Public Health Draft

CURRICULUM
OF
PUBLIC HEALTH
FOR
BS, MS & PhD
(2016)
HIGHER EDUCATION COMMISSION

ISLAMABAD
1
CURRICULUM DIVISION, HEC
Prof. Dr. Mukhtar Ahmed Chairman, HEC
Mr. Fida Hussain Director General (Acad)
Ms. Ghayyur Fatima Director (Curri)
Mr. Rizwan Shoukat Deputy Director (Curri)
Mr. Abid Wahab Assistant Director (Curri)
Mr. Riaz-ul-Haque Assistant Director (Curri)
Composed by: Mr. Zulfiqar Ali, HEC, Islamabad
2
TABLE OF CONTENTS
1. Introduction 6
2. Roadmap for admission in BS, MS & PhD programme 9
3. Bachelor of Science in Public Health (BSPH) 10
4. Scheme of Studies 12
5. Detail of Courses 16
6. Master of Science in Public Health (MSPH) 59
7. Roadmap for MSPH Programme 61
8. PhD in Public Health 116
9. Compulsory Courses 118
10. Recommendations 128
3
PREFACE
The curriculum, with varying definitions, is said to be a plan of the teaching-
learning process that students of an academic programme are required to
undergo. It includes objectives & learning outcomes, course contents, scheme
of studies, teaching methodologies and methods of assessment of learning.
Since knowledge in all disciplines and fields is expanding at a fast pace and new
disciplines are also emerging; it is imperative that curricula be developed and
revised accordingly.
University Grants Commission (UGC) was designated as the competent

authority to develop, review and revise curricula beyond Class-XII vide Section
3, Sub-Section 2 (ii), Act of Parliament No. X of 1976 titled “Supervision of
Curricula and Textbooks and Maintenance of Standard of Education”. With the
repeal of UGC Act, the same function was assigned to the Higher Education
Commission (HEC) under its Ordinance of 2002, Section 10, Sub-Section 1 (v).
In compliance with the above provisions, the Curriculum Division of HEC

undertakes the revision of curricula after every three years through respective
National Curriculum Revision Committees (NCRCs) which consist of eminent
professors and researchers of relevant fields from public and private sector
universities, R&D organizations, councils, industry and civil society by seeking
nominations from their organizations.
In order to impart quality education which is at par with international standards,

HEC NCRCs have developed unified templates as guidelines for the
development and revision of curricula in the disciplines of Basic Sciences,
Applied Sciences, Social Sciences, Agriculture and Engineering in 2007 and
2009.
It is hoped that this curriculum document, prepared by the respective NCRC’s,

would serve the purpose of meeting our national, social and economic needs,
and it would also provide the level of competency specified in Pakistan
Qualification Framework to make it compatible with international educational
standards. The curriculum is also placed on the website of HEC
http://hec.gov.pk/english/services/universities/RevisedCurricula/Pages/default.aspx
(FidaHussain)
Director General (Academics)
4
CURRICULUM DEVELOPMENT PROCESS
STAGE-I STAGE-II STAGE-III STAGE-IV
CURRI. UNDER CURRI. IN DRAFT FINAL STAGE FOLLOW UP

CONSIDERATION STAGE STUDY
COLLECTION OF APPRAISAL OF 1ST PREP. OF FINAL QUESTIONNAIRE

DRAFT BY EXP. OF
REC CURRI.
COL./UNIV
CONS. OF CRC. FINALIZATION OF INCORPORATION OF COMMENTS

DRAFT BY CRC REC. OF V.C.C.
PREP. OF DRAFT APPROVAL OF PRINTING OF REVIEW

BY CRC CURRI.BY V.C.C. CURRI.
IMPLE.OF CURRI. BACK TO STAGE-I

Abbreviations Used:
CRC. Curriculum Revision
Committee
VCC. Vice Chancellor’s Committee
EXP. Experts
COL. Colleges
ORIENTATION
UNI. Universities COURSES
PREP. Preparation
REC. Recommendations
5
INTRODUCTION:
The Curriculum Development Committee for Public Health meeting was held
from 26th to 28th April 2016 at the Regional Office of Higher Education
Commission, Lahore. It was observed by HEC that different Institutes were
offering MPH Program wherein people having different qualification were
enrolled. Due to this haphazard approach for admission and non-availability a
clear roadmap HEC constituted Curriculum Development Committee for Public
Health to design Curriculum for BSPH, MSPH and PhD (PH) as well as to
determine the roadmap for admission.
The meeting started with the recitation of Holy Quran. The participants
unanimously selected Dr.Saadullah Afridi as Convener and Dr. Shiraz Shaikh
as Secretary of the Committee. It was the first ever meeting for curriculum
development in the discipline of Public Health at national level for Bachelor of
Science in Public Health (BSPH), Master of Science in Public Health (MSPH)
and PhD in Public Health.
Following public health experts attended the meeting:

Sr. No. Name & Address
1. Dr. Saadullah Afridi, Convener
Dean/Director
Sarhad Institute of Health Sciences,
Sarhad University of Science &
Information Technology, Peshawar.
2. Dr. SaimaPerwaiz Iqbal Member
Head / Associate Professor,
Department of Community & Family
Medicine,
ShifaTameer-e-Millat University, Pitras
Bukhari Road, Islamabad.
3. Brig. Iqbal Ahmad Khan ® Member
Dean / Professor,
Public Health Sciences. Federal College
Islamabad
Plaza No 154, Street 30, I & T Center,
G-9/1 Islamabad
4. Prof. Dr. ShakilaZaman, Member
Dean
Lahore School of Public Health,
Lahore Medical & Dental College,
Lahore.
5. Prof. Dr. RubinaSarmad Member
Head,
Department of Maternal & Child Health,
Institute of Public Health, Lahore.
6
6. Dr. Muhammad Arif Khan, Member
APMO,
Department of Community Medicine,
King Edward Medical University,
Nelagumbad, Anarkali, Lahore.
7. Dr. NighatNisar Member

Professor / Dean,
Dow Medical College, Dow University of
Health Sciences, Baba-e-Urdu Rd,
Karachi.
8. Prof. Dr. Atta Muhammad Chandio Member

People’s University of Medical Sciences
Nawabshah
9. Prof. Dr. Aneela Atta Ur Rahman, Member

Dean / Professor,
Liaquat University of Medical & Health
Sciences, Jamshoro.
10. Dr. M. Rashid Anjum, Member

Deputy Registrar,
Pakistan Medical & Dental Council,
Mauve Area, Islamabad.
11. Dr. Shiraz Shaikh, Member/Secretary

Assistant Professor,
Institute of Public Health / Community
Medicine, Jinnah Sindh Medical
University, AIPH, RafiquiShaheed Road,
Karachi.
New Members
12. Dr. Shahzad Ali Khan
Associate Professor
Public Health
Health Services Academy,
Islamabad
13. Dr. Niaz Muhammad Shaikh
Professor of Community Medicine
SMBBMU, at CMC,
Larkana
7
14. Dr.Yaseen Abdullah
Lecturer Public Health
Institution of Health and Management
Sciences, Islamabad
15. Dr. Nosheen Zaidi

Associate Professor,
Community Medicine,
Foundation University Medical College
Islamabad
16. Dr. Muhammad Mushtaq Khan

Assistant Professor
Faculty of Health Medical Sciences
University of AJK,
Muzaffarabad
8
Epidemiology
Interdisciplinary and cross cutting

Biostatistics competencies Health
Systems
Development
Analytical/Assessment Skills
Systems Thinking
Leadership Skills
Financial Planning/Managerial
Skills
Policy development/Program
planning Skills
Communication and
Social & Environmental
Advocacy Skills
Behavioral &
Cultural competency and
Sciences Occupational
Ethical Skills
Health
Community Dimensions of
Practice skills
Communication and Advocacy skills
Public Health Sciences Skills
Reproductive Disease
& Child Control
Health
9
BACHELOR OF SCIENCE IN PUBLIC HEALTH (BSPH)
Vision Statement
The BS Programme envisions excellence in public health teaching, training and
capacity building through providing broad perspectives of health and health-care
and innovation, critical-thinking and lifelong learning skills into health-care
settings. It will strive to acquire methods to propagate knowledge that will be
useful for the furthering of Public Health Education into Masters’ and Doctoral
programmes.
Mission Statement
The mission of the Bachelor of Science in Public Health (BSPH) is to preserve,
promote, and improve the health and well-being of populations, communities,
and individuals.
Goal of the BSPH Programme

The BSPH programme aims to improve the health status of the population,
which is to be achieved by providing professionals with a high quality of
undergraduate training programme in public health sciences.
Objectives of the Programme

1. Produce competent, committed and skilled public health professionals.
2. Provide foundation for choosing a relevant Track in Public Health in
future.
3. Prepare skilled workforce in public health auxiliary and support services
4. Prepare leadership in public health.
5. Develop, administer and evaluate health policies and programmes.
6. Participate directly in efforts to improve the health of the community using
community-based and health systems’ assessment of preventive
services.
7. Conduct basic and applied research relevant to the description, risk
factors and interventions for the resolution of health problems in the
human populations.
The graduates of the BSPH programme will be prepared to;

1. Solve health-related problems within the financial, socio-cultural,
environmental, ethical and political framework of Pakistan and its
surrounding region.
2. Design, conduct, analyze and interpret the results of relevant studies,
projects and programmes.
3. Plan, manage, and evaluate interventions in the field of public health.
4. Communicate public health messages to diverse audience effectively
using diverse tools of communication.
5. Advocate simple public health interventions and practices with equity.
10
Core Competencies:
At the end of the program, the graduate is expected to:

1. Detect, prevent and manage common public health problems in
Pakistan
2. Acquire basic computer skills
3. Supervise, monitor and manage public health issues
4. Be effective communicator
5. Practice and promote professional ethics
6. Conduct basic research and prepare reports
7. Analyze health system problems
8. Develop critical thinking and creativity
9. Create cultural context in which public health professionals work
10. Involve community dynamics and networking
11. Prepare for health advocacy, teamwork and leadership and
professionalism
Admission Criteria:
 FSc/FA and equivalent with minimum 2nd division
11
SCHEME OF STUDIES
Credit No. of
S. No Categories Hours Courses
1. Compulsory Requirement (No Choice)
1.1 English 1 3
1.2 English 2 3
1.3 English 3 3 9
1.4 English 4 (any other subject may be offered) 3
1.5 Pakistan studies 2
1.6
Ethics/Islamic Studies 2
1.7
1.8 Mathematics 1 3
1.9 Basic Statistics 3
Introduction to Information and 3
Communication Technologies
Total=25
2. General Courses to be chosen from other 7
departments
2.1 Life Sciences Biology 3

2.2 Sociology of Health and Disease 3
2.3 Principles of Psychology 3
2.4 Medical Anthropology 3
2.5 Population Dynamics 3
2.6
Primary Health Care 3
2.7
Professional Ethics 3
Total=21
3. Discipline Specific Foundation Courses 10
3.1 Personal Hygiene 3

3.2 Concept of Health and Disease 3
3.3 Basic Epidemiology 3
3.4 Basic Biostatistics 3
3.5 Health Promotion, Advocacy & Social 3
3.6 Mobilization
3.7 Community Nutrition 3
3.8 Community Pediatrics 3
3.9 Reproductive Health 3
3.10 Environment& Occupational Health 3
Mental Health 3
Total=30
12
4. Major Courses including research project / 14
Internship
4.1 Fundamental of Infectious Disease 3
4.2 Communicable Disease Epidemiology 3
4.3 Non Communicable Disease Epidemiology 3
4.4 Health Policy and Management 3
4.5 Health Planning 3
4.6
District Health Management 3
4.7
4.8 Applied Epidemiology 3
4.9 Research Methodology 3
4.10 Microbiology 3
4.11 Entomology 3
4.12 Parasitology 3
4.13 Health Professional Education 3
4.14 Field Visits 0
4.15 Seminars by students 0
Research Project 6
42
5. Electives within the major 4
5.1 Prison Health

5.2 International Health
5.3 Health Economics
5.4 Health Financing
5.5 Health Inventory Management
5.6
Disaster Management
5.7
5.8 Quality Management in Health Care\
5.9 School Health
5.10 Health Information System
5.11 Health Project Management
5.12 Art and Public Health
5.13 Community Dentistry
5.14 Community Psychiatry
5.15 Community Nursing
5.16 Food Safety
5.17 Health Marketing
5.18 Addiction and Social Rehabilitation
5.19
Nuclear Medicine
5.20
5.21 Sports Medicine
5.22 Adolescent and Sexual Health
Risk Management
Geriatrics
12
Total 130 44
13
Semester Distribution
Semester Categories Credit No. of
Hours Courses
First Compulsory Requirement (No Choice)
English 1 3
Pakistan Studies 2
Mathematics 3 6
Life Sciences Biology 3
Sociology of Health and Disease (list) 3
Basic Computer Skills 3
17
Second English 2 3
Ethics/Islamic Studies 2
Basic Statistics 3
Principles of Psychology 3 6
Medical Anthropology 3
Personal Hygiene 3
17
Third English 3 3
Basic Computer Literacy 3
Population Dynamics 3 5
Primary Health Care 3
Concept of Health and Disease 3
15
Fourth English 4 (any other subject may be offered) 3
Professional Ethics
Basic Epidemiology 3 5
Basic Biostatistics 3
Health Promotion, Advocacy & Social 3
Mobilization 3
15
Fifth Community Nutrition 3
Community Pediatrics 3
Fundamental Principles of Infectious 3 5
Disease 3
Epidemiology of Infectious Diseases
Non Communicable Disease Epidemiology 3
15
14
Sixth Reproductive Health 3
Environment& Occupational Health 3
Health Policy and Management 3 6
Health Planning 3
District Health Management 3
Health Professional Education 3
18
Seventh Mental Health 3
Health Marketing 3
Research Methodology 3 6
Elective 1 3
Elective 2 3
Research Project 3
18
Eight Microbiology 3
Entomology 3
Parasitology 3
Elective 3 3 6
Elective 4 3
Research Project 3
18
Note:
Field Visits and Seminars by students will be non-credit, but compulsory
subjects spread over each Semester
15
DETAIL OF COURSES
(Objectives and Contents of the courses)
1. Compulsory requirement (No Choice)
1.1 English I (Functional English) Annexure A
1.2 English II (Communicational Skills) Annexure B
1.3 English III (Technical Writing) Annexure C
1.4 English IIII (Any other subject can be offered)
1.5 Pak-Studies Annexure D
1.6 Islamic Studies Annexure E
1.7 Mathematics I (Algebra) Annexure F
1.8 Basic Statistics Annexure G
1.9 Introduction to Information and Annexure H
Communication Technologies
2. General Courses
2.1 Life Sciences Biology
Learning Outcomes:
After studying this course, you should be able to:
1. Demonstrate a broad basic knowledge of the biological sciences.
2. Demonstrate a thorough understanding and competency in a specific
discipline within the biological sciences.
3. Communicate scientific ideas effectively in both oral and written formats.
4. Think critically and evaluate, design, conduct and quantitatively assess
innovative research in a biological discipline.
5. Have acquired the skills and knowledge needed for employment or
advanced graduate or professional study in discipline related areas.
Course Contents:
1. Studying Life
2. Small molecules and chemistry of life
3. Routine carbohydrates & lipids
4. Nucleic Acids & origin of life
5. Cells: The working unit of life
6. Cell membranes
7. Cell Communication & Multicellularity
8. Energy Enzymes & metabolism
9. Pathway that harvest chemical energy
10. Photosynthesis
11. Cell Cycle & Cell division
16
12. Inheritance, Genes & Chromosomes
13. DNA and its role in inheritance
14. Gene mutation & Molecular Genetics
15. From DNA to protein: Gene Expression
16. Regulation of gene expression
17. Genosomes
18. Recombinant DNA technology
19. Gene expression & Development
20. Gene evolution
21. Mechanism of evolution
22. Evolution of gene & genomes
23. History of life and earth
Recommended Reading:
1. Erwin Schrödinger – What is Life? – Cambridge University Press
2. Craig Heller, David Sadava, David Hillis, May Berenbaum - Life: The
Science of Biology
3. David Sadava - Life: The Science of Biology
2.2 Sociology of Health & Diseases

Learning Outcomes:
• Discuss the social contexts of wellness and illness
• Explain the patient’s perspective on the experience of illness including
meaning making and interaction with care providers
• Examine the social-historical transformation of the medical system in the
U.S., including the changing role of physicians and other health care
providers
• Interpret visual and written depictions of indicators and trends in
population health over time
• Identify the socio-cultural aspects of health and illness, particularly as
relating to the definitions of health, illness behavior and social
epidemiology
• Investigate the social causes of disease and illness related to disparities
due to social stratification and unequal access
• Describe the historical role of women in the medical system as patients,
practitioners and health care providers
• Differentiate the current ethical issues and debates about new medical
technologies and their impact on doctor-patient relationships and on
access to health care
Course Contents:
1. Evolution of Health & Healing,
2. Body, Mind, Illness and Environment
3. Theories, research and debates of medical sociology.
4. Social, environmental and occupational factors in health and illness;
5. The meaning of health and illness from the patient’s perspective;
17
6. The historical transformation of the health professions and the health work
force;
7. The social and cultural factors surrounding the creation and labeling of
diseases;
8. Disparities in health, access to healthcare, and the quality of healthcare
received;
9. Organizational and ethical issues in medicine including rising costs and
medical technology; and health care reform.
1. Bird, Chloe E., Peter Conrad, and Allen E. Fremont. 2000. “Medical
Sociology at the Millennium.” Pp. 1-10 in Handbook of Medical Sociology,
Fifth Edition, edited by C.E. Bird, P. Conrad, and A. Fremont. Upper Saddle
River, NJ: Prentice-Hall.
2. Link, Bruce, and Jo Phelan. 2010. “Social Conditions as Fundamental
Causes of Health Inequalities.” Pp. 3-17 in Handbook of Medical Sociology,
Sixth Edition, edited by C. E. Bird, P. Conrad, A. M. Fremont and S.
Timmermans. Nashville: Vanderbilt University Press
3. Shim, Janet. 2005. “Constructing ‘Race’ Across the Science-Lay Divide:
Racial Formation in the Epidemiology and Experience of Cardiovascular
Disease.” Social Studies of Science 35: 405-436.
4. Prof. Saadat Farooq: Medical Sociology. Azeem Academy Karachi
2.3 Principles of Psychology

Description:
Surveys the basic concepts of psychology. Covers the scientific study of
behavior, behavioral research methods and analysis, and theoretical
interpretations. Includes topics that cover physiological mechanisms,
sensation/perception, motivation, learning, personality, psychopathology,
therapy, and social psychology.
Learning Outcomes:
 Identify the major fields of study and theoretical perspectives within
psychology and articulate their similarities and differences
 Differentiate between the major observational, correlational, and
experimental designs used by psychologists; critically evaluate real
world information sources.
 Identify themajor parts of the nervous system including the brain and
explain how they reciprocally influence emotion, behavior, and mental
processes.
 Explain how people change physically, mentally, emotionally, and
socially over the course of the life span using the major concepts of
development
 Define consciousness and describe altered states of consciousness
including sleep
18
 Differentiate between sensation and perception; articulate the major
sensory pathways and how/where perceptual modifications can/does
occur.
 Understand and describe major theories of motivation and be able to
apply them to their own behavior
 Explain how organisms learn through classical conditioning, operant
conditioning, and observational learning.
 Identify processes involved in the encoding, storage, and retrieval of
information and how these processes impact the student’s memory.
 Explain how people think using concepts, solving problems, and making
judgments;
 Identify the major theoretical perspectives of personality and articulate
their similarities and differences
 Differentiate between abnormal and normal behavior; identify the
symptoms of major psychological disorders and explain what roles
biological, psychological, and socio-cultural factors play in causing these
disorders.
Course Contents:
1. The Scope of Psychology
2. The Functions of the Brain
3. On Some General Conditions of Brain-Activity.
4. Habit
5. The Automaton-Theory
6. The Mind-Stuff Theory
7. The Methods and Snares of Psychology
8. The Relations Of Minds To Other Things.
9. The Stream of Thought.
10. The Consciousness of Self.
11. Attention.
12. Conception.
13. Discrimination and Comparison.
14. Association.
15. The Perception of Time.
16. Memory.
17. Sensation.
18. Imagination.
19. The Perception of 'Things'
20. The Perception of Space.
21. The Perception of Reality.
22. "Reasoning."
23. The Production of Movement.
24. Instinct
25. The Emotions.
26. Will.
27. Hypnotism.
19
1. Taylor - Health Psychology – 5th Edition – McGraw-Hill
2. Andew Balim, Tracy A. Revenson – Handbook of Health Psychology
3. Jess Fiest, Linda Brannon – Introduction to Behavior and Health
2.4 Medical Anthropology

Learning Outcomes:
 Discuss the ways in which ideas regarding health, illness, and treatment
are socially constructed
 Analyze biomedicine as a cultural system and the nature of its spread
around the globe
 Recognize the value of anthropology in understanding medicine and
healing
 Break down complex academic journal articles into thesis, main points,
and supporting evidence
 Conduct and present independent research on current popular health
topics
 Successfully apply the arguments presented in academic articles to non-
anthropological writing
Course Contents:
1. Introduction of Medical Anthropology
2. Culture and social aspects of the body, health, sickness and illness in
the cross cultural prospective
3. Effects of culture on health
4. Medicalization
5. Authoritative knowledge and belief
6. Global inequities
7. The phenomenology of disability, death and role of medical schools
8. Understanding interpretive approaches, critical theory and
phenomenology
1. Fadiman, Anne1997 The Spirit Catches You and You Fall Down: A Hmong
Child, Her American Doctors, and the Collision of Two Cultures. Farrar,
Straus, and Giroux.
2. Lock, Margaret2002 Twice Dead: Organ Transplants and the Reinvention
of Death. Berkeley: University of California Press.
3. Montross, Christine2007 Body of Work: Meditations on Mortality from the
Human Anatomy Lab. Penguin Books.
4. Murphy, Robert1990 The Body Silent: The Different World of the Disabled.
New York: W.W. Norton.
20
2.5 Population Dynamics
Learning Outcomes:
 Define the demographic transition and explain its historical relevance
 Describe the principle mechanisms that are associated with declining
mortality, fertility and migration as well as the relationship between these
three processes.
 Analyze basic empirical relationships between demographic and
socioeconomic conditions.
 Outline both macro and micro level processes of development and their
relationship to population change.
 Recognize and relate the role of both gender and technology in specific
contexts to show their importance in demographic change
Course Content:
1. Understanding demography and population dynamics
2. Demographic cycle
3. International demographic/population trends
4. Population dynamic in Pakistan
5. Life expectancy
6. Introduction to family planning
7. Population dynamics verses national economy
8. Population transition
1. Boserup, Ester. 1965. The Conditions of Agricultural Growth: The
Economics of Agrarian Change under Population Pressure. Routledge.
2. Bongaarts, John, W. Parker Mauldin, and James F. Phillips. 1990. “The
Demographic Impact of Family Planning Programs.” Studies in Family
Planning 21(6):299–310.
3. Das Gupta, Monica. 1987. “Selective Discrimination Against Female
Children in Rural
4. Punjab, India,” Population and Development Review 13(1).
5. Dyson, Tim. 2001. “A Partial Theory of World Development: The Neglected
Role of the Demographic Transition in the Shaping of Modern Society.”
International Journal of Population Geography 7(2):67–90.
6. Eastwood, Robert, and Michael Lipton. 2011. “Demographic Transition in
sub-Saharan Africa: How Big Will the Economic Dividend Be?” Population
Studies 65(1).
7. K. Park – Preventive and social medicine
2.6 Primary Health Care (PHC)

Learning Outcomes:
 Define PHC and describe its core concepts
 Summarize the key factors that resulted in the development of PHC
21
 Explain the key principles and essential components of Comprehensive
PHC
 Differentiate between Selective and Comprehensive PHC
 Enlist major achievements of PHC
 Describe organization of PHC services in Pakistan
Course Contents:
1. Introduction and Philosophy of PHC & HFA
2. Principles of PHC
3. Essential components of PHC
4. Barriers in implementation of PHC
5. Organization of PHC Services in Pakistan-1
6. Introduction to MDG’s and SDG’s
7. Introduction to National Health Programmes
1. Principles of PHC. WHO
2. Strengthening PHC’s in developing countries
3. PHC and MDG’s. UNDP
4. Philosophy of PHC
5. WHR 2008
2.7 Professional Ethics

