University of Zambia

School of Medicine

Curriculum for the Diploma in

Clinical Medicine

November 2020
 Table of Contents

FOREWORD ..................................................................................................................................................... 4

ACKNOWLEDGMENT........................................................................................................................................ 5

1. INTRODUCTION............................................................................................................................................ 6

1.1 BACKGROUND .................................................................................................................................................. 6

1.2 WHO IS A CLINICAL OFFICER GENERAL ................................................................................................................... 7
1.3 SCOPE OF PRACTICE ........................................................................................................................................... 7
1.4 CAREER PROSPECTS ........................................................................................................................................... 7
1.5 RATIONALE ...................................................................................................................................................... 7

2. AIM OF THE PROGRAMME ........................................................................................................................... 7

3. OBJECTIVES OF THE PROGRAMME ............................................................................................................... 8

4. PROGRAMME COMPETENCES ...................................................................................................................... 8

5. VISION OF THE PROGRAMME .................................................................................................................... 10

6. MISSION STATEMENT OF THE PROGRAMME ............................................................................................. 10

7. PHILOSOPHY UNDERPINNING THE PROGRAMME ...................................................................................... 10

7.1 CURRICULUM MODEL ...................................................................................................................................... 10

8. VALUES OF THE PROGRAMME ................................................................................................................... 11

9. CREDIT ACCUMULATION, GRADE POINT AVERAGE AND DIPLOMA CLASSIFICATION .................................. 11

9.1 CREDITS ........................................................................................................................................................ 11

9.2 GRADE POINT VALUES ..................................................................................................................................... 12
9.3 GRADE POINT AVERAGE ................................................................................................................................... 12
9.4 CLASSIFICATION OF DIPLOMA ............................................................................................................................ 13

10. PROGRAMME DURATION ........................................................................................................................ 13

11. ADMISSION REQUIREMENTS .................................................................................................................... 13

12. AFFILIATION OF COLLEGES ....................................................................................................................... 14

13. PROGRESSION CRITERIA ........................................................................................................................... 14

14. PROGRAMME STRUCTURE ....................................................................................................................... 16

14.1 COURSE CODES............................................................................................................................................. 17

14.2 PROGRAMME STRUCTURE ............................................................................................................................... 18
14.3 CURRICULUM MAP........................................................................................................................................ 19

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 14.4 TEACHING AND LEARNING PLAN ....................................................................................................................... 21

YEAR 1 COURSES ............................................................................................................................................ 25

SEMESTER 1 ................................................................................................................................................... 25

INTRODUCTION TO HUMAN ANATOMY AND PHYSIOLOGY ........................................................................... 26

MEDICAL BIOCHEMISTRY ............................................................................................................................... 29

MICROBIOLOGY AND IMMUNOLOGY ............................................................................................................ 35

MEDICAL SOCIOPSYCHOLOGY ........................................................................................................................ 38

COMMUNICATION SKILLS, MEDICO-LEGAL AND HEALTHCARE ETHICS ........................................................... 47

MEDICAL PARASITOLOGY .............................................................................................................................. 52

SEMESTER 2 ................................................................................................................................................... 56

HUMAN ANATOMY AND PHYSIOLOGY .......................................................................................................... 56

BIOMEDICAL NUTRITION ............................................................................................................................... 62

CLINICAL METHODS AND PROCEDURES ......................................................................................................... 68

INTRODUCTORY PHARMACOLOGY ................................................................................................................ 73

PATHOLOGY................................................................................................................................................... 78

PART ONE ......................................................................................................................................................... 80

PART TWO ........................................................................................................................................................ 81

YEAR 2 COURSES ............................................................................................................................................ 85

OBSTETRICS AND GYNAECOLOGY .................................................................................................................. 86

PART A: GYNAECOLOGY ......................................................................................................................................... 88

PART B OBSTETRICS .............................................................................................................................................. 90

INTERNAL MEDICINE ...................................................................................................................................... 96

PAEDIATRICS AND CHILD HEALTH ................................................................................................................ 106

SURGERY ..................................................................................................................................................... 117

MENTAL HEALTH AND PSYCHIATRY ............................................................................................................. 129

PUBLIC HEALTH CARE ................................................................................................................................... 137

PHARMACOLOGY& THERAPEUTICS .............................................................................................................. 146

YEAR 3 COURSES .......................................................................................................................................... 150

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HEALTH SYSTEMS MANAGEMENT AND ENTERPRNUERSHIP ........................................................................ 151

PAEDIATRICS AND CHILDHEALTH CLERKSHIP ............................................................................................... 157

OBSTETRICS AND GYNAECOLOGY CLERKSHIP .............................................................................................. 169

INTERNAL MEDICINE CLERKSHIPS ................................................................................................................ 174

SURGERY CLERKSHIP .................................................................................................................................... 182

MENTAL HEALTH AND PSYCHIATRY ............................................................................................................. 188

APPENDIX I: CURRICULUM DEVELOPMENT COMMITTEE ............................................................................. 194

APPENDIX II: LIST OF CONTRIBUTORS TO THE CURRICULUM DEVELOPMENT .............................................. 195

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FOREWORD
The University of Zambia (UNZA), School of Medicine is in the process of streamlining the
affiliation system of health professions training institutions. In this regard, curriculum review
and development is key to this process. It is against this background that the framework for
Clinical Officer General (COG) training programme was developed. This report presents
findings of a preliminary need’s assessment conducted for the aforementioned programme.
Consensus from stakeholders engaged was that there is continued need to train COGs as front-
line healthcare workers. Furthermore, there was need for development of an UNZA curriculum
for COG training. The job profile, educational strategies, and content areas for the programme
were streamlined to guide the next stages of the curriculum development process.

Dr. Eliot Kafumukacahe

DEAN – School of Medicine

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ACKNOWLEDGMENT
The School of Medicine at the University of Zambia would like to acknowledge the efforts of
the curriculum development committee that was set up to develop this curriculum (Appendix
I).
Acknowledgement also goes to other heads of departments within the School for their timely
and expert advice. We would also like to thank the Department of Medical Education
Development for their guidance during the development of the curriculum.
We would like to make special mention of other stakeholders (Ministry of health, Affiliate
colleges, Health Professions Council of Zambia and Clinical Officers Association of Zambia)
who provided valuable inputs to the development of the COG curriculum document.

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1. INTRODUCTION
This curriculum illustrates the teaching approach for the clinical officer general training
programme. It details the didactic and practicum approaches that will be used for the COG
training. In the review of the COG curriculum several key stakeholders were consulted as
depicted in the need’s assessment report attached as an appendix. The goal of the consultation
was to produce a curriculum that is responsive to the current societal needs for a clinical officer
practicing in Zambia and beyond.

1.1 Background
The Diploma in Clinical Medicine General is an affiliated programme of the University of
Zambia, School of Medicine (UNZA SOM). The Diploma in Clinical Medicine General is a
clinical skills and community-based training programme aiming to producing graduates
capable of providing basic essential medical care and management at primary health care level.
The COG programme is a three-year programme with a focus on common health problems.
The programme prepares graduates to bring medical care as close to the family as possible by
providing basic health care services to a cross section of the Zambian population. On
completion of the programme, graduates are awarded a Diploma in Clinical Medicine General.
The graduates are registered with the Health Professions Council of Zambia (HPCZ) as COGs.
The COG programme is structured in a way that allows infusion of both theory and practical
training activities for students. The practical sessions are at the ends of the first semester of
year one, second semester of year one and the second semester of year two. Students undertake
these practical attachments at appropriate health facilities.

The final year of study involves clinical attachment in various speciality fields of clinical
practice that includes clerkships in internal medicine, surgery, obstetrics and gynaecology as
well as paediatrics and child health. In addition, there are rotations in other specialty areas that
include: ophthalmology, ENT, psychiatry, dermatology and dentistry.

The curriculum is designed to take a competence-based model and was reviewed with
consideration of both local and international trends in medicine.

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1.2 Who is a clinical officer General
A Clinical Officer General (COG) graduate is a healthcare professional who is trained to
practice medicine and licensed by the Health Professions Council of Zambia (HPCZ) to offer
and perform basic clinical services in primary health care settings.
1.3 Scope of Practice
A Clinical Officer General is trained to provide curative and preventive health care services;
primary health care services. Furthermore, a COG should be able to refer patients to appropriate
level of health care. The roles of a COG in the health care system include: managing needs of
clinical care, carrying out administrative roles and responsibilities, and participating in research
and teaching.
1.4 Career Prospects
The COGs are mainly employed as frontline officers in healthcare facilities. The COGs are the
cornerstone of rural healthcare services. Apart from working in healthcare facilities in both
private and public institutions, COGs can work in None Governmental organisation which
operate in healthcare and health promotion activities.
The diploma programme is the entry level in the field that can expand to specialist levels in the
different fields of medicine and its subspecialties.
1.5 Rationale
The Zambian Government through the Ministry of Health has adopted a healthcare delivery
system that has a significant focus on primary health care. A driver of this approach to the
provision of healthcare is the availability of human resources at the frontline of care. In this
approach the inadequacy of Medical Officers (Doctors) has necessitated the training of Clinical
Officer General to ensure that the frontline services are functional and allow for efficient access
to care by all. The training of COGs is thus a direct response to the need to fill the gap in the
human capital for health. The three-year programme thus allows for a filling of the gap with
human resources equipped with the requisite skills to ensure equity of access to health in
Zambia.

2. AIM OF THE PROGRAMME

The goals of the curriculum are to:
i. Provide a Clinical Officer General student with medical knowledge, skills and
attitudes to engage in clinical practice
ii. Produce Clinical Officer General who will be able to:
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 ▪ Provide quality health care services in a wide variety of clinical and
community settings.
▪ Appreciate social and cultural effects on the delivery of health care through
exposure to a wide variety of clinical settings reflecting on the diversity of
patients and the communities in which they live.
▪ Utilise current information system and technology to enhance their delivery
of health care services
iii. Equip students with an understanding of health policies and delivery system as
well as their role as health professionals in the health sector.
3. OBJECTIVES OF THE PROGRAMME
By the end of the three-year training programme, the graduate should be able to:
i. Apply appropriate clinical biomedical sciences in the care of patients
ii. Apply knowledge of behavioural and social sciences in the management of
patients and clients
iii. Demonstrate observation of medical ethics, human rights relevant to medical
practice
iv. Demonstrate ability to communicate effectively
v. Take history of the patient appropriately
vi. Perform physical examination of patients correctly
vii. Demonstrate ability to correctly manage patients/clients
viii. Demonstrate ability to manage health care facility
ix. Function in a multidisciplinary team
x. Demonstrate understanding of health-related research processes
xi. Apply knowledge and skills for information technology
4. PROGRAMME COMPETENCES
At the end of the programme the graduates shall exhibit the following competencies
Medical knowledge
i. Basic and clinical sciences in the management of patients appropriate to
their level of care.
ii. Order and interpret appropriate investigations.
Patient care
i. Obtain a thorough medical history
ii. Develop and carry out patient management plans.
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 iii. Counsel and educate patients and their families.
iv. Competently perform medical and surgical procedures considered essential
in the area of practice.
v. Demonstrate caring and respectful behaviours when interacting with
patients and their families
vi. Provide health care services and education aimed at maintaining health and
preventing health problems.
vii. Work effectively with other health care professionals to provide patient-
centred care.
Interpersonal and communication skills
i. Communicate effectively with the patients, family and health care team.
ii. Demonstrate emotional resilience and stability, adaptability, flexibility, and
tolerance of ambiguity and anxiety.
iii. Accurately and adequately document and record information regarding the
care process for medical, legal, quality and financial purposes
Professionalism
i. Create and sustain a therapeutic and ethically sound relationship with
patients.
ii. Exhibit -culturally sensitive and acceptable behaviour when interacting with
patients, family and other caregivers.
iii. Adhere- to ethical, legal and regulatory requirements of the profession.
System based practice
i. Apply medical information and clinical data systems to provide effective
and efficient patient care.
ii. Manage and refer patients to appropriate levels of care
iii. Demonstrate understanding of the funding sources and payment systems
that provide coverage for patient care.
iv. Practice cost-effective health care and resource allocation that does not
compromise quality of care.
v. Work in a multidisciplinary team of health care professionals.
vi. Use information technology to support patient care

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5. VISION OF THE PROGRAMME
To provide the support and structure that will enable every student to excel in basic essential
clinical care delivery at primary health care level.

6. MISSION STATEMENT OF THE PROGRAMME

Committed to providing and promoting quality health education in order to produce graduates
with adequate knowledge, skills, and attitudes to deliver quality primary health care services
in both clinical and community settings in Zambia.

7. PHILOSOPHY UNDERPINNING THE PROGRAMME

The educational philosophy is committed to “bringing education to life by producing
graduates that meet the global standards and industry demands using curriculum that nurture
the skills to seize and create the opportunities available in today’s environment”.
Further it is believed that the medical knowledge, skills and professional attitudes can be well
imparted in learners through competence-based approaches that make full use of modern
teaching and learning infrastructure, learner support and market-relevant content that enables
the graduates to go on and fulfil their professional roles with excellence and proficiency

7.1 Curriculum Model

The COG programme has adopted a Hybrid model of teaching and learning. In this
curriculum, the students will undertake a blend of 60% face-to-face instruction and 40%
practical and experiential learning. By utilizing a mix of didactic, practicum, and
experiential methods of facilitating learning. The curriculum situates its model within the
behaviorism and constructivism theories of learning to achieve the competency goals of the
program. This is done in such a way that over the three years of study on the program, student
learning combines a sequence of face-to-face didactic, practicals and participatory learning
blocks followed by periodic release devoted to specific experiential learning exposures in
professional practice sites. The program follows a 32-week academic year duration for 3 years.

Close alignment has been made to ensure both vertical and horizontal integration of content
coverage that is appropriately pitched to the learning demands at diploma level (credit level 6).
The thematic competence-based design of the program enables that there is increasing depth,
coverage and scope of knowledge and skills-base moving from the Year 1 to 3 stages where
students engage from acquiring basic concepts to application in the real-world practice. The
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spiral blended curriculum model enables students acquire and demonstrate increasing levels of
competence (knowledge, skills, and professional attitudes) as they progress through the years
of study.

8. VALUES OF THE PROGRAMME

The values governing the programme are:

i. Excellence
ii. Integrity
iii. Commitment
iv. Cooperation
v. Innovations
vi. Empathy
vii. Continuing professional development

9. CREDIT ACCUMULATION, GRADE POINT AVERAGE AND DIPLOMA

CLASSIFICATION
9.1 Credits
The Zambia qualification Authority (ZAQA) credit system has been used for this curriculum.
The ZAQA system uses credits to provide a weighting system for comparison. In this system
One (1) course credit represents Ten (10) Notional hours. A notional hour is the estimated time
in hours required for an average learner to achieve a stated learning outcoming. Courses that
have a course load whose credits are less than fifteen (15), are treated as a half course. In order
for a year to qualify as a full year the students require to take a minimum of 1200 aggregated
credits.

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9.2 Grade Point Values
TYPE GRADE GRADE-POINT DESCRIPTION
VALUE (GPV)
PASS A+ 5.00 Distinction
GRADES A 4.00 Distinction
B+ 3.50 Meritorious
B 3.00 Credit
C+ 2.37 Credit
C 1.00 Pass
S 1.00 Satisfactory
FAIL D+ 0.00 Fail
GRADES D 0.00 Fail
LT 0.00 Fail (Left without
permission)
NE 0.00 Fail (Not examined)
TEMPORARY DF 0.00 Deferred examination
GRADES WP 0.00 Left with permission)
IN 0.00 Incomplete assessment

9.3 Grade Point Average

A Grade Point Average (GPA) is a number representing the average value of the accumulated
grades earned in courses in one academic year and over the full length of the programme of
study. For a given study period, e.g. an academic year, a student’s GPA is calculated using the
following steps:
(a) calculate the product of the course credits and the grade-point values earned in each
course (i.e. CCs x GPV);
(b) obtain the sum of the products calculated in (a), (i.e. Σ(CCs x GPV);
(c) calculate the maximum course credits that a student may accumulate in the study
period under consideration (TCs); and
(d) calculate the GPA by using the following formula:
𝐺𝑃𝐴= Σ(𝐶𝐶𝑠 𝑥 𝐺𝑃𝑉)/𝑇𝐶𝑠
Where:

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 GPA = Grade-point average
CCs = Course credits for each course taken by the student
GPV = Grade-point value earned for course taken by the student
TCs = Total course credits that may be accumulated over the study period by
the student

9.4 Classification of Diploma

The University of Zambia qualifications are classified on the basis of the overall Grade Point
Average computed from all the courses taken by a student in a given programme of study.
It should be noted that when a student passes a repeated course, the credits are earned and are
added to the credits accumulated. However, the grade point value for a repeated course is equal
to zero and therefore it does not contribute to the GPA and any classification of the qualification
attained.
Final Grade Point Average (GPA) Degree Class
>= 3.75 Distinction
3.25-3.74 Merit
2.68 - 3.24 Credit
< 2.68 Pass

10. PROGRAMME DURATION

The total duration of the programme is three (3) years. This will cover both theoretical,
professional education and hands on training

11. ADMISSION REQUIREMENTS

Prospective applicants must satisfy the following requirements:
i. Ordinary level School Certificate with at least 5 Credits in English,
Mathematics, Biology, Physics, Chemistry or Physical Science (Science as a
substitute for Chemistry and Physics), Agricultural Science; and any other
science related subjects issued by the Examination Council of Zambia or any
other recognised examination body. Preference will be given to higher grades
in Physics and Mathematics.
ii. All applicants are also required to submit a Grade 12 Ordinary Level
Certificate or equivalent qualification showing at least 5 credit passes in

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 English, Mathematics, Biology, Chemistry, Physics (for applicants with
Combined Sciences [Physics and Chemistry], consider Agricultural Sciences
or Geography as the fifth subject).
iii. Applicants whose language is not English will normally be required to have
passed a test of English approved by the Senate of the University.

12. AFFILIATION OF COLLEGES

All the colleges affiliated to the UNZA School of Medicine will have their programmes
approved by the UNZA Senate and the UNZA shall underwrites the academic qualifications.
The students shall be independently admitted, registered and administered in affiliated
colleges and each institution shall pay affiliation fees to the School of Medicine based on the
number of students enrolled in that institution. The School of Medicine shall offer quality
control and assurance in both infrastructure and programmes being offered to ensure that they
meet standards for UNZA qualifications. Quality assurance procedures include the following:
a) Approval of curriculum for the affiliated programme
b) Moderation of course work
c) Moderation of examination papers
d) Moderation and approval of examination results
e) Monitoring and evaluation of teaching and learning.

13. PROGRESSION CRITERIA

a. Progression
i. All students shall be required to pass all courses registered for in order to
progress to the next stage of the programme.
ii. No student will be allowed to carry over a failed course to the next stage of
the programme.
b. Examinations
i. A student will be required to pass (50%) of their CA in order to be eligible
to sit for the examinations. The CA will account for 40% of the final
examination mark.
ii. The pass mark for the examination shall be 50%, which will constitute passes
in both the CA and examination marks.
c. Supplementary Examinations
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 i. A student who fails not more than 2 full courses or 4 half courses with a D+
shall be eligible to sit for supplementary examinations as long as the student
has passed all the other courses registered for. Note that two (2) half courses
will be considered equivalent to one (1) full course.
ii. Students should pass both the continuous assessment and the final
examination for them to pass the course.
iii. A student who does not satisfy Laboratory or Clinical Placement
requirements will be required to repeat the Clinical placement.

d. Deferred Examinations
i. Students who passed their CAs and withdraw from the scheduled
examinations with permission shall be allowed to sit for deferred
examinations.
ii. A student who fails deferred examinations will not be eligible for
supplementary examinations.
e. Part time
i. A student who fails a course with a D grade should be referred to part-time
to repeat the failed course (s) only and pay the tuition fees ONLY for the
course (s) being repeated.
f. Withdrawal from the Programme
i. Accepted candidates who are not able to pursue their programmes should be
allowed to re-apply when they are ready.
ii. A student who withdraws from the programme with permission shall repeat
all courses offered at the specific level of the programme regardless of the
period spent in a particular academic year.

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Summary of Progression framework

YEAR OF PRE-REQUISITES STUDENT ASSESSMENT ACTION/RECOMMENDATION

STUDY OUTCOME
YEAR 1 O’ level subjects ▪ Pass all courses (with grade C or  Proceed to Semester 2 if in
(SEMESTER (English language, better) Semester 1
1 & 2) Biology, Chemistry,  Proceed to year 2 if in Semester 2
Mathematics, Physics, ▪ Fails minimum of two full  Supplementary Exam in failed
and/or General courses or four half-courses with courses (provided CA score is
Science) grade D+ ≥20%)
▪ Fails any course with grade D or  Repeat Failed Course(s)
E
▪ Fails supplementary  Repeat failed course(s)
examination(s)

YEAR 2 Year 1 courses ▪ Pass all courses (with grade C or  Proceed to Year 3
better)

▪ Fails minimum of two courses  Supplementary Exam in failed

with grade D+ courses (provided CA ≥20%)

▪ Fails any course with grade D or  Repeat year

E
▪ Fails three courses or more (more  Repeat all the courses
than half course load)

▪ Fails supplementary exam  Repeat failed course(s)

YEAR 3 Year 2 courses ▪ Pass all courses (with grade C or  Proceed to Graduate
better)

▪ Fails minimum of two full or four  Supplementary Exam in failed

half courses with grade D+ courses (provided CA ≥20%)

▪ Fails any course with grade D or  Repeat failed course(s)

E
▪ Fails all courses  Repeat year

▪ Fails supplementary exam  Repeat failed course

14. PROGRAMME STRUCTURE

The duration of the programme will be 3 years. The first year of the programme is offered as a
semester system whilst the subsequent years are offered as a full academic year. This approach
is taken to ensure that the basic and social sciences required for the full understanding of the
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core medical courses are covered adequately. Furthermore, the academic year system will
allow for the assessment of all the core competencies in one examination seating to allow for
a comprehensive measurement of attainment of all competencies. This approach will allow for
better integration of subject matter as opposed to the learning content in silos.
14.1 Course codes
The coding used the alphanumeric system consisting of both letters and numbers. In the first
year of study the coding will reflect a semester approach will the last two years will provide an
academic year approach. In general, the alpha component will
First year
The coding used four letters according to the course “Human Anatomy and Physiology” thus
“HANP”. The numbers consist of four (4) digits
i. The first digit corresponds to the year of study i.e. year two denoted by ‘2’
ii. The second digit is the code assigned to the band from which the course is
extracted.
iii. The third digit is the number given to the course based on its serial position
in the band for a specific academic year.
iv. The fourth digit denotes whether the course is in the first or second semester
(first semester will be allocated 1 while second semester will be allocated 2)
Second and third year
The above system will be maintained except for the fourth digit. The fourth digit denotes
whether the course is a half course, full course, or project course. Half course is assigned the
number ‘5’, full course ‘0’ and project course ‘4’

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14.2 Programme structure
Yr. Numbe Modules Code Credit Course
r Points type
1 Introduction to Human anatomy and physiology HANP 1101 19 Semester
Year 1(semester 1)

2 Medical Biochemistry MEBC 1201 15.8 Semester

3 Microbiology and Immunology MBIG 1301 13 Semester
4 Medical sociopsychology MESP 1401 13.2 Semester
5 Communication Skills, Medicolegal and Healthcare Ethics CMHE 1501 8.8 Semester
6 Medical Parasitology MEPA 1601 15.2 Semester
Total 85
1 Human anatomy and physiology HANP 1102 17.2 Semester
2)
Year

2 Biomedical Nutrition BMEN1202 11.2 Semester

1(Semester

3 Pathology PATH 1302 8 Semester

4 Clinical methods CLME 1402 23.6 Semester
5 General Pharmacology GPGY 1502 12.8 Semester
Total 72.8
Total Year 1 (Semester 1 and 2) 157.8

Medicine MEDG 2110 32.3 Full

Year 2

Paediatrics PEDG 2210 29.4 Full

Surgery SURG 2310 29.4 Full
Obstetrics and Gynaecology OBGY 2410 32.3 Full

Mental Health and Psychiatry MHPG 2515 20.4 Half

Public Healthcare PHCG 2615 10.6 Half

Systemic Pharmacology PGYG 2715 9 Half

Total Year 2 163.4

HSME 3615 22.8 Half

Year 3

Health System Management and Entrepreneurship

MEDG 3120 37.4 Full
Medicine clerkship
PEDG 3220 37.4 Full
Paediatrics clerkship
SURG 3320 48.2 Full
Surgery clerkship
OBGY 3420 37.4 Full
Obstetrics and Gynaecology Clerkship
MHPG 3520 30.6 Full
Mental Health and Psychiatry clerkship
Total Year 3 213.8

NB. The credit points for the third year take into consideration the clinical placement hours

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14.3 Curriculum Map
Month 1 2 3 4 5 6 7 8 9 10 11 12

Semester 1 Semester 2

Year 1 Introduction to Human Anatomy and Physiology Human Anatomy and Physiology
Medical Biochemistry Biomedical Nutrition
Microbiology and Immunology Parasitology
Medical sociopsychology Pathology
Communication Skills, Medicolegal and Healthcare Ethics Clinical method and procedures
General Pharmacology

1 2 3 4 5 6 7 8 9 10 11 12
Term 1 Term 2 Term 3 Term 4
YEAR 2 Internal Medicine
Paediatrics and Child Health
Surgery
Obstetrics and Gynaecology
Mental Health and Psychiatry
Public Healthcare
Systemic Pharmacology

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 1 2 3 4 5 6 7 8 9 10 11 12
Term 1 Term 2 Term 3 Term 4
YEAR 3 Internal Medicine clerkship
Paediatrics and Child Health clerkship
Surgery clerkship
Obstetrics and Gynaecology Clerkship
Mental Health and Psychiatry clerkship
Health System Management and Entrepreneurship

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14.4 Teaching and Learning Plan
14.4.1 First Year
COURSE COURSE TITLE CONTACT HOURS CREDIT
CODE POINTS
Lectures Tutorials Laboratory Seminars Field Assessments and Total
Work/clinical Self Study Hours
placement
Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks
Week Week Week Week Week Week
HANP 1101 Introduction to Human anatomy and 6 14 1 14 2 14 4 16 190 19
physiology
MEBC 1201 Medical Biochemistry 4 14 1 14 2 14 10 2 2.5 16 158 15.8
MBIG 1301 Microbiology and Immunology 3 14 1 14 1 14 10 2 2.5 16 130 13
MESP 1401 Medical sociopsychology 4 14 1 14 1 14 3 16 132 13.2
CMHE 1501 Communication Skills, Medicolegal 14 1 14 1 14 2 16
3 102 10.2
and Healthcare Ethics
MEPA 1601 Medical Parasitology 3 14 1 14 2 14 10 2 3 16 152 15.2
864 86.4

