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Community and Family Medicine – Clerkship objectives

Community Stream

Community Medicine Clinical Attachment

Clerkship programme

Student Guide

Department of Community and Family Medicine (DCFM)

Faculty of Medicine

University of Jaffna

2016


Contact Information

General Address :- Department of Community & Family Medicine,

…… Faculty of Medicine, University of Jaffna,

Adiyapatham Road, Kokuvil ,Sri Lanka.

Telephone : +9421 221 8178 (direct)

+9421 221 2073 - Ext 245

Fax : +9421 221 2073 (direct )

Email : [email protected]

Staffs

Name Designation E mail address

1. Dr. R. Surenthirakumaran Head of the Department [email protected]

[email protected]

2. Dr. S. Kumaran Lecturer [email protected]

3. Dr. P A. D. Coonghe Lecturer [email protected]

[email protected]

4. Dr. Ramya Kumar Lecturer [email protected]

5. Mrs. V. Sureskumar Technical Officer [email protected]

6. Mr. K. Mathusuthan Technical Officer [email protected]

7. Mr. V. Premakumar Public Health Inspector [email protected]

8. Miss. S. Nageswaran Clerk [email protected]

9. Mr. K. Balachandran Laborer

mailto:[email protected]












Introduction

Introduction to Community Medicine Clinical Attachment

Curriculum at Faculty of Medicine University of Jaffna has been developed in accordance

with Sri Lanka Medical Council’s (SLMC) document. During this 8 weeks appointment the

student gains experience in various aspects of Community Medicine.

The appointment is usually held during the second term of the fourth year.

The general objectives of the community based attachment are

To identify and critically analyze the different health problems, health programmes

and health related organizations activities in the community.

To gain skills in communication, health planning and management.

To develop skill and positive attitudes towards health promotion in the community,

families and patients

Organization of the clerkship programme

Programme timing and duration

1. Timing :-Third and Fourth year

2. Duration :-Eight weeks

3. Tutors : Staff from Department of Community and Family Medicine (DCFM),

Medical Officer of Health (MOH) Nallur and other community tutors.

The teaching and assessment are shared among the staff of the Department of Community

and Family Medicine (DCFM), Medical Officer of Health (MOH) Nallur and other

community tutors. Community tutors are drawn from a wide variety of backgrounds, some

will be working or have worked with a social care or health care (conventional or alternative)

organization, or with a voluntary organizations providing support or advice for people in

need. Ideally, they will represent the sort of partnership and collaboration that can exist

between the statutory and voluntary sectors. Most of the teaching and course activities take


place at the MOH Nallur, but sometimes community tutors meet students at their own place

of work or arrange and accompany students on visits to local organizations. Both DCFM staff

and MOH Nallur staff should both be involved in the assessment of the students.

Students are expected to be with the tutors from 8.00 am to12.00 noon.

Learning methods

The objectives for each day are clearly set out in this student guide, with suggestions for

activities for achieving them. Students will enjoy a variety of teaching methods. These could

include:

• small group discussions

• shadowing clinicians, other health professionals and non-clinical members of the

health team

• contact with patients

• observation of health care professional (HCP)/patient interactions

• reflection

• clinical skills

• self-directed learning and research

• case studies

• semi structured interviews

The Role of the students

• Students should always approach the clients in pairs (male and female) and inform the

purpose of the visit.

• Students should obtain the assistance of the tutors to choose an aspect of each day’s

activities.

• Students should maintain learning logs related to the activities of each day.

• Student can get the support from the tutors to achieve and assess their learning objectives.

If the student feels that he/she has not met the learning objectives for the day, can get the

guidance.

• Student can get the support to select a topic for the health education.


Organization

• A group of 20 – 25 students will be attached to the Department of Community & Family

Medicine for 8 weeks during the third /fourth year. This group will be divided into 2

groups of 10 – 13 each.

• Group leaders will be selected from the groups and will be rotated during the

appointment.

• Each student will receive a student guide for the Community Medicine Attachment

• An orientation on the Community Medicine attachment will be given on the first day at

the DCFM.

• All students should maintain a portfolio and should submit it to the Department of

Community &Family Medicine at the end of the appointment for assessment.

• Transport facilities would be provided for certain visits.

Student attendance Policy:

Attendance is mandatory for all clerkship attachment related activities and presentations

delivered at the conclusion of the clerkship. 100% attendance is required before they could be

signed up. Absence from a scheduled examination or other learning activity should be only

on grounds of sickness. Sickness should be supported by medical certificate from the

government medical institution .The student should informed the head of the Department

about his/her sickness before commitment of the activity .If necessary the head of the

Department will make arrangement to visit the student in their in his residence.

Assessment:

The clerkship assessment will take place at the end of the appointment of four weeks. The

assessment will comprise of the following

a. Attitude and application (AA) (20%)

b. Health education. (30%)

c. A paper with Structured Essay Questions (SEQ) (50%)

d. Portfolio Assessment (50%)

A total mark assigned is 15% at 3rd MBBS Part II Examination.


List of Activities:

1. Appointment with MOH (19 days)

1.1 Introduction to clinical attachment

1.2 Introduction of MOH office and services

1.3 Poly clinic

1.4 Family planning Clinic

1.5 Postnatal care

1.6 Well Women Clinic

1.7 Field visit with PHM and Growth monitoring and nutrition

1.8 School Health programme

1.9 Supervision of a staff

1.10 MOH conference

1.11 NCD community prevention programme

1.12 Community based control activity

1.13 Food sanitation (Food handling establishments, bakery, dairy and food factory)

1.14 Slaughter House, market sanitation, and refuse Disposal

1.15 GBV and Child abuse divisional MDT meeting

1.16 Occupational health

1.17 EPI programme&AEFI surveillance

1.18 Outbreak investigation

1.19 Community empowerment (working with mothers club)

2 Health system and care Institutions in the community (9 days)

2.1 Office of RDHS Jaffna

2.2 Health information system

2.3 Infection control

2.4 Administration set up

2.5 Managing drugs and equipment’s

2.6 Public health review meeting

2.7 Surveillance system

2.8 Malaria control activity

2.9 TB control activity


3 Care of persons with special needs (10 days)

3.1 Nuffield School for Deaf & Blind

3.2 Home for elders

3.3 Jaffna Jaipur Centre for Disability Rehabilitation

3.4 Sivapoomi/Home for mentally Handicapped (ARK)

3.5 AROD

3.6 CANE

3.7 Visit to Ragama rehabilitation center **

3.8 Community based Elderly care

3.9 Mental health services in the community

3.10 Skill Lab


Clerkship Programme

1. Appointment with MOH (19 days)

1.1 Introduction to clerkship

1.2. Introduction of MOH Office & Services

Students will be posted with Medical Officer of Health (MOH) Nallur . Initially tutor will

discuss the activities of Medical Officer of Health. Then students will be divided into

groups. Groups will go to various section of the MOH office and observe the activities.

Student will maintain the learning log to list and reflect the activities. Finally students

should involve in reflective writing. All the learning activities will be included in the

portfolio.

