Welcome to the department of Public Health at AWHSC, DBU!

1.      General Information

1.1 Background of Public Health

World Health Organization (WHO) has designated Ethiopia as having a ‘critical’ health workforce shortage and ranked in the lowest quintile among African nations in terms of density of healthcare personnel. The health workforce crisis in Ethiopia is characterized by an absolute shortage of trained health workers; an imbalance in the numbers of different health worker cadres; uneven distribution of health workers between urban and rural areas; under-production of trained personnel; low retention, including a “brain drain” of health workers to more developed countries that offer better compensation; and a poorly motivated health workforce. This crisis has disastrous implications for the health and well-being of millions of people. For example, in low- and middle-income countries, an estimated 1,500 women lose their lives in pregnancy and childbirth everyday lives that could often be saved if a qualified health professional were available.

In Ethiopia, the doctor, health officer, nurse and midwife to population ratio is 0.7 per 1000

population, far behind the minimum threshold of 2.3 doctor, nurse and midwife to 1000 population ratio required to ensure high coverage with essential health interventions. Health worker density ranges from 0.24 per 1,000 populations in rural areas to 2.7 per 1,000 populations in urban areas. Between 2008 and 2013, the health workforce density in Ethiopia has increased from 0.84 to 1.3 per 1000 population, indicative of an improvement in supply and availability of health workers. The marked improvement in the availability of health workers is due to massive scale up of training and education in the last two decades. The number of public higher educational institutions has increased from eight to 57. Of these, 34 are universities and hospital based colleges offering degree programs while 23 are regional health science colleges offering technical and vocational qualifications (level 1 to 5). Private health science colleges have also flourished, with 24 institutions offering accredited programs as of 2012/2013. There has also been parallel expansion in enrollment and graduation outputs. Over sixty thousand health science students were enrolled in public higher education institutions; and an additional 15,834 in private higher educational institutions as of 2012/2013. Annual enrollment of health science students in public higher educational institutions reached close to 23,000 (58 % in regional health science colleges) in 2014. Graduation output from higher educational institutions has increased close to 16-fold from 1,041 in 1999/2000 to 16,017 by 2012/2013.

Scaling up educational programmes to produce more doctors, nurses, midwives and other health professionals is clearly urgent and essential. Increasing the number of graduates alone, however, will not solve the more intractable problems facing the health workforce. In order to transform population health outcomes, the current efforts to scale up medical education must increase not only the quantity, but also the quality and the relevance of the providers of the future.

The current reality is that educational institutions are not sufficiently integrated with the relevant local, regional, and national health authorities to ensure an effective alignment between medical education, research, health service delivery, and population health needs. In many cases today, educational institutions are isolated from national health systems and from health service delivery, limiting their ability to prepare graduates to respond to the evolving policies, epidemiology, and technologies relevant to their eventual practice sites. University curricula may not accurately reflect the disease burden of the areas in which health professionals are most urgently needed. The scientific content of their education may be poorly matched to the epidemiology of the communities in which they work. The educational methods are static and fragmented and shortages of teaching staff severe. Clinical training sites are most often urban tertiary centers whose practice conditions may be very unlike those graduates will ultimately face. Finally, the failure to orient medical education to the needs of the local health care system and the most relevant models of care delivery may leave graduates unprepared to serve as advocates for improving the health care system around them.

2.      Mission and Vision of Debre Berhan University

2.1. Vision

·         Debre Berhan University aspires to be one of nationally leading universities in practice oriented teaching and research by 2030.

2.2. Mission

1. To prepare knowledgeable, skilled and attitudinally matured graduates for the job market and entrepreneurship by providing practice oriented education.

2. To enhance and promote applied research focusing on innovation and technology transfer to create sustainable and knowledge based industries and societies.

3. To establish strategic partners to strengthen practice oriented education research and community engagement

3. Public Health Program Vision and Mission 

Vision

 To become a nationally leading public health program by 2030, recognized for excellence in practice-oriented education, applied research, and community-responsive health services.

Mission

1. Teaching, Learning and Education: To prepare competent, ethical, and innovative public health professionals through practical, skill-based training that meets national and global health workforce demands.

2. Research: To conduct applied research that addresses Ethiopia’s priority health challenges, fostering innovation and evidence-based policy development.