HANP 1102 Human anatomy and physiology 6 12 1 12 2 12 4 16 172 17.2

BMEN1202 Biomedical Nutrition 4 12 1 12 1 12 2.5 16 112 11.2
PATH 1302 Pathology 2 12 1 12 1 12 2 16 80 8
CLME 1402 Clinical methods 3 12 1 40 4 2.5 16 236 23.6
GPGY 1502 General Pharmacology 2 12 2 12 4 12 2 16 128 12.8
TOTAL 728 72.8

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14.4.2 Second year
COURSE COURSE TITLE CONTACT HOURS CREDIT
CODE Lectures Tutorials Laboratory Seminars Field Work/clinical Assessments and Self Total POINTS
placement Study Hours
Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/Week Weeks
Week Week Week Week Week
OBGY 2410 Obstetrics and Gynaecology 3 29 1 29 2 29 1 29 8 3 3 32 323 32.3
MEDG 2110 Internal Medicine 3 29 1 29 2 29 1 29 8 3 3 32 323 32.3
PEDG 2210 Paediatrics and Child Health 3 29 1 29 2 29 1 29 8 3 3 32 323 32.3
SURG 2310 Surgery 3 29 1 29 2 29 1 29 8 3 3 32 323 32.3
MHPG 2515 Mental Health and Psychiatry 2 29 1 29 1 29 8 3 2 32 204 20.4
PHCG 2615 Public Healthcare 1 29 1 29 20 2 1.5 32 146 14.6
PGYG 2715 Systemic Pharmacology 1 29 1 29 1 32 90 9
1732 173.2

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14.4.3 Third year
COURSE COURSE TITLE CONTACT HOURS CREDIT
CODE Lectures Tutorials Laboratory Seminars Field Assessments and Total POINTS
Work/clinical Self Study Hours
placement
Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks Hrs/ Weeks
Week Week Week Week Week Week
Health System 30 4 2 7 2 7 1 16 164 16.4
Management and
HSME 3615
Entrepreneurship
Obstetrics and 6 3 2 9 2 6 2 9 30 6 4 32 374 37.4
OBGY 3420
Gynaecology Clerkship
Internal Medicine 6 3 2 9 2 6 2 9 30 6 4 32 374 37.4
MEDG 3120
clerkship
Paediatrics and Child 6 3 2 9 2 6 2 9 30 6 4 32 374 37.4
PEDG 3220
Health clerkship
SURG 3320 6 3 2 12 2 9 2 12 30 9 4 32 482 48.2
Surgery clerkship
Mental health and 6 3 2 7 2 4 2 9 30 4 4 32 306 30.6
MHPG 3520
Psychiatry clerkship
Total Credits 2074 207.4

2020

Page 23
 Course Contents

2020 Page 24
YEAR 1 COURSES
SEMESTER 1
No Course Name Course code Course
status

1 Introduction to Human Anatomy and HANP 1101 Semester

Physiology
2 Medical Biochemistry MEBC 1201 Semester
3 Microbiology and Immunology MBIG 1301 Semester
4 Medical Sociopsychology MESP 1401 Semester
5 Communication Skills, Medicolegal and CMHE 1501 Semester
Healthcare Ethics
6 Medical Parasitology PARA 1601 Semester

2020 Page 25
INTRODUCTION TO HUMAN ANATOMY AND PHYSIOLOGY
COURSE CODE: HANP 1101
RATIONALE
Anatomy & Physiology gives one an insight into the complex nature of the human body and the
its different systems that make it up. The study of anatomy and physiology helps to understand
how the body works when it is in perfect health so that one gets to understand when something
goes wrong. It is therefore important to learn that the understanding of anatomy and physiology
is key to the practice of health and medicine.

AIM
Equip students with knowledge, skills and attitudes of anatomy & physiology in correlation to
its use in medicine.

OBJECTIVES
At the end of this course the student should be able to:
1. Describe human anatomy and physiology
2. Describe the cells and tissues of various systems
3. Describe the structure and function of anatomical parts of various system of the
human body.
COMPETENCES
1. Identifies various organs of the human body
2. Illustrates anatomical parts of the various organs of the human body.
3. Relates the optimal functioning of the human body systems to clinical practice
4. Demonstrates the understanding of homeostasis of the human body.
CONTENT
UNIT 1: Introduction to Anatomy and Physiology
1.1 Definition of terms
1.2 Organization of the body
1.3 Planes of the body, terms of direction and orientation

UNIT 2: Cells and Tissues

2.1 Structure and function of the cell

2020 Page 26
 2.1.1 Cell membrane: transport across the cell membrane
2.1.2 Cell Organelles
2.1.3 Cell division: Mitosis, Meiosis
2.2 Tissues
2.2.1 Epithelial tissue
2.2.2 Connective tissue
2.2.3 Muscle tissue
2.2.4 Nervous tissue
UNIT 3: Musculo Skeletal System
3.1 Skeleton
3.1.1 Appendicular Skeleton
3.1.2 Axial Skeleton;
3.1.3 Joints: (movable, slightly movable and immovable)
3.2 Principal skeletal Muscles
3.2.1 Head and neck
3.2.2 Shoulder girdle and upper limb
3.2.3 Trunk; Abdominal wall muscles
3.2.4 Pelvic floor and lower limbs
UNIT 4: Structure and Function of the Respiratory System
4.1 Nasal cavities, pharynx and larynx
4.2 Trachea
4.3 Bronchioles, alveoli
4.4 Pleural cavity
UNIT 5: Structure and Function of The Cardiovascular System
5.1 Heart: atria, ventricles, valves and pericardium
5.2 Structure of the blood vessels; arteries, arterioles, veins and venules
5.3 Capillaries; types and location, starling’s forces
5.4 Circulatory routes; vessels of head and neck, upper limbs, thorax, Abdomen and
lower limbs venepuncture
5.5 Fetal Circulation and Changes at birth

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UNIT 6: Structure and Function of The Lymphatic System
6.1 Lymph fluid
6.2 Lymph vessels
6.3 Lymph nodes
6.4 Spleen
TEACHING METHODS
Lectures
Group discussions
Demonstrations
e-Learning
Skills Laboratory/ Practicals
TEACHING METHODS AND NOTIONAL HOURS
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 6 14 84
Skills Lab 2 14 28
Tutorials 1 14 14
Seminars 1 14 14
Self-study 4 16 64
TOTAL 190

ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
1 OSCE = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20%

PRESCRIBED TEXTBOOKS

2020 Page 28
 1. Tortora, J. &Derrickson B. (2016). Principles of anatomy and physiology (15thed)
John Wiley and Sons inc.
2. Wilson, K. & Waugh. A. (2018). Ross and Wilson Anatomy and Physiology in
Health and Illness.(13th ed) New York: Churchill Livingstone
3. Guyton, A.C. (2015) Text book of Medical Physiology London :( 13th ed) W. B.
Saunders CO.
RECOMMENDED READINGS
1. Elaine N. M, Katja N. H (2018) Human Anatomy & Physiology (11th Ed) Pearson
2. Peter. C. W. (2019) Gray’s Anatomy (4thEd) New York: Churchill Livingstone.
3. McMinn R.M.H. Hutchings R.T. Pedington, J. & Abrahams, P.H. (1993). A Colour
Atlas of Human Anatomy (3rd Ed). London: Mosby-Wolfe/ELBS.
4. Lumley, J.S.P, Craven, J.L & Aitken, J.T. (1987) Essential Anatomy (4th Ed).
Edinburgh: Churchill Livingstone.
5. Rutishauswer, S. (2017) Anatomy and Physiology Lippincott (5thed) Springhouse
6. Barrett K., Barman S et al. (2019), Ganong’s Review of Medical Physiology, (26th
Ed). McGraw-Hill Education / MedicalI SBN-13: 978-1260122404

MEDICAL BIOCHEMISTRY
COURSE CODE: MEBC 1201
RATIONALE

2020 Page 29
This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in biomolecules, cells and cellular organelles, the functions of biomolecules and
bioenergetics. Furthermore, the course will enable the students to know the physical and
chemical properties of biomolecules and the disorders there in.
COURSE AIM
Equip students with knowledge and skills in biomolecule and able to identify common
nutritional disorders.
COURSE OBJECTIVES
At the end of the course the student should be able to
1. Describe the functions of cell organelles
2. Describe the body fluid composition and fluid compartments
3. Describe the effects of water on dissolved molecules.
4. Classify the biomolecules
5. Discuss the functions of biomolecules
6. Compare and contrast the physical and chemical properties of biomolecules
7. Describe bio-energetics
COURSE COMPETENCES
1. Classifies the cell organelles of the human body
2. Discusses the functions of cell organelles
3. Explains the roles played by water in the intra- and extra-cellular spaces
4. Differentiates the physical properties of biomolecules
5. Differentiates the chemical properties of biomolecules
6. Differentiates the functional properties of biomolecules
7. Demonstrates an understanding of the mechanism of action of biomolecules
8. Applies the knowledge of biochemistry in disease management
9. Relates water balance to normal physiology
10. Explains the role of water in metabolism
11. Elaborates the metabolism of biomolecules
12. Explains the basis of disease in metabolic pathway disturbances
COURSE CONTENT

2020 Page 30
UNIT 1: Introduction to Biochemistry
1.1 Cells
1.1.1 Cell organelles and their functions
1.1.2 Body fluid composition and fluid compartments
1.1.2 Biological Membranes and Transport
1.1.2.1 Active Transport
1.1.2.1.1 Primary
1.1.2.1.2 Secondary
1.1.2.1 Passive Transport
1.1.2.1.1 Simple
1.1.2.1.2 Passive
1.1.2.1.3 Facilitated Diffusion
1.1.3 Endocytosis
1.1.4 Exocytosis
1.1.5 Pinocytosis
1.2 Water: (Functions, pH, buffers)
1.3 Biomolecules
1.3.1 Introduction to Biomolecules
UNIT 2: Structure and Catalysis
2.1 Amino Acids, Peptides and proteins
2.1.1 Amino Acids (Functions, Classification and isomerism)
2.1.2 Formation of Peptides and synthesis of proteins
2.1.3 Hydrolysis (Urea cycle)
2.1.4 Physical and Chemical Properties
2.2 Enzymes
2.2.1 Nomenclature (EC System)
2.2.2 Functions
2.2.3 Effect of temperature and pH on enzymes
2.2.4 Cofactor and Co-enzymes
2.2.5 Enzyme inhibition
2.3 Carbohydrates

2020 Page 31
 2.3.1 Classification and Functions
2.3.2 Isomerism
2.3.3 Synthesis of disaccharides and polysaccharides
2.3.4 Hydrolysis
2.3.5 Physical and Chemical Properties
2.4 Lipids
2.4.1 Classification and Functions
2.4.2 Structure and Triglyceride Formation
2.4.3 Fatty acids and Nomenclature
2.4.4 Isomerism
2.4.5 Hydrolysis (Lipolysis)
2.4.6 Physical and Chemical properties
2.5 Nucleotides and nucleic acids
2.6.1 Nucleosides (include Nucleoside analogues)
2.6.2 Nucleotides (Nucleic Acids)
2.6.3 Deoxy-Ribonucleic Acid and Ribonucleic Acid (DNA and RNA)
2.6.4 Synthesis and Degradation of Nucleotides and Nucleic Acids
UNIT 3: Bioenergetics and Metabolism
3.1 Principles of Bioenergetics
3.2 Glycolysis
3.3 Glycogenesis
3.4 Gluconeogenesis
3.5 Lipogenesis
3.3 Tricarboxylic Acid (TCA) Cycle
3.4 Electron Transport System
3.5 Pentose phosphate pathway (Nucleic Acid Metabolism)
3.6 Embden Mayerholf Pathway (EMP)
3.7 Protein Synthesis and the Genetic Code
TEACHING METHODS
Lectures
Group discussions

2020 Page 32
 Demonstrations
e-Learning
Skills Laboratory/ Practicals

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 4 14 56
Skills Lab 2 14 28
Tutorials 1 14 14
Lab Placement 10 2 20
Self-study 3 16 48
TOTAL 158

ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
OSCE = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20%

PRESCRIBED TEXTBOOKS
1. Murray, K.R.& Botham K.M. (2018). Harpers illustrated Biochemistry, 31th
Edition. New York: McGraw Hill
2. Nelson, D.L.& Cox M.M. (2017). Lehninger Principles of Biochemistry, 7th
Edition.W.H Feeman USA.
3. Vasudevan, S.S & Kannan V. A. (2016). A Text Book of Biochemistry for Medical
Students.(8th ed) New Delhi: Jaypee Brothers Medical Publishers (P) Ltd

RECOMMENDED READINGS

2020 Page 33
 1 Berg, M.J, Tymoczko, J.L. et al. (2019) Biochemistry. (9th ed) W. H. Freeman
2 GAW, A, Murphy, M, J, Cowan, R, A et al (2014). Clinical Biochemistry.5th
edition. Churchill Livingstone. Edinburgh. ISBN 978-0-443-06932-1
3 Horton, R.H (2012). Principles of Biochemistry,(5th Ed) Pearson Prentice Hall (out
of print)
4 Vasudevan D. M., Subir K. D Tymoczko J.M. & Stryer, L(2020) Practical
Textbook of Biochemistry for Medical Students (3nd Ed),Jaypee Brothers Medical
Pub;

2020 Page 34
MICROBIOLOGY AND IMMUNOLOGY
COURSE CODE: MBIG 1301
RATIONALE
The course is designed to equip students with different classes of infections common to human
life, defense and approaches to laboratory identification. The course further equips students to
have knowledge, skills and attitudes relevant to understanding how the human body responds to
different infections and injuries.

COURSE AIM

The aim of the course is to equip students with knowledge, skills and attitude to diagnose human
pathogenic infections as well appreciate how the human body’s immune system responds to
various infections and injuries.

COURSE OBJECTIVES

At the end of this course, the student should be able to:

1. Define terms used in microbiology

2. Classify microbes
3. Identify modes of transmission of different microbes
4. Describe infection prevention and control
5. Order appropriate diagnostic tests and investigations
6. Outline concepts in anti-microbial sensitivity
7. Apply the principles of sterilization and disinfection

COURSE COMPETENCES

On completion of this course the student should possess the following competences:

1. Collect and prepare microbiology samples

2. Interpret microbiology results
3. Carry out basic rapid diagnostic procedures

2020 Page 35
COURSE CONTENT

UNIT 1: Introduction to Microbiology

1.1 Definition of terms and introduction to microbiology
1.2 Factors contributing to infections
1.3 Methods of transmission and prophylaxis
1.4 Classification of micro organisms
1.5 Collection, transportation and handling of specimens
1.6 Safety and ethics in the laboratory
UNIT 2: Bacteriology
2.1 Structure, composition, metabolism, physiology and regulation of bacteria
2.2 Pathophysiology of infection, virulence
2.3 Principles and methods of sterilisation and disinfection
2.4 Pathogenic bacteria: Gram positive, Gram negative, Acid-fast bacilli
2.5 Other bacteria: Spirochaetes, rickettsiae, chlamydia, mycoplasma and actinomycetes
UNIT 3: Mycology
3.1 Classification, general properties related to fungal families, physical and chemical
properties
3.2 Candida
3.3 Cryptococcus
3.4 Aspergillosis
UNIT 4: Viruses and Viral Infections
4.1 Classification, general properties related to viral families, physical and chemical
properties
4.2 Pathogenic viruses: DNA viruses; RNA viruses
4.3 Viral syndromes, HIV/AIDS, Herpes virus family types: HSV-1 HSV -2, HPV,
HHV-3, HHV-4, HHV 5, HHV-6,HHV -7, HHV-8
4.4 Serological tests (RDT-RPR, PREGNANCY, HIV, Malaria parasites, sputum,
CRAG ETC)
UNIT 5: Basic Immunology
5.1 Innate Immunity and adaptive immunity.
5.2 Cells and tissues of Immune system (Thymus)

2020 Page 36
 5.3 Antigen and Antibodies
5.4 Compliment system
5.5 humoral and Cell Mediated Immunity
5.6 Immune Disorders
5.7 Immuno- deficiencies (HIV and AIDS)
5.8 Immunity and host resistance to infections
5.9 Immunization
TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 3 14 42
Skills Lab 1 14 14
Tutorials 1 14 14
Lab Placement 10 2 20
Self-study 2.5 16 40
TOTAL 130

ASSESSMENT METHODS
Continuous Assessment – 40%
Written tests 25
Laboratory skills 10
Assignments 5

Final Examination – 60%

Written papers 40
Laboratory Practical 20
PRESCRIBED BOOKS

1. Joanne Willey. (2016). Prescott’s Microbiology. (10th edition). McGraw-Hill

Education.
2. Bailey & Scott’s diagnostic Microbiology. (12th edition). Mosby

2020 Page 37
 3. Tortora,Gerald (2012). Microbiology: An introduction (11th edition). Benjamin
cummings
RECOMMENDED BOOKS

1. Apuba Sanker Sasty.Essentials of Medical Parasitology. (2014) (1st edition)

2. Capuccino,james and Sherman, Natalie (2013). Microbiology:A Laboratory

manual:Benjamin cummings

3. Nester ,Eugene; Anderson, Denise and Roberts, Evans 9 2011). Microbiology:

AHUman Perspective: McGraw-Hill

MEDICAL SOCIOPSYCHOLOGY
COURSE CODE: MESP 1401

RATIONALE

2020 Page 38
The knowledge acquired from the course shall help/support students in understanding the social,
cultural and psychological environment of their clients. This would enable them to effectively
work well with the community members.

AIMS:

Equip students with socio-psychological perspectives and their application in the field of clinical
practice

OBJECTIVES

At the end of this course the student should be able to

1. Describe the basic psychological concept in relation to Medicine.

2. Describe the influence of cultural beliefs and practices human behaviour and health
3. Discuss the economic and political systems that might affect the health of
individuals in communities
4. Explain human psychological development
5. Identify some of the psychological conditions
5. Define the concept of counselling
6. Describe the process of counselling
COMPETENCES

After this course the candidate should possess the following competences:

1. Apply sociological constructs of health and illness in their practice

2. Recognise sociological influences on health and illness when dealing with patients
3. Utilize knowledge acquired to understand human behaviour at all ages of life span
4. Utilize knowledge acquired to identify needs of clients with regard to coping and
adjustment to ill health
5. Explain behaviour in relation to diseases
6. Apply appropriate psychological and sociological knowledge and skills to solve
health related problems
7. Apply psychological knowledge, theories and principles to various situations
demanding counselling in clinical practice
8. To be able to identify some of the psychological abnormalities

2020 Page 39
 9. Create positive helping relationship
COURSE CONTENT

UNIT 1: Introduction to Sociology

1.1 Definition of Medical Sociology
1.2 Sociological perspectives and relevance to medicine
1.3 Sociological inquiry
UNIT 2: Sociology Applied to Medicine
2.1 Health as a social concept
2.3 Social role in medicine
2.4 Social factors in disease aetiology
2.5 Health and Society,
2.6 Society and mental health.
2.7 Social epidemiology
UNIT 3: Culture
3.1 Definition
3.2 Components of culture
3.4 Importance/function of culture.
3,5 Culture and health
3.5 Subculture
3.6 Deviant behaviour
UNIT 4: Society and Socialization
4.1 Definitions
4.2 Types of society and their significance to disease conditions
4.3 Family
4.3.1 Definition
4.3.2 Types of families
4.3.3 Health family
4.3.4 Diseased family
4.4 Marriage
4.4.1 Definition
4.4.2 Legal/Religious

2020 Page 40
 4.4.3. Tradition
4.4.4 Types of marriages and their significance to disease conditions
4.4.5 Monogamy
4.4.6 Polygamy
4.4.7 Polyandry
4.4.8 Same sex marriage
4.4.9 Cohabitation
UNIT 5: Social Stratification
5.1 Definition
5.2 Stratification in relation to health
5.2 Class
5.3 Race
5.4 Ethnicity
5.5 Sex and Gender
5.6 Groups
5.6.1Definition
5.6.2Formation of groups
5.6.3Types of groups and their significance to disease conditions
5.7 Religion
5.7.1Definition
5.7.2 Types of religion and their significance to health and disease conditions
5.8 Economic systems
5.8.1 Definition
5.8.2 Types and their significance to health and disease conditions
5.9 Political systems
5.9.1 Definition
5.9.2 Types of political systems and their policy implication to health and disease
5.10 Education
5.10.1 Definition
5.10.2 Types of education systems and their relevance to health and disease

2020 Page 41
UNIT 6: Social Problems
5.1 Definitions
5.2 Social problems and health.
5.2.1 Crime
5.2.2 COVID 19
5.2.3 Poverty
5.2.4 Alcohol and substance abuse
5.2.5 Streetism
5.2.6 Old age.
5.2.7 Prostitution
UNIT 9: The Nature and Scope of Psychology
9.1 Definition
9.2 Applications of Psychology
9.3 Approaches to studying Psychology
9.3.1.1Neuro biological approach
9.3.2 Humanistic approach
9.3.3. Psychoanalysis
9.3.4 Behaviourism
9.3.5 Cognitive approach
UNIT 10: Psychological Processes
10.1 Perception
10.1.1 Sensation
10.1 2 Perceptual groupings
10.1.3 Visual illusion
10.2 Motivation
10.2.1 Definition of terms
10.2.1.1 Need
10.2.1.2 Drive
10.2.1.3 Motive
10.2.1.4 Incentive
10.3 Physiological and non-physiological basis of motivation

2020 Page 42
 10.4 Hypothalamic control of motivation
10.5 Classification of motives
10.6 Theories of motivation
UNIT 11: Human Psychological Development
11.1 Attachment and bonding
11.2 Gender role development
11.2.1 Gender roles
11.2.2 Gender identity
UNIT 12: Intelligence
12.1 Definition
12.2 The nature of intelligence and its implication to health
12.3 The role of genetics and environment in determining intelligence
12.4 Psychometric methods of assessing intelligence
12.5.1 Mental Age Scale
12.5.2 Intelligence Quotient (IQ)
UNIT 13: Personality
13.1 Definition
13.2 Psychodynamic approach
13.3 Behavioural approach
13.4 Humanistic approach
13.6 Personality development
13.7 Determinants of personality
13.7.1 Genetic
13.7.2 Environmental
UNIT 14: Psychological Disorder
14.1 Definition
14.2 Types of disorders
14.2.1 Antisocial
14.2.2 Dependant & obsessive
14.2.3 Borderline
14.2.4 Narcissistic

2020 Page 43
 14.2.5 Histrionic
UNIT 14: Counselling
14.1 Definition
14.1.1 Important variables
14.1.1.1 Helping relationship
14.1.1.2 Helping process
14.1.1.3 Problem
14.1.1.4 Repertoire
14.2 The process of Counselling
14.2.1 Advice giving, counselling and psychotherapy
14.2.2 Benefits of counselling
14.2.3 Qualities of a counsellor
14.2.3 Therapeutic environment

TEACHING METHODS

Lectures
Group Discussions
Tutorials
Field visits

Teaching methods and notional hours

Teaching method Number of hours Number of weeks Total hours
per week
Lectures 4 14 56
Seminars 1 14 14
Tutorials 1 14 14
Self-study 3 16 48
TOTAL 132

2020 Page 44
ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
Tutorials = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 60%

PRESCRIBED TEXTBOOKS

1. Carl L. Hart, (2015) Drugs, Society, and Human Behavior,16th Ed, New York
McGraw-Hill,
2. Fieldman, R.S. (2013). Understanding Psychology, 11th Ed. New York. McGraw
Hill
3. Giddens, A. & Sutton P.W (2017). Sociology. 8th Ed, Wiley Acasdemic, North
Carolina, US.
4. McLeod. J., (2013).An Introduction to counselling.5th Ed. Berkshire.Open
University Press.
RECOMMENDED READINGS

1. Sutton, P.W and Anthony, G. (2013).Sociology, 7th Ed. Oxford: Polity Press.
2. Kalat,J.W.(2011).Introduction to Psychology.Australia: WardsworthCenage
Learning
3. Amstrong, D. (1980).An outline of sociology as applied to medicine,Oxford :
Oxford Press
4. Anthikad. J. (2007) Psychology for Graduate Nurses, New Delhi:Jaypee Brothers.
5. John J. Macionis, (1997).Sociology.New Jersey: Prentice-Hall.Inc.
6. Nohen-Hoeksema.S., et al (2009). Atkinson and Hilgard’s Introduction to
Psychology. Italy: Wadsworth Cengage Learning.
7. Hough, M. (2010) Counselling skills and theory.India: Holder Education, Hachette:
UK Company.

