CPH SIM Week 1-3

Course Outline: MT 122/L -
Community and Public Health for Medical Laboratory Science
Course Facilitator : Maria Kristina Y. Navarro, RMT, MSMT

Email : mnavarro@umindanao.edu.ph
Student Consultation : Done by online (LMS) or thru text, emails or calls
Mobile : +63 963 349 9323
Phone : (082)300-5456 / 300-0647 Local 117
Effectivity Date : August 2020
Mode of Delivery : Blended (On-Line with face to face or virtual sessions)
Time Frame : Lecture: 36 Hours; Laboratory: 108 hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit : 4 units (2 “u” Lec & 2 “u” Lab)
Attendance Requirements : For online sessions: A minimum of 95% attendance is
required at all scheduled Virtual or face to face sessions.
On site laboratory activities: 100% attendance
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 36 hours for the Lecture
component and 54 hours for the laboratory including the
face to face or virtual sessions. The face to face sessions
shall include the skills laboratory and summative
assessment tasks (exams) since this course is crucial in
the licensure examination for Medical Technologists.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7thand
9th week of the term. The assessment paper shall be
attached with a cover page indicating the title of the
assessment task (if the task is performance), the name
of the Course Facilitator, date of submission and name of
the student. The document should be emailed to the
Course Facilitator. It is also expected that you already
paid your tuition and other fees before the submission of
the assessment task.
If the assessment task is done in real time through the
features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time by
the Course Facilitator.
Turnitin Submission (if necessary) To ensure honesty and authenticity, all assessment tasks
are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the Course Facilitator the reasons for the
College of Health Sciences Education
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similarity. In addition, if the paper has reached more

than 30% similarity index, the student may be called for a
disciplinary action in accordance with the University’s
OPM on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
However, if the late submission of assessment paper has

a valid reason, a letter of explanation should be
submitted and approved by the Course Facilitator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/Assessments Assessment tasks will be returned to you two (2) weeks
after the submission. This will be returned by email or via
Blackboard portal.
For group assessment tasks, the Course Facilitator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the Course

Facilitator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy standards
or other reasonable circumstances e.g. illness, accidents
financial constraints.
Re-marking of Assessment Papers and You should request in writing addressed to the program
Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request. If disapproved by the Course Facilitator, you can
elevate your case to the program head or the dean with
the original letter of request. The final decision will come
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Reference Textbook: McKenzie, J. F., Pinger, R. R., & Seabert, D. (2018). An Introduction to Community & Public Health.
Burlington, MA: Jones & Bartlett Learning.
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from the dean of the college.
Grading System For Lecture ( 40% of the Final Course Grade):

All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
For Laboratory ( 60% of the Final Course Grade)

Class Participation (50%)
Quizzes- 10%
Laboratory Exercise/ Demonstration- 40%
Examinations ( 50%)
First Exam = 15%
Second Exam = 15%
Third Exam = 20%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style APA 6th Edition.
Student Communication You are required to create umindanao email account

which is a requirement to access the BlackBoard portal.
Then, the Course Facilitator shall enroll the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the Course Facilitator in person

through the scheduled face to face sessions to raise your
issues and concerns.
For students who have not created their student email,

please contact the Course Facilitator or program head.
Contact Details of the Dean Ofelia C. Lariego, RN,MAN

Email: ofelia_lariego@umindanao.edu.ph
Phone: (082)305-0640/300-0647 Local 117
Contact Details of the Program Head Roel Nickelson M. Solano
Email: roel_solano@umindanao.edu.ph
Phone: 082-3050647 local 117
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Students with Special Needs Students with special needs shall communicate with the
Course Facilitator about the nature of his or her special
needs. Depending on the nature of the need, the Course
Facilitator with the approval of the Program Head may
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However,
the alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Instructional Help Desk Ofelia C. Lariego

ofelia_lariego@umindanao.edu.ph
Phone: (082)305-0640/300-0647 Local 117
CHSE LMS Administrators:

1. Dennis C. Padernilla, RN MN
dennis_padernilla@umindanao.edu.ph
Phone: 082-3050645 loc. 117
2. John Michael G. Balaba, RPh

john_balaba@umindanao.edu.ph
Phone: 082-3050647 local 117
Library Contact Details Brigida E. Bacani (LIC Head)

library@umindanao.edu.ph
Phone. No. 305-06-45 loc. 140
LIC Help Desk: 0951-376-6681
Well-being Welfare Support Help Desk Ronadora E. Deala, RPm, RPsy, LPT, RGC (GSTC Head)
Contact Details ronadora_deala@umindanao.edu.ph
Phone No. 221-0190 loc 130
Patricia Karyl Ambrocio (CHSE Guidance Facilitator)

pk.ambrosio1015@gmail.com
Mobile No. 0966-331-7365
Course Information – see/download course syllabus in the Black Board LMS
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CC’s Voice: Hello, future Registered Medical Technologist! Welcome to the course
MT 122/L: Community and Public Health for Medical Laboratory Science. Today, you
chose to study the field of Medical Laboratory Science and that you have visualized
yourself studying the introduction to the principles and application of community and
public health. It will help you investigate the complex health issues in the community
because of the wide variety of pedagogical elements incorporated in the course.
CO MT 122/L: Community and Public Health for Medical Laboratory Science is

intended for the future Registered Medical Technologists. The course deals with the
significant principles of Community & Public Health for Medical Laboratory Science
that will hone the students holistically through information dissemination and
community extensions.
Let us begin!
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Big Picture
Week 1-9: Unit Learning Outcomes (ULO)
At the end of the unit, you are expected to:
1. Discuss health, community, public health, public, the major determinants of

health, the personal and community health activities, the factors that influence
a community’s health, the history of community and public health, and the
major community and public health problems facing the world today.
2. Explain epidemic, endemic, pandemic, epidemiology, their importance in

community and public health, the diseases that caused epidemics in the past
and some that are causing epidemics today, the practice of epidemiology,
why rates are important in epidemiology, incidence and prevalence rates,
standardized measurements of health status—life expectancy, years of
potential life lost (YPLL), disability-adjusted life years (DALYs), and health-
adjusted life expectancy (HALE), the sources of secondary data used by
epidemiologists, community health workers, and health.
3. Discuss the differences between communicable and noncommunicable

diseases, how communicable diseases are transmitted in a community using
the ―chain of infection‖ model, why noncommunicable diseases are a
community and public health concern, primary, secondary, and tertiary
prevention, the various criteria that communities might use to prioritize their
health problems in preparation for the allocation of prevention and control
resources, the important measures for preventing and controlling the spread
of communicable diseases in a community.
4. Determine various types of pollutants that threaten the safety of our drinking,
waterborne disease outbreak, the measures communities take to ensure the
quality of drinking water and the measures communities take to manage
wastewater, foodborne disease outbreak, the practices that increase the risk
of a foodborne disease outbreak, vector and vectorborne, the relationships
among population growth, the environment, and human health.
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Big Picture in Focus:

ULO 1. Discuss health, community, public health, public, the major
determinants of health, the personal and community health activities, the
factors that influence a community’s health, the history of community and
public health, and the major community and public health problems facing the
world today.
Metalanguage
In this section, the most essential terms relevant to the study of the course
and to demonstrate ULO1 will be operationally defined to establish a common frame
of reference as to how the texts work in your chosen field or career. You will
encounter these terms as we go through the content of this course. Please refer to
these definitions in case you will encounter difficulty in the in understