and Nutrition;
 Food security
 Damnation of food security
 Method of assessing food security
 The impact of food security on the nutritional situation of the community
Chapter Six: Nutritional requirements for the individuals and group
Chapter Seven: Nutritional Surveillance; Nutritional Disorders of Public Health Importance;
Chapter Eight: Infection Interaction; Nutrition Intervention Programs; Nutrition and
Economic Development;
Chapter Nine: Introduction to Nutritional Epidemiology
Teaching Methodology: Class-room lectures, term paper presentation and submission, as well
as, field works/ visits will constitute the course.
Method of Assessment: Student evaluation will be based on the following components: Final
examination (50%); Continuous assessment: Term paper, class participation and Assignments
(50%).
References:
 Marian Maltese E Schulman, Introductory Nutrition and Nutrition therapy 3rd

Edit.1996
 Richard D. Samba MD MPH, Martin. Nutrition and Health in Developing countries
 Robert E.C. Advanced Human Nutrition, 2000 CRC Press LLC NewYork
 Rosalind S. Gibson. Principles of Nutritional Assessment 1990 Oxford University
Press
 Norman G. Maniriotte , Principles of food Sanitation 4th Edition 1999
 Maurice E. Shils Modern Nutrition in Health and Disease ( Vol. 1 and 2 ) 8 th Edition
,1994
 Adrianne Bendich, Richard J Deckelbaun. Preventive nutrition, a comprehensive
guide for health professionals, 2nd Edit.
27
 Lindsay H. Allen and Stuart R. Gillespie (ACC/SCN), What Works? A Review of the
Efficacy and Effectiveness of Nutrition Interventions The Asian Development Bank
Nutrition and Development Series ,September 2001
 Michael C. Latham , Human nutrition in the developing world, Food and Agriculture
Organization of the United Nations (FAO) ,ISSN 1014-3181 Rome, 1997
 Christopher P. Howson, Eileen T. Kennedy, and Abraham Horwitz, Prevention of
Micronutrient Deficiencies: Tools for Policymakers and Public Health Workers
 MOH. Guideline for the management of severe acute malnutrition for Ethiopia. MOH,
2004
 MOH. Infant and young child feeding strategy for Ethiopia, MOH, 2004.
 MOH, Guideline for control and prevention of macronutrient deficiency in Ethiopia.
MOH, 2004.
 AED/FANTA. Nutrition in Ethiopia: The way forward, Profiles analysis 2006.
 CONCER/UNICEF. Longer term strategy for therapeutic care in Ethiopia, January
2007-December 2009 Valid International. Community-based Therapeutic Care
(OTP), A Field Manual, First Edition, 2006
 CSA & ORC Macro (Central Statistical Authority (Ethiopia) and OCR Macro), 2006,
Ethiopia Demographic and Health Survey 2005. Addis Ababa, Ethiopia and Calverton,
Maryland, U.S.A: Central Statistical Authority and OCR Macro.
 Guerrero S. Community mobilization in the ministry of health therapeutic care
program supported by CONCERN Worldwide & Valid International, Addis Ababa,
Ethiopia, Trip report, July 2006.
 Prayer J. Lecture note on Nutritional Epidemiology, 1996-97, London school of
hygiene and tropical medicine.
 Garrow J.S. , JAMES W.P.T. Human Nutrition and dietetics, ninth ed. Pearson
professional LTD, Aberdeen, 1996
 Dudek S.G. Nutrition Handbook for Nursing Practice, third ed., Lippincott, Newyork,
1997.
 ACC/SCN, The 4th report on the world nutrition situation, Nutrition Throughout the
life cycle, January 2000
 ACC/SCN, 5th Report on the World Nutrition Situation. Nutrition for Improved
Development Outcomes ,March 2004
 FANTA , Strategies , policies , and Programs to improve the Nutrition of Women and
Girls , January 2000
28
 WHO, Nutrition for health and development , a global agenda for combating
malnutrition , 2000
 UN, Ending malnutrition by the year 2020 An agenda for change in the Millennium
Executive summary ,2000
 WHO, Complementary Feeding of Young Children in developing countries, extensive
review , Geneva , Switzerland ,1998
29
Course syllabus for Maternal and child Health
Program: MPH in RH
Course title: Maternal and child Health
Course code: RhFp625
Course title: 3
Course Description:
This course introduces the concept of RH and deals with the status and measurement of
maternal& child health/ill heath, the causes of maternal health problems, and interventions to
improve maternal morbidity and mortality and avert the toll of neonatal and child morbidity
and mortality. It also gives a chance for students to have hands on practice regarding neonatal
and child health problems.
Learning Objectives:
At the end of the course the students are expected to
 State maternal health, components and strategies to deliver maternal health services
 Describe common maternal health problems
 Identify the causes of maternal health problems
 Explain about harmful practices against women
 Be familiar with the methods of assessing magnitude and measurement maternal
morbidity and mortality
 Describe maternal health indicators.
 Identify neonatal and child health problems
 Describe the epidemiology of Neonatal and Child Health problems
 Discuss public health significance neonatal and child nutrition in health and illness
 Explain notational and international strategies to reduce neonatal and child hood
morbidity and mortality
Course Content:
Chapter 1: Introduction
 Concepts and principles of RH
 Maternal health
 Components of Maternal health services
 Contraception
30
 Antenatal, delivery and postnatal care
 Safe abortion services
 Post abortion care
 Essential and comprehensive obstetric cares
 MDG and maternal health.
Chapter 2: Maternal reproductive morbidity and mortality
 Unwanted pregnancy
 Abortion
 Maternal mortality
 Maternal health and HIV
 Adverse pregnancy outcomes (Stillbirth)
 Infertility and sexual dysfunction
 Other maternal RH issues
Chapter 3: Harmful practices
 Female Genital Mutilation
 Violence against women
 Women inheritance
 Other harmful practices affecting RH of women
Chapter 4: Maternal Nutrition in health and illness
 Nutritional demand during pregnancy, lactation and maternal morbidity (Abortion)
 Common maternal nutritional problems and causes
 Measuring nutritional status during pregnancy, lactation and post-partum
Chapter 5: Strategies to deliver maternal RH services and measuring access
 Strategies to deliver maternal health services
 Determinants of access for maternal health services
 Access for maternal RH service; Met need and Unmet need
 Measuring other maternal RH problems
Part II:
Chapter 6- Introduction to the neonatal and child health
 Growth and development
o Cognitive, physical, social and behavioural growth and development
 Assessment of growth and development in neonates and children
 Neonatal and Child health care
 MDG related to neonates and children
31
Chapter 7 Epidemiology of Neonatal and Child Health problems
 Common neonatal and childhood health problems
 Birth asphyxia, neonatal sepsis and low birth weight
 Determinants of neonatal and child morbidity and mortality
 Harmful practices of neonatal and childhood period
 Child trafficking and forceful prostitution and labour
Chapter 8 Neonatal and child nutrition in health and illness
 Assessment of nutritional status of neonates and children
 Pattern and determinants of Breast feeding and weaning
 Micro nutrition deficiencies distribution and determinants
 Macro nutrition deficiencies distribution and determinants
Chapter 9 Policies and strategies to reduce neonatal and childhood morbidity and
mortality
 Global and national policies and conventions related neonatal and child health
 Essential neonatal and childhood health service packages
 Safe delivery and neonatal care
 Kangaroo care and prevention of Hypothermia and Hypoglycemia
 Nutritional interventions
 Child school health
 Monitoring and evaluation of neonatal and child health services
Teaching Methods:
 The course will include lectures, discussions, presentations by students and guest
lecturers, case presentations and film show.
 The instructor should assign students at appropriate health facilities and community
setting to identify maternal health problems and come up with workable solution for
the problems identified.
Prerequisite Requirements:
Basic concepts of Epidemiology, Biostatistics, Global Health and Health Service
Management
Resources required:
 Video film on maternal morbidity and mortality with TV with VHS recorder
 Journal articles on maternal RH
 Syndicate room for discussion
32
Evaluation
Evaluation of the course depends on the instructor, but every effort of the student will be
taken into consideration during evaluation.
 Assessment of projects and min researches
 Evaluation of assignments
 Evaluation of mid and final exams
References:
1. Stan Bernstein. RH and UN millennium development goals. Volume 36 Number 2