2020 Page 45
2020 Page 46
COMMUNICATION SKILLS, MEDICO-LEGAL AND HEALTHCARE ETHICS
COURSE CODE: CMHE 1501

RATIONALE

To help students with knowledge on how they can communicate effectively within the
jurisdiction of law as they attend to their clients.
AIM

Equip students with knowledge, skills and attitudes that will enable them to communicate
effectively with patients, health care givers and the community professionally
OBJECTIVES

At the end of this course the student should be able to

1. Define communication.
2. Describe the communication process
3. Explain the professional and legal code of conduct for health professionals
4. Describe ethical principles governing clinical practice and research
5. Demonstrate understanding of legislation and regulations governing the medical
practice in Zambia
6. Describe management of information system
COMPETENCES

After this course the candidate should possess the following competences:

1. Utilises ethically acceptable communication skills to clients and colleagues in

medical practice
2. Ensure privacy and confidentiality
3. Demonstrate effective listening skills and attitudes to be able to respond positively.
/appropriately
4. Identify utilitarian and deontological basis of ethically informed decision making
process in medical practice
5. Utilize both open and closed ended questions to obtain information
6. Utilize electronic media
7. Conduct health education

2020 Page 47
CONTENT

UNIT 1: Communication Skills

1.1 Definition
1.2 Elements of communication
1.3 Communication process
1.4 Types of communication
1.5 Verbal Communication
1.6 Non -Verbal Communication
1.7 Communication skills
1.8 Active listening
1.9 Summarising
1.10 Exploratory questioning for feelings
UNIT 2: Study Skills
2.1 Planning work
2.2 Reflective thinking
2.3 Time management
2.4 Use of IT for learning
2.4.1 Search engines
2.4.2 e-library
2.5 Writing skills
2.5.1 Academic writing
2.5.2 Referencing, Bibliography
2.6 Examination skills
2.6.1 Preparation for examinations
2.6.2 Understanding examination rubrics
2.6.3 Writing examinations
UNIT 3: Healthcare Ethics and Professional Practice
3.1 Philosophical basis and principles of medical ethics
3.1.1 Ethical theories, deontology and utilitarianism
3.1.2 Medical research and ethics
3.1.3 Policy, legislation and regulation for COGs – The Practice

2020 Page 48
 3.1.4 Clinical Incompetence
3.1.5 Inter-professional relationships
3.1.5.1 Relationship with other health workers
3.1.5.2 Relationship with unqualified practitioners and traditional healers
3.1.6 The ethical dimension: Responsibility to the community
UNIT 4 Medico-Legal aspect of clinical practice
4.1 Patient rights and responsibilities
4.2 legal aspects affecting clinical practice
4.2.1 Criminal liability
4.2.2 Civil Liability
4.2.3 Liability under tort
4.2.4 Informed consent
4.3 Rights and authenticity to:
4.3.1. See and screen patients at the most appropriate time
4.3.2. Touch and examine patients at the most appropriate time
4.4 Signing of medical forms vis-a- vis
4.4.1. Admission to sick list/Sick note
4.4.2. Medical/health forms
4.4.3. Discharge slips
4.5 Procedural rights
4.5.1 What to and what not to
4.6 Prescription of drugs
4.7 DDA
4.8 Acts affecting practice
4.8.1 Health Professions Act
4.8.2 Medicines and allied substances act

TEACHING METHODS

Lectures
Tutorials

2020 Page 49
 Demonstration and Simulations
TEACHING METHODS AND NOTIONAL HOURS
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 2 14 64
Seminars 1 14 16
Tutorials 1 14 16
Self-study 2 16 32
TOTAL 132

NOTIONAL HOURS

Lectures 2 hours per week

Tutorials 1 hours per week
Seminars 1 hours per week
ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
Skills Lab (Practical) = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20 %

PRESCRIBED TEXTBOOKS

1. Guffey, M. E. (2007). Essentials of business communication.7th edition. Australia.

Southwestern: Thomson.

2. Hybels, S. & Weaver, R. (2004).Communicating effectively. 7th Ed. Boston:

McGraw Hill.

3. Health Professions Council of Zambia Guidelines

2020 Page 50
 4. Trust Training Manual on Ethical and Human Rights Standards for Health Care
Professionals

RECOMMENDED READINGS

1. Banda. S. S, (1999).Medical ethics for medical and health professions.London:

Oxford Press.

2. Cottrell, S. (2001).Teaching study skills and supporting learning. Hampshire:

Palgrave Publisher

3. Cottrell, S. (1999).The Study Skills Handbook. Hampshire: Palgrave Publisher

4. Epsten, R. L. (2001).Critical Thinking. Australia. Wadsworth Publisher

5. Feldman, R. S. (2000). Power learning: Strategies for success in college and life.
Boston:McGraw-hill.

2020 Page 51
MEDICAL PARASITOLOGY
COURSE CODE: PARA 1302
COURSE RATIONALE
The course provides detailed understanding of pathogenic parasites of medical importance and
the infections they cause and their disease processes. It details specific systemic parasitic
infections, their pathophysiology, diagnosis and treatment.
AIMS
This course aims at equipping students in medical parasitology in a systemic manner,
highlighting the parasites of clinical importance in human systems.

COURSE OBJECTIVES
At the end of the course, students should be able to:
1. Outline the different pathogenic parasites and the diseases they cause.
2. Describe the pathogenic mechanisms of parasites.
3. Describe the prevention and control of parasitic diseases of medical importance.
4. Diagnose disease- causing parasites using various techniques.
5. Outline antimicrobial susceptibility, local resistance patterns, infection surveillance,
prevention and epidemic preparedness.
Course Competences

UNIT1: 1introduction to Parasitology and Definition of terms

1.1 Classification of parasite
1.2 Transmission and prevention of parasitic diseases
1.3 The life cycle of parasites
UNIT 2: Laboratory Diagnostic Methods in Parasitology
2.1 Macroscopy and Microscopy
2.2 Blood, body fluids, stool and urine
2.3 Serology (RDT)

UNIT 3: Parasites of Medical Importance

3.1 Protozoa
3.2 Sarcomastigophora

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 3.3 Amoebae: entamoeba histolytica and others
3.4 Flagellates: giardia lamblia, trichomonas vaginalis
3.5 Haemo-protozoa: trypanosomes brucei gambiense, brucei rhodesiense,
Trypanosoma cruzi and leishmania
3.6 Intestinal ciliates: balantidium coli
3.7 Cocidia & microsporidia: plasmodium, cryptosporidium; isospora,
Toxoplasma
UNIT 4: Helminthology
4.1 Nematodes
4.2 Intestinal:
4,2,1 Ascaris lumnricoides
4.2.2 Enterobius vermicularis
4.2.3 Hook worms
4.2.4 Strongyloides stercolaris
4.2.5 Trichuris trichiura
4.3 Tissue:
4.3.1 Wuchereria bancrofti
4.3.2 Loa loa
4.3.3 Brugia malayi,
4.3.4 Trichinella species
4.3.5 Dracunculus medinensis
4.3.6 Onchocerca volvulus
UNIT 5: Tapeworms and Trematodes (Flukes)
5.1 Tapeworms
5.1.1 Taenia solium
5.1.2 Taenia saginata
5.1.3 Hymenolepis nana
5.2.4 Echinococcus granulosus
5.1.5 Diphylobothrium latum
5.2 Trematodes (Flukes)
5.2.1 Schistosoma Haematobium

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 5.2.2 Schistosoma Mansoni
5.2.3 Schistosoma japonicum
5.2.4 Schistosoma intercalatum
5.2.5 Schistosoma mekongi
5.2.6 Fasciola hepatica
5.2.7 Fasciola buski
5.2.8 Paragonimus westermani
5.2.9 Metagonimus yokogawayi
5.2.10 Heterophyes heterophyes
5.2.11 Clonorchis sinensis
5.2.12 Opisthorchis viverrini
TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 3 14 42
Skills lab 2 14 28
Tutorials 1 14 14
Lab placement 10 2 20
Self-study 3 16 48
TOTAL 152

ASSESSMENT METHODS
Continuous Assessment – 40%
Written tests 25
Laboratory skills 10
Assignments 5

Final Examination – 60%

Written papers 40
Laboratory Practical 20

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PRESCRIBED BOOKS

1. Apuba Sanker Sasty.Essentials of Medical Parasitology. (2014) (1st edition)

2. Joanne Willey. (2016). Prescott’s Microbiology. (10th edition). McGraw-Hill
Education.
RECOMMENDED BOOKS
1. Bailey & Scott’s diagnostic Microbiology. (12th edition). Mosby
2. Tortora,Gerald (2012). Microbiology: An introduction (11th edition). Benjamin
cummings
3. Nester ,Eugene; Anderson, Denise and Roberts, Evans 9 2011). Microbiology:
AHUman Perspective: McGraw-Hill

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SEMESTER 2
No Course Name Course code Course
status

1 Human anatomy and physiology HANP 1102 Semester

2 Biomedical Nutrition BMEN1202 Semester

3 Introductory Pathology PATH 1302 Semester
4 Clinical methods CLME 1402 Semester
5 Introductory Pharmacology GPGY 1502 Semester

HUMAN ANATOMY AND PHYSIOLOGY

COURSE CODE: HANP 1102
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RATIONALE:

Anatomy & Physiology gives one an insight into the complex nature of the human body and the
its different systems that make it up. The study of anatomy and physiology helps to understand
how the body works when it is in perfect health so that one gets to understand when something
goes wrong. It is therefore important to learn that the understanding of anatomy and physiology
is key to the practice of health and medicine.

AIM
Equip students with knowledge, skills and attitudes of anatomy & physiology in correlation to
its use in medicine.
OBJECTIVES
At the end of this course the student should be able to
1. Describe the structure and function of anatomical parts of various system of the
human body.
2. Describe homeostasis of the human body.
3. Demonstrate knowledge on the structure and function of organs that provide
special senses.
4. Explain basic embryology and its clinical significance
5. Draw and label important anatomical parts of the various organs of the human
body.
COMPETENCES
After this course the candidate should possess the following competences
1. Identifies various organs of the human body
2. Relates the optimal functioning of the human body systems during clinical practice
3. Relates the optimal functioning of organs for special senses during clinical practice
4. Demonstrates knowledge on maintenance of near normal internal body
environment
5. Illustrates anatomical parts of the various organs of the human body.
6. Identifies common foetal malformations
7. Demonstrates understanding of occurrence of foetal malformations
CONTENT

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UNIT 1: Structure and Function of The Integumentary System
1.1 Structure and function of the skin
1.2 Accessory structures of the skin (hair, nails etc.)
1.3 Maintenance of homeostasis (wound healing)
UNIT 2: Structure and Function of The Digestive System
2.1 Digestive tract; mouth, tongue, oesophagus, stomach duodenum, ileum, Colon,
sigmoid, rectum, anus
2.2 Accessory organs; saliva glands, liver, biliary system pancreas
2.3 Peritoneum
UNIT 3: Structure and Function of The Endocrine System
3.1 Hormonal control mechanisms (Negative and Positive Mechanisms)
3.2 Pituitary gland
3.3 Thyroid and parathyroid glands
3.4 Islets of Langerhans (Control of Glucose)
3.5 Adrenals
3.6 Gonads
UNIT 4: Structure and Function of The Urogenital System
4.1 Kidneys, ureters
4.2 Urinary bladder, urethra
4.3 Male reproductive system
4.3.1 Penis
4.3.2 Scrotum, testes, epididymus, vas deferens
4.3.3 Seminal vesicles, prostate gland
4.4 Female reproductive system
4.4.1 Vulva, vagina, Bartholin glands, cervix
4.4.2 Uterus, Fallopian tubes
4.4.3 Ovaries
4.4.4 Breast
4.4.5 Menstrual Cycle
UNIT 5: Structure and Function of The Nervous System
5.1 Central nervous system; brain and spinal cord

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 5.2 Peripheral nervous system; cranial and spinal nerves
5.3 Autonomic nervous system;
5.3.1 Sympathetic
5.3.2 Parasympathetic
5.4 Special senses
5.4.1 Nose
5.4.2 Tongue
5.4.3 Eye
5.4.4 Ear
UNIT 6: General Embryology
6.1 Gametogenesis
6.2 Chromosomal Aberrations
6.2.1 Down’s syndrome
6.2.2 Turner’s syndrome
6.2.2 Klinefelter’s syndrome
6.3 Ovulation to implantation
6.4 Embryonic
6.4.1 Development of germ layers-gastrulation
6.4.2 Derivatives of the ectoderm, mesoderm and endoderm
6.4.3 Neurulation
6.4.4 Birth defects
6.5 Fetal period
6.5.1 Structure and function of the placenta
6.5.2 Amniotic fluid
6.5.3 Fetal membranes

TEACHING METHODS
Lectures
Practicals
Tutorials
Group discussion

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 Demonstrations
e - Learning
Skills Laboratory
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 6 12 72
Skills lab 2 12 24
Tutorials 1 12 12
Lab placement
Self-study 4 16 64
TOTAL 172

ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
OSCE = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20%

PRESCRIBED TEXTBOOKS
1. Tortora, J. &Derrickson B. (2016). Principles of anatomy and physiology (15thed)
John Wiley and Sons inc.
2. Wilson, K. & Waugh. A. (2018). Ross and Wilson Anatomy and Physiology in
Health and Illness.(13th ed) New York: Churchill Livingstone
3. Guyton, A.C. (2015) Text book of Medical Physiology London :( 13th ed) W. B.
Saunders CO.
RECOMMENDED READINGS
1. Elaine N. M, Katja N. H (2018) Human Anatomy & Physiology (11th Ed) Pearson
2. Peter. C. W. (2019) Gray’s Anatomy (4thEd) New York: Churchill Livingstone.

2020 Page 60
 3. McMinn R.M.H. Hutchings R.T. Pedington, J. & Abrahams, P.H. (1993). A Colour
Atlas of Human Anatomy (3rd Ed). London: Mosby-Wolfe/ELBS.
4. Lumley, J.S.P, Craven, J.L & Aitken, J.T. (1987) Essential Anatomy (4th Ed).
Edinburgh: Churchill Livingstone.
5. Rutishauswer, S. (2017) Anatomy and Physiology Lippincott (5thed) Springhouse
6. Barrett K., Barman S et al. (2019), Ganong’s Review of Medical Physiology, (26th
Ed). McGraw-Hill Education / Medical ISBN-13: 978-1260122404

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BIOMEDICAL NUTRITION
COURSE CODE: BMEN1202

RATIONALE

This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in bio-nutrition, principles of nutrition, mixed diet, nutritional life cycle, nutrition
in clinical care, malnutrition, community nutrition and metabolic disorders.

AIM

Equip students with knowledge and skills in bio-nutrition and be able to manage common
nutritional disorders.
COURSE OBJECTIVES
At the end of this course the student should be able to
1. Describe principles of nutrition in relation to health
2. Describe causes and management of nutritional disorders
3. Describe the sources of nutrition
4. Describe nutrition guidelines for different age groups
5. Identify signs and symptoms of malnutrition
6. Manage nutritional disorders appropriately
7. Identify stakeholders for nutritional interventions
COURSE COMPETENCES
After this course the candidate should possess the following competences
1. Describes the constituents of nutrition
2. Classifies constituents of nutrition
3. Identifies sources of the constituents of nutrition in the Zambian context
4. Identifies the macro nutrients important for health
5. Provides nutrition guidelines on mixed diet in health for different age groups, using
locally produced foods
6. Compiles sources and nutritional needs for special patients in and out of hospital
setting
7. Identifies causal factors for nutritional disorders
8. Performs nutritional assessments at individual and community levels

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 9. Diagnose various nutritional disorders using appropriate tools and techniques at
individual and community levels
10. Networks with key stakeholders for nutritional interventions at community level
11. Observes basic nutritional assessments at individual and community levels
12. Practices basic nutritional assessments at individual and community levels
13. Demonstrates proficiency performing basic nutritional assessments at individual
and community levels
CONTENT
UNIT 1: Principles of Nutrition
1.1 Carbohydrates
1.1.1 Sources and classification
1.1.2 Functions
1.1.3 Dietary allowances
1.1.4 Conditions associated with carbohydrates ( protein-energy malnutrition and
obesity)
1.2 Proteins
1.2.1 Sources and classification
1.2.2 Amino Acids
1.2.3 Dietary allowances
1.2.4 Conditions associated with proteins
1.3 Lipids
1.3.1 Sources and classifications
1.3.2 Dietary Allowances
1.3.3 Conditions associated with lipids
1.4 Vitamins
1.4.1 Sources and Classification
1.4.2 Properties and functions
1.4.3 Dietary allowances
1.4.4 Conditions associated with vitamins (deficiency and excess)
1.5 Minerals
1.5.1 Sources and Classification

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 1.5.2 Functions
1.5.3 Dietary Allowances
1.5.4 Conditions associated with minerals (deficiency and excess)
UNIT 2: Mixed Diet
2.1 Food Groups
2.2 Food Pyramid
2.3 Food Exchange lists
UNIT 3: Nutrition in Life Cycle
3.1 1000 critical days
3.2 Nutrition in Pregnancy
3.3 Nutrition in Lactation
3.4 Infant and Young Child Feeding (IYCF) (Breast and Complementary feeding)
3.5 School going child (2-12 years)
3.6 Adolescence (13-19 years)
3.7 Geriatrics (Old people)
UNIT 4: Nutrition in Clinical Care
4.1 Diabetes Mellitus
4.2 Cardiac conditions
4.3 Renal conditions
4.4 Liver conditions
4.5 Peptic Ulcers and gastritis
4.6 Nutrition in HIV/AIDS and Cancer
4.7 Nutrition in Tuberculosis
4.8 Nutrition in Inpatient Care (enteral and parental)
UNIT 5: Disorders of Metabolism (Carbohydrates and Protein)
5.1 Diabetes Mellitus
5.2 Lactose Intolerance
5.3 Gouty arthritis
UNIT 6: Community Nutrition
7.1 Introduction
7.2 Food Security

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 7.3 Nutrition Assessment.
7.4 Anthropometric Measurements
7.4.1 Growth Monitoring (Weight for Age)
7.4.2Mid Upper Arm Circumference
7.4.3Head Circumference
7.4.4 Weight for Height and Body Mass Index
7.5 Biochemical Tests
7.6 Clinical Signs and Symptoms (oedema, skin rash, pallor, hair, dentition etc.)
7.7 Dietary Assessments
7.8 Evaluation
7.9 Stakeholder involvement in nutrition interventions
UNIT 8: Procedures
8.1 Diagnosing nutrition deficiencies and relating them to nutrients by doing nutrition
assessments
8.2 Nutrition Counselling
TEACHING METHODS
Lectures
Practicals
Tutorials
Group discussion
Demonstrations
e - Learning
Skills Laboratory

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 4 12 72
Skills lab 1 12 24

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 Tutorials 1 12 12
Lab placement
Self-study 2.5 16 40
TOTAL 112

ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
OSCE = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20%

PRESCRIBED TEXTBOOKS
1. Gropper S. S.& Smith L. J. et al (2017) Advanced Nutrition and Human
Metabolism (7th Ed) Cengage Learning.
2. Statutory Instrument Number 48 of 2006 of the Laws of Zambia
3. Ross, A. C.& Caballero, B. et al (2019) Modern Nutrition in Health and Disease,
12thedition.Philadelphia: Lippincott Williams and Wilkins, Wolterskluwer health.
4. Wardlaw, G.M. (2019) Contemporary Nutrition. 11th Edition. New York: McGraw
Hill
5. Ministry of health (2011) Nutrition guideline for care and support of people living
with HIV/ AIDS
RECOMMENDED READINGS
1. Central Statistics Office Zambia. (2019).The Food Security, Health Promotion and
Information System. Lusaka: CSO.
2. Central Statistics Office Zambia. (2019).Zambia Demographic Health Survey.
Lusaka: CSO.
3. Deryff, L.R. (2019).The American Dietetic Association’s complete Food and
Nutrition Guide.

2020 Page 66
 4. Escott, S.& Stump, M. A. (201).Nutrition and Diagnosis Related Care, Amazon.

2020 Page 67
CLINICAL METHODS AND PROCEDURES
COURSE CODE: CLME 1402
RATIONALE

This course is designed to introduce students to principles of history taking, performing physical
examination, bedside investigations and basic clinical procedures with minimal risk to the
patient. Learning by using the skills lab and simulators provides a stress free environment for
the Clinical Officer student to practice clinical methods and procedures. Repeated practice will
help the students to improve their skills and perfect their technique in a safe environment which
poses no or minimal risk to patients, and also help students to obtain feedback and metrics on
their performance.

AIM

The aim of this course is to prepare the trainees for their most important role in the clinical world;
making a diagnosis. To consolidate clinical skills and ability for basic medical knowledge to
elicit and interpret disease signs and symptoms

OBJECTIVES

By the end of the course the student should be able to:

1. Take a comprehensive medical history.

2. Perform a complete and appropriate clinical assessment of a patient
3. Formulate a differential diagnosis incorporating basic sciences and clinical reasoning
4. Perform a general clinical examination and specific clinical examinations.
5. Perform common clinical procedures.
6. Communicate effectively verbally and in writing.
7. Demonstrate appropriate professional attitude and conduct.
COMPETENCES

After this course the candidate should possess the following competences:

1. Take and record a detailed medical history.

2. Perform a full physical examination.
3. Perform a mental-state examination.

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 4. Provide feedback and enlist the patient’s participation in their care.
5. Interpret findings from the history, physical & mental-state examination.
6. Formulate a provisional diagnosis and differential diagnosis.
7. Formulate a plan of investigation and demonstrate understanding of the processes
COURSE CONTENT

UNIT 1: Introduction to Clinical Skills and Procedures in Clinical Practice

1.1 The role of a Clinical Officer in a health facility
1.2 Medical Terminology
1.2 Bedside and ward round etiquettes
1.3 Steps in making a diagnosis
1.3.1 Creation of a conducive environment for interview
1.3.2 Establishing relationship / rapport
1.3.3 Open-ended and closed questions
1.3.4 Medical History Taking
1.3.4.1 Particulars of patient / client
1.3.4.2 Main complaints (presenting complaints) and duration
1.3.4.3 History of present illness
1.3.4.4 Past medical and surgical history
1.3.4.5 Family history
1.3.4.6 Personal and socio- economic history
1.3.4.7 Gynaecological and Obstetric history
1.3.4.8 Drug history
1.3.4.9 Allergy history
1.3.4.10 Review of Systems
1.3.5 Approach to a febrile patient
1.3.6 Approach to a patient with cough
UNIT 2: Measurement of Vital Signs and Interpretation
2.1 Instruments for measuring Vital signs
2.2 Temperature taking
2.3 Pulse rate
2.4 Respiration rate

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 2.5 Blood pressure
2.6 Oxygen saturation

UNIT 3: Approach to Physical Examination in Clinical Practice

1.1 Principles of physical examination
1.2 Physical Examination Techniques (IPPA)
1.3 General Examination
1.4 Examination of an ulcer
1.5 Examination of Swelling
1.6 Ear, Nose, Throat and Eyes
1.7 Upper limb
1.8 Lower limb
1.9 Cardiovascular
1.10 Respiratory
1.11 Abdomen
1.12 Neurological, including cranial nerves
1.13 Mental status examination
1.14 Pelvic Examination
UNIT 4: Emergency room and patient triaging
4.1 Emergency room/casualty
4.2 Triaging
4.2 Common instruments in emergency set up
4.2.1 Uses
4.2.2 Care of instruments
4.3 Emergency tray
4.4 First Aid Box
4.4.1 Uses
4.4.2 Components of a first aid box
UNIT 5: Administration of Medications
5.1 Indications
5.2 General principles of administration of medications
5.3 Routes of administration

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 5.3.1 Oral Medications
5.3.2 Parenteral Medications
5.3.2.1 Subcutaneous
5.3.2.2 Intramuscular
5.3.2.3 Intravenous
5.3.2.4 Dangers of parenteral medications
5.4 Other routes
5.4.1 Rectal
5.4.2 Nebulization
5.4.3 Sublingual

UNIT 6: Approach to Basic Diagnostic Tests

6.1 Principles of ordering and interpretation of radiological investigations
6.1.1 U/S
6.1.2 X-ray
6.2 Principles of ordering and interpretation of common laboratory investigations
6.2.1 Haematology
6.2.1.1 FBC
6.2.1.2 ESR
6.3 Clinical Chemistry profile
6.4. Urinalysis
6.5 Stool examination
6.6 Lipid profile
6.7 Bedside investigations

UNIT 8: Common fundamental Procedures

8.1 Cardio Pulmonary Resuscitation (CPR)
8.2 Support ventilation (Ambu bag)
8.2 1 Oropharyngeal airway support
8.3 Suctioning
8.3.1 Airway suctioning
8.4 Catheterization

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 8.5 IV Cannulation
8.6 Heimlich Maneuver (Abdominal Thrust)
8.7 Chest Thrust
8.8 Defibrillation (Including use of Automated External Defibrillator (AED)
TEACHING METHODS
Lectures
Practicals
Tutorials
Group discussion
Demonstrations
e - Learning
Skills Laboratory
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 4 12 48
Skills lab 2 12 24
Tutorials 1 12 12
Clinical placement 40 4 120
Self-study 3 16 48
TOTAL 236
ASSESSMENT METHODS
Continuous Assessment – 40%
Task description Weighting
Test 1 - 10%
Test 2 - 10%
Assignment - 10%
Skills Lab/Practical - 10%
Final Examination – 60%
Written papers - 40%
Practical - 20%
Total: 100%

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PRESCRIBED BOOKS

1. Macleod J. (2016) Davidson's Principles and Practice of Medicine: a text book for
students and doctors. (14th Ed). Churchill Livingstone. Edinburgh.
2. Monro JF, Campbell IW (2018) MacLeod’s Clinical Examination: Edinburgh.
Churchill.
3. Swash, M. and Glynn M. (2018). Hutchinson’s Clinical Methods: An integrated
approach to clinical practice (24th Edition). Edinburgh, London. Saunders Elsevier.
ISBN 9780702067396.
REFERENCE BOOKS

1. Bickley, L (2018). Bates’ Guide to Physical Examination and History Taking (10th
Ed). Lippincott Williams & Wilkins. ISBN-10: 0781780586.
2. Cook G. Mansons Tropical Medicine (2018) (20th Ed). WB Saunders Company Ltd;
London.
3. Ralston, S.et al. (2018). Davidson’s Principles and Practice of Medicine (23rd Ed).
Elsevier. ISBN-13: 978-0702070280, ISBN-10: 0702070289.

INTRODUCTORY PHARMACOLOGY
COURSE CODE: GPGY 1502
RATIONALE
This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in pharmacokinetics and pharmacodynamics, dosages, indications, mode of action,
contraindications and side effects of drugs.
AIM
Equip students with basic principles of pharmacology for appropriate clinical use of medicines.