Learning Outcomes:
 Ability to engage in informed critical reflection on the nature of
professionalism and ethical challenges inherent in professionalism
 Knowledge of prominent normative ethics frameworks – consequentialist,
deontological, virtue, and contractualism
 Awareness of types of ethical challenges and dilemmas confronting
members of a range of professions (business, media, police, law,
medicine, research)
 Ability to bring to bear ethical analysis and reasoning in the light of
normative ethics frameworks on a selection of ethical challenges and
dilemmas across the chosen range of professions
 Ability to relate ethical concepts and materials to ethical problems in
specific professions and professionalism
 Ability to research appropriate material in relation to set questions in
writing essays meeting the highest standards of rigor and clarity
Course Contents:
1. Understanding of the ethical problems and principles.
2. Understanding of the professionalism and ethics of other professions:
how they interact and what can be expected from them as correct ethical
behavior.
3. Benefit from a critical scrutiny of their own ethics by those from other
professions.
22
4. The general principles of professional ethics.
5. Ethics of several major professions: Business Ethics, Media Ethics, Police
Ethics, Medical Ethics, Legal Ethics, and Research Ethics.
6. The nature of a profession, professional codes of ethics, confidentiality,
whistle-blowing.
7. The responsibility of business to the environment, uses and abuses of
human research.
8. Animal ethics in research.
1. Ethics for the Professions. John Rowan & Samuel Zinaich, Jnr. Wadsworth.
2003
2. Joan C. Callahan, Ethical issues in professional life, Oxford University
Press, 1988.
3. Alan H. Goldman, The moral foundations of professional ethics, Rowman
and Littlefield, 1980
4. Ruth F. Chadwick, (ed.) Ethics and the professions, Avebury, 1994.
5. Justin Oakley, Dean Cocking, Virtue ethics and professional roles.
Cambridge University Press, 2001
3. Discipline Specific Foundation Courses

3.1 Personal Hygiene
Learning Outcomes:
 Understand the importance of Personal Hygiene
 Identify the effects of eugenics on community
 Identify relationship of personal hygiene with disease
 Describe how personal hygiene improves health of individuals
Course Contents:
1. Introduction to Personal Hygiene
 Handwash
 Eye hygiene
 Hair hygiene
 Body hygiene
 Oral hygiene
 Nails and cuticles
 Feet and shoes
 Protection from noise and UV Light
 Control of foul odour
2. Role of personal hygiene in communicable and Non communicable
diseases
3. Types of cleanliness (intrinsic & extrinsic)
4. Prevention of cough cold and other contagious disease
5. Smoking and protecting rights of others
23
6. Personal hygiene at home
 Clothes
 Kitchen
 Washroom
7. Personal hygiene at schools
8. Personal hygiene at surroundings
9. Personal hygiene at work place
10. Cleanliness and religion
1. Healthy Living. Web Health Center
2. Sharon O Neil. Personal Hygiene Basic. Live Strong.com
3. Beth W Ornstein. A Guide to good personal hygiene. Everyday health.com
4. Virginia Smith. Clean: A History of Personal Hygiene and Purity. Oxford
University Press
3.2 Concept of Health and Disease/Fundamentals of PH

Learning Outcomes:
 Define and understand concept of health
 Identify determinants of health
 Enumerate the indicators of health
 Understand the concept of disease causation
 Understand iceberg of disease phenomenon
 Understand the levels of prevention
 Cover basic definitions and historical background of public health
Course Contents:
1. Concept of health
2. Dimensions of health
3. Definition of health
4. Health spectrum
5. Determinants of health
6. Responsibility of health
7. Indicators of health
8. Concept of disease
9. Concept of causation
10. Levels of prevention
11. Historical background of public health
12. Evolution of public health
13. Definitions of common public health terms
14. Health for all
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1. Basch PF. Textbook of international health, 2ndEd. New York,
NY:OxfordUniversity Press.
2. Brownson RC, Baker BA, Leet TL, Gillespie KN. Evidence-based public
health. New York, NY: OxfordUniversity Press; 2003.
3. Detels R, McEwen J, Beaglehole R, Tanaka H, (eds.). Oxford textbook of
public health: the practice of public health, 4thed. Oxford: Oxford University
Press; 2002.
3.3 Basic Epidemiology

Learning Outcome:
 Understand the concept of Epidemiology, Epidemiological Studies and its
application and uses in controlling Public Health problems
 Explain and practise some key techniques in epidemiology
 Understand some routine methods of data analysis
 Apply these techniques in a practical sense
Course Contents:
1. Introduction to Epidemiology
2. Measures of Disease Frequency: Prevalence and Incidence
3. Measures of Mortality
4. Descriptive Study Designs
5. Analytical Study Designs
6. Measures of Association
7. Criteria for Causation
1. R. Beaglehole, R. Bonita, T.KjellstromBasic epidemiology AITBS India
2. Leon GordisEpidemiology W.B. Saunders co.
3. Mausner JK , BAHN AK Epidemiology: An Introductory Text 3rd W.B.
Saunders co.
3.4 Basic Biostatistics

Learning Outcomes:
 Present & Interpret data in tabular and graphical forms
 Apply the basic rules of probability
 Summarize data using the appropriate measures of central tendency and
variation
 Apply the principles of normal distribution on a population and on sample
means
 Determine the required sample size for a given level of significance
25
 Determine & Interpret the confidence interval for sample means and
proportions
 Apply the appropriate test of significance to test the hypothesis on a given
data set
Course Contents:
1. Introduction to Biostatistics and its Application in Research
2. Data: its Types, Sources and uses
3. Organizing and Displaying Data
4. Measures of Central Tendency and Measures of Dispersion
5. Introduction to Statistical Software
6. Probability
7. Normal Distribution
8. Sampling Techniques
9. Confidence Intervals for Mean
10. Confidence Intervals for Proportion
11. Hypothesis Testing
12. Introduction to Tests of Significance
13. Correlation and Regression
1. Pagano, Gauvreau Principles of Biostatistics 2nd Thomson
2. Rosner Fundamentals of Biostatistics 6th Thomson
3. Daniel WW Biostatistics: A Foundation for analysis in Health Sciences 5th
(1990) Joh Wiley and Sons
3.5 Health Promotion, Advocacy and Social Mobilization

Learning Outcomes:
 Describe the concept of health and its determinants
 Define Health Promotion and Develop an understanding about evolution
of health promotion
 Explain the models of Health promotion
 Recognize the cultural diversities in Health Promotion
 Learn various strategies and methods for Health Promotion
Course Contents:
1. Concept and Determinants of Health
2. Health Literacy and Health Communication
3. Introduction of Health Education
4. Introduction to Health Promotion
5. Ottawa Charter, Jakarta Declaration, Healthy Cities 2000
6. Advocacy, Community Participation, Enablers and Healthy Public Policy
7. Approaches to Health Promotion
8. Cultural Diversity in Health Promotion
9. Intervention Programs
26
10. Social Mobilization
1. Garry Egger, Ross Spark, Rob Donovan Health Promotion Strategies and
Methods 2nd McGraw-Hill
2. Pakistan Medical Corps Health Education Handout Pakistan Medical Corps
3. Raingruber B Health Promotion Theories Jones and Barlett Learning
4. Naidoo Foundations for Health Promotion Elsveir Health Sciences
5. National Institute of Health England: HPR 850 Theory at a glance: A guide
for Health Promotion Practice National Institute of Health England: HPR
850
3.6 Community Nutrition

Learning Outcomes:
 Identifying target populations that may be at nutritional risk
 Identifying and assisting in development of accurate nutrition education
materials
 Demonstrate accurate understanding of the science of normal nutrition
 Communicate effectively, both orally and in writing
 Conduct needs assessments and develop nutrition interventions for
individuals, groups and communities
 Use effective teaching strategies for individuals, groups, or through
community education programming
 Apply understanding of the influence of socioeconomic, cultural, social,
psychological, and ethnic food consumption issues and trends to
nutrition practice
 Demonstrate professional attributes including time management, priority
setting, work ethic, critical thinking, advocacy, and service to
professional and community organizations
 Demonstrate active participation, teamwork and contributions in group
settings
Course Contents:
1. Introduction to Human Nutrition and Balanced Diet
2. Identification of Population at Risk
3. Factors Contributing to Community Nutritional Disorders
4. Healthy Nutrition for Pregnant Women, Lactating Mothers and Children
5. Problems Related to Procurement, Storage, Supply and Distribution of
Food to the Vulnerable Groups
6. Adequate Supply of Food (quality and quantity)
7. International Food Organizations (WFO etc)
8. Politics in Food Supply
9. Food Supply to Drought , Earthquake, War and Refugees
10. Management of Nutritional Disorder Diseases in Communities
27
Author Books Hard/Online
1. Dr. Saira Afzal (HOD community med dept. KEMU) Concepts of community
medicine Hard+Cheap+Easy
2. Dr. Saira Afzal (HOD community med dept. KEMU) Research Methodology
and basic biostatistics Hard+Cheap+Easy
3. Naveed Alam Community Medicine Hard+Cheap+Easy
4. Park Preventive and social medicine Hard+Easy+Cheap
5. Muhammad Ilyas Public health and community medicine
Hard+Easy+Cheap
6. US AID Nutrition Soft+Easy
7. Nouman Hashmi Community Medicine Hard+Easy+Cheap
8. Arlene Spark Nutrition in public health Soft+Downloadable (Google Books)
9. A Burgess, M Bijlsma, Community Nutrition Soft+Downloadable (Google
Books)
3.7 Community Pediatrics

Learning Outcomes:
 Establish public health perspective on child health
 Develop essential skills for neonatal care
 Monitor child growth and development
 Perform appropriate clinical and anthropometric assessments for the
nutritional status of infants and children
 Assess, classify and describe appropriate treatment for sick children
below the age of five years according to the principles of the Integrated
Management of Childhood Illness
 Determine the nutritional requirements and the most common nutritional
disorders affecting infants and children
 Familiarize with current child health programs
Course Contents:
1. Neonatal Care
2. Growth Monitoring
3. Promotion of Breastfeeding
4. Oral Rehydration
5. Immunization
6. Community Feeding
7. Nutritional Surveillance
8. Regular Health Check-ups
1. Maternal and Child Health-Management Sciences for health. (www.msh.org)
2. Child Health: ebook. ecog-obesity.eu
3. Child growth standards and the identification of severe acute malnutrition
28
in infants and children. A Joint Statement by the World Health Organization
and the United Nations Children’s Fund
4. K. Park – Prevention and social Medicine
3.8 Reproductive Health

Learning Outcomes:
 Define Reproductive Health and Reproductive Lifecycle
 Identify the underlying determinants of reproductive health
 Describe the causes and prevention of underlying issues
Course Contents:
1. Introduction to Reproductive Health and Life Cycle Approach
2. ICPD
3. Reproductive Behavior
4. Safe Motherhood
5. Breastfeeding
6. Contraception
7. STI’s
8. Reproductive Health Rights
9. Gender Power and Reproductive Health
10. Infertility
1. Catrriona Melville Sexual and reproductive health at a glance John Wiley &
Sons limited
2. Paul .F.A VAN LOOK Sexual and reproductive health; A public health
perspective. Academic Press (AP) in imprint of Elsevier
3. Kulczycki, Andrzej Critical issues in reproductive health DOI. 10.1007/978-
94-007-6722-5_1 springer series+ Business media Dodrechtwww.nap.edu
4. Barbara Anderson Reproductive health women & men’s shared
responsibilities. Jones & Barlette
5. Jonathean B. Kotch Maternal and child health. Jones & Barlette
3.9 Environment and Occupational Health

Learning Outcome:
 Describe effects of environment on health
 Enforcement Policy
 Demands of the Health and Safety Service
 Training, Administration and Management Control
 Environmental Protection Inspection Service
 Licensing and Regulatory rule
Course Contents:
1. Air Pollution, its Hazards and Prevention
29
2. Noise Pollution, its Hazards and Prevention
3. Water Pollution, its Hazards and Prevention
4. Water Purification
5. Radiation, its Hazards and Prevention
6. Waste Management
7. Ozone Layer Depletion
8. Climate Change and Global Warming
9. Introduction to Occupational Health
10. Evolution of Occupational Health (Labor Movements)
11. Occupational Health Hazards and its Prevention
12. Work Place Safety
13. Prevention of hospital based health hazards in hospital workers
14. Social Security
15. Prevention of Gender Harassment
1. Moore GS. Living with the earth: Concepts in environmental health science,
2nd Edition. Boca Raton, FL: Lewis Publishers;2002.
2. Sellers CC. Hazards of the job: from industrial disease to environmental
health science. Chappel hill: University of North Carolina Press;1997
3. Vesilind PA, Pierce JJ. Environmental Pollution and Control, 4th Education
Boston MA: Butter worths Publishers, 1983.
3.10 Mental Health

Learning Outcomes:
 Define Mental Health and cover the basic concepts of Community Mental
Health
 Enumerate common mental health problems in Pakistan
 Learn to apply levels of prevention to mental health problems
 Understand the biological, psychosocial and socioeconomic factors
affecting mental health
 Describe the main reasons of substance abuse
Course Contents:
1. Introduction to Mental Health
2. Prevention of Mental ill Health and Promote Mental Health
3. Risk and Protective Factors for Mental Disorders
4. Socioeconomic Determinants of Mental Health
5. Mental Health and Quality of Life
6. Strengthening Community Network
7. Reducing Harm from Addictive Substances
8. Prevention of Child Abuse and Neglect
9. Coping with Parental Mental illness
10. Management of Mental Health in Rehabilitation Centers
30
1. Compton MT. Social Determinants of Mental Health. 2015 American
Psychiatric Association
2. Larol S. Handbook of Sociology of Mental Health. 2nded. Springer 2012
3. R Streevani A guide to Mental Health & Psychiatric Nursing 2nd Jaypee
4. The ICD-10 Classification of Mental and Behavior Disorders, AITBS/WHO.
4. Major Courses Including Research

Project/Internship
4.1 Fundamental of Infectious Diseases
Learning Outcomes:
 Understand natural history of disease,
 List the common infectious diseases of public health importance
 Describe the global and national impact of common communicable
diseases
 Discuss the strategies of control of common communicable diseases in
Pakistan
Course Content:
1. Infection, Contamination, Pollution, Infestation, Infectious Disease,
Communicable Disease, Contagious Disease
2. Host, Immune and Susceptible Person
3. Sporadic, Endemic, Epidemic, Pandemic, Epizootic, Exotic and Zoonotic
4. Contact, Fomites, Carriers, Vectors and Reservoir of Infection
5. Incubation, Infective, Prodromal Period and Generation Time
6. Cross Infection, Nosocomial, Opportunistic Infection and Iatrogenic
Disorders
7. Surveillance, Eradication and Elimination
8. Reservoir and Source of Infections
9. Escape of Organism, Mode of Transmission, Entry Into the Body,
Susceptible Hostand Host Defenses (Immunity)
10. Controlling the Reservoir, Early Diagnosis and Treatment, Isolation,
Quarantine, Disinfection Interruption of Transmission
Recommended Readings:
1. Mendel, Douglas, Bennets. Principles and Practices of Infectious Diseases.
2. Nelson KE. Epidemiology of Infectious diseases. General Principles. Jones
and Barlet Publishers England
4.2 Communicable Disease Epidemiology

Learning Outcomes:
 Understand Natural History of disease
31
 List common infectious disease of public health importance
 Describe the global and national impact of common communicable
diseases
 Discuss the strategies of control of common Communicable Diseases in
Pakistan
Course Content:
1. Disease Spread Through Respiratory Tract
2. GIT Infections
3. Vector-Borne Diseases
4. Zoonotic Diseases
5. Contagious Diseases
6. Surface Infections
7. Sexually Transmitted Infections
8. Emerging and Re-emerging Diseases
1. Chanawongse K. Understanding primary health care management: from
theory to practical reality. Bangkok: Buraphasilp Press; 1990.
2. Dicker RC, et. al. Principles of epidemiology: an introduction to applied
epidemiology and biostatistics, 2nded. Atlanta, GA, USA: Centers for
Disease Control and Prevention, 1992. Self-study course 3030-G. Available
from:URL:http://www.phppo.cdc.gov/PHTN//catalog/pdf-file/Epi_Course.pdf
4.3 Non Communicable Disease Epidemiology

Learning Outcomes:
 Understand the importance of NCDs in Pakistan
 The awareness of the preventive strategies for NCDs
 Develop the health promotion strategies for NCDs
 Define and prevent injury, accidents and their types
Course Content:
1. Hypertension
2. Coronary Heart Diseases
3. Stroke
4. Cancers
5. Blindness
6. Diabetes Mellitus
7. Obesity
8. Injuries and Accidents
1. Ministry of Health, Government of Pakistan, World Health Organization,
Heartfile. National action plan for prevention and control of non-
communicable diseases and health promotion in Pakistan: a public-private
partnership in health. Islamabad, Pakistan: tripartite collaboration of the
Ministry of Health, Government ofPakistan; WHO, Pakistan office, and
32
Heartfile; 2004. Available from: URL:
http://www.heartfile.org/pdf/NAPmain.pdf
2. Ilene Moroflubkin, with Pamala D. Larsen Chronic Illness 4th Jones &
Bortlett Publishers
4.4 Health Policy and Management

Learning Outcomes:
 Demonstrate understanding of human, social and economic dynamics of
organizational behavior
 Develop competency in making effective managerial decisions under
conditions of uncertainty
 Demonstrate capacity to apply conceptual framework for understanding
political and policy process in healthcare
 Understand basic organization, financing and delivery of health service
and public health systems
Course Content:
1. Introduction to Health Management
2. Strategic Management
3. Planning
4. Organization
5. Monitoring
6. Evaluation
7. Pakistan Health Policy 2009
8. Health Financing
9. Stewardship
10. History of Health Policy in Pakistan
11. Determinants of health policy
1. Chanawongse K. Understanding primary health care management: from
theory to practical reality. Bangkok: Buraphasilp Press; 1990.
2. Gourlay R. Training manual on health manpower management (8 volumes).
Geneva: Division of Health Manpower Development, World Health
Organization; 1988. Document no. WHO/EDUC/88.195.
3. McMahon R, Barton E, Ross F. On being in charge: a guide to management
in primary health care, 2nded. Geneva: World Health Organization; 1992.
4. Reinke WA. Health planning for effective management (HPEM).New York,
NY: Oxford University Press; 1988.
5. Shortell SM, Kaluzny AD. Health care management, 3rded. Albany, NY:
Thompson Delmar Learning; 2000.
6. World Health Organization. The world health report 2000: Health systems –
improving performance. Geneva: World Health Organization; 2000. Available
from: URL: http://www.who.int/entity/whr/2000/en/whr00_en.pdf
33
4.5 Health Planning
Learning Outcomes:
 Familiarize the students with the basic concept of planning, planning
models, techniques and tools
 Understand the functions of planning machinery of Pakistan
 To understand the important terminology related to health planning for its
implementation wherever required
Course Content:
1. Importance and Significance of Planning
2. Understanding the Planning Concepts
3. Planning Models
4. Types of Plans
5. Planning Process
6. Planning Tools
7. Planning Commission of Pakistan
8. Role of ECNEC in Planning
9. Planning for Planning
Reference Reading:
1. Green A. An introduction to health planning in developing countries, 2nd
edition. Oxford: Oxford University Press; 1999.
2. Kielmann, AA, Janovsky K, Annett H. Assessing district health needs,
services and systems: protocols for rapid data collection and analysis.
London, UK: Macmillan Education Ltd and AMREF, 1995.
3. Green A. An Introduction to Health Planning in developing countries. ELBS
London
4.6 District Health Management

Learning Outcomes:
 Describe the district health care delivery system
 Inform the people about various health care services offered at different
tiers of health care delivery system chain.
Course Content:
1. Introduction to Healthcare Care Delivery System In Pakistan {Public and
Private Sector}
2. Organization of Health Care System in a District
3. Healthcare Services Delivered at Different Tiers of District Health
Management Services.{Minimum Service Delivery Standards}
4. Health Information System at District Level.
5. Organization and Functioning of Dispensary, MCHC, BHU, RHC, THQ,
DHQ,
6. Referral Chain of Patient from BHU to DHQ and onwards
34
7. Duties of Different Health Care Providers Employed in District Health
Management.
8. Role of District administration in district health management
9. Nazim and its part in district health management
1. Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual: toolkit
for district health managers. Islamabad, Pakistan: Multi-donor Support Unit,
Ministry of Health; 2002.
2. Manual of Epidemiology for District Health Management. J. P. Vaughan, R.
H. Morrow World Health Organization, 01-Jan-1989Medical198 page
3. Nabeela Ali. District Health Management Team. PAIMAN. Contech
International Health Consultants
4.7 Applied of Epidemiology

Learning Outcomes:
 Apply measures of disease frequency in Public Health using descriptive
and cross sectional surveys
 Describe further statistical procedures in Cohort and case-control studies
 Interpret the results of a study investigating the effects of Confounding,
Bias and Chance.
 Describe the methods adopted to control for Confounding, Bias, and
Chance in a study.
 Describe and interpret the results of an experimental study design
investigating the possible sources of bias and its control in study designs
and statistical analysis.
 Apply screening in disease control.
 Use the tests of significance for parametric data: three or more
independent groups of observations (ANOVA)
 Use the tests of significance for categorical data:
 Use non-parametric tests for a single or more than one samples e.g.
Wilcoxon’s Rank sum tests, Mann-Whitney U-tests etc.
 Investigate the relationship and association of two or more continuous
variables using regression, correlation and interpretation and
presentation of correlation.
 Evaluation of interventions using appropriate epidemiological and
statistical methods.
Course Contents:
1. Disease Frequency: Incidence and Prevalence
2. Proportional Morbidity and Mortality
3. Details of Measures of Association and Inference in Cohort and Case
Control Studies
4. Application and Interpretation Issues in Screening Applied to Disease
Control
35
5. Experimental Study Designs: Application and Interpretation of the
Results
6. Application and Interpretation of Parametric Test: ANOVA in
Experimental and other Study Designs.
7. Application and Interpretation of Non Parametric Tests: Chi Square
Test for Several Proportions, n  k Tables and Tables with Ordered
Data, Fisher’s Exact Test, Non-parametric Tests for a Single or More
than one samples e.g. Wilcoxon’s Rank Sum Tests, Mann-Whitney U-
tests.
8. Application and Interpretation of Regression, Correlation Coefficients,
Coefficient of Determination in study Results.
1. R. Beaglehole, R. Bonita, T.KjellstromBasic epidemiology AITBS India
2. Leon Gordis Epidemiology W.B. Saunders co.
3. Mausner JK , BAHN AK Epidemiology: An Introductory Text3rd W.B.
Saunders Co.
4. Pagano, Gauvreau Principles of Biostatistics 2nd Thomson
5. Rosner Fundamentals of Biostatistics 6th Thomson
6. Daniel WW Biostatistics: A Foundation for analysis in Health Sciences 5th
(1990) John Willey and Sons.
4.8 Research Methodology