June 2005 127
2. Sabu S. Padmadas, Inge Hutter, Frans Willekens Compression of Women’s
Reproductive Spans In Andhra Pradesh, India. International Family Planning
Perspectives. Volume 30, Number 1, March 2004
3. Ann K. Blanc. The Effect of Power in Sexual Relationships on Sexual and RH: An
Examination of the Evidence. Studies in family planning. 2001; 32[3]: 189–213
4. Krystyna Makowiecka,1* Endang Achadi,2 Yulia Izati2 and Carine Ronsmans1
Midwifery provision in two districts in Indonesia: how well are rural areas served?
Health Policy and Planning 2008;23:67–75
5. Cicely Marston, John Cleland. Relationships Between Contraception and Abortion: A
Review of the Evidence. International family planning perspectives. Volume 29,
Number 1, March 2003.
6. Zeba A. Sathar, Susheela Singh, Fariyal F. Fikree. Estimating the Incidence of
Abortion in Pakistan. Studies in family planning. 2007; 38[1]: 11–22.
7. Gilda Sedgh, Stanley Henshaw, Susheela Singh, Elisabeth Åhman, Iqbal H Shah.
Induced abortion: estimated rates and trends worldwide. Lancet 2007; 370: 1338–45.
8. Naomi Rutenberg and Carolyn Baek. Field Experiences Integrating Family Planning
into Programs to Prevent Mother-to-Child Transmission of HIV. Studies in family
planning. 2005; 36[3]: 235–245
9. David A Grimes, Janie Benson, Susheela Singh, Mariana Romero, Bela Ganatra,
Friday E Okonofua, Iqbal H Shah. Unsafe abortion: the preventable pandemic. Lancet
2006; 368: 1908–19.
10. Gilda Sedgh, Akinrinola Bankole, Boniface Oye-Adeniran, Isaac F. Adewole,Susheela
Singh, Rubina Hussain. Unwanted Pregnancy and Associated Factors Among Nigerian
Women. International Family Planning Perspectives, 2006, 32(4):175–184
33
11. Kenneth Hill,a Shams El Arifeen,b Michael Koenig,a Ahmed Al-Sabir,c Kanta Jamil,d
& Han Raggerse How should we measure maternal mortality in the developing world?
A comparison of household deaths and sibling history approaches. Bulletin of the
World Health Organization 2006;84: 173-180.
12. Christina C. Pallitto, Patricia O’Campo. (2004). The Relationship Between Intimate
Partner Violence and Unintended Pregnancy: Analysis of a National Sample From
Colombia. International Family Planning Perspectives. Volume 30, Number 4.
13. Saifuddin Ahmed, Michael A. Koenig, Rob Stephenson. Effects of Domestic
Violence on Perinatal and Early-Childhood Mortality: Evidence From North India.
American Journal of Public Health August 2006, Vol 96, No. 8
14. Michael A. Koenig, Iryna Zablotska,Tom Lutalo,Fred Nalugoda,Jennifer Wagman,
Ron Gray. Coerced First Intercourse and RH Among Adolescent Women in Rakai,
Uganda. International Family Planning Perspectives,2004,30(4):156–163
15. P Christian, G L Darmstadt, L Wu, S K Khatry, S C LeClerq, J Katz, K P West, Jr. R
K Adhikari The effect of maternal micronutrient supplementation on early neonatal
morbidity in rural Nepal: a randomized, controlled, community trial. Arch Dis Child
2008;93:660–664. doi:10.1136/adc.2006.114009.
16. Parul Christian. Nutrition and Maternal Survival in Developing Countries. Nutrition
and Health: Handbook of Nutrition and Pregnancy
17. Haider BA, Bhutta ZA. Multiple-micronutrient supplementation for women during
pregnancy (Review). The chocran collaboration. Wily publication.
18. Ramakrishnan, WHO Collaborative Study. J Nutr 2003
19. Jose´ Villar, MD, Hany Abdel-Aleem, Mario Merialdi,Matthews Mathai, et.al. World
Health Organization randomized trial of calcium supplementation among low calcium
intake pregnant women. American Journal of Obstetrics and Gynecology (2006) 194,
639–49
20. Ruth Simmons, Joseph Brown, and Margarita Díaz. . Facilitating Large-scale
Transitions to Quality of Care: An Idea Whose Time Has Come. Studies in family
planning. 2002; 33[1]: 61–75.
21. James D. Shelton, Lois Bradshaw, Babar Hussein, Zeba Zubair, Tony Drexler and
Mark Reade McKenna. Putting Unmet Need to the Test: Community-Based
Distribution of Family Planning in Pakistan. International Family Planning
Perspectives, 1999, 25(4):191–195.
34
22. Dominique Meekers, Stephen Rahaim. The importance of socio-economic context for
social marketing models for improving RH: Evidence from 555 years of program
experience. BMC Public Health 2005, 5:10 doi:10.1186/1471-2458-5-10.
23. Charles F. Westoff and Akinrinola Bankole. Trends in the Demand for Family
Limitation in Developing Countries. International Family Planning Perspectives,
2000, 26(2):56–62 & 97.
24. Sharon Stash. Explanations of Unmet Need for Contraception in Chitwan, Nepal.
Studies in family planning. 1999; 30 [4]: 267–287.
25. Gary L Darmstadt, Zulfiqar A Bhutta, Simon Cousens, Taghreed Adam, Neff Walker,
Luc de Bernis. Evidence-based, cost-effective interventions: how many newborn
babies can we save? http://image.thelancet.com/extras/05art1217web.pdf
26. Vishwajeet Kumar, Saroj Mohanty, Aarti Kumar, et.al. Effect of community-based
behaviour change management on neonatal mortality in Shivgarh, Uttar Pradesh,
India: a cluster-randomised controlled trial. Lancet 2008; 372: 1151–62.
27. Joy E Lawn, Simon Cousens, Jelka Zupan, 4 million neonatal deaths: When? Where?
Why? Lancet 2005; 365: 891–900
28. References:
29. Rolf D. W. Klemm, Alain B. Labrique, Parul Christian, et.al. Newborn Vitamin A
Supplementation Reduced Infant Mortality in Rural Bangladesh. Pediatrics
2008;122:e242–e250
30. Luke C. Mullany, Joanne Katz,3 Yue M. Li, Subarna K. Khatry, Steven C. LeClerq,
Gary L. Darmstadt, James M. Tielsch Breast-Feeding Patterns, Time to Initiation, and
Mortality Risk among Newborns in Southern Nepal. J. Nutr. 138: 599–603, 2008
31. John M. Paxman, Abu Sayeed, Ann Buxbaum, Sallie Craig Huber, and Charles
Stover. The India Local Initiatives Program: A Model for Expanding Reproductive
and Child Health Services. Studies in family planning. 2005; 36[3]: 203–220
32. Abhay T Bang, Rani A Bang, Sanjay B Baitule, M Hanimi Reddy, Mahesh D
Deshmukh. Effect of home-based neonatal care and management of sepsis on neonatal
mortality: field trial in rural India. The lancet. Vol 354 • December 4, 1999
33. Rachel A Haws, Abigail L Thomas, Zulfiqar A Bhutta, Gary L Darmstadt1. Impact of
packaged interventions on neonatal health: a review of the evidence. Health Policy and
Planning 2007;22:193–215
34. Rudolf Knippenberg, Joy E Lawn, Gary L Darmstadt, Genevieve Begkoyian, Helga
Fogstad, Netsanet Walelign, Vinod K Paul. Systematic scaling up of neonatal care in
countries. Lancet 2005; 365: 1087–98
35
Course syllabus for Introduction to Family Planning
Program: MPH in RH
Course Title: Introduction to Family Planning
Credit hour: 2
Course Description
Family Planning is a critical component of RH services. This course introduces trainees to the
evolution and rationale of family planning, contraceptive methods and technology, family
planning service delivery strategies, quality of care, the supply-demand framework for family
planning and unmet need. The course also covers the Monitoring and evaluation of family
planning programs, IEC strategies for Family planning and the integration of family planning
with other health services.
Objectives:
At the end of this course a student is expected to:
1. Describe the evolution and rationale for family planning programs
2. Differentiate contraceptive methods and access to Family Planning services
3. Describe the key Family Planning service delivery approaches
4. Identify elements that characterize a good quality family planning service delivery
programs
5. Describe the levels, trends and determinants of unmet need for contraception
6. Describe the different approaches and methods for monitoring and evaluating
family planning programs
7. Discuss the pros and cons of integrated versus vertical family planning and RH
service delivery programs;
Course content
Chapter 1: Introduction
 The evolution of family planning programs
 Rationale for family planning
 Fertility and the proximate determinants
Chapter 2: Family Planning Methods, Accessibility and Quality
 Contraceptive Methods and Technology
o Traditional and Modern methods of contraception
o Emergency contraception
o Method mix
 Couple years of protection
36
 Contraceptive effectiveness, failure and discontinuation
