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Medic 7

The Community Medicine & Public Health input in the medical curriculum begins from the first year until the final year.

 

Jump to Course/Curriculum/Objectives: [Year 1] [Year 2] [Year 3] [Year 4] [Year 5 ]

 

Year 1:

The students should be able to:

  • Describe what is meant by health, illness and sickness.
  • Explain the influence of social-culture aspect on the individual perception of health and illness.
  • Describe the health care system in Malaysia including alternative medicine.
  • Describe the theories of disease causation.
  • Explain the Natural History of disease process
  • Discuss the concept of disease prevention
  • Define epidemiology and describes its role in public health
  • Define and differentiate between incidence and prevalence
  • Calculate and interpret data on incidence & prevalence
  • Explain what is meant by epidemic, endemic and pandemic
  • Describe how to identify and investigate epidemic
  • Describe the main health and social indicators used
  • Explain factors that may influence population changes and demographic transition
  • Discuss the importance of statistics in medicine and health care system
  • Calculate the central tendency measures
  • Explain the characteristics of normal distribution
  • Explain the meaning of accuracy, precision and bias
  • Identify the causes of measurement bias
  • Suggest different ways of reducing bias
  • Present and interpret data scientifically
  • Explain the meaning of association, statistical significance, significant difference, correlation, and Null Hypothesis
  • Calculate and interpret the significancy level of the association between variables using Chi-squared test, t-test and ANOVA.
  • Describe what is meant by family health, community health and public health
  • Describe various structure and function of the family members
  • Explain the structure, organization and function of a community
  • Describe socialization and company development
  • Discuss socio-culture factors and other environmental factors in the company that may influence illness behaviour and compliance towards treatment
  • Discuss how community development affect changes in the lifestyles and epidemiologic transition of disease pattern

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Year 2:

The students should be able:

  • Describe the epidemiological aspects of diseases (goitre, diabetes mellitus, occupational lung diseases, cardiovascular diseases, common injuries in the community, carcinoma of cervix, infertility, NPC)
  • Describe the epidemiological and preventive aspects of addiction
  • Explain the causes of drug, alcohol and tobacco addiction problems
  • Describe the epidemiological and preventive aspects of malnutrition
  • Discuss the concept of family planning and family development
  • Discuss the possible causes and the preventive aspects of family problems, violence and abuses
  • Describe health promotion aspects for prevention of chronic disease

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Year 3:

The students should be able to:

  • Identify the relevant psychosocial aspects of diseases in history taking
  • Demonstrate relevant, effective communication skills when talking to the patient, patient’s family and other medical staff
  • Identify verbal and non-verbal behaviour when communicating with the patients, their family and the medical staff
  • Demonstrate effective active listening skills
  • Describe the natural history of diseases
  • Be conscious and sensitive towards religious, cultural, traditional and moral values
  • Work with mutual respect regarding views and communicating behaviours when talking, and collaborating with colleagues.
  • Describe the clinical epidemiological principles in the discussion of diseases’ aetiology, distribution, prognosis, treatment and prevention.

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Year 4:

In Year 4, the Community & Public Health involve in two postings, Community Medicine & Public Health Posting and District Hospital Posting. For both posting the students should be able to:

  • Demonstrate skills in scientific inquiry and critical thinking in the process of compilation, analysis and utilization of health data collected in rural areas for the purposes of identification and prioritization of community health problems.
  • Plan, implement and evaluate health promotion programmes.
  • Write a research report using a thesis format.
  • Function as effective and efficient leaders and team members in a community-oriented learning environment.
  • Elicit proper, comprehensive family histories.
  • Discuss family lifestyle and their nutritional and environmental aspects that may influence the natural history of illness suffered by family members.
  • Identify and discuss the structure, organization, culture, and development and diffusion of innovations in a community.

In the Community Medicine & Public Health Posting, the students should be able to:

  • Elicit proper social histories from patients in terms of their life-styles, nutrition and environmental aspects that may influence the onset of a specific disease.
  • Determine the social factors witch may influence the prognosis of specific diseases.
  • Determine factors that may influence the health of the individuals in their working environment.
  • Describe the measures that can be use to prevent health problems in Malaysia.
  • Explain the objective and principles of the common Medical and Health Regulations and Acts in Malaysia.
  • Collect and use the data obtained for the proper management of the health problems and for scientific writing.
  • Explain the objectives, activities, and referral system of rural health care service in Malaysia.
  • Participate as a leader and as a team member, in the organizational structure, referral system and health teams within the medical and health services of Malaysia.
  • Identify common health problems and explain their pattern at the district/divisional levels.

In the District Hospital Posting, the students should be able to:

  • Identify the important medical and health problems occurring in the district.
  • Describe changes in the pattern of diseases in the area.
  • Describe the rural and urban medical and health care services available in the district
  • Suggest comprehensive diagnoses based on complete histories, physical examinations and relevant investigations.
  • Suggest appropriate principles of patient management, including preventive measures and relevant referrals, at both the individual and family level.
  • Demonstrate skills in scientific inquiry and critical thinking in the collection of health information, scientific writing and health promotion interventions.
  • Perform simple laboratory and surgical procedures and interpret the findings.
  • Participate as an effective member of a health care team in both leader and follower roles.
  • Take into consideration and respect the religious and moral values, cultures and traditions of communities in which they are working.

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Year 5:

The students should be able to:

  • Identify the relevant psychosocial aspect of diseases in history taking.
  • Apply the holistic approach in the management of patient’s problem.
  • Demonstrate the patient education skills as part of the management of patient’s problem.
  • Describe the clinical epidemiological principles in the discussion of diseases’ aetiology distribution, prognosis, treatment and prevention.
  • Compile and analyze data in the health care setting.
  • Present data in oral and writing presentation scientifically in the seminar.
  • Write scientific article of publishable quality.
  • Critique published article based on its structure, mechanics and content.
  • Describe the principle of conducting clinical trials.

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