Learning Outcomes:
 Importance of Qualitative and Quantitative Research
 Develop research protocol
 Critical appraisal of research paper
 Writing research paper
Course Content:
1. Introduction to Research Methodology
2. Types of Research
3. Selection of Research Topic
4. Formulation of Objectives
5. Literature Search
6. Writing Introduction
7. Plagiarism
8. Writing Methodology
9. Data Collection/Questionnaire Design
10. Analysis and Interpretation
11. Report Writing
12. Timeline (Gantt Chart)
13. Budget Plan
14. Research Ethics
36
1. Varkivisser CM. WHO. Designing and Conducting Health System Research
Projects. International Development Research Center
2. Abramson JH, Abramson ZH. Survey Methods in Community Medicine. 5th
Edition. Churchill Livinstone
3. Taylor, Sinha, Ghoshal Research Methodology PHI
4. Martin Brett Davies Doing a successful Research Project Palgrave
5. S.R. Singh Research Methodology APH
4.9 Microbiology
Learning Outcomes:
 Familiarize students with fundamental concept of Microbiology
Course Content:
1. Fundamentals of Microbiology
2. Introduction to Medical Microbiology
3. Gen. Immunology
4. Microbial Taxonomy
5. Gen. Virology
6. Mycology
1. Black, J. G. 2005. Microbiology: Principles & Explorations, 6th edition, John
Willey and Sons, N.Y. 2.
2. Talaro, K. P. 2008. Foundations in Microbiology: Basic Principles, McGraw-
Hill Companies, N.Y. 3.
3. Tortora, G. J., Funke , B. R. and Case, C. L. 2008. Microbiology: an
introduction 9th edition, Pearson Education.
4. Tortora, G. J., Funke, B. R. and Case, C. L. 2012. Study Guide for
Microbiology: An Introduction. 11th edition. Benjamin-Cummings Publishing
Company, U.S.A.
4.10 Entomology
Learning Outcomes:
 Appreciate the value and importance of insects
 Understand the need for good management practices
 Learn about the classification, biology, ecology, behavior, and control
of insects
 Identify major orders and families of insects
 Acquire skills for collecting, mounting, and preserving insects for
scientific study
37
Course Contents:
1. Classification of Arthropod Vectors, General Characteristics of
Arthropods, Mites & Ticks
2. Insects
3. Lice Bugs & Fleas
4. Flies
5. Mosquitoes
6. Common Arthropod Borne Diseases
7. Arthropods of Medical Importance (Mosquito, Flies, Flees, Ticks, Mites
and Human Lice)
8. Principles of Arthropods Control (Environmental, Chemical, Biological
and Genetics)
9. Insecticides and Their Public Health Importance
1. Awastheir, V.B. 2009. Introduction to General and Applied Entomology.
Scientific Publisher, Jodhpur, India.
2. Dhaliwal, G.S. 2007. An Outline of Entomology. Kalyani Publishers,
Ludhiana.
3. Elzinga, R.J. 2003.FundamentalsofEntomology. Prentice Hall.
4. Gullan, P. J. and P. S. Cranston. 2010. The Insects: An Outline of
Entomology. 4thed., Wiley-Blackwell. A John Willey & Sons, Ltd., Publication,
UK.
5. Lohar, M.K. 2001. Introductory Entomology.Department of Entomology,
Sindh Agriculture University, Tandojam Sindh, Pakistan.
4.11 Parasitology
Learning Outcomes:
 Describe in details the life cycle of medically important parasites.
 Define the organs commonly involved in the infection.
 Recall the relationship of this infection to symptoms, relapse and the
accompanying pathology.
 Arrange the factors that determine endemicity of the parasite infection
 State the distribution and epidemiology of the parasites
 Explain the methods of parasite control, e.g. chemotherapy,
molluscicides, general sanitation plus describing the advantages and
disadvantages of each method.
 Demonstrate a broad understanding of the central facts and the
experimental basis of modern Parasitology.
 Solve problems in the context of this understanding.
 Demonstrate practical skills in fundamental parasitological techniques.
 Present and interpret results obtained from using these techniques.
 Present information clearly in both written and oral form.
38
Course Content:
1. Identification of parasites
2. Life cycles.
3. Epidemiological factors.
4. Host-parasite relationships.
5. Immunity to parasites.
A. Protozoa
 Plasmodium and Malaria
 Entameoba Histolytica and Dysentery
 Giardia Lamblia and Giardiasis
 Trichomonas and Trichomoniasis
 Leishmania and Leishmaniasis
B. Helminths
 Taeniasaginata, Ancylostomaduodenale, Ascaris,
enterobiusvermicularis and worm infestation
C. Ectoparasites
 Pediculushumanus and Head lice
 Sarcoptesscabei and scabies
6. Recent molecular techniques.
7. The appropriate preventive and control measures.
1. Roberts LS, Janovy Jr J. 2009. Foundations of Parasitology, 8thed., McGraw-
Hill, New York. 701 pp. ISBN 978-0-07-302827-9.
2. General parasitology-Thomas C Cheng
3. Medical parasitology-Markell and Voges
4. Foundation of parasitology-Roberts, Janovy
5. Human parasitology-Burton J Bogtish.
4.12 Health Professions Education

Learning Outcomes:
1. Understand and apply educational research in health professions
education.
2. Design evidence-based educational programs and materials with
appropriate scope, sequence, and focus for learners.
3. Deliver effective, theory-based instruction in large group and small
group.
4. Effectively use assessment tools to reflect student progress and to
promote student learning.
5. Evaluate the effectiveness of programs, curricula and instructional
events.
6. Provide reflective and evidence-based leadership.
39
Course Contents:
1. Theories of learning and skill development
2. Student-centered learning, active learning, deep learning, col
laborative learning
3. Conditions of learning: characteristics of powerful learning
environments
4. Using reflective practice to promote learning
5. Educational principles and theories related to clinical teaching and
learning
6. Identify different approaches to curriculum development and their
underlying philosophies
7. Identify local, national and international drivers which shape curricula
in medical education
8. Design and critique programmes (courses) and modules (components
of courses) in medical education
9. Design and critique evaluation strategies and models for programs and
modules
10. Develop assessment strategies
11. Design assessment tasks appropriate to a range of learning outcomes
12. Research approaches, methods and techniques in health professions
education
Recommended Books:
1. A Practical Guide for Medical Teachers. Dent JA & Harden, RM (3rd Ed).
Churchill Living Stone, Elsevier, 2009
2. ABC of Learning and Teaching in Medicine 2nd Ed. Cantillon & Wood, 2010
3. Assessment in Medical Education: Trends and Tools. Sood R, Paul VK,
Mittal S, Adkoli BV, Sahni, P, Kharbanda OP, Verma, K., Nayar U.(eds).
New Delhi: KL Wig CMET, AIIMS, 1995.
4. Basic Methods of Medical Research. Indrayan A (1st Ed), 2006.
5. Communication Skills in Clinical Practice. Sethuraman KR (1st Ed) Jaypee
Brothers, 2001.
6. Educational Handbook for Health Personnel. Guilbert JJ (6th Ed). WHO,
1987
4.13 Field Visits

4.14 Seminars by students
4.15 Research Project
5. ELECTIVES WITHIN THE MAJOR

5.1 Prisons Health
Learning Outcomes:
 Understand the health and social problems of Prisoners
40
 Provide Counseling services for prevention and rehabilitation of prisoners
leading to skillful productive citizens
 Understand the most common criminal events and communicable
diseases in prison
Course Content:
1. Introduction to Prison Health
2. Standards in Prison Health
3. Protecting and Promoting Health in Prison
4. Primary Health Care in Prisons
5. Prison Specific Ethical and Clinical Problems
6. Prevention of Common Infectious Diseases in Prisoners
7. Special Health Requirements for Female Prisoners
8. Prevention of Violence and Trauma Among Prisoners
9. Vocational Training Opportunities
10. Treatment of Mental Ill Health Among Prisoners
1. Micheal Puisis Clinical method in correctional Medicine Elsevier
incorporation
2. Keith Soothill Prison & Health WHO Hand book of Forensic Mental Health
5.2 International Health

Learning Outcomes:
 Familiarize the students regarding the international rules and regulations
for travelers about the common internationally communicable diseases
 To know the restrictions imposable on travelers
 Describe the importance of culture, class, and gender on perceptions of
health and illness, on health status, and on access to services
 Describe the health situation of a country using the concepts of
demographic and epidemiological transition
 Delineate the difference between population-based and clinical
approaches to health improvement and why population-based
approaches are more effective in resource poor settings
 Explain how international health status is measured and communicated
 Discuss the ethical issues implicit in conducting research in the
developing world
 Identify the key players in international public health
 Basic principles of international health, in order to give them a better
understanding of the wider context of health systems and public health
across various countries
Course Content:
1. Introduction to the Concept of International Health
2. International Health Organizations
41
3. Strengthening Health Security by implementing the international health
regulations
4. Global System for Alert and Response
5. IHin Context of Multi-Hazard Dimension
6. Country Capacity Building for International Health
7. International Travel, Health & Mass Gatherings
8. Public Health at Ports, Airports, Entry and Exit Points on Borders
9. IHR Procedure and Implementations
1. Necil Nathansona Global Public Health
2. Anne Emanuelle Bim Textbook of International Health, Global health in
dynamic world, 3rd Edition
3. Michael, Robert, Anne International Public Health
5.3 Health Economics

Learning Outcomes:
 Interpret and appropriately apply the key concepts of economics within
the context of the health system
 Debate the relative merits of equity considerations in setting priorities for
a health system
 Understand approaches to identify and value costs and outcomes to
include in economic evaluation
 Describe major types of economic evaluation and to understand their
use in the decision-making process
 Recognise and apply key steps in critically reviewing economic
evaluations
 Understand and describe the main features of the Australian health
system- in particular how it differs from other salient national health
systems according to how services are delivered and purchased
 Write concise reports on health economic issues demonstrating sound
knowledge and skills to apply analytic thinking for a scientific debate
and/or problem solving
Course Content:
1. Importance of Economics in Health System
2. Growth of Health Economics
3. Economic Principles
4. Wealth and Health
5. Health Needs Analysis
6. Health Sector Demands
7. Health Supplies
8. Cost Analysis
9. Cost Benefit Analysis
10. Cost Minimization Analysis
42
11. Cost Effectiveness Analysis
12. Cost Utility Analysis
13. Break Even Analysis
14. Uncertainty
15. Marginal Analysis
16. Economy of Health System of Pakistan
1. Pearson The Economics of Health & Health Care, Folland, Goodman, Stano,
5th edition
2. David Kernick, Radoliffe Getting Health Economics into Practice, Medical
Press
3. Kumaranayake, Normand Health Economics, MCPAKE, Routledge London
& N.Y.
5.4 Health Financing

Learning Outcomes:
 Orient students about the mechanism of financial resources and its
disbursement
 Generate house based resources on health spending
 To enable the students to prepare quarterly and annual demands and
financial reports
Course Content:
1. Overview of Health Financing
2. Sources of Health Financing
3. Sources and Mechanism of Health Financing in Pakistan
4. Quarterly and annually financial plans, inventories and auditing
5. Comparison of Health Finances in Global Perspective
6. Relationship Between Financing Instruments and Goals
7. Framework of Healthcare in Pakistan
8. Domestic Spending and Donor Assistance Comparisons
9. Effect of Devolution on Health Financing
10. Financing District Health Services
11. Role of Private Sector, Traditional Medicine and Ngo’s
12. Models of health care services
13. Patients satisfaction
1. Diane McIntyre Health Care Financing in Low & Middle-income countries
2. ECNEC & Budgeting Documents of Government of Pakistan
3. An introduction to Financial Management
4. A practitioner guide Health Financing World Bank.
43
5.5 Health Inventory Management
Learning Outcomes:
 Optimize Inventory Levels
 Build an Inventory Management Plan
 Design & Manage Warehouse Operations
 Management of “in” & “out” record
 Increase Accuracy, Traceability & Reduce Parts Variety
 Reserved stock and reserved stock limit
Course Contents:
1. Introduction to Inventory Management
2. The Financial Implications of Holding Inventory: Inventory Carrying
Cost, Effect on Financial
3. The Cost of not holding enough Inventory
4. Introduction to Effective Inventory Management
5. Inventory Management & the Supply Chain Strategy
6. Demand Forecasting
7. Lead time Management
8. Introduction to Inventory Planning
9. Inventory Categorization Techniques: ABC Analysis, Fast & Slow
Moving, Excess, Obsolete & Defective Stocks
10. Traceability and Variety Reduction
11. Inventory Coding Systems and bin card management
12. The Inventory Management Plan
13. Introduction to Inventory Operations
14. Monitoring Movements: Inventory Accuracy
15. Measuring and Valuation of Inventory
16. Receipt & Issuance of Inventory
17. Systems to Replenish Inventory
18. Order planning (time, value & quantity)
19. Storage of vaccines and perishable items
20. Inventory management of disposables
Recommended Books:
1. Essentials of Inventory Management, by Max Muller (Basic Inventory
Control)
2. Warehouse Management: A Complete Guide to Improving Efficiency and
Minimizing Costs in the Modern Warehouse, by Gwynne Richards
(Warehouse and Material Handling)
3. Supply Chain Network Design: Applying Optimization and Analytics to the
Global Supply Chain, by Michael Watson et al (Distribution Management)
4. Inventory Accuracy: People, Processes, & Technology, by David J.
Piasecki (Inventory Accuracy)
44
5. Inventory Strategy: Maximizing Financial, Service and Operations
Performance with Inventory Strategy, by Edward Frazelle (Inventory
Strategy)
6. Introduction to Materials Management, by Steve Chapman et al (Material
Management)
5.6 Disaster Management

Learning Outcomes:
 Basic Disaster Concepts
 Planning for disaster management
 Post disaster rehabilitation
 Disaster’s effects on economy and health
 Students will recognize basic principles of public health as they relate to
disaster management.
 Students will be able to apply critical thinking and decision making skills
for given disaster scenarios.
 Students will identify and use appropriate concepts, theories, and
principles towards the development of disaster preparedness and
mitigation plans.
Course Content:
1. Concept of Disaster
2. Types of Disaster
3. Effect of Disaster on Health
4. Elements at Risk in Disaster
5. Disaster Management Cycle
6. Role of Public Health in Disaster
7. Role of NDMA in Managing Disaster
8. Health Education for Disaster Safety
9. Public Health Review
10. Interdisciplinary Disaster Planning
11. Community Level Preparedness
12. Disaster Mitigation and Post-Event Response
13. Risk Communications
14. Environmental Health Degradation
15. Mental Health Challenges of a Disaster
16. Monitoring and Evaluation of Recovery Efforts
1. B. Narayan Disaster Management APH
2. Dr. S.R. Singh Disaster Management APH
45
5.7 Quality Management in Health care
Learning Outcomes:
 Improve the quality of medical and behavioral healthcare
 Maintain a process for adopting and updating both preventive health
guidelines
 Identify, develop and enhance activities that promote member safety and
reduction in medical errors
 Ensure that quality of care and service delivered by delegates meet
standards
 Document and report the results of monitoring activities
Course Content:
1. Introduction to Quality Management in Health
2. Evolution of Quality and its Standards
3. Quality Healthcare
4. Characteristics of Quality
5. Dimensions of Quality
6. Quality Principles
7. Quality Cycle & Circle
8. Quality Audit of Healthcare Services
1. Willson Quality gurus in Health
2. Heizer & Nathan Total Quality Management, Manufacturing and Services
3. Ellen J. Gaucher & Richard J. Coffey Total Quality in Health Care
4. EFQM training/workshop workbook Quality Management in International
Health Heidelberg University Germany
5.8 School Health

Learning Outcomes:
 Describe the components of school health
 Review history of school health
 Develop school health program
 Establish role of personnel
 Delineate Roles and Responsibilities for the Safe Delivery of Specialized
Health Care
Course Contents:
1. Objective of school health services
2. School health team
3. Duties of School medical officer
4. Duties of School health nurse
5. Medical inspection of school children
6. Common school health problems
46
7. Infactuis diseases in schools
8. Healthy school environment
9. Role of teacher in school
10. School health services on Pakistan
11. Models of school health services
12. The Health Needs of School-Age Children
13. School health education program, Planning and implementation
1. UNESCO Pakistan School Health Program
2. NCHD School Health Program
3. Jerry Newton, Richard Adams The New School Health Handbook: A Ready
Reference for School Nurses and Educators, 3rd Edition
4. Social Action Programme, Pakistan 1990
5. National Health Survey, Pakistan 1989
6. WHO (1990) Towards a better future, MCH, Geneva
5.9 Health Information System

Learning Outcomes:
 To familiarize the students with the basic concepts of health MIS
 To expose the students to the health information data collection, analysis
and interpretation techniques
 To provide the stakeholders basic vital/health information for decision
making
Course Contents:
1. Introduction to Health MIS
2. Contribution of Information technology
 The strategy network in Health Care organizations
 Information strategy related to Enterprise and organizational
strategies
3. Organizational Accountability
 Integration of clinical strategy with business strategy
 Information strategy ; Clinical Decision support system
 Aligning information strategy with clinical strategy
4. Information Strategy empowers organizational strategy, Managing data,
Information and Knowledge
5. Information strategy ; Managing information resources
6. Investing in Information technology
7. Managing Information technology services
8. Information Security and ethics
9. Building Health care Information infrastructure
1. Gordon. D Brown, Tamara T. Stone, Timothy B Patrick - Strategic
management of Information systems in Health care (BK-1)
47
2. www.who.hmis
5.10 Health Project Management

Learning Outcomes:
 Understand project management concepts / techniques and how they
improve the success of information technology projects.
 Demonstrate knowledge of project management terms and techniques,
such as:
o The project management knowledge areas and process groups
o The triple constraint of project management applied to a healthcare
environment
o The project life cycle
o Tools and techniques of project management, such as:
 Project selection methods
 Work breakdown structures
 Cost estimates
 Earned value management
 Motivation theory and team building
 Be familiar with Project Management tools / techniques and be able to
help plan and manage a project.
Course Content:
1. Introduction to Project Formulation
2. Preparing for project formulation
3. Analyzing the organizational situation
4. Analyzing the Health, Socioeconomic and Demographic situation
5. Analyzing and projecting the problems
6. Setting the objectives and targets
7. Identifying potential obstacles
8. Designing the strategies
9. Planning the project
10. Writing the project proposal
11. Initiating the project implementation
12. Specifying and scheduling the work
13. Clarifying authorities, responsibilities, and relationships
14. Obtaining recourses
15. Directing and controlling
16. Terminating the project
1. WHO Health Project Management a manual of procedures for formulating
and implementing health projects by J. Bainbridge
2. Martin Van Der Schouw Practical Project Management
3. David Shirlay Project Management for Health Care
48
5.11 Art and Public Health
Learning Outcomes:
 Develop an understanding of the theoretical foundations that inform the
field of arts in medicine and practice of the arts in community health
programs
 Understand the roles of the arts in promoting health education, health
literacy and disease prevention in community settings
 Develop understanding of the knowledge and skills necessary to
engage the arts in a health context
 Develop professional-level practical skills in using the arts to address
health in both healthcare and community settings
 Achieve an advanced level of understanding of arts in public health
practice
 Gain experience in and develop understanding of the administrative
structures that support arts in public health programs and initiatives
 Understand core issues, contemporary trends, critical debates, and
research central to the arts in public health
 Identify core competencies including ethical frameworks, program
development and assessment, grant writing, and cultural competency
Course Contents:
1. International coverage of creative arts demonstrates their role in very
contrasting societies around the world
2. Illustrates how implementing creative arts practices in the promotion of
health and wellbeing is compatible with evidence-based practices
3. Introduces the role of the arts across the whole life-span, from birth to
the end of life
4. Demonstrates the value of the arts in different social settings
communities, schools, hospitals, prisons
5. Offers detailed case studies of creative arts practice in promoting
wellbeing and health
6. Use of Music and Films to teach health
1. Stephen Clift, Paul M. Camic Oxford Textbook of Creative arts, Health &
Well being.
2. Raymond MacDonald & Gunter Kreutz Music Health & Well being.
6.12 Community Dentistry

Learning Outcomes:
 Fundamental knowledge of the philosophy, principles, and practices of
Dental Public Health.
 Specialized knowledge and skills for practicing Dental Public Health,
including research, administration, and teaching
49
Course Contents:
1. Plan oral health programs for populations.
2. Select interventions and strategies for the prevention and control of oral
diseases and promotion of oral health.
3. Develop resources, implement, and manage oral health programs for
populations.
4. Incorporate ethical standards in oral health programs and activities.
5. Evaluate and monitor dental care delivery systems.
6. Design and understand the use of surveillance systems to monitor oral
health.
7. Communicate and collaborate with groups and individuals on oral
health issues.
8. Advocate for, implement, and evaluate public health policy, legislation,
and regulations to protect and promote the public’s oral health.
9. Critique and synthesize scientific literature.
10. Design and conduct population-based studies to answer oral and public
health questions.
1. Geoffrey L. Slack, Brian A. Burt Dental Public Health: Introduction to
Community Dentistry
2. Robert Ireland Textbook of Clinical Hygiene & Therapy
3. Health Council of Netherland Perspectives on oral health care
4. N. Michigan Ave American Dental Hygiene Association Dental Hygiene
Education.
5.13 Community Psychiatry

Learning Outcomes:
 Genetic factors and Physical constitution of prevention psychiatry
 Understand psychosotic and somatopsychic interaction
 Organic states
 Effective disorder and Management of psychiatric disorder in Pakistan
Course Contents:
1. Organizations of community mental health
2. Severe mental disorder
3. Etiology mental illness
4. Classification of psychiatric disorder
5. The magnitude of mental illness in Pakistan
6. Common community mental health problems in Pakistan
7. Community psychiatric health problem in the light of WHO report 2001
8. Prevention of mental illness
9. Operation of community psychiatry
10. Community psychiatry Team
50
1. Hunter L. McQuishon & Others Handbook of Community Psychiatry
2. Anderson E.W. Psychiatry Tindall & Cox Ltd. London
3. Gelder. Gath & Mayou Oxford Textbook of Psychiatry
5.14 Community Nursing

Learning Outcomes:
 Understand and differentiate between community and clinical nursing
 Current nursing trends
 Leadership and communication
 Legal practices in nursing in community nursing care
 Role of Community Health Nursing in district health setup
Course Contents:
1 Concepts of Community Health Nursing.
2 Rules and functions of Community Health Nursing.
3 Family Health Nursing.
4 Three ways Florence Nightingale influenced the department of
nursing history, contribution of early civilization to care of sick
5 Discipline of nursing, what is nursing, definition of nurses
functions, major nursing theories
6 Nursing trends and issues, 100 year debate. accelerating change,
nursing education, responding to an inevitable future
7 Leadership for an era of change, nursing autonomy, a leader
among leaders, perspective of power
8 Ethical issues in nursing and health care / what creates ethical
dilemmas. factors that influence ethical decision making theories,
codes of ethics
9 Legal aspects of nursing practice. Litigation trends in health care.
application of legal principles
10 Management of nursing services. the evolving practice of nurse
executives
11 Organization of nursing patient care. The nursing department division.
Patient care department division.
12 Changing health care, delivery methods, services line models. patient
focused care, emerging models for nursing care delivery.
1. Marjorie Beyers The Management of Nursing Services D-18
2. L.Y. Kelly & L.A. Joel The Nursing Experience D-8
3. B.T. Basavanthappa - Community Health Nursing.D-10
51
5.15 Food Safety
Learning Outcomes:
 Manage systems for good personal hygiene;
 Control food allergens and food hazards within the business;
 Maintain an effective incident management system;
 Explain the characteristics of poorly constructed water wells;
 Design and operate a system to minimize the risk of pest-infestation in
both product and
 facility;
 Follow safe practices in food preparation areas to avoid accidents;
 Understand the role and influence of the manager on the food safety
operation team.
Course Contents:
1. Sanitation & Food Industry
2. The relation of micro organism
3. The relation of Allergen to sanitation
4. The relation of food contamination
5. Personal hygiene & sanitary food handling
6. Role of cleaning compounds in food safety
7. Sanitizers
8. Dairy process plant sanitation
9. Fruit & vegetable sanitation
10. Beverage plant sanitation
11. Butcher sanitation
12. Steet food hawkers sanitation\
13. Time & Temperature control
14. Personal hygiene in food professionals
15. Cross contamination prevention
16. Toxic chemicals & Pest control
1. Manual of Food Safety USDA, FSIS Corporative Agreement
Restaurant X - Food Safety Training Manual
2. WHO Nutrition and Food Safety in Pakistan
5.16 Health Marketing

Learning Outcomes:
 Understand the basic marketing principles
 04 Ps of marketing
 Advertisement and promotion
 Ethics in marketing
52
 To understand and describe the principles of marketing and their
application in health and health care
 To understand the strategic role of marketing in organizations Strategic
 To apply marketing approaches, tools and techniques in analyzing and
solving marketing issues
 To understand the differences and similarities of marketing approaches
and tools and their application in private and public health settings,
including the use of social marketing
 Explore and analyze current and future marketing issues and trends
related to health and health care
 Develop a marketing plan for an organization
 To effectively communicate marketing related concepts and strategy
 Have an understanding of marketing and the marketing planning process.
 Have an understanding of the essential components of marketing strategy
formulation in the healthcare environment.
 Have an overall understanding of the effect that marketing has on a health
care organization’s long-term success.
 Understand the internal and external factors that influence consumer
decision making related to healthcare.
 Familiarize students with Marketing of Healthcare services in the
Kingdom.
 Understand and Develop marketing strategies aimed at satisfying
customer demands and preferences in a health care environment.
Course Contents:
1. Basic understanding of marketing
2. Social, societal and health marketing
3. The History of Marketing in Healthcare
4. Health care administration and marketing
5. Strategic marketing
6. Sale promotion and advertisement
7. Budgeting and financing
8. Marketing and the Healthcare Organization
9. Healthcare Products and Services
10. Emerging Marketing Techniques
11. Marketing Research in Healthcare
1. Philip Kotler Marketing Management Pearson Education/PHI, 2003.
2. Kotler & Keller Service Marketing Management
3. Richard K. Thomas. (2010). Marketing Health Services: Second Edition.
Foundation of the American College of Healthcare Executives.
4. John L. Fortenberry Jr. (2010). Heath Care Marketing: Tools and
Techniques, Third Edition. Jones and Bartlett.
5. Croufer & Simon (2009). Putting Patients At The Center of A New Business
Model. Prism.
53
5.17 Addiction and Social Rehabilitation
Learning Outcomes:
 Understand the basic concepts of Addiction and social rehabilitation in
practice
 Community diagnoses for addiction
 Substances of abuse
 Pattern of drug uses
 ICD 10 Criteria
 Social psychology of Addiction
 Demand for Addiction Treatment
 Care Planning and Management
 Treatment of Opiate Addiction
 Treatment of Non-Opiate Addiction
 Addiction Treatment in the Criminal Justice System
 Social Support and Reintegration
 Co-ordination and Monitoring of Strategy
 Rehabilitation practices and harm reduction
Course Contents:
1. Introduction to Counseling and Rehabilitation
2. Ethical and Legal Aspects of Substance Abuse and Rehabilitation
Counseling
3. Psychiatric Rehabilitation
4. Counseling Theories in Addiction and Rehabilitation
5. Counseling Theories in Addiction and Rehabilitation
6. Prepracticum in Substance Abuse and Clinical Counseling
7. Substance Abuse Counseling
8. Human Growth and Development in Addictions and Rehabilitation
Counseling
9. Rehabilitation Evaluation (i.e. Assessment)
10. Treatment of Drug and Behavioral Addictions
1. Neil T. Anderson Overcoming Addiction Behavior
2. Anne M. Fletcher Inside Rehab
5.18 Nuclear Medicine