 Family planning service delivery strategies
 Family planning demand of HIV positive couples
 Quality of Care and informed choice in family planning
Chapter 3: The supply-demand framework for family planning and unmet need
 Demand and supply of family planning
 Unmet need for family planning
 Levels, trends and determinants of unmet need
 Implications of unmet need for policies and programs
 Data sources on family planning
 Unintended pregnancy ,unwanted Fertility and abortion
 Post Abortion Care and Family Planning
 Role of Men in Family planning
Chapter 4: Family planning Policies /programs & their evaluation
 Family Planning(population/RH) policies and Programs
 Ethical issues in Family planning
o Human rights and reproductive choice
o Incentives and disincentives
 IEC in Family planning
 Monitoring and evaluation of of family planning programs
 Integration of Family Planning with other health services
Teaching Methods
 The course will include lectures, discussions, presentations by students and guest
lecturers, case presentations and film show.
 The instructor should assign students at appropriate health facilities and community
setting to identify family planning and contraception delivery problems and come up
with workable solution for the problems identified.
Resources needed:
 Books and Journal articles on family planning
 Spectrum software to determine demand and supply
 World population chart actual and projections
Evaluation
Evaluation of the course depends on the instructor, but every effort of the student will be
taken into consideration during evaluation.
 Assessment of projects and min researches
 Evaluation of assignments
 Evaluation of mid and final exams
References:
1. Andreea A. Creanga, Rajib Acharya, Saifuddin Ahmed, and Amy O. Tsui
Contraceptive Discontinuation and Failure and Subsequent Abortion in Romania:
1994–99. Studies in Family planning. Volume 38 Number 1 March 2007
2. Ann K. Blanc, Siân L. Curtis, and Trevor N. Croft. (2002).Monitoring Contraceptive
Continuation: Links to Fertility Outcomes and Quality of Care. Studies in family
planning. 33[2]: 127–140.
37
3. Berelson et al., 1966. Origins and evolution of family planning programs. pp. 255–256
4. Chu Jungong. Prenatal Sex Determination and Sex-Selective Abortion in Rural
Central China. Population and Development review. 27(2):259–281 (JUNE 2001).
5. Duff G. Gillespie. Whatever Happened to Family Planning And, for That Matter, RH?
International Family Planning Perspectives. Volume 30, Number 1, March 2004
6. Homa Hoodfar and Samad Assadpour. The Politics of Population Policy in the Islamic
Republic of Iran. Studies in family planning. 2000; 31[1]: 19–34)
7. Increasing contraceptive use in rural Pakistan: an evaluation of the Lady Health
Worker Program. Health policy and planning. 20(2): 117–123.
8. James F. Phillips, Wendy L. Greene. Elizabeth F. Jackson. Lessons from community-
based distribution of family planning in Africa.
9. James N. Gribble, Suneeta. Sharma and Elain.P. Menotti. Family planning policies
and Their Impacts on the Poor: peru’s Experience. International family planning
perspectives. Volume 33, Number 4, December 2007.
10. John Bongaarts and Elof Johansson. (2002).Future Trends in Contraceptive
Prevalence and Method Mix in the Developing World. Studies in family planning.
Volume 33 Number 1.
11. John Bongaarts. Completing the fertility transition in the developing world: The role
of educational differences and fertility preferences. Population Studies, Vol. 57, No. 3,
2003, pp. 321–336.
12. John Bongaarts. Trends in unintended childbrearing in developing countries. Studies
in Family planning. Vol.28 number 4. 1997.
13. John Cleland, Mohamed M. Ali. (2004) Reproductive Consequences of Contraceptive
Failure in 19 Developing Countries. The American College of Obstetricians and
Gynecologists. VOL. 104, NO. 2.
14. John Cleland, Stan Bernstein, Alex Ezeh, Anibal Faundes, Anna Glasier, Jolene Innis.
Family planning: the unfinished agenda. Lancet 2006; 368: 1810–27.
15. Juan Schoemaker. (2005) Contraceptive Use among the Poor in Indonesia. Family
planning perspectives. Volume 31, Number
16. Lisa M. Bates, Md. Khairul Islam, Ahmed Al-Kabir. Sidney Ruth Schuler. From
Home to Clinic and from Family Planning to Family Health: Client and Community
Responses to Health Sector Reforms in Bangladesh. International Family Planning
Perspectives. Volume 29, Number 2, June 2003
17. Peter J. Donaldson. The elimination of contraceptive acceptor targets and the
evolution of population policy in India. Population Studies, 56 (2002), 97–110.
18. Saumya RamaRao and Raji Mohanam. The Quality of Family Planning Programs:
Concepts, Measurements, Interventions, and Effects. Studies in family planning. 2000
3; 34[4]: 227-248
19. Susan Greenhalgh. (2003). Science, Modernity, and the Making of China’s One-Child
Policy. Population and Development Review 29(2):163–196.
20. WHO/HIV/2006.02. Glion Consultation on Strengthening the Linkages between RH
and HIV/AIDS: Family Planning and HIV/AIDS in Women and Children.
UNAIDS/WHO. AIDS epidemic update. December 2005.
38
Course syllabus for Adolescent RH
Program: MPH in RH
Course Title: Adolescent RH
Credit hour: 2
Course Description:
The focuses on common child health problems and child health services in developing
countries. It examines historical developments and initiatives to improve child survival. It also
deals with cognitive, physical and behavioral developments of adolescents; sexual and RH
needs and problems of adolescents; the causes of common adolescent health and health
related problems; and interventions to improve adolescent health and well-being for a smooth
transition to adulthood; Adolescent media exposure and sexual behavior, adolescent nutrition
and RH.
Learning Objectives:
At the end of the course the students are expected to
 Describe biological, psychological and social aspects of normal adolescent growth
and development.
 Identify the common causes and determinants of ill health in adolescents
 Explain the relation between media and sexual health of the adolescent
 Describe nutritional issues in relation to adolescents RH
 Design appropriate interventions for adolescent health problems
 Assess and plan health services for adolescents
Course Content:
Chapter 1: Adolescent Developments
 Cognitive development
 Physical and development
 Behavioural developments of adolescents
Chapter 2: Sexuality and adolescent sexual and RH problems
 Adolescent sexuality
 Sexual and RH problems
 Causes of adolescent RH problems
39
 RH of special group of special group (street children, hard to reach adolescents…)
Chapter 3: Health risks of adolescent sexuality
 Risk taking behaviours like bullying, accidents and injury
 Unwanted pregnancy;
 Unsafe abortions;
 Use of use of substances and abuses
Chapter 4: Adolescent sexual and RH services and challenges
 Interventions for adolescent RH problems
 Adolescent friendly RH services
 Planning, monitoring and evaluation of adolescent RH services
 System challenges of attaining adolescent sexual and RH
Chapter 5: Media and Sexual health of adolescent
 Adolescent exposure to media in the electronic age
 Different sexual content of the current media
 Impact of media on adolescent sexual health( negative and positive
Chapter 6: Adolescent nutrition and RH
 Nutritional demand during adolescent
 Common nutritional problems and causes among adolescents
 Measuring nutritional status of adolescents
 Modalities of adolescent nutritional intervention
 Linkage between adolescent nutrition and RH
Chapter 7: STI/HIV/AIDS prevention and control strategies
 Introduction of HIV/AIDS
 Epidemiology of HIV/AIDS
 Management and intervention strategies on HIV/AIDS
 STIs and syndrome management
Teaching Methods
 Lectures
 Class discussions
 Critical appraisal of research articles
 Visiting to model adolescent services and reporting
Evaluation
 Class participation
 Assignments
 Presentations
 Examination
Prerequisite requirements:
Basic concepts of Epidemiology, Biostatistics and Health Service Management
40
REFERENCES
1. Michael I. Cohen, M.D. Adolescen 11–21 Years:

www.brightfutures.org/bf2/pdf/pdf/AD.pdf
2. Mary Louise Rasmussen (2012): Pleasure/desire, sexularism and sexuality education,
Sex Education: Sexuality, Society and Learning, 12:4, 469-481To link to this article:
http://dx.doi.org/10.1080/14681811.2012.677204
3. Kimberly Stauss , Javier Boyas & Yvette Murphy-Erby (2012): Implementing and
evaluating a rural community-based sexual abstinence program: challenges and
solutions, Sex Education: Sexuality, Society and Learning, 12:1, 47-63
4. Soo Kyung Lee, Phd; Rachel Novotny, Phd, Rd; Yihe G. Daida, Ms; Vinutha
Vijayadeva, Mph; Joel Gittelsohn, Phd Dietary Patterns of Adolescent Girls in Hawaii
over a 2-Year Period
5. Victor Fulgoni Iii, Phd; Jill Nicholls, Phd; Alan Reed, Mba; Rita Buckley, Mba; Karen
Kafer, Rd; Peter Huth, Phd;Douglas Dirienzo, Phd; Gregory D. Miller, Phd: Dairy
Consumption and Related Nutrient Intake in African-American Adults and Children in
the United States: Continuing Survey of Food Intakes by Individuals 1994-1996,
1998, and the National Health and Nutrition Examination Survey 1999-2000
6. Sally Bradford1 and Debra Rickwood1: Psychosocial assessments for young people: a
systematic review examining acceptability, disclosure and engagement, and predictive
utility: Adolescent Health, Medicine and Therapeutics 2012:3 111–125
7. S Rachel Skinner and Martha Hickey: Current priorities for adolescent sexual and RH
in Australia
8. Rebecca L. Collins, Steven C. Martino, Rebecca Shaw: Influence of New Media on
Adolescent Sexual Health: Evidence and Opportunities Working Paper April 2011
http://aspe.hhs.gov/hsp/11/AdolescentSexualActivity/NewMediaLitRev
9. Cutting-edge global research on family planning and improving adolescent sexual and
RH 26 October 2012
10. Expanding access to contraceptive services for adolescents Policy brief; August 2012
11. Preventing early pregnancy and poor reproductive outcomes among adolescents in
developing countries WHO guidelines 22 November 2011
12. The sexual and RH of younger adolescents Research issues in developing countries 2
May 2011
13. The sexual and RH of young adolescents in developing countries: Reviewing the
evidence, identifying research gaps, and moving the agenda Report of a WHO
technical consultation, Geneva, 4-5 November 2010
41
14. Social determinants of sexual and RH Informing future research and program
implementation 27 July 2010
15. Sexual behavior in context: a global perspective The Lancet sexual and RH series 25
November 2006
16. Sexual relations among young people in developing countries: evidence from WHO
case studies
31 December 2001
17. Reedy J, Krebs-Smith SM. Dietary sources of energy, solid fats, and added sugars
among children and adolescents in the United States. Journal of the American Dietetic
Association 2010; 110:1477–1484.
18. UNAIDS. Report on the Global HIV/AIDS Epidemic .Geneva: UNAIDS, 2012.
19. UNAIDS/WHO. Sub-Saharan Africa AIDS epidemic Update regional summary, 2007.
20. Broutet N. World epidemiology of Sexually Transmitted Infections Department of RH
and Research WHO, Geneva, 2006.
21. HIV related Stigma & discrimination, document, 2005, accessed at:
hhtp://www.multikulti.org.uk/
22. WHO. Guidelines For The Management Of Sexually Transmitted Infections, World
Health Organization 2003
23. Federal Democratic Republic of Ethiopia. Federal HIV/AIDS Prevention and Control
Office. Report on progress towards implementation of the UN Declaration of
Commitment on HIV/AIDS. March 2010
24. UNAIDS. Practical Guidelines for Intensifying HIV: Towards Universal Access, 2007
42
Course syllabus for Demographic methods and Population Studies
Program: MPH in RH
Course Title: Demographic methods and Population Studies
Course code: PubH628
Credit hour: 2
Course Description
The basic principles and concepts of demography and population studies are useful in health
planning, administration and evaluation of health services. This course introduces trainees to
the concepts and Techniques of Demography, Demographic techniques, population change
and its determinants, Demographic data sources, demographic & epidemiological transition
models, Population projection, population and development interrelationships, and population
policies and programs. The course Prepares students to use demographic methods to address
specific public health problems, identify and estimate populations at risk, and aid in
forecasting health service needs.
Course Objectives: at the end of the course students will be able to:
 Describe the concepts, measures, and application of Demography.