2020 Page 73
OBJECTIVES
By the end of the course the student should be able to:
1. Define terminologies used in pharmacology
2. Explain the metabolism and excretion of drugs
3. Describe principles of drug use
4. Describe adverse drug reactions
5. Explain the mechanisms of action of antimicrobial agents
6. Describe mechanisms of action of drugs acting on the Respiratory system
COMPETENCIES
After this course the candidate should possess the following competences
1. Describe drug metabolism and excretion
2. Demonstrate understanding of principles of drug use
3. Recognize and manage adverse effects of drugs
4. Appropriate use of antimicrobial agents
5. Describe therapeutic uses of drugs according to their indications
6. Make accurate pharmacological calculations
7. Utilize the Essential Drugs List and the Zambia National Formulary
CONTENT
UNIT 1: Basic Pharmacology
1.1 Pharmacokinetics
1.1.1 Absorption
1.1.2 Distribution
1.1.3 Metabolism
1.1.4 Excretion of drugs
1.2 Pharmacodynamics
1.2.1 Dose – response relationship
1.2.2 Drug receptors
1.2.3 Specificity of drug action
1.3 Drug interactions
1.3.1 Pharmacokinetic interactions
1.3.2 Pharmacodynamics interactions

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 1.4 Adverse drug reactions
1.5 Individual variation
1.6 Classification of Adverse Drug Reactions
1.7 Drug Formulations and Preparations
1.8 Routes of Administration of Drugs
1.9 Principles of Drug Administration
UNIT 2: Prescribing
2.1 Rational Drug Use and Standard Treatment Guidelines
2.2 Guidelines on Prescription Writing
2.3 Basic Pharmaceutical Calculations
2.4 Essential Drugs List and the Zambia National Formulary
UNIT 3: Antimicrobials
3.1 Antibacterial drugs
3.2 Antifungal drugs
3.3 Antiviral drugs
3.4 Antiprotozoal drug
3.5 Antihelminthics
UNIT 4: Respiratory System
4.1 Bronchodilators
4.2 Antihistamines
4.3 Expectorants and antitussives
UNIT 5: Cardiovascular and Renal Systems
5.1 Diuretics
5.2 Anti – lipidemic drugs
5.3 Anticoagulants
5.4 Anti – angina drugs
5.5 Pharmacological management of Arrythmias
5.6 Pharmacological management of hypertension
5.7 Pharmacological management of heart failure
TRAINING METHODS
Lectures

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 Tutorials
Case Study
E Learning
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 2 12 24
Skills lab 4 12 48
Tutorials 2 12 24
Lab placement
Self-study 2 16 32
TOTAL 128

ASSESSMENT METHODS
Continuous assessment 40%
2 written tests = 30%
1 assignment = 10%
Final examination 60%
Written = 40%
OSCE = 20%

PRESCRIBED TEXTBOOKS

1. Rang H. P et al. (2019) Rang and Dale Pharmacology 9th Edition, Elservier.
2. Bennett P.N, Brown M.J, Sharma P. (2012). Clinical Pharmacology 11th Edition,
Churchill Livingstone, London
3. Katzung B.G (2017) Basic and Clinical Pharmacology 14th Edition. McGraw-Hill
Education
4. Woodrow R, Colbert B. (2018). Essential Pharmacology for Health Professionals,
8th Edition; Cengage Learning,
RECOMMENDED READINGS

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 1. Brunton L.L, Knollmann B.C (2017) Goodman and Gilman’s Pharmacological
Basis of Therapeutics, 13th Edition, McGraw – Hill education.
2. Boarder M, Navti P, Newby D (2017) Pharmacology for Pharmacy and the Health
Sciences: A Patient – centred Approach(2nd Ed), Oxford University Press, USA
3. Wells B, DiPiro J, Schwinghammer T, DiPiro C (2017) Pharmacotherapy
Handbook, 10th Edition, McGraw – Hill
4. Rees A.J, Smith I, Smith B (2015) Introduction to Pharmaceutical Calculations, 4rd
Edition, Pharmaceutical Press
5. BNF 78 (British National Formulary) (2019) 78th Revised Edition by Joint
Formulary Committee
6. Zambia National Formulary
7. Ministry of Health Standard Treatment Guidelines

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PATHOLOGY
COURSE CODE: PATH 1302
RATIONALE

The course is designed to provide the students with knowledge and understanding of causes and
effects of disease or injury. The course will also help the students to apply pathology to clinical
medicine. Further, the course has part 2 for haematology that provides a specialty in diseases of
the blood and blood components. These include blood and bone marrow
cells. Haematological tests arising from a well-equipped student can help diagnose anaemia,
haemophilia, blood-clotting disorders, and leukaemia plus many other diseases.

AIM
To introduce the students to basic pathology concepts, the causes and effects of disease and its
application in clinical medicine. Furthermore to equip the student with knowledge and skills to
diagnose haematological conditions and interpret results

OBJECTIVES
The end of the course the student should be able to:
PART ONE
1. Describe the cell and the tissues.
2. Explain growth and growth disorders
3. Explain homeostasis
4. Explain the balance of water and electrolytes
5. Demonstrate understanding of inflammation
6. Explain haemostasis
7. Explain coagulation
8. Describe healing and repair
9. Explain the genetic and chemical causes of disease.
10. Describe the tumours
11. Describe radiation induced injury
12. Describe general consideration in systemic pathology
PART TWO
13. Describe haematology

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 14. Describe the composition of blood
15. Describe the functions of blood
16. Outline the different classifications of haematological conditions
17. Carry out basic haematological laboratory tests
COMPETENCES
After this course the candidate should possess the following competences:
PART ONE
1. Defines pathology
2. Defines the cell and the tissues.
3. Demonstrates an understanding of cell function
4. Demonstrates an understanding of growth and growth disorders
5. Classifies tumours
6. Explains homeostasis
7. Applies knowledge of the balance of water and electrolytes
8. Demonstrates understanding of inflammation
9. Translates knowledge of inflammation to other contexts
10. Applies knowledge of haemostasis
11. Describes coagulation
12. Applies knowledge of processes healing and repair
13. Applies disease mechanisms to describe radiation induced injury.
14. Demonstrates an understanding of General approaches of systemic pathogenesis of
diseases
PART TWO
1. Classifies and differentiates various haematological conditions
2. Orders appropriate diagnostic tests
3. Demonstrates understanding of the composition of blood
4. Explains the functions of the various components of blood
5. Complies with biomedical safety standards
6. Performs basic tests in haematology
7. Interprets various haematological laboratory results

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COURSE CONTENT
PART ONE
UNIT 1: Introduction to clinical pathology
1.1 Concept of disease
1.2 Course, Pathogenesis, Diagnosis
1.3 Causes diseases
1.3.1 Classification of causes of disease
1.3.2 Genetic
1.3.3 Tumours
1.3.4 Chemical
1.3.5 Radiation
1.4 Cell and Tissue
1.4.1 Cell-structure, Normal Growth, Epithelial, & Connective tissue
1.4.2 Three stages in the life of every cell
1.4.3 Cell death and aging
1.4.4 Impaired growth
1.4.5 Growth of organs (Hypertrophy, hyperplasia, Aplasia, Hypoplasia, Atrophy)
UNIT 2: Homeostasis and haemostasis
2.1 Maintenance of equilibrium in the body
2.2 Maintenance of circulation
2.3 Shock: causes, symptoms and treatment
2.4 Balance of water and electrolytes
2.4.1Osmotic pressure
2.5 Role of pituitary gland, kidney, adrenal gland e.g., development of oedema
2.6 Coagulation Cascade
2.6.1Thirteen coagulation factors
2.6.2 Balance of coagulation and Fibrinolysis, Haemorrhagic diathesis,
Haemophilia,Thrombosis, Embolism

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Unit 3: Inflammation, healing & repair
3.1 Acute and chronic
3.1.1 Causes
3.1.2 Pathogenesis
3.1.3 Outcome, treatment
3.2 Healing and repair
3.2.1 Basic events
3.2.2 Primary union, secondary union, healing of fractures i.e Scars, keloid
3.2.3 Factors that impair healing
Unit 4: Haematology and lymphoreticular tissues
4.1 Introduction to Haematopoietic System and Disorders of Erythroid Series
4.2 Disorders of Platelets, Bleeding Disorders and Basic Transfusion Medicine
4.3 Disorders of Leucocytes and Lymphoreticular Tissues
Unit 5: Introduction to Systemic pathology
5.1 Overview of Systemic pathology
PART TWO
Unit 1: Haematology
1.1 Blood composition and function
1.2 Haematopoesis
1.3 Anaemias
1.3.1 Causes of anaemia
1.3.2 Causes of anaemia in tropical countries
1.3.3 Classification of anaemia
1.3.4 Iron deficiency
1.3.5 Haemolytic
1.3.6 Haemoglobinopathies
1.3.6.1 Sickle cell
1.3.6.2 Thalassemias
1.4 Aplastic anaemia
1.5 Anaemias of infections and chronic diseases
1.5.1 Infectious diseases

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 1.5.2 Non infectious diseases
1.6 Leukaemia
1.6.1 Acute leukemias and chronic leukaemia
1.6.2 Lymphoma
1.7 Haemostasis
1.8 Blood Transfusion
1.8.1 Blood grouping
1.8.2 Blood products
1.8.3 Safety of blood

TEACHING METHODS
Lectures
Group discussions
Skills lab for basic haematological tests
Tutorials
e-Learning
TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total

per week hours
Lectures 4 16 32
Bedside Tutorials
Ward rounds/clinics/admissions
Seminars
Self-study 1 16 16
Group discussions 1 16 16

ASSESSMENT
Continuous Assessment – 40%
Task description Weighting
Written test (2) - 30
Assignment (1) - 10

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Final Examination – 60%
Written papers - 60
Clinicals -
Total: 100%
PART A REFERENCES
PRESCRIBED BOOKS
1. Mohan H. (2015). Textbook of Pathology, 7TH Edition. Kansas, Jaypee Brothers Medical
Publishers (P) LTD.
2. Kumar V, Abbas A. K, Aster, J. C (2018) Robins Basic Pathology 10th’ edition,
Philadelphia, pa; Elsevier
3. Norris T.L (2020). PORTH Essentials of Pathophysiology. Philadelphia: Wolter Kluger.

REFERENCE BOOKS
1. Mescher A. J (2010). JUNQUEIRA’S Basic Histology. Bloomington, Indiana, The
McGraw Companies.
2. Kayzer F. H, Bienz K. A, Eckert J. & Zinkernagel R. M (2005). Medical
Microbiology. New York, Thieme stuttgate.

PART B REFERENCES
PRESCRIBED BOOKS

1. Pallister CJ (1994). Blood Physiology and Pathophysiology. Butterworth-

Heinemann. Oxford.
2. Hoffbrand AV, Moss P A H (2019). Essential Hematology, 6th Edition. Wiley-
Blackwell Publication, Oxford, UK. ISBN: 978-1-4051-9890-5
3. Abul K., Abbas A.H.L, (2019). Basic Immunology: functions and disorders of the
immune system, ed Elsevier health sciences.
RECOMMENDED READINGS

1. Fleming, A.F. (2014). Haematological Diseases in the Tropics in Manson’s

Tropical Diseases (23rd Edition). WB Saunders, Philadelphia. 978-0-7020-5101-2

2020 Page 83
 2. Joanne, W (Author), Kathleen S et al (2019) Loose Leaf for Prescott's
Microbiology (11th Ed). McGraw-Hill Education
3. Robert R. H,(2019) Medical Laboratory Science Review, (5th Ed)F.A. Davis
Company
4. Jawetz, E., Melnick, J., Adelberg. (2015). Review of Medical Microbiology
(27thEd.) McGraw-Hill Education.

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YEAR 2 COURSES
No Course Name Course code Course
status

1 Internal Medicine MEDG 2110 Full

2 Paediatrics and Child Health PEDG 2210 Full

3 Surgery SURG 2310 Full
4 Obstetrics and Gynaecology OBGY 2410 Full
5 Mental Health and Psychiatry MHPG 2515 Half
6 Public Healthcare PHCG 2615 Half
7 Pharmacology& Therapeutics PGYG 2715 Half

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OBSTETRICS AND GYNAECOLOGY
COURSE CODE: OBG 210
RATIONALE
Obstetrics and gynaecology is a specialized branch of medicine that deals with care of women
and foetus during pregnancy and childbirth as well as the diagnosis and treatment of diseases of
the female reproductive organs. Gynaecology, component is mostly concerned with medical care
of non-pregnant women and their reproductive system. While Obstetrics focuses on the health
of a mother and her baby during pregnancy, birth and postnatal care. The Knowledge, Skills and
Attitudes are a requisite for a practicing clinical officer as they will deal with the cases of women
and pregnancy on a daily basis.

COURSE AIM
Equip students with the knowledge, skills and attitudes in management of common conditions
in obstetrics and gynaecology

COURSE OBJECTIVES
Part A: Gynaecology
At the end of this course the student should be able to
1. Take a comprehensive gynaecological history
2. Examine a patient with gynaecological pathologies
3. Describe common gynaecological conditions
4. Interpret gynaecological clinical findings precisely
5. Order appropriate investigations

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 6. Demonstrate ability to manage appropriately common obstetric and gynaecological
conditions
Part B: Obstetrics
1. Explain and integrate relevant principles of basic human sciences in obstetric
conditions.
2. Demonstrate ability to take obstetric history
3. Perform clinical examination of the obstetric patient.
4. To identify, initiate, and interpret laboratory and bedside investigations required to
make a diagnosis and manage the obstetric conditions.
5. To apply evidence-based clinical obstetrics practice and basic technical skills.
6. Demonstrate basic surgical skills in obstetrics including performing basic surgery
independently
7. Manage common obstetric emergencies.
8. Demonstrate appropriate professionalism and ethical conduct towards care of
obstetrics patients.
COMPETENCES
Part A: Gynaecology
1. Relates relevant principles of basic sciences to gynaecological conditions.
2. Demonstrates essential skills in gynaecological history taking and clinical
examinations.
3. Identifies common gynaecological conditions
4. Orders and interprets laboratory and radiological investigations
5. Performs basic emergency obstetric neonatal care (Bemonc) procedures
6. Treats common gynaecological conditions
7. Demonstrates appropriate professionalism and ethical conduct towards care of
gynaecology patients.
8. Refers timely all gynaecological conditions outside the scope of practice
Part B: Obstetrics
1. Integrate relevant principles of basic human sciences in obstetric conditions.
2. Obtain comprehensive obstetric history
3. Perform clinical examination of the obstetric patient.

2020 Page 87
 4. Order and interpret laboratory investigations
5. Manage the obstetric conditions.
6. Apply evidence based clinical obstetrics practice and basic technical skills.
7. Perform basic emergency obstetric neonatal care (Bemonc) and manage common
obstetric emergencies.
8. Manage appropriately obstetric and gynaecological conditions
9. Ethically provides care towards obstetric patients.
10. Refer complicated cases of obstetrics on time

COURSE CONTENT
Part A: Gynaecology
UNIT 1: Patient Assessment
1.1 Gynaecological History Taking
1.2 Physical Examination
UNIT 2: Review of Anatomy
2.1 Female reproductive system
2.2 Physiology of the menstrual cycle
UNIT 3: Disorders of the Menstrual Cycle
3.1 Amenorrhoea
3.1.1 Primary
3.1.2 Secondary
3.2 Dysmenorrhoea
3.2.1 Primary
3.2.2 Secondary
3.3 Menorrhagia
3.4 Metrorrhagia
3.5 Menopausal problems
UNIT 4: Fertility Problems
4.1 Endocrine disorders
4.2 Anatomical disorders
4.3 Functional disorders

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UNIT 5: Contraceptives
5.1 Hormonal methods
5.2 Barrier methods and intra-uterine device
5.3 Female and Male sterilisation procedures
5.4 Scientific natural methods
5.5 Family planning counselling
5.6 WHO FP Wheel
UNIT 6: Infections
6.1 Vulvo-vaginal
6.2 Cervical, endometrial
6.3 Pelvic Inflammatory Disease
6.3.1 Acute PID
6.3.2 Chronic PID`
6.4 STIs in Gynaecology and Obstetrics
6.4.1 Vaginal candidiasis,
6.4.2 Human Papiloma Virus
6.4.3 Trichomoniasis,
6.4.5 Bacterial Vaginosis
UNIT 7: Tumours (Benign and Malignant)
7.1 Tumours of the vulva
7.2 Tumours of the vagina
7.3 Tumours of the cervix
7.4 Tumours of the uterus
7.5 Tumours of the ovaries and fallopian tubes
UNIT 8: Genital Prolapse
8.1 Cystocele
8.2 Rectocele
8.3 Descensus of the uterus
UNIT 9: Incontinence
9.1 Stress-incontinence
9.2 Urge-incontinence

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 9.3 Vesico-vaginal fistula
9.4 Recto-vaginal fistula
UNIT 10: Gynaecological Operations/Procedures
10.1 Anaesthesia (Local, Cervical block)
10.2 Vaginal Speculum Examination
10.3 Pelvic Examination
10.4 D and C
10.5 Manual removal of the products of conception
10.6 Bartholin Cyst incision and drainage
10.7 Visual inspection with acetic acid (VIA)
10.8 Pap smear collection
10.9 Cervix biopsy/cauterisation
Part B Obstetrics
UNIT 1: Review of Maternal Anatomy and Physiology
1.1 Anterior abdominal wall
1.2 External organs
1.3 Internal organs
1.4 Musculo skeletal pelvic anatomy
1.5 Maternal and fetal planes in relationship to planes and diameters of the pelvis
1.6 Maternal Physiology and changes during pregnancy
1.6.1 Reproductive tract
1.6.2. Breast
1.6.3. Hematological changes
1.6.4. Cardiovascular changes
1.6.5. Renal changes
1.6.6. Gastrointestinal changes
1.6.7. Endocrine Changes
UNIT 2: Review of Human Embryology
UNIT 3: Focused Antenatal Care Booking
3.1 Diagnosis of Pregnancy
3.2 Initial ANC evaluation/ Booking

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 3.3 Subsequent ANC visits
3.4 ANC IEC
3.5 Antenatal Card
3.6 Common concerns
3.6.1 Multiple Pregnancy
3.6.2. Other risk factors in pregnancy

UNIT 4: Early Pregnancy Complications

4.1 Hyperemesis gravidarum
4.2 Molar Pregnancy
4.3 Abortions
4.4 Ectopic Pregnancy
UNIT 5: Medical Conditions In Pregnancy
5.1 Hypertensive Disorders
5.2 Malaria
5.3 Anaemia
5.4 Diabetes Mellitus
5.5 Heart Conditions
5.6 HIV/AIDs ( EMTCT and Option B+)
UNIT 6: Ante Partum Haemorrhage
6.1 Placenta Previa
6.2 Abruptio Placenta
6.3 Vasa Previa
UNIT 5: Labour and Delivery
5.2 Normal Mechanism of labour and duration
5.3 Spontaneous Labour, Induction of Labour and Augmentation of Labour
5.4 Stages of Labour and Specific Management. (Partograph)
5.6. Pre term Labour
5.7. Term Labour
5.8. Post term Labour
5.9. Dsyfunctional Labour

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 5.9.1 Multiple pregnancies
5.9.2 Cord prolapse
5.9.3 Foetal distress
5.9.4 Precipitate Labour / Prolonged labour/ Arrested Labour/ Obstructed Labour
5.9.5 Malpresentations/ Positions
5.9.6 Shoulder dystocia
5.9.7 Ruptured Uterus
5.9.8 Retained Placenta
5.9.9 Perianial, vaginal and cervical tears
5.9.10 Postpartum haemorrhage (primary)
5.9.11 Examination of the Placenta
UNIT 6: Foetal Antenatal Monitoring and Neonatology
6.1 Foetal assessment during antenatal
6.2 Foetal assessment in Labour
6.3 Foetal assessment at birth (APGAR Score)
6.4 General assessment of the new born
6.5 Helping baby breath (HBB)
UNIT 7: Puerperium
7.1 Postpartum care
7.2 Pyrexia
7.3 Sepsis
7.4 Breast condition and breast feeding
7.5 Depression, Blues and psychosis
7.6 Deep vein thrombosis
7.7 Secondary postpartum haemorrhage
UNIT 8: Obstetric Operations/Procedures
8.1 Booking for antenatal care
8.2 Abdominal examination (leopold’s manoeuvre)
8.3 Administer local and cervical block anaesthesia
8.4 Cervix Assessment during labour
8.5 Partograph plotting

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 8.6 Administer Magnesium Sulphate
8.7 Episiotomy and Repair
8.8 Repair of trauma of birth canal
8.9 Forceps delivery
8.10 Vacuum Extraction
8.11 Conduct Normal Vaginal Delivery
8.12 Assisted Breech Delivery
8.13 Manual vacuum aspiration (MVA)
8.14 Reposition of inverted uterus
8.15 Helping Babies Breath
8.16 Bimanual compression of abdominal aorta
8.17 Caesarean section
8.18 Administration of urotonics, anticonvulsants and antibiotics
8.19 Smart Care in Obstetrics
8.19.1 ANC information
8.19.2 Intrapartum information
8.19.3 Postpartum information

TEACHING METHODS
Lectures
Practicals
Tutorials
Group discussion
Demonstrations
e - Learning
Skills Laboratory
Teaching methods and Notional hours
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 3 29 67
Skills lab 2 29 58

2020 Page 93
 Tutorials 1 29 29
Seminars 1 29 29
Clinical placement 8 3 24
Self-study 3 32 96
TOTAL 323

ASSESSMENT METHODS:
Continuous assessment 40%
2 written tests = 20%
OSCE = 15%
1 assignment/Quizzes = 5%
Final examination 60%
Written = 40%
OSCE = 20%
PRESCRIBED BOOKS
1. Symonds M. I. &Arulkumaran S. (2019).Essential Obstetrics and Gynaecology
(6th Ed), Elsevier.
2. Kenny L, Bickerstaff H, Myers J. (2017). Gynaecology by Ten Teachers. (20th
Ed). CRC Press;
3. Symonds M. I. &Arulkumaran S. (2019).Essential Obstetrics and Gynaecology
(6th Ed), Elsevier.
4. World Health Organization.(2017).Managing Complications in Pregnancy and
Childbirth: A Guide for Midwives and Doctors (2nd Ed). Geneva: World Health
Organization
5. World Health Organization.(2018)Family Planning: a global handbook for
providers(3rd Ed). Geneva: World Health Organization

RECOMMENDED BOOKS
1. Hacker, N.,Moore, J.G. &Gambone,J. et al (2015). Hacker & Moore's Essentials of
Obstetrics and Gynecology (6th Ed.)Elsevier.

2020 Page 94
 2. Arulkumaran, S., Collins S., et al (2016) Oxford Handbook of Obstetrics and
Gynaecology and Emergencies in Obstetrics and Gynaecology (3rd) Oxford:
Oxford University Press.
3. Oats, J. & Abraham, S. (2015).Llewellyn-Jones Fundamentals of Obstetrics and
Gynaecology, (10thEd).Oxford: Elsevier Mosby.
4. Bain C. (2011). Gynaecology Illustrated, 6th edition. Elsevier
5. Bienstock J.L, Fox H.E & Wallach E.E (2015). John Hopkins manual of Obstetrics
and Gynaecology. (5th Ed) Lippincott: Williams and Wilkins Publishers.
6. Hanretty, Kevin, P. (2009) Obstetrics Illustrated. 7th Edition. London: Churchill
LivingstoneNeville

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INTERNAL MEDICINE
COURSE CODE: MEDG 2110
RATIONALE
The course aims to consolidate clinical skills and ability for basic medical knowledge to elicit
and interpret disease signs and symptoms
AIM
Equip the students with the knowledge, skills and attitudes that will enable them to
competently manage patients with various medical conditions.
OBJECTIVES
At the end of this course the student should be able to
1. Take detailed medical history
2. Perform physical examination
3. Order and interpret investigations
4. Demonstrate ability to diagnose common medical conditions
5. Demonstrate capability to manage medical conditions appropriately.
6. Demonstrate ability to refer conditions beyond their scope of practice
7. Describe the different common medical conditions
8. Explain the pathology of the common medical conditions

COMPETENCES
After this course the candidate should possess the following competences:
1. Take and record a detailed medical history.
2. Perform a full physical examination.
3. Perform a mental-state examination.
4. Provide feedback and enlist the patient’s participation in their care.
5. Interpret findings from the history, physical & mental-state examination.
6. Formulate a provisional diagnosis and differential diagnosis.
7. Formulate a plan of investigation and demonstrate understanding of the processes

2020 Page 96
COURSE CONTENT
UNIT 1: Communicable Diseases
1.1 Bacterial infections
1.1.1 Tuberculosis
1.1.2 Leprosy
1.1.3 Typhoid
1.1.4 Cholera
1.1.5 Tetanus
1.2 Viral infections
1.2.1 Ebola
1.2.2 Measles
1.2.3 Influenza
1.2.4 Rabies
1.2.5 Rubella
1.2.6 Yellow fever
1.3 Parasitic infestations
1.3.1 Malaria
1.3.2 Filariasis
1.3.3 Trypanosomiasis
1.3.4 Toxoplasmosis
UNIT 2: Sexually Transmitted Infections
2.1 Applied Anatomy & Physiology
2.3 History taking & Physical examination
2.4 Syphilis and neurosyphilis
2.5 Gonorrhoea
2.6 Chlamydia
2.7 Acute epididymo-orchitis
2.8 Chancroid
2.9 Trichomoniasis
2.10 Candidiasis
2.11 Granuloma inguinale

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 2.12 Lymphogranulomavenereum
2.13 Condylomataaccuminata
2.14 Herpes genitalis
2.15 Syndromic case management
UNIT 3: Dermatological Conditions
3.1 Applied Anatomy & Physiology
3.2 History taking & physical examination
3.3 Bacterial manifestations
3.3.1 Folliculitis
3.3.2 Impetigo
3.4 Common fungal infection
3.4.1 Pityriasisversicolor
3.4.2 Tinea corporis
3.4.3 Tinea cruris
3.4.4 Tinea pedis
3.4.5 Tinea capitis
3.4.6 Tineaunguium
3.4.7 Tineabarbae
3.4.8 Candidisis
3.5 Common viral infection
3.5.1 Warts (condylomaacuminata)
3.5.2 Herpes Simplex
3.5.3 Herpes Zoster
3.5.4 Molluscum Contagious
3.6 Common parasitic infections
3.6.1 Scabies
3.6.2 Pediculosis
3.6.3 Vitiligo and Albinism
3.7 Dermatitis
3.7.1 Eczema
3.7.2 Exfoliative

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 3.7.3 Seborrhoic
3.7.4 Contact
3.7.5 Atopic Dermatitis
3.7.6 Psoriasis
3.8 Skin Cancers
3.8.1 Melanoma
3.8.1 Squamous cell Carcinoma
3.8.2 Kaposi’s Sarcoma
3.9. Drug eruptions
UNIT 4: Gastrointestinal System
4.1 Applied Anatomy & Physiology
4.2 History taking & Physical examination
4.3 Oral conditions
4.3.1Candidiasis
4.3.2 Hairyluekoplakia
4.3.3 Opthous ulcers
4.3 Stomach conditions
4.3.1 Gastritis
4.3.2 Peptic ulcers
4.4 Ileum conditions
4.4.1 Dysentery
4.4.2 Intestinal candidiasis
4.4.3 Malabsorption syndrome
4.4.4 Helminthic infestations
4.4.5 Ileitis
4.5.0 Liver and Gallbladder conditions
4.5.1 Viral hepatitis (hepatitis A, B & C)
4.5.2 Liver cirrhosis and portal hypertension
4.5.3 Cholecystitis
4.5.4 Cholangitis
4.5.5 Liver tumours(primary and secondary)

