Study+guide++community+medicine+2010 2011 PDF

King Abdul-Aziz University
Faculty of Medicine
Department of
Family & Community Medicine
Student's Study guide of

Community Medicine
Clerkship
2010- 2011
1431-1432
Index
Topic Page
Welcome & Introduction 2
Goal of the course 3
Learning objectives 3
Description of the course 4
Assessment methods of the course 5
Methods of instruction 5
Core sessions in Basic of Community Medicine (20) 9-29
Student-directed learning tutorials (9) 30-38
Field visits 39
EPI-STAT problem solving (2) 40
EPI-STAT case scenarios (3) 40
Case scenarios on important public health problems (3) 41-44
Students prepared seminars (4) 45-51
Applied statistics on computer (4) 52
Appendix I 53
Staff of the family & Community medicine department 54
1
Community Medicine Course for fourth year medical students
Welcome:
Dear fourth year medical student: Welcome to our department and hope you
enjoy the course of Community Medicine. The department of Family and
Community medicine offers two courses; one on fourth & the other on the sixth
year. The Fourth year course in community medicine introduces you to a
balanced approach of medicine that emphasizes your future role as a graduate of
the medical college in promotion of health, prevention and control of disease
and health problems of the individual and the whole public.
Introduction:
The purpose of the study guide is to give the students a clear description of the
course, its contents and the sequences of its implementation. Learning
objectives of the course are given; in addition to a detailed study guide of each
activity in the course contents. The guide also indicates the level of achievement
that students are expected to attain. Evaluation methods and grading levels are
also described.
2
Goal of the course:
The course is designed for fourth year undergraduate medical students to

enable them to:
1. Obtain a comprehensive view of different disciplines of community

medicine & preventive medicine.
2. Identify and appreciate relevance of various disciplines in community
medicine to the practice of clinical medicine and the public health of the
whole community.
3. Develop effective self-directed learning skills for studying community
medicine.
Learning objectives:
At the end of the course, it is expected that the student will be able to:
1. Know community medicine concepts and explain their meaning and

relevance to medical practice.
2. List and explain main epidemiological concepts in the field of public
health and clinical medicine and apply related statistical methods in their
study.
3. Define and explain major concepts of health promotion and implement
some of their methods.
4. Identify and explain different preventive services at community and
clinical levels and show positive attitude to their application.
5. Identify and prioritize community health problems effectively and define
their underlying social, behavioral, political, economical and spiritual risk
factors
6. Define environmental and occupational health and list their related health
problems and outline various measures to manage them.
7. Identify the basics of research methods.
8. Explain the concepts and constituents of health care system in Saudi
Arabia and the place of public health policies in this system.
3
Description of the course:
This five week's course during the fourth medical year is designed to deliver
the learning objectives. The course will contain topics from all disciplines of
community medicine namely; epidemiology, biostatistics, environmental &
occupational health, health administration, disease prevention and health
promotion. Variety of instruction methods will be adopted to deliver the course
content. All these methods will concentrate on student self learning and group
interaction. This will work to emphasize and sharpen variety of necessary skills in
the medical students including presentation skills, management process, decision
making skills, rational thinking skills and skills of report writing. Evaluation
methods for the students will include student assignments, preparation of audio-
visual presentations, visit reports, and mastering of computer applications in
addition to continuous formative assessment, mid-term exam and written final
exam.
N.B See the tentative schedule for the course at Appendix I.
4
Assessment methods of course
Students are expected to attend all tutorials, seminars, sessions and visits.
Attendance of all exams is mandatory. Any student losses 5 % of required sessions
without accepted excuse will have warning; those who don't attend 10 % will not be
allowed to sit the final exam.
The total marks for the course will be divided as following:
Assessment Assessment task Week Proportion Grade

due of Final
Assessment
1. Quiz 1 3 30 % 60
2. Seminar presentation & 3,4,5 7.5 % 15

discussion
3.
4. Exam on SPSS computer 5 7.5 % 15

Sessions
Ongoing evaluation
1-5 5% 10
5.
(Attendance & participation
& homework)
6. Final Exam 50% 100

5
Total 100 200
Methods of instruction:
Variety of instructional methods will be used throughout the course to
deliver the learning objectives of the curriculum and emphasize students'
participation in the learning process. Additionally self learning time is dedicated
for student self-study and accomplishment of course tasks.
5
I-Basic Sessions (20 sessions) :
1-Introduction to community medicine . 1.5 h
2- Epidemiology (1):Introduction to epidemiology & 1.5 h
epidemiological terms 1.5 h
3-Epidemiology (2): Epidemiologic Concepts and Definitions 1.5 h
4-Epidemiology (3): Measures of morbidity. 1.5 h
5-Epidemiology (4): Measures of Mortality. 1.5 h
6-Epidemiology (5): Screening. 1.5 h
7-Epidemiology (6): Epidemiologic studies I: 1.5 h
8-Epidemiology (7): Epidemiologic studies II: 1.5 h
9-Epidemiology (8): Measuring risk of diseases 1.5 h
10-Epidemiology (9): Association and Causation. 1.5 h
11-Statistics (1): Basic ideas about biostatistics 1.5 h
12-Statistics (2): Descriptive statistics: Data presentation & 1.5 h
summarization
13-Statistics (3): Normal distribution model & Z-score 1.5 h
14-Statistics (4): Statistical inference. 1.5 h
15-Statistics (5): Hypothesis testing (Statistical tests). 1.5 h
16-Statistics (6): 1- Correlation and Regression 1.5 h
2- Sampling Techniques
17- Foundation of Health Promotion Concepts and principles 1.5 h
18-Principles of Occupational health 1.5 h
19-Principles of health administration 1.5 h
20- Principles of Environmental health
---------------------------------------------------------------------------- 30 h
Total
II- Student- directed learning tutorials: (13sessions)

1. General principles of communicable disease epidemiology 3h
with special reference to Hajj communicable diseases.
2. Control programs for communicable diseases "disease 3h
surveillance, control, elimination & eradication".
3. General principles of chronic disease epidemiology. 3h.
4. Clinical preventive services & their all age groups. 3h
(emphasizing on EPI program)
5. Principles of environmental health with special reference to 3h
Hajj environment).
6. Specific environmental health problems 3h
7. Principles of occupational health. 3h
8. Principles of health administration and application of
3h
health administration skills.
9. Principles of research methodology
3h
27 h
Total
6
III- Field visits: (1 sessions)
T.B. center visit. 3h
IV - EPI-STAT Problem solving: (2sessions X 3 hours): 6h

Applies Epi/ Bio problem solving
V - EPI-STAT Case Scenario: (3sessions X 3 hours): 9h

Applies Epi/ Bio problem solving
VI - Case scenarios on important public health

problem: (3 sessions X 3 hours)
1) Case scenario on infectious disease 3h
2) Case scenario on Investigation of an outbreak 3h
3) Case scenario on Non -Infectious Diseases 3h
_________________________________________________ _________
Total 9h
VII- Student's seminar:

A) Seminars on preventive programs implemented in
Saudi Arabia: (2 sessions) 2 X3h =6h
Selection of some of these communicable diseases
1- Childhood Vaccine Preventable Diseases (VPD)
2- Emerging diseases
3- Hemorrhagic fevers:
4 - Enteric (food- borne) infections
5 -Sexually transmitted diseases (STDs)
6 - Zoonotic disease
B) Seminars on health promotion models: (2 sessions)

2 X3h = 6h
Health promotion model on common non- communicable
disease (Cancer, diabetes, CVD, obesity, etc.)
Total 12 h
VIII- Seminars preparation 12 h
7
XI- Applied statistics on computer: (4 sessions)
1- SPSS Overview, File editing, manipulation, data entry 3h
2- Uni-variant analysis (Tables, Graphics and numeric 3h
presentation of data).
3- Bi-variant analysis and Interpretation of data from 3h
program out put file.
4- Evaluation: A practical examination will be conducted
3h
for each student using the computer program SPSS.
_____________________________________________ ________
12 h
Total SPSS
__________
X- Student self directed learning 18 h
____________
_______________________________________________
XI- Revisions, exams (12 hours)

________________________________
Total 150
1. Core sessions in Basics of community medicine 20 X 1.5= 30 h

2. Student-directed learning tutorials 9 X 3 = 27 h
3. Field visits 1 X3 = 3h
4. EPI-STAT Problem solving 3X2 = 6h
5. EPI-STAT Problem case scenario 3X3 = 9h
6. Case scenarios on important public health problem 3X3= 9h
7. Students prepared seminars 4 X 3 = 12 h
8. Seminars preparation 4 X 3 = 12 h
9. Computer applications for statistical analysis using 4 X 3 = 12 h
statistical packages (SPSS).
10.Student self learning times (SSLT) 12 = 12 h.
11. Revisions, exams 18 = 18 h.
Total 150 hours

Course components (total contact hours per semester:
Practical Student Revisions, Total
Lectures Student Field Epi/ Stat Epi/ Stat Case Seminars& cession directed exams
(Basic Directed Visit Problem Problem Scenario seminar (SPSS) learning
sessions) Tutorials application Case preparation
scenario
30 h 27 h 3h 6h 9h 9h 24 12 h 12 h 18 150 h
8
1. Core sessions in Basics of community medicine: (20 sessions)
Morning and afternoon integrated sessions. (One and half hours each) will be given in
the first 2 weeks to prepare students to the basic principles of major fields of
community medicine.
Session Number
Introduction, community medicine 1
Principles of Epidemiology 9
Principles of Biostatistics 6
Health promotion 1
Principles of environmental Health 1
Principles of occupational Health 1
Principles of health administration 1
Total 20
9
Basic Session 1:
Orientation & Community Medicine Concept
Department: Family and community medicine
Tutor: Male Section:
Female Section:
At the end of the session you should be able to:
1- Identity the basic concept of community medicine

2- Describe the purpose, nature and outline of the course.
3- Explain course expectations regarding attendance, readings, class participation,
assignments and group projects.
4- Identify when students are needed to work as a group and when they will be sub grouped.
5- Understand the set of principles which will guide their work while interacting in field
work and visits (such as personal safety, sensitivity in community representation, orders
of the place in which they may present…….).
6- Understand the benefits of their feedback assessments to the department for each subunit
of the curriculum as a basis for future development.
Contents:
1- Description of the basic courses, their contents and the sequence of their
implementation.
2- Relevant information of the direct practical bearing without unnecessary details.
3- Course objectives for different areas
4- Link the practical visits and duties to the course objectives.
5- Foster habits and attitudes of independent learning among the students.
6- Our expectations regarding the attendance and class participation assignments.
7- Summary of the required formats which document the student participation in the
practical duty e.g. each visit evaluation form, community diagnosis report for each
group, the health promotion model presentations.
10
Basic Session 2:
Introduction to epidemiology:

Lecturer: Male section:
Female section:
At the end of the lecture you should be able to:
1) Know the concept of health and disease.

2) Identify the historical perspective of epidemiology and be acquainted with its definition
3) Recognize the distribution of diseases by "Person, Place, Time"
4) Be acquainted with determinants of disease.
5) Identify uses /applications of epidemiology in the medical practice
Contents:
1. Historical perspective of community medicine and epidemiology
2. Definition, uses, applications of epidemiology in the medical practice.
3. Distribution and determinants of disease
4. Uses of epidemiology in clinical practice
References & readings: See appendix II- Section A&B for recommended Books
http://www.pitt.edu/~super1/
http://www.bmj.com/collections/epidem/
http://www.medicalstudent.com
http://www.acepidemiology.org
Self-assessment
Briefly write short notes about:
- Definition of epidemiology
- Uses of epidemiology in clinical practice
11
Basic Session 3:
Epidemiology (1): Epidemiologic Concepts and Definitions

Lecturer: Male Section:
Female Section:
1. Recognize the scope of epidemiology and modern epidemiology

2. Identify the steps of conducting an epidemiological study.
3. Know the concept of endemic, epidemic and pandemic
4. Be acquainted with concept of disease surveillance.
5. Recognize the concept of ecology and ecological triad.
Contents:
1. Scope of epidemiology :include infectious & non infectious diseases, molecular,
nutritional and pharmco- epidemiology, etc..
2. Steps of conducting epidemiological study
3. Important definitions and terms used in epidemiology.
4. Disease surveillance.
5. Examples of epidemic, endemic and pandemic diseases.
References& readings: See appendix II- Section A&B for recommended Books
Self-assessment
Define: Epidemic, pandemic, endemic, epidemiological surveillance.
12
Basic Session 4:
Epidemiology (2): Measures of morbidity.
Female Section:
1. Identify the definition, importance and sources of morbidity data.

2. Identify different indices of morbidity (Incidence and Prevalence Rates).
3. Know how to differentiate between Incidence and Prevalence
Contents:
1. Definition and the importance of looking at morbidity data.
2. Indices of morbidity (incidence and prevalence Rates).
3. The relation between prevalence and incidence and uses of each rate
4. Uses of incidence and prevalence.
When I & D become stable over a long period of time: P =I XD
Self-assessment
Define: Incidence and prevalence rates and what is the relationship between them.
13
Basic Session 5:
Epidemiology (3): Measures of Mortality.
Lecturer Male Section:
Female Section:
1. Identify the definition, importance and sources of mortality data

2. Recognize the indices of Mortality: specific and adjusted rates
3. Know methods of adjusting mortality rate.
4. Be familiar with problems may occur while using mortality data.
Contents:
1. Definition and the importance of looking at mortality data.