Learning Outcomes:
 Understand the basic knowledge of nuclear radiation
 Source of nuclear radiation
 Hazards to exposure
 Positive role in medical and other industries
54
Course Contents:
1. Introduction to nuclear medicine
2. Exposures to nuclear material
3. Origin & nature of Radiation
4. Terrestrial Radiation
5. Man made source of Radiation
6. Problems of nuclear radiation
7. Biological effects of radiation
8. Radiation effects
9. Evolution of permissible doses
10. Protection from radiation
11. Use in medical diagnostic and therapeutics
12. Radioactive waste disposal
13. Safety & regulatory control
1. ICRP Publication 8. The evaluation of Risks from Radiation
2. Knoll Nuclear Radiation Detection
3. United States Atomic Energy Commission, Medical Aspects of Radiation
Accidents, 1963
4. Donald R. Bernier Nuclear Medicine Published by Mosby
5. M. Ilyas Public Health and Community medicine
5.19 Sports Medicine

Learning Outcomes:
Understand basic concepts of sports medicine;
 Medical supervision and care of athlete
 Physical education (Special and adapted)
 Exercise for prevention of chronic degenerative disease
 Therapeutic exercise in the treatment of physical disorder of disease
 Understand the basic structure of muscles, nerves and bones and its
prevention during sports activities
 Basic exercises to strengthen the muscles
 Understand the relationship between brain and body
Course Contents:
1. The history of Sports medicine
2. Physiology of Physical Fitness
3. Nutrition of the Athlete
4. Special care of the Athlete
5. Special consideration of female athlete
6. Role of sports physician in the practice of sports medicine
7. Rehabilitation
8. Ergogenic AIDS/DOPING
55
1. Ryan AJ, Allman Jr FD Sports Medicine Academic Press New York
2. Davis EC, Logan GA Biophysical values of muscular activity
3. McDonald R, keen CL-Iron, Zinc and Magnesium and Athletic performance
Sports Medicine 1988
5.20 Adolescent and Sexual Health

Learning Outcomes:
 Define and discuss community health, determinants of sexual health, and
health advocacy.
 Identify socio-cultural and political barriers, as well as individual barriers, to
health, with a focus on sexual health, and strategies to confront those
barriers.
 Demonstrate critical thinking skills related to community and sexual health.
 Demonstrate skills of intervention to provide other students with information,
options, and resources regarding community and sexual health.
Course Contents:
1. Welcome, introductions, course overview, ground rules, expectations
2. Empowerment, oppression, privilege, social justice
3. Anatomy & Physiology Sexual Response Cycle Menstrual Cycle,
Conception, Contraception
4. Sexually Transmitted Infections
5. HIV/AIDS
6. Sexual Assault
7. Gender, Sexual Orientation, Heterosexism & Homophobia
8. Technology & Sexuality
9. Relationships & Communication
10. Body Image, Media & Sexuality
1. Josefina J. Card & Tabitha Benner Adolescent Sexual Health Education An
Activity Source Book
2. Andrew L. Cherry International Handbook on Adolescent Health and
Development the public health program
5.21 Risk Management

Learning Outcomes:
 Describe general principles and concepts of enterprise risk management
 Explain basic legal concepts associated with health care risk
management
 Describe key structural elements of a risk management program
 List the steps in the risk management process
56
 Explain risk exposures related to documentation and the medical record
 Describe the concept of risk financing, insurance and claims
administration
 Explain risk exposures associated with occupational health, safety and
the environment
 Analyze a comprehensive risk management and patient safety program
Course Contents:
1. Risk management understanding and assessments
2. Types of Risks
3. OT risk management
4. Clinical laboratory and radiation risk management
5. Hospital waste risks
6. Development of a Risk Management Program
7. The Process of Professional Regulation
8. Identification of Organizational Risks and Ethics
9. Risk Financing Insurance
1. Risk Management Handbook for Health Care Organizations: Student
Edition, Roberta Carroll (Editor). American Society for Healthcare Risk
Management. Published by Josey-Bass, 2009
Additional resources will be assigned via University’s internet learning platform
(Sakai)
5.22 Geriatrics
Learning Outcomes:
 Understand the concept of geriatric studies
 Aging and theories
 Basic concepts of geriatric ailments
 Management practices of geriatric disorder
Course Contents:
1. Introduction to geriatrics Gerontologic Assessment
 Mechanisms of Ageing
 Doctor Patient relationship
 History Taking and physical examination
2. Theories of aging Physiology of aging; myths surrounding aging; age-
related changes in cardiovascular system, respiratory system, urinary
system, gastrointestinal system
3. Healthy Ageing Health Promotion and ageing
4. Psychiatric and Behavioural Issues Common psychiatric Disorders
5. Neurological Conditions
 Falls
57
 Neurodegenerative conditions
 Dementia
 Alzheimer’s
 Confusional States
6. Special Issues
 Medical Conditions Chronic diseases
 Systems approach endocrine, reproductive, immune )
 ENT and Eye Conditions
7. Nutritional Needs
8. Ethical issues
9. Rehabilitation of elderly patient Palliative Care
Recommended Readings
1. Ranjit N Ratnaike Practical guide to geriatric Medicine (BK 1)
2. Gerontology Care Complied Notes (BK 2)
3. OP Sharma Geriatric Care; Viva Books Private Limited (BK 3)
4. CS Kart The Realities of Aging: An introduction to Gerontology; publisher
Allyn and Bacon, Inc. Boston, MA. 2nd edition (BK 4)
5. Florence, Lieberman, Morris F Collen Aging in Good Health A quality
Lifestyle for the Later Years Insight Books
6. Steve Iliffe Linda Patterson, Mairi M Gould Health Care for Older People
Mgt in MGP General Practice - BMJ
58
MASTER OF SCINECE IN PUBLIC HEALTH (MSPH)
Goal of MSPH Programme:
To improve the health status of the population which is to be achieved by
providing public health and health care professionals with a high quality
postgraduate training programme in public health sciences.
Objectives of the Programme:

The graduates of the MSPH programme are prepared to:
 Solve health-related problems within the financial, socio-cultural,
environmental and political framework of Pakistan and its surrounding
region.
 Design, conduct, analyze and interpret the results of relevant studies,
projects and programmes.
 Plan, manage, monitor and evaluate interventions in the field of public
health.
 Communicate public health messages to diverse audience effectively.
 Advocate sound public health policies and practices.
Programme Organization and Structure:

The intensive curriculum emphasizes on basic public health sciences, essential
managerial and analytical skills including project planning and evaluation,
epidemiological investigations, health systems analysis and research,
reproductive and child health, environmental and occupational health, disease
control, and effective communication and leadership. The first semester
curriculum provides exposure to the basics of public health disciplines. The
second semester curriculum provides advanced applied training in key
methodological and programmatic disciplines. The third and fourth semesters
involve the students in practicum placements and a supervised dissertation. The
dissertation integrates public health knowledge, skills, and methods in a
professionally and individually relevant practice context.
Programme Duration and Credits:

The total MSPH programme “A” consists of 36 credits including 10 core courses,
3 courses in the specialized track and a dissertation. One credit is equivalent to
16 hours of formal teaching/contact hours or 45 hours of practical fieldwork.
Practical fieldwork is defined as consisting of individual fieldwork, group
fieldwork, field visits, individual assignments and class exercises. The MSPH
programme “B” consists of 60 credits.
59
ROADMAP FOR MSPH PROGRAM
The nomenclature of Masters in Public Health (MPH) be changed to MSPH
(Master of Science in Public Health)
Following Candidates will be eligible to take MSPH Program of 36 credit hours
1. MBBS (Registered with PMDC)
2. BDS (Registered with PMDC)
3. MD (Registered with PMDC)
4. BSc Nursing 4 Years (Registered with PNC)
5. DVM (Registered with Veterinary Council)
6. BSc Paramedics-4 years
7. BSPH
8. Pharm D/Equivalent (Registered with Pharmacy Council)
9. BS Physiotherapy/Equivalent
Following degree holders will be eligible to take MSPH of 60 credit hours with
the minimum duration of 30 months
Masters in Social Sciences (Sociology/Psychology/Anthropology)
Masters in Environmental Sciences
Masters in Business Administration
Masters in Nutrition and equivalent
60
ROADMAP FOR MS AND PHD PUBLIC HEALTH
PROGRAM
FA/FSc
BSPH
 MBBS (Registered  16 Years of

with PMDC) Education in
 BDS (Registered with MSPH  BS Social
PMDC) Sciences
 MD (Registered with (Sociology /
PMDC) Psychology /
 BSc Nursing 04 Years Anthropology)
36 60
(Registered with PNC)  BS
Credit Hours Credit
 DVM (Registered with Environmental
Hours Sciences
Veterinary Council)
 BSc Paramedics 04  BS Nutrition
Years and Equivalent
 Pharm D / Equivalent  Masters in
(Registered with Business
Pharmacy Council) Administration
 BS Physiotherapy /
Equivalent
18 Years
PHD Education in any
FCPS and
(03 Years) Health Related
Equivalent
Discipline
(60 Credit Hours)
61
(A) – MSPH – (30 Credit Hours)
Semester wise distribution of Core and Elective Courses
Semester: 1 (5 Core Courses)

S.No Courses Credit Hours
1.1 Social and Behavioral Aspects of Public Health 3
1.2 Basic Epidemiology and Biostatistics 3
1.3 Environmental and Occupational Health 3
1.4 Health Promotion, Advocacy and Social Mobilization 3
1.5 Health system 3
15
Semester: 2 (2 core Courses and 3 courses from the elective
Track)
2.1 Applied epidemiology and Biostatistics 3
2.2 Research Methods: Quantitative and Qualitative 3
4.1.1 - One Track from the list of below given elective tracks 9
4.5.3
15
Semester: 3
3.1 Dissertation 6
3.2 Practicum Compulsory
OR
One Publication in Peer Reviewed Journal
(HEC Indexed Journal)
4. List of Elective Courses/Tracks
Track 4.1 Epidemiology and Biostatistics
4.1.1  Advanced Epidemiology and Biostatistics
4.1.2  Epidemiological Report Writing
4.1.3  Epidemiology of Communicable & Non
Communicable Diseases
Track 4.2 Health Policy and Management
4.2.1  Human Resource Management for Health
4.2.2  Health Policy, Planning and Management
4.2.3  Financial Management
Track 4.3 Applied Nutrition
4.3.1  Nutrition for Children, Adolescent & Mothers
4.3.2  Community Management of Malnutrition
4.3.3  International Food Organizations
62
Track 4.4 Reproductive Health
4.4.1  Demography and Population Dynamics
4.4.2  Community Based RH Interventions
4.4.3  Gender Development
Track 4.5 Health Economics
4.5.1  Applied Health Economics
4.5.2  Health Care Financing
4.5.3  Supply Chain Management
Grand Total 36
Description of Courses
A. Core Courses
1.1 Social and Behavioral Aspects of Public Health
Learning Outcomes:
By the end of the course participants should be able to:
 Examine public health through its historical context and use this
information in the evaluation of current public health issues
 Analyze a public health problem and evaluate interventions and policy
alternatives using the problem-solving methodology
Course Contents:
The following areas will be covered during the course:
1. Definition of public health in a historical perspective
2. Recent developments in public health and future directions of public
health
3. Problem-solving methodology applied to public health
4. Developing a conceptual framework for understanding the key
determinants
5. Identifying and developing strategies (policies and interventions)
6. Setting priorities and recommending intervention or policies
7. Implementing interventions or policies and evaluation plan
8. Developing a communication strategy
9. Research in public health and importance of evidence-based decision
making
10. Overview of public health programs in Pakistan
1. Basch PF. Textbook of international health, 2nd edition New York, NY:
Oxford University Press.
2. Brownson RC, Baker BA, Leet TL, Gillespie KN. Evidence-based public
health. New York, NY: Oxford University Press; 2003.
63
3. Detels R, McEwen J, Beaglehole R, Tanaka H, (eds.). Oxford textbook of
public health: the practice of public health, 4th edition Oxford: Oxford
University Press; 2002.
4. Malin N, Wilmot S, Manthorpe J. Key concepts and debates in health and
social policy. Philadelphia, PA: Open University Press; 2002.
5. Porter D. Health, civilization and the state, 1st edition New York, NY:
Chapman and Hall Routledge; 1999.
1.2 Basic Epidemiology and Biostatistics

Learning Goal:
 To enable health professionals to understand the concepts and apply the
epidemiological and statistical methods to design, conduct, analyze and
apply interventions for evaluation, making use of computer statistical
software and information technology
Learning Outcomes:
By the end of the course, the participants must be able to:
 Apply and design strategies commonly used for epidemiological studies
 Assess the burden of disease using the measures of disease frequency
 Investigate association in terms of strength of association, causality,
bias and confounding
 Apply screening in disease control
 Classify Variables and Define the data types and the scales of
measurements
 Interpret a given data
 Apply frequency distribution to a given data and its interpretation
 Calculate the sampling errors; Calculate the standard error of a mean
and a proportion and its interpretation.
 Calculate and interpret confidence intervals for a parameter. Explain
why it is necessary to calculate confidence interval in a data
 Test hypothesis by using appropriate statistical methods and tests
Course Contents:
The following are the contents of the course:
1. Definition of Epidemiology
2. Importance of Epidemiology
3. Types of study designs: their importance, uses and limitations.
4. Outcome measures for each study design e.g. Relative risk, Odds ratio
etc.
5. Causality and association
6. Inferential Epidemiology
7. Validity and Reliability
8. Measuring the Disease burden: Rates, Ratios, Incidence, Prevalence
9. Role of Chance, Confounding and Bias in interpretations.
10. Screening in disease control
64
11. Introduction to Biostatistics
12. Types of statistical applications
13. Scales of measurements
14. Descriptive Statistics
15. Measures of central tendencies
16. Measures of variability
17. Measures of shapes
18. Probability
19. Probability Distributions: Normal, Poisson, Binomial
20. Sampling techniques, sampling errors/ Confidence Intervals
21. Concepts of analytical statistics: Hypothesis testing:
22. Alpha and Beta errors
23. Tests of Significance: Normal test, t test, Chi square test etc.
24. Correlation
25. Regression
26. Sampling and various sampling techniques
27. Data presentation: Figures, graphs, tables
1. Beaglehole R, Bonita R, Kjellstrom T. Basic epidemiology. Geneva: World
Health Organization; 1993.
2. Gordis L. Epidemiology. Philadelphia, PA: WB Saunders Company; 2008.
3. Greenberg RS, Daniels SR, Flanders WD, Eley JW, Boring JR. Medical
Epidemiology, 2nd ed. New York, NY: McGraw-Hill; 1996.
4. Hennekens CH, Buring JE. Epidemiology in medicine. Boston, MA: Little
Brown and Company; 1987.
5. Holford TR. Multivariate methods in epidemiology. New York, NY: Oxford
6. Last JM. A dictionary of epidemiology, 2nd ed. New York, NY: Oxford
7. Lilienfeld AM, Lilienfeld DE. Foundations of epidemiology,3rd ed. New
York, NY: Oxford University Press; 1994.
8. MacMahon B, Thomas FP. Epidemiology: principles and methods, 1st ed.
Boston, MA: Little, Brown and Company; 1970.
9. Mausner JK, Bahn AK. Epidemiology: an introductory text, 2nd ed.
Philadelphia, Pa: WB Saunders Company; 1985.
10. Olsen J, Saracci R, Trichopoulos D, (eds.). Teaching epidemiology: a
guide for teachers in epidemiology, public health and clinical medicine, 2nd
ed. Oxford: Oxford University Press.
11. Fletcher RH, Fletcher SW, Wagner EH. Clinical epidemiology: the
essentials, 3rd ed. Philadelphia, PA: Williams & Wilkins Publishers; 1996.
12. Altman DG. Practical statistics for medical research, 3rd ed. London, UK:
Chapman & Hall; 1991.
13. Colton T. Statistics in medicine, 1st ed. Boston, MA: Little Brown and
Company, 1994.
14. Daniel WW. Biostatistics: a foundation for analysis in the health sciences,
5th ed. New York, NY: John Wiley & Sons; 1991.
65
15. Kirkwood BR. Essentials of medical statistics, 2nd ed. Oxford, UK:
Blackwell Scientific Publications; 1988.
16. Selvin S (ed.). Statistical analysis of epidemiologic data, 3rd ed. New York,
NY: Oxford University Press; 1991.
1.3 Environmental and Occupational Health

Learning Goals:
 To enable the participants to identify and describe the important current
and emerging environmental problems that pose risk to public health
and apply the multidisciplinary environmental health approach to their
solution
 To improve the capacity of health managers in occupational health in
terms of their knowledge, attitude and skills
Learning Outcomes:
By the end of the course the participants should be able to:
 Describe the core issues in Environmental Health
 Define the major sources and types of environmental agents
 Identify the carriers or vectors that promote the transfer of these agents
from the environment to the human
 Describe how these agents interact with biological systems, and the
mechanisms by which they exert adverse health effects
 Describe the existing situations and remedies in developing countries
 Identify and define the steps in the risk-assessment and risk-
management processes
 Describe the sources, pathways of exposure and methods of control of
the principal physical, chemical, biologic and psychosocial hazards that
impact human health in ambient, indoor and occupational environments.
 Explain the processes associated with the translation of scientific and
health data into public health policy and environmental law.
 Identify and describe important current and emerging environmental
problems that pose a risk to public health
 Define occupational health that encompasses the main aspects of
problem-solving typically faced by health managers;
 Define and describe essential concepts, principles, methods and terms
in occupational health;
 Apply certain techniques in the resolution of selected occupational
health issues and Describe basic methods of quantitative and qualitative
analysis being used by health managers in occupational health.
Course Contents:
1. Introduction to Environmental Health Issues
2. Environmental Health Issues of Pakistan
3. Human Impacts on Environment
4. Environmental Impacts on Human Health
66
5. Sanitation Status and Options in Pakistan
6. Water Pollution
7. Drinking Water Quality Situation in Pakistan
8. Pesticides and Fertilizers
9. Arsenic, Fluoride and Nitrate contamination in Drinking Waters
10. Water Born Diseases in Pakistan
11. Water Supply Agencies, their Capacity and Performance
12. Present Drinking Water Treatment Practices
13. Waste Water Availability and its Treatment
14. Air Pollution
15. Noise Pollution
16. Solid and Hazardous Waste Management
17. Environmental Impact Assessment (EIA)
18. Climate Change and Its Effect on Health
19. Environment Policy and Law
20. Workplace and Health
21. Scope of Occupational Health and Safety
22. Occupational Health Issues in Low-income Countries
23. Industrial Hygiene
24. Anticipation
25. Recognition
26. Evaluation
27. Control
28. Clinical Occupational and Environmental Medicine
29. Legal and Regulatory Issues
30. Labour Laws
1. Aron JL, Patz JA (eds.). Ecosystem change and public health: a global
perspective. Baltimore, MD: Johns Hopkins University Press; 2001.
2. LaDou J. Current occupational and environmental medicine, 3rd ed. New
York, NY: Lange Medical Books/McGraw-Hill; 2004.
3. Lippmann M, Cohen BS, Schlesinger RB. Environmental health science,
2nd ed. New York, NY: Oxford University Press; 2003.
4. Moeller WD. Environmental health, 2nd ed. Cambridge, MA: Harvard
5. Moore GS. Living with the earth: concepts in environmental health
science, 2nd ed. Boca Raton, FL: Lewis Publishers; 2002.
6. Nadakavukaren A. Man and environment: a health perspective, 3rd ed.
Prospect Heights, IL: Waveland Press;1990.
7. Reich MR, Okubo T (eds.). Protecting workers' health in the third world:
national and international strategies. New York, NY: Auburn House.
67
1.4 Health Promotion, Advocacy and Social Mobilization
Learning Goal:
Reorient the students to turn them into health promotion specialists and
communicators.
Learning Outcomes:
By the end of the course participants should be able to:
 Describe the major approaches to the promotion of health, including the
underlying theories and procedures used in evaluating them.
 Design a health promotion campaign.
 Describe the basic principles of behavior change and management, the
scientific, social, cultural and economic bases of health promotion, as well
as the political and ethical issues that affect health promotion activities.
 Demonstrate the communication skills which public health specialists be
called upon to play in Health Promotion.
Course Contents:
1. Introduction to Health Promotion and Education
 Health promotion
 Risk transition
 Ottawa Charter
 Adelaide, Sundsval, Jakarta and Mexico, Bangkok conferences
 Life course perspective
 World Health Report 2002
2. Health perspectives and reflections
 Health as a continuum
 Approaches to Health Education
 Orientations for health education
3. Evidence-based Health Promotion and Planning
 Principles of Health Promotion
 Hierarchy of evidence
 Outcome model of Health Promotion
 A new evidence paradigm
 Health A new evidence paradigm
4. Health Promotion theoretical perspectives
 Ecological Models
 Community theories
 Diffusion of innovations
 Community organization theory
 Organizational change theory
 Interpersonal
 Social learning theory
 Social cognitive theory
 Trans theoretical model / Stages of change model
68
 Health belief model
 Consumer information processing Model
5. Models of Health Promotion
 Aims of Health Promotion
 Towards a more integrated model
 Tanahills Model
6. Models of Health Promotion Planning
 Precede-Proceed
 Social Marketing
 Logic Model
7. Health Communication
 Types and levels
 Principles of effective communication
 Message
 Audience
 HEALTHCOMS 5 step methodology
 CDC’s Health Communication Wheel
 “A” frame of advocacy
 7 C’s of effective communication
 “P” process
 Health Communication campaign
 Planning a comprehensive health communication campaign
8. Steps of the comprehensive health communication campaign
 Steps of the comprehensive health communication campaign
9. Social Marketing
10. Evaluating Health Promotion Programs
 Stages of research and evaluations for Health Promotion programs
 Best practices in health promotion
 Skills for evaluation
 Steps off evaluation process
1. Elder JP. Behavior change and public health in the developing world.
Thousand Oaks, CA; SAGE; 2001.
2. Ewles L, Simmett I. Promoting health: a practical guide, 3rded. London:
Scutari Press; 1995.
3. Green LW, Kreuter MW. Health promotion planning: an educational and
environmental approach, 2nd ed. Mountain View, CA: Mayfield Publishing
Company; 1991.
4. Naidoo J, Wills J. Health promotion: foundations for practice, 2nd ed. London:
Bailliere Tindall; 1994.
5. Rogers EM, Kincaid DL. Communication networks: towards a new paradigm
for research. New York, NY: The Free Press; 1981.
6. Rogers EM. Diffusion of innovations, 3rd ed. New York, NY: The Free Press;
1983.
69
7. Valente TW. Evaluating health promotion programs. New York, NY: Oxford
8. World Health Organization. Education for health: a manual on health
education in primary health care. Geneva: World Health Organization; 1988.
1.5 Health system

Learning Goal:
 To enhance the participants‟ comprehension of the basic concepts of the
health system at micro and macro level, for the purpose of ultimately
improving health service delivery in Pakistan and in other countries.
Learning Outcome:
At the end of the course students will be able to:
 Understand the various concepts of Health Systems
 Understand and enlist all essential components of the Health Systems
Model
 Understand and practice the steps of Health Systems Analysis
 Identify indicators for each component of Health Systems Model
 Develop a tool for Health Systems Analysis
 Conduct Health Systems Analysis in the field
 Analyze and interpret the findings from data collected through the Health
Systems Analysis Tool
Course Contents:
1. Definitions of health input, output and outcomes
2. Health System: Conceptual Frameworks
3. Health System: Terms and Concepts
4. Systems Approach
5. Micro Health System: Kielmann Model
6. Health Indicators and their use
7. Situation Analysis Approach
8. Instrument for Health Systems Analysis
9. Macro Health System: WHO model
10. Health Management Information System
11. Field Visits for data collection(applied system analysis)
12. Health system functions
13. Health system outcomes
14. Primary Health Care
15. Linking the Micro and Macro Health models
1. Berman BA, Bossert TJ. A decade of health sector reform in developing
countries: what have we learned? Boston, MA: Data for Decision Making
Project, International Health Systems Group, Harvard; 2000. Available
from: URL: http://www.hsph.harvard.edu/ihsg/publications/pdf/
closeout.pdf
70
2. Kemm J, Parry J, Palmer S (eds.). Health impact assessment: concepts,
theory, techniques and applications. Oxford: Oxford University Press;
2004.
3. Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual:
toolkit for district health managers. Islamabad, Pakistan: Multi-donor
Support Unit, Ministry of Health; 2002.
London, UK: MacMillan Education Ltd and AMREF, 1995.
5. Siddiqi S, Haq IU, Ghaffar A, Akhtar T, Mahaini R. Pakistan’s maternal
and child health policy: analysis, lessons and the way forward. Health
Policy 2004;69:117-30.
6. Siddiqi S, Kielmann AA, Khan MS, Ali N, Ghaffar A, Sheikh U, et. al. The
effectiveness of patient referral in Pakistan. Health Policy Plan. 2001:16:
193-198.
2.1 Applied Epidemiology and Biostatistics