Outcomes:

At the completion of the visit the student should be able to

List the duties of MOH in the describe area of MOH

Describe the role of MOH in the following activities

o Control of communicable diseases & non – communicable diseases

(Epidemiology)

o Maternal & Child Health

o Environmental Sanitation

o PHC & Volunteer training

o Health Education

Describe the survey report of MOH & its usefulness

Identify and describe

o ID Register

o Notification Card

o Investigation forms (H4 11)

o Weekly epidemiological return

Describe the return originating and received by MOH Office & their usefulness

List the maps & charts maintained in the MOH’s Office and discusses their usefulness


1.3 Poly clinic:

Antenatal clinic (ANC), Child Welfare Clinic (CWC) and Family Planning clinic are

conducted during a poly clinic day of a clinic Centre of Nallur MOH. Students are expected

to work in ANC and CWC during their poly clinic visit.

The students will work in small groups during their assigned visit to the poly clinic. During

the ANC time a mother will be allocated to a student. Each student should follow up the

mother from the time of registration at the clinic and take part in all clinic procedures in

respect to this mother during her stay at the clinic. During this activity the student should

observe the activities of the PHM, PHNS and the MOH in the clinic. The students should

critically evaluate the activities in the clinic and prepare a report to be included in the

portfolio.

Outcomes:

The students should be able to

• describe the purpose of the antenatal clinic (ANC)

• describe the pregnancy record and the importance of maintaining it

• describe the activities conducted to monitor the pregnancy

• describe the activities carried out to improve the health of the pregnant mothers

• describe the health and the social risk assessment and the referral procedures

• describe the immunization procedures

• assess the usefulness of the ANC

• prepare a critical appraisal report of the activities of the ANC

Then during the CWC time a mother with a child will be allocated to a student. Each student

should follow up the child from the time of registration at the clinic and take part in all clinic

procedures in respect to this child during his/her stay at the clinic. During this activity the

student should observe the activities of the PHM, PHNS and the MOH in the clinic. The

students should critically evaluate the activities in the clinic and prepare a report to be

included in the portfolio.


Outcomes:

The students should be able to

• describe the activities carried out

• in the CWC in the order in which they are performed

• list of the personal responsible for the above activities

• describe the importance of the Child Health Development Record (CHDR)

• describe the cold chain and sterilizationprocedures in the clinics carry out all the

activities in the clinic.

• acquire skills to complete a CHDR and interpret the data on a CHDR .

• use the CHDR as a tool to educate the mother and health care provider .

• describe the methods of successful breast feeding

• describe the importance and quality of complementary feeding .

• describe age-appropriate immunization

• describe developmental stages of a child .

1.4 Family Planning clinic

The students should acquire the skills on counseling on contraception. The students will be

briefed on how to advise a woman to select a contraceptive method available with national

programme.

Students will be divided into groups and will follow the clients who attend the clinic.

Outcomes:


• name and discuss the contraceptive methods available

• recommended appropriate contraception for clients, explaining the advantages

and disadvantages

• list and identify the equipment for insertion of IUCD

1. General Circular: 6 2_ 55/2 0 1 My number: :36; HS/D/FHE/Z

203.94.76.60/cms/upload/english/02-85-2014-eng.pdf

o

Ministry of Health,. Suwasiripaya,. No. 385 ... in last few years had suggested the

recommendations to improve maternal care in Sri Lanka. The previous ... When deciding on


• describe the steps involved in insertion of IUCD

• describe the correct route and dosages of administration of selected

contraceptives and state the advice given to the acceptors of particulars methods

• observe a home visit by PHM to a couple adopted a family planning method

1.5 Postnatal Care

Students will be posted with PHM. Initially tutor will discuss the objectives and the activities

carried at postnatal clinic and postnatal home visit. Then students will be divided into two

groups and will be carried the home visit. The students should discuss the postnatal care and

involve in reflective writing. All the learning activities will be included in the portfolio

Outcomes:


• discuss the rationale for family planning during the extended postpartum

period

• explain benefits of healthy pregnancy spacing

• describe return to fertility for postpartum women both lactating and non-

lactating

• describe contraceptive methods appropriate for lactating women

• describe programmatic considerations related to postpartum pre- discharge

counseling

• describe the postpartum domiciliary care delivered by PHM

• carry out Health education to postpartum Mothers

Antinatal and postnatal clinic

http://www.familyhealth.gov.lk/.../index.php?...207%3Amaternal-care-package.pdf

maternal care package- full.1-76 , maternal care package- full.77-152 ,

maternal care package- full.153-229

Family planning clinic

http://www.who.int/mediacentre/factsheets/fs351/en/index.html

http://apps.who.int/iris/bitstream/10665/39357/1/9241544597_%28part1%29.pdf


1.6 Well Women Clinic (WWC)

Students will be posted with MOH. Initially tutor will discuss the objectives and the activities

carried at WWC. Each student should follow up the mother from the time of registration at

the clinic and take part in all clinic procedures in respect to this mother during her stay at the

clinic. During this activity the student should observe the activities of the PHM, PHNS and

the MOH in the clinic.

The students should discuss the WWC clinic and involve in reflective writing. All the

learning activities will be included in the portfolio

Outcomes:


• list the objectives of well women clinics

• describe the activities should be carried out in a well women clinics

• list the records maintained by PHM regarding well women clinics

• list the non communicable diseases targeted at well women clinics and rationale

behind this.

• carry out the clinical and investigations which are done at WWC

• describe the health promotion activities that can be done to overcome the above

non communicable diseases

• describe the referral procedures followed up in the well women clinics

• discuss the importance of maintaining good medical records and proper referral

pathway

Well women clinic

http://www.aidscontrol.gov.lk/web/Web%20uploads/Policy%20or%20Law/National%20Maternal%20and%20Child%20Health%20policy.pdf


1.7 Field visit with PHM and Growth Monitoring and Nutrition

Students will be posted with PHM. Initially tutor will discuss the objectives and the

importance of growth monitoring and nutrition. Then students will be divided into two groups

and will be carried the home visit and growth monitoring and nutrition. The students should

discuss the activities and write a reflective report on these activities. All the learning

activities will be included in the portfolio

Outcomes:


• list the objectives of growth monitoring

• list and carry out the steps in growth monitoring

• list the actions that should be undertaken depending on the results of the trends

in growth of the child .

• list the records maintained by the PHM on growth monitoring at her office and

weighing post .

• identify and describe the different varieties of growth charts available with

children attending the weighing posts .

• identify the causes of growth faltering among the children and suggest

improvements of their condition .

• identify the shortcomings in the weighing post and recommend improvements

1.8 School Health programme:

Students will be posted with MOH and PHI. Initially tutor will discuss the components and

the activities carried in School Health programme. Students will be divided into groups and

evaluate the sanitary condition of the school. Then tutor briefly discuss the activities carried

out during school medical inspection (SMI). Students will carry out the shadow SMI activity

under the supervision of MOH. During this activity the student should observe the activities

of the PHI, teachers and the MOH.

