Kingdom of Saudi Arabia

National Commission for

Academic Accreditation & Assessment

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

Course Specifications
(CS)

Introduction to Public Health

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 1

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

Course Specifications
Institution
King Faisal University

Date of Report
January 20, 2015

College/Department
A. Course Identification and General Information
1. Course title and code: Introduction to Public Health 3103105
2. Credit hours: 3 credit hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list
programs)
Public Health (undergraduate) program
4. Name of faculty member responsible for the course
Edwin C. Cancino,PhD
5. Level/year at which this course is offered: 2 nd semester, first year
6. Pre-requisites for this course (if any)
none
7. Co-requisites for this course (if any)
none
8. Location if not on main campus
9. Mode of Instruction (mark all that apply)
a. Traditional classroom

b. Blended (traditional and online)

c. e-learning

d. Correspondence
f. Other

field visit

What percentage?
80
What percentage?

10

What percentage?
What percentage?

What percentage?
10

Comments:

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 2

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

B Objectives
1. What is the main purpose for this course?
At the end of the course, each student should be able to:
a. Define and discuss the concepts, historical perspective and development,
inter-relationships, structures, essential services of public health and the
health system.
b. Discuss the variety of job opportunities, the interest, abilities, skill sets and
work values in the field of public health.
c. Identify and explain determinants of health from both local and global
perspectives including environmental, social and behavioral as well as
biological and access to health services.
d. Identify traditional public health practices involving the dimensions such as
culture and ethnicities, community assets and resources.
e. Describe the organization and processes of the major public health
measurement systems and surveillance including databases available to
public health practitioners.
f. Identify the dimensions of health and health disparities from a population
perspective.
g. Synthesize the relationships of medicine and public health infrastructures
and the common initiatives to control and prevent diseases and maintain
health.
h. Identify and discuss future challenges facing the field of public health

2. Briefly describe any plans for developing and improving the course that is being
implemented. (e.g. increased use of IT or web based reference material, changes
in content as a result of new research in the field)
The delivery of the course shall include use of web-based learning materials and
site visits in a public health infrastructure.

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 3

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

C. Course Description (Note: General description in the form to be used

for the Bulletin or handbook should be attached)
Introduction to Public Health is a broad overview course designed to give an
introduction to the core tenets of public health practice. Basic concepts covered in
the course are the basic definition, concept and history of public health, disciplines
in public health, methods used in public health, the core functions of public health
and careers in the field of public health.
1. Topics to be Covered
List of Topics

No. of
Weeks

Contact
Hours

Definition, Concepts, Perspectives and History of Public

Health

Major Disciplines of and Careers in Public Health

Determinants of Health

Analytical Methods of Public Health

Biomedical Basis of Public Health

Medical Care and Public Health

Public Health Leadership

The Future of Public Health and Case Studies

2. Course components (total contact hours and credits per semester):

48 hours, 3 credits
Lecture

Tutorial

Laboratory

Field Trip

Online

Total

Contact
Hours

39

48

Credit

2.6

.2

.2

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 4

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

3. Additional private study/learning hours expected for students per week.

2hours

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with

Assessment Methods and Teaching Strategy

1.
0
1.
1

1.
2

1.
3

1.
4
2.
0
2.
1

NQF Learning Domains

And Course Learning Outcomes
Knowledge

Course Teaching
Strategies

Define public health and related roles

and responsibilities of government,
non-government agencies and private
organizations (ASPH Domain 1.1)

Lecture discussion
Case study depicting
the actions of the
government, nongovernment agencies in
the control of MERS
corona virus
Online course work
Lecture discussion
In-class activity on
Career goal
Students will present a
famous photograph
depicting public health
Lecture discussion
Case presentation

Describe the reciprocal relationships

among literature, the arts, and public
health (ASPH Domain 1.3)

Appreciate the multiple determinants

of health.

Recognize the importance of key

events and milestones in the history
and development of the field of public
health (ASPH Domain 1.12)
Cognitive Skills

Lecture discussion
In-class activity on
Career goal
On-line course work

Explain the influence that science and

technology have on individual and
population health (ASPH Domain 1.8)

Field trip to a health

care entity for a
presentation regarding
emerging technology.

Course Assessment
Methods
Quiz
Case study report
On-line course
completion
Orientation to Public
Health Compliance
Quiz
Career goal paper

Paper on
determinants of
health
Case study on
infectious diseases
Career goal paper
Formative
Examination
(midterm)
Quiz
Reaction paper

Form 5a_Course Specifications _SSRP_1 JULY 2013

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Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

2.
2

Identify stakeholders who influence

health programs and interventions
(ASPH Domain 3.1)

Group discussion.
Students will bring in
current news article
about a public health
issue and share
information with their
classmates in relation
to stakeholders

News article
submitted
Summative
examination
(final)
On-line requirement

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project,
Week Due
examination, speech, oral presentation, etc.)
1 Quiz 1
3

Proportion of Total
Assessment
6%

Quiz 2

3%

Career goal paper (individual)

5%

Paper on determinants of health (group)

5%

MidTerm Examination and On-line Evaluation

Paper on traditional health practices (group)

7
9

20%
5%

Quiz 3

12

6%

Reaction Paper (group)

13

5%

News article (group)

Final Examination and On-line evaluation
Participation in lecture and discussion groups

14
15

5%
30%
10%

8
9
10

D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student
consultations and academic advice. (include amount of time teaching staff are
expected to be available each week)
Students in need of academic accommodations may consult the faculty during office
hours and are required to give reasonable notice prior to requesting an
accommodation.