Learning Goal:
The goal of the course is to improve the epidemiological and statistical skills for
use in research and evaluation in public health and to enable the students to
understand and apply the basic epidemiological and statistical knowledge and
skills in addressing and solving health and public health issues and developing
research strategies using advanced statistical methods and statistical
software/s.
Learning Outcomes:
At the end of the course, the student should be able to:
 Apply measures of disease frequency in Public Health.
 Describe further statistical procedures in Cohort and case-control studies.
 Interpret the results of a study investigating the effects of Confounding
and Interaction
 Describe the methods adopted to control for Bias, Chance and Effect
Modification in a study
 Apply screening in disease control.
 Analysis of survival times
 Applications of Standardization
 Use the tests of significance for parametric data: three or more
independent groups of observations (ANOVA).
 Use the tests of significance for categorical data:
- several proportions,
- analyzing frequency tables (22, n  k tables),
- large tables with ordered categories.
 Use non-parametric tests for a single or more than one samples e.g.
Wilcoxon’s Rank sum tests, Mann-Whitney U-tests etc.
71
 Investigate the relationship of two or more continuous variables using
correlation – partial correlation coefficients, coefficient of determination,
interpretation and presentation of correlation.
 Investigate the relationship between several variables using:
- Multiple regression and
- Logistic regression.
 Evaluation of interventions or programmes using appropriate
epidemiological and statistical methods.
Course Contents:
The contents of the course are as follows:
1. Disease frequency: Incidence and Prevalence
2. Proportional Morbidity and mortality
3. Details of measures of association and inference in cohort and case
control studies
4. Further applications of Chance, confounding and bias in studies.
5. Interaction and effect modification.
6. Issues in screening.
7. Survival time analysis.
8. Standardization techniques in epidemiological studies.
9. Parametric test: ANOVA
10. Non Parametric tests: Chi square test for several proportions, n  k tables
and tables with ordered data, Fisher’s exact test, non-parametric tests
for a single or more than one samples e.g. Wilcoxon’s Rank sum tests,
Mann-Whitney U-tests.
11. Partial correlation coefficients, coefficient of determination.
12. Multiple regression and
13. Logistic regression
Same as for Basic Epidemiology and Basic Biostatistics plus:
1. Baumgartner TA, Strong CH. Conducting and reading research in health and
human performance, 2nd ed. Boston, MA: Edward E. Bartell publishers; 1997.
2. Bennet J, Azhar N, Rahim F, Kamil S. Further observations on ghee as a risk
factor for neonatal tetanus. International Journal of Epidemiology 1998; 24:
643-47.
3. Bhargava SK, Sachdev HS, Fall CHD, et. al. Relation of serial changes in
childhood body mass index to impaired glucose tolerance in young
adulthood. N Eng J Med 2004;350: 865-75.
4. Brown KH, Black RE. Infant feeding practices and their relationship with
diarrhoea and other diseases in Huascar (Lima) Peru. Pediatrics 1989;83:31-
40.
5. Clemens JD, Stanton S, Stoll B. Breast feeding as a determinant of severity
in shigellosis. Evidence for protection throughout the first three years of life
in Bangladeshi children. American Journal of Epidemiology 1986;123: 710-
720.
72
6. Cochran WG. Sampling techniques, 3rded. New York, NY: Singapore: John
Wiley & Sons; 1909.
7. Deitz WH, Robinson TN. Overweight children and adolescents. N Eng J Med
2005;352: 2100-09.
8. Furness S, Connor J, Robinson E, Norton R. Car colour and risk of car crash
injury: population based case control study. British Medical Journal
2003;327: 1455-56
9. Jousilahti P, Toumilehto J, Vartialnen, Eriksson J and Puska P. Relation of
adult height to cause-specific and total mortality: A prospective follow up
study of 31,199 middle-aged men and women in Finland. Amer J Epidemiol
2000;151: 1112-20.
2.2 Research Methods: Quantitative and Qualitative

Learning Goal:
 To create a critical mass of trained persons well-oriented in writing a
research proposals for the dissertations and funding purposes
 To enable the health professionals to critically comprehend the concepts
and at the same time apply the epidemiological and statistical methods
to develop a research protocol making use of computer statistical
software and information technology.
Learning Outcomes:
 The critical analysis of the published scientific paper will be used as
baseline to start with the concept of writing a proposal to enable the
students to identify the scientific requirements of medical writing and the
various components of the paper
 The definitions of research and its uses and advantages will be
highlighted in context with its importance in health and disease.
 The selection and prioritizing topic for research demands some
underlying reasoning which will be dealt with in this section requiring
guidelines to select a topic.
 Hands-on-training of the students will be made possible in searching for
the relevant literature using hand and web search.
 Providing a background to the study will be worked at through exercises
using several examples.
 Formulation of objectives needs clarity of logical thinking which can
focus on the scientific principals and, at the same time, covering the
language issues.
 Formulation of hypothesis is critical in terms of stating them in
measurable terms.
 Through definitions of objectives and hypothesis, the identification of
variables and their types will be worked at.
 Once the objectives and variables are identified, the design of the study
will be identified based on the prior knowledge of basics in
epidemiology.
73
 Sampling techniques employed will be qualified appropriate to the
objectives and the study designs. Probability and non-probability
techniques will be applied on different scenario to appropriate their use
in research.
 Sample size estimation based on objectives and study designs will be
done using various statistical applications.
 Construction of Proforma and questionnaire appropriate to the study
objectives and variables.
 Validity of the measurements will be discussed for the documented
variables.
 Importance of self- and interviewer administered questionnaire.
 Pre-testing the methodology of data collection
 Outlining of the plan for data analysis will be carried out constructing
dummy tables and identifying appropriate statistical analysis.
 Preparing of the work plan using the pattern of a Gantt chart.
 Preparing budget and its justification for a proposal when seeking
funding.
 Writing the title of the study topic to include the study design, variables
and statistical analysis
Course Contents:
Following are the contents of the course:
1. Principles of critical reading of a scientific paper
2. Definition of research
3. Importance of research in public health
4. Selection of topic for research
5. Literature Search using internet and library
6. Preparing the background for the proposal writing.
7. Parts of proposal writing.
8. Study design, sampling techniques, inclusion and exclusion criteria.
9. Methodology
10. Choosing the statistical techniques.
11. Reference writing
12. Abstract writing
13. Title writing for the proposals
Same as the Basic Epidemiology, Basic Biostatistics, Computer Applications in
Public Health, and Foundations of Qualitative Research courses.
Additionally:
1. Abramson JH, Abramson ZH. Survey methods in community medicine, 5th
ed. Edinburgh: Churchill Livingstone; 1999.
2. Altman DG. Practical statistics for medical research. London: Chapman
and Hall; 1991.
3. Bowling A. Research methods in health: investigating health and health
services, 2nd ed. Buckingham: Open University Press; 1997.
74
4. Campbell DT, Stanley JC. Experimental and quasi-experimental designs
for research. Boston, MA: Houghton Mifflin Company; 1966.
5. Hall GM. How to write a paper, 3rd ed. London: BMJ Publishing Group;
1996.
6. Greenhalgh T. How to read a paper: the basics of evidence-based
medicine, 2nd ed. London: BMJ Publishing Group; 1997.
4. Elective Courses
Track 4.1: Advanced Epidemiology and Biostatistics
4.1.1 Advanced Epidemiology and Biostatistics
4.1.2 Epidemiological Report Writing
4.1.3 Epidemiology of Communicable & Non-communicable Disease

Learning Goal:
The learning goal of this particular course is to provide skills in understanding
data and developing analysis which may be useful in their applications in a wider
scenario and successfully using the statistical software as a form of help in
analysis.
Learning Outcomes:
At the end of the course, the student should be able to:
 Apply statistical measures in the analysis of Cohort and Case control
studies.
 Analyze Disease Frequency in a wider perspective keeping the
population dynamics in view.
 Effectively apply statistical modeling techniques in different study
Designs.
 Apply comparisons in several exposure groups.
 Describe statistical applications in survival analysis using STATA and
SAS
 Apply the analysis for interaction when studying confounding etc.
Course Contents:
1. Measures of disease frequency and exposure effects
2. Rates and Risk measurements
3. Odds ratios as an estimate of Relative Risk
4. Confidence intervals for rates and rate ratio
5. Test for heterogeneity of Rate Ratios
6. Person-year Analysis : Cohort studies
7. Comparison of several exposure groups using different statistical
techniques.
8. Exposed cohort compared to an external standard
9. Survival Analysis
75
10. Analysis of unmatched case-control studies
11. Selection Bias
12. Analysis of matched Case-control studies
13. Estimating Risk ratios and Rate Ratios in case-Control studies
14. Logistic regression I
15. Logistic Regression II
16. Likelihood Inference
17. Conditional Logistic Regression
18. Poisson Regression
19. Regression models for proportions
20. Strategies for Data Analysis
21. Proportional Hazards regression for Cohort studies.
22. Multiplicative and Additive Models
23. Clustering of cases of disease
24. Analysis of data with multiple episodes as outcome
25. Sample Surveys
26. Regression Analysis and analysis of variance
27. Laws of probability and Binomial Distribution
28. Conditional probability
29. Comparison of survivorship curves
30. Several Straight lines
31. Further analysis of Frequency data
32. Multiple comparisons and sequential trials
33. Time series
34. Non Parametric application on data of different nature.
35. Choice of a statistical technique based on study designs.
36. ANOVA
37. Sample Size Calculation

Course Contents:
1. Format of Epidemiological Report
 Introduction of the Report,
 Ethical considerations (Avoiding Plagiarism),
 Purpose of Report,
 Sources of Data Collection,
 Review of Literature,
 Data collection techniques,
 Description of variables ( dependent, independent),
 Manipulation of Variable,
 Refection on ability of data to generalize target population,
 Hypothesis testing,
 Plan of analysis,
 Result presentations (tabular & graphical),
 Conclusions,
76
 discussions and recommendation,
 study limitations
2. Presentations of Epidemiological Report
 Research Papers for Medical Journals
 Survey Reports for Programs
 Reports for Donors
 Academic Research Report
4.1.3 Epidemiology of Communicable & Non-communicable
Disease
Course Contents:
1. Diarrhea
2. ARI
3. Tuberculosis
4. Hepatitis ABC
5. Meningitis
6. Malaria
7. Leshmeniasis
8. Conjunctivitis
9. Chronic Tonsillitis
10. COPD
11. Diabetes
12. Arthritis
13. IHD/Stroke
14. Hypertension
15. Alzheimer
16. Cancers
17. Accidents
18. Suicidal tendencies
19. Goiter
1. Gordis L. Epidemiology. Philadelphia, PA: WB Saunders Company; 2008.
2. Hennekens CH, Buring JE. Epidemiology in medicine. Boston, MA: Little
Brown and Company; 1987.
3. Holford TR. Multivariate methods in epidemiology. New York, NY: Oxford
4. MacMahon B, Thomas FP. Epidemiology: principles and methods, 1st ed.
Boston, MA: Little, Brown and Company; 1970.
5. Olsen J, Saracci R, Trichopoulos D, (eds.). Teaching epidemiology: a
guide for teachers in epidemiology, public health and clinical medicine, 2nd
ed. Oxford: Oxford University Press.
6. Fletcher RH, Fletcher SW, Wagner EH. Clinical epidemiology: the
essentials, 3rd ed. Philadelphia, PA: Williams & Wilkins Publishers; 1996.
7. Szklo M, Neito FJ. Epidemiology: beyond the basics. Boston, MA: Jones
and Bartlett Publishers; 2000.
77
8. Dupont WD. Statistical Modelling for Biomedical Researchers. A simple
introduction to the analysis of a complex data. 2nd edition. Cambridge
Track 4.2: Health Policy and Management

4.2.1 Human Resource Management for Health
4.2.2 Health Policy, Planning & Management
4.2.3 Financial Management
Module Objectives:
By the end of module Human Resources Management in Health Care, the
candidate should be able to
 Identify the challenges confronting health care organizations in the
context of managing their human resources;
 understand the role of health care professionals in the human resources
management function of health care organizations;
 construct effective human resources policies for the effective
management of people in health care organizations;
 discuss the impact of legal considerations on key human resources
management activities and functions;
 explain the changing nature of jobs and how jobs in health care settings
are being redesigned to enhance productivity and patient care quality;
 identify strategies for dealing with shortages or surpluses of human
resources;
 discuss the strategic importance of the recruitment and selection
function in health care organizations;
 explain the role of employee training and development and its
contribution to the mission of the health care organization;
 understand the business case for diversity and inclusion in health care
organizations;
 describe the characteristics of an effective performance management
system;
 discuss the role of compensation and benefits management for
rewarding and motivating health care employees;
 summarize the relationship between health and safety issues and
human resources management; and
 describe the strategic importance of employee relations practices
4.2.1 Human Resource Management in Health Care

Course Content:
1. Introduction to the Strategic Management of Health Human Resource
2. Regulation of Health Professionals
3. The Legal Environment for Managing Health Human Resources
4. Job Analysis, Job Design and Workload Measurement
5. Health Human Resources Planning
6. Recruitment, Selection and Retention
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7. Employee Orientation, Training, Development and Career Planning
8. Diversity Management
9. Performance Management
10. Compensation Management, Employee Benefits and Services
11. Occupational Health and Safety
12. Employee and Labour Relations

Health Policy
Course Contents:
1. The health policy framework; context process and actors
2. The power and responsibility process
3. Health policy and system
4. Health system analysis
5. The role of government and health care delivery
 Regulations
 Financing
 Stewardship
 Provision
6. International models of health system
 The Beveridge Model
 The biskmarck model
 The national health insurance model
 The out-of-pocket model
7. National models of health system
 Private sector supply
 Public sector
 Public private partnership
 NGOs and charity services
 Health services from Zakkat fund
 Family and self spending on health
8. Government and policy process
9. Interest group and policy process
10. Policy implementation
11. Globalizing the policy process
12. Policy analysis and evaluation
13. Components of health policy of Pakistan
Planning:
Course Content:
1. Introduction to Planning Process
2. History of Planning
3. Planning Commission of Pakistan
4. ECNEC & its functions
79
5. Planning Types
6. Health Planning in Developing Countries
7. Planning Cycle
8. Identification of Plan options
9. Prirotizing the options
10. Budgeting & Programming
11. Monitoring & Evaluation
12. Planning Team
13. Planning for Planning
14. Planning for PHC
15. MGDC

Learning Outcomes:
 Orient students about the standard operational procedures of finances in
health sector
 Generate understanding about heal planning and financing
 To enable the students to understand & prepare financial policies
Course Content:
1. Overview of Advance Accounts Systems and procedures
2. Strategies for identifying sources of Health Financing
3. Zero Based & Performa Budgeting
4. Financial Statements & its interpretation
5. Strategies for Internal Audit & Control
6. Report preparation for public sector external audits & reviews
7. Instruments used for outsourcing
8. Assets Management
9. Costing of Unit wise demand & supplies
10. Control of Waste
11. Generation of Finances from Re-cycling & Disposal of waste
1. Schwind, H., Das, H. & Wagar, T. (2010). Canadian human resource
management: A strategic approach (9th ed.). Toronto: McGraw-Hill
Ryerson
2. Health Policy, Planning and Management
3. This module provides competencies: health management, health
economics, and health policy and politics. By the end of this candidates
should be able to develop the core competencies in following areas.
4. Diane McIntyre - Health Care Financing in Low & Middle-income countries
5. ECNEC & Budgeting Documents of Government of Pakistan
6. An introduction to Financial Management
7. A practitioner guide – Health Financing – World Bank
8. Health Care Financing in Pakistan, World Health Report
80
9. Green A. An introduction to health planning in developing countries, 2nd
edition. Oxford: Oxford University Press; 1999.
10. Kielmann AA, Siddiqi S, Mwadime RK. District health planning manual:
toolkit for district health managers. Islamabad, Pakistan: Multi-donor
Support Unit, Ministry of Health; 2002.
London, UK: MacMillan Education Ltd and AMREF, 1995.
12. Newell K. The way ahead for district health systems. World Health Forum.
1989;10: 80-7.
13. Reinke WA. Health planning for effective management. New York, NY:
Oxford University Press; 1988.
14. Van Lerberge W, Lafort Y. The role of the hospital in the district. Deliverin
or supporting primary health care? Current concerns. WHO SHS Paper
1990;2: 1-36.
15. World Health Organization. Making it work: organization and management
of district health systems based on primary health care. Geneva: World
Health Organization; 1988. Document no. WHO/SHS/DHS/88.1.
16. World Health Organization. The challenge of implementation: district
health systems for primary health care. Geneva: World Health
Organization; 1988. Document no. WHO/SHS/DHS/88.1/rev 1. Available
from: URL:
http://whqlibdoc.who.int/hq/1988/who_shs_DHS_88.1_Rev.1.pdf
17. World Health Organization. The health centre in district health systems.
Geneva: World Health Organization; 1994. Document no.
WHO/SHS/DHS/94.3.
Track 4.3: Applied Nutrition

4.3.1 Nutrition for Children, Adolescent & Mothers
4.3.2 Community Management of Malnutrition
4.3.3 International Food Organizations
Learning Goal:
The goal of this course is to create a group of trainees well-equipped in handling
nutritional problems at community and hospital level, enabling them to
understand the fundamentals of nutrition, nutritional deficiencies, preventing
and managing nutritional problems in the community and hospital.
Learning Outcomes:
At the end of the module, the trainee should be able to:
 List the types of foods and the nutritional requirements of the children,
mothers and people of old age.
 Write a nutritional prescription for a child at different ages and the
mothers.
 Describe the nutritional requirements of the infants and young children.
 List the nutritional requirements of Mothers during pregnancy and
lactation.
81
 Describe the nutritional aspects of human milk.
 Define and Perform nutritional assessment of young children
 Describe the nutritional effects on growth
 Examine the development of growth charts and define their uses
 Plan and perform nutritional surveillance using various indicators.
 Define nutritional surveillance, indicators and methods.
 Analyze nutritional data using EPINUT/Nutrisurvey.
 Counsel mothers on infant feeding
 Counsel mothers with malnourished child in problem solving in the
community and the hospital.
 Identify common micronutrient deficiencies, management and prevention
 Describe common nutritional problems (deficiency or excess of nutrients)
and their management and their prevention.
 Carry out field visit to a restaurant and describe the food sanitation etc.
 Write a report on field work and make a presentation of their work for
critical appraisal.

Course Contents:
Normal Nutrition:
1. Fundamental elements of human nutrition
2. Nutrition during growth and health
3. Nutritional requirements of neonates and infants 0-6 months
4. Nutrition requirements of infants 6-12 months
5. Nutrition requirements of children 1-5 years
6. Nutrition requirements of children 5-12 years
7. Nutrition requirements during physiological stress
8. Nutrition requirements of Adolescents
9. Nutrition requirements during Pregnancy
10. Nutrition requirements during Lactation
11. Household food safety
Assessment of Growth and Nutritional status of children:
1. Nutritional status: its assessment by field techniques
2. Nutritional status: Its assessment through anthropometry
3. Using Growth Charts as primary health care tool
4. Nutritional Prescription for children
5. 6-12 months of age
6. 12 months - 5 years of age
7. 5 - 12 years of age
8. Nutritional prescription of the mothers during normal health, pregnancy
and lactation
Human Milk and its importance:
1. Optimal Breastfeeding Practices
2. Advantages of breastfeeding and dangers of bottle feeding
82
3. Exclusive breastfeeding
4. Complementary feeding
5. Perceived insufficiency of breast milk/Lactation failure
6. Promotion and support of breastfeeding
7. Management of lactation problems
Malnutrition:
1. Classification of Malnutrition
2. Causes of Malnutrition
3. Risk factors and their assessment
4. Management of Malnutrition
5. Clinical Assessment of Malnutrition
6. Protein energy malnutrition: Marasmus, PEM, Kwashiorkor
7. Micronutrient Deficiencies
8. Nutrition during special circumstances
9. Establishing a Lactation Management clinic
Health Education in Nutrition:
1. Communication skills
2. Nutritional counselling
3. Nutritional and social rehabilitation
Monitoring and Evaluation of nutrition intervention programmes:
1. National Nutrition Programmes
2. National Nutrition Surveys
3. Nutrition in IMCI
4. Breastfeeding Policy (International Code for Breastfeeding)
5. Expanded Programme for childhood illnesses and Nutrition
6. IDD control programme
Nutrition for children living in special situation:
1. Poverty
2. War
3. Natural calamities
4. HIV/AIDS
5. Food safety
6. Storage and Preservation of Foods at local and industrial level
Course Contents:
1. Situation for support of international food organization and donors
 Drought
 War
 Strikes & Political sabotage
 Population displacement
 Tsunami
83
 Earthquakes
 Low production
2. Areas of Policy of international food organizaitions
 International cooperation
 Capital investments
 Developing countries
 Farm economics
 Coordinate systems
 Development banks
 Financial investments
 Agricultural policy
 Food economics
 Nutrition & Food Supply
3. International food organizations involed in Research supply & food
support programs
 WFP (United Nation Food Program)
 Australian International Food Security Centre
 Barilla Center for Food & Nutrition (BCFN) (Italy)
 Alliance for Food Sovereignty in Africa
 UNDP - United Nations Development Program
 Asian Development Bank
 World Bank
1. Allen LH. Nutritional influences on linear growth: a general review, Eur J
ClinNutr 1994;48(suppl 1): 75-89.
2. Atkinson SA, Hanson LA, Chanrdra RK (eds.). Breastfeeding, nutrition,
infection and infant growth in developed and emerging countries.
Newfoundland, Canada: ARTS Biomedical Publishers and Distributors;
1990.
3. Brown KH, Black RE, Lopez de Romana G, Creed de Kanashiro H. Infant
feeding practices and their relationship with diarrhoea and other diseases
in Huascar (Lima), Peru. Pediatr 1989;83:31-40.
4. Cohen RJ, Brown KH, Canahuati J, Rivera LL, Dewey KG. Determinants of
growth from birth to 12 months among breast fed Honduran infants in
relation to age of introduction of complementary foods, J Pediatr
1995;96:504-10.
5. Dewey KG, Heinig MJ, Nommsen LA, Peerson JM, Lonnerdal B. Breastfed
infants are leaner than formula-fed infants at 1 year of age: the DARLING
study. Am J ClinNutr 1993;57: 140-5.
6. Dewey KG. Infant nutrition in developing countries: what works [comment]?
Lancet, 2005 28-Jun 3;365: 1832-4.
7. Gross R, Kielmann A, Korte R, Schoeneberger H, Schultink W. Guidelines
for nutrition baseline surveys in communities. Jakarta: SEAMEO,
TROPMED, GTZ; 1997.
84
8. Hanson L, Ashraf R, Zaman S, Karlberg J, Khan SR, Lindblad B, et al.
Breastfeeding is a natural contraceptive and prevents disease and death in
infants, linking infant mortality and birth rates. ActaPaediatr1994 Jan;83:3-
6.
9. Hanson LÅ, Ashraf R, Zaman S, Karlberg J, Lindblad BS, Jalil F. Breast
feeding is a natural contraceptive and prevents disease and death in infants,
linking infant mortality and birth rates. ActaPaediatr 1994;83:3-6.
10. Hanson LÅ, Carlsson B, Jalil F, Hahn-Zoric M, Karlberg J, Mellander L,
Khan SR, Murtaza A, Thiringer K, Zaman S. Antiviral and antibacterial
factors in human milk. In: HansonLÅ (ed.). The biology of human milk, vol.
15. New York, NY:Néstle Nutrition Workshop Series, Raven Press; 1989. p.
141-157.
11. Hanson LÅ, Carlsson B, Zaman S, Adlerberth I, MattsbyBaltzer I, Jalil F.
The importance of breastfeeding in host defense: production of the milk
antibodies and the anti-inflammatory function of human milk. Pak Paed J
1992;XV: 155-164.
12. Hanson LÅ, Silfverdal SA, Stromback L, Erling V, Zaman S, Olcen P,
Telemo E. The immunological role of breast feeding. Pediatr Allergy
Immunol 2001;12 Suppl 14:15-9.
13. Hanson LÅ. Immunobiology of human milk: how breastfeeding protects
babies. Amarillo, TX, USA: PharmasoftPubl; 2004.
14. Karlberg J, Ashraf RN, Saleemi MA, Yaqoob M, Jalil F. Early child health in
Lahore, Pakistan: XI. Growth. Acta Paediatr 1993;390 (suppl):119-49.
15. Karlberg J, Zaman S, Hanson LÅ, Khan SR, Lindblad BS, JalilF. Aspects of
infantile growth and the impact of breastfeeding: a case control study of the
infants from four socioeconomically different areas in Pakistan. Hum Lactat
1990;4: 219-47.
16. Pakistan Demographic and Household Survey, 1990-1994. Pakistan
Institute of Population studies and Govt of Pakistan, 1994.
17. Pelto GH, Santos I, Goncalves H, Victora CG, Martines J, Habicht JP.
Nutrition counseling training changes physician behavior and improves
caregiver knowledge acquisition. J Nutrruary 2004; 134: 357–362.
18. Penny ME, Creed-Kanashiro HG, Robert RC, Narro MR, Caulfield LE, Black
RE. Effectiveness of an educational intervention delivered through the
health services to improve nutrition in young children: a cluster-randomised
controlled trial. Lancet 2005 28-Jun 3;365: 1863-72.
19. Saleemi MA, Ashraf RN, Mellander L, Zaman S. Determinants of stunting at
6, 12, 24 and 60 months and postnatal linear growth in Pakistani children.
Acta Paediatr 2001;90:1304-8.
20. Tulchinsky TH, El Ebweini S, Ginsberg G, Abed Y, Montano-Cuellar D,
Schoenbaum M, et al. Growth and nutrition patterns of infants associated
with a nutrition education and supplementation program in Gaza, 1987-92.
Bull WHO 1994;72:869-75.
21. Victora CG, Smith PG, Vaughan JP, Nobre LC, Lombardi C, Teixeira AM,
et. al. Evidence for protection by breast-feeding against infant deaths from
infectious diseases in Brazil. Lancet 1987 8;2:319-22.
85
22. Victora CG, Smith PG, Vaughan JP, Nobre LC, Lombardi C, Teixeira AMB,
et. al. Evidence for protection by breastfeeding against infant deaths from
infectious diseases in Brazil. Lancet 1987;2:319-21.
23. WHO Collaborative Study Team. Effect of breastfeeding on infant and child
mortality due to infectious diseases in less developed countries: a pooled
analysis, Lancet 2000;355:451-55.
24. World Health Organization, UNICEF. Global strategy for infant and young
child feeding. Geneva: World Health Organization; 2003. Available from:
URL:http://www.who.int/child-adolescent-
health/New_Publications/NUTRITION/gs_iycf.pdf
25. World Health Organization. Effect of breastfeeding on infant and child
mortality due to infectious diseases in less developed countries: a pooled
analysis. WHO Collaborative Study Team on the Role of Breastfeeding on
the Prevention of Infant Mortality. Lancet 2000 5;355:451-5.
26. World Health Organization. Management of severe malnutrition: a manual
for physicians and other senior health workers. Geneva: World Health
Organization; 1999. Available from: URL:
http://whqlibdoc.who.int/hq/1999/a57361.pdfhttp://www.who.int/nutgrowthd
b/en/
27. World Health Organization. Management of the child with a serious infection
or severe malnutrition: guidelines for care at the first-referral level in
developing countries. Geneva: Department of child and adolescent health
and development, World Health Organization;2000. WHO document
WHO/FCH/CAH/00.1. Available from: URL:
http://www.who.int/child-adolescent-
health/publications/referral_care/Referral_Care_en.pdf
28. World Health Organization. Measuring change in nutritional impact of
supplementary feeding programme for vulnerable groups. Geneva: World
Health Organization; 1983.
Track 4.4: Reproductive Health