2. Crude, specific and adjusted mortality rates
3. Problems may occur while using mortality data.
4. Mortality trends
Crude rates can not be used comfortably to make comparisons between populations.
Basically two methods of adjustment: Direct & indirect methods
Self-assessment:
1. What is the crude mortality rate and what is its disadvantage?
2. What are specific and adjusted mortality rates?
3. State the methods of adjusting the rates.
14
Basic Session 6:
Epidemiology (4): Screening.
Female Section:
1. Be aware with the definition of screening.

2. Distinguish the diseases that are appropriate for screening.
3. Recognize examples of important screening tests in the medical practice.
4. Identify characteristics of a screening test.
Contents:
1. Definition and uses of screening

2. Diseases appropriate for screening
3. Validity and reliability of a screening test
Example of screening tests:
Screening for diabetes mellitus using urine testing for glucose.

Screening for phenyl ketonurea & Hypothyroidism in infants and children.
References& readings : See appendix II- Section A&B for recommended Books
Self-assessment
1. Give an example of disease appropriate for screening. What are the criteria which
make it suitable for screening?
2. Define sensitivity, specificity, positive and negative predictive values.
15
Basic Session 7:
Epidemiology (5): Epidemiologic studies I:
Female Section:
1. Identify the uses of epidemiologic studies and how to use them to learn about causes
of diseases.
2. Recognize the classification of epidemiologic studies.
3. Be acquainted with descriptive studies regarding.
4. Be acquainted with the cross sectional study
Contents:
1. Types of epidemiological studies

2. Classification of descriptive studies.
3. Purpose, value, source of information, advantages & disadvantages of
descriptive studies.
4. Design, advantages and disadvantages of the cross sectional study
References & readings: See appendix II- Section A&B for recommended Books
Self-assessment
1. What are the types of epidemiological studies?
2. Enumerate the advantages and disadvantages of the cross sectional study
16
Basic Session 8:
Epidemiology (6): Epidemiologic studies II:
Female Section:
1. Be familiar with analytical studies.

2. Be acquainted with the epidemiological features of Case-Control, cohort(Prospective) and
Experimental Studies.
Contents:
1. Different types of analytical studies
2. Design, features , analysis of results, advantages and disadvantages of the cross
sectional study.
3. Design, features, analysis of results, advantages and disadvantages of case-control study
4. Selection of cases and controls
5. Design, features, analysis of results, advantages and disadvantages of cohort study
6. Design, features, types, analysis of results, advantages and disadvantages of
intervention study
Advantages and disadvantages of cohort & case- control and intervention studies
Self-assessment
1. What are the types of analytical studies?

2. Enumerate the advantages and disadvantages of cohort & case-cohort study
3. What are characteristic features of clinical trial
17
Basic Session 9:
Epidemiology (7): Measuring risk of diseases
Female Section:
1. Determine whether a certain disease is associated with a certain exposure or not.

2. Know the different measures of risk (Association).
3. Interpret the values of Odds ratio, Relative Risk & Attributable risk.
Contents:
1. Measures of risk (Association).

2. Odds ratio , Relative risk and Attributable risk
3. Attributable risk among exposed and among population.
Relative risk = Incidence (exposed) / Incidence (non-exposed)
Attributable risk = Incidence (exposed) - Incidence (non-exposed)
Self-assessment:
Define:
1. Relative risk (RR)
2. Odds Ratio (OR)
18
Basic Session 10:
Epidemiology (8): Association and Causation.
Female Section:
1. Recognize the concept of causality and multi-factorial causation of disease.

2. Identify the types of associations with examples (art factual, non causal).
3. Recognize the impact of chance, bias, and confounding on associations.
4. Be familiar with criteria for judging whether an association is causal.
Contents:
1. Concept of association and causation.

2. Types of association
3. Criteria for judging the causal association.
Criteria for judging whether an association is causal :
Self-assessment
Write short notes on: Criteria for judging the causal association.
19
Basic Session 11:
Statistics (1): Basic ideas about biostatistics
Female Section:
1. Identify rational of statistics in medical practice and recognize the relation between
statistics, epidemiology and computer science.
2. Differentiate between population parameters and sample statistics.
3. Differentiate between variables, data and information.
4. Present and summarize different types of variable
Contents:
1. Population, parameter, unit, sample, sample frame and sampling variation.
2. Variable, category and data
3. Types of variables.
4. Scales of measurements: nominal, ordinal, numerical; interval & ratio.
5. Inference: population parameters and sample statistics
6. General philosophy and contents of both descriptive and inferential statistics
References& readings: See appendix II- Section E for recommended books
http://www.nuigalway.ie/maths/je/marine
http://www.amstat.org/education/gaise
http://www.pearsonlearning.com
Self assessment: Look to the table at the end of the Lecture notes I, and answer the
following questions:
1- How we can change the variable Wt (Kg) from continuous scale to categorical one?
2- How we can change the variable S.Bl.P. from categorical to continuous scale?
3- What are the most common causes of sampling variation?
20
Basic Session 12:
Statistics (2): Descriptive statistics: Data presentation & summarization

Female Section:
1. Construct a valid table

2. Construct a valid graph
3. Calculate the measures of central tendency and spread for continuous data either
grouped or non grouped.
4. Identify the advantages and disadvantages of these previous measures and when to
use them properly.
Contents:
1. Describing data resulting from a categorical variable in a suitable table and graph.
2. Describing data resulting from two related categorical variables in a suitable table and
graph.
3. Describing data resulting from continuous variables in a suitable table and graph.
4. Measures of central tendency: mean, median, mode for ungrouped and grouped data
5. Measures of spread: Range, Variance & Standard deviation for ungrouped and grouped
data.
http://www.pearsonlearning.com
Self assessment:
Answer questions in the handout II
21
Basic Session 13:
Statistics (3): Normal distribution model & Z-score
Female Section:
1. Define the normal distribution of data and describe its characteristics

2. Contrast the features of a normal distribution to those of abnormal one.
3. Define the standard normal distribution and how to use it to estimate the Probability
(area under the curve).
4. Define the cause and estimate of the standard error of a sample measure.
5. Use the standard error to estimate the different confidence limits ( range of probability).
6. Interpret statements containing confidence limits.
Contents:
1- Normal distribution curve: its characteristics and applications.

2- Skew ness and kurtosis.
3- Standard distribution curve: Z-value and calculation of the probability using the z
tables
4- Standard error of the mean (SEM) and standard error of proportion
5- Confidence intervals , limits and its application

Self assessment
Answer the following questions: Exercise # 1& exercise # 2 at handout III
22
Basic Session 14:
Statistics (4): Statistical inference.
Female Section:
1. Recognize the difference between population distribution and sampling distribution.

2. Outline basic concepts of hypothesis testing.
3. Interpret statements of statistical significance with regard to comparisons of means and
frequencies, and explain what is meant by a statement such as “p<0.05”.
4. Interpret the statistical significance of a result and its importance in clinical application.
Contents:
1. Null hypothesis, Alternative hypothesis, α error (type I error), β error (type II error).
2. Confidence level, power of the test, p-value, statistical tables.
References& readings: See appendix II- Section D for recommended books
Self assessment:
Define and compare between the following:
- Null hypothesis & Alternative hypothesis.