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 4.6 Pancreatic conditions
4.6.1 Pancreatitis: acute and chronic
4.7 Colon conditions
4.7.1 Ulcerative colitis
4.7.2 Diverticulitis
UNIT 5: Respiratory System
5.1 Applied Anatomy & Physiology
5.2 History Anatomy & Physical examination
5.2 Upper respiratory tract infection
5.2.1 Coryza
5.2.2 Sinusitis
5.2.3 Pharyngitis
5.2.4 Tonsilitis
5.2.5 Epiglotitis
5.3 Lower respiratory tract infections
5.3.1 Pneumonia
5.3.2 Pulmonary Tuberculosis
5.3.2 Lung Abscess
5.4 Chronic Obstructive Pulmonary Disease
5.5 Asthma
5.6 Pneumoconiosis
5.7 Pulmonary tumours
UNIT 6: Cardio Vascular System
6.1 Applied Anatomy & Physiology
6.2 History taking & Physical examination
6.3 Congestive cardiac failure and pulmonary oedema
6.4 Ischaemic heart disease
6.4.1Angina
6.4.2 Myocardial infarction
6.5 Hypertension
6.6 Rheumatic fever and Rheumatic Cardiac Disease

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 6.7 Infective Cardiac Diseases
6.7.1 Endocardits
6.7.2 Myocarditis
6.7.3 Pericarditis
6.7.4 Cardiomyopathy
6.8 Arrhythmias
UNIT 7: Genito-Urinary System
7.1 Applied Anatomy & Physiology
7.2 History taking & Physical examination
7.3 Kidney Common Conditions
7.3.1 Renal failure: Acute Kidney Injury and Chronic Kidney Disease
7.3.2 Glomerulonephritis,
7.3.3 Nephritic Syndrome
7.3.4 Nephrotic Syndrome
7.4 Ureter and Bladder Conditions
7.4.1 Pyelonephritis
7.4.2 Cystitis
7.4.3 Urethritis
UNIT 8: Endocrine System
8.1 Applied Anatomy & Physiology
8.2 History taking & Physical examination
8.3 Cushing’s syndrome
8.4 Hyperthyroidism and Hypothyroidism
8.5 Parathyroidism
8.6 Diabetes Mellitus
8.7 Diabetis insipidius
UNIT 9: Haematopoietic and Lymphatic System
9.1 Applied Anatomy and Physiology
9.2 History and physical examination
9.3 Anaemia
9.4 Leukaemia

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 9.5 Lymphomas
9.5.1 Hodgkin
9.5.2 Non-Hodgkin’s
9.6 Haemorrhagic disorders
9.6.1 Hypovitaminosis K
9.6.2 Haemophilia
9.6.3 Thrombocytopenia
UNIT 10: Central Nervous System
10.1 Applied Anatomy & Physiology
10.2 History taking & Physical examination
10.3 Meningitis
10.4 Encephalitis
10.5 Epilepsy
10.6 Cerebro -vascular accidents
10.7 Motor neuron diseases
UNIT 11: Musculoskeletal System
11.1 Applied Anatomy & Physiology
11.2 History taking and Physical examination
11.3 Reactive Arthritis
11.4 Rheumatoid Arthritis
11.5 Gout
11.6 Arthrosis
11.7 Lumbago and sciatica
UNIT 12: HIV and AIDS
12.1 Immunology and HIV Management
12.2 Goals and General Principles of Combined Antiretroviral Therapy (cART)
12.2.1. Antiretroviral information
12.2.2 ARV Counselling and Education
12.2.3 HIV Prevention
12.2.4 Patient Assessment
12.2.5 Initiating ARV Therapy

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 12.3 Management of HIV infected Populations
12.3.1 Adults
12.3.2 Pregnant and Breast-feeding Women
12.3.3 Adolescents
12.3.4 Children
12.3.5 Co infection (Tuberculosis Hepatitis (B & C)
12.3.6 Monitoring of patients on cART
12.4 Management of Opportunistic Infections
12.4.1 Guiding principles for the management of OIS
12.4.2 Introduction to Opportunistic Infections
12.4.3 Opportunistic infections caused by Bacteria
12.4.4 Opportunistic infections caused by Parasites
12.4.5 Opportunistic infections caused by fungi
12.4.6 Opportunistic infections caused by viruses
12.5 Prophylaxis
12.5.1 Post-Exposure Prophylaxis
12.5.2 Pre-Exposure Prophylaxis
12.5.3 Cotrimoxazole Prophylaxis
12.5.4 Malaria Prophylaxis
12.5.5 Tuberculosis Prophylaxis (3 Is)
12.6 HIV associated neoplasm (Lymphomas, Kaposi’s and Cervical Cancer)
12.7 Syndromic Management of Opportunistic Infections and HIV-related conditions
12.8 Infection prevention for Health Care Providers
12.9 Record Keeping, monitoring and evaluation
TEACHING METHODS AND NOTIONAL HOURS
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 3 29 67
Skills lab 2 29 58
Tutorials 1 29 29
Seminars 1 29 29

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 Clinical placement 8 3 24
Self-study 3 32 96
TOTAL 323

ASSESSMENT METHODS
Continuous Assessment – 40%
Task description Weighting
OSCE - 15
Assigment -5
Written test (2) - 20
Final Examination – 60%
Written papers - 40
OSCE - 20
Total: 100%
PRESCRIBED BOOKS
1. Swash, M. and Glynn M. (2017). Hutchinson’s Clinical Methods: An integrated
approach to clinical practice (24th Edition). Edinburgh, London. Saunders Elsevier.
ISBN 9780702067396.
2. Kumar P, Clark M. Clinical Medicine (10th Ed). Bailliere Tindall; London 1994.
3. Macleod J. Davidson's Principles and Practice of Medicine: a text book for students
and doctors. (14th Ed). Churchill Livingstone. Edinburgh, 1984.
REFERENCE BOOKS
1. Cook G. Mansons Tropical Medicine (20th Ed). WB Saunders Company Ltd;
London, 1996.
2. Hoffbrand AV, Pettit JE. Essential Haematology (3rd Ed). Blackwell Science,
London, 1993.
3. Porter JD, McAdam KPWJ. Tuberculosis: back to the future. John Willey & Son.
Chinchester, 1994.
4. Bickley, L (2008). Bates Guide to Physical Examination and History Taking (10th
Ed). Lippincott Williams & Wilkins. ISBN-10: 0781780586.

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2020 Page 105
PAEDIATRICS AND CHILD HEALTH
COURSE CODE: PEDG 2210
RATIONALE
The student is being introduced to Paediatrics and Child Health in this course. It is therefore
important to lay a strong foundation that begins with the explanation and history of paediatric,
through to the newborn and the foundations of child health. Once this foundation is laid, the
student will then be introduced to paediatric diseases and conditions by systems.

AIM
Equip students with the knowledge and skills of management of common conditions in
Paediatrics

OBJECTIVES
At the end of this course the student should be able to

1. Take a detailed history and perform physical examination.

2. Order and interpret investigations appropriately
3. Give health education and promotion
4. List activities of components of child health services
5. State causes of common Paediatric conditions
6. Explain the pathology of the common paediatric conditions
7. Demonstrate ability to manage child health services
8. Identify abnormalities concerning growth and development in children.

COMPETENCES
After this course the candidate should possess the following competences:

1. Take a comprehensive Paediatric history

2. Perform a physical examination in Paediatrics.
3. Diagnose Paediatric conditions
4. Order and interpret investigations
5. Collect and utilize health information in order to provide preventive, promotive,
and rehabilitative services

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 6. Refer Paediatric conditions to appropriate levels
7. Interpret under five children’s clinic card
8. Identify abnormalities concerning growth and development of children
9. Provide preventive, promotive, and rehabilitative services for Paediatric conditions
with professionalism

CONTENT
UNIT 1: Overview of Paediatrics
1.1 Definitions
1.2 Scope and history of Paediatrics
UNIT 2: History Taking and Physical Examination
2.1 Paediatric history taking
2.1.1 Difference between paediatric and adult history taking
2.2 Paediatric physical examination
UNIT 3: Examination of The New Born
3.1 Assessment of the new born
3.1.1 Congenital abnormalities
3.2 Assessment of maturity
UNIT 4: Emergencies of The New-Born
4.1 Birth asphyxia
4.2 Respiratory distress syndrome
4.3 Hypoglycaemia
4.4 Hypothermia
UNIT 5: Abnormalities of Birth Weight
5.1 Low birth weight
5.1.1 Prematurity
5.1.2 Small for gestational age (SGA)
5.2 Large for dates

UNIT 6: Haemorrhagic Conditions of The Newborn

6.1 Vitamin K deficiency
6.2 Thrombocytopenia

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UNIT 7: Neonatal Jaundice
7.1 Physiological
7.2 Pathological
7.3 Biliary atresia
7.4 Rhesus Incompatibility
7.5 Kernicterus
UNIT 8: Birth Injuries
8.1 Soft tissue injuries
8.1.1 Cephalhaematoma
8.1.2 Caput Succedaneum
8.2 Nerve injuries
8.3 Fractures
UNIT 9: Congenital Malformations
9.1 Cleft lip and palate
9.2 Hydrocephalus
9.3 Meningocele and meningomyelocele
9.4 Spinal bifida
9.5 Polydactyly
9.6 Talipes
9.8 Hypo/epispadias
UNIT 10: Infections In The New-Born
10.1 Septicaemia
10.2 Umbilical sepsis
10.3 Meningitis
10.4 Neonatal tetanus
10.5 Ophthalmia neonatorum
10.6 Congenital Syphilis
10.7 Oral Thrush
UNIT 11: Growth and Development
11.1 Physical growth
11.1.1 Height

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 11.1.2 Weight
11.1.3 Head circumference
11.1.4 Mid upper arm circumference
11.1.5 Dentition
11.2 Developmental milestones:
11.2.1 Motor
11.2.2 Social and cognitive
11.3 Puberty
11.3.1 Precocious puberty
11.3.2 Delayed puberty
11.4 Failure to thrive
UNIT 12: Child Health Services
12.1 Growth monitoring
12.2 Immunization schedule
12.3 Nutrition rehabilitation
UNIT 13: Immunizations
13.1 Principles of immunization
13.2 Diseases that can be immunized against
13.2.1 Measles
13.2.2 Poliomyelitis
13.2.3 Whooping cough
13.2.4 Diphtheria
13.2.5 Tetanus
13.2.6 Tuberculosis
13.2.7 Hepatitis B
13.2.8 Rota virus
13.2.9 Pneumococcal pneumonia
13.2.10 Haemophilus influenzae
13.2.11 Human papilloma virus
13.2 The immunization schedule in Zambia
13.3 Complication of immunizations

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UNIT 14: Integrated Management of Childhood Illnesses (IMCI)
14.1 Module 1 – Introduction to integrated management of childhood illnesses
14.2 Module 2 – Assess and Classify the Sick Child Aged 2 Months To 5 Years
14.3 Module 3 - Identify Treatment
14.4 Module 4 – Treat the Child
14.5 Module 5 - Counsel the Caretaker
14.6 Module 6 – Follow Up
14.7 Module 7 - Management of the Sick Young Infant Aged 1 Week To two Months
UNIT 15: Nutritional Disorders
15.1 Protein Energy Malnutrition
15.1.1 Classification of malnutrition under IMCI
15.1.2 Other classifications of malnutrition
15.1.2.1 Welcome classification
15.1.2.2 Gomez classification
15.1.3 Management of Malnutrition
15.2 Vitamin deficiencies
15.2.1 Vitamin D
15.2.2 Vitamin A
15.2.3 Vitamin C
15.2.4 Vitamin B1 (Beriberi)
15.2.5 Vitamin B11 (Pellagra)
UNIT 16: Gastro-Intestinal System
16.1 Applied anatomy
16.2 History taking and examination
16.3 Diarrheal diseases
16.3.1 Viral
16.3.2 Bacterial
16.3.3 Protozoal
16.3.4 Fungal
16.3.5 Non infective
16.4 Dehydration

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 16.4.1 Assessment
16.4.2 Classification
16.4.3 Management
16.5 Oral Conditions
16.5.1 Oral candidiasis
16.5.2 Cancrum oris
16.5.3 Aphthous ulcers
16.6 Parasitic infestations
16.6.1 Ancylostomiasis
16.6.2 Strongyloidiasis
16.6.3 Ascariasis
16.6.4 Trichuriasis
UNIT 17: Genital-Urinary System
17.1 Applied anatomy
17.2 History taking and examination
17.3 Glomerulonephritis: acute and chronic
17.4 Nephrotic syndrome
17.5 Urinary tract infections
17.5.1 Pyelonephritis
17.5.2 Cystitis
17.5.3 Urethritis
17.6 Schistosomiasis
17.7 Renal Failure
UNIT 18: Cardiovascular System
18.1 Applied anatomy
18.2 History taking and examination
18.3 Congenital heart defects
18.3.1 Cyanotic: tetralogy of Fallot, transposition of greater vessels
18.3.2 Acyanotic: patent ductus arteriosus, ventricular septal defect and Atrial septal
defects
18.4 Rheumatic fever and Rheumatic Heart Diseases

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 18.5 Bacterial Endocarditis
18.6 Congestive Cardiac Failure (CCF)
18.7 Pericarditis
UNIT 19: Respiratory System
19.1 Applied anatomy
19.2 History taking and Examination
19.3 Upper Respiratory Tract Infections
19.3.1 Coryza
19.3.2 Tonsillitis
19.3.3 Otitis Media
19.3.4 Sinusitis
19.3.5 Epiglottitis
19.3.6 Laryngo-tracheo-bronchitis (Croup)
19.4 Lower Respiratory Tract Infections
19.4.1 Bronchiolitis
19.4.2 Pneumonias
19.5 Asthma
UNIT 20: Diseases of Blood and Lymphatics
20.1 History taking and examination
20.2 Anaemias
20.2.1 Sickle cell anaemia
20.2.2 Iron deficiency anaemia
20.2.3 Aplastic anaemia
5.3 Bleeding Disorders
20.3.1 Haemophilia
20.3.2 Epistaxis
20.3.3 Thrombocytopenia
20.4 Leukaemia
UNIT 21: Lymphomas
21.1 Hodgkin’s
21.2 Non-Hodgkin’s

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 21.2.1 Burkitt’s Lymphoma

UNIT 22: Central Nervous System

22.1 Applied anatomy
22.2 History taking and examination
22.3 Encephalitis
22.4 Meningitis
22.5 Cerebral Palsy
22.6 Mental Retardation
22.7 Convulsions
22.8 Epilepsy
22.9 The unconscious child
UNIT 23: Childhood Neoplasms
23.1 Wilm’s tumour
23.2 Retinoblastoma
23.3 Neuroblastoma
UNIT 24: Endocrine Disorders
24.1 Applied anatomy
24.2 Diabetes Mellitus
24.3 Disorders of the Thyroid Gland
UNIT 25: Dermatology
25.1 Applied anatomy
25.2 History taking and Examination
25.3 Bacterial Infections
25.4 Fungal Infections
25.5 Parasitic Infections
25.6 Viral Infections
25.7 Eczema
25.8 Skin infestations
UNIT 26: HIV and AIDS
26.1 Definition
26.2 Modes of Transmission

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 26.3 Prevention
26,4 WHO Staging
26.5 Opportunistic Infections
26.6 Management
UNIT 27: Intoxication/Poisoning
27.1 History taking and Examination
27.2 Organophosphates
27.3 Acetyl salicylic acid
27.4 Paracetamol
27.5 Opiates
27.6 Lead poisoning
27.7 Iron tablets
27.8 Carbon monoxide
27.9 Hydrocarbons
27.9.1 Paraffin/kerosene
27.9.2 Petrol
PROCEDURES

History taking
Physical examination
Neonatal resuscitation
▪ Endotracheal suction
▪ Oropharyngeal airway insertion
▪ Oxygen administration
▪ Ventilation with ambubag
Umbilical artery catheterization
TEACHING METHODS AND CONTACT HOURS
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 3 29 67
Skills lab 2 29 58

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 Tutorials 1 29 29
Seminars 1 29 29
Clinical placement 8 3 24
Self-study 3 32 96
TOTAL 323

ASSESSMENT METHODS

Continuous Assessment = 40%

Written tests (2) = 20%
Assignment (1) = 10%
OSCE = 10%

End Semester Examination = 60%

Written = 40%
OSCE = 20 %

PRESCRIBED TEXTBOOKS
1. Behrman R. E., Kliegman R. M., &Jenson H. B. (2020). Nelson’s Textbook of
Paediatrics, 21st Ed. Elsevier Inc, Philadelphia USA.
2. Paul V K, Bagga A. (20123). Essential Paediatrics, 23th Ed. CBS Publishers, India
3. Marcdante, K et al. (20122). Nelson essentials of paediatrics, 22th Edition.
Philadelphia: Saunders Elsevier.

RECOMMENDED READINGS
1. Dawn L.G.M., Nancy.B.S (2016).Pediatrics Primary Care,(6rd Edi). London: The
English Language Book Society and Edward Arnold Publishers.
2. Hendricke, R.G., Barr, D.G.&Mattews T. (123231). Paediatrics in the
Tropics,1stEdition. London: Blackwell Scientific Publications
3. Sidewell, U. (2011).Easypaediatrics. London: Holdder
4. Stanfied, P. & Bwibo, N. (2005). Child health: A manual for medical and health
workers in healthcentre and rural hospitals, 3rded. Nairobi: AMREF.

2020 Page 115

 5. Wardlaw. G.M. (2011). Contemporary nutrition. 22thed. New York: McGraw
Hill
6. Anillenmar A.C. (2012). Paediatrics E-mcq: Sauparnika.
7. Tortora, G. J. &Derrickson, V.B. (2011). Principles of anatomy and physiology.
Vol. 2. 13th ed. Philadelphia: John Wiley and sons
8. Crocetti, M.&Barone, M. (2004). Oski’s Essential Paediatrics.London: Lippincott
Williams & Wilkins
9. Rudolph, A. Kamei, R.&Oveby, K. (2002). Rudolph’s Fundamentals of
Paediatric,3rd Edition. New York: McGraw-Hill.
10. Integrated Management of Childhood Illnesses manuals

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SURGERY
COURSE CODE: SURG 2310
RATIONALE:
This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in common surgical procedures, instruments and common conditions.
AIM
Equip students with knowledge, skills and attitude to manage common surgical conditions
COURSE OBJECTIVES
At the end of this course the student should be able to
1. Describe the overview of surgery
2. Demonstrates ability to take comprehensive surgical history
3. Describe common surgical conditions
4. Demonstrate ability to diagnose common surgical condition
5. Manage common surgical conditions in trauma
6. Discuss foreign bodies in surgery in the body
7. Describe common surgical conditions
8. Describe infection prevention techniques
9. Identify common surgical complications
10. Refer surgical conditions beyond their scope to a higher level of care
COURSE COMPETENCES
After this course the candidate should possess the following competences
1. Explain the overview of surgery
2. Take comprehensive surgical history
3. Performs appropriate physical examination
4. Orders specific laboratory and appropriate radiologic investigations
5. Diagnose common surgical conditions
6. Interprets common laboratory and specific radiological findings
7. Apply medico-legal aspects and medical ethics in the management of patients
8. Provide or prescribe appropriate surgical treatment
9. Identify common surgical conditions
10. Apply infection prevention techniques

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 11. Identify common General surgical, ophthalmology, dental and ENT instruments
12. Performs specific minor surgical procedures, including Male Circumcision
13. Refer surgical conditions that cannot be managed at their level
14. Document and keep patients’ records
CONTENT
UNIT 1: Introduction to Surgery
1.1 General overview of surgery
1.1.1 The importance of history-taking, physical examination in surgery
1.1.2 The role of endoscopy, laboratory tests and radiology in the practice of
surgery
1.2 Preparing a patient for surgery/ management of a patient requiring surgery
1.3 Anaesthesia used in general surgery
1.4 Surgical Incisions
1.5 Sutures and suturing techniques
UNIT 2: Introduction to Traumatology
2.1 Clinical presentation, investigations and management
2.2 Priorities of trauma management
2.2.1Airway and cervical control / collar
2.2.2 Breathing / ventilation
2.2.3 Circulation and haemorrhagic shock
2.2.4 Disability
2.2.5 Exposure
2.3 Tourniquets
2.4 Intravenous fluids, blood and blood substitutes
UNIT 3: Dermatologic Wounds
3.1 Applied anatomy and physiology of the skin
3.2 Closed and open wounds
3.2.1 Clinical presentation and management of bruises, hematomas, abrasions,
avulsions, incisions, excisions, lacerations, punctures, penetrations,
amputations
3.3 Burns and grafts

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 3.3.1 Clinical presentation, classification and management of burns
3.4 Human and animal bites
3.4.1 Clinical presentation and management
3.5 Wound healing
UNIT 4: Ulcers
4.1 Decubitus ulcer
4.2 Diabetic ulcer
4.2.1 Clinical presentation and management
UNIT 5: Surgical Infections of The Skin and Subcutaneous Tissues
5.1 Inflammation and its natural history
5.2 Abscess, furuncle, carbuncle, cellulitis, erysipelas, pyomyositis, gasgangrene,
necrotizing fasciitis and septicaemia
5.2.1 Clinical presentation and management
5.3 Hand infections
5.3.1 Clinical presentation and management
UNIT 6: Neoplasms of The Skin & Subcutaneous Tissues
6.1 General principles of tumours
6.2 Squamous cell carcinoma, basal cell and malignant melanoma
UNIT 7: Musculo-Skeletal Disorder
7.1 Fractures / Dislocations
7.1.1 Applied anatomy and physiology of bones
7.1.2 Terminology, classification, clinical presentation, investigations and
management
7.1.3 Skull and the neck fractures
7.1.4 Upper limbs fractures
7.1.5 Chest fractures
7.1.6 Lower limbs fractures
7.1.7 Healing of fractures
7.2 Pathological fractures
7.3 Back Problems
7.3.1 Backache,

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 7.3.2 Sciatica,
7.4 Joints and Bone pathologies
7.4.1 septic arthritis
7.4.2 osteoarthritis
7.4.3 osteomyelitis
7.4.4 osteoporosis
7.4.5 Bone tumours
7.5 Clinical presentation and management of Musculo-skeletal condition
UNIT 8: Regional Traumatology
8.1 Head / Spinal Cord/ Peripheral Nerve Injuries
8.1.1 Head injury
8.1.3 Spinal injuries
5.3.1 Clinical presentation and management
8.1.4 Spinal shock
8.1.4.1 Clinical presentation, classification and management
8.1.5 Nerve healing
8.2: Chest Injuries
8.2.1 Thoracic and intrathoracic injuries
8.2.1 Clinical presentation and management of flail chest, pneumothorax, massive
haemothorax, cardiac tamponade, myocardial contusion, oesophageal
perforation, aortic rupture
8.3: Abdominal and Pelvic Injuries
8.3.1 Abdominal and Intra-abdominal injuries
8.3.2 Pelvic injuries
8.3.3 Clinical presentation and management of injuries to hollow and solid organs
UNIT 9: Foreign Bodies
9.1 Foreign bodies: in the oesophagus, stomach, bowels, foot and hand
9.2 Clinical presentation and management
UNIT 10: Common General Surgical Procedures
10.1 Diagnostic peritoneal lavage
10.2 Insertion of under-water seal drainage

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 10.3 Thoracocentesis / pleuricentesis
10.4 Needle and surgical cricothyroidotomy
10.5 Endotracheal intubation
10.6 Other common procedures
10.6.1 History-taking and physical examination
10.6.2 Intermittent suturing
10.6.3 Removal of sutures
10.6.4 Incision and drainage
UNIT 11: Acute Abdomen
11.1 Applied anatomy and Physiology of the abdomen
11.2 GIT Causes of acute abdomen
11.2.1 Stomach
11.2.1.1 Gastritis
11.2.1.2 Acute peptic ulcer disease (gastric and duodenal ulcer)
11.2.1.3 Pyloric stenosis
11.3 Small Bowel
11.3.1 mackel diverticulum
11.3.2 crohns disease ( regional enteritis)
11.3.3 surgical complication of typhoid
11.3.4 necrotizing enterocolitis
11.3.5 mesenteric vessel ischaemia
11.3.6 short bowel syndrome
11.3.7 Ileus due to ascariasis
11.4 Large Bowel
11.4.1 ucerative colits
11.4.2 colostomies and stoma care
11.4.3 hirschsprungs disease
11.4.4 sigmoid volvulus
11.4.5 hernias
11.4.6 appendicitis
11.4.7 constipation

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 11.5 Ano-Rectal Conditions
11.5.1 rectal prolapse
11.5.2 anorectal malformation
11.5.3 anal fissures
11.5.4 ano-rectal abscess
11.5.5 haemorrhoids
11.5.6 anal incontinence
11.5.7 imperforate anus and aganglionic disease
11.3 GIT ACCESSORY ORGANS
11.1.5.1 portal hypertension
11.1.5.4 acute cholecystitis
11.1.5.5 choledocholithiasis
11.1.5.6 cholangitits
11.1.5.7 post-cholecystectomy syndrome
11.1.5.9 acute pancreatitis
11.4 UROGENITAL causes of acute abdomen
11.2.1 nephrolithiasis
11.4 Non-specific causes
11.1.5.10 Peritonitis
11.1.5.12 intestinal obstruction
UNIT 12 Common surgical conditions of the oesophagus
12.1 gastro-esophageal reflux disease GERD
12.2 achalasia cardia
12.3 barretts esophagus
12.4 tracheo-esophageal fistula
12.5 plummer-vinson syndrome
12.6 oesophageal cancer
UNIT 13: Urogenital Surgical Conditions
13.1 Applied Anatomy and Physiology
13.2 Conditions of The Kidneys, Ureters and The Urinary Bladder
13.2.1 Haematuria