Guideline on Establishing Nutrition Clinics in Medical Offic google search


The students should discuss the school health programme and involve in reflective writing.

All the learning activities will be included in the portfolio

Outcomes:

At the completion of the activity, the student should be able to

• describe the health services available for school children in Sri Lanka

• list the requirements for healthy school environment

• describe the components of SMI and their importance

• list records and other instruments needed

• discuss the roles of the teachers and health personnel at a SMI session

• examine school children and fill the S.M.I form

• identify the common illness found among school children indifferent age

groups

• describe the preventive measures and treatment given to school children at

SMI

• refer children with problems that can’t to managed at SMI, to appropriate

places

• list the health education topics, materials used and describe the methods used

in delivering health education

• describe the functions of school health club

1.9 Supervision of Staff

Students will be posted with MOH. Initially tutor will discuss the objectives and importance

of the supervision. Then tutor will explain the way to carry out supervision and using the

findings of supervision to improve the performance of the programme. Then students will

observe the supervision activity which is carried out by the MOH. Then MOH will discuss

the issues related to the particular supervision. Finally students should involve in reflective

writing. All the learning activities will be included in the portfolio.

School health programme

LOG FRAME five year School Health Plan-2010

(School health promotion programme, Medium Term Plan 2008 – 2012) Google search


Outcomes:


• describe the role of supervision in routine programme management

• understand the difference between the supervision and inspection

• describe the steps of supervision

• carry out an effective supervision

• discuss the outcomes of the supervision

• describe the usefulness of the supervision

1.10 MOH conference

Students will be posted with MOH. Initially tutor will discuss the objectives and importance

of the MOH conference. Students will observe the activities carried during the conference.

Student will maintain the learning log to list and reflect the activities. Finally students should

involve in reflective writing. All the learning activities will be included in the portfolio.

Outcomes:


• describe the objective of the meeting

• describe the concept of team work

• describe how monitoring and evaluation of services done at divisional level

• understand the important of routine reporting

• explain theusefulness of the proper reporting

• describe utilization of routine reporting

1.11 NCD Community Prevention Programme

Students will be posted with MOH. Initially tutor will discuss the objectives, importance and

components of the NCD community prevention programme. Then students will be divided

into groups. Groups will carry out and also observe the activities of the PHM, PHNs, PHI and

Medical officers in different components of the NCD programme. Student will maintain the

learning log to list and reflect the activities. Finally students should involve in reflective


Search Results 1. [PDF]Duty List MOMCH English - Family Health Bureau

google search


Outcomes:


• describe the health services available for prevention of NCD in Sri Lanka

• list the requirements for community prevention programme for NCD

• describe the components of NCD community prevention programme and their

importance

• list records and other instruments needed for the NCD community prevention

programme

• discuss the roles of the community leaders and health personnel at a NCD

community prevention session

• identify the common illness found among people indifferent age groups

• describe the preventive measures and treatment given to people

• describe the referral mechanism to manage the NCD

• list the records used and describe their importance

• list the health education topics, materials used and describe the methods used

in delivering health education

1.12 Community Based Control Activity

NCD Community Prevention Programme

http://www.health.gov.lk/en/NCD/index.php

http://203.94.76.60/health/eng/publications/Act/NCDPolicy-English.pdf

http://www.dengue.health.gov.lk/


1.13 Food Sanitation (Food handling establishments, bakery, dairy & Food Factory)

Students will be posted with PHI. Initially tutor will discuss the objectives, importance and

components of the Food sanitation and Food act of Sri Lanka. Then students will be divided

into groups. Groups will visit to food handling establishments, bakery and diary with PHI and

observe the activities of the PHI in different components of the food sanitation. Student will

maintain the learning log to list and reflect the activities. Finally students should involve in

reflective writing. All the learning activities will be included in the portfolio.

Outcomes:


• understand the Food Act No 26 of 1980

• describe the role of the PHI in the implementation of the Food Act

• describe health hazards of an eating place

• list the legal requirements in an eating house to supply uncontaminated food to

consumers

• name diseases spread by contaminated food.

• describe the measures that should be undertaken to prevent spread of disease

• describe the examination and investigation carried out on food handlers

• describe the content of ordinances which deal with the functioning of an eating house

1.14 Slaughter house, Market sanitation, and Refuse Disposal

Students will be posted with Slaughter house PHI in the morning. Then students observe the

activities of the PHI in different components of the food sanitation. Student will maintain the



Food sanitation

http://www.health.gov.lk/en/FOODWEB/files/regulations.html


Slaughter house

Outcomes:


• describe the slaughter house and its location

• describe the steps in slaughter of cattle

• describe the cattle pound and its purpose

• list the common diseases of cattle and describe their ante – mortem and

post-mortem features

• describe the hazards, slaughter house workers are exposed to

o Disposal of waste products

o Water supply

o Storage of meat

o Transport of meat from a slaughter house

1.15 Market sanitation and refuse disposal


stakeholders of the market sanitation and refuse disposals. Then students observe the

activities of the PHI in different market sanitation and refuse disposal. Student will maintain

the learning log to list and reflect the activities. Finally students should involve in reflective


Market&Refuse Disposal

Outcomes:


• describe the Market and its location

• describe the hazards, Market workers are exposed to

• describe the methods of refuse disposal in Municipal Council. Jaffna.

• describe the collection transport and final disposal of refuse

• constraints in proper disposal and suggestion for improvements

• list the Health hazards of insanitary collection and disposal of refuse

• discuss the occupational hazards of workers involved in refuse disposal.

Refuse disposal

http://apps.who.int/iris/bitstream/10665/40935/1/WHO_TRS_484.pdf

http://www.who.int/water_sanitation_health/hygiene/emergencies/em2002chap8.pdf

F]DutiesandResponsibilitiesofPublic Health Inspector ss

Health Publications & Reports

google serch


1.15 Gender Based Violence (GBV) and Child abuse divisional multi disciplinary team

(MDT) meeting

Students will be posted with MOH. Initially tutor will discuss the issues related to GBV and

child abuse and various stakeholders who are working in GBV and child abuse at MOH and

divisional secretary level. Then they will attend the MDT meeting at divisional secretary

office and observe the case discussion. Each student should follow up acaseand write a

report. All the learning activities will be included in the portfolio

Outcomes:


• describe the health services available for Gender Based Violence (GBV) and

Child abuse in Sri Lanka

• Discuss the roles of the community health staffs in prevention of GBV and

child abuse.

• Discuss the roles of the other community workers in the prevention of GBV

and child abuse

• Identify the common risk factors for the prevention of GBV and child abuse

• Describe the referral pathway to handle the cases related to GBV and child

abuse.

• List records and other instruments needed for the prevention of GBV and child

abuse

• Describe the role of various community organizations for the prevention of the

GBV and child abuse

Gender based violence

http://assets.wusc.ca/Website/Programs/WDP/backgroundPaper.pdf

http://www.kln.ac.lk/units/cgs/pdf/Domestic_Violence_National_Action_Plan.pdf

http://www.searo.who.int/entity/gender/data/sri_lanka.pdf

Child protection

http://www.childprotection.gov.lk/documents/National%20Child%20Protection%20Policy%20-

%20final%20-%202013.10.4.pdf


1.16 Occupational health


components of the occupational health of Sri Lanka. Then students will be divided into

groups. Groups will visit to small scale work place and observe the activities of the PHI in

different components of the occupational health. Student will maintain the learning log to list

and reflect the activities. Finally students should involve in reflective writing. All the learning

activities will be included in the portfolio.