3. Community Engagement: To strengthen partnerships with communities, government, and industry in designing and implementing sustainable health interventions.

4. Leadership & Entrepreneurship: To cultivate leaders who drive health system improvements and entrepreneurial solutions for emerging public health challenges

 4. Program Educational Objectives (PEOs)

Program educational objectives of an undergraduate degree program are broad statements that describe the expected achievements of graduates in their career, and also in particular, what the graduates are expected to perform and achieve during the first few years (e.g., 3-5 years) after graduation.  PEO of public health is drafted from the global and local need, vision and mission of Debre Berhan University and the long-term goal (within 3 to 5 years) sated by the program to produce public health professionals who can be employed nationally, self-employed or employed internationally.

PEO1: To produce public health professionals who are competent to be employed/self-employed in a governmental, non-governmental or private health institution.   

PEO2: To produce caring companionate and respectful public health professionals who can provide quality health care in health institution. 

PEO3: To produce technically qualified public health professionals who can be enrolled in leadership of health institutions

PEO4: To produce public health professionals who are exiled on social and behavioural change communication strategy development and implementation. 

PEO5: To produce public health professionals who excel in evidence-based project design, monitoring, and evaluation

5. Program Outcomes (POs)

  Program Outcomes (PO) are clear, concise, measurable statements that describe what a student should know and be able to do at the completion of their degree program. 

Setting PO can help students learn more effectively, as they clarify what students can expect from their chosen academic program and encourage them to be engaged and self-directed learners also it can assist faculty members in designing courses and course learning outcomes (CLO) that connect to the larger curriculum and programmatic design. In addition, it also makes the skills and knowledge of graduates clear to potential employers and other outside stakeholders. Upon graduation students are expected to be able to:

PO1: Apply preventive and curative knowledge in order to solve complex community health related problems 

PO2: Able to perform community diagnosis 

PO3: Design of creative solution for identified and prioritized community health problems    

PO4: Conduct intervention based the designed implementation plan 

PO5: Apply medical and professional’s ethics 

PO6: Apply leadership and management practice to lead the health institutions in a complex health system 

PO7: Perform minor surgical and obstetric procedures and provide comprehensive outpatient and inpatient services. 

PO8: Able to communicate effectively with the respective stakeholders and different discipline

PO9: Able to make effectively and efficiently medical treatment coast 

PO10: Ability to have entrepreneur skill

PO11: Undertake operational health researches and involve in data management process

PO12: Conduct scientific researches by applying public health and clinical knowledge

6.     Career opportunities of the Public Health  graduates

ü Master of Public Health in Epidemiology

ü Master of Public Health in Biostatistics

ü Master of Public Health in Reproductive Health

ü Master of Public Health in Health Service Management

ü Master of Public Health in Health Economics

ü Master of Public Health in Public Health Nutrition

ü Master of Public Health in Environmental Health and Ecology

ü Master of Public Health in Health Education and Promotion

ü Master of Public Health in Health Informatics

ü Master of Public Health in Health Project Management

ü Master of Public Health in Public Health Monitoring and Evaluation

ü Master of Public Health in Health Care Hospital Administration

ü Master of Public Health in Field Epidemiology

ü Master of Public Health Genomics

ü PhD in Public Health

7.     Student Selection and Recruitment Requirements

Course Requirements

Six month freshman course and successfully pass first semester (see –course catalog main curriculum).

A student will be a candidate to apply to public health program if and only if they fulfill the following criterion;

o        Students should attend natural science stream in the preparatory school

o        Should passed the higher education entrance Exam

o        Take and successfully pass the six month freshman courses

Criterion Exclude from Application

o        Student should have a minimum of C in all freshman courses

o        Any D in freshman course exclude the student from competition

o        CGPA < 2 point in cumulative freshman grade report

Criterion Uses to Select Students  

1. Students should take Public Health Admission Test (PHAT) from 30%

2.  First semester cGPA-50%

3. ESSLCE -20%

4. Students selection shall be inclusive and diversify in Sex, ethnic, race, disabilities (have equal chance)

5.  Personality test- pass or fail 

6.  Interview result- pass or fail

7. Diversity (sex,) and 5% for females

8.   Physical screening -absence of major mental and physical disabilities that could affect studying and practicing public health. Major disabilities like uncorrectable major visual impairment (from expert ophthalmologist), uncorrectable hearing loss, unable to walk unsupported, uncorrectable dysfunctional limp