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 13.2.2 Kidney: hydro-nephrosis and tumours
13.2.3 Ureteric stones: hydro-ureters
13.2.4 Urinary bladder: stones, schistosomiasis and tumours
13.3 Prostate Gland
13.3.1 Prostatitis
13.3.2 Benign prostatic hyperplasia
13.3.3 Carcinoma of the prostate
13.4 Conditions of The Urethra
13.4.1 Urethral stricture
13.4.2 Epispadias
13.4.3 Hypospadias
13.4.4 Urinary incontinence
13.4.5 Urinary retention
13.5 Conditions of The Testis, Epididymis, And Scrotum
13.5.1Epididymo-orchitis
13.5.2 Cryptorchidism
13.5.3 Testicular torsion
13.5.4 Hydrocele
13.5.5 Varicocele
13.5.6 Testicular torsion
13.5.7 Infertility
13.5.8 Tumours
13.6 Conditions of The Penis and Prepuce
13.6.1 Penile trauma
13.6.2 Priapism
13.6.3 Phimosis
13.6.4. Paraphimosis
13.6.5 Tumours
UNIT 14: Conditions of The Breast
14.1 Applied anatomy and physiology of the breast
14.2 Comprehensive history of breast conditions

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 14.3 Physical examination of the breast
14.4 Breast investigations: needle biopsy, mammography
14.5 Mastitis; abscesses
14.6 Tumours: fibro adenomas, cysts, breast carcinoma
14.7 Special investigations / procedures
UNIT 15: Introduction to Dentistry
15.1 Applied anatomy and physiology in dentistry
15.2 Pro-dental history, examination and investigations
15.3 Common oro-dental clinical features
UNIT 16: Oral Hygiene
16.1 Methods of tooth brushing
16.2 Fluoridation
UNIT 17: Oro-Dental Diseases
17.1 Stomatitis, dental caries, candidiasis, oral hairy leukoplakia, dental abscess,
gingivitis and periodontitis, periodontal abscess, coronitis, pericoronitis, pulpitis,
Vincent ulcerative gingivitis, stomatitis, herpetic ulcers, alphthous ulcers
UNIT 18: Facial Injuries
18.1 Fracture of the mandible and maxilla
18.1.1 Clinical presentation, classification and management
18.2 Other facial injuries
UNIT 19: Osteomyelitis of The Maxillo-Facial Bones
19.1 Osteomyelitis of maxilla and mandible
19.2 Clinical presentation and management
UNIT 20: Introduction to Conditions of The Ear, Nose, Sinuses and Throat
20.1 Applied anatomy and physiology of the ear, nose, sinuses and throat
20.2 Clinical ENT history, examination and investigations
20.3 Common ENT clinical features
UNIT 21: Conditions of The Ear
21.1 Perichondritis, otitis externa, furunculosis
21.2 Auricular trauma: hematoma, open wounds, wax impaction
21.3 Foreign body in the external auditory meatus

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 21.4 Basal skull fractures: diagnosis and management
21.5 Otitis media: acute and chronic
21.6 Mastoiditis
21.7 Deafness and impaired hearing and hearing devices
UNIT 22: Conditions of The Nose & Sinuses
22.1 Rhinitis
22.2 Sinusitis
22.3 Nasal polyps
22.4 Foreign bodies in the nostrils
22.5 Epistaxis
22.6 Injuries to the nose: perforation of nasal septum, nasal bone fracture, alaewounds
22.7 Maxillary and mandibular fractures: diagnosis and management
UNIT 23: Conditions of The Throat
23.1 Acute epiglottitis
23.2 Laryngotracheo-bronchitis
23.3 Ludwig’s angina, laryngitis, pharyngitis, tracheitis, tonsillitis and tonsillectomy,
peri-tonsillar abscess (Quinsy)
23.4 Foreign body in the throat
23.5 Retropharyngeal abscess
23.6 Trauma to the throat trauma
23.7 Tracheostomy
UNIT 24: Ophthalmology
24.1 Applied anatomy and physiology of the eye
24.2 Common eye clinical symptoms and signs, clinical examination and investigations
of the eye
24.3 Conditions of The Conjunctiva
24.3.1 Conjunctivitis: bacterial, chlamydial, viral, allergic, toxic; pterygium,
trachoma
24.5 Conditions of The Eyelids
24.5.1 Hordeolum, chalazion, entropion and ectropion, ptosis
24.6 Conditions of The Cornea

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 24.6.1 Corneal foreign body, keratitis, corneal ulcers, acute red eye, xerophthalmia
24.7 Conditions of The Posterior Segment
24.7.1 Uveitis, glaucoma, cataract, diabetes retinopathy
24.8 Refractive Errors
24.8.1Myopia, hypermetropia, presbyopia, astigmatism, aphakia, ophthalmic optics
24.9 HIV/AIDS and The Eye
24.9.1Herpes simplex, herpes zoster ophthalmicus, Kaposi’s sarcoma,
cytomegalovirus retinitis, retinal toxoplasmosis
24.10 Ocular Trauma
24.10.1. Blunt and penetrating
24.10.2 Orbital fractures:
24.10.3 Diagnosis and their management

UNIT 25: Main Common General Surgical Procedures

25.1 History-taking and physical examination
25.2 Intermittent suturing
25.3 Removal of sutures
25.4 Incision and drainage
25.5 Anterior nasal packing
25.6 Examination of the nose
25.7 Removal of foreign body from the nose / ear
25.8 Eye irrigation
25.9 Removal of foreign body from the eye
25.10 Application of eye drops
25.11 Visual acuity
25.12 Eye bandaging
25.13 Male circumcision
25.14 Endotracheal intubation
25.15 Insertion of oro-airway and NGT
25.16 Tracheostomy
25.17 Tracheostomy care

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 25.18 Naso or oro-gastric tube (NGT) insertion, aspiration, feeding
25.19 Colostomy / iliostomy / Gastrostomy care
25.20 Gastric / rectal lavage
25.21 Enema
25.22 Biopsies
25.23Tooth-brushing
25.24 Glossing
TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 3 29 67
Skills lab 2 29 58
Tutorials 1 29 29
Seminars 1 29 29
Clinical placement 8 3 24
Self-study 3 32 96
TOTAL 323

ASSESSMENT METHODS

Continuous Assessment = 40%

Written tests (2) = 20%
Assignment (1) = 10%
OSCE = 10%

End Semester Examination = 60%

Written = 40%
OSCE = 20 %

PRESCRIBED TEXTBOOKS
1. Williams, N. S., Bulstrode, C. J. K. &O’ Connell, P. R. (2018). Bailey &
Love'sShort Practice of Surgery, 27th Ed. London: Hodder Arnold

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 2. Magbool, M., Magbool, S., and Sharma,S C, (2013) Textbook of Ear Nose and
Throat Diseases, (12th Ed), Jaypee Medical Publishers, Inc.
3. Kanski,J J, Bowling, B., (2017) Clinical Ophthalmology (8th Ed.), Elsevier
Saunders
4. Bhat, S. R. (2017).SRB’s Manual of Surgery,6th Ed. New Delhi:Jaypee Brothers
Medical Publishers (P) Ltd

RECOMENDED READINGS
1. Townsend, S. ( 2012).Sabiston’s Textbook of Surgery19th Ed.
2. Gardens,O. J.,Bradbury, A., Forsythe, W. J. & Parks, R. W. (2017). Principles and
Practice of Surgery 8th ed
3. King, M., Bewes, A.O, &Cairns J. (1987). Primary Surgery, Vol. 1 Non Trauma,
Vol. 2 Trauma.Nairobi: AMREF
4. McAninch, J. W. &Lue,T.F. (2020) Smith and Tanagho’s,General Urology, 19th
Ed., McGraw-Hill Professional – North America
5. Colman, B. H. (2017). Hall and Colman, Diseases of the Ear, Nose and Throat15th
Ed. London: Churchill Livingstone
6. Bhat, S. R. (2017).SRB’s Manual of Surgery,6th Ed. New Delhi:Jaypee Brothers
Medical Publishers (P) Ltd
7. Nema, H. V. &Nema, N. (2017). Textbook of ophthalmology, 8th Ed. New Delhi:
Jaypee Medical Publishers, Inc.

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MENTAL HEALTH AND PSYCHIATRY
COURSE CODE: MHPG 2515

RATIONALE

The course forms the basis for helping students understand the concepts in mental health and
psychiatry to enable them diagnose and treat clients with mental disorders in variety of settings.
AIM

To equip students with the knowledge; skills and attitudes to manage clients with mental
disorders

OBJECTIVES

At the end of this course the student should be able to

1.
Describe the historical background of psychiatry
2.
Discuss the concepts of normality and abnormality
3.
Explain the common terminologies used in psychiatry
4.
Describe common mental disorders
5.
Explain theories of aetiology of mental disorders
6.
Describe anxiety disorders
7.
Distinguish the different forms of anxiety disorders
8.
Describe behavioural syndromes associated with physiological disturbances
9.
Define mental retardation and the subtypes
10.
Describe the psychiatric aspects of epilepsy
11.
Demonstrate the ability to assess a patient with a mental disorder
12.
Diagnose a patient with mental disorder
13.
Discuss management of mental disorders using the bio-psychosocial model of care
14.
Explain community diagnosis
15.
Describe the preventive, promotive and rehabilitative models in community mental
health
16. Identify the role of non-governmental organization in the delivery of mental health
care
COMPETENCES

After this course the candidate should possess the following competences:

1. Distinguish normal and abnormal behaviour

2. Apply the common terms in psychiatry
3. Apply theories of aetiology of mental disorders

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 4. Classify common mental disorders
5. Identify symptoms of mental disorders
6. Diagnose psychiatry conditions
7. Take and record a detailed psychiatric history
8. Perform a full physical examination.
9. Perform a mental-state examination.
10. Interpret findings from the history, physical & mental-state examination
11. Formulate a provisional diagnosis and differential diagnosis.
12. Formulate a plan of investigation and demonstrate understanding of the processes
13. Demonstrate ability to apply the various treatment approaches for mental disorders
14. Provide feedback and enlist the patient’s participation in their care
15. Classify drugs used in the management of mental disorders
16. Manage conditions appropriately using the bio-psychosocial model
17. Plan and implement interventions
18. Document interventions and progress of client’s health status to facilitate
continuity of care
19. Communicate effectively with patients and caregivers
20. Refer cases beyond the scope of practice
21. Implement appropriate interventions in preventive, promotive and rehabilitative
activities in a culturally sensitive context
22. Collaborate with Non-Governmental Organizations in delivery of community
mental health services

COURSE CONTENT

UNIT 1: introduction
1.1 History of psychiatry
1.2 Concepts of normality versus abnormality
1.3 Bio psychosocial theory of aetiology and management of mental disorders
1.4 Classification and diagnostic criteria of mental disorders
1.5 Mental illness and the law in Zambia

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UNIT 2: Psychiatric signs and symptoms
2.1 Disorder of perception
2.2 Disorder of emotion
2.3 Disorder of Thought
2.4 Disorder of speech
2.5 Disorder of Memory
2.6 Motor disorder
2.7 Disorder of Consciousness
UNIT 3: Psychiatric interview
3.1 Psychiatric case history
3.2 Mental state examination
UNIT 4: Organic mental disorders
4.1 Acute organic mental disorder - Delirium
4.2 Subacute organic mental disorder -Dysmnesic syndrome
4.3 Chronic organic mental disorder - Dementia
4.5 Neuropsychiatric disorders due to
4.5.1 HIV and AIDS
4.5.2 Epilepsy
4.4 Disorders induced by use of alcohol
4.4.1 Alcohol intoxication
4.4.2 Alcohol dependence
4.4.3 Alcohol withdrawal
4.4.4 Alcohol induced amnestic syndrome
4.4.5 Alcoholic hallucinosis
4.4.6 Alcohol induced seizures
4.4.7 Alcohol induced affective disorders
4.4.8 Alcohol induced psychotic disorders
UNIT 5: Schizophrenia and other related psychotic disorders
5.1 Schizophrenia and types
5.2 Schizo-affective disorders
5.3 Delusional disorder

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 5.4 Schizophreniform disorder
5.5 Acute and Transient disorder
5.6 Residual schizophrenia
UNIT 6: Affective disorder
6.1 Depressive episodes
6.2 Bipolar affective disorders
6.2.1 Bipolar affective disorder I
6.2.2 Bipolar affective disorder II
6.3 Persistent mood disorders
6.3.1 Cyclothymia
6.3.2 Dysthymia
UNIT 7: Anxiety disorder
7.1 Generalised anxiety disorder
7.2 Panic disorder
7.3 Phobic anxiety disorder
7.4 Adjustment disorder
7.5 Obsessive compulsive disorder
7.6 Acute stress disorder
7.7 Posttraumatic stress disorder
7.8 Somatoform disorders
UNIT 8: Behavioural syndromes associated with physiology disturbances and physical
factors
8.1 Eating disorders
8.1.1 Anorexia nervosa
8.1.2 Bulimia nervosa
8.2 Non organic sleep disorders
8.2.1 Normal sleep cycle
8.2.2 Insomnias
8.2.3 Hypersomnias
8.2.4 Parasomnias
8.3 Sexual disorders

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 8.3.1 Normal sexual function
8.3.2 Dysfunction
8.3.3 Paraphilias (preferences)
8.3.4 Gender identity disorder
8.4 Mental and behavioural disorders in the puerperium
8.4.1 Postpartum anxiety disorder (baby blues)
8.4.2 Postpartum depression
8.4.3 Postpartum psychosis
UNIT 9: Mental retardation (intellectual disability)
9.1 Introduction
9.2 Risk factors
9.3 Mild mental retardation
9.4 Moderate mental retardation
9.5 Severe mental retardation
9.6 Profound mental retardation
9.7 Management of mental retardation
UNIT 10: Epilepsy
10.1 Review of types and classification of epilepsy
10.2 Psychiatric aspects of epilepsy
UNIT 11: Personality disorders
11.1 Definition of personality disorders
11.2 Paranoid personality
11.3 Schizoid personality
11.4 Antisocial (Dissocial) personality
11.5 Borderline personality
11.6 Histrionic personality
11.7 Anxious (avoidant) personality
11.8 Obsessive compulsive (Anankastic) personality
11.9 Dependent personality
11.10 Narcissistic personality

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UNIT 12: Community mental health
16.1 Description of community mental health
16.2 Common mental disorders in the community
16.3 Prevention models
16.4 Role of community mental health in primary health care
16.5 The role of non-governmental organizations (NGOs) in the delivery of mental
health care
UNIT 13: Psychotropic drugs
13.1 Define psychotropic drugs
13.2 Antipsychotic drugs
13.2.1 Atypical
13.2.2 Typical
13.3 Mood stabilisers
13.4 Antidepressants
13.5 Benzodiazepines
UNIT 14: Procedures
14.1 History Taking
14.2 Diagnostic interview
14.3 Mental State Examination
14.4 Physical Examination
14.5 Clinical Presentation
14.6 Psycho-education
14.7 Admission of patients
14.8 Discharge of patients
14.9 Reviewing of Patients
14.10 Community Diagnosis
14.11 Sensitization (Health Talks)
14.12 Home Visit
TEACHING METHODS AND CONTACT HOURS

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 Teaching method Number of hours Number of weeks Total hours
per week
Lectures 2 29 58
Skills lab 1 29 29
Tutorials 1 29 29
Seminars 1 29 29
Clinical placement 8 3 24
Self-study 2 32 64
TOTAL 204

ASSESSMENT METHODS

Continuous Assessment = 40%

Written tests (2) = 20%
Assignment (1) = 10%
OSCE = 10%

End Semester Examination = 60%

Written = 40%
OSCE = 20 %

PRESCRIBED TEXTBOOKS

1. Harrison, P., Cowen, P., Burns, T. & Fazel, M. (2018). Shorter Oxford Textbook of
Psychiatry (7th ed). Oxford: Oxford University Press.
2. Sadock, B., Sadock, V., and Ruiz, R (2017). Kaplan and Sadock’s Comprehensive
Textbook of Psychiatry (2 Volume Set). Lippincott Williams and Wilkins. ISBN-13:
978-1451100471, ISBN-10: 1451100477
3. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of
Mental Disorders (5th Ed). Washington, DC: American Psychiatric Association
Press.
4. World Health Organization (2010). ICD 10 Classification of Mental and Behavioural
Disorders. Oxford: Oxford University Press
REFERENCE BOOKS

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 1. Semple, D. & Smyth, R. (2013). Oxford handbook of psychiatry. Oxford: Oxford
University Press
2. Gelder, M., Mayou, R., Harrison, P. & Cowen, P. (2013). Oxford Textbook of
Psychiatry. Oxford: Oxford University Press
3. Sadock, B. J. & Sadock, V. A. (2015). Kaplan and Sadock’s Comprehensive
Textbook of Psychiatry (2 volumes). London: Lippincott Williams & Wilkins.

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PUBLIC HEALTH CARE
COURSE CODE: PHCG 2615
RATIONALE
The knowledge acquired will help to learners to understand the health problems in the
community and how they can be managed through public health interventions.

AIM
Equip students with knowledge, attitudes and skills on basic concepts and principles of
community health and health Promotion

OBJECTIVES
At the end of this course the student should be able to
1. Describe common health problems in the community.
2. Identify health priorities in the community by carrying out research
3. Demonstrate skills on planning community health services
4. Apply control interventions for community health problems
5. Discuss concepts and principles of primary health care
6. Demonstrate skills to collaborate with stakeholders in carrying out community
health activities
7. Describe health promotion
8. Demonstrate ability to utilise strategies of health promotion in carrying out
community health activities
9. Demonstrate ability to provide health education in the community.
10. Differentiate between Health Promotion and Health Education.
11. Demonstrate ability to apply group dynamic skills in working with the community.
12. Discuss project planning and management.
13. Demonstrate ability to plan health promotion programmes in collaboration with
stakeholders.
14. Demonstrate ability to implement health promotion activities
COMPETENCES
1. Carry out simple research in the community
2. Calculate epidemiological rates

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 3. Mobilise the community members
4. Plan for community health programmes
5. Carry out community health services
6. Conduct community sensitisation activities
7. Participate in school health programmes
8. Facilitate provision of safe water and sanitation.
9. Carry out expanded immunisation programme
10. Treat common health problems
11. Document all community health activities
12. Coordinate with other stakeholders in community health programmes
13. Conduct research
14. Analyse research findings
15. Write community diagnosis report
16. Identify, plan and implement health promotion activities.
17. Network with stakeholders in promoting health.
18. Use health education principles in communicating with the community.
19. Write project proposals to enhance health promotion activities.
20. Apply health promotion ethics when carrying out health activities.
21. Identify and address gender health related problems.
22. Carry out health promotion activities with a gender perspective

CONTENT
UNIT 1: Introduction to Epidemiology
1.1 Concept of Epidemiology
1.2 Definitions of terms used in epidemiology
1.4 Objectives of epidemiology
UNIT 2: Natural History of Diseases
2.1 Epidemics
2.1.1 Definition
2.1.2 Speed of spread
2.1.3 Prevalence

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 2.1.4 Mode of transmission
2.1.5 Management and control of epidemics
2.2 Levels of disease prevention
2.2.1 Primary prevention
2.2.2 Secondary prevention
2.2.3 Tertiary prevention
2.3 Types of epidemics
2.4 Steps in epidemic investigation
UNIT 3: Screening Tests
3.1 Validity
3.2 Reliability
3.3 Sensitivity/specificity
3.4 Predictive Value
UNIT 4: Epidemiological Calculations
4.1 Rates and ratios
4.2 Measures of central tendency
4.2.1 Mean
4.2.2 Mode
4.2.3 Median
4.3 Morbidity rates/ratios
4.4 Incidence rate
4.5 Prevalence rate
4.6 Case fatality rate
4.7 Crude birth rate
4.8 Crude death rate
4.9 Infant mortality rate
4.10 Fertility rate
4.11 Child mortality rate
4.12 Maternal mortality rate
4.13 Cause specific mortality rate

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UNIT 5: Integrated Disease Surveillance
5.1 Surveillance
5.1.1 Definition
5.1.2 Objectives
5.1.3 Types of surveillance
5.2 Notifiable diseases
5.2.1 Infectious diseases
5.2.2 Non-infectious diseases
5.3 Epidemic investigations
UNIT 6: Introduction to Demography
6.1 Demography
6.1.1 Definition
6.1.2 Objectives
6.2 Population distribution
6.3 Population pyramid
6.4 Census
6.4.1 Types of census
6.4.2 Population growth
UNIT 7: Introduction to Applied Research
7.1 Definition of Research
7.2 Selecting research topic
7.3 Problem Statement and Justification
7.4 Literature review
7.5 Hypothesis and objectives
7.6 Identification of variables
7.9 Methodology
7.9.1 Sampling and sample size determination
7.9.2 Data collection tools /techniques
7.9.3 Pilot study
7.10 Data collection
7.11 Data Processing

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 7.12 Analysis
7.13 Interpretation
7.14 Reporting
7.15 Dissemination
UNIT 8: Introduction to Primary Health Care
8.1 Definition
8.2 Concept of PHC
8.3 Objectives
8.3 Types of PHC
8.4 Principles of PHC
8.5 Elements of PHC
8.6 Ethical issues in community health
8.7 Primary health care in Zambia
8.7.1 Organisation of health services in Zambia
8.7.2 PHC Programmes
8.7.2.1 School health services
8.7.2.2 Expanded programme of immunisation
8.7.2.3 Water and sanitation
8.7.2.4 Food safety
UNIT 9: Community Health Workers
9.1 Definition
9.2 Objectives
9.3 Types of community health workers
9.4 Selection of community health workers
9.5 Training of community health workers
UNIT 10: Community Diagnosis
10.1 Definition
10.2 Purpose of community diagnosis
10.3 Tools used in community diagnosis
10.4 Steps for conducting community diagnosis.
10.5 Community diagnosis report

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UNIT 11. Health as A Concept
11.1 Definition of Health
11.2 Dimension of Health
11.3 Determinants of Health
11.4 Description of a healthy (person, family, community, nation)
UNIT 12: Health promotion as a concept
12.1 Definition of Health promotion
12.2 The Historical Perspective of Health Promotion
12.2.1 Marc Lalonde
12.2.2 Health promotion conferences
12.3 Health Promotion Terms
12.3.1 Social class
12.3.2 Equity
12.3.3 Lifestyle
12.3.4 Stigma and Discrimination
12.4 Strategies of Health Promotion
12.5 Principles (Core Values) of Health Promotion
12.6. Classic examples of Health Promotion
UNIT 13: Communication in Health Promotion
13.1 Defining communication
13.2 Types of communication
13.3 Barriers to communication
13.4 Channels of communication
UNIT 14: Working with Groups
14.1 Definition of group
14.2 Group dynamics
14.3 Leadership
14.4 Qualities of a leader
14.5 Types of leadership
UNIT 15: Basics of Project Planning and Management
15.1 Definition of project

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 15.2 Characteristics of project
15.3 Common terms used in the project
15.4 Project life cycle
15.5 Project proposal writing
UNIT 16: Theories and Practice of Health Education
16.1 Define Health Education
16.2 Specialized terms of Health Education
16.3 Paulo Freire and John Dewey ‘s theories of learning
16.4 Lesson planning
UNIT 17: Ethical Issues In Health Promotion
17.1 Selflessness
17.2 Integrity
17.3 Beneficence
17.4 Respect to life
17.5 Confidentiality and privacy
17.6 Professional Competence
UNIT 18: Gender and Health
18.1 Gender as a concept
18.2 Difference between Gender and Sex
18.3 Roles and Responsibilities
18.4 Common gender health problems
UNIT 19: Emerging Health Related Issues
19.1 Stress at work
19.2 HIV and AIDS
19.3 Women violence
19.4 Alcohol and health
19.5 Children’s Rights
19.6 Prostitution
19.7 Streetism
19.8 Road Traffic Accidents
19.9 Early Marriages

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 19.10 Old age
UNIT 20: Role of Civil Society and NGOS In Promoting Health
20.1 Defining of NGOs
20.2 Classification of NGOs
20.3 Advantages and Disadvantages of NGOs
20.4 NGO Act
20.5 Health activities of NGOs

TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 2 29 58
Skills Lab 1 29 29
Community Diagnosis 20 2 40
Seminars 1 29 29
Self-study 1.5 32 48
TOTAL 146

ASSESSMENT METHODS

Continuous Assessment = 40%

Assignments 10%
Research Group proposal 10%
Tests 20%

End Semester Examination = 60%

Written = 40%
Community diagnosis practical report 20%

NOTE:
• A student who does not submit community diagnosis practicum report fails external
progression examination%

• Community diagnosis practical should be conducted at the end of Community medicine

course.
2020 Page 144
 • Bound community diagnosis report should be submitted a week before sitting before
the final UNZA examination.
• A student who does not submit community diagnosis practicum report fails external
progression examination
PRESCRIBED TEXTBOOKS
1. Cowley , (2017). Community Public Health in Policy and Practice, 3rd edition.
London: Elsevier Ltd.
2. Wood, C. (2016). Community Health. Nairobi: The African Medical and Research
Foundation.
3. Gauch, N. (2017). Community Medicine & Public Health, Pakistan
4. Edelman, C.L.,Mandle, C.L.& Kudzma, E.C. (2013).Health Promotion throughout
the lifespan. Philadelphia: Elsevier.
5. Kothari,C. R. (2004). Research methodology methods and techniques. New Delhi:
New Age International (P) Limited Publishers
RECOMMENDED READINGS
1. Hubley, J. (2008). Communicating Health. Oxford: Macmillan Publisher.
2. Laverack, G. (2004). Health Promotion Practice (Power and Empowerment).
London, SAGE Publication
3. Naidoo, J. &Wills, J. (2018) Health Promotion and Sociology Practice. London,
Baillier Tindall.
4. SeedHouse, D. (1997).Health Promotion, Philosophy, Prejudice and Practice.
Chichester: Willy.
5. AMREF (1996) Communicable Diseases, 2nd edition, A Manual for Primary
Health Workers, Rural Series 7, AMREF, Nairobi 1993.
6. 2. Barrachough S (2007). Analysing Health Policy: A problem oriented
Approach. Philadelphia: Elsevier
7. Beaglehole R., Bonita R. and Kjellstrom T. (1997) Basic Epidemiology. Geneva:
WHO.
8. Vaughan, J. P. & Morrow, R. H. (1999). Manual of Epidemiology for District
Health Management.Geneva: WHO.