Outcomes:

The students should be able to:

• conducting a small industry visit in order to determine the occupational health hazards

relevant

• preventive measures that should be adopted

• list the Welfare measures that are available

• describe the interaction between the management and the workers its effects

1.17 EPI programme &AEFI surveillance

Students will be worked in a group to discuss and develop a presentation in EPI programme

and AEFI surveillance. The resource person will brief the students for 45 minutes on the

objectives of each learning experience. Thereafter, case scenarios will be given to the

students under the following topics.

• Objectives of EPI programme

• Current updates in EPI programme

• Coverage and immunity of EPI programme

• AEFI and EPI programmes

OC]Occupational Health - Ministry of Health, Nutrition .... Food Control Administration weblink front page

www.health.gov.lk/en/FOODWEB/index.html

EPI program and AEFI surveillance http://www.epid.gov.lk/web/attachments/article/141/FinalCYMP.2012-2014.(Dec).pdf

http://www.epid.gov.lk/web/images/stories/Immunization_Guide_2012.pdf

http://www.epid.gov.lk/web/attachments/article/141/CONTRAINDICATIONS_AND_PRECAUTIONARY_CONDITIONS

_FOR_VACCINATI.pdf

http://www.epid.gov.lk/web/index.php?option=com_content&view=article&id=139&Itemid=440&lang=en


1.18 Outbreak investigation


components of the outbreak investigation. Then students will be divided into groups. Groups

will visit to relevant places where infectious cases reported in the particular month and

observe/ discuss the activity/activities carried out by the PHI. Student will maintain the



Outcomes:


• describe the important steps of the outbreak investigation.

• discuss the roles of the community health staffs in prevention of outbreak

investigation

• discuss the roles of the other health workers in the outbreak investigation

1.19 Community empowerment (working with mothers club)

Students will be posted with PHM. Initially tutor will discuss the objectives, importance and

components of the community empowerment for the preventive health activities. Then

students will be divided into groups. Groups will meet the mother’s club members and

discuss with them about their activities and community empowerment activities to improve

the health status of the community. Student will maintain the learning log to list and reflect

the activities. Finally students should involve in reflective writing. All the learning activities

will be included in the portfolio.

Outcomes:

At the end of the community empowerment activity students should be able to:

• describe any health and social problems in the community

• carry out community empowerment activities

• understand the socio cultural issues and their influence on disease prevention

• describe the issues to mobilize the community

• describe the strengths and weaknesses of the mothers club

1. Dengue update - Sri Lanka Epidemiological Unit 2. [DOC]Leptospirosis Prevention & Control

www.health.gov.lk/.../1-4-2-j-1(2)%20CD%20Control-Leptospirosis%20...

3. [DOC]1.4.2.d.4 Viral Hepatitis Prevention & Control o google serch o


the Ministry of Health

www.health.gov.lk/en/

Circulars - Ministry of Health, Nutrition Development

English - Ministry of Health, Nutrition Development


2. Health system and care Institutions in the community (9 days)

2.1. Office of RDHS Jaffna

Students will be posted with Regional Director of Health Services (RDHS) Jaffna.

Initially tutor will discuss the health system of Sri Lanka. Then students will be divided

into groups. Groups will go to various section of the RDHS office and observe the

activities. Student will maintain the learning log to list and reflect the activities. Finally

students should involve in reflective writing. All the learning activities will be included in

the portfolio.

Outcomes:


• describe the health system of Sri Lanka

• describe the role of Provincial and regional health system

• discuss the SWOT of decentralization of health services

• describe the 5S management principles

• describe the staffs working and activities of the RDHS .

2.2. Health information system (HIS)

Students will be posted with medical statistics unit Teaching Hospital Jaffna and MOH

Nallur. Initially tutor will discuss the health information system of Sri Lanka. Then

students will be divided into groups. One group will go to the statistics unit TH Jaffna and

second group will go to MOH office Nallur. Groups will critically evaluate the

effectiveness of the existing HIS and compare the HIS in different settings in the world.

Students will be requested to do the presentation about their activities. Student will also

maintain the learning log to list and reflect the activities. Finally students should involve

in reflective writing. All the learning activities will be included in the portfolio.

Regional Director of Health Services (RDHS)

www.health.gov.lk/en/index.php?option=com_content&view... Office of Regional Director of Health Services Matarawww.health.gov.lk/en/index.php?option...office...health...

Provincial Director of Health Services (PDHS)


Outcomes:


• describe the HIS of Sri Lanka

• describe the role of medical officer to maintain the efficient HIS

• discuss the SWOT of existing HIS

• evaluate need for electronic HIS

• list resources needed for the electronic HIS

2.3. Infection control and waste management

Students will be posted with infection control nursing officer at Teaching Hospital

Jaffna. Initially tutor will discuss the infection control activities carried out in an

institution and the hospital waste management. Then students will be divided into

groups and visit the wards, theatre, sterilizing unit and hospital waste management

unit. Student will discuss the present status and the short comings compare to the

national guide line produced by the Quality and Safety unit of Ministry of Health.

Student will also maintain the learning log to list and reflect the activities. Finally

students should involve in reflective writing. All the learning activities will be

included in the portfolio.

Outcomes:


• list the activities that are done by the infection control nurses.

• describe the facilities available for the infection control.

• understand and discuss the short comings of the infection control activity

• describe the waste disposal method followed for different wastages

• identify the short comings

• suggest the measures could be adopted to overcome the shortcomings

Infection control and waste management

http://www.203.94.76.60/health/eng/publications/Healthcare%20waste%20management-Draft.pdf

http://203.94.76.60/QSHI/Guidelines_No1.pdf


2.4. Administration set up

Students will be posted with Director of Teaching Hospital Jaffna. Initially director will

discuss the administrative setup of an institution. Then students will be divided into groups.

Groups will go and discuss the administrative and financial role with the accountant and

administrative officer at the hospital. Students also will be introduced the Sri Lanka

establishment code and financial regulations. Students will be requested to do the

presentation on the information which they gather during the visit. Student will also maintain

the learning log to list and reflect the activities. Finally students should involve in reflective


Outcomes:


• describe the administrative setup in big hospital

• list the duties and responsibilities of the Director

• describe the linkage with other health institution regarding patients care

• list the duties and responsibilities of Administrative Officer

• list the registers & inventories maintained at Administrative Officer’ s office

and discuss their usefulness

• Describe the procedure involves in ordering, issuing of equipments,

consumable etc.