- α error (type I error) & β error (type II error).
- Confidence level & power of the test.
23
Basic Session 15:
Statistics (5): Hypothesis testing between groups (Statistical
tests).

Female Section:
1. Recognize and calculate the statistical tests appropriate for comparison between means
2. Recognize and calculate the statistical tests appropriate for comparison between
proportions either dependent or independent proportions
Contents:
1- One sample "t" test, Student "t" test, types of pairing & Paired "t" test, ANOVA test.
2- "Z" test, x2 text, Mc-Nemar test, Fisher exact test.
Self assessment:
Answer the questions: in handout V.
24
Basic Session 16:
Statistics (6): 1- Correlation and Regression
2- Sampling Techniques
Female Section:
1. Interpret the relationship between two continuous variables as displayed on a scatter

gram
2. Recognize the strength and direction of the correlation between two variables using the
correlation coefficient "r".
3. Develop a predictive model to predict a dependent variable value given a specific level
of an independent variable which is correlated to it.
4. Know factors required to select a representative sample for a particular population.
5. Know the effect of sample size on precision of the sample measure.
Contents of the lecture:

1- Scatter gram, correlation coefficient "r".
2- The best fitted line in a scatter plot, its slope and intercept.
3- Simple Linear regression equation
4- Steps in sample selection: sampling frame, sample size, randomization.
5- Types of random samples , advantages and disadvantages of each one
6- Types of non random samples.
Self assessment:
1-What are the advantages of a sample compared to the population?
2- What is the difference between random and non random sampling?
3- Answer the questions in the handout VII
25
Basic Session 17:
Foundation of Health Promotion Concepts and principles
Female Section:
1. View health promotion as a cornerstone of primary health care and a core function of
public health .
2. Understand the role of health promotion in primordial disease prevention.
3. Realize the multi-disciplinary approach of health promotion.
4. Understand the parameters required for health promotion models
5. Apply these parameters to construct models for promotion of community health
problems
Contents:
1. Health promotion, lifestyle and optimal health definitions
2. Health promotion from Ottawa charter to the subsequent series of WHO global
conferences.
3. 5 key strategies of health promotion
4. Biomedical, Behavioral and Socio-environmental health promotion models
5. Health promotion programs as systems
6. Give the students some examples of health promotion models.
References& readings: See appendix II- Section D for recommended books
http://www.nci.nih.gov/theory
http://www.who.int/healthpromotion/conferences/en/
http://www.who.int/hpr/docs/glossary.pdf
Student evaluation:
Through formation of different health promotion models by each group of the students for a
list of important health problems in the Saudi community selected by the department.
26
Basic Session 18:
Principles of Occupational health
Lecturer: Male section:
Female section:
1- Define and recognize occupational health as public health speciality

2- Emphasize the general aim and objectives of occupational health program.
3- Explain the roles of the occupational health team.
4- Classify the different types of the general health hazards in the working environment
and list few examples of diseases related to work for each type of hazards
5- Outline the general line of control and prevention in the working environment
Contents :
1- Definition , aim and objectives of Occupational health
2- Occupational health team and the job description of each one.
3- Types of Exposures in Occupational Health: Accidents , Mechanical exposure ,
Physical exposure, Chemical exposure, Biological exposure and Occupational stress
4- Health hazards related to different occupational exposures with specific prevention
& control of each.
References& readings: See Appendix II- Section E for recommended books
http:// www.osha.gov
http://www.cdc.gov/niosh/homepage
27
Basic Session 19:
Principles of health administration
Department: Family & Community Medicine

Female Section:
1- Understand the concepts of management and its functions.

2- Use the concept of Management By Objectives (MBO) in the work place.
3- Understand the health care system in Saudi Arabia.
4- Be oriented to the International health organizations.
5- Understand the importance of medical records.
Contents:
1- Management an art or Science?

2- Functions of management.
3- The concept of Management By Objectives (MBO).
4- Health care in Saudi Arabia: types , levels and functions.
5- Contracted management in the Kingdom
6- Development of International Health Organizations.
7- Medical Records in Health Care.
References& readings: See appendix II- Section G for recommended books
Self-assessment
Answer the following questions:
1) What are the management functions?
2) Develop a Management by Objectives plan for a hospital department of your choice.
3) What are the functions of medical records?
28
Basic Session 20:
Principles of Environmental health

Female Section:
1- Identify the environment, health effects and sources of environmental risks

2- Explain the environmental background of human diseases.
3- Define health-related activities relevant to prevention and/or control of these risks
4- Explain methods for monitoring the quality of water
5- Describe principles of waste management in the community and in health care
settings
6- Identify the common sources of air pollution
Contents:
1- Concepts and definitions: environment, external, internal, natural, man-mad.
2- Environmental hazards, risks, and sanitation
3- Nature of environmental pollutants (physical, biological, chemical).
4- Environmental media (soil, water, food, air) and environmental routs
5- Safe water
6- Waste management including health facility waste management
7- Food safety
8- Environmental risk assessment and risk management
References& readings: See Appendix II- Section A for recommended books
http://www.sis.nlm.nih.gov/enviro/envirohealthlinks
http://www.ehib.org/
http://www2.envmed.rochester.edu/envmed/ehsc/outreach/curriculum.html
Self-assessment
1- write short notes on the following:-
a)Air Pollution
b)Methods of solid waste management
c)Safe water supply importance and sources of water contamination
d)Definition ,Classifications ,Causes ,Control ,and Prevention of Water-born& Food-born
diseases.
2- What is the public health importance of vector control , radiation exposure, noise exposure
and ventilation problems.
29
2. Student- directed learning tutorials: (9 sessions)
These participatory tutorials are meant to emphasize the basic concepts in

community medicine and their applications:
1. General principles of communicable disease epidemiology with
special reference to Hajj communicable diseases.
2. Control programs for communicable diseases "disease surveillance,
control, elimination & eradication".
3. General principles of chronic disease epidemiology with special
reference to rehabilitation.
4. Clinical preventive services & their applications for different age
groups.
5. Principles of environmental health with special reference to Hajj
environment)
6. Special environmental problems
7. Principles of occupational health.
8. Principles of health administration and application of health
administration skills.
9. Research methodology
30
Tutorial 1: General principles of communicable disease Epidemiology
Female Section:
At the end of the tutorial you should be able to:
1. Recognize the cycle of infection.

