Since the intention of the University as a whole is to meet community needs. It is desired that students should be trained very well in the environment they are going to work in i.e. the community at large. Furthermore, since the intention also is to integrate the University very well with the community around it and plan and implement a rural development programme both students and staff should be committed to this in a major way and use the appropriate scientific methods. The present programme, the details of which appear below is designed to meet these needs.
1 Review of health programmes at village levels.
2 Review of activities and outcomes of the previous two phases
3 Guidelines for preparing a seminar
4 Explanation of evaluation questionnaire
5 Indicators setting
6 Data presentation & report writing
7 Vision examination (Practical).
8 Hearing examination (Practical).
9 Provision of support materials
10 School health
11 School children eye vision examination (Practical)
12 Course implementation at village level
13 Exhibition opening ceremony & evaluation
14 Final Report
Statistics & medical demography
1) GENERAL OBJECTIVES:
1.1 Provides practical field training for students in the rural areas
1.2 Through application of the concept of interdisciplinarity, helps bring closer various faculties and staff members as well as students of various disciplines thus enhancing team work approach
1.3 Develops in students such ability as problem-solving and research abilities and such attitudes as community-orientation and team work including community participation and involvement
1 .4 Provides staff with excellent opportunities for relevant research which will in turn help in hte management of community problems on scientific basis
1.5 Engages University in rural development and helps in realise its goal in this connection as well as the other goals of relevance and practical training
2) SPECIFIC OBJECTIVES:
Each group of 12 - 15 students will be assigned one village (population 500 -700). They will be supervised by a group of staff members who could then supervise more than one group of students. The students will be responsible for the development of their village. They will identify the problems, pose solutions for them, design an action plan, implement that plan using all available resources (throughout involving the people of the village themselves) and make a preliminary evaluation of this plan. In the process they will be collecting data, analysing these data and drawing conclusions from them, looking up relevant references and in the final analysis presenting the whole thing in a project report written in sound scientific manner. This will be submitted and evaluated in the final semester and will contribute marks towards their degree.
The supervisor only facilitate for students the fulfillment of their objectives and as much as possible leave it for the students to solve their own problems, thus helping development of problem-solving abilities and independent learning, hence continuing education.
2.1 Follow-up action plan and make preliminary evaluation (village)
2.2 Prepare final project report (campus)
During the semesters: further discussion of the information and thoughts are arranged in evening seminars to facilitate exchange of ideas and experiences. The University will then be living throughout in a rural development atmosphere. Elective periods may be utilized by stuidents as they wish for planning, exchange of views etc.. Time is alloted for project presentations in the last semester in Medicine.
AREA for implementation of the programme:
In Gezira there are three areas in various stages of development.
The villages across the River Blue Nile where development is virtually zero and very basic essentials of live are lacking.
Villages in Rahad Scheme where development is just starting
Villages in Gezira and Managil Schemes where development has taken place for years and has ended up with many problems. Those areas provide a spectrum of rural development and inherent problems and allows for comparative studies.
Group work and discussion
1) Human Resources:
1.2 Community staff
2) Physical Resources:
2.1 transport facilities for both students and staff is the most essential component to be provided together with arrangement for accommodation.
2.2 stationary, facility for data analysis (computer or statistical laboratory e.g. in the Faculty of Economics and Rural Development)
2.3 relevant reference especially those related to tropical diseases and their socioeconomic implications to agriculture and the environment as a whole.
2.4 FUNDING AND THE ROLE OF THE UNIVERSITY:
It is expected that various external sources be tapped for financial provisiion especially interested parties like WHO, UNICEF, FORD, and voluntary bodies.
Internal sources include the Gezira Board, the Governate, Peoples Councils and self-help programmes. Foremost of all the University is expected to secure funds in its own budget for this programme.
These endeavours to make available these resources are very much warranted because the University as a whole is built on the concept of the environment and rural development is its hallmark.
1 Products in the form of data collected, level of seminars presented and projects written
2 Impact of population concerned:
2.1 by students in their projects
2.2 "opinionnaire" and discussion with the people of the village
2.3 short and long term effects
These can be projects by students and/or staff as follow-up procedures.
1. attendance/performance 30%
2 seminars (group evaluation) 15%
3. final report 25%
4. Evaluation 20
5. Exhibition 10%
BENEFITS TO STUDENTS, STAFF, UNIVERSITY AND COMMUNITY :
• Group work and team approach
• Peer learning for staff and students
• Relevant research into community problems based on the scientific method
• Community development
1- Survey Methods in Community Medicine by Abramson.
2- Where there is no Doctor by David Werner chapters II, 12, 20, 21.
3- Rural Health Care by Milton I. Roeme chapter 5.
4- Community Health by C.H. Wood, J.P. Vaughan H. de Glanville all chapters esp. chapters 1, 2, 7.
5- Basic Health Care in Devedloping Countries an epidemiological perspective. Edited by Basil S. Hetzel, esp. chapters 7, 8.
6- Epidemiology in Medical Practice.
7- "African Health Training Institutions Project" booklets: see detailed list for relevant units.
8- WHO Publications and booklets e.g. technical report series, public health papers: WHO Chronicle, World Health forum, etc.. - see library
9- The Anthropology of Health by Eleanor E. Bauwens chapter 8.
10- Human Nutrition in Tropical Africa.
11- The Health Development of African Communities, WHO< AFRO Technical papers.