4.4.1 Demography and Population Dynamics
4.4.2 Community Based RH Interventions
4.4.3 Gender Development
Learning Goal:
The overall goal of this course is to impart basic knowledge and bring a change
in attitude of the participants towards major issues in population dynamics to
enable them to do research on some of these issues.
Learning Outcomes:
By the end of the course, the participants must be able to:
 Define demography, its tools and vital statistics.
 Describe demographic transition and historical forces leading to the
current situation
 Explain population pyramid and different profiles of population pyramids
 Interpret and compute different mortality and morbidity related measures
86
 Compute and interpret different fertility related measures such as Crude
Birth Rate, Total Fertility Rate, Age Specific Fertility Rate, Net
Reproduction Rate and Doubling Time
 Discuss the impact of population growth on development and health
issues
 Demonstrate knowledge and understanding of scientific, evidence
based approaches to the study of population issues.
 Identify causes and consequences of population change and relate
these to underlying population dynamics.
 Demonstrate knowledge and understanding of demographic behavior in
social and policy context
Course Contents:
The contents of the course are:
1. Introduction to Population dynamics: Various static and dynamic
measures of populations
2. Population and Health: An introduction to Epidemiology
3. Visit to Federal Bureau of Statistics
4. Demographic perspective and basic demographic equations
5. Sources of data including census
6. Salient features of population pyramids
7. Concepts and theories of demographic transition
8. World population growth patterns and population momentum
9. Mortality & measures of mortality
10. Global burden of diseases
11. Fertility, natural increase and reproduction rates
12. Characteristics of Pakistani population and other countries
13. Migration and urbanization
14. Population, Poverty and Politics
15. Islam and family planning
16. Population growth and aging
17. Population Policy
1. Haupt A, Kane TT. Population handbook. Washington, DC: Population
Reference Bureau; 1997. Available from:
URL:http://www.prb.org/pdf/PopHand book_ Eng .pdf
2. Palmore JA, Gardner RW. Measuring mortality, fertility and natural
increase: a self-teaching guide to elementary measures. Honolulu: East-
West Population Institute, East-West Center; 1983.
3. Population Reference Bureau. World population: more than just numbers.
Washington DC: Population Reference Bureau; 1999.
87
Learning Goal:
The goal of this course is to equip the participants with the skills, knowledge and
principles to design and manage effective community-based reproductive health
programmes at the national, provincial and district levels.
Learning Outcomes:
By the end of the course, the participants will be able to:
 Identify types of community-level interventions effective in improving
individual and family-level health outcomes
 Describe elements of effective community-based reproductive health
interventions
 Design, conduct and present a needs assessment for community-level
RH interventions, working with information from the health facilities,
providers and community leaders garnered through qualitative and
quantitative data collection
 Critically evaluate the effectiveness of community-based interventions in
producing reproductive health at the household and individual levels
Course Contents:
1. RH at the community, household and individual levels
2. Overview of effective community-level interventions for RH
3. Planning community needs assessment to cover:
 Significance of reproductive health needs in the community
 Background of community
 Specific aims
4. Selecting data collection methods, including
 Focus group discussions
 In-depth/key informant interviews
 Record review
 Facility assessment
 Client exit interview
 Community-level rapid assessment survey
5. Design of a community-based RH intervention to respond to identified
needs
 Rationale for expected effectiveness
 Targeted beneficiaries
 Types of intervention activities
 Implementation plan and schedule, including budget
 Expected outcomes and measures
 Potential barriers to implementation
 Monitoring and evaluation plans
88
1. Abel-Smith B. An introduction to health: policy, planning and financing.
London: Longman Group Ltd; 1994.
2. Afsar HA, Younus M, Gul A.Outcome of patient referral made by the lady
health workers in Karachi, Pakistan. J Pak. Med Ass 2005:55; 209-11.
3. Ali M, Hotta M, Kuroiwa C, Ushijima H. Emergency obstetric care in
Pakistan: potential for reduced maternal mortality through basic EmOC
facilities, services and access. International Journal of Gynecology and
Obstetrics (in press).
4. Chhetry S, Clapham S, Basnett I. Community-based maternal and child
health care in Nepal: self-reported performance of maternal and child health
workers. Journal of Nepal Medical Association 1005:44; 1-7.
5. Clift E. IEC interventions for health: a 20 year retrospective on dichotomies
and directions. Journal of Health Communication 1998:3; 367-375.
6. Douthwaite M, Ward P. Increasing contraceptive use in rural Pakistan: an
evaluation of the Lady Health Worker Programme. Health Policy Plan.
2005:20; 117-23.
7. Jokhio AH, Winter HR, Cheng KK.An intervention involving traditional birth
attendants and perinatal and maternal mortality in Pakistan. New England
Journal of Medicine 2005:352; 2091-9.
8. Kironde S, Klaasen S. What motivates lay volunteers in high burden but
resource-limited tuberculosis control programmes? Perceptions from the
Northern Cape province, South Africa. The International Journal of
Tuberculosis and Lung Disease 2002:6; 104-110.
9. Nsutebu EF, Walley JD, Mataka E, Simon CF. Scaling-up HIV/AIDS and TB
home-based care: lessons from Zambia. Health Policy Plan. 2001:16; 240-
7.
10. Nyonator FK, Awoonor-Williams JK, Phillips JF, Jones TC, Miller RA. The
Ghana community-based health planning and services initiative for scaling
up service delivery innovation. Health Policy Plan. 2005:20; 25-34.
11. Stoebenau K, Valente TW. Using network analysis to understand
community-based programs: a case study from highland Madagascar.
International Family Planning Perspectives 2003:29; 167-73.
12. Sultan M, Cleland JG, Ali MM. Assessment of a new approach to family
planning services in rural Pakistan. American Journal of Public Health
2002:92; 1168-72.
13. Supratiko G, Wirth M, Achadi E, Cohen S, Ronsmans, C. A district-based
audit of the causes and consequences of maternal deaths in South
Kalimantan, Indonesia. Bull World Health Organ. 2002:80; 228-234.
14. Upvall MJ, Sochael S, Gonsalves A. Behind the mud walls: the role and
practice of lady health visitors in Pakistan. Health Care for Women
International 2002:23; 432-41.
15. Weisman C, Grason H, Strobina D. Quality management in public and
community health: examples from Women’s Health. Quality Management
in Health Care 2001:10; 54-64.
89
Course Contents:
1. Fundamental Concepts related to Gender and Health - The social
construction of gender: notions of masculinity and femininity,
2. International human rights in relation to Gender and reproductive health
(Population policies and reproductive rights)
3. The connection between gender, sexuality and reproductive health in
the context of women’s and men’s life: Birth control rights and choices
for women, case studies and examples
4. Reproductive Health Inequities, Poverty and Women Empowerment
(Concepts and tools for gender analysis and evidence of gender-based
inequalities - gender violence, adolescence)
5. Gender Attributes of Leadership
6. Community, Community Participation and Empowerment.
7. Social and gender dimensions in health programme planning
1. Sen G, Ostlin P: Unequal, Unfair, Ineffective and Inefficient Gender
Inequality in Health: Why It Exists and How We Can Change It. Final
Report To The WHO Commission on Social Determinants of Health,
September 2007.
2. Wang, G.-z. (2010).Reproductive health and gender equality: method,
measurement, and implications.Farnham, Ashgate
3. Yearly reports - www.wikigender.org
Track 4.5: Health Economics

4.5.1 Applied Health Economics
4.5.2 Health Care Financing
4.5.3 Supply Chain Management
Learning Objectives:
The overall aim of this program is to enhance understanding of economics and
its relationship to health in order to improve the health service of the country.
Learning Outcomes:
After successfully completing this program the students should be able to:
1. Analyse and manage the financing problems being faced by the health
managers in routine as well as in special circumstances.
2. Apply the management functions such as planning, organizing, staffing
controlling and evaluating interventions in health care settings.
3. Construct budgets, undertake financial costing and cost effectiveness of
healthcare services.
4. Evaluate different economic approaches for better priority setting in health
care.
90
5. Appraise the role of effective health care financing and improved service
delivery at all levels.
The course is designed to equip students with the conceptual skills from both
the macro and the microeconomics perspectives. The programme incorporates
the practical skills and theoretical foundations as well as most recent state-of-
the-art innovations in the realm of management sciences methodology.Critical
inquiry will be encouraged in study and research.As health systems impinge on
the economic, social and cultural environment, the skills acquired will enable
students to actively and creatively engage in the developmental agenda.
Course Contents:
1. Introduction to Health Economics
2. Application of economics & Marketing tactics in health system
3. Economics & health system
4. Key economic concepts & health
5. Money, health care services, behavior & health
6. Wants, Needs, Demands & Supply estimations for health
7. Economic, Cost, Choices, Benefits & Efficiency
8. Health economics of;
 Building & infrastructure
 Supplies & Utilities
 Human recourses
 Research
9. Planning for Rainy days
10. Planning for special demands
11. The health economy team
12. Health economics of Pakistan
Learning Goal:
The goal of this course is to improve the participants’ knowledge and skills
to deal with health economics and financing.
Learning Outcomes:
At the end of the course students will be able to:
 Describe the basic microeconomic concepts
 Apply these concepts to health and health care;
 Explain the financing flows underpinning access to and delivery of health
care services.
 State the differences in financing the health care services among
countries at different levels of income and development.
91
 Analyze health care financing options in a variety of countries and settings
and making informed recommendations on how to improve health
financing.
Course Contents:
1. Basic Economic concepts and tools.
 Definitions: Economics, Macro & Microeconomics, economic
systems,
 Goals of an economic system,
 Efficiency (technical, allocative)
 Equity
 Demand & Supply
 Price, Market forces, Price equilibrium
 Types of Goods, Public, Private, Externalities, Opportunity cost
 Production Theory
 Markets, Competition, perfect, oligopoly, monopoly
2. Health & Economic Development
 GNP, GDP;
 Inflation,
 Health & economic Indicators
3. Cost Concepts
 Unit Cost Analysis (Step down approach)
 Costing for Intervention Package for Health Care
4. Economic Analysis of Health Sector Projects
 Cost Benefit,
 Cost Utility,
 Cost Effectiveness;
 Summary Measures for Health
 Average and Marginal Cost analysis
5. Health Care Financing
 Overview of Health Care Financing Concepts in Developing
Countries
 Equity and Financial Fairness/HCF for Poor
 Economic development and resource allocation: Out of Pocket vs.
Government: Development- Non Development; Health Sector
Reforms
 Social Health Insurance
 Private Health Insurance
 Community Financing
 User fees
 Provider Payment Method
 Health Insurance Implementation In Pakistan
 Health Insurance & Islam
 National Health Accounts
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6. Health and Markets
 Health and Markets: Application of market concepts to Health
 Why Health is a Case of Market Failure
 Government and Health Care
 Managed Care
7. Globalization of Health
 The International Health Market: Providers, Purchasers,
Pharmaceuticals
 Priority Setting in Developing countries
 International Resource flows: Developing countries & Health
Learning goals:
To increase the participants' understanding of the fundamentals of Supply Chain
Management and the relationship between supply chain management and
commodity security. The course aims to provide students applicable knowledge
and skills to improve logistics management within public health interventions
and programs.
Learning Outcomes:
 Describe the concept of commodity security and the role of logistics in
assuring commodity security.
 Describe the purpose of a logistics system, list the major activities and
actors in logistics management, and describe the relationships among
these activities/actors.
 Define the purpose of the logistics management information system
(LMIS)
 Identify the basic elements of an LMIS, analyze and make
recommendations for improving an LMIS.
 List the basic guidelines for proper storage to ensure health commodity
quality and maximum shelf life.
 Calculate storage space requirements in a warehouse
 Conduct a visual inspection and identify steps for proper waste
management
 Name elements needed to design and manage a distribution system
 Assess health commodity stock status at a local and national level.
 Determine appropriate order quantities using maximum-minimum
inventory control procedures.
 Select appropriate maximum-minimum inventory control systems for a
variety of situations.
 Define quantification and describe the steps in the quantification process.
 Describe a variety of methods for preparing a short-term forecast of health
commodity needs.
 Identify steps in creating a Monitoring and Evaluation strategy and plan
93
 Describe logistics system performance indicators, as well as monitoring
and evaluation tools that can be used to measure the performance of
logistics systems
 Describe the objectives of a procurement system and the four most
common public sector procurement methods
 Recognize the steps in the competitive bidding process and where to find
resources to conduct such a process
 Execute the key activities for monitoring contract performance and for
managing product delivery
 Identify the rules governing public sector procurement in Pakistan and the
challenges involved.
 Apply basic logistics principles to the management of a variety of health
commodities, including contraceptives, TB and malaria drugs, Essential
Drugs, and HIV/AIDS products.
Course Contents:
1. Introduction to the Course
2. Setting the Context of the Course: Commodity Security
3. Introduction to Health Logistics Systems
4. Logistics Management Information System
5. Health Commodity Storage and Distribution
6. Assessing Stock Status
7. Maximum-Minimum Inventory Control Systems
8. Review Game
9. Assessing Stock Status at Any Level
10. Analyzing LMIS Data (Red Flag Exercise)
11. Quantification of Health Commodities
12. Procurement
13. Monitoring and Evaluation of Supply Chains
14. Commodity Security Vignettes and Review of CS
Course Structure:
This modular course will span over three weeks. Each day will have three
classroom sessions; each session approximately two hours long. In addition to
imbibing knowledge from lectures and discussions, the participants will get a
hands-on experience of working on health communication project of their choice
in a step-by-step manner.
1. Logistics Handbook: A Practical Guide for the Supply Chain Management
of Health Commodities. Second Edition. USAID | Deliver Project, Task
Order 1.
2. Guidelines for the Storage of Essential Medicines and Other Health
Commodities. 2003. John Snow. Inc. / deliver for the U.S. Agency for the
International Development
3. Quantification of Health Commodities: A Guide to Forecasting and Supply
Planning for Procurement. Arlington, Va.: USAID | Deliver Project Task
Order 1.
94
4. Guidelines for Warehousing Health Commodities. Arlington, Va.: John
Snow, Inc. / DELIVER, for the U.S. Agency for International Development
5. Contraceptive Procurement Manual; Government of Pakistan; Published
July 2011
6. PATH 2009. Procurement Capacity Toolkit. Tools and Resources for
Procurement of Reproductive Health Supplies (version 2). Seattle: PATH.
7. The Strategic Pathway to Reproductive Health Commodity Security
(SPARCHS) Guidelines & Tool
8. Diallo, Abdourahmane, Claudia Allers, Yasmin Chandani, Wendy
Nicodemus, Colleen McLaughlin, Lea Teclemariam, and Ronald Brown.
2008. Guide for Quantifying Laboratory Supplies. Arlington, Va.: USAID |
Deliver Project, Task Order 1.
9. Pakistan specific SOPs and System Guides (Updated Yearly)
10. Commodity Security Assessment Reports (Yearly)
11. Creese A, Parker D (eds.). Cost analysis in primary health care: a training
manual for programme managers. Geneva: World Health Organization in
collaboration with the United Nations Children’s Fund and the Aga Khan
Foundation; 1994.
12. Donaldson C, Gerard K. Economics of health care financing: the visible
hand, 2nd edition. Basingstoke, UK: Palgrave Macmillan; 2004.
13. Drummond M, McGuire A. Economic evaluation in health care: merging
theory with practice. New York, NY: Oxford University Press; 2001.
14. Drummond MF, O’Brien B, Stoddart GL, Torrance GW. Methods for the
economic evaluation of health care programmes, 2nd edition. Oxford: Oxford
15. Feldstein PJ. Health care economics. New York, NY: John Wiley & Sons,
Inc; 1979.
16. Gold MR, Siegel JE, Russel LB, Weinstein MC (eds.). Cost effectiveness in
health and medicine. New York, NY: Oxford University Press; 1996.
17. Government of Pakistan. Economic survey of Pakistan 2005-
2006.Islamabad, Pakistan: Government of Pakistan, Finance Division;
2006. Available from: URL: http://www.finance.gov.pk/survey/home.htm
95
(B) – MSPH – (60 Credit Hours)
Semester wise distribution of Core and Elective Courses
Semester 1
Credit
S.No Course
Hours
6.1 Sociology of Health and Disease 3
6.2 Population Dynamics 3
6.3 Professional Ethics 3
6.4 Mental Health 3
TOTAL 12
Semester 2
6.5 Microbiology 3
6.6 Entomology 3
6.7 Parasitology 3
6.8 Health Care Risk Management 3
TOTAL 12
Semester 3
1.1 Social and Behavioral Aspects of Public Health 3
1.2 Basic Epidemiology and Biostatistics 3
1.3 Environmental and Occupational Health 3
1.4 Health Promotion, Advocacy and Social 3
Mobilization
1.5 Health system 3
TOTAL 15
Semester 4
2.1 Applied epidemiology and Biostatistics 3
2.2 Research Methods: Quantitative and Qualitative 3
4.1.1- One Track from the list of below given elective 3+3
4.5.3 tracks
TOTAL 15
Semester 5
3.1 Dissertation 6
3.2 Practicum Compu
OR lsory
One Publication in Peer Reviewed Journal
(HEC Indexed Journal)
List of Elective Courses/Tracks
Track 4.1 Epidemiology and Biostatistics
4.1.3 Epidemiology of Communicable & Non-
communicable Disease
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Track 4.2 Health Policy and Management
4.2.1 Human Resource Management for Health
Track 4.3 Applied Nutrition
Track 4.4 Reproductive Health
Track 4.5 Health Economics
Grand Total 60
6. ADDITIONAL COURSES FOR MSPH (60 Credit Hours)

6.1 Sociology of Health & Diseases
Course Outlines:
At the conclusion of the course, students should be able to:
 Discuss the social contexts of wellness and illness
 Explain the patient’s perspective on the experience of illness including
meaning making and interaction with care providers
 Examine the social-historical transformation of the medical system in the
U.S., including the changing role of physicians and other health care
providers
 Interpret visual and written depictions of indicators and trends in
population health over time
 Identify the socio-cultural aspects of health and illness, particularly as
relating to the definitions of health, illness behavior and social
epidemiology
 Investigate the social causes of disease and illness related to disparities
due to social stratification and unequal access
 Describe the historical role of women in the medical system as patients,
practitioners and health care providers
 Differentiate the current ethical issues and debates about new medical
technologies and their impact on doctor-patient relationships and on
access to health care
Course Contents:
1. Evolution of Health & Healing,
2. Body, Mind, Illness and Environment
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3. Theories, research and debates of medical sociology.
4. Social, environmental and occupational factors in health and illness;
5. The meaning of health and illness from the patient’s perspective;
6. The historical transformation of the health professions and the health work
force;
7. The social and cultural factors surrounding the creation and labeling of
diseases;
8. Disparities in health, access to healthcare, and the quality of healthcare
received;
9. Organizational and ethical issues in medicine including rising costs and
medical technology; and health care reform.
1. Bird, Chloe E., Peter Conrad, and Allen E. Fremont. 2000. “Medical
Sociology at the Millennium.” Pp. 1-10 in Handbook of Medical Sociology,
Fifth Edition, edited by C.E. Bird, P. Conrad, and A. Fremont. Upper Saddle
River, NJ: Prentice-Hall.
2. Link, Bruce, and Jo Phelan. 2010. “Social Conditions as Fundamental
Causes of Health Inequalities.” Pp. 3-17 in Handbook of Medical Sociology,
Sixth Edition, edited by C. E. Bird, P. Conrad, A. M. Fremont and S.
Timmermans. Nashville: Vanderbilt University Press
3. Shim, Janet. 2005. “Constructing ‘Race’ Across the Science-Lay Divide:
Racial Formation in the Epidemiology and Experience of Cardiovascular
Disease.” Social Studies of Science 35: 405-436.
4. Prof. Saadat Farooq: Medical Sociology. Azeem Academy Karachi
6.2 Population Dynamics