2. Identify importance and types of carrier.
3. Describe epidemiology (magnitude and risk factors) of communicable diseases with
emphasis on locally prevalent diseases.
4. Recognize the concept of incubation period and period of communicability.
5. Identify the different methods of prevention and control of infectious diseases.
6. Apply the above mentioned principles on communicable diseases during Hajj season.
Contents:
1. Cycle of infection: (infectious agents, reservoir, exit, inlet, and mode of transmission,
susceptibility and resistance).
2. Magnitude and risk factors of infectious diseases
3. Describe typical examples of infectious diseases prevalent locally and explain their
epidemiological pattern.
4. Methods of prevention and control of these infectious diseases
References& readings: See the Appendix II- Section H for recommended books
Self-assessment
 Reservoir of infection
 Types and importance of carrier
 Modes of transmission of communicable diseases.
 Ways of prevention and control of infectious disease.
31
Tutorial 2: Control programs for communicable diseases "disease
surveillance, control, elimination and eradication".
Tutor: Male section:
Female section:
1. Recognize what is meant by Notification of diseases.

2. Differentiate between the terms: control, elimination, eradication and extinction of
communicable diseases.
3. Recognize the disease surveillance and its applications in Saudi Arabia control
programs.
Contents:
1- Notification, definition, international notification weeks and importance .
2- Difference between eradication, elimination and control of communicable diseases.
3- Surveillance of diseases: definition, uses, methods, assessment of surveillance system.
4- Example of disease surveillance directed for National Saudi Arabia control programs.
References& readings: See Appendix II- Section A&B for recommended books
http://www.cdc.gov/
http://www.who.int/
32
Tutorial 3: General principles of chronic disease epidemiology:

Female Section:
1. Recognize the concept of epidemiological transition.

2. Identify the epidemiological pattern and public health importance of the chronic
diseases
3. Compare and contrast between modifiable vs. non modifiable risk factors.
4. Identify the methods of prevention and control of chronic diseases.
Contents:
1. Definition and classification of chronic diseases.

2. The public health importance of non infectious diseases.
3. Descriptive epidemiology of chronic disease.
4. Etiological and risk factors of chronic diseases.
5. Preventive measures (primary, secondary & tertiary) for chronic disease.
 Epidemiological transition
 Risk factor and preventive measures of non-infectious disease.
References& readings: See Appendix II- Section I for recommended books
http://www.who.int/en/
http://www.cdc.gov/
Self-assessment
 The main modifiable and non-modifiable risk factors of non- infectious diseases.
 Methods of prevention of chronic diseases
33
Tutorial 4: Clinical Preventive services for different age groups

Female section:
1. Identify the meaning and importance of clinical preventive services.

2. Know items of clinical preventive services (screening, counseling, immunization, and
chemoprophylaxis) for mothers and children.
3. Recognize the importance of conducting periodic medical examination for the target
populations
4. Distinguish the age specific charts for conducting of clinical preventive services for
children and mothers for the whole population & for high risk Groups.
5. Know different types of vaccines.
6. Be aquatinted with the Expanded Program of Immunization (EPI) and its schedule in
Saudi Arabia .
7. Be aquatinted with cold chain process
Contents:
1. Revise the levels of prevention
2. Clinical preventive services directed to mothers and children.
3. Diseases suitable for screening
4. Immunization and chemoprophylaxis
5. EPI program and cold chain
 Clinical preventive services for children 0-10 years
 Post-exposure prophylaxis for infectious diseases in children and mothers.
 Clinical preventive services for pregnant females (first and follow up visits)
References& readings: See Appendix II- Section J for the recommended books
http://www.ahrq.gov/clinic/uspstfix.htm
www.preventiveservices.ahrq.gov
http://www-nehc.med.navy.mil/hp/cps/pha.htm
http://www.cdc.gov
http://www.who.int
Self-assessment
Briefly write short notes about: of clinical preventive service for children & mothers.
Tutorial 8: Clinical Preventive services for adolescents, adults and
34
Tutorial 5 & 6: Principles of environmental health & special
environmental health problem

Female Section:
At the end of the session the student should be able to:
1- Describes the causes, classification, control and prevention of water – related diseases
2- Identify the different strategies to minimize air pollution emissions.
3- Describes the types of solid wastes, the health hazards of its accumulation, methods of
disposal in sanitary ways.
4- Describe the etiology, causes, prevention and control of health hazards and diseases
related to physical pollutants
5- Describe the etiology , causes , prevention and control of food-born diseases
6- Apply the above mentioned items on the environment during Hajj season.
Contents:
The students will be divided into eight groups and each group should prepare a
presentation about one of these topics:-
1- Definition of environmental health & the main areas covered under environmental
health.
2- Safe water supply: its uses, sources, and treatment methods & classification, causes,
prevention and control of water- born diseases.
3- Methods of waste water management and public health problems of non-sanitary
disposal of waste water.
4- Solid waste management (domestic, industrial, and medical wastes).
5- Public health importance of vector born diseases and methods of vector control
6- Importance of food safety and hygiene, definition , prevention and control of of food
born diseases
7- Air Pollution: sources, types, methods of control and prevention.
8- Health hazards of radiation, lighting, noise and vibration exposure.
References& readings: See Appendix II- Section A for recommended books
http://www.sis.nlm.nih.gov/enviro/envirohealthlinks
http://www.ehib.org/
http://www2.envmed.rochester.edu/envmed/ehsc/outreach/curriculum.html
35
Tutorial 7: Principles of occupational diseases
Tutor: Male Section
Female Section
1- Know the meaning of organic dust and the health hazards resulted from exposure to it .
2- know some important occupational-related health hazards:
 lead poisoning
 Asbestoses
 Silicosis
 Byssinossis, Bagasosis, Occupational asthma and Farmers lung
Contents
The students will be divided into four groups and each group should prepare a
presentation about one of these topics:-
1. Exposure to Lead poisoning:

Sources and jobs related to lead exposure, the clinical effects of this exposure and
how to prevent and control.
2. Exposure to Asbestos :
Sources and jobs related to Asbestos exposure, the clinical effects of this exposure
and how to prevent and control.
3. Exposure to Silica:
Sources and jobs related to Silica exposure, the clinical effects of this exposure and
how to prevent and control.
4. Exposure to organic dusts sources:

Sources and jobs related Byssinosis, Bagossis, Occupational asthma, Farmers lung
and the clinical effects of these exposures and how to prevent and control.
References& readings: See Appendix II- Section E for recommended books
http:// www.osha.gov
http://www.cdc.gov/niosh/homepage
36
Tutorial 8: Principles of health administration

Female Section:
1- Identify the concepts of management and its functions.

2- Describe the concept of Management By Objectives (MBO) in the work place.
3- Recognize the health care system in Saudi Arabia.
4- Identify to the International health organizations.
5- Identify the importance of medical records.
Contents:
1- Management an art or Science?