Form 5a_Course Specifications _SSRP_1 JULY 2013

Page 6

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

E. Learning Resources
1. List Required Textbooks
Schneider, Mary Jane. 2014. Introduction to Public Health, 4 th edition, Jones Bartlett
Learning. ISBN 9781449697365
Goldsteen, Raymond L. et al. 2015. Introduction to Public Health Promises and
Practices, 2nd edition. NY Springer Publishing Company. ISBN 9780826128478
2. List Essential References Materials (Journals, Reports, etc.)
De Bueno BA, Tison, Hugh. 2002. Advancing Healthy Populations: The Pfizer Guide
to Careers in Public Health. NY: Pfizer Pharmaceuticals, Pfizer Inc.
Pfizer. 2006. Milestone in Public Health: Accomplishments in Public Health Over the
last 100 years. NY: Pfizer Pharmaceuticals, Pfizer Inc.
Seltzer, Beth. 2011. 101 Careers in Public Health. NY: Springer Publishing Co.
Turnock, Bernard J. 2014. Essentials of Public Health, 3 rd ed. Jones and Bartlett
Learning
3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)
Turnock, Bernard. 2015. Public Health: What It Is and How It Works?, 3 rd edition.
James and Bartlett Publishers
4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.)
https://www.nylearnsph.com/Public/ (students will create username)
5. Other learning material such as computer-based programs/CD, professional
standards or regulations and software.

Healthy People 2010: Understanding and Improving Health. US Department

of Health
and Human Services. Washington DC; DHHS-PHS; 2000.
Medicine & Public Health: the Power of Collaboration (PDF format). Lasker RD.

Form 5a_Course Specifications _SSRP_1 JULY 2013

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Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

New York
Academy of Medicine; 1997
http://www.whatispublichealth.org
Online Public Health Learning Resources - Johns Hopkins

F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories
(i.e. number of seats in classrooms and laboratories, extent of computer access
etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
Lecture room with multimedia facility
2. Computing resources (AV, data show, Smart Board, software, etc.)
none
3. Other resources (specify, e.g. if specific laboratory equipment is required, list
requirements or attach list)
Library with books, journals in public health.
Computer with internet access
Transportation for field visit
Hospital/Industry partners for field visit
G

Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

Course Evaluation Survey conducted by students at the end of the course.
2 Other Strategies for Evaluation of Teaching by the Program/Department
Instructor
Classroom observation using the QMS teaching Observation Concepts and Teaching
Observation Proforma (QMS Annex O and Annex P)
Form 5a_Course Specifications _SSRP_1 JULY 2013
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Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

Performance Assessment of Faculty Members using the QMS Annex N form

3 Processes for Improvement of Teaching
Internal Benchmarking to identify best teaching practices
Peer review of teaching
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by
an independent member teaching staff of a sample of student work, periodic
exchange and remarking of tests or a sample of assignments with staff at another
institution)
Application of the QMS Internal Moderation Form- Examination, Coursework
(Annexes H, I J of the QMS)
All formally assessed work is subject to clear assessment protocols. Assessments,
both coursework and examinations will be subjected to both internal and ideally
external moderation (using external advisers) prior to being given to students to
attempt. This will cross check that students are being asked to attempt work of the
appropriate volume and standard, and will be moderated using the forms in
Annexes G and H. All validated forms of assessment must be treated and marked
with the same level of academic rigour, and are subject to standard minimum
marking and moderating requirements. (QMS, C.5.8 (b) )
Moderation of all markings should take place in order to ensure consistency across
subject, using the forms provided in Annexes I and J. This may take the form of
sampling a small amount of work or may extend to more formal, extensive
moderation where appropriate. (QMS C.5.9)

5 Describe the planning arrangements for periodically reviewing course

effectiveness and planning for improvement.
Program and course monitoring is a continuous process by which a program is kept
under review. After each semester Course Reports will be produced and considered
by the C-SPCC. At the end of the academic year the Annual Program Report is also
written for consideration by the C-SPCC. Combined, these reporting processes
make an overall annual program and course monitoring reporting process (APCR)
which underpins the effective operation of the program. To achieve this, a program
faculty, through the C-SPCC, will be constantly seeking to gather evidence and
feedback, be evaluating that evidence and be making subsequent changes to
enhance outcomes, delivery and operation. Student feedback is particularly
important and the University uses NCAAA Course Evaluation Survey and Student
Experience Survey to inform the three processes. APCR should also be noting and
disseminating good practice and drawing up and implementing an action plan to
take forward planned improvements to the program.
Form 5a_Course Specifications _SSRP_1 JULY 2013
Page 9

Kingdom of Saudi Arabia

National Commission for
Academic Accreditation & Assessment

Faculty or Teaching Staff:

Signature: _______________________________
____________________

Date Report Completed:

Reviewed by:
Program Coordinator
Name and Signature: _________________________________
Date: _______________________________________________
Reviewed by:
College Study Plan and Curriculum Committee:
Name and Signature: ___________________________
Date: ________________________________________
College Quality Assurance Office:
Name and Signature: ___________________________
Date: ________________________________________
Received and Approved by the College Council:
Dean/Vice Dean
Signature: _______________________________

Date: _______________

Signature: _______________________________

Date: _______________

Form 5a_Course Specifications _SSRP_1 JULY 2013

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