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 9. Wearner D. and Brown B. (2000). Helping health workers learn.Berkely:
Hesperion Foundation.
10. WHO (1983). Education for health: A manual for Primary Health Care Workers,
WHO, Geneva.
11. Wood C. H and Vaughan J. P, de Glanville H. (1995). Community Health, Rural
Health Series 12. Nairobi: AMREF.
12. Naidoo,J.(2010). Developing Practice for Public Health and Health Promotion.
London: Elsevier
13. James, M., Robert, P. &Jerome, E. (2008). Introduction to Community Health. (6th
edition). Jones and Barlett Learning. Amazon
14. Mcdonald,J. (1994). Primary health care medicine in its place.
15. Naidoo, J.& Wills, J. (2005). Public health and health promotion developing
practice. London: Bailliere
16. Allender, J.,Rector, C. & Warner, K. (2013). Community and public health
nursing: Promoting public’s health. Amazon.

PHARMACOLOGY& THERAPEUTICS
COURSE CODE: PGYG 2715
RATIONALE
This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in pharmacokinetics and pharmacodynamics, dosages, indications, mode of action,
contraindications and side effects of drugs.
AIM
Equip students with basic principles of pharmacology for appropriate clinical use of medicines.
OBJECTIVES
At the end of this course the student should be able to
1. Define terminologies used in pharmacology
2. Explain the metabolism and excretion of drugs
3. Describe principles of drug use

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 4. Describe adverse drug reactions
5. Explain the mechanisms of action of antimicrobial agents
6. Describe mechanisms of action of drugs acting on the Respiratory system
COMPETENCES
1. Describe drug metabolism and excretion
2. Demonstrate understanding of principles of drug use
3. Recognize and manage adverse effects of drugs
4. Appropriate use of antimicrobial agents
5. Describe therapeutic uses of drugs according to their indications
6. Make accurate pharmacological calculations
7. Utilize the Essential Drugs List and the Zambia National Formulary
UNIT 1: Pharmacological Management of Anaemia
2.1 Sickle cell anemia
2.2 Iron deficiency anemia
2.3 Aplastic anemia
2.4 Other anaemias
UNIT 2: Drugs Acting on The Skin
2.1 Acne
2.2 Psoriasis
2.3 Eczema
2.4 Antipruritics, Scabicides and Pediculicides
UNIT 3: Gastrointestinal Tract
3.1 Drugs for Peptic Ulcer
3.2 H2 Receptor blockers
3.3 Proton pump inhibitors
3.4 Antacids
3.5 Laxatives
3.6 Anti-emetics and emetics drugs
3.7 Antispasmodics
UNIT 4: Endocrine System
4.1. Drugs used in Diabetes Mellitus and hypoglycaemia

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 4.2. Anti-thyroid drugs
UNIT 5: Nervous System
5.1 The Central Nervous System
5.1.1 Analgesics and Corticosteroids
5.1.1.1 NSAIDs
5.1.1.2 Opioids
5.1.1.3 Pharmacological management of neuropathic pain
5.1.1.4 Corticosteroids
5.1.2 Pharmacological Management of Arthritis and Gout
5.1.3 Anaesthetics
5.1.3.1 Local anaesthetics
5.1.3.2 General anaesthetics
5.1.4 Antiepileptics
5.2 Autonomic Nervous System
5.2.1 Drugs acting on adrenoceptors
5.2.2 Drugs acting on cholinoceptors
UNIT 6: Drugs Acting on The Eye
6.1 Anti – infective Agents
6.1.1 Ointments
6.1.2 Eye drops
6.2 Anti – inflammatory Agents
6.2.1 Corticosteroids
6.2.2 NSAIDs Preparations
6.2.3 Anti – histamines
6.3 Anti – Glaucoma Agents
6.4 Mydriatics
6.5 Local Anaesthetics
UNIT 7: Drugs Used in Obstetrics and Gynaecology
7.1 Contraceptives
7.1 Uterine Stimulants
7.2 Tocolytics

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 7.3 Induction of Labour
7.4 Termination of Pregnancy
7.5 Suppression of Lactation
7.6 Management of Pre-eclampsia and Eclampsia
TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours per Number of weeks Total hours

week
Lectures 1 29 29
Skills Lab 1 29 29
Seminars 1 29 29
Self-study 1 32 32
TOTAL 90

ASSESSMENT METHODS

Continuous Assessment = 40%

Assignments 10%
2 Tests 30%

End Semester Examination = 60%

Written = 40%
OSCE 20%

PRESCRIBED TEXTBOOKS
1. Rang H. P et al. (2019) Rang and Dale Pharmacology 9th Edition, Elservier.
2. Bennett P.N, Brown M.J, Sharma P. (2012). Clinical Pharmacology 11th Edition,
Churchill Livingstone, London
3. Katzung B.G (2017) Basic and Clinical Pharmacology 14th Edition. McGraw-Hill
Education
4. Woodrow R, Colbert B. (2018). Essential Pharmacology for Health Professionals,
8th Edition; Cengage Learning,
RECOMMENDED READINGS

2020 Page 149

 1. Brunton L.L, Knollmann B.C (2017) Goodman and Gilman’s Pharmacological
Basis of Therapeutics, 13th Edition, McGraw – Hill education.
2. Boarder M, Navti P, Newby D (2017) Pharmacology for Pharmacy and the Health
Sciences: A Patient – centred Approach(2nd Ed), Oxford University Press, USA
3. Wells B, DiPiro J, Schwinghammer T, DiPiro C (2017) Pharmacotherapy
Handbook, 10th Edition, McGraw – Hill
4. Rees A.J, Smith I, Smith B (2015) Introduction to Pharmaceutical Calculations, 4rd
Edition, Pharmaceutical Press
5. BNF 78 (British National Formulary) (2019) 78th Revised Edition by Joint
Formulary Committee
6. Zambia National Formulary
7. Ministry of Health Standard Treatment Guidelines

Year 3 Courses
No Course code Course name Course status
1 Half
HSME 3615
Health System Management and Entrepreneurship
2 Full
OBGY 3420
Obstetrics and Gynaecology Clerkship
3 Full
MEDG 3120
Internal Medicine clerkship
4 Full
PEDG 3220
Paediatrics and Child Health clerkship
5 Full
SURG 3320
Surgery clerkship
6 Full
MHPG 3520
Mental health and Psychiatry clerkship

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HEALTH SYSTEMS MANAGEMENT AND ENTERPRNUERSHIP
COURSE CODE: HSME 325
COURSE RATIONALE

The course will equip the students with the knowledge, skills and attitudes relevant in the
management of health systems in both private and public primary health facilities. Additionally,
the course will provide the students with entrepreneurial skills applicable in their general
medicine practice in Zambia and beyond. The students will further appreciate their
administrative roles including resource management.

COURSE AIM

The aim of the course is to provide students with entrepreneurial acumen and skills in
management and administration of health facilities.

COURSE OBJECTIVES

At the end of this course, students should be able to:

1. Describe Management and entrepreneurship
2. Explain management functions and their application in entrepreneurship.
3. Identify the importance and functions of meetings
4. Explain Team building

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 5. Describe the main leadership approaches, functions, entrepreneurship and
leadership styles
6. Describe change management
7. Describe health Management Information system in Zambia
8. Demonstrate knowledge in HMIS and Smart Care Software for Health
Management
COURSE COMPETENCES
On successful completion of this course, a student should be able to:
1. Defines concept of leadership/management and entrepreneurship.
2. is able to Create an enterprise
3. Applies key management functions
4. is able to Conduct meetings
5. Works in a multidisciplinary environment
6. Applies theories of motivation
7. Performs leadership/supervision functions
8. Initiate change
9. Utilise HMIS and Smart Care Software for Health Management
COURSE CONTENT

UNIT 1: Management Skills

1.1 Definition of management
1.2 Management and leadership functions
1.2.1 Planning
1.2.2 Organising
1.2.3 Commanding
1.2.4 Coordinating
1.2.5 Controlling
1.2.6 Delegation
1.2.7 Decision making
1.2.8 Budgeting
1.2.9 Communication
1.2.10 Implementing

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 1.2.11 Evaluation
1.2.12 Supervision
1.2.13 Motivation
1.2.14 Advocacy
UNIT 2: Meetings in Relation to Health
2.1 Managing meetings
2.1.1 Types of meeting in health
2.1.2 Benefits of meetings
2.1.3 Functions of meetings
2.1.4 Elements of effective meetings
2.1.5 Chairpersons authority
2.1.6 Common problems of meetings
UNIT 3: Team Management
3.1 Definition
3.2 Characteristics of a team/group
UNIT 4: Theories of Motivation
4.1 Abraham Maslow’s Hierarchy of needs
4.2 Douglas McGregor Theory “X” Theory “Y”
UNIT 5: Theories of Management/Leadership, Its Application to Health
5.1 Fredrick Taylor – Scientific Management
5.2 Henry Fayol principles of management
UNIT 6: Leadership
6.1 Definition
6.2 Major theories
6.3 Overview of Leadership approaches
6.4 Conventional Traits and styles in leadership
UNIT 7: Resource Management
7.1 Human
7.2 Material
7.3 Financial
7.4 Time Management

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UNIT 8: Change Management
8.1 Definition
8.2 Factors contributing to accepting change
8.3 Resistance to change
UNIT 9: Performance Appraisal
9.1 Definitions
9.2 Types of appraisals
9.3 Benefits of appraisals
9.4 Tools used in appraising
9.5 Application of performance appraisal to entrepreneurship.
9.6 Self-employment, policy, HPCZ and legislature in private practice.
UNIT 10: Conflict Management
10.1 Introduction
10.2 Exploring organisation culture
10.3 Types of organisation culture
10.4 Evaluation concept of culture
UNIT 11: Discipline
11.1 Definition
11.2 Grievance procedure
11.3 Disciplinary procedure`
11.4 Disciplinary code and procedure for handling offenses
11.5 Conduct at place of work and in the community, /compare with Ethics
UNIT 12: Health Management Information Systems
12.1 Definition
12.2 Types
12.3 Zambian HMIS
12.4 SmartCare
12.5 Data and information
12.5.1 Qualities/characteristics of data
12.5.2 Levels of Management Information
UNIT 13: Entrepreneurial Concepts

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 13.1 Principles and Concepts of Entrepreneurship
13.2 Economic trends in Zambia
13.3 Government policy on enterprise development
13.4 Developing self-motivation
13.5 Developing business opportunities and innovativeness
13.6 Networking for enterprise development
13.7 Effective business communication
13.8 Managerial and leadership skills in an enterprise
13.9 Management of finances
13.10 Business records and basic accounting
13.11 Enterprise and technology
13.12 Business ethics and values in managing an enterprise
13.13 Business Plan / project
13.14 Starting your business
13.15 Procedures for formalizing an enterprise
13.16 Resource mobilization
13.17 Productivity and management
TEACHING METHODS
Block Lectures
Demonstrations
Group Discussion
Role plays
Skills Lab (HMIS and SmartCare)
Teaching Methods and Notional hours
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 30 4 120
Tutorial 2 7 14
Seminars 2 7 14
Self-study 1 32 32
TOTAL 164

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ASSESSMENT METHODS

Continuous Assessment 40%

Written Test 1 20%
Assignments 1 10%
HMIS/Smart Care Lab 10%
End semester Exam 60%
Written Examination 40%
Practical/viva 10%
OSPE 10%
PRESCRIBED TEXTBOOKS

1. Reichard, C., (2020): Happy Employees lead to happy sales; Newman’s springs
publishers, New Jersey.
2. Reubenstein, D, M., (2020): How to lead, Wisdom from the World’s Greatest
CEOs,Founders and Game changers, New York Times, New York.
3. HoH D.H. (2000).Management Principles and Practice. New Jersey, Prentice Hall
Inc. P.465-489
RECOMMENDED READINGS

1. Cole A. (2002).Personnel and Human Resource Management. London: Book

Power
2. Handy. C. B. (2000). Understanding Organisations. Oxford: Oxford
University Press
3. Armstrong M., (2008). A Handbook of Human Resource Management Practice
(9th Edition). London: Kogan Page
4. Lucey, T. (2001). Management Information Systems. DPP
5. MoH Zambia (2008).HMIS Procedure Manual. MoH
6. MoH Zambia (2011). SmartCare Essentials. MoH
7. MoH Zambia (2011).Smart Care Job Aids. MoH

2020 Page 156

PAEDIATRICS AND CHILDHEALTH CLERKSHIP
COURSE CODE: PAED 320
RATIONALE

This is the final year of training for the Clinical Officer in Paediatrics. The Clinical Officer must
be trained adequately to screen and assess paediatric patients at the first level health facility
which is the entry point into health care for the majority of the population. These facilities
include:
• Clinics
• Rural and urban health centers
• MCH centers
• Outpatient departments of hospitals

A failure to assess paediatric patients adequately can lead to increased morbidity and mortality
in these patients.

AIM

Equip students with the knowledge and skills necessary for the management of common
diseases and conditions in Paediatrics

OBJECTIVES

At the end of this course the student should be able to

1. Take a comprehensive Paediatric history

2. Perform a physical examination in Neonates and Older children
3. Identify signs and symptoms of common Paediatric conditions
4. Order and interpret investigations
5. Diagnose Paediatric conditions
6. Manage Paediatric conditions
7. Refer Paediatric conditions to appropriate levels timely
8. Manage Mother and Child Health services

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COMPETENCES

1. Take a comprehensive Paediatric history

2. Perform a physical examination in Paediatrics.
3. Diagnose Paediatric conditions
4. Order and interpret investigations
5. Recognize and manage emergencies in Neonates
6. Manage Paediatric conditions
7. Collect and utilize health information in order to provide preventive, promotive,and
rehabilitative services
8. Refer Paediatric conditions to appropriate levels
9. Interpret under five children’s clinic card
10. Identify abnormalities concerning growth and development of children
11. Conduct vaccinations that are in the immunization schedule
CONTENT

UNIT 1: Integrated Management of Childhood Illnesses (IMCI)

1.1 Module 1 – Introduction to integrated management of childhood illnesses
1.2 Module 2 – Assess And Classify The Sick Child Aged 2 Months To 5 Years
1.3 Module 3 - Identify Treatment
1.4 Module 4 – Treat the Child
1.5 Module 5 - Counsel the Caretaker
1.6 Module 6 - Management of the Sick Young Infant Aged 1 Week To two Months
UNIT 2: Intoxication /Poisoning and Treatment
2.1 History taking and Examination
2.2 Organophosphates
2.3 Paracetamol
2.4 Carbon monoxide
2.5 Paraffin
UNIT 3: HIV and AIDS
3.1 History taking and Examination
3.2 WHO Staging
3.3 Opportunistic Infections

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 3.3 Management
UNIT 4: Dermatology and Treatment
4.1 Terminology of Various Rashes
4.2 Chicken pox
4.3 Ring worm
4.4 Herpes Zoster
4.5 Scabies
4.6 Warts
4.7 Viral Rash
UNIT 5: Gastro-Intestinal System
5.1 History and Examination Of System
5.2 Dehydration
5.2.1 Assessment
5.2.2 Classification
5.2.1 Management
5.3 Common Diarrheal Diseases, Causes, Classification, Complications And Treatment
5.3.1 Acute Watery Diarrohea
5.3.2 Acute Bloody Diarrohea
5.3.3 Persistent Diarrohea
5.3.4 Role of Zinc
5.3.5 Non-Infective Diarrohea
5.4 Oral Conditions
5.4.1 Oral Candidiasis and Treatment
5.4.2 Cancrum Oris And Treatment
5.4.3 Apthous ulcers
5.5 Parasitic infestations
5.6.1 Ankylostomiasis
5.6.2 Strongyloidiasis
5.6.3 Ascariasis
5.6.4 Enterobiasis

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 5.6 Presentation, Common Causes, Consequences, And Treatment of Selected Vitamin
and Mineral Deficiencies
5.6.1 Vitamin A
5.6.2 Vitamin B1
5.6.3 Vitamin B3 (Niacin)
5.6.4 Vitamin B6
5.6.5 Vitamin B2
5.6.6 Vitamin C
5.6.7 Vitamin D
5.6.8 Vitamin E
5.6.9 Vitamin K
5.6.10 Folic Acid
5.6.11 Zinc
5.6.12 Calcium
5.6.13 Iron
UNIT 6: Genital-Urinary System
6.1 Recognising Nephritic Syndrome
6.1.1 Aetiology
6.1.2 Investigations
6.1.3 Diagnosis
6.1.4 Treatment
6.2 Recognising Nephrotic Syndrome
6.2.1 Aetiology
6.2.1 Investigations
6.2.2 Diagnosis
6.2.3 Treatment
6.3 Recognising Urinary tract infections
6.3.1 Aetiology
6.3.2 Investigations
6.3.3 Diagnosis
6.3.4 Treatment

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 6.4 Recognising Schistosomiasis Haematobium
6.4.1 Aetiology
6.4.2 Investigations
6.4.3 Diagnosis
6.4.4 Treatment
6.5 Recognising Renal Failure
6.5.1 Aetiology
6.5.2 Diagnosis
6.5.3 Investigations
6.5.4 Diagnosis
6.5.5 Treatment
UNIT 7: Cardiovascular System
7.1 History taking and examination
7.2 Congenital heart diseases
7.2.1 Cyanotic: Tetralogy Of Fallot And Primary Treatment
7.2.2 Acyanotic: Patent Ductus Arteriosus, And Ventricular Septal Defect And
Primary Treatment
7.3 Rheumatic fever and Rheumatic Heart Disease And Primary Treatment
UNIT 8: Respiratory System
8.1 History taking and Examination
8.2 Management, Diagnosis And Treatment Of Upper Respiratory Tract Infections
8.2.1 Coryza And Other Nomenclature
8.2.2 Tonsillitis
8.2.3 Otitis Media
8.2.4 Epiglotitis
8.2.5 Laryngo-tracheo-bronchitis (Croup)
8.3 Management, Diagnosis, Complications And Treatment Of Lower Respiratory
Tract Infections
8.3.1 Bronchiolitis
8.3.2 Pertussis
8.3.3 Pneumonias

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 8.3.4 Asthma
8.3.5 Tuberculosis
UNIT 9: Central Nervous System
9.1 History Taking and Examination
9.2 Meningitis
9.2.1 Investigations
9.2.2 Diagnosis
9.2.3 Treatment
9.3 Cerebral Palsy
9.3.1 Investigations
9.3.2 Diagnosis
9.3.3 Treatment
9.4 Convulsions
9.4.1 Febrile Convulsions
9.4.2 Classification
9.4.3 Investigations
9.5.4 Diagnosis
9.5.5 Treatment
9.5 Epilepsy
9.5.1 Classification
9.5.2 Investigations
9.5.3 Diagnosis
9.5.4 Treatment
9.6 The Unconscious Child
9.6.1 GCS In Paediatrics
9.6.2 Classification
9.6.3 Investigations
9.6.4 Diagnosis
9.6.5 Treatment
UNIT 10: Childhood Neoplasms
10.1 Presentation, Aetiology and Investigations

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 10.1.1 Nephroblastoma
10.1.2 Neuroblastoma
10.1.3 Retinoblastoma
UNIT 11: Endocrine Disorders
11.1 Presentation, Aetiology, Investigation And Treatment

11.1.1 Diabetes Keto Acidosis

11.1.1.2 Presentation

11.1.1.3 Classification

11.1.1.4 Investigation

11.1.1.5 Diagnosis

11.1.1.6 Management at Health Center

11.1.2 Hypothyroidism

11.1.2.1 Presentation

11.1.2.2 Classification

11.1.2.3 Investigations

11.1.2.4 Diagnosis

11.1.2..5 Management At Health Centre

UNIT 12: Lymphomas

12.1 Difference Between Hodgkin’s and non-Hodgkin’s

12.2 Burkitt’s Lymphoma

12.2.1 Presentation

12.2.2 Classification

12.2.3 Investigations

12.2.4 Diagnosis

12.2.5 Management at Health Centre

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UNIT 13: Diseases of Blood and Lymphatics
13.1 Anaemias
13.1.1 Sickle Cell Anaemia
13.1.1.1 Presentation
13.1.1.2 Classification
13.1.1.3 Investigations
13.1.1.4 Diagnosis
13.1.1.5 Management at Health Centre
13.1.2 Sickle Cell Trait
13.1.2.1 Presentation
13.1.2.2 Investigations
13.1.2.3 Diagnosis
13.1.2.4 Management at Health Centre
13.1.3 Sickle Cell Disease
13.1.3.1 Presentation
13.1.3.2 Investigations
13.1.3.3 Diagnosis
13.1.3.4 Management at Health Centre
13.2 Bleeding Disorders
13.2.1 Haemophilia
13.2.1.1 Presentation
13.2.1.2 Classification
13.2.1.3 Investigations
13.2.1.4 Diagnosis
13.2.1.5 Management at Health Centre
13.2.2 Epistaxis
13.2.2.1 Presentation
13.2.2.2 Classification
13.2.2.3 Investigations
13.2.2.4 Diagnosis
13.2.2.5 Management at Health Centre

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 13.2.3 Thrombocytopenia
13.2.3.1 Presentation
13.2.3.2 Classification
13.2.3.3 Investigations
13.2.3.4 Diagnosis
13.2.3.5 Management at Health Centre
13.2.4 Leukaemias In Paediatrics
13.2.4.1 Presentation
13.2.4.2 Classification
13.2.4.3 Investigations
13.2.4.4 Diagnosis
13.2.4.5 Management At Health Centre
UNIT 14: CHILD HEALTH SERVICES
14.1 Growth Monitoring
14.2 Immunization schedule
14.2.1 Routes of Immunisation
14.2.2 Indications for Immunisation
14.2.3 Absolute and Relative Contraindications of Immunisation
14.2.4 Under 5 Card
14.3 Nutrition Rehabilitation
UNIT 15: Neonatology
15.1 Examination of The New Born
15.1.1 Assessment of the new born
15.1.2 Congenital abnormalities
15.2 Emergencies of the new-born
15.2.1. Birth asphyxia
15.2.2 Respiratory distress syndrome
15.2.3 Hypoglycaemia
15.2.4 Hypothermia
15.3 Neonatal jaundice
15.1 Physiological

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 15.2 Pathological
15.3 Biliary atresia
15.4 Kernicterus
15.4 Abnormalities of birth weight
15.4.1 Low birth weight
15.4.2 Prematurity
15.4.3 Small for Gestation Age (SGA)
15.4.4 Large for dates
15.5 Haemorrhagic conditions of the new-born
15.5.1 Vitamin K deficiency
15.6 Birth injuries
15.6.1 Cephalo- Haematoma
15.6.2 Peripheral nerve injuries
15.6.3 Fractures
15.6.4 Caput succedaneum
15.7 Congenital malformations
15.7.1 Cleft palate/lip
15.7.2 Imperforate anus
15.7.3 Microcephaly
15.7.4 Hydrocephalus
15.7.3 Meningocele
15.7.4 Spinal bifida
15.7.5 Polydactyl
15.7.6 Talipes
15.8 Infections in the new-born
15.8.1 Septicaemia
15.8.2 Meningitis
15.8.3 Neonatal tetanus
15.8.4 Umbilical infection
15.8.5 STIs: Ophthalmia Neonatorum,
15.8.6 Syphilis

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 15.8.7 Skin infections
15.8.8 Thrush
Teaching and Notional hours

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 6 3 18
Skills lab 2 6 12
Tutorials 2 9 18
Seminars 2 9 18
Clinical placement 30 6 180
Self-study 4 32 108
TOTAL 374

CLINICAL TEACHING METHODS

Bedside Presentation: 3 hours per week
Tutorials/Seminars: 2 hours per week
Demonstrations: 5 hours per week
Practical: 20 hours per week

ASSESSMENT METHODS
Continuous Assessment = 40%
End of Rotation Test = 10%
Hospital Placement test = 20%
Log book = 10%
Final examination = 60%
Writtenexamination = 40%
OSCE = 20%

PRESCRIBED READINGS

2020 Page 167

 1. Behrman R. E., Kliegman R. M., &Jenson H. B. (2020). Nelson’s Textbook of
Paediatrics, 21st Ed. Elsevier Inc, Philadelphia USA.
2. Paul V K, Bagga A. (2016). Essential Paediatrics, 23th Ed. CBS Publishers, India
3. Marcdante, K et al. (2012). Nelson essentials of paediatrics, 22th Edition.
Philadelphia: Saunders Elsevier.

RECOMMENDED READINGS

1. Dawn L.G.M., Nancy.B.S (2016).Pediatrics Primary Care,(6rd Edi). London: The

English Language Book Society and Edward Arnold Publishers.

2. Hendricke, R.G., Barr, D.G.&Mattews T. (2016). Paediatrics in the

Tropics,1stEdition. London: Blackwell Scientific Publications

3. Sidewell, U. (2011).Easy paediatrics. London: Holdder

2020 Page 168

OBSTETRICS AND GYNAECOLOGY CLERKSHIP
COURSE CODE: OBGY 320
COURSE RATIONALE
Obstetrics and Gynaecology is a specialized branch of medicine that deals with care of women
and fetus during pregnancy and childbirth as well as the diagnosis and treatment of diseases of
the female reproductive organs. This specialty therefore combines medicine and surgery.