• list the duties and responsibilities of Accounting Officer

• list the registers & inventories maintained at office of the Accountant and

discuss their usefulness

• discuss the financial regulations carried out by the Office the Accountant

2.5. Managing drugs and equipments

Students will be posted with Chief pharmacist and in charge nursing officer of Teaching

Hospital Jaffna. Initially chief pharmacist will discuss the need assessment, ordering and

getting drugs and equipment from the Medical Supplies Division, storage and distribution of

drugs within the institution. Then students will visit to the drug stores and observe the

facility, and then students will go to a ward where ward in charge nursing officer will explain


how the drugs are odered and maintained at ward level. Students will learn about the drug

regulation in the country. Students will be requested to do the presentation on the information

which they gather during the visit. Student will also maintain the learning log to list and

reflect the activities. Finally students should involve in reflective writing. All the learning


Outcomes:


• list the duties and responsibilities of the Chief Pharmacist and ward in charge

sister

• list the registers and inventories maintained by Chief Pharmacist and discuss their

usefulness

• list the duties and responsibilities ward in charge sister in order to maintain the

registers and inventories

• describe the procedures of ordering, issuing and balancing of drug and other items

by chief pharmacist and ward in charge sister

• describe the maintenance procedure of surgical, cold room, drugs etc.

• discuss the supportive role of medical officers to make available the necessary

drugs and other items at ward and institutional level

2.6. Public health review meeting

Students will be posted with RDHS. Initially tutor will discuss the objectives and

importance of the public health review meeting. Students will observe the activities

carried out during the meeting. Student will maintain the learning log to list and

reflect the activities. Finally students should involve in reflective writing. All the

learning activities will be included in the portfolio.

Outcomes:


• describe the objective of the meeting

• List the major public health issues discussed in then meeting

• describe the concept of team work

• describe how monitoring and evaluation of services done at divisional level

Managing drugs and equipments http://apps.who.int/medicinedocs/documents/s16724e/s16724e.pdf

http://www.cdda.gov.lk/images/stories/new/pdf/EML_2009.pdf


• understand the important of routine reporting

• explain the usefulness of the proper reporting

• describe utilization of routine reporting

2.7. Surveillance System

Students will be posted with Regional Epidemiologist. Initially tutor will discuss the

objectives and importance of the different surveillance methods and strategies to control

major diseases in the country. Students will also learn and discuss the notification system

in Sri Lnaka. Students in small groups will be attached to the paediatric or medical wards

in which they should identify a child/adult who had been admitted to the ward with a

notifiable disease for more than a week from Nallur MOH area. They are expected to

follow up the notification procedures in the hospital and in the patient’s PHI area and

prepare a report for presentation. Student will maintain the learning log to list and reflect

the activities. Finally students should involve in reflective writing. All the learning


Outcomes


• describe the different surveillance methods used to control the different types of

diseases in Sri Lanka.

• describe the usefulness and importance of the surveillance

• understand the role of the medical officers

• list the notifiable diseases in Sri Lanka

• properly fill a notification form

• describe the procedure of the surveillance system in the hospital and in the field

Surveillance system

http://www.epid.gov.lk/web/image/pdf/Publications/surveillance_book.pdf

http://lirneasia.net/wp-content/uploads/2008/08/ginige-disease-surveillance-chennai.pdf


2.8 Malaria control activity

Students will be posted with Regional Medical Officer of Anti-Malaria Campaign (AMC)

Jaffna at RDHS level. Initially tutor will discuss the objectives, importance and

stakeholders of the AMC. Then students will go to the field with malaria field officer

from AMC and observe the activities carried out by them. Student will maintain the



Outcomes:


• describe the objectives and activities of the AMC

• describe the pattern of malaria in Sri Lanka and Jaffna.

• describe the parasite and vectors with special reference to the common one

found in Sri Lanka

• list control methods that are carried out in the Jaffna district at MOH level

• describe the control methods carried out in the Jaffna District at MOH level

• describe the prophylactic & curative chemotherapy with reference to adult,

Children & pregnant Mothers

• describe the different surveillance mechanisms used to eliminate the malaria

from Sri Lanka

• describe the role of entomologist and entomological assistant in the control of

malaria

2.9 TB control activity

Students will be posted with DTCO at MOH level. Initially tutor will discuss the

objectives, importance and stakeholders of the TB control activity. Then students will go

to the field with DTCO or TB PHI and observe the activities carried out by them. Student

will maintain the learning log to list and reflect the activities. Finally students should


Malaria control activity

http://www.malariacampaign.gov.lk/precentation/Home.aspx


Outcomes:


• describe the organization of the NPTCCD (National Programme for

Tuberculosis and chest diseases

• describe the functions of the NPTCCD.

• describe the prevalence of TB in Jaffna & Sri Lanka

• describe the control measures carried out and their effectiveness and failures

• describe the drug schedule for different types of TB and the side effects

• describe the role of PHI in prevention of TB

• describe the WHO – stop TB Strategy.

• evaluate the DOTS programme in the community

TB control activity

http://www.health.gov.lk/en/TBWeb/index.htm

http://apps.who.int/tb/strategy/en/whqlibdoc.who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf


3 Care of persons with special needs (10 days)

3.1 Nuffield School for Deaf & Blind

Students will be posted with Director of the Nuffield School for deaf and blind. Initially

tutor will discuss the organizational structure, facilities and activities of the school. Then

students will be divided into groups and work with the children and teacher. They also

observe the facilities available at the school and critically discuss the health related issues.

Students will be requested to prepare a report and also will maintain the learning log to

list and reflect the activities. Finally students should involve in reflective writing. All the


Outcomes:


• describe the organizational structure, facilities and activities at Nuffield School.

• list the criteria for admission.

• list categories of handicapped.

• list the tools that are used to assess the needs of the students.

• describe the – causes, types and effects of deafness.

• describe the - causes, types and effects of blindness.

• list the instruments and aids available for detection and correction of deafness and

describe their usefulness.

• list the instruments and aids available for detection and correction of blindness and

describe their usefulness.

• describe how the deaf and the blind are taught to communicate and to learn special

skills.

1. The Ceylon School for the deaf and blind

csdeafblind.lk/

2. School News - The Ceylon School for the deaf and blind

csdeafblind.lk/school_news.php?id=34

o 3. The Nuffield School for the Deaf and Blind, Kaithady, Jaffna ...

hearinguk.org/2013/the-nuffield-school-for-the-deaf-and-blind/

4. Nuffield School for the Deaf and Blind - CBM International

www.cbm.org/.../Nuffield-School-for-the-Deaf-and-Blind-291221.php

o 5. The Ceylon School for the Blind turns 100 - Sunday Observer

www.sundayobserver.lk/2012/06/17/spe21.asp

o o


3.2 Home for elders

Students will be posted with Director of home for elders Kaithady. Initially tutor will

discuss the organizational structure, facilities and activities of the home. Then

students will be divided into groups and work with the elders and care takers.

Students will carry out the interviews with elders and care givers. They also will

observe the facilities available at the home and critically discuss the health and social

related issues. Students will be requested to prepare a report and also will maintain the

learning log to list and reflect the activities. Finally students should involve in

reflective writing. All the learning activities will be included in the portfolio.

