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Job No-926 Pee Pee Practical Manual & Logbook in Community Medicine (470x291) 459x525 Sig1 SideA Process Black
Cyan 02/12/2022
Magenta
Yellow02/12/2022
02/12/2022
02/12/2022
10:14:00
10:14:00
10:14:00
10:14:00
Practical Manual Logbook in
Community Medicine
(Based on CBME)

Authors

Dr. Priya Arora

Professor, Community Medicine
Army College of Medical Sciences
New Delhi

Dr. Pooja Goyal

Professor & Head, Community Medicine
ESIC Medical College and Hospital
Faridabad, Haryana

Dr. Shveta Lukhmana

Associate Professor, Community Medicine
VMMC and Safdarjung Hospital
New Delhi

Dr. Abhishek Singh

Associate Professor, Community Medicine
SHKM Government Medical College
Mewat, Haryana

Foreword By
• Col. (Dr) Puja Dudeja • Dr. Prasanna Mithra P.
• Dr. Abhishek V. Raut • Dr. Avijit Roy

®
Peepee Publishers and Distributors (P) Ltd.
 Preface
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Based Medical Education (New Curriculum) mandates medical education to be learner centric, patient centric and
outcome oriented. The epicenter of learning has shifted from cognitive approach to inclusive learning that focuses
on psychomotor, affective and communication domains as well.
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wherein only 30% of teaching hours should comprise lectures and rest should be interactive learning including
small group discussions, self directed learning, case based learning and other interactive teaching learning methods.
Structured guidelines for attitude, ethics and communication have been developed that need to be included in the
teaching curriculum.
Implementation of competency based undergraduate curriculum for the Indian medical graduate is a big
challenge. To attain a competency, there must be a perfect alignment between learning objectives, teaching
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documentation of students’ performance through structured periodic (formative and summative) assessment.
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but also facilitate the instructors in teaching, assessment and record keeping of the students’ progress. Through
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facilitate seamless implementation of practical training at undergraduate level, the book can be adapted by various
institutions in accordance with their respective teaching schedules.
Developing such an extensive resource has not been easy and we extend a heartfelt gratitude to all those who
have helped in this journey, especially the seniors, colleagues, families and friends who have supported in this
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Constructive criticism and suggestions for improvement are always welcome.

Dr. Priya Arora

Dr. Pooja Goyal
Dr. Shveta Lukhmana
Dr. Abhishek Singh
Contents
Section I: Pre‐Clinical Exercise

Section II: Family Health Advisory Services Programme

Section III: Clinicosocial Cases

Section IV: Epidemiology and Biostatistics

Section V: Visits to Institutions of Public Health Importance

Section VI: Spots

Section VII: Self Directed Learning (SDL)

Section VIII: Logbook

 Section I: Pre-Clinical Exercise 5

SECTION: I
Chapter 1

Introduction
Objective of the Pre-Clinical Exercises

The overall objective is to impart requisite knowledge to the medical student about factors related to health
care delivery, health promotion and disease prevention. This knowledge shall empower the student to
acquire skills to demonstrate the same in the subsequent semesters.

7KHVSHFL¿FOHDUQLQJREMHFWLYHVDUHAt the end of Phase 1, student should be able to:

1. Discuss in detail determinants of health and disease.

2. Enlist indicators of health and disease.
3. Describe methods and principles of health education.
4. Enlist barriers in communication process and steps to overcome the same.
5. Describe role of physical and biological environment on health.
6. Discuss the public health importance of demography.
7. Enumerate the steps to segregate, transport and dispose biomedical waste.
8. Describe the role of nutrients in disease causation.
 6 Section I: Pre-Clinical Exercise
SECTION: I

Chapter 2

Concept of Health and Disease

Date:

6SHFL¿FOHDUQLQJREMHFWLYHVAt the end of the session, Phase III (Part-1) student should be able to:

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2. Enumerate determinants and indicators of health and disease.
3. Discuss in detail the concept of natural history of disease.
4. Enlist levels of prevention and modes of intervention.

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epidemiology of communicable diseases.

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Concept of health 'H¿QLWLRQ

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Biomedical concept +HDOWK LV DOVR LQÀXHQFHG E\ VRFLDO SV\FKRORJLFDO FXOWXUDO HFRQRPLF SROLWLFDO
factors
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in the context of his environment

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 Section I: Pre-Clinical Exercise 7

SECTION: I
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(a) Income and occupation

(b) Standards of housing and sanitation

(c) Nutrition and health

(d) Educational, recreational and other services

(e) All of the above

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(a)

(b)

(c)

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(a)

(b)

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(a)

(b)

(c)
 8 Section I: Pre-Clinical Exercise
SECTION: I

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Equitable distribution
Community participation
Inter-sectoral coordination
Appropriate technology

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phase.