 Identify major sources of population and health data and the strengths and limitations of
each source
 Calculate and interpret demographic indicators of fertility, mortality and population
change.
 Describe the trends and patterns in fertility, mortality, migration and their effects on
population growth and population structure
 Identify how demographic trends and population change influence health and
development of a society.
 Examine the appropriateness of population and women policies and programs for health
needs of the target populations.
Course Content
Chapter I: Demographic Concepts and Measures
 Introduction
 Demographic Data sources
 Demographic Measures: rate, ratio and others
 Period and cohort measures/the Lexis Diagram
 Population composition and growth
43
Chapter II: Population Dynamics
 Measures of fertility and reproduction

 Proximate determinants of fertility
 Mortality Measures and standardization
 The life table
 Measurement of migration and urbanization
Chapter III: Demographic Projections, Transitions and Policies
 Population projection
 The Demographic transition model
 Interrelationships between population, Health and Development
 Mortality Decline and the Epidemiologic Transition Model
 Population policies and their relationship with other Development Policies
Chapter IV: Population and Development
 Different types of measures of population development
 Population and GDP
 Population Development Index
Teaching Methods
 Lectures
 Discussions
Evaluation
 Assignments
 Presentations
 Examination
44
Course syllabus for Gender, Health and Development
Program: MPH in RH
Course Title: Gender, Health and Development
Credit hour: 2
Course Description:
The course covers the basic concepts of gender, gender equality, gender and development,
rights and gender mainstreaming, gender analysis, concepts, framework and methodology,
gender mainstreaming and monitoring and evaluation of gender mainstreaming
General Objective:
At the end of the course the students will be able to:
o Strengthen the overall capacity of the participants in gender analysis
o Equip the participants with skills and techniques for gender mainstreaming.
o Appreciate the importance of mainstreaming gender in their program, projects and