Learning Outcomes:
On successful completion of this module, students should be able
to:
 Define the demographic transition and explain its historical relevance
 Describe the principle mechanisms that are associated with declining
mortality, fertility and migration as well as the relationship between these
three processes.
 Analyze basic empirical relationships between demographic and
socioeconomic conditions.
 Outline both macro and micro level processes of development and their
relationship to population change.
 Recognize and relate the role of both gender and technology in specific
contexts to show their importance in demographic change
Course/Module Content:
1. Introduction to language and methods in demography. The demographic
transition and historical and modern population trends. Reading: PRB
Handbook; Dyson 2001.
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2. General relationship linking Mortality and Development. Reading:
McKeown; Preston 1975; Johansson & Mosk 1987
3. The Local Political Economy of Health; and HIV/AIDS Reading: Watkins
2004; Madhaven& Schatz 2007; Swidler and Watkins 2012 [long].
4. Gender Dimensions of Health and Mortality. Reading: Das Gupta 1987
5. Fertility Transitions in Poor Countries. Reading: Bongaarts et al. 1990;
Pritchett 1994
6. The Politics of Population Control Reading: Sinding 2000.
7. Migration and Development Reading: Massey 1988; Dyson 2011; Korinek
et al. 2005.
8. Technology: Beyond Malthus Reading: Boserup 1965; Johnson and
Nurick 1995; McNeil 2006
9. Population Structures I: Age Structure Dynamics. Reading: Lee and
Mason 2006; Eastwood and Lipton 2007
10. Current Development Initiatives Reading: Lagarde et al. 2007
1. Boserup, Ester. 1965. The Conditions of Agricultural Growth: The Economics
of Agrarian Change under Population Pressure. Routledge.
2. Bongaarts, John, W. Parker Mauldin, and James F. Phillips. 1990. “The
Demographic Impact of Family Planning Programs.” Studies in Family
Planning 21(6):299–310.
3. Das Gupta, Monica. 1987. “Selective Discrimination Against Female
Children in Rural
4. Punjab, India,” Population and Development Review 13(1).
5. Dyson, Tim. 2001. “A Partial Theory of World Development: The Neglected
Role of the Demographic Transition in the Shaping of Modern Society.”
International Journal of Population Geography 7(2):67–90.
6. Eastwood, Robert, and Michael Lipton. 2011. “Demographic Transition in
sub-Saharan Africa: How Big Will the Economic Dividend Be?” Population
Studies 65(1).
7. Johansson S and C. Mosk. 1987. “Exposure, resistance and life expectancy:
disease and death during the economic development of Japan, 1900-1960,”
Population Studies 41: 207-235.
8. Johnson, Victoria, and Robert Nurick. 1995. “Behind the Headlines: The
Ethics of the Population and Environment Debate.” International Affairs
(Royal Institute of International Affairs 1944-) 71(3).
6.3 Professional Ethics

Learning Outcomes:
 Ability to engage in informed critical reflection on the nature of
professionalism and ethical challenges inherent in professionalism
 Knowledge of prominent normative ethics frameworks –
consequentialist, deontological, virtue, and contractualism
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 Awareness of types of ethical challenges and dilemmas confronting
members of a range of professions (business, media, police, law,
medicine, research)
 Ability to bring to bear ethical analysis and reasoning in the light of
normative ethics frameworks on a selection of ethical challenges and
dilemmas across the chosen range of professions
 Ability to relate ethical concepts and materials to ethical problems in
specific professions and professionalism
 Ability to research appropriate material in relation to set questions in
writing essays meeting the highest standards of rigor and clarity
Course Contents:
It is essential for professionals in any field to have an understanding of the
ethical problems and principles in their field. But anyone, no matter what their
job, must deal with many other professions as well. Part of professional ethics
is the understanding of the professionalism and ethics of other professions: how
they interact and what can be expected from them as correct ethical behaviour.
In turn, any professional will benefit from a critical scrutiny of their own ethics by
those from other professions. The general principles of professional ethics will
be examined, as well as the distinctive problems of the different fields. The
course covers the ethics of several major professions: Business Ethics, Media
Ethics, Police Ethics, Medical Ethics, Legal Ethics, and Research Ethics. Topics
covered will also include: the nature of a profession, professional codes of
ethics, confidentiality, whistle-blowing, the responsibility of business to the
environment, uses and abuses of human research, and animal ethics in
research.
1. Ethics for the Professions. John Rowan & Samuel Zinaich, Jnr. Wadsworth.
2003
2. Joan C. Callahan, Ethical issues in professional life, Oxford University
Press, 1988.
3. Alan H. Goldman, The moral foundations of professional ethics, Rowman
and Littlefield, 1980
4. Ruth F. Chadwick, (ed.) Ethics and the professions, Avebury, 1994.
5. Justin Oakley, Dean Cocking, Virtue ethics and professional roles.
Cambridge University Press, 2001
6.4 Mental Health

Learning Outcomes:
 To Define Mental Health and cover the basic concepts of Community
Mental Health
 To enumerate common mental health problems in Pakistan
 Learn to apply levels of prevention to mental health problems
 Understand the biological, psychosocial and socioeconomic factors
affecting mental health
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 Describe the main reasons of substance abuse
Course Content:
1. Introduction to Mental Health
2. Prevention of Mental ill health and promote mental health
3. Risk and protective factors for mental disorders
4. Socioeconomic determinants of Mental health
5. Mental Health and Quality of life
6. Strengthening Community Network
7. Reducing Harm from Addictive Substances
8. Prevention of Child abuse and neglect
9. Coping with parental mental illness
10. Management of mental health in Rehabilitation Centers
1. Compton MT. Social Determinants of Mental Health. 2015 American
Psychiatric Association
2. Larol S . Handbook of Sociology of Mental Health. 2nd Ed. Springer 2012
3. R Streevani A guide to Mental Health & Psychiatric Nursing2ndJaypee
6.5 Microbiology:
Learning Outcome:
 Familiarize students with fundamental concept of Microbiology
Course Content:
1. Fundamentals of Microbiology
2. Introduction to medical Microbiology
3. Gen.Immunology
4. Microbial Taxonomy
5. Gen.Virology
6. Mycology
1. eBlack, J. G. 2005. Microbiology: Principles & Explorations, 6thed., John
Wiley and Sons, N.Y. 2.
2. Talaro, K. P. 2008. Foundations in Microbiology: Basic Principles, McGraw-
Hill Companies, N.Y. 3.
3. Tortora, G. J., Funke , B. R. and Case, C. L. 2008. Microbiology: an
introduction 9th Edition, Pearson Education.
4. Tortora, G. J., Funke, B. R. and Case, C. L. 2012. Study Guide for
Microbiology: An Introduction. 11th edition. Benjamin-Cummings Publishing
Company, U.S.A
101
6.6 Entomology
Learning Outcomes:
 List the medically important arthropods
 Describe the principles of arthropod control
Course Contents:
1. Common arthropod borne diseases
2. Arthropods of medical importance (mosquito, flies, flees, ticks, mites and
human lice)
3. Principles of arthropods control (environmental, chemical, biological and
genetics)
4. Insecticides and their public health importance
1. Awastheir, V.B. 2009. Introduction to General and Applied Entomology.
Scientific Publisher, Jodhpur, India.
2. Dhaliwal, G.S. 2007. An Outline of Entomology. Kalyani Publishers,
Ludhiana.
3. Elzinga,R.J. 2003.FundamentalsofEntomology. Prentice Hall.
4. Gullan, P. J. and P. S. Cranston. 2010. The Insects: An Outline of
Entomology. 4thedition. Wiley-Blackwell. A John Wiley & Sons, Ltd.,
Publication, UK.
5. Lohar, M.K. 2001. Introductory Entomology.Department of Entomology,
Sindh Agriculture University Tandojam Sindh, Pakistan.
6.7 Parasitology
Learning Outcome:
 Understand the common parasitic infections of public health importance
Course Content:
Protozoa
 Plasmodium and malaria
 Entameobahistolytica and dysentery
 Giardia lamblia and giardiasis
 Trichomonas and trichomoniasis
 Leishmania and leishmaniasis
Helminths
 Taeniasaginata, Ancylostomaduodenale, Ascaris,
enterobiusvermicularis and worm infestation
Ectoparasites
 Pediculushumanus and Head lice
 Sarcoptesscabei and scabies
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1. Roberts LS, JanovyJr J. 2009. Foundations of Parasitology, 8thed., McGraw-
Hill, New York. 701 pp. ISBN 978-0-07-302827-9.
2. General parasitology-Thomas C Cheng
3. Medical parasitology-Markell and Voges
4. Foundation of parasitology-Roberts,Janovy
5. Human parasitology-Burton J Bogtish.
6.8 Health Care Risk Management

Course Objectives:
 Describe general principles and concepts of enterprise risk management
 Explain basic legal concepts associated with health care risk
management
 Describe key structural elements of a risk management programme
 List the steps in the risk management process
 Explain risk exposures related to documentation and the medical record
 Describe the concept of risk financing, insurance and claims
administration
 Explain risk exposures associated with occupational health, safety and
the environment
 Analyze a comprehensive risk management and patient safety program
Course Description:
1. The course will provide a historical perspective on the development of
health care risk management, the role of the health care risk manager,
the principles of health care risk management and the connection
between risk management, quality improvement and corporate
compliance in various health care settings.
2. Development of a Risk Management Program
3. The Process of Professional Regulation
4. Identification of Organizational Risks and Ethics
5. Risk Financing Insurance
1. Risk Management Handbook for Health Care Organizations: Student
Edition, Roberta Carroll (Editor). American Society for Healthcare Risk
Management. Published by Josey-Bass, 2009
2. Additional resources will be assigned via University’s internet learning
platform (Sakai)
Dissertation Guidelines
Introduction:
The exposure to community-based and health systems research is an essential
element that the current MSPH programme supports to fulfill. This helps in the
conceptualization of this research experience and converting it into a scientific
103
write-up to complete the requirements for the third session of MSPH
programme.
The document serves to assist students in understanding the section of the

topics for research, write the proposal for approval by School Of Public Health’s
Institutional Review Board (IRB) and the funding agencies. Dissertation writing
is required from each student of MSPH to generate a meaningful academic
product that demonstrates the student’s application of crucial knowledge and
skills including:
 Aspects of relevant disciplines like epidemiology, biostatistics,
qualitative research methods etc.
 Conceptual framework for the working hypothesis or research
question.
 Research objectives, hypotheses and research questions formulation
in measurable terms.
 Study design, study population and selection processes correctly
according to the objectives.
 Interpretation and analysis of data in support of a decision or
conclusion.
 Correctly written bibliography.
 Oral and written communication and presentation of the product.
 Development of and adherence to a schedule/time frame.
 Formulation of a realistic budget and its defense.
Every student is required to show substantial work done under the
supervision of the academic advisor.
The following sections provide detailed guidelines for dissertation writing.
1. Dissertation:
The dissertation requires the generation of new applied knowledge through the
comprehensive application of the research process. The thesis option is a better
choice for students who desire to gain confidence in their ability to plan, conduct,
and write a research work and wish to gain confidence in their ability to critically
apply existing knowledge and methods to the solution of a problem in public
health.
Given the inherent complexity of activities and time demands, 10 credit hours of
research are allocated for a dissertation.
The topic for research will be chosen in consultation with the academic advisor.
2. Overview:
By completing their dissertations MSPH students are able to demonstrate their
understanding of core competencies through the successful application of core
knowledge and principles, critical thinking and analytic reasoning skills.
104
The student is advised to select a topic for research consistent with his/her
professional requirements while going through the course on Research Process
Part I during the first and second session. In the beginning of third session, the
student will be guided to complete the research tools and complete the proposal
in light of the training during the classwork.
Students are advised to plan ahead for each step. The proposal formulated has
to be critically appraised by the Academic Council of the School of Public Health
and simultaneously the Institutional Research Board (IRB) within 3 weeks of the
third session which is before the student is allowed to start with the data
collection. The committee can suggest changes which will be communicated to
the student at the time of critical appraisal.
The students will carry out data collection, data analysis, interpretation and
presentation of the results leading to conclusions from the study under the
dissertation writing guidelines during the third session (see below).
The Examiners (one internal and one external) for the viva voce examination
will be approved by the University’s Controller of Examinations. This process
has to be started at least 6 weeks before the exams are scheduled. The
examiners should be provided the written dissertation at least 15 days in
advance of the scheduled defense.
It is the School’s responsibility to identify the examiners, coordinate a time that

is acceptable to all members; to arrange for any needed audio-visual support,
and to ensure that the examiners are notified of the location of the defense.
3. Proposal Format:
Proposal for the Dissertation:
The proposal submitted for a dissertation should follow the outline listed below.
The outline corresponds to the major chapters expected in a thesis. Deviations
from the content in this outline should be discussed and approved by the advisor
(and committee in advance of submitting the proposal for the defense).
1 Introduction
(a) Establish importance of topic
(b) Conceptual model/relationship of independent and dependent
variables
(c) Summary of what is/is not known
(d) What gap the study is filling
(e) Statement of research purpose(s)
2. Aims and Objectives/Hypotheses or research questions including
Operational definitions
3. Material and Methods
(a) Study design
(b) Duration of study
105
(c) Study population
 Sampling methods
 Sample size/power
 Sample recruitment: Inclusion and Exclusion criteria
(d) Data Collection Procedure: Identify the recruitment of the population
to the collection of :
 Variables
 Measurements
i. instruments (include copies of relevant instruments (surveys,
etc) as appendices)
ii. standards
iii. reliability
iv. validity
(e) Data analysis plan (including software to be used and tables if
applicable)
4. Rationale of the study
5. Human Subject Protection*
i. Informed Consent Procedures
ii. Confidentiality
iii. Risks
iv. Benefits
v. Permission to access data (if applicable)
*should also attach an approval by the IRB.
6 References listing
Reference listing is to be done at the end of the proposal.
(Thereferences should consist of at least 6 references from not older
thanlast 5 year; preferably from the published articles and only
occasionally from the books).
7 Timeline
A timeline should be attached as an annexure.
8 Proposed budget
A proposed budget should be given at the end of the proposal.
4. Outlines for the Dissertation:
Part-I: Consisting of:

(a) Title page with the name of the student and the programme they
are working under, i.e. name and MSPH with year.
(b) Declaration duly signed by the Advisors/Supervisors
(c) Acknowledgements
(d) Table of Contents
(e) List of Tables/Figures with page numbers
(f) List of Abbreviations used
106
All pages are to be given Roman numerals before the summary.
Summary
A structured summary should be the first part of the dissertation write
up. Introduction, Objectives, material and methods: Study design,
duration, sample population including sampling techniques, sample
size and sample selection and statistical analysis. Brief results and
conclusions. Key words: 3-5 words best describing the study.
Part-II
1. Introduction
It shall cover:
(a) Establish importance of topic
(b) Conceptual model/relationship of independent and dependent
variables
(c) Summary of what is/is not known
(d) What gap the study is filling
(e) Statement of research purpose(s)
2 Literature Review
It shall cover:
(a) General overview
(b) Theoretical models/conceptual frameworks
(c) Relationships among variables
(d) Other relevant literature
3 Aims and Objectives (or research questions)
4 Material and Methods
(a) Study design
(b) Duration of study
(c) Conceptual models/conceptual frameworks
(d) Study population
i. Sampling techniques
ii. Sample size/power
iii. Sample recruitment: Inclusion and Exclusion criteria
5 Data Collection Procedure*
Identify the recruitment of the population to the collection of:
i. Variables: how measured
ii. Measurements: how performed?
iii. instruments*: questionnaires etc.
iv. reliability
v. validity
*include copies of relevant instruments (surveys, etc) as appendices.
6 Data analysis plan
How was the data analyzed? Procedures for statistical application and
statistical software/s used should be outlined in sufficient details
107
7 Ethical Considerations
Consent form must be attached as an Annexure. Ethical clearance
should be attached from the IRB.Informed Consent Procedures:
Consent Form.
8 Results
This chapter includes presentation of results as tables, figures etc.
based on the statistical applications and not as computer outputs. The
results should be described in adequate details indicating the major
findings. The results should be in line with the objectives of the study.
The results should be on separate pages; one table/figure on one
page. Same tables cannot be replicated as figures.
9 Discussion
In this chapter a detailed discussion of the results and comparisons
with other study reaching to a conclusion in accordance will be made.
10 Conclusions
The conclusions should be in line with the objectives and the results.
11 References
The reference list consists of published articles not older than 5 years
unless required for the work. References from books are not the
preferred method. The number of references should not be less than
30 and not more than 50. Vancouver style is the recommended
method of referencing.
The pages should be numbered from (Introduction to references) in

Arabic numerals.
Defense Process:
The defense begins with administrative/introductory remarks by the Chair who
will review the process and procedures for the defense, including any ground
rules set forth for the specific defense with the internal and external examiners.
The student will then make a prepared 10-15 minute (proposal) or 20-25 minute
(dissertation) presentation which summarizes the proposal/dissertation.
The Chair will announce in advance whether questions may be asked during the
presentation or held to the end. Normally, clarifying questions will be permitted
during the presentation with probing/analytic questions following the
presentation.
Following the formal presentation and clarifying questions,
questioning/critiquing by the Examiners then begins. For the proposal defense,
emphasis is on the suitability of the proposed research/project and the
design/methods/analytic plan/approach. For the final defense, emphasis is on
the results, lessons learned, and implications.
108
In both cases, questions related to application of core competencies may be
asked, even if they are per School of Public Health or in relation to the
proposal/dissertation under review. The session concludes when the examiners
have finished questioning or the allotted time has elapsed. Fifteen minutes at
the end of the session are reserved for the Examiners’ deliberations and
finalizing of their results. The student may be excused from the room while the
Examiners deliberate. The students will be informed of the formal results after
approved by the University, Controller of Examinations.
Presentation Evaluation:
Effective presentation and oral communication skills are core competencies
expected of MSPH graduates. Consequently, separate from the content
assessment of the proposal/dissertation, the Examiners will evaluate the
student’s presentation skills. During the proposal defense, the assessment will
be used to advise the student of perceived strengths and weaknesses and
recommended actions to ensure a strong presentation during the final defense
(diagnostic). For the dissertation defense, the examiners will formally assess
the student’s presentation/oral communication skills (evaluative). Successful
mastery of the communication skills is a requisite for passing the defense.
Outcomes:
There are 3 possible outcomes for a defense (be it proposal, thesis, or project):
unconditional pass, and conditional pass, and fail.
 Unconditional Pass is associated with consensus scores of 3 or more
in all areas. It may, however, include requests for minor revisions
which are reviewed and accepted by the advisor on behalf of the
Committee.
 Conditional Pass (Result Later On) is associated with a score of 2
or less in one or more areas where the shortcomings may range from
being technical in nature, easily corrected, and/or for which the student
demonstrates understanding during the defense to more substantive
issues ranging from general weakness to a critical weakness in a
specific area. The student works with the advisor to correct the
deficiencies identified by the examiners. The revisions will be accepted
by the examiners and notified to the University.
 Fail is associated with poor performance and evidence of gaps in
knowledge and critical reasoning skills during the defense. The
deficiencies are such that the Examiners wish to see a re-defense of
the revised dissertation/proposal. (Students are permitted only one re-
defense of the Dissertation. Students work with their advisor and
committee to correct any deficiencies in the proposal/manuscript and
other areas as needed prior to scheduling a re-defense. The date of
re-defense will be notified in one month’s time to the student.
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Proposal Critique and Evaluation Guidelines
The Proposal manuscript (synopsis) is evaluated to ensure it adequately
demonstrates core competencies and the correct application of a specific set of
competencies to the research of a public health problem.
1. Demonstration of Core Competencies: Evaluation Guidelines

The primary educational objective of the dissertation is to demonstrate
appropriate consideration and application of core concepts, skills, and
knowledge in analyzing a public health problem within any of the proscribed
frameworks. The core area competencies must be addressed in each project.
These competency areas cut across the domains identified for each specific
framework. For example, quantitative competence may be demonstrated in the
literature review and/or methodology section and/or results and/or discussion
section of a publication framework. All papers are required to demonstrate
minimum competence, but are held accountable to a level of competence
consistent with the problem and framework as defined by the student. An
example of this is when a student refers to an advanced statistical analysis in
his/her design. Although the statistical test may exceed the competence
expected of a graduate, by virtue of having introduced it, that student is
accountable to correctly describe and apply it.
1. History: Appropriate and sufficiently thorough consideration of

relevant historical information surrounding the problem ranging from
trend information to assessments of previous efforts and related
research
2. Quantitative Sciences (assessment/analysis):Appropriate and
sufficiently thorough consideration of epidemiology, demography, vital
statistics, and biostatistics (analytical planning, sample size, etc.).
3. Biological considerations (determinants): Appropriate and
sufficiently thorough consideration of biologic concepts (genetics,
physiology, immune response, life cycles, processes such as aging,
growth, and development, and physiologic measurements)
4. Social/cultural/behavioral considerations (determinants):
Appropriate and sufficiently thorough consideration of socio-cultural
and behavioral factors which directly or indirectly impact on the
problem under consideration
5. Environmental and/or occupational considerations
(determinants/impacts):Appropriate and sufficiently thorough
consideration of the role and interaction of the physical environment –
which can include both the physical and natural environment.
110
6. Management and/or policy and/or resource utilization
considerations: Appropriate and sufficiently thorough consideration
of management precepts ranging from the domains of administration
to leadership to financial planning (budgeting) to policy setting to
implementation and planning (logistics).
2. Dissertation Competency: Evaluation Guidelines

The following are some guidelines for evaluating dissertations:
1. Importance of the problem to public health
 has the magnitude of the problem been characterized?
 is a case made for its importance?
2. Organization/ Presentation
 easy to read/understand
 quality of tables and figures
 logical progression of ideas
 conformity with guidelines of target publication/standard format
3. Abstract appropriately structured and an adequate reflection of paper’s
content
4. Introduction places the current study in the context of current
knowledge
 quality/thoroughness of literature review
 demonstrates where this project fits in
5. Design appropriate to answer the question
 consideration given to options
 rationale given for choosing design
 strengths and limitations inherent in design discussed (validity)
 strengths and weaknesses of measurements (reliability)
6. Population appropriate to answer the research question
 considerations/advantages/disadvantages of choice
7. Analysis appropriate to answer the question
 methods described; limitations noted
 plan sufficient to address research question
 level of data collection/coding sufficient
 confounding/interaction/bias/design limitations accounted for
 issues of power sample size addressed
8. Plausibility of results appropriately addressed
9. Public health implications appropriately addressed
10. References complete and adequately reflecting current literature on
the topic; peer-reviewed sources provide adequate support for
assumptions or background information.
11. Overall scientific merit
 is the study design appropriate to the stated objectives?
 is the appropriate level of data used?
 has an appropriate literature review been included?
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 does the project increase our understanding or to replicate
inconclusive/controversial findings?
Dissertation Critique and Evaluation Guidelines
1. Executive Summary
Briefly summarizes problem, magnitude, key determinants,
recommended course of action
2. Statement of Problem
 Was the problem clearly identified and defined?
 Is it an appropriate/relevant public health problem?
 Is the group/organization/agency selected to hear the argument
appropriate?
3. Magnitude of the problem
 Is the magnitude of the problem clearly identified?
 Are the strengths and limitations of the measures/estimates
discussed?
 Does the paper make a compelling case that the problem is significant
enough to warrant attention?
4. Key Determinants
Are the appropriate biological, behavioral, and environmental
determinants of the problem addressed?
5. Prevention/Intervention Strategies
 Are current efforts summarized?
 Are a sufficient breadth of options/strategies considered?
 Do the options follow from the key determinants discussed?
6. Policy & Priority Setting
 Are the relative advantages and disadvantages of each
option/strategy considered?
 Are the benefits/risks compared at individual, community, and
societal levels?
 Are political, economic, and technical feasibility considered?
7. Recommendations
Are the recommendations consistent with the analysis of the problem?
8. Implementation and Practice
 Are the likely barriers to implementation addressed?
 Are logistical/technical/resource concerns addressed?
9. Evaluation
 Is the impact of the proposed intervention measurable?
 Is ‘success’ defined?
 Are provisions made for evaluating the impact of the recommended
course of action?
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10. Overall Impression
Is a compelling argument made that would convince you to adopt the
recommended strategy? Is the argument presented succinctly and
effectively?
Practicum (On-the-job Assignment)