COURSE OBJECTIVES
1. Demonstrate ability to take a gynaecological and obstetric history
2. Demonstrate knowledge of clinical examination of the gynaecological and obstetric
patient.
3. To identify, initiate, and interpret laboratory and bedside investigations required to
make a diagnosis and manage the obstetric conditions.
4. To apply evidence-based clinical obstetrics and gynaecological practice and basic
technical skills.
COURSE COMPETENCES
On successful completion of the clerkship, students should be able to:

1. Take a comprehensive obstetric and gynaecological history.

2. Perform a comprehensive obstetric and gynaecological examination.
3. Identify various instruments used in gynaecological obstetrics operations.
4. Manage intra, pre and post-operative gynaecological obstetrics patient.
5. Manage new born babies before being referred to the paediatric units
6. Observe and implement strict infection prevention guideline
COURSE CONTENT

UNIT 1: Hospital Orientation/Infection Prevent (Week One)

1.1 Hospital Orientation
1.2 Infection prevention
1.3 Obstetric and gynecological instruments
1.4 Ethical issues
1.5 Surgical Skills

2020 Page 169

UNIT 2: Antenatal Care (Week Two)
2.1 Booking for Antenatal care
2.2 Abdominal examination (Leopold’s Manoeurvre)
2.3 Vaginal Speculum Examination
2.4 Bimanual Pelvic Examination/Vaginal swabbing
2.5 Fetal assessment using fetoscope
2.6 Breast Examination
UNIT 3: Labour (Week Three)
1.1 Monitoring of labour - Partograph plotting
1.2 Cervix assessment during labour and Conduct normal vaginal delivery
1.3 Helping Babies Breath
1.4 Deliver a placenta - Active and passive management, inspection of placenta
UNIT 4: Abnormal Labour (Week Four)
4.1 Observe Breech Delivery Observe a Vacuum extraction
4.2 Observe /assist Caesarian Section
4.3 Perform and repair an Episiotomy, Repair of trauma of birth canal
4.4 Bimanual compression of abdominal aorta, Condom tamponade
4.5 Observe Shoulder Dystocia deliveries
UNIT 5: Gynaecological Procedures (Week Five)
5.1 Perform a High Vaginal Swab (HVS)
5.2 Bartholin cyst incision and drainage
5.3 Observe Dilation and curettage (D &C)
5.4 Perform Visual inspection with acetic acid (VIA)
5.5 Perform a PAP Smear collection/
5.6 Observe Cervical biopsy/Cauterization
5.7 Vagina Packing
5.8 Perform an MVA
5.9 Manage a retained placenta, Manual removal of the products of conception
5.10 Perform IUCD and Implant insertion plus remove
UNIT 6: Assessment (WEEK SIX):
a. Practicum evaluation

2020 Page 170

 b. OSCE
c. Individual feedback
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 6 3 18
Skills lab 2 6 12
Tutorials 2 9 18
Seminars 2 9 18
Clinical placement 30 6 180
Self-study 4 32 108
TOTAL 374

CLINICAL TEACHING METHODS

Bedside Presentation: 3 hours per week
Tutorials/Seminars: 2 hours per week
Demonstrations: 5 hours per week
Practical: 20 hours per week

ASSESSMENT METHODS
Continuous Assessment = 40%
End of Rotation Test = 10%
Hospital Placement test = 20%
Log book = 10%
Final examination = 60%
Writtenexamination = 40%
OSCE = 20%

PRESCRIBED BOOKS
1. Stuart, C.& Christopher, L. (2000) Obstetrics by Ten Teachers. 17th Edition.
London: Hodder Arnold.

2020 Page 171

 2. World Health Organization.(2017).Managing Complications in Pregnancy and
Childbirth: A Guide for Midwives and Doctors (2nd Ed). Geneva: World Health
Organization
3. Lippincott Williams and Wilkins (2003). Practice Guidelines for Obstetrics and
Gynaecology (2rd Ed). Philadelphia

RECOMMENDED BOOKS
1. Hacker, N.,Moore, J.G. &Gambone,J. et al (2015). Hacker & Moore's Essentials
of Obstetrics and Gynecology (6th Ed.) Elsevier.
2. Arulkumaran, S., Collins S., et al (2016) Oxford Handbook of Obstetrics and
Gynaecology and Emergencies in Obstetrics and Gynaecology (3rd) Oxford:
Oxford University Press.
3. Oats, J. & Abraham, S. (2015). Llewellyn-Jones Fundamentals of Obstetrics
and Gynaecology, (10thEd).Oxford: Elsevier Mosby.
4. Bain C. (2011). Gynaecology Illustrated, 6th edition. Elsevier
5. Bienstock J.L, Fox H.E & Wallach E.E (2015). John Hopkins manual of
Obstetrics and Gynaecology. (5th Ed) Lippincott: Williams and Wilkins
Publishers.
6. Shad Deery. MD. (2018). A Practical Manual to Labor and Delivery (Second
Edition) : Cambridge
7. Obstetrics and Gynaecology Protocols and Guidelines. Department of
Obstetrics and Gynaecology, University Teaching Hospital Lusaka, Zambia
Version 1.0, Febuary 2014
World Health Organization. (2018)Family Planning: a global handbook for providers(3rd Ed).
Geneva: World Health Organization

2020 Page 172

2020 Page 173
INTERNAL MEDICINE CLERKSHIPS
COURSE CODE: MED 300
COURSE RATIONALE
This course reviews and consolidates the principles and practice of internal medicine as learnt in
years 1 and 2 (CMP 120 and MED 200 respectively) and emphasizes the investigation and
management of common medical conditions in Zambia. The course aims to consolidate clinical
skills and ability for basic medical knowledge to elicit and interpret disease signs and symptoms
and manage common conditions seen at a district hospital competently.

COURSE AIM
The aim of the course is to equip the students with the knowledge, skills and attitudes that will
enable them to competently manage patients with various common medical conditions in
Zambia.
COURSE OBJECTIVES

1. Explain the physiological, anatomical and pathological basis for symptoms and signs
of diseases and their relation to severity of disease states.
2. Explain the rationale for laboratory or bedside investigations for diagnosis or
monitoring clinical progress.
3. Interpret results of laboratory and clinical investigations in order to make a
diagnosis or assist the clinical management of patients.
4. Explain the therapeutic approaches to the management of common diseases.
5. Identify drugs used to treat common medical emergencies.
6. Elicit and correctly interpret symptoms and signs of disease states.
7. Write clear clinical case notes and instructions for patient care.
8. Formulate a plan for the clinical management of patients with various disorders.
9. Perform basic bed side diagnostic and therapeutic bedside procedures.
10. Provide basic life support.
11. Good written and verbal communication skills with patients, relatives and
professional colleagues.
12. Respect patients, colleagues and other members of the health care team
13. Puts the welfare of the patient first

2020 Page 174

 14. Admit personal lapses and shortcomings and seek guidance from more experienced
colleagues
15. Commitment to life-long continuing education
16. Promotion of team work
COURSE COMPETENCES

After this course the candidate should possess the following competences:

1. Demonstrate ability to obtain a complete medical history appropriate to the

patients’ presentation
2. Apply their knowledge of patients’ right to privacy during a clinical encounter with
a patient
3. Perform comprehensive physical examination appropriate to the patients’
presenting condition
4. Demonstrate ability to keep accurate and appropriate records of findings during
clinical patients’ assessment
5. Demonstrate ability to relate clinical signs and symptoms (the presentation) to
anatomy, physiology and pathology of the affected organ/system
6. Analyze signs and symptoms for the formulation of a differential diagnosis
7. Differentiate clinical features of common communicable diseases
8. Order appropriate laboratory and radiological investigations
9. Interpret the ordered appropriate laboratory and radiological investigations
10. Interpret laboratory and radiological investigations correctly
11. Demonstrate ability to select and/or request for appropriate diagnostic tests and
therapeutic procedures
12. Diagnose pathologic manifestations of common communicable and/or sexually
transmitted diseases
13. Treat common communicable diseases
14. Treat sexually transmitted diseases
15. Carryout counselling and patient education about health conditions and disease
prevention

2020 Page 175

COURSE CONTENT

UNIT 1: Bedside Medicine

1.1 Introduction to bedside medicine
1.2 The Clinical Officer and the other members of health care
1.2.1 Clinical Officer- patient relationship
1.2.2 The role of Clinical Officer in medical wards
1.3 History taking and physical examination
1.4 Laboratory investigations and invasive procedures
1.5 Principles of in-patient and out-patient care
1.6 Community-based versus hospital-based medicine
1.7 Overview of common medical emergencies
1.8 Specific management of common medical emergencies
1.8.1 Health Centre
1.8.2 Zonal Clinic
1.8.3 District hospital
UNIT 2: Infectious Diseases
2.1 Bacterial infections
2.1.1 Overview of common bacterial infections in Zambia
2.1.2 Specific management of bacterial infections in the tropics
2.1.3 Management of common complications at level 1 healthcare
2.1.3.1 Tuberculosis
2.1.3.2 Leprosy
2.1.3.3 Typhoid
2.1.3.4 Cholera
2.1.3.5 Tetanus
2.2 Viral infections
2.2.1 Overview of common viral infections
2.2.2 Principles of management of Viral infections
2.2.3 Specific management of common viral infections encountered in Zambia
2.2.3.1 Corona Virus (COVID-19)
2.2.3.2 Ebola

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 2.2.3.3 Rabies
2.3 Parasitic infestations
2.3.1 Overview of common parasitic infections in Zambia
2.3.2 Principles of management of common parasitic infections
2.3.3 Specific management of common parasitic infections in Zambia
2.4 Dermato-Veneurological conditions
2.4.1 Overview of common STIs in Zambia
2.4.2 Principles of management of common STIs
2.4.3 Specific management of common STIs in Zambia
2.4.4 Approach to Syndromic Case Management
2.5 Overview of common dermatological conditions in Zambia
2.5.1 Principles of management of dermatological conditions at a district hospital
2.5.2 Specific management of common dermatological management at a district
hospital
UNIT 3: Gastrointestinal System
3.1 Principles of GIT Therapy
3.2 Specific management of common GIT conditions in Zambia
UNIT 4: Respiratory System
4.1 Principles of therapeutics in Respiratory Medicine
4.2 Specific management of common respiratory diseases in Zambia
UNIT 5: Cardio Vascular System
5.1 Principles of Therapeutics in Cardiovascular Medicine
5.2 Specific Management of Common Cardiovascular conditions in Zambia.

UNIT 6: Genito-Urinary System

6.1 Principles of therapeutics in GUT Medicine
6.2 Specific Management of Common GUT Conditions in Zambia
UNIT 7: Endocrine System
7.1 Principles of therapeutics in Endocrinology
7.2 Specific management of common endocrinological conditions in Zambia

2020 Page 177

UNIT 8: Haematopoetic and Lymphatic System
8.1 Principles of therapeutics in Haematological and Lymphatic Medicine
8.2 Specific Management of haematological conditions seen at a district hospital
8.3 Specific Management of Lymphatic conditions seen at a district hospital
8.4 Demonstrate competencies in giving supportive care in neoplasms at a district
hospital
UNIT 9: Central Nervous System
10.1 Principles of therapeutics Neurology
10.2 Specific management of common neurological conditions at a district hospital
UNIT 10: Musculoskeletal System
11.1 Principles of therapeutics in Rheumatology
11.2 Specific Management of common rheumatological conditions in Zambia
UNIT 11: HIV and AIDS
12.1 Principles of anti-retroviral therapy
12.2 Competently initiate first line cART
12.3 Specific management of common complications of cART at a district hospital
12.4 Approach to Syndromic Management of Opportunistic Infections and HIV-related
conditions
UNIT 12: Clinical Procedures
12.1 History taking
12.2 Physical examination
12.3 Pleural tap
12.4 Gastric lavage
12.5 Suprapubic puncture
12.6 Catheterization
12.7 Removal of catheter
12.8 Vene puncture
12.9 Nasogastric tube insertion
12.10 Paracentesis
12.11 Intraperitoneal rehydration
12.12 Lumbar puncture & CSF Analysis results interpretation

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 12.13 CPR
12.14 Cut down
12.12 Referral

TEACHING METHODS
Lectures
Bedside Tutorials
Ward rounds/clinics/admissions
OPD
ART Clinic
TB Clinic
Seminar
Teaching method Number of hours Number of weeks Total hours
per week
Lectures 6 3 18
Skills lab 2 6 12
Tutorials 2 9 18
Seminars 2 9 18
Clinical placement 30 6 180
Self-study 4 32 108
TOTAL 374

CLINICAL TEACHING METHODS

Bedside Presentation: 3 hours per week
Tutorials/Seminars: 2 hours per week
Demonstrations: 5 hours per week
Practical: 20 hours per week

ASSESSMENT METHODS
Continuous Assessment = 40%

2020 Page 179

 End of Rotation Test = 10%
Hospital Placement test = 20%
Log book = 10%
Final examination = 60%
Writtenexamination = 40%
OSCE = 20%
PRESCRIBED BOOKS

1. Swash, M. and Glynn M. (2018). Hutchinson’s Clinical Methods: An integrated

approach to clinical practice (24th Edition). Edinburgh, London. Saunders Elsevier.
ISBN 9780702067396.
2. Monro JF, Campbell IW (2018) MacLeod’s Clinical Examination: Edinburgh.
Churchill.
3. Macleod J. (2016) Davidson's Principles and Practice of Medicine: a text book for
students and doctors. (14th Ed). Churchill Livingstone. Edinburgh.
4. Kumar P, Clark M (2018) Kumar and Clark’s Clinical Medicine 6th ed. London:
Elsevier Saunders.
RECOMMENDED BOOKS
1. Cook G. Mansons Tropical Medicine (2018) (20th Ed). WB Saunders Company
Ltd; London.
2. Bickley, L (2018). Bates’ Guide to Physical Examination and History Taking (10th
Ed). Lippincott Williams & Wilkins. ISBN-10: 0781780586.
3. Ralston, S.et al. (2018). Davidson’s Principles and Practice of Medicine (23rd Ed).
Elsevier. ISBN-13: 978-0702070280, ISBN-10: 0702070289
4. Leppard B (2000) An Atlas of African Dermatology. London: Radcliffe Medical
Press.

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2020 Page 181
SURGERY CLERKSHIP
COURSE CODE:
COURSE RATIONALE
This course is designed to equip students with the basic knowledge, understanding, skills and
competencies in the common conditions and procedures found in surgery.
COURSE AIM
The aim of the course is to equip students with knowledge, skills and attitude to manage common
surgical condition
COURSE OBJECTIVES
At the end of the course, the student should be able to:
1. Describe the overview of surgery
2. Demonstrates ability to take comprehensive surgical history
3. Describe common surgical conditions
4. Demonstrate ability to diagnose common surgical condition
5. Manage common surgical conditions in trauma
6. Discuss foreign bodies in surgery in the body
7. Describe common surgical conditions
8. Describe infection prevention techniques
9. Identify common surgical complications
10. Refer surgical conditions beyond their scope to a higher level of care
COURSE COMPETENCES
On successful completion of the course, the student should be able to:
1. Explain the overview of surgery
2. Take comprehensive surgical history
3. Performs appropriate physical examination
4. Orders specific laboratory and appropriate radiologic investigations
5. Diagnose common surgical conditions
6. Interprets common laboratory and specific radiological findings
7. Apply medico-legal aspects and medical ethics in the management of patients
8. Provide or prescribe appropriate surgical treatment
9. Identify common surgical conditions

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 10. Apply infection prevention techniques
11. Performs specific minor surgical procedures, including Male Circumcision
12. Refer surgical conditions that cannot be managed at their level
13. Document and keep patients’ records
COURSE CONTENT
UNIT 1: Nervous System
1.1 Head injuries
1.2 Spinal injuries
1.3 Peripheral nerve injurie
UNIT 2: Respiratory System
2.1 Hydrothorax
2.2 Pneumothorax, tension pneumothorax
2.3 Empyema thoracis
2.4 surgica emphysema
2.5 foreign bodies
2.6 fractured ribs
2.7 nasol polyps
2.8 epistaxis
2.9 tracheostomy care
UNIT 3: Gastro-Intestinal Tract System
3.1 dental caries
3.2 peritonsillar abscess
3.3 tonsilitis
3.4 pharyngitis
3.5 GERD
3.6 gastritis
3.7 peptic ulcer disease
3.8 intestinal obstraction
3.9 peritonitis
3.10 hernias
3.11 stoma care

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 3.12 Haemorrhoids
3.13 anal fissures
3.14 perianal abscesss
3.15 cholecystitis, cholangitis, choledocholithiasis
3.16 pancreatitis
3.17 portal hypertension
UNIT 4: Genital Urinary System
4.1 kidney stones
4.2 Ureteric colic
4.3 Cystits
4.4 Prostitis
4.5 BPH
4.6 Prostate cancer
4.7 Urethral stricture
4.8 Epispadias, hypospadias
4.9 Urethritis
4.10 Testicular tortion
4.11 Inguinal scrotal hernias
4.12 Hydrocele, spermatocele
4.13 Phymosis, paraphymosis
4.14 Priapism
4.15 balanitis
UNIT 5: Musculoskeletal System
5.1 sprains and strains
5.2 soft tissue injuries
5.3 fractures and dislocation
5.4 osteomyelitis
UNIT 6: Integumentary System
6.1 wounds
6.2 burns
6.3 abscess

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 6.4 deep vein thrombosis
6.5 topical ulcers
6.6 skin infection (impetigo, cellulitis ect)
UNIT 7: Procedures
7.1 nasal packing
7.2 application of eye drops
7.3 ear toileting and syrynging
7.4 thoracocentesis
7.5 endotracheo intubation
7.6 thyrodotomy
7.7 incision and drainage
7.8 wound suturing and suturing techniques
7.9 removal of sutures
7.10 removal of foreign bodies from the nose
7.11 paracentesis
7.12 GCS score assessment
7.13 Catheterization (urethral and supra pubic catheterization)
7.14 Male circumcision
7.15 History taking and oral dental examination
7.16 History taking and ophthalmic examination
7.17 Eye irrigation
7.18 Removal of foreign body from the eye
7.19 Visual acuity
7.20 Eye bandaging
7.21 Examination of the nose Naso or oro-gastric tube (NGT) insertion, aspiration,
feeding
7.22 Colostomy / iliostomy / Gastrostomy care
7.23 Gastric / rectal lavage
7.24 Enema
7.25 Abdominal and chest X-rays
7.26 Sperm count, prostatic specific antigen (PSA)

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 7.27 Biopsies

TEACHING METHODS
Lectures
Group Discussions
Tutorials
Practicals
e-Learning

Teaching method Number of hours Number of weeks Total hours

per week
Lectures 6 3 18
Skills lab 2 6 12
Tutorials 2 9 18
Seminars 2 9 18
Clinical placement 30 6 180
Self-study 4 32 108
TOTAL 374
CLINICAL TEACHING METHODS
Bedside Presentation: 3 hours per week
Tutorials/Seminars: 2 hours per week
Demonstrations: 5 hours per week
Practical: 20 hours per week

ASSESSMENT METHODS:
Continuous Assessment = 40%
End of Rotation tests = 10%
Log Book Evaluation = 10%
Hospital Placement Test = 20%
Final Examination = 60%

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 Written Examination = 40%
OSCE = 20%

PRESCRIBED BOOKS
1. Williams, N. S., Bulstrode, C. J. K. &O’ Connell, P. R. (2018). Bailey & Love'sShort
Practice of Surgery, 27th Ed. London: Hodder Arnold
2. Magbool, M., Magbool, S., and Sharma,S C, (2013) Textbook of Ear Nose and
Throat Diseases, (12th Ed), Jaypee Medical Publishers, Inc.
3. Kanski,J J, Bowling, B., (2017) Clinical Ophthalmology (8th Ed.), Elsevier Saunders
4. Bhat, S. R. (2017).SRB’s Manual of Surgery,6th Ed. New Delhi:Jaypee Brothers
Medical Publishers (P) Ltd

RECOMMENDED READINGS
1. Townsend, S. ( 2012).Sabiston’s Textbook of Surgery19th Ed.
2. Gardens,O. J.,Bradbury, A., Forsythe, W. J. & Parks, R. W. (2017). Principles and
Practice of Surgery 8th ed
3. King, M., Bewes, A.O, &Cairns J. (1987). Primary Surgery, Vol. 1 Non Trauma,
Vol. 2 Trauma.Nairobi: AMREF
4. McAninch, J. W. &Lue,T.F. (2020) Smith and Tanagho’s,General Urology, 19th
Ed., McGraw-Hill Professional – North America
5. Colman, B. H. (2017). Hall and Colman, Diseases of the Ear, Nose and Throat15th
Ed. London: Churchill Livingstone
6. Bhat, S. R. (2017).SRB’s Manual of Surgery,6th Ed. New Delhi:Jaypee Brothers
Medical Publishers (P) Ltd
7. Nema, H. V. &Nema, N. (2017). Textbook of ophthalmology, 8th Ed. New Delhi:
Jaypee Medical Publishers, Inc.

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MENTAL HEALTH AND PSYCHIATRY
COURSE CODE: MHP 300
COURSE RATIONALE

The mental health and psychiatry clerkship help students understand and gain clinical clerkship
competences to diagnose and treat clients with mental disorders in variety of settings relevant to
primary health care in order to support the students’ future independent practice.

COURSE AIMS

To equip students with the knowledge, skills and attitudes acquired from didactic teaching that
incorporates basic sciences and psychiatry sciences; attained through by clinical rotations in
psychiatric wards and outpatient clinics, together with community outreach programmes to
manage clients with mental disorders

OBJECTIVES

1. Take history of the common mental disorders

2. Conduct diagnostic interview of common mental disorders
3. Carry out Mental State Examination on common mental disorders
4. Physical Examination
5. Make a Clinical Presentation
6. Conduct psycho-education to patients with’ with common conditions
7. Admission of patients with common conditions
8. Discharge of patients with common conditions
9. Review patients with common conditions
10. Give health talk on common mental conditions
11. Assess patients with mental disorder
12. Diagnose a patient with common mental disorders
13. Discuss management of mental disorders using the bio-psychosocial model of care
COMPETENCES
After this course the candidate should possess the following competences:
1. Demonstrates skill in psychiatric assessment
2. Identifies symptoms of mental disorders in mental state examination

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 3. Formulates psychiatry diagnoses
4. Offers appropriate management of psychiatric patients
5. Demonstrates interpersonal communication skills during assessment of psychiatric
patients
6. Applies sociological perspective, ethical principles and sensitivity to community norms.
7. Utilises holistic (bio psychosocial) management of patients
8. Documents interventions and progress of client’s health status to facilitate continuity of
care.
9. Demonstrates knowledge of abnormal behaviour from the socio-behavioural perspective
10. Identifies effectively issues to be addressed in a patient encounter
11. Demonstrates knowledge in assessing the presence of common psychiatric disorders
12. Applies knowledge gained of mental state examination to diagnose general adult
psychiatry disorders
13. Demonstrates an ability to interpret and integrate available data to address patient
problems
14. Demonstrates skill in integrating available data to generate differential diagnosis
15. Identifies issues to be addressed in a patient encounter effectively
16. Recognises psychological factors that affect medical conditions
17. Carries out reviews, admissions and discharge of patients with’ common mental disorders
18. Manages patients appropriately using the bio-psychosocial model.

CONTENT

UNIT 1: Major mental disorders

1.1 Delirium, Amnestic syndrome and Dementia
1.2 Alcohol and Drug Abuse and Dependence
1.3 Schizophrenia and other related psychotic disorders
1.4 Affective disorders (Depression and Bipolar Affective Disorder)
UNIT 2: Minor mental disorders
2.1 Stress related and Anxiety disorders
2.1.1 Acute Stress Disorder
2.1.2 Post Traumatic Stress Disorder

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 2.1.3 Adjustment Disorder
2.1.4 Generalised Anxiety Disorders
2.1.5 Obsessive-Compulsive Disorder
2.2 Somatoform Disorder, Hypo-chondriasis
UNIT 3: Psychological Factors Affecting Medical Conditions
3.1 Eating, Sleep and Sexual Disorders
3.2 Post-partum disorders
Other conditions
3.2 Personality Disorders
3.3 Mental retardation
Special Areas of Importance
1. Pharmacology – Treatments of major and minor mental disorders including side
effects of treatment.
2. Referral for Psychotherapy – Basic Principles of interpersonal and cognitive
behavioural psychotherapies and psycho-education in the treatment of mental
disorders.
3. Rehabilitation – Concepts of long-term management of people with long term mental
illness and referral
4. Risk Assessment –Recognition and basic management of dangerousness to self or
others.
5. Ethical Issues – General principles and their application to psychiatry including
confidentiality, competency, informed consent, autonomy and beneficence.
6. Legal Issues – Basic knowledge of the Mental Health Act.

TEACHING METHODS AND CONTACT HOURS

Teaching method Number of hours Number of weeks Total hours

per week

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 Lectures 6 3 18
Skills lab 2 6 12
Tutorials 2 9 18
Seminars 2 9 18
Clinical placement 30 6 180
Self-study 4 32 108
TOTAL 374

CLINICAL TEACHING METHODS

Bedside Presentation: 3 hours per week
Tutorials/Seminars: 2 hours per week
Demonstrations: 5 hours per week
Practical: 20 hours per week
ASSESSMENT METHODS
Continuous Assessment = 40%
End of Rotation Test = 10%
Hospital Placement test = 20%
Log book = 10%
Final examination = 60%
Writtenexamination = 40%
OSCE = 20%
PRESCRIBED BOOKS

1. Harrison, P., Cowen, P., Burns, T. & Fazel, M. (2018). Shorter Oxford Textbook of
Psychiatry (7th ed). Oxford: Oxford University Press.
2. Saddock, B., Saddock., V., and Ruiz, R (2017). Kaplan and Sadock’s Comprehensive
Textbook of Psychiatry (2 Volume Set). Lippincott Williams and Wilkins. ISBN-13:
978-1451100471, ISBN-10: 1451100477
3. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th Ed). Washington, DC: American Psychiatric Association Press.
4. World Health Organization (2010). ICD 10 Classification of Mental and Behavioural
Disorders. Oxford: Oxford University Press
2020 Page 191
REFERENCE BOOKS

1. Semple, D. & Smyth, R. (2013). Oxford handbook of psychiatry. Oxford: Oxford

University Press
2. Gelder, M., Mayou, R., Harrison, P. & Cowen, P. (2013). Oxford Textbook of
Psychiatry. Oxford: Oxford University Press
3. Sadock, B. J. & Sadock, V. A. (2015). Kaplan and Sadock’s Comprehensive Textbook
of Psychiatry (2 volumes). London: Lippincott Williams & Wilkins.

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2020 Page 193
APPENDIX I: CURRICULUM DEVELOPMENT COMMITTEE
The following were members of the curriculum development committee
1) Dr. E.B.Kafumucache
2) Dr. S. Nzala
3) Dr. M. Chigunta
4) Dr. J Sichone
5) Dr. A. Kalungia
6) Dr. B. Sikateyo
7) Ms. M. Kapandula

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 APPENDIX II: LIST OF CONTRIBUTORS TO THE CURRICULUM
DEVELOPMENT
The School would also like to thank the following individuals for their contributions during the
development process:

Name Affiliation
1 Dr. E. Kafumukache UNZA
2 Dr. S. Nzala
2 Prof. Chanda CHRESO
3 Dr G. Singogo CHRESO
4 Dr. Musonda Kalulushi College
5 Mr Mazila North west University college
6 Mr Kangwa Nkana College
7 Mr Malambo
8 Mr Kalaluka
9 Ms D. Mubanga
10 Mr Mwaleteta
11 Mr Lubundi
12 Dr M. Chigunta
13 Dr. James Sichone UNZA
14 Mr. Chellah LIAS
15 Dr Muyabe
16 Mr Mwale ZARMU
17
18
19
20
21
22
23
24
25
26
27

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