2- Functions of management.
3- The concept of Management By Objectives (MBO).
4- Health care in Saudi Arabia: types , levels and functions.
5- Contracted management in the Kingdom
6- Development of International Health Organizations.
7- Medical Records in Health Care.
References& readings: See appendix II- Section G for recommended books
Self-assessment
Answer the following questions:

1) What are the management functions?
2) Develop a Management by Objectives plan for a hospital department of your choice.
3) What are the functions of medical records?
37
Tutorial 9: Research methodology

Female Section:
1- Define and differentiate between proposal and research

2- List the components of a research
3- List and apply the steps of Critical Appraisal of Published Medical Research.
4- Evaluate a published Medical Research.
5- Select the best evidence of research on a specific trial from common web sites
Contents :
Step 1. Consider the research hypothesis
Step 2. Consider the Study design
Step 3. Consider the Outcome Variable
Step 4. Consider the Predictor Variable.
Step 5. Consider the Methods of Analysis.
Step 6. Consider Possible source of Bias.
Step 7. Consider the interpretation of the results
Step 8. Consider how the results of the study can be used in practice
References & Resources: See Appendix II- Section A for recommended books
Self-assessment:
Each group will take a scientific paper and do comments on each part of it according to
the given rules and instructions.
38
3- Field visits: (1 sessions)
Visit to the center of T.B. control program

Responsible: Male Section:
Female Section:
At the end of the visit you should be able to:
1. Know the importance and magnitude of the problem of T.B. and its global and national
importance.
2. Recognize the objectives, strategies and target population of the National T.B. control
program in Saudi Arabia.
3. Identify the roles of the T.B. centre in the National T.B. control program of the Kingdom.
4. Describe the Direct Observed Treatment Short course (DOTS) strategy for controlling
T.B.
5. Recognize the different notification forms of TB.
6. Identify other immunization activities covered by the centre.
Contents:
1. Objectives, components and applications of the National T.B. control program in Saudi
Arabia.
2. Direct Observed Treatment Short course (DOTS) strategy for controlling T.B.
3. Immunization system covered by the centre (yellow fever, meningitis vaccine).
4. Social and financial services provided to the T.B. patients.
National Saudi Arabia T.B. elimination program
References and Resources: See Appendix II- Section A for recommended books
Visit evaluation:
Through an observational checklist which will be distributed by the department to the
students. See Appendix III
Self-assessment
Briefly write short notes about: National Saudi Arabia T.B. control program
Briefly answer the following short question:- How to confirm diagnosis of TB cases?
- How to deal with contact of TB cases?
39
4 - EPI-STAT Problem solving: (2 sessions):
Practical exercises will be used for training the students on solving problem of
epidemiology and biostatistics through case scenarios for applying the basic
epidemiological and biostatistical concepts followed by a group of questions
which will be solved at the session.
Contents: the problems will be given at a handout
5 - EPI-STAT Case Scenarios: (3 sessions):
Practical case scenarios will be used for training the students on solving
epidemiology and biostatistics problems through case scenarios for applying
the basic epidemiological and bio-statistical concepts followed by a group of
questions which will be solved at the session.
Contents: the case-scenarios will be given at a handout
40
6- CASE SCENARIOS ON IMPORTANT PUBLIC HEALTH
PROBLEM: (3SESSIONS)
This method is conducted by integration of variety of public health problems in

case scenarios and analyzing their public health importance and methods of
prevention and control. These cases include scenarios on topics like:
communicable and non communicable diseases, injuries, violence,
environmental, occupational problems and investigation of an outbreak.
Following you will have the outline of some of these case scenarios and their
learning objectives. The cases will be distributed in the class by your tutor and
you will work with the group to solve these problems step by step.
The 3 SESSIONS INCLUDES:

A) Case scenario on infectious diseases
B) Case scenario on Investigation of an outbreak.
C) Case scenario on non-infectious (chronic) diseases
41
A) Case scenario on infectious disease

Female Section:
At the end of the case scenario you should be able to:
1- Identify some of the major clinical characteristics of the disease.

2- Construct a list of differential diagnosis.
3- Determine risk factors and high risk groups
4- Select the proper diagnostic techniques for diagnosing such cases
5- Discuss the measures of disease prevention and control including the treatment strategies..
Contents :
Applied example on an-infectious disease will be given to the students and the case will be
distributed at the session for discussion with the tutor .
Transferable skills: Increase the students' problem solving ability.
References & Resources: See Appendix II- Section A,H for recommended books
Assessment & evaluation method:
The student will be evaluated through his/her participation in the session
42
B) Case scenario on Investigation of an outbreak:

Female Section:
At the end of the problem you should be able to:
1. Know the basic steps in the investigation of an outbreak

2. Differentiate between the terms cluster, outbreak and an epidemic
3. Determine whether an epidemic exists or not
4. State what a line listing is and what it is used for
5. Draw a traditional epidemic curve and calculate the median incubation period.
6. Identify the possible causes of the outbreak
Contents:
Applied example on an outbreak will be given and distributed to the students at the
session for discussion with the tutor.
Steps of investigation of an outbreak
References & Resources: See Appendix II- Section A&H for recommended books
Assessment and evaluation method:

Briefly write short note about:
Steps of investigation of an outbreak.
43
C) Case scenario on Non -Infectious Diseases:

Tutor : Male Section:
Female Section
At the end of the case scenario you should be able to:
1. Identify some non-infectious health problems.

2. Recognize
3. Be knowledgeable of the risk factors underlying the case, and identify
epidemiological triad (agent, host and environment).
4. Compare and contrast modifiable vs. non modifiable risk factors.
5. Identify methods of preventive and control of non-infectious diseases.
Contents:
Applied example on a case on non-infectious disease will be given to the students at the
session for discussion with the tutor.
Risk factors and preventive measures of non-infectious disease.
References & Resources: See Appendix II- Section A&H for recommended books
Assessment & evaluation method:
The student will be evaluated through his/her participation in the session
44
7 - Students- prepared seminars: (4 sessions)
This educational method is concordant with the student-centered concept. The

discussions in seminar are initiated and directed according to questions and
inquires raised by the students and tutors. This method is proved to be highly
stimulating and beneficial to students. It is divided into 2 parts:
A) Seminars on preventive programs implemented in SA: (2 sessions)
Students will be divided into groups and each group will conduct a seminar on
one of the important MOH ongoing programs such as: Dengue fever or rift
valley fever prevention, Polio eradication, measles elimination, neo-natal
tetanus elimination, AIDS, HBV, Zoonotic and vector borne diseases, Food –
borne diseases, emerging and re-emerging diseases. Then each group presents
its model in a power point presentation.
B) Seminars on health promotion models: (2 sessions)
Students will be divided into groups and each group will conduct a seminar on
a health promotion model for one of the common chronic health problems in
Saudi Arabia such as: Hypertension, coronary heart disease, diabetes,
violence, injuries, bronchial asthma, cancer and mental health problems. Then
each group presents its model in a power point presentation.
45
Student's seminar: Control of communicable diseases:
A- Childhood Vaccine Preventable Diseases (VPD)

Female Section
At the end of the presenting seminar, students should be able to:

1. Recognize the types of childhood Vaccine Preventable Diseases "VPD" (Polio,
neonatal tetanus, measles, etc...).
2. Identify the terms: "control, elimination and eradication and extinction".
Contents of the seminar:

Each group of students will Select one of childhood VPD for discussion and the
presentation should include: .
1. Identify the epidemiology of one selected VPD disease (as Polio, TB, neonatal tetnus,etc).
2. Recognize the impact of international and national VPD control program.
3. Identify the National Saudi Arabia control program of the selected VPD regarding:
Objectives, Strategies , Target population and Impact of the control program
1. Definition and importance of childhood VPD.