Outcome:


• discuss the neediness of the different types of elderly care system

• state the services provided by the state for the elders in Sri Lanka.

• state the criteria for admission to state institution with special reference to

Kaithady

• list the sources of funding and cost of maintaining the home for elders

• describe the administrative set-up of the home for elders

• Describe the health and other problems associated with aging and how they

are solved.

• Describe the facilities and tools to assess the health, social and emotional

needs of the institutionalized elders.

• Challenges encountered by the elders, workers and managers to provide good

services.

Jaffna Kaithady elders home visit (5) | Flickr - Photo

Sharing!https://www.flickr.com/photos/npgallery/8849948522 Opening ceremony of

new ward complex at Kaithady Elders ... www.np.gov.lk/index.php?option...kaithady-

elders-home... Elder's and Children's Homes in Kaithady, Jaffna | Dialus.lk

dialus.lk/list/Jaffna/Kaithady/elder-s-and-children-s-homes/C_1006Elderly man was

shocked at Elders home. - Uthayan onlineuthayan.com/english-

news/articles/a4l1s2e1g1Happy reunion at Kaithady Home for the Aged - DailyNews

...archives.dailynews.lk/2012/10/16/news37.asp kaithady elders home | Voice of Jaffna

...www.jaffnavoice.com/tag/kaithady-elders-home/kaithady elders home - Tamil

Cinemawww.tamilcnnlk.com/archives/.../kaithady-elders-hom... NP Chief Minister at

Kaithady Elders' Home - Om Lankaom/CV-120414.htmlKaithady - Wikipedia, the free

encyclopedia

1 2 3 4 5 6 7 8 9 10 Next


3.3 Jaffna Jaipur Centre for Disability Rehabilitation

Students will be posted with Director of Jaffna Jaipur Centre for Disability Rehabilitation.

Initially tutor will discuss the organizational structure, facilities and activities of the

centre. Then students will be divided into groups and work with the clients and workers.

Students will carry out the interviews with clients and workers. They also will observe the

activities carried out in the centre. Students will be requested to prepare a report and also

will maintain the learning log to list and reflect the activities. Finally students should


Outcomes:


• Describe the history of JJCDR

• Describe the organization of the workshop

• Describe the services provided by the organization

o Fitting prosthetics and orthotic devices

o Supplying mobility and supportive devices (describe the different types of

devices )

o Physiotherapy services

o The outreach programme

o Giving loans and grants to the needy beneficiaries

o Counseling

o Monthly orthopaedic clinics conducted by VOS, Teaching Hospital, Jaffna

• List the causes for amputation and the levels of amputation

• Pre prosthetic management

• Describe the steps in the fitting of an artificial limb

• Management after fitting of prosthesis

• Complications that can occur after fitting of prosthesis

• Advantages and disadvantages of Jaipur limb compared to polypropylene

• Economic rehabilitation of patients after fitting the prosthesis

Search Results 1. JAFFNA JAIPUR CENTRE FOR DISABILITY ...

www.jjcdr.com/This site may be hacked.

2. JAFFNA JAIPUR CENTRE FOR DISABILITY ... - jjcdr

www.jjcdr.com/?page_id=9JAFFNA JAIPUR CENTRE FOR DISABILITY ... - jjcdr

www.jjcdr.com/?page_id=2


3.4 Sivapoomi/Home for mentally Handicapped (ARK)

Students will be posted with Director of the Sivapoomi/ARK. Initially tutor will discuss

the organizational structure, facilities and activities of the home. Then students will be

divided into groups and work with the children and teachers. Students will carry out the

interviews with teachers and observe the behavior of the children. They also will observe

the facilities available at the school and critically discuss the health and social related

issues. Students will be requested to prepare a report and also will maintain the learning

log to list and reflect the activities. Finally students should involve in reflective writing.

All the learning activities will be included in the portfolio.

Outcomes:


• describe the history of the institution

• list the services offered at the institution

• list criteria for admission

• describe the referral system

• list the activities carried out at the institution

• list the steps in training of mentally handicapped

• identity the common type of mental Sub normality managed at the institution

• describe the cost of services and sources of funding of the institution

SIVAPOOMIsivapoomi.blogspot.com/2013/10/blog-

post.htmlEmail [email protected], [email protected] kondavil sivapoomi School for Children with Special ...www.tamilcnnlk.com/.../jaffna-kondavil-sivapoomi-sc...Translate this

page ...Sivapoomi School - Welcome to www.jaffnaonline.info ..www.jaffnaonline.info/listing/Sivapoomi_School-48.html Needs. Contact: Phone: 0212227938. Fax: Mobile: ...Show Ad - Sivapoomi School - Kondavil - Kondavil East ...www.ejaffna.lk/yellowpages/directory/show-ad/?id=421/ Sivapoomi School For Children With Special Needs ...Jaffna kondavil sivapoomi School for Children ... - YouTubewww.youtube.com/watch?v=cQAIvA_tRlASivapoomi Elders Home in Jaffna - YouTubewww.youtube.com/watch?v=ptDNmrjXu6QKondavil.net - ebstatsdomainwebstatsdomain.org/tags/kondavil/ Featured News - The Islandwww.island.lk/index.php?page_cat=article-details&page...code...


3.5 AROD

Students will be posted with Director of the AROD Jaffna. Initially tutor will discuss the

organizational structure, facilities and activities of the organization. Then students will be

divided into groups and work with the trainees and trainers. Students will carry out the

interviews with trainees and trainers. They also will observe the facilities available at the

school and critically discuss the health and social related issues. Students will be

requested to prepare a report and also will maintain the learning log to list and reflect the

activities. Finally students should involve in reflective writing. All the learning activities

will be included in the portfolio.

Outcomes:


• describe the history of the organization

• describe the composition and services offered by the organization

• describe the activities carried out by the organization in the \premises and in the

Community

• list the assistance provided by the organization

• describe the funding and staffing of the organization

• discuss the neediness of the organization

3.6 CANE

Students will be posted with Director of the CANE. Initially tutor will discuss the

organizational structure, facilities and activities of the hospice. Then students will be

divided into groups and work with the patients and service providers. Students will

carry out the interviews with patients and service providers. Students also will

observe the facilities available at the CANE and critically discuss the health and

social related issues. Students will be requested to prepare a report and also will

About Arod

www.arod.org.lk/index.php?view=aboutus Contact us - About Arod

arod.org.lk/index.php?view=contactus Civil Society Search in Sri Lankalankango.org/detail-1-495.html

AROD. No. 100, Adiyapatham Road, Kokuvil East, Kokuvil No. 47/2, Thirunaveli.

[email protected]. Contact Person ... Jaffna District Secretariat - Registered organizations


maintain the learning log to list and reflect the activities. Finally students should

involve in reflective writing. All the learning activities will be included in the

portfolio.