The test consists of four multiple-choice sections:

1.      Biological and Biochemical Foundations of Living Systems

2.      Chemical and Physical Foundations of Biological Systems

3.      Psychological, Social, and Biological Foundations of Behavior

4.      Ethics, Critical Analysis and Reasoning Skill

5.      Aptitude (Maths & English )

ü  The result notify with 30% add-up with ESLCE exam, cGPA

ü  ESLSE+ PHAT+ cGPA= 100%= 20% + 50% + 30%

ü  Aptitude (Maths and English) shall cover 40% and the remaining 60%

ü  Passing mark will be based on quota (until the required number in the same fiscal year attained)

Medical Screening

This screening will help to recruit public health students who mentally and physically capable to study public health program. This shall work for those who passed the exam and joined the program. The screening program will be schedule on next day of joining the program, just before registration and class begins. The screening process will be overseen by selected physicians.

NB: If Medical problems identified, candidate needs advanced medical evaluation by medical experts (ophthalmology, Psychiatry, ENT specialist) should submit the board decision before registration.

Scholarship

Students from other disciplines who fulfill the criteria and get outstanding academic performance (CGPA) will have a chance to join public health. Number of scholarship given will be determined by council of public health and should not be more than 5% of the total entry of the same fiscal year. The applicant shall fulfill the course requirements, all pre-requisites. The applicant shall take Public Health Admission Test (PHAT). International students can get the chance yet need support letter from their institution and MOE, at least two recommendation letters, ESLCE exam.

Grief and Appeal system

Any student, who has any question or appeal about student selection and recruitment, shall appeal to any of the committee member. If he/she feel that the selection system follow injustice procedure, they shall also appeal to school dean, academic director or registrar director in Oral or written form as soon as possible. If the committee member unable to solve or respond, the students shall appeal to vice Academic president office, anticorruption office, gender office as early as possible. Any appeal or question after streaming approved by the council may not be effective as any injustice shall be reported earlier.

Effect date

This Students’ selection and admission policy will be effective Since September 2018 E.C

8.     Teaching and Learning Methods 

Ø  Interactive lecture

Ø  Role play

Ø  Case study

Ø  Simulated practice/clinical skills lab

Ø  Clinical practicum

Ø  Team training and community based learning

Ø  Whole group session

Ø  CBD (Case based discussion)

9.      Assessment Methods

• Formative and Summative assessment

 Theory (Written exam: - quiz, tests, written exam, oral tests, Final qualifying internal examination

 Clinical practice (Progressive assessment of rounds, bedsides, case-reports, Role plays and demonstrations, Seminars and tutorials, Checklists of procedures, oral presentation,

Written, oral and practical examinations, supervisor’s checklist) 

 Community practice (Student attitude, student presentation, supervisors checklist, log book, report writing, written/oral exam)

10.      Grading system

11.      Promotion requirements

Promotion will be conducted every semester for year one and yearly for year two, three and four. 

F Pass mark in all core courses will be at least a “C” grade. 

F Any student who scores “F” in any course will repeat the course.

F Students will be promoted to the next level provided that they score minimum of “C” grade in all core courses and practical attachments (clinical courses and community attachments/practices). A student who scores “C-“, or “D” or “FX” grade should not be promoted to the next level. Re-examination on failed parts is allowed within 2weeks time if he/she scored only one “C-“, or “D” or “FX” in core clinical courses or community practices/attachments. However, if s/he scores two “C-“, or D or ‘FX’s s/he shall continue the internship but re-attachment is a must. Failure after one single chance of re-examination also leads to repeat that course.  

F If a students’ scores more than two “C- “, or D or ‘FX’s or a “D” and an “F” in core courses s/he shall repeat the year. 

F Except for core courses, any student who scored “Fx” shall take remedial exam on subjects failed irrespective of the CGPA achieved. Remedial exam shall be allowed only once. Any student who fails the remedial exam will repeat the subject/s failed. If the student declares failure for the second time decision will be made by the academic commission. 

F If there exist, student should only be registered requisite course/s if s/he scored a minimum of “C” grade in the pre-requisite core course/s 

F Students will be promoted to the next level (SGPA, CGPA) based on Universities Senate legislation