1. Study Guide Template on PUH 606 By Esimai Olapeju

2. Why Study Guide Essence is to help learners navigate their way through the course. Should provide answers to the large majority of queries. A reference manual rather than a teaching text. It prepares the learner for both the web and the print versions. Electronic form should be searchable.

3. 1.Course Information General Information: Students in this course should read this study guide carefully at the start of semester. It contains important information about the course. If anything in it is unclear, please consult one of the teaching staff on the course. PUH 606 &Family Health Course Code & Course Name: PUH 606 &Family Health Credit points: 3 Year: 2009/2010 Semester: Harmattan About the Course The course is designed to provide knowledge and skills to address health problems in the family ( women, children and men) in geographical areas. The course is designed to provide knowledge and skills to address health problems in the family ( women, children and men) in geographical areas. Lecturer Information: Dr Esimai OA Course Lecturer: …Dr Esimai OA……………… Email: pejuesimai@yahoo.com …………pejuesimai@yahoo.com Consultation: visit my blog site – public health education.

4. 2.Introduction Welcome to a basic course on family, health and disease The course introduces concept of family health, risk and its in family health, The course also presents a rationale for Maternal Health Care, International Child Survival Strategies and Family Planning programmes in ensuring adequate and appropriate response to the problems. The course also presents a rationale for Maternal Health Care, International Child Survival Strategies and Family Planning programmes in ensuring adequate and appropriate response to the problems. This course will improve knowledge and skills of learners in addressing reproductive health issues in the country

5. Aim This course will seek to develop students’ generic skills in a area of reproductive health. One of the aims of this course is that students develop their abilities in the following:  Critical analysis skills in national and international programmes addressing reproductive health problems.  Creative thinking skills in effective management of reproductive health programmes

6. 3.Learning Objectives At the end of the course, learners will be able to: Define concept of risk and its measurement in family health Define concept of risk and its measurement in family health Demonstrate knowledge of common reproductive health problems in developing countries Demonstrate knowledge of common reproductive health problems in developing countries Conduct a critical analysis of relevant literature on national and international programmes addressing reproductive health problems. Conduct a critical analysis of relevant literature on national and international programmes addressing reproductive health problems.

7. 4.Symbols and Acronyms Let students know what the symbols and acronyms mean before they see them in print. RH-Reproductive Health MCH- Maternal and Child Health EOC- Essential Obstetric care FGC- Female Genital Cutting HIV - Human Immuno Deficiency Virus STI- Sexually Transmitted Infections DUB- Dysfunctional Uterine Bleeding BPH- Benign Prostatic Hypertrophy

8. 5.Taking the Course This course will involve class activities (face to face and online). This course will involve class activities (face to face and online). The face-to-face contact hours include two weeks at the beginning of the semester. The face-to-face contact hours include two weeks at the beginning of the semester. Seven hours of online interaction Seven hours of online interaction One week for group led class discussion One week for group led class discussion Two weeks revision ( face to face ) Two weeks revision ( face to face ) One weekend for the final exam One weekend for the final exam You will be required to login to the class online discussion board between the hours of 4 and 6 pm at least twice a week to contribute to the ongoing discussion. You will be required to login to the class online discussion board between the hours of 4 and 6 pm at least twice a week to contribute to the ongoing discussion.

9. 6.How to prepare for this examination This study guide will provide you with the in-depth information on what to prepare for the examination.   PowerPoint presentations have been included in this study material   Supplemental CDs and hyperlinks will expand your knowledge concerning this course.   The sample questions and practice test at the end of this study guide will help you assess your knowledge before you take the examination. The following books will assist you in preparing for examination and provide excellent additional information to improve your skills. The following books will assist you in preparing for examination and provide excellent additional information to improve your skills.  Sunder Lal, Adarsh & Pankaj (2007). Textbook of Community Medicine( Preventive and Social Medicine), 1 st ed. New Delhi :  Merson Micheal, Black Robert & Mills Anne(2001). International Public Health Diseases, Programs, Systems and Policies, 5 th ed. Maryland  1. 1..

10. 7.Prerequisites The course is introductory therefore there is no pre- requisite. The course is introductory therefore there is no pre- requisite.

11. 8. Preparatory Questions The following sample questions will assist your understanding of the course. In most developing countries, haemorrhage is believed to be the leading cause of maternal death? True/false In most developing countries, haemorrhage is believed to be the leading cause of maternal death? True/false The correct answer is true, current health indices confirms this response. The correct answer is true, current health indices confirms this response. What region of the world has the highest MMRs according to the 1995 WHO estimates? What region of the world has the highest MMRs according to the 1995 WHO estimates? The answer is Africa, comparison of health indices across regions of the world confirm this claim The answer is Africa, comparison of health indices across regions of the world confirm this claim

12. 9. Assessment In-course assessment would consist of three components: In-course assessment would consist of three components: Class participation (5%): (face-to-face and virtual) Class participation (5%): (face-to-face and virtual) Class Assignments (15%): learners are expected to use the open entry and exit approach. Learners are to submit their assignments online and failure to meet specified deadlines will carry a penalty of one-third of points assigned for this assignment. Class Assignments (15%): learners are expected to use the open entry and exit approach. Learners are to submit their assignments online and failure to meet specified deadlines will carry a penalty of one-third of points assigned for this assignment. Seminar Presentations/ Term Papers (20%): face to face mode Seminar Presentations/ Term Papers (20%): face to face mode Final Examination (60%): The final exam will be mainly written. Final Examination (60%): The final exam will be mainly written. Rating scale = 70% and above, B+ = 60-69,B= 50-59,C = 45- 49,F = Below 45 Rating scale = 70% and above, B+ = 60-69,B= 50-59,C = 45- 49,F = Below 45

13. ‘The learners are warned against all forms of unlawful acts such as plagiarism, use of mercenary and bringing in -course or written materials to the examination hall. Plagiarism is a serious breach of the ODL’s rules and carries significant penalties. The learners should consult the university handbook for penalties applied on such learner.

14. 10. Glossary The following terms and definitions are found in the materials provided. Infant mortality – death of children under one year Infant mortality – death of children under one year The death of a woman while pregnant or within 42 days (6 weeks) of termination of pregnancy, irrespective of the cause of death. Maternal death -The death of a woman while pregnant or within 42 days (6 weeks) of termination of pregnancy, irrespective of the cause of death. It is a state of complete physical, mental and social well-being and not merely absence of disease or infirmity, in all matters relating to reproductive system and to its functions and processes. Reproductive health -It is a state of complete physical, mental and social well-being and not merely absence of disease or infirmity, in all matters relating to reproductive system and to its functions and processes. 11. Index / Tagging Child survival strategies pg 20, EOC pg 13, family planning pg 17,