Outcomes:


• discuss the neediness of the organization to provide good health care

• describe the history and the structure of the organization

• describe the services provided by the organization

• list the criteria and process of admission to the hospice

• describe the activities carried out by the organization, in the hospice and in the

field

• discuss its future plans for improving its services

3.7 Visit to VROAD & Vaikarai Vavuniya / Ragama Rehabilitation Centre **

Search Results 1. cane | website

caneuk.org/ cane | website - caneuk.orgcaneuk.org/aboutcane. [PDF]Cancer Aid for North/East Sri Lanka - caneuk.org [PDF]Cancer Aid for North/East (Sri Lanka) - caneuk.orgwww.caneuk.org/public_html/.../CANEcane | website template - caneuk.orgcaneuk.org/The%20Future.htmlcane | website - caneuk.orgcaneuk.org/batticaloa.htmlCancer Aid North/East Sri Lanka -CANE - About | Facebookhttps://www.facebook.com/CancerAidNorthEastSriLanka.CANE/infoThe Canes Boutique Hotel, Colombo, Sri Lanka - Booking.comSugar Cane International - Uk Magazine Subscription | SRI ...www.acclaimsubscriptions.com/sri-lanka/.../sugar-cane-international-uk.ph...


3.8 Community based Elderly care

Students will be posted with Director of Co-operative hospital Moolai and Sivapoomi

elders home. Initially tutors will discuss the organizational structure, facilities and

activities of the community based elders care. Then students will be divided into groups

and work with the elders and service providers. Students will carry out the interviews

with elders and service providers. Students also will observe the facilities available at

the institutions and critically discuss the health and social related issues. Students will

be requested to prepare a report and also will maintain the learning log to list and reflect

the activities. Finally students should involve in reflective writing. All the learning


Outcomes:


• discuss the neediness of the organization to provide good health care for elders

• describe the structure and organizational set up of the organization


• list the criteria and process of admission to the institutions

• describe the activities carried out by the organization, in the institution and the

community


3.9 Mental health services in the community

Students will be posted with Director Shanthiham. Initially tutor will discuss the

organizational structure, facilities and activities of the organization. Then students will be

divided into groups and work with the service providers. Students will carry out the

interviews with patients and service providers. Students also will observe the facilities

available at the organization and critically discuss the psychosocial related issues.


1. Siva Poomi Elders Home, Jaffna - The Manitha Neyam Trust

manithaneyam.org/siva-poomi-elders-home-jaffna-50-elders/manithaneyam.org/newsletter-

november-2013/Chundikuli Girls' College, Jaffna OGA | Facebook

https://www.facebook.com/pages/Chundikuli-Girls.../379094948852358 [PDF]Child Right Promotion Officers in Jaffna District - Consortium www.econsortium.info/Psychosocial_Forum_District_Data.../Jaffna.pdf




Outcomes:


• discuss the neediness of the organization to provide good health care

• describe the history and the structure of the organization


• describe the activities carried out by the organization, in the institutions and in the

field


3.10 Skill Lab

Students will be posted to the skill lab. Initially tutor will teach the clinical skills with the

help of models. Then students will be divided into groups and practice with the models.




Outcomes:

At the completion of the activity the student should be able to

Demonstrate and carry out following clinical skills

• Measurement of blood pressure according to the NICE guide line

• Calculation of BMI and its interpretation

• Familiarize with the WHO/HIS risk predication chart

• Visualization of cervix and interpreting the finding

• Collection of Pap Smear , interpreting the result of Pap smear result

• Clinical breast examination interpreting the finding

Shanthiham ( Association for Health and Counseling)

www.econsortium.info/.../Shanthiham%20(%20Association%20for%20H.. Shanthiham: Association for Health and Councelling ...www.insightonconflict.org › ... › Sri Lanka: Peacebuilding Organisations

Shanthiham | shanthiham.lkshanthiham.lk/ Organizational Profile | Shanthiham


Attendance, Attitude and Application (15%)

Attendance

Student attendance will be recorded.

Attitude and application

• Students are expected to do any recommended preparation and contribute to group

discussions and activities on each placement day

• Students that have attended fully and contributed in an exceptional way over the course will

be awarded a merit grade.

Merit Pass Referred

Attendance Full Attendance or

<2 sessions

missed with

satisfactory

explanations

3 or fewer sessions

missed

>3 sessions missed.

Please refer these

students

to the head of the

department

Attitude and

Application

Punctual, preparatory

work done,

contributes in an

exceptional way

to group activities

and discussion

Good timekeeping,

some

preparatory work

done,

contributes to group

activity and

discussion

Poor timekeeping,

inadequate

preparatory

work, poor

contribution in

group activities and

discussions.

Professionalism Assessment (15%)

As part of their final assessment of the attachment students will be assessed for their

Pofessionalism. Students will be given formative feedback on theirprofessionalism when they

are reviewed by the tutor. Enough opportunities will be provided them to modify their

behaviour before go for the summative assessment.


Professionalism Assessment Form:

Feedback will be given to every student about their professionalism during their placement

and upon completion of this form.

The student should make any responses on the reverse of this form.

Student Name: Satisfactory Cause for

Concern

Unsatisfactory Unable to

observe

1 Honesty and integrity: Always

honest with patients, peers,

staff

and in professional work

(presentations,

documentation,

communication)

2 Reliability and responsibility:

Reliable and conscientious.

Punctual. Completes assigned

tasks. Accepts responsibility

for errors.

3 Respect for patients:

Consistently demonstrates

respect for

patients’ autonomy and

dignity. Maintains

confidentiality at all

times. Always appropriately

dressed for clinical setting.

4 Respect for others: Shows

respect for patients’ relatives,

other

health care team professionals

and members of staff.


5 Attendance and approach to

learning: Full attendance,

participation and seminars and

other learning opportunities.

6 Compassion and empathy:

Listens attentively and

responds

humanely to patients’ and

relatives’ concerns.

7 Communication and

collaboration: Works

cooperatively and

communicates effectively

with patients and health care

team

members.

8 Self-awareness and

knowledge of limits:

Recognises need for

guidance and supervision,

aware of appropriate

professional

boundaries. Personal beliefs

do not prejudice approach to

patients.

9 Altruism and advocacy:

Adheres to best interests of

patients.

10 Health: Does not allow his/her

health or condition to put

patients

and others at risk.

OVERALL ASSESSMENT


Learning Log (45%)

The learning log is made up of two elements: the students’ reflections on an activity / event

or patient they have met and their self-assessment on meeting the learning objectives for the

day. Both should be completed for each day. It is a tool that the students use to record and

reflect on their learning and their professional development through the attachment. There are

two components to the learning log: reflections on their activities and self-assessment of their

meeting of the learning objectives:

Reflective writing

• Students should complete a reflective piece of writing of about 300 words after each themed

day. It should be word-processed before being added to their learning log. The issue for

reflection should be discussed in the debriefing tutorial.

Self-assessment of achievement of learning objectives

• At the end of each day the students should write a brief summary of how they have covered

each learning objective. If learning objectives have not been covered students should explain

when and how it will be covered – either through some independently study or covering the

objective on another placement day. They should write about 50-100 words against each

objective. They may wish to refer to notes they have made elsewhere or to material they have

read but they do not need to transcribe material.

Assessment of the Learning Log

• The learning log will be assessed formatively in every weekend.