activities.
o Identify the relationship between gender , health and its effect on development
Unit 1: Gender and Gender Related Definitions and Concepts
o Gender and gender related concepts
o Gender power relations
o Attitudes towards women and men
Unit 2: Gender as determinates of health
o Gender equality and development
o Gender and Human rights and
o Gender and Health rights
o Gender and RH
o Gender based violence
Unit 3: Gender Analysis
o Gender analysis
o Tools for analyzing gender
o Introductory concepts
o Harward Analytical Framework
o People-Oriented Planning
o Moser Framework
o Gender Analysis Matrix
o Women’s Empowerment Framework
o Capacities and Vulnerabilities
o Analysis Framework: Social Relations Approach
45
Unit 4: Gender Mainstreaming
o Concepts of gender mainstreaming
o Problem analysis – root causes
o Common concerns in gender mainstreaming
o Mainstreaming project cycle
Unit 5: Monitoring and Evolution of Gender sensitivity
 Gender sensitive indicators
 Plan for monitoring and evaluation of gender sensitivity
 Developing monitoring plans and modalities of implementations
Teaching Methods
 Lectures
 Class discussions
 Projects
Evaluation
 Assignments(individual and group)
 Presentations
 Examination
References
1. Alyson A van Raalte, Anton E Kunst, Patrick Deboosere, Mall Leinsalu, Olle Lundberg,
Pekka Martikainen Bjørn Heine Strand, Barbara Artnik, Bogdan Wojtyniak And Johan P
Mackenbach2: More variation in lifespan in lower educated groups: evidence from 10
European countries. International Journal of Epidemiology 2011;40:1703–1714
doi:10.1093/ije/dyr146
2. Joan L Bottorff1*, John L Oliffe, Carole A Robinson and Joanne Carey Gender relations
and health research: a review of current practices: International Journal for Equity in
Health 2011, 10:60 doi:10.1186/1475-9276-10-60
3. Johnson JL, Oliffe JL: Gender and community health. In Community Health Nursing: A
Canadian perspective. Toronto, Canada: Pearson; 2012:300-310.
4. Johnson JL, Greaves L, Repta R: Better science with sex and gender: facilitating the use
of a sex and gender-based analysis in health research. International Journal for Equity in
Health 2009, 8:1-11.
5. Gough B: 'Real men don't diet': an analysis of contemporary newspaper representations of
men, food and health. Social Science & Medicine 2007, 64:326-337.
6. Annadale E, Hunt K: From gender inequalities in health: research at the
crossroads. In Gender Inequalities and Health. Edited by Annadale E, Hunt K.
Buckingham, Philadelphia: Open University Press; 2000:1-35.
46
7. Oliffe JL, Greaves L (Eds): Designing and Conducting Gender, Sex, and Health
Research. Thousand Oaks, CA: Sage; 2012.
8. Annadale E, Riska E: New connections: towards a gender-inclusive approach to women's
and men's health.Current Sociology 2009, 57:123-133.
9. Greaves L: Why put gender and sex in health research? In Designing and Conducting
Gender, Sex, and Health Research. Edited by Oliffe JL, Greaves L. Thousand Oaks,
California: Sage; 2012:3-14.
10. Oliffe JL, Greaves L (Eds): Designing and Conducting Gender, Sex, and Health Research.
Thousand Oaks, CA: Sage; 2012.
11. Annadale E, Riska E: New connections: towards a gender-inclusive approach to women's
and men's health. Current Sociology 2009, 57:123-133
12. Greaves L: Why put gender and sex in health research? In Designing and Conducting
Gender, Sex, and Health Research. Edited by Oliffe JL, Greaves L. Thousand Oaks,
California: Sage; 2012:3-14.
13. Rachel Gillibrand : Sex, power and consent: youth culture and the unwritten rules:
Sexuality, Society and Learning, 12:1, 125-126
14. Rahman et al.: Wealth inequality and utilization of RH services in the Republic of
Vanuatu: insights from the multiple indicator cluster survey, 2007. International Journal
for Equity in Health 2011 10:58.
15. Pathak PK, Singh A, Subramanian SV: Economic inequalities in maternal health care:
prenatal care and skilled birth attendance in India, 1992-2006.PLoS
ONE 2008, 5(10):e13593.
16. Gender and Health Data and Statistics:An Annotated Resource Guide
17. Zere E, Moeti M, Kirigia J, Mwase T, Kataika E: Equity in health and healthcare in
Malawi: analysis of trends. BMC Public Health 2007, 7:78
18. WHO: Strategy for integrating gender analysis and actions into the work of WHO, 2007.
ww.who.int/gender/documents/en/Gender.analysis.pdf
19. USAID (2008). Gender Analysis Frameworks. Retrieved 2011-06-09.
47
Course syllabus for Principles of Health Education
Program: MPH in RH
Course Title: Introduction to health promotion and communication
Credit hours: 2
Course Description: This course deals with concepts and theories of social science and
related fields that are relevant to health promotion in human population. Issues related to
group and community health promotion practices will be covered. It also addresses behaviour
change models and health communication strategies.
Learning Objectives: At the end of the course the student will be able to:
 Describe the interrelationship between behavioural sciences and community

medicine;
 Define major terms and concepts related to behavioural sciences;
 Describe the main determinants of health behaviour;
 Explain what group dynamics is and how it can be applied in practical setting;
 Describe and explain the concepts of community organization;
 Describe and explain the theories of communication, communication process;
factors influencing effective communication process;
 Explain the various methods employed in health education;
 Describe and use the various behaviour-change models and to determine how these
models can be used in the management of health education programs;
 Explore the process of planning, implementation, monitoring and evaluation in
health education and will be able to translate the theoretical skills into practice;
 Describe and perform the process of planning, implementation and evaluation of
health personnel training programs;
 List the reasons why people do resist changing their behaviours;
 Describe the concept of social marketing in health; and
 Describe and practice the various research methods in behavioural sciences
48
Course Content: -
Chapter One: Concepts of Behavioural Sciences as applied in Health Education

