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This Module seeks to introduce the student to knowledge and skills related to supervision, evaluation and management of SEN by

This Module seeks to introduce the trainee knowledge and skills related to supervision, evaluation and management of SEN by focusing on the following key components:

on the following key components: The basic skills of supervision and evaluation of teaching and learning with respect to SNE. These may include the aims of clinical supervision, functions and skills of clinical supervision, fundamentals of clinical supervision, models of clinical supervision, areas of observation during clinical supervision, categories and types of tools of observation techniques, the construction and use of inquiry tools, analysis of teachers’ interaction skills, peer appraisal and self-reporting, recording and grading. The nature of supervision and other school/college practice, preparing students for school/college practices (internship), teacher education methodologies, supervision of instruction during internship, areas of focus on supervision while supervising students, types of records, reports and techniques of recording reports. The concept and nature of classroom management and classroom discipline, principles and techniques of behaviour modification, principles and models of classroom discipline, factors that control and influence classroom management and discipline, interrelatedness between discipline, curriculum and teaching, discipline, communication in the classroom, aims of classroom practice, analysis of types and pattern of communication, techniques of evaluating learning outcomes, the changing needs of learners and individual differences, techniques of sustaining learners’ involvement, influence, dilemma, decision making and communication in the classroom  in the Rwandan school context. The improvisation of alternative learning and teaching opportunities in situations where learning difficulties and other SEN challenge the process.

The overall aim of social and community medicine training (iSOCO) in undergraduate medical, dental surgery and pharmacy curriculum is to develop patient-centered and community-oriented professional health care providers. iSOCO is a longitudinal module introducing students to social and community medicine. It will prepare them to understand the basic principles of social and community health care, which they will need within the practice of medicine, dental surgery and pharmacy. The module is divided into five main sections (Population Health, Health Systems, Social Medicine, Communication skills and Professionalism) that are further divided in key elements. Year 1 will be used as an introduction to the five sections. This will be continued in years 2, 3 and 4. 

Community Health is an integral part of health profession education in Rwanda. To produce health care providers that are sensitive to the community health needs of the majority of the Rwandan population is essential. Understanding the burden of disease and the importance of preventing illness from the perspective of the community is a vitally important skill of each physician.  Health care providers in Rwanda must have the ability to understand the impact of social determinants of health and community factors that influence health and the prevalence and severity of disease that their patients present with at the clinical setting and vice versa how disease influences the social situation of the patient. Health care providers must understand the role of various health services in providing care and work together with health care workers on all levels. It is essential for them to be able to advocate for patients and the community they work with.

The overall aim of social and community medicine training in undergraduate medical, dental surgery and pharmacy curriculum is to develop patient-centered and community-oriented professional health care providers. iSOCO 1 is a longitudinal module introducing students to social and community medicine. It will prepare them to understand the basic principles of social and community health care, which they will need within the practice of medicine, dental surgery and pharmacy. The module is divided into five main sections (Population Health, Health Systems, Social Medicine, Communication skills and Professionalism) that are further divided in key elements. Year 1 will be used as an introduction to the five sections. This will be continued in years 2, 3 and 4.

Enjoy the course!

Richard Nduwayezu, MD, MGHD

This longitudinal module is a continuation of the introduction to social and community medicine that started in year 1. It will prepare students to understand the basic principles of social and community health care which they will need within the practice of medicine. The module is divided into 5 main sections (Population Health, health systems, social medicine, communication skills and professionalism) that are further divided in key elements. Year 2 elaborates on different elements of social and community medicine. These will be continued in the practical setting in year 3 and 4. Core topics will be discussed during lectures, interactive tutorials by the trainers and will be studied during self-directed learning, peer education and assignments.

Should you have any clarification or question please do not hesitate to contact me

Dr. Richard NDUWAYEZU

Tel: 0788610373

Email: nradose@gmail.com

Welcome to Social and Community Medicine 2.

This longitudinal module is a continuation of the introduction to social and community medicine that started in year 1. It will prepare students to understand the basic principles of social and community health care which they will need within the practice of medicine. The module is divided into 5 main sections (Population Health, health systems, social medicine, communication skills, and professionalism) that are further divided into key elements. Year 2 elaborates on different elements of social and community medicine. These will be continued in the practical setting in year 3 and 4. Core topics will be discussed during lectures, interactive tutorials by the trainers and will be studied during self-directed learning, peer education and assignments

I hope you will enjoy the course and make use of the knowledge you will gain from the course.

Best,

Dr. Richard

This longitudinal module is a continuation of the introduction to social and community medicine that started in year 1. It will prepare students to understand the basic principles of social and community health care which they will need within the practice of medicine. The module is divided into 5 main sections (Population Health, health systems, social medicine, communication skills and professionalism) that are further divided in key elements. Year 2 elaborates on different elements of social and community medicine. These will be continued in the practical setting in year 3 and 4. Core topics will be discussed during lectures, interactive tutorials by the trainers and will be studied during self-directed learning, peer education and assignments.

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of Social and Community Medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery. 

This module is designed for clinical medical students in their 3^rd year (Doc I).

I hope you will enjoy the course.

Best regards,

Richard, MD, MGHD

Dear Students and Colleagues,

This intensive module of 2 consecutive weeks (8 hours/day) in the third year medical training (DOC I) is the 3^rd year of iSOCO (integrated Social and Community Medicine Training) provided by the Discipline of Primary Health Care, University of Rwanda.

The overall aim of social and community medicine training in the undergraduate medical curriculum is to develop patient-centered and community-oriented medical doctors. This training builds on the 2 introduction years and further prepares the medical students to understand the key elements for social and community medicine that improve their quality of clinical care delivery as well as understanding the concept of palliative care. 

To prepare fourth-year students in line with “the desired Rwandan health care provider” who is a patient-centered and community-oriented health care provider with the knowledge and skills of Collaborator, Communicator, Manager, Health Advocate, Scholar and Professional as has been described in the “Undergraduate Medical Training Framework” from the University of Rwanda

Having successfully completed the module, the fourth-year medical student should be able to integrate knowledge and use all practical skills covered in iSOCO 1,2,3 during other modules and in the hospital during clinical care provision.

I hope you will enjoy the course.

Contact me at nradose@gmail.com or 0788610373 if you are experiencing any challenge in accessing the material or if you need any clarification about the course

Best,

Richard

 Welcome to Social and Community Medicine IV. This is the final theoretical module of the social and community medicine training at the University of Rwanda. The remaining modules will be a combination of clinical and community outreaches.

This module will expose to students the following skills.

This module is a copy of an already existing taught module. I would like to modify it for my assignment in the training for the Postgraduate Certificate in Learning and Teaching in High Education_PGCLTHE offered by the University of Rwanda under the College of Education. After reaching the feedback from the trainers, I will be able to update the module I am teaching.

This module will cover differrent topics and at the end of htis module the learner will be able to demonstrate knowledge and understanding of socio-economic, legal and administrative aspects of integrated water resources management (IWRM), to understand and apply ethical values to planning and management of water resources, to establish current challenges in achieving ethically equitable access to/distribution of water; to demonstrate the role of gender-sensitivity in water supply services and water conservation; to develop and explain water-related laws (different legal and administrative arrangements)  and how they related  with sustainable water management, to explain and demonstrate the role of indigenous knowledge in watershed planning and management.

This course is designed to give engineering students an operational knowledge of financial analysis and planning in technology-based enterprises including publicly owned corporations and privately held consultancy and engineering service companies. This course equips the student to understand financial statements and financial performance of the business.