Section outline

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    Welcome to the class of Health Education. I am Dr Md Monirul Islam your course teacher for this subject. I will be with you for the next four months and I can assure you this will be an interesting journey. We will navigate through the course starting from its history to the present state. This will be a good platform to share our thoughts and views . Learning will be through lectures and discussion, through brainstorming and interaction. Looking forward to your participation

    Health Education | SFUSD

     

    Health education | PPT

                                                                                                                                                

    Rationale of the Course

    Health education encourages students to: manage their own well- being; make health-enhancing choices, and plan, and action goals. support the well-being of others; learn how to communicate effectively and see issues from different perspectives.

     

    Course Title: Health Education

    Course Code: BPH 2201

    Credit Hours: 4.0

    Total Marks: 100

    CIE 50; SEE 50

     
    Course Content



    Topics

    Specific Course Contents to achieve CLOs

    Alignment with CLO

    Introduction to Health education

    Definition, concepts, components, philosophy and principles of health education, aims & objectives, changing concepts, approaches & modules of health education.

    1, 2

    Historical development of health education

    Underling disciplines and contribution of related field in health education.

    2

    Educational intervention and factors facilitating change

    Predisposing factors, enabling factors, reinforcing factors, Educational diagnosis and objective setting for health service program, learning process: theories, Principles, Characteristics etc., Development and

    operation of health education services in Bangladesh

    3,4

    Health promotion

    Interventions, methods and contribution to health development, The special in-put e.g. health education for special groups, school children, drug programs needing health education (IPM) in-put e.g. health education for special groups, school children, drug abusers etc.

    4

    Principles of communication

    Scope, purpose, definitions and process of communication, Determinants of communication effectiveness — skills, attitudes knowledge levels, socio cultural

    values, desires etc., Inhibitors of communication flow coding or complexity.

    2,4

    Health Communication

    Methods and media of communication, Definition and terminology used in audiovisual communication, General type and purposes of methods and media, Characteristics of audio

    visual aids, cone of experience, specific methods and their uses, lectures, panels, role playing, demonstrations, discussions etc., Specific media and their uses-flash cards, flip charts, slides, films leaflets, modules, exhibits, posters etc.

    1,4

    Equipment operation and maintenance

    Maintenance of film, slide, filmstrip, overhead, projectors, recorders, magnetic and optic sound projectors etc., Media production. 8.

    Evaluation and pre-testing of materials: word familiarity, understanding scale, survey, Planning, organizing and conducting meetings, conferences, seminars, Compiling inventory of sop community media and communication channels, cinema, houses fairs, indigenous media, mobile units, venues, organization etc

    3,4


    Course Learning Objectives

    CLO1

    Understand basic concepts of public health, public health problems and ways to solve, health promotion and the concepts, approaches & models of health education

    CLO2

    Evaluate the development and operation of health education services in Bangladesh, Interventions, methods and contribution to health development, health promotion model (HBM).

    CLO3

    Analyze about barriers to communication and Health Communication, develop skills to effectively communicate and disseminate public health knowledge

    CLO4

    Adapt the concept, key elements and factors influence the Behavioral Change Communication (BCC), understand how to use behavior change theories in the construction and evaluation of health communication campaigns.

     

    Mapping of CLOs to PLOs:

     

    PLO1

    PLO2

    PLO3

    PLO4

    PLO5

    PLO6

    PLO7

    CLO1

    3

    3

    3

     

     

     

     

    CLO2

     

     

     

    3

     

     

    3

    CLO3

    3

     

     

     

    3

     

    3

    CLO4

     

     

     

     

    3

    3

     

     

     

    Mapping Course Learning Outcome (CLOs) with the Teaching-Learning and Assessment Strategy:

    CLOs

    Teaching-Learning Strategy

    Assessment Strategy

     

    CLO1

    Brainstorming sessions, Voice over PPT, Lecture video, Open discussion

    Feedback session, Q/A session, H5P (interactive content), Quiz, midterm examination

     

    CLO2

    Voice over PPT, Lecture video, Setting interactive session, Mind Mapping

     

    Q/A session, H5P (interactive content), Quiz, midterm examination, Assignment

     

    CLO3

    Voice over PPT, Lecture video, Open discussion, Academic debate, Content Analysis

     

    Q/A session Feedback session, H5P interactive content, Quiz

     

    CLO4

     

    Brainstorming sessions, Voice over PPT, Lecture video, Open discussion

     

    Q/A session Feedback session, H5P interactive content, Quiz, final examination

     

    Recommended Books:

     

    1. Bala, P. (1991), Imperialism and Medicine in Bengal: A Socio-historical Perspective, Sage Publications, New Delhi. –

    2. C.F. Parvanta, D.E.Nelson, S.A.Parvanta, R.N.Harner (2011), Essentials of Public Health Communication, Jones & Bartlett Learning, Canada

     

    Assessment and Evaluation:

     

     

    Grades will be calculated as per the university grading structure and individual student will be evaluated based on the following criteria with respective weights.

     

    SL No

    Assessment Techniques

    Marks/Percentage

    1

    Quizzes

    20%

    2

    Assignments/Group Assignments

    20%

    3

    Class Participation

    10%

    4

    Term examination

    50%

     

    Total

    100%

    Assessment pattern

     

     CIE – Continuous Internal Evaluation (50 Marks)

    Bloom’s Category Marks (50 marks)

    Tests (25)

    Assignments (10)

    Quizzes (05)

    External participation in curricular /co-curricular activities (10)

    Remember

     

     

    5

     

    Understand

     

    5

     

     

    Apply

    8

     

     

    10

    Analyze

    9

     

     

     

    Evaluate

    8

     

     

     

    Create

     

    5

     

     

     

    SEE – Semester End Examination (50 Marks)

     

    Blooms Category

    Test

    Remember

    5

    Understand

    10

    Apply

    15

    Analyze

    10

    Evaluate

    5

    Create

    5



     



  • The following topics will be dealt in this lecture

    1)Basic concept of Health Education

    2)

    •                                             

                                            

       Women and children washing hands as part of a health ...

                                                                                        LAMB Bangladesh

    • Due: Friday, 30 May 2025, 11:56 AM

      Discuss what you mean by health education with some examples

    • Due: Friday, 30 May 2025, 8:59 AM

      Health education is a continuous process and not a one shot mechanism. What do you mean by this statement

    • INSTRUCTIONS FOR MID TERM EXAM

      Total marks     25

      Short questions    18

      Broad question    7


      Time 1.5 hrs