1.1. Interrelationship between behavioural sciences and community medicine
1.2. Definitions of major concepts
1.3. Determinants of Health Behaviour
1.4. Group Dynamics; and Concept of Community Organization
Chapter Two: Principles and Practice of Health Education
2.1. Introduction : Definition of Health Education & its elaboration
2.2. Aims & Principles of Health Education
2.3. Communication; Education and Educational Methods
2.4. Health Behaviour Models
2.5. Planning Behaviour Change; Evaluation of Behavior Change
2.6. Resistance to Change in Health Behavior
2.7. Social Marketing in health
Chapter Three: Research Methods in Behavioral Sciences – Qualitative Studies.
Teaching Methodology: Lectures and interactive class discussion; Group Work

& Discussion; Exercises, and Assignments and presentations in class.
Evaluation: Mid-course test; Progressive assessment; Class participation; Presentation of

assignments; Final examination.
References:
1. Lawrence W. Green Marshall W. Kreuter. Health Promotion Planning: An Educational

and Ecological Approach: Third ed 1999
2. Bonni C.Hodges. Assessment and Planning in health programs, Jones and Bartlett
Publishers, London. 2005
3. HEALTH EDUCATION I - MPH I, SEM. 2, 2003 LECTURE NOTES By: Shabbier
Ismail MD, MPH Associate Professor
4. Essential of public health communication Claudia Parvanta. David E nelson etal
5. WHO, 1988. Education for Health, A Manual on Health Education in Primary Health
Care,
6. R. K., Molvaer, 1989. Education for Better Health, A Manual for Senior Health
Educators, UNICEF/WHO.
49
7. Habley, John, 1993. Communicating Health: An Action Guide to Health Education and
Health Promotion, Hong Kong: Macmillan.
8. Bedworth, Albert E. and Bed worth, David A. (Recent Ed.). The profession and
practice of Health Education. WCB publishers.
9. Robinson, L. and Alles, W.F., (Recent ed.). Health Education: Foundation for the
Future Times, Toronto: Mosby College Publishing.
10. Rahel, Spector, 1985. Cultural Diversity in Health and Illness.
11. Gibson, James W.1992. Introduction to Health Communication,WMC Brown
Publishers.
12. Dale B. Hahn. Wayne A. Payne. Focus on Health Fourth Edition, WCB.McGraw - Hill.
Publisher: Edward E. Bartell
13. Jannie Naidoo and Jane Wills, 1994. HEALTH PROMOTION, foundation for practice.
Second printing 1995, Bailliere Tindal, W.B. saunders
14. Lawrence W. Green Marshall W. Kreuter. Health Promotion Planning: An Educational
and Ecological Approach: Third ed. 1999.
15. Gwen V. Seruellen1996. Communication skills for the Health Care Professions:
Concepts and Techniques
16. Karen G., Barbara K. & Frances M. Health Behavior and Health Education: Theory,
Research and Practice. 3rd edition 2002
17. Worl Health Organization. A guide to developing Knowledge, Attitude and Practice
Surveys. Advocacy, communicationa and social mobilization for TB control.WHO
Swizerland 2008.
18. Family Health International. Behavioral Survey Surveillence. Guidelines for repeated
behavioral surveys in populations at risk of HIV. Family Health International 2000.
50
Course syllabus for Research methodology
Program: MPH in RH
Course Title: Research methodology
Credit hours: 3
Course description:
This course introduces the basic concepts and the process of undertaking research from
inception to write up. Students are expected to come to this work with an approved letter of
intent in order to benefit fully from the course. The course provides skills as to how to review
literatures, choose appropriate methodology, design a research questions, plan for field work,
and familiarizes students with ethical issues and guidelines relevant to health research.
Course objectives:
Upon successful completion of this course, participants will be able to:
1. Review literatures to identify research gaps;
2. State research questions and objectives;
3. Choose appropriate study methods relevant for research questions;
4. Develop research work plan and determine resource for research;
5. Address ethical issues relevant to the research undertaking.
6. Identify researches to be dealt with qualitative methods;
7. Explain method of data generation and analysis in qualitative study;
8. Discuss as to how qualitative study outcomes should be written
Course Content:
Chapter I: Setting topic and identifying research questions
 Research question and hypothesis Knowledge synthesis
 Knowledge mapping
 Justifying the research work
 Setting objectives
51
Chapter II: Commonly used Research methods
 Survey Research;
 Analytic researches (case control, cohort, RCT)
 Qualitative Research;
 Evaluation Research;
Chapter III: Sampling and population
 Identifying study population;

 Sample size determination;
 Sampling approaches
Chapter IV: Study instrument and variables
 Study Variables;
 Measurement of variables;
 Measurement of errors and sensitivity analysis;
 Validity and Reliability of measurements;
 Questionnaire Design and pre-testing;
Chapter V: Qualitative Research Methods
 Introduction to qualitative research

 Data collection
 Data processing and analysis
 Writing qualitative results
Chapter V: Logistic and field work
 Organizational and administrative issues (legal issues, the need to linkage);