Students will be given guidance and feedback on their performance to date. Students

appreciate an early formative review of their reflective writing as many have said they are

concerned as to whether they have done it properly. When giving formative feedback, the

emphasis will be given on determining whether a student’s performance is satisfactory and

identifying ways in which they could improve rather than on grading their work. If a

student’s work is not satisfactory and they need more support. Final day the learning log will

be graded and the grade discussed with the student. Personalised mark sheets for the students

will be kept for the final assessment.


Merit Pass Referred

Learning

objectives

Each learning

objective

addressed, evidence

of

consideration of own

learning

needs, strategy to

meet learning

needs where

necessary

Most learning

objectives

addressed, limited

evaluation of own

learning

needs, weak strategy

to

meet identified

learning

needs

Some learning

objectives

not addressed, no

evidence

of ability to assess

own

learning needs,

inadequate

strategies to meet

learning

needs

Reflective Writing Demonstrates ability

to reflect on

experiences and

issues, to be

self-reflective and to

extrapolate

these reflections to

future

practice

Demonstrates ability

to

reflect on impact of

experience on self or

to

reflect on issues.

Description of

experiences

only, no analysis of

experience or of

impact on

self

Health Education (30%)

Students (in pairs) should carry out health education activity on a health-promotion theme

and deliver a 5-10 minute presentation to the tutors, and other students and any other

members of the department available. The topic will be decided in consultation with the

tutors, but should be on a health promotion theme they have observed during their placement.

Students should be prepared to answer questions. Tutors will give feedback and grade the

presentation.


Merit Pass Referred

Score 7-10 for each

category if:

Score 4 -6 for each

category if:

Score 1-3 for each

category if:

Content Theme explored

thoroughly and

logically and relevant

to the

students’ own

experiences and

the needs of the

patient/client

groups they have

met. Literature

referenced.

Theme is explored in

a logical

manner with

reference to the

students’ own

experiences.

Theme is explored in

a

haphazard manner;

reference

to the students’ own

experience is

muddled. No

reference to the

literature.

Verbal

presentation

skills

Students present their

work in a

very clear,

understandable and

interesting fashion.

They show

great enthusiasm for

the subject

and engage with their

audience

fully.

Students present their

work in a

clear, understandable

and interesting

fashion. They show

enthusiasm for the

subject and

are able to engage

with their audience.

Students’ ability to

present

work clearly is less

developed

and their interest in

their subject is

superficial. Their

enthusiasm and level

of

engagement with the

audience

is limited.

Teaching aid Visually very

interesting,

excellently laid out,

contains a

balance of different

written,

pictorial and

Visually interesting,

reasonably

laid out, contains a

balance of

different written,

pictorial and

diagrammatical

Not very interesting,

is not very

well laid out and

lacks balance

between written,

pictorial and

diagrammatical


diagrammatical

images and leads to

an

increased

understanding and

engagement with the

subjectunder

consideration.

images and leads to

understanding and

engagement with the

subject under

consideration.

images. It

does little to enhance

understanding and

engagement with the

subject under

consideration.

A paper with Structured Essay Questions (SEQ) (60 marks)

Students are expected answer questionnaire with twenty structured essay questions which are

related to the learning outcomes of the community attachment during the fourth year period.

Portfolio Assessment (30 marks)

There will be a viva in portfolio by the end of the community attachment. Students will be

assessed on the basis of portfolio and the achievement of their learning needs.

Guidance on Reflection

‘Medical education has concentrating on the assimilation of vast amounts of knowledge and

on clinical apprenticeship as the ‘hallmark’ of good training, and has undervalued reflection

in learning. Today, Graduates are expected to be lifelong learners. Students should be able to

setup their own learning needs. To achieve this, a more reflective approach is called for’ (Pee

et al, 2000).It is important that students develop a habit of assessing their own learning needs,

developing strategies to meet them and reflecting on their own learning and personal

development.

‘Reflection - the conscious weighing and integrating of views from different perspectives – is

a necessary prerequisite for the development of a balanced professional identity … acquiring

knowledge and practical skills alone are not enough to become a medical professional.

Reflecting on education and clinical experiences in medical practice, including one ‘sown

behaviour becomes crucial’ (Boenink et al, 2004).

Reflective Practice

Introduced as a concept for many professions in the1980s

Reflective practice means that we learn by thinking about things that have happened to us and

seeing them in a different way.


There are three components

• Experiences – that happen to a person

• Reflective process – that enables a person to learn from their experience

• Action – resulting from the new perspective taken as a result of the reflection

Reflection as a learning activity comes from educational theory; Kolb (1984) describes a

cycle of stages that are gone though in learning from experience:

Observation

Helping students to reflect:

Consider what you did on your placement visit today…did anything that happened during the

day surprise you? Has anything that happened during the day contradicted or challenged your

ideas or expectations? Have your views changed? For

If you met a patient:

How did the patient’s life experiences differ from your own?

Did you feel able to empathise with the patient?

If you were shadowing a health care professional:

Did anything about the person’s role surprise you? Do you think the roles of all members of

the MDT are valued? How do you feel about team working with other professionals?

Your knowledge:

Have you identified gaps in your knowledge or skills?

Reflection

Observation

Concept Development

and Theorising

Action


How might you go about addressing these?

Or you might like to use one of the following frame works to reflect on your experience:

A Learning Experience (Pee et al, 2002)

Briefly describe what happened.

• Describe your feelings at the time this happened.

• Why do you consider this experience to be worthy of reflection?

• What strengths in your clinical practice did this experience demonstrate?

• What learning needs did this experience reveal toyou?

Cue questions:

1. Description of the experience

• Phenomenon - -describe the here and nowexperience

• Causal - what essential factors contributed to this experience?

• Context – what are the significant background factors to this experience?

• Clarifying – what are the key processes (for reflection)in this experience?

2. Reflection

• What was I trying to achieve?

• Why did I intervene as I did?

• What were the consequences of my actions for:

• Myself?

• The patient/family

• The people I work with?

• How did I feel about this experience when it washappening?

• How did the patient feel about it?

• How do I know how the patient felt about it?

3. Influencing factors

• What internal factors influenced my decision making?

• What external factors influenced my decisionmaking?

• What sources of knowledge did/should haveinfluenced my decision making?

3. Could I have dealt with the situation better?

• What choices did I have?


• What would be the consequences of these choices?

4. Learning

• How do I feel now about this experience?

• How have I made sense of this experience in light ofpast experiences and future practice?

• How has this experience changed my ways ofknowing

• Empirics

• Aesthetics

• Ethics

• Personal

Reflective Sheet

• Learning Objectives

Feelings about the Interview

Things I learnt about the patient’s experience, needs and expectations

Skills I developed in communicating with a patient at home

Things I learnt about myself (e.g. my reactions, attitudes)

References

Pee B, Woodman T, Fry H and Davenport E. (2002), Appraising and assessing reflection in

students’ writingon a structured worksheet. Medical Education, 36,575 – 585

community stream community medicine clinical attachment ... · community and family medicine ......

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