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Environment

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(a) Agent:

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 Section I: Pre-Clinical Exercise 15

SECTION: I
Chapter 3

Health Education
Date:

6SHFL¿FOHDUQLQJREMHFWLYHVAt the end of the session, Phase III (Part-1) student should be able to:
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2. Discuss principles of health education.
3. Discuss in detail communication process and its barriers.
4. Enumerate methods of health education.
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(a) Sender Æ receiver Æmessage Æchannel Æfeedback Æsender

(b) Sender Æ message Æchannel Æreceiver Æfeedback Æsender

(c) Sender Æ channel Æmessage Æreceiver Æfeedback Æsender

(d) Sender Æ receiver Æchannel Æmessage Æfeedback Æreceiver

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(a) Sender should only be aware of the message he intends to give. (True/ False)

(b) Receiver may be a single person or a group of people. (True/ False)

(c) Message need not be culturally appropriate. (True/ False)

(d) Message should be based on felt needs. (True/ False)

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 16 Section I: Pre-Clinical Exercise
SECTION: I

(f) Message may or may not be in line with the objective. (True/ False)

(g) Feedback is the most important component of any communication process. (True/ False)

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Cognitive Emotions
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Didactic method of communication
Dialectic method of communication
Verbal communication
Non-verbal communication
Interpersonal communication

(a) Flow of communication is one way from sender/source to audience. Learning is usually authoritative
with little or no participation and feedback from audience.

(b) Flow of communication is two-way where sender/ source is a facilitator. Learning is democratic
and audience is an equal stakeholder, where they participate and give feedback.

(c) Flow of communication is through facial expressions including smile, raised eye brows, widened
eyes, raised upper lip, mouth open, staring, silence, not making eye contact, yawning, looking at the
watch while communicating, taking notes.

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 Section I: Pre-Clinical Exercise 17

SECTION: I
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Principle of health ,WHPVWREHPDWFKHG

education
Credibility If I hear, I forget; if I see, I remember; If I do, I know. e.g., making people demonstrate
handwashing after a demonstration of the same.
Participation Language/ jargons used to communicate with patients/ community should be easily
understood. e.g., cut down on intake of papad, chutney, pickle, namkeen, extra salt
in curd or salad instead of saying reduce the amount of salt in diet
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she is a smoker himself
Reinforcement It helps to know if the recipient has understood the message in the same way as was
intended by the sender. e.g., Rogi Kalyan Samiti
Learning by doing The people have a right and duty to participate individually and collectively in the
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of communication. e.g., spreading awareness for pulse polio immunization day
through advertisements on television, radio, newspaper, announcements through
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their respective areas.
Feedback It is the degree to which the message to be communicated is perceived as trustworthy
by the receiver.
 Section I: Pre-Clinical Exercise 19

SECTION: I
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(a) Learning in a lecture is passive.
(b) Does not cater to individual pace of learning.
(c) Communication is a two-way process.
(d) Teacher’s time consumed per learner is very less.
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(a) Communication is a one-way process.
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(a) Provides detailed insight into a particular case.
(b) Provides opportunity to study rare disorders.
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(d) All of the above are true for case study.
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(a) Does not help in skill development.
(b) Includes teaching done in a conference room in presence of a patient.
(c) Does not integrate knowledge and skill.
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(a) Tutorial (b) Workshop
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(a) Comprehensive coverage of subject is possible.
(b) Role of audience is passive.
(c) Little opportunity for discussion between speakers.
(d) Gives a fair analysis of several sides of a controversial issue.
i. a and c are correct. ii. a, b, c, d is correct.
iii. b and c are correct. iv. a, b, d is correct.
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(a) Conference can be either general or themed.
(b) Allows exchange of ideas among scholars.
(c) Allows networking among scholars.
(d) Cannot be organised at international level.
i. a and c are correct. ii. a, b, c, d is correct.
iii. b and c are correct. iv. a, b, c is correct.

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 Section II: Family Health Advisory Services Programme 81

Chapter 5

SECTION: II
Environment
Date:

6SHFL¿FOHDUQLQJREMHFWLYHAt the end of the session, Phase III (Part-1) student will be able to:
1. Assess the Environmental conditions of the family
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the given constraints.

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• Pucca roads outside house: Present/Absent

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• Accidental hazards: Construction sites/Open wells/Pits/Others(specify)
• Source of noise pollution (major roads, factory, railway track etc.): Present/Absent
• Waste disposal area: Nearby/Far
• Open drains outside house: Yes/No
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• Ownership of the house: Owned/Rented
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• Set-back: Present/Absent, if present, specify what % of total area
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• Floor: Pucca / Kutcha / Pucca Kutcha
• Wall: Kutcha / Bricked/Cemented
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• No. of living rooms:
• No. ofoccupants:
 82 Section II: Family Health Advisory Services Programme

2YHUFURZGLQJPresent/ Absent
If present; specify the criteria: Persons per room/ Area/Gender separation (Refer to Appendix 4)
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SECTION: II

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• Cross Ventilation: Present / Absent
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• Cleanliness: Clean / Dirty
• Floor: Pucca / Kutcha
• Storage of cooked and raw food: Covered /Uncovered containers
• Storage of vegetables, fruits and leftover cooked food: In refrigerator/ Outside
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 Section III: Clinicosocial Cases 187

Chapter 1

List of Clinicosocial Cases

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6. Hypertension
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14. Dengue
15. Rabies/Dog bite

Other suggested cases that have already been covered in Section II:

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4. Geriatric
 188 Section III: Clinicosocial Cases

Chapter 2

Clinicosocial Case Format

SECTION: III

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b. History
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c. Health seeking behaviour
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