Course Title: Practicum (On-the-job Assignment)
Course Credit: 2
Introduction:
Public health focuses on monitoring, achieving and improving the health of a
population and is practiced in a variety of settings. The public health
professional applies knowledge and skill from the core content areas of public
health (biostatistics, epidemiology, environmental health, health services
management, and social and behavioural sciences) to design, manage and
evaluate solutions to public health problems. Using the practicum (on-the-job
assignment) as the “organizational laboratory,” the Master of Science in Public
Health (MSPH) student begins to develop the necessary skill sets for becoming
a successful public health professional. The practicum is intended to develop
direct understanding and experience in public health or health promotion
organizations, thereby exposing the student to organizational cultures,
management systems, operations and resources, programs and services and
target populations. Such knowledge, skills, abilities, and experiences will
continue to develop and grow as each student graduates and becomes a
life-long learner and practitioner of public health.
Learning Goal:
The goal of the practicum is to provide a structured and supervised opportunity
for the student to apply the theories, principles, knowledge and skills of public
health and health promotion, as learned in the classroom, in a practice setting.
The practice experience occurs in a carefully-selected health services
organization approved by the MSPH Programme Coordinator and is supervised
by School Of Public Healthfaculty and an immediate supervisor/mentor. This
takes into account the transition from education to professional practice.
Learning Outcomes:
The objectives of the practicum (on-the-job assignment)are to:
 Provide a practice setting for the student’s application and integration
of the core public health knowledge.
 Prepare the student with inter-disciplinary skills and competencies,
including leadership, communication, professionalism, cultural
proficiency, program planning and assessment and systems thinking.
Upon successful completion of this course, each student will be able to:
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Leadership
 Create and communicate mutually-established project goals and
objectives.
Communication
 Demonstrate the ability to give, solicit, and receive oral and written
information.
 Prepare relevant, integrated, and comprehensive written project
report(s).
 Use various communication methods and media to complete project
activities.
Professionalism and Cultural Proficiency
 Demonstrate the ability to manage time and prioritize workload.
 Display professionalism, sensitivity, and tact in an
organizational/community setting.
 Interact productively with supervisors, colleagues, and community
stakeholders.
Program Planning and Assessment
 Plan, manage, and monitor a project plan in order to meet established
goals and deadlines.
 Prepare a written proposal for project approval from internal and
external sources.
 Identify, collect, and analyze data for a practical public health issue or
concern.
Systems Thinking
 Assess the roles and responsibilities within a public health
organization.
 Describe the interactions and inter-dependencies among various
public health organizations.
 Demonstrate and integrate knowledge of core public health concepts
into a practice setting.
 Evaluate methods of instruction and learning.
Prerequisites and Requirements:
 Students must have completed all the course work and defended the
dissertation before registering for the practicum.
 In consultation with the practice site or organization, the student must
develop a short, formal proposal of the work or project to be
accomplished by the student during the assignment.
 The student will complete 160 hours of public health practicum
experience with the selected organization.
 The student will write a well-constructed report (10 – 15 pages,
excluding appendices) detailing their experience, referencing and
integrating core public health knowledge.
114
 The student will be evaluated by an immediate supervisor/mentor of
the participating organization.
Role of Immediate Supervisor/Mentor
 The immediate Supervisor/Mentor is responsible for the student’s
learning during the practicum.
 The immediate Supervisor/Mentor serves as a role model for the
student and advises the student routinely.
 The immediate Supervisor/Mentor periodically consults with
responsible faculty on the student’s progress.
 The immediate Supervisor/Mentor completes a student evaluation
form at the end of the practicum.
Role of MSPH Program Coordinator
The MSPH Programme Coordinator serves as the liaison between the student,
the immediate supervisor/Mentor, and the University. He/she assists in the
selection of participating organizations and maintains communication with the
student and immediate Supervisor/Mentor throughout the practicum. The MSPH
Program Coordinator determines the completeness of assignments and assigns
the course grade.
115
PhD in Public Health
1. Admission Requirement:
For admission into the PhD:
 Minimum CGPA 3.0 (out of 4.0 in the Semester System) in MPhil/MS in
public health and Allied Health Disciplines
 FCPS and equivalent
2. Subject Test:
A subject test conducted by the National Testing Service (NTS) or ETS, USA in
the area of specialization chosen at the PhD level must be cleared prior to
admission for the PhD Program.
a. In the case of GAT Subject test (
http://www.nts.org.pk/GAT/GATSubject.asp) a minimum of 60th
Percentile marks is required to pass the test.
b. In the case GRE subject test, the minimum score will be acceptable as
follows:
60th Percentile Score: Valid for Admissions
c. If the Test is not available in NTS subject list, then a University Committee
consisting of at least 3 PhD faculty members in the subject area and
approved by the HEC will conduct the Test at par with GRE Subject Test
and qualifying score for this will be 70% score.
3. Course Work:
Minimum duration for PhD Public Health will be three years. Course work of 18
credit hours in the first year is required to be completed and followed by a
comprehensive examination for granting candidacy as PhD researcher.
a. Compulsory subjects (9 Credits)
 Epidemiology and Biostatistics
 Health Policy and Management
 Communicable and Non-communicable Disease Control
b. Optional Courses (9 Credits)
Students will be required to choose 03 courses from the Public Health and Allied
Health Sciences disciplines.
4. Foreign Expert Evaluation:

The PhD. Dissertation must be evaluated by at least two PhD. experts from
technologically/academically advanced foreign countries in addition to local
Committee members.
5. Defense:
An open defense of Dissertation is essential part of PhD Programme after
positive evaluation.
116
6. Publication:
Publication of at least two research papers based on the PhD research in an
HEC approved “X” category journal is a requirement for the award of PhD.
degree (“Y” in case of Social Sciences only).
7. Plagiarism:
The Plagiarism Test must be conducted on the Dissertation before its
submission to the two foreign experts
8. Submission:
A copy of PhD. Dissertation (both hard and soft) must be submitted to HEC for
record in PhD. Country Directory and for attestation of the PhD degree by the
HEC in future.
9. Launching a PhD Programme:
There should be at least 3 relevant full time PhD. Faculty members in a
department to launch the PhD. program.
10. Number of PhD Students:
The maximum number of PhD. students under the supervision of a full time
faculty member is five which may be increased to eight under special
circumstances in certain teaching departments subject to prior approval of the
Higher Education Commission (HEC).
PhD Program has been developed keeping in view the International Standards
(Yale university, John Hopkins University, Oregon University) and Prevailing
HEC standards
NOTE:
The final draft was jointly reviewed by Dr. SaadullahAfridi, Dean & Director:
Sarhad Institute of Health Sciences and Dr. ZeeshanKibria, Deputy Director
ORIC KMU.
117
COMPULSORY COURSES
ANNEXURE - A
English I (Functional English)
Objectives: Enhance language skills and develop critical thinking.
Course Contents:
Basics of Grammar
Parts of speech and use of articles
Sentence structure, active and passive voice
Practice in unified sentence
Analysis of phrase, clause and sentence structure
Transitive and intransitive verbs
Punctuation and spelling
Comprehension:
Answers to questions on a given text
Discussion:
General topics and every-day conversation (topics for discussion to be at
the discretion of the teacher keeping in view the level of students)
Listening:
To be improved by showing documentaries/films carefully selected by
subject teachers
Translation skills:
Urdu to English
Paragraph writing:
Topics to be chosen at the discretion of the teacher
Presentation skills:
Introduction
Note: Extensive reading is required for vocabulary building
Recommended Books:
1. Functional English
a) Grammar
1. Practical English Grammar by A.J. Thomson and A.V. Martinet.
Exercises 1. Third edition. Oxford University Press. 1997. ISBN
0194313492
Exercises 2. Third edition. Oxford University Press. 1997. ISBN
0194313506
118
b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand
and Francoise Grellet. Oxford Supplementary Skills. Fourth
Impression 1993. ISBN 0 19 435405 7 Pages 20-27 and 35-41.
c) Reading/Comprehension
1. Reading. Upper Intermediate. Brain Tomlinson and Rod Ellis.
Oxford Supplementary Skills. Third Impression 1992. ISBN 0 19
453402 2.
d) Speaking
English II (Communication Skills) ANNEXURE - B

Objectives: Enable the students to meet their real life communication needs.
Course Contents:
Paragraph writing
Practice in writing a good, unified and coherent paragraph
Essay writing
Introduction
CV and job application
Translation skills
Urdu to English
Study skills
Skimming and scanning, intensive and extensive, and speed reading,
summary and précis writing and comprehension
Academic skills
Letter/memo writing, minutes of meetings, use of library and internet
Presentation skills
Personality development (emphasis on content, style and pronunciation)
Note: documentaries to be shown for discussion and review
Recommended Books:
Communication Skills
a) Grammar
Exercises 2. Third edition. Oxford University Press 1986. ISBN 0
19 431350 6.
b) Writing
1. Writing. Intermediate by Marie-Christine Boutin, Suzanne Brinand
and Francoise Grellet. Oxford Supplementary Skills. Fourth
Impression 1993. ISBN 019 435405 7 Pages 45-53 (note taking).
119
2. Writing.Upper-Intermediate by Rob Nolasco. Oxford
Supplementary Skills. Fourth Impression 1992. ISBN 0 19 435406
5 (particularly good for writing memos, introduction to
presentations, descriptive and argumentative writing).
c) Reading
1. Reading. Advanced. Brian Tomlinson and Rod Ellis. Oxford
Supplementary Skills. Third Impression 1991. ISBN 0 19 453403 0.
2. Reading and Study Skills by John Langan
3. Study Skills by Richard York.
English III (Technical Writing and ANNEXURE - C

Presentation Skills)
Objectives: Enhance language skills and develop critical thinking
Course Contents:
Presentation skills
Essay writing
Descriptive, narrative, discursive, argumentative
Academic writing
How to write a proposal for research paper/term paper
How to write a research paper/term paper (emphasis on style, content,
language, form, clarity, consistency)
Technical Report writing
Progress report writing
Note: Extensive reading is required for vocabulary building
Recommended Books:
Technical Writing and Presentation Skills
a) Essay Writing and Academic Writing
1. Writing. Advanced by Ron White. Oxford Supplementary
Skills. Third Impression 1992. ISBN 0 19 435407 3
(particularly suitable for discursive, descriptive,
argumentative and report writing).
2. College Writing Skills by John Langan. McGraw-Hill Higher
Education. 2004.
3. Patterns of College Writing (4th edition) by Laurie G. Kirszner
and Stephen R. Mandell. St. Martin’s Press.
b) Presentation Skills
c) Reading
The Mercury Reader. A Custom Publication. Compiled by Northern
Illinois University. General Editors: Janice Neulib; Kathleen Shine
120
Cain; Stephen Ruffus and Maurice Scharton. (A reader which will
give students exposure to the best of twentieth century literature,
without taxing the taste of engineering students).
ANNEXURE - D
Pakistan Studies (Compulsory)
Introduction/Objectives:
 Develop vision of historical perspective, government, politics,
contemporary Pakistan, ideological background of Pakistan.
 Study the process of governance, national development, issues arising in
the modern age and posing challenges to Pakistan.
Course Outline:
1. Historical Perspective
a. Ideological rationale with special reference to Sir Syed Ahmed Khan,
Allama Muhammad Iqbal and Quaid-e-Azam Muhammad Ali Jinnah.
b. Factors leading to Muslim separatism
c. People and Land
i. Indus Civilization
ii. Muslim advent
iii. Location and geo-physical features.
2. Government and Politics in Pakistan
Political and constitutional phases:
a. 1947-58
b. 1958-71
c. 1971-77
d. 1977-88
e. 1988-99
f. 1999 onward
3. Contemporary Pakistan
a. Economic institutions and issues
b. Society and social structure
c. Ethnicity
d. Foreign policy of Pakistan and challenges
e. Futuristic outlook of Pakistan
Recommended Books:
1. Burki, Shahid Javed. State & Society in Pakistan, The MacMillan Press Ltd
1980.
2. Akbar, S. Zaidi. Issue in Pakistan’s Economy. Karachi: Oxford University
Press, 2000.
3. S.M. Burke and Lawrence Ziring. Pakistan’s Foreign policy: An Historical
analysis. Karachi: Oxford University Press, 1993.
4. Mehmood, Safdar. Pakistan Political Roots & Development. Lahore, 1994.
121
5. Wilcox, Wayne. The Emergence of Bangladesh, Washington: American
Enterprise, Institute of Public Policy Research, 1972.
6. Mehmood, Safdar. Pakistan Kayyun Toota, Lahore: Idara-e-Saqafat-e-
Islamia, Club Road, nd.
7. Amin, Tahir. Ethno -National Movement in Pakistan, Islamabad: Institute of
Policy Studies, Islamabad.
8. Ziring, Lawrence. Enigma of Political Development. Kent England: Wm
Dawson & sons Ltd, 1980.
9. Zahid, Ansar. History & Culture of Sindh. Karachi: Royal Book Company,
1980.
10. Afzal, M. Rafique. Political Parties in Pakistan, Vol. I, II & III. Islamabad:
National Institute of Historical and cultural Research, 1998.
11. Sayeed, Khalid Bin. The Political System of Pakistan. Boston: Houghton
Mifflin, 1967.
12. Aziz, K.K. Party, Politics in Pakistan, Islamabad: National Commission on
Historical and Cultural Research, 1976.
13. Muhammad Waseem, Pakistan Under Martial Law, Lahore: Vanguard,
1987.
14. Haq, Noor ul. Making of Pakistan: The Military Perspective. Islamabad:
National Commission on Historical and Cultural Research, 1993.
ANNEXURE - E
ISLAMIC STUDIES
(Compulsory)
Objectives:
This course is aimed at:
1 To provide Basic information about Islamic Studies
2 To enhance understanding of the students regarding Islamic Civilization
3 To improve Students skill to perform prayers and other worships
4 To enhance the skill of the students for understanding of issues related to
faith and religious life.
Detail of Courses:
Introduction to Quranic Studies
1) Basic Concepts of Quran
2) History of Quran
3) Uloom-ul-Quran
Study of Selected Text of Holly Quran
1) Verses of Surah Al-Baqara Related to Faith(Verse No-284-286)
2) Verses of Surah Al-Hujrat Related to Adab Al-Nabi
(Verse No-1-18)
122
3) Verses of Surah Al-Mumanoon Related to Characteristics of faithful
(Verse No-1-11)
4) Verses of Surah al-Furqan Related to Social Ethics (Verse No.63-77)
5) Verses of Surah Al-Inam Related to Ihkam(Verse No-152-154)
Study of Selected Text of Holly Quran

1) Verses of Surah Al-Ihzab Related to Adab al-Nabi (Verse
No.6,21,40,56,57,58.)
2) Verses of Surah Al-Hashar (18,19,20) Related to thinking, Day of
Judgment
3) Verses of Surah Al-Saf Related to Tafakar,Tadabar (Verse No-1,14)
Seerat of Holy Prophet (S.A.W) I
1) Life of Muhammad Bin Abdullah ( Before Prophet Hood)
2) Life of Holy Prophet (S.A.W) in Makkah
3) Important Lessons Derived from the life of Holy Prophet in Makkah
Seerat of Holy Prophet (S.A.W) II
1) Life of Holy Prophet (S.A.W) in Madina
2) Important Events of Life Holy Prophet in Madina
3) Important Lessons Derived from the life of Holy Prophet in Madina
Introduction to Sunnah
1) Basic Concepts of Hadith
2) History of Hadith
3) Kinds of Hadith
4) Uloom –ul-Hadith
5) Sunnah& Hadith
6) Legal Position of Sunnah
Selected Study from Text of Hadith

Introduction to Islamic Law & Jurisprudence
1) Basic Concepts of Islamic Law & Jurisprudence
2) History & Importance of Islamic Law & Jurisprudence
3) Sources of Islamic Law & Jurisprudence
4) Nature of Differences in Islamic Law
5) Islam and Sectarianism
Islamic Culture & Civilization
1) Basic Concepts of Islamic Culture & Civilization
2) Historical Development of Islamic Culture & Civilization
3) Characteristics of Islamic Culture & Civilization
4) Islamic Culture & Civilization and Contemporary Issues
Islam & Science
1) Basic Concepts of Islam & Science
2) Contributions of Muslims in the Development of Science
3) Quran & Science
123
Islamic Economic System
1) Basic Concepts of Islamic Economic System
2) Means of Distribution of wealth in Islamic Economics
3) Islamic Concept of Riba
4) Islamic Ways of Trade & Commerce
Political System of Islam
1) Basic Concepts of Islamic Political System
2) Islamic Concept of Sovereignty
3) Basic Institutions of Govt. in Islam
Islamic History
1) Period of Khlaft-E-Rashida
2) Period of Ummayyads
3) Period of Abbasids
Social System of Islam
1) Basic Concepts of Social System of Islam
2) Elements of Family
3) Ethical Values of Islam
Reference Books:
1) Hameed ullah Muhammad, “Emergence of Islam” , IRI,
Islamabad
2) Hameed ullah Muhammad, “Muslim Conduct of State”
3) Hameed ullah Muhammad, ‘Introduction to Islam
4) Mulana Muhammad YousafIslahi,”
5) Hussain Hamid Hassan, “An Introduction to the Study of Islamic Law” leaf
Publication Islamabad, Pakistan.
6) Ahmad Hasan, “Principles of Islamic Jurisprudence” Islamic Research
Institute, International Islamic University, Islamabad (1993)
7) Mir Waliullah, “Muslim Jurisprudence and the Quranic Law of Crimes”
Islamic Book Service (1982)
8) H.S. Bhatia, “Studies in Islamic Law, Religion and Society” Deep & Deep
Publications New Delhi (1989)
9) Dr. Muhammad Zia-ul-Haq, “Introduction to Al Sharia Al Islamia”Allama
Iqbal Open University, Islamabad (2001)
124
ANNEXURE - F
(FOR STUDENTS NOT MAJORING IN
MATHEMATICS)
1. MATHEMATICS I (ALGEBRA)
Prerequisite(s): Mathematics at secondary level

Credit Hours: 3+0
Specific Objectives of the Course: To prepare the students, not majoring in
mathematics, with the essential tools of algebra to apply the concepts and the
techniques in their respective disciplines.
Course Outline:
Preliminaries: Real-number system, complex numbers, introduction to sets, set
operations, functions, types of functions. Matrices: Introduction to matrices,
types, matrix inverse, determinants, system of linear equations, Cramer’s rule.
Quadratic Equations: Solution of quadratic equations, qualitative analysis of

roots of a quadratic equations, equations reducible to quadratic equations, cube
roots of unity, relation between roots and coefficients of quadratic equations.
Sequences and Series: Arithmetic progression, geometric progression,
harmonic progression. Binomial Theorem: Introduction to mathematical
induction, binomial theorem with rational and irrational indices. Trigonometry:
Fundamentals of trigonometry, trigonometric identities.
Recommended Books:
1. Dolciani MP, Wooton W, Beckenback EF, Sharron S, Algebra 2 and

Trigonometry, 1978, Houghton & Mifflin, Boston (suggested text)
2. Kaufmann JE, College Algebra and Trigonometry, 1987, PWS-Kent
Company, Boston
3. Swokowski EW, Fundamentals of Algebra and Trigonometry (6th edition),
1986, PWS-Kent Company, Boston
125
ANNEXURE - G
Statistics-I Credit 3 (2-1)
Definition and importance of Statistics in Agriculture, Data Different types of
data and variables
Classification and Tabulation of data, Frequency distribution, stem-and-Leaf

diagram, Graphical representation of data Histogram, frequency polygon,
frequency curve.
Measure of Central tendency, Definition and calculation of Arithmetic mean,

Geometric mean, Harmonic mean, Median quantiles and Mode in grouped and
un-grouped data.
Measure of Dispersion, Definition and Calculation of Range, quartile deviation,

Mean deviation, Standard deviation and variance, coefficient of variation.
Practical:
a. Frequency Distribution
b. Stem-and-Leaf diagram
c. Various types of Graphs
d. Mean, Geometric mean Harmonic Mean,
e. Median, Quartiles Deviation, mean Deviation.
f. Standard Deviation, Variance, Coefficient of variation,
g. Skewness and kenosis
Recommended Books:
1. Introduction to Statistical Theory Part- I by Sher Muhammad and Dr.
Shahid Kamal (Latest Edition)
2. Statistical Methods and Data Analysis by Dr. Faquir Muhammad
3. A. Concise Course in A. Level Statistic with world examples by J. Crashaw
and J. Chambers (1994)
4. Basic Statistics an Inferential Approach 2nd Ed. (1986) Fran II. Dietrich-II
and Thomas J. Keans
126
ANNEXURE – H
Introduction to Information and Communication Technologies
Course Structure: Lectures: 2 Labs: 1 Credit Hours: 3
Pre-requisite: None Semester: 1
Course Description:
This is an introductory course on Information and Communication Technologies.
Topics include ICT terminologies, hardware and software components, the
internet and World Wide Web, and ICT based applications.
After completing this course, a student will be able to:
 Understand different terms associated with ICT
 Identify various components of a computer system
 Identify the various categories of software and their usage
 Define the basic terms associated with communications and networking
 Understand different terms associated with the Internet and World Wide
Web.
 Use various web tools including Web Browsers, E-mail clients and
search utilities.
 Use text processing, spreadsheets and presentation tools
 Understand the enabling/pervasive features of ICT
Course Contents:
Basic Definitions & Concepts
Hardware: Computer Systems & Components
Storage Devices, Number Systems
Software: Operating Systems, Programming and Application Software
Introduction to Programming, Databases and Information Systems
Networks
Data Communication
The Internet, Browsers and Search Engines
The Internet: Email, Collaborative Computing and Social Networking
The Internet: E-Commerce
IT Security and other issues
Project Week
Review Week
Text Books/Reference Books:
1. Introduction to Computers by Peter Norton, 6th International Edition,
McGraw-Hill
2. Using Information Technology: A Practical Introduction to Computer &
Communications by Williams Sawyer, 6th Edition, McGraw-Hill
3. Computers, Communications & information: A user's introduction by Sarah
E. Hutchinson, Stacey C. Swayer
4. Fundamentals of Information Technology by Alexis Leon, Mathews Leon,
Leon Press.
127
RECOMMENDATIONS
The forum is thankful to Higher Education Commission in general and Mr. Fida
DG Academics as well as Ms. Ghayyur Fatima, Director Curriculum for providing
the National Revision Curriculum Committee to develop Curriculum for 4 year
BS Programme in Public Health as well as recommendation for standardization
of MS Public Health curriculum.
After detailed deliberation, debate and discussion, the Committee proposes
following recommendations with Consensus:
1. Public Health Council comprising of eminent public health professionals with
representation from all over the country is need of the time to accredit,
monitor, evaluate and regulate all Public Health Programmes (PhD, MSPH,
BSPH)
2. It is recommended that discipline of Public Health be included as separate
entity in the existing list of academic disciplines of HEC. Following courses
should be included under its umbrella:
 Community Nutrition
 Demography and Population Dynamics
 Reproductive Health
 Community Ophthalmology
 Community Pediatrics
 Community Psychiatry
3. It was also recommended by the participants to develop a Pakistan Society

of Public Health (PSPH) in collaboration with quality assurance cell of HEC
through convener of the above meeting.
4. Contents of the GRE is recommended to be revised after consultation of the

above Committee.
The committee recommended curricula, eligibility for admission, course outline,

minimum qualifying for degree and PhD/MS/BS public health,
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CURRICULUM

BS, MS & PhD

HIGHER EDUCATION COMMISSION

Mr. Fida Hussain Director General (Acad)

Ms. Ghayyur Fatima Director (Curri)

Mr. Rizwan Shoukat Deputy Director (Curri)

Mr. Abid Wahab Assistant Director (Curri)

Mr. Riaz-ul-Haque Assistant Director (Curri)

Composed by: Mr. Zulfiqar Ali, HEC, Islamabad

University Grants Commission (UGC) was designated as the competent

In compliance with the above provisions, the Curriculum Division of HEC

In order to impart quality education which is at par with international standards,

It is hoped that this curriculum document, prepared by the respective NCRC’s,

STAGE-I STAGE-II STAGE-III STAGE-IV

CURRI. UNDER CURRI. IN DRAFT FINAL STAGE FOLLOW UP

COLLECTION OF APPRAISAL OF 1ST PREP. OF FINAL QUESTIONNAIRE

CONS. OF CRC. FINALIZATION OF INCORPORATION OF COMMENTS

PREP. OF DRAFT APPROVAL OF PRINTING OF REVIEW

IMPLE.OF CURRI. BACK TO STAGE-I

Following public health experts attended the meeting:

7. Dr. NighatNisar Member

8. Prof. Dr. Atta Muhammad Chandio Member

9. Prof. Dr. Aneela Atta Ur Rahman, Member

10. Dr. M. Rashid Anjum, Member

11. Dr. Shiraz Shaikh, Member/Secretary

15. Dr. Nosheen Zaidi

16. Dr. Muhammad Mushtaq Khan

Interdisciplinary and cross cutting

Goal of the BSPH Programme

Objectives of the Programme

The graduates of the BSPH programme will be prepared to;

At the end of the program, the graduate is expected to:

 FSc/FA and equivalent with minimum 2nd division

2.1 Life Sciences Biology 3

3.1 Personal Hygiene 3

5.1 Prison Health

2.2 Sociology of Health & Diseases

2.3 Principles of Psychology

2.4 Medical Anthropology

2.6 Primary Health Care (PHC)

2.7 Professional Ethics

3. Discipline Specific Foundation Courses

3.2 Concept of Health and Disease/Fundamentals of PH

3.3 Basic Epidemiology

3.4 Basic Biostatistics

3.5 Health Promotion, Advocacy and Social Mobilization

3.6 Community Nutrition

3.7 Community Pediatrics

3.8 Reproductive Health

3.9 Environment and Occupational Health

3.10 Mental Health

4. Major Courses Including Research

4.2 Communicable Disease Epidemiology

4.3 Non Communicable Disease Epidemiology

4.4 Health Policy and Management

4.6 District Health Management

4.7 Applied of Epidemiology

4.8 Research Methodology

4.12 Health Professions Education

4.13 Field Visits

5. ELECTIVES WITHIN THE MAJOR

5.2 International Health

5.3 Health Economics