 Resource management (time, money, human resource, devices and equipment)
Chapter VI: Ethics in Health research
 Ethical concerns pertaining study subjects,
 Ethical principles
 Ethical issues in selected health researches
Chapter VII: Academic communication
 Content
 Flow
 Coherence
52
 Academic communication
Teaching Methodology:
 Lecture/seminar; each session has practical work,
 Proposal development
References:
1. David A Grimes, Kenneth F Schulz, An overview of clinical research: the lay of the land.
Lancet 2002; 359: 57–61
2. Writing a research article: advice to beginners. International Journal for Quality in Health
Care 2004; Volume 16, Number 3: pp. 191–192.
3. The case for structuring the discussion of scientific Papers. BMJ VOLUME 318 8 MAY
1999 www.bmj.com
4. Counsel of European publishing. Biomedical research. 2004
5. Alia A. Al-Tayyib, Susan M. Rogers, James N. Gribble, ScD, Maria Villarroel, MA,
Charles F. Turner. Effect of Low Medical Literacy on Health Survey Measurements.
American Journal of Public Health September 2002, Vol 92, No. 9
6. Simon Gregson, Tomzhuwau, Joshua Ndlovu, constance A. Nyamukapa. Methods to
Reduce Social Desirability Bias in Sex Surveys in Low-Development Settings Experience
in Zimbabwe. Sexually Transmitted Diseases.
7. Kevin A Fenton, Anne M Johnson, Sally McManus, Bob Erens. Measuring sexual
behavior: methodological challenges in survey research. Sex Transm Inf 2001;77:84–92.
Resources Required:
 Class room, LCD projector; Overhead projector; Computers; Stationary.
 Journal articles and books on topics included in the subject.
Prerequisites:
 Completion of all the required courses in the field of specialization.
Evaluation:
 Evaluation of assignments and practical works.
 Developing a thesis research proposal. Candidates are expected to submit preliminary
protocol for the thesis research.
 As time permits examination of the theoretical and practical aspects of conducting a
study will be made through development of the research protocol.
53
Course syllabus for Master’s Thesis
Program: MPH in RH
Course Title: Master’s Thesis
Credit hour: 6 Cr.Hr
Course description:
The thesis work is a supervised research undertaking on relevant health and health related
issues. It can be based on research project that collects fresh data or accumulated over time, a
case study, or literature review depending on the student's interest and availability of
resources. The course provides the student with the opportunity to demonstrate and apply the
knowledge and skills acquired during the coursework. Successful completion of all the
coursework is a prerequisite to undertake the thesis work.
Course Content:
 Collection data for thesis research; Field research activities; Desk study for review
research; Data entry and clean up
 Analysis of thesis research data; write up of thesis research and residency report
Course delivery
 This is primarily a self learning method on which the student will plan for the whole
course (starting from the concept paper to the final thesis)
 Student will learn from adviser(s) on a scheduled contact
 Student will learn during presentations during proposal, mock and final thesis
defences
Course evaluation
 The assigned advisor(s) will evaluate the progress of the student
 The school/department will also monitor his/her progress
 The student will be evaluated during the presentations (proposal, mock and thesis
presentations) and with the overall progress
54

Arba Minch Univerity College of Medicine and Health Sciences Department of Public Health

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Arba Minch Univerity College of Medicine and Health Sciences Department of Public Health

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ARBA MINCH UNIVERITY

COLLEGE OF MEDICINE AND HEALTH SCIENCES

2. Vision, Mission and Goals of the department of Public Health

The Momentum occasioned by the Millennium Development Goals followed by Sustainable

In preparing the curriculum, curriculums of Universities offering MPH in RH programs were

4. Objectives of the Public Health Postgraduate Training

4.1 General Objectives

4.2 Specific Objectives

8. Program duration and degree nomenclature

11. Program Quality Assurance

The Quality of the training will be ensured through:

12. Teaching and learning methods

Participatory/student-centred teaching is emphasized throughout all courses and the general

13. Methods of Assessment

14. Program Profile

 Public Health Matters

 Demographic methods and population studies

15. Course Listing

Total Credit Hours 38

 Appreciate the unique characteristics of public health practice as a social enterprise;

 Conceptualize public policy implications of various approaches to public health issues

Course Title: Biostatistics

Course Code: PubH 611

Credit hours: 4 credit hours

Chapter One: Introduction to Biostatistics

Chapter two: Descriptive statistics

14. Fletcher, M. Principles and Practice of Epidemiology, Addis Ababa; 1992.

15. Degu G. and Yigzaw T. Introduction to research methodology:

3. Kahn HA. An Introduction to Epidemiologic Methods, Oxford University Press; 1983

5. Lilienfield, MA. Lilienfield ED. Foundation of epidemiology, Oxford University Press,

8. Rothman K, Greenland S. Modern Epidemiology. Philadelphia: Lippincott-Raven, 1998

 Grasp basic principles of health management

 Understand organization and health care delivery system of Ethiopia

 Distinguish Principles, strategies and components of primary health care

 Able to develop and manage projects

 Practice appropriate personnel and other resource management skill

 Able to manage change in organizational setting

Chapter 1: Introduction to Health Services Management

 Progressive assessment of course participants based on their classroom activities (20%)

Course Description: This is a course to public health nutrition relevant to developing

Specifically, the course is intended to enable students to:

 Assess the prevailing nutritional status of communities, and design appropriate

 Marian Maltese E Schulman, Introductory Nutrition and Nutrition therapy 3rd

1. Stan Bernstein. RH and UN millennium development goals. Volume 36 Number 2

1. Michael I. Cohen, M.D. Adolescen 11–21 Years:

 Describe the concepts, measures, and application of Demography.

Chapter I: Demographic Concepts and Measures

 Measures of fertility and reproduction

o Appreciate the importance of mainstreaming gender in their program, projects and

 Describe the interrelationship between behavioural sciences and community

Chapter One: Concepts of Behavioural Sciences as applied in Health Education

Teaching Methodology: Lectures and interactive class discussion; Group Work

Evaluation: Mid-course test; Progressive assessment; Class participation; Presentation of

1. Lawrence W. Green Marshall W. Kreuter. Health Promotion Planning: An Educational

Chapter III: Sampling and population

 Identifying study population;

Chapter IV: Study instrument and variables

Chapter V: Qualitative Research Methods