2. National Saudi Arabia control program for VPD.
References & Resources: See Appendix II- Section A,H,M for recommended books
http://www.cdc.gov/
http://www.who.int/
Self-assessment
Define: - Vaccine Preventable Diseases
- Objectives of National Saudi control program of childhood VPD
46
Students' seminar: Control of communicable diseases:
B- Hemorrhagic fevers:

Female Section:
1. Know the concept of hemorrhagic fevers and the causes of emerging and re-emerging
of these diseases .
2. Recognize the public health importance of this group of diseases.
3. Know the epidemiology, prevention and control measures for this group of diseases.
1. Types of hemorrhagic fevers including emerging types as Khumra.

2. Public health importance of hemorrhagic fevers : globally, regionally and Nationally in
S.A. and locally in Jeddah. Using up-to-date rates and colored maps
3. National Saudi Arabia control program for hemorrhagic fevers
4. Epidemiology of dengue fever.
5. Identify the National Saudi Arabia control program of Dengue fever, regarding: Objectives,
Strategies , Target population and Impact of the control program
National Saudi Arabia dengue control program for Dengue fever.
References & Readings: See Appendix II- Section A,H,M for recommended books
http://www.cdc.gov/
http://www.who.int/
Self-assessment:
Briefly write short notes about: National Saudi Arabia control program for dengue fever
47
C- Enteric (food- borne) infections

Female Section:
1. Recognize the definition and important examples of food borne diseases

2. Recognize the burden of this group of diseases both internationally and nationally.
3. Identify the elements of the National Saudi Arabia control program for one of these
diseases.
1. Types of enteric infections (cholera, hepatitis A,E, salmonella, etc.)

2. Public health importance of enteric infections and its risk factors in Saudi Arabia
3. Epidemiology of one of these diseases
4. The National Saudi Arabia control program for enteric infections regarding:
 Types of enteric infections

 National SA control program for enteric infections
http://www.cdc.gov/
http://www.who.int/
Self-assessment:
Give short account on:
 Differential diagnosis of food- borne transmitted diseases.
 Prevention and control of food- borne transmitted diseases.
48
D- Sexually transmitted diseases (STDs)

Female Section
1. Identify the sexually transmitted diseases (STDs).

2. Recognize the burden of this group of diseases both internationally and nationally.
3. Give account on the impact of the international and the national control program of
the HIV/AIDS and Hepatitis B virus.
4. Identify the elements of the National Saudi Arabia control program of HIV / AIDS.

1. Definition and importance of STDs.
2. Epidemiology of one of these diseases.
3. National Saudi Arabia control program for HIV / AIDS regarding: Objectives,
Strategies , Target population and Impact of the control program
National Saudi Arabia control program for HIV / AIDS.
http://www.cdc.gov/
http://www.who.int/
Self-assessment:
Give short account on: - Sexually transmitted diseases (STDs)
- Prevention and control of one of these diseases
49
E- Zoonotic disease
Female Section:
At the end of the seminar students should:
1. Recognize the definition of zoonotic diseases and its public health importance
2. Give account on the impact of international and national control program of this
disease
3. Identify the elements of the National Saudi Arabia control program for one of these
diseases
1. Definition and the common types of zoonotic diseases.

2. Identify the epidemiology of one of these diseases.
3. The National Saudi Arabia control program for zoonotic diseases regarding:
 Types of zoonotic diseases

 National SA control program for zoonotic diseases
http://www.cdc.gov/
http://www.who.int/
Self-assessment:
Give short account on: Zoonotic diseases and its impact on human and animals.
50
F- Emerging diseases

Female Section:
At the end of the seminar students should be able to:
1. Recognize the definition of emerging and re-emerging diseases with examples for
each class.
2. Be knowledgeable with the causes and public health importance of emerging and re-
emerging diseases.
3. Give account on the impact of the international and national control program of one
of this group of diseases.

1. Types of emerging and re-emerging diseases
2. Public health importance of emerging and re-emerging diseases
3. Epidemiology of one of these diseases
4. National Saudi Arabia control program for one of the emerging or re-emerging
diseases regarding: the impact , target population, objectives , strategies of the program
References & Readings: See Appendix II- Section A for recommended books
http://www.cdc.gov/
http://www.who.int/
Self-assessment
Give short account on emerging diseases: Emerging diseases
8 – Seminar preparation: (4 sessions)
Students will work together go to MOH and contact different people

to prepare seminar
51
9- Applied statistics on computer: (4 sessions)
These sessions are meant to teach students how to conduct data entry on
computer and be able to practice statistical analysis by using statistical
computer package - SPSS.
Sessions will be conducted as following:
Session 1: SPSS Overview, File editing and data entry.
Session 2: Univariant and bivariant analysis.
Tables & Graphics presentation of data.
Session 3: Application & analysis, interpretation of data.
Session 4: Examination.
52
Appendix I
A list of books recommended for studying community medicine:

Section A: The main textbooks for community medicine:
- Public health and preventive medicine. Maxcy, Rosenau & Last (Eds.)
- Park's textbook of preventive and social medicine. Park K. (Ed.)
- Principles and Practice of Community Medicine. Asma Rahim
Section B:
- Morton. Study guide to epidemiology & biostatistics.
- Jekel. Epidemiology, biostatistics and preventive medicine
Section C:
- 1-Wilkin D., Hallam L. And Dogget M. (1992). Measures of need and outcomes in primary health
care. Oxford Medical Publications, Oxford.
- 2- Stevens A. And Raftery J. (ed.)(1997). Health care needs Assessment, (2nd series). Raddcliffe
Medical Press. Oxford
Section D:
- "A guide for health promotion practice" 2nd edition. (US Department of Health and
Human Services. National Institutes of Health 2005).
- "Health Promotion: Foundations for Practice" 2nd edn. Naidoo, J. and Wills, J. (2000).
Section E:
We don't closely follow specific text for this course. We will provide lecture notes through out
the course. However, if you wish to consult a book, we suggest the following boxes:
- "An introduction to Statistical Methods & Data Analysis." R.Lyman Ott & Michael Longnechar,
Duxbury Press, 5th edition, 2001
- "Statistics: The Art and Science of learning from data". Agresti and Franklin
Section F:
- Practical occupational medicine, seaton A. aguis r,mccloye E, D auria 2nd edition 2000
- ABC of work related disorder, snashall d. bmj pulushing 1997
- Hand book of occupational medicine, muccunneyrj2nd editionboston 1996
Section G:
- Principles of Hospital Administration. (John R. Mc Gibony)
- Strategic Analysis for Hospital Management. ( Roger Kropf) and (James A.Greenberg)
Section H: C.D.C. Control of communicable disease manual. Heymann D.
Section I: Chronic disease epidemiology and control. Brownson.
Section J:
- Health Services / Technology Assessment Text (HSTAT). Evidence Reports.
- Current practice guideline in primary care. 2006
Section K: Human Behavior: An Introduction for medical students 3rd ed. Stoudemire.
Section L:
- Principles of Hospital Administration. (John R. Mc Gibony)
- Strategic analysis for hospital management (Roger Kropf and James A. Greenberg)
- Information Systems for Health Services Administration. (Charles J. Austin)
Section M:
:‫ األمراض المعدية ومستجداتها العالمية‬.‫ حامد عبد القادر الشيخ‬,‫ محمد نجيب عبد هللا‬,‫أمين عبد الحميد مشخص‬
‫ وزارة الصحة الوكالة المساعدة للطب الوقائي ( المملكة‬,)‫منظمة الصحة العالمية ( المكتب اإلقليمي لشرق المتوسط‬
4002 ,)‫العربية السعودية‬
Section N: Research Techniques for the health sciences. Rubinson L. and Neutens J.J.
53
‫أعضاء هيئة التدريس بقسم طب األسرة و المجتمع‬
‫البريد االلكتروني‬ ‫رقم الجوال‬ ‫مبنى‬ ‫االسم‬

‫‪alifageeh@hotmail.com‬‬ ‫‪0505603727‬‬ ‫‪3‬‬ ‫د‪ .‬على فقيه (رئيس القسم)‬
‫‪adnanalbar@yahoo.com‬‬ ‫‪0505812011‬‬ ‫‪3‬‬ ‫ا‪.‬د عدنان أحمد البار‬
‫‪wmilaat@hotmail.com‬‬ ‫‪0504658984‬‬ ‫‪3‬‬ ‫ا‪.‬د‪ .‬وليد عبد هللا ملعاط‬

‫‪abalkhail60@hotmail.com‬‬ ‫‪0505682037‬‬ ‫‪3‬‬ ‫ا‪.‬د‪ .‬بهاء عبد الرحمن أبا الخيل‬
‫‪tqhabrah@hotmail.com‬‬ ‫‪0505657105‬‬ ‫‪3‬‬ ‫د‪ .‬توفيق محمد غبرة‬
‫‪mohammad_kordy@hotmail.com‬‬ ‫‪0504595169‬‬ ‫‪3‬‬ ‫د‪ .‬محمد ناجى كردى‬
‫‪husalbar@hotmail.com‬‬ ‫‪0505144503‬‬ ‫‪3‬‬ ‫د‪ .‬حسين محمد البار‬
‫‪nari_ hijazi@hotmail.com‬‬ ‫‪0554631910‬‬ ‫‪6‬‬ ‫د‪ .‬ناريمان حجازي‬
‫‪nahlakhamis@yahoo.com‬‬ ‫‪0501632237‬‬ ‫‪6‬‬ ‫ا‪ .‬د‪ .‬نهلة خميس إبراهيم‬
‫ا‪.‬د‪ .‬أشواق صفى الدين‬
‫‪0505693585‬‬ ‫‪6‬‬ ‫د‪.‬أكرام جاللى‬
‫‪J_al_ahmedi@hotmail.com‬‬ ‫‪0504594475‬‬ ‫‪6‬‬ ‫د‪ .‬جواهر مسلم األحمدي‬
‫‪mqadi@islamway.com‬‬ ‫‪0505712744‬‬ ‫‪3‬‬ ‫د‪ .‬مهدي قاضى‬

‫د‪ .‬هاشم فدا‬
‫د‪ .‬جميل بشاورى‬
‫د‪ .‬أمل حجازي‬
‫د‪ .‬رحيلة افتخار‬
‫‪43032‬‬ ‫أ‪ .‬ضيف هللا الشمرانى‬
‫‪54‬‬

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King Abdul-Aziz University

Student's Study guide of

Goal of the course 3

Description of the course 4

Assessment methods of the course 5

Core sessions in Basic of Community Medicine (20) 9-29

Student-directed learning tutorials (9) 30-38

EPI-STAT problem solving (2) 40

EPI-STAT case scenarios (3) 40

Case scenarios on important public health problems (3) 41-44

Students prepared seminars (4) 45-51

Applied statistics on computer (4) 52

Staff of the family & Community medicine department 54

enjoy the course of Community Medicine. The department of Family and

year. The Fourth year course in community medicine introduces you to a

balanced approach of medicine that emphasizes your future role as a graduate of

the medical college in promotion of health, prevention and control of disease

and health problems of the individual and the whole public.

course, its contents and the sequences of its implementation. Learning

The course is designed for fourth year undergraduate medical students to

1. Obtain a comprehensive view of different disciplines of community

1. Know community medicine concepts and explain their meaning and

N.B See the tentative schedule for the course at Appendix I.

Assessment Assessment task Week Proportion Grade

2. Seminar presentation & 3,4,5 7.5 % 15

4. Exam on SPSS computer 5 7.5 % 15

6. Final Exam 50% 100

Total 100 200

II- Student- directed learning tutorials: (13sessions)

T.B. center visit. 3h

IV - EPI-STAT Problem solving: (2sessions X 3 hours): 6h

V - EPI-STAT Case Scenario: (3sessions X 3 hours): 9h

VI - Case scenarios on important public health

VII- Student's seminar:

B) Seminars on health promotion models: (2 sessions)

VIII- Seminars preparation 12 h

XI- Revisions, exams (12 hours)

1. Core sessions in Basics of community medicine 20 X 1.5= 30 h

Total 150 hours

Principles of environmental Health 1

Principles of occupational Health 1

Principles of health administration 1

At the end of the session you should be able to:

1- Identity the basic concept of community medicine

Department: Family and community medicine

At the end of the lecture you should be able to:

1) Know the concept of health and disease.

Department: Family and community medicine

At the end of the lecture you should be able to:

1. Recognize the scope of epidemiology and modern epidemiology

At the end of the lecture you should be able to:

1. Identify the definition, importance and sources of morbidity data.

When I & D become stable over a long period of time: P =I XD

At the end of the lecture you should be able to:

1. Identify the definition, importance and sources of mortality data

1. Definition and the importance of looking at mortality data.

Basically two methods of adjustment: Direct & indirect methods

At the end of the lecture you should be able to:

1. Be aware with the definition of screening.

1. Definition and uses of screening

Example of screening tests:

Screening for diabetes mellitus using urine testing for glucose.

At the end of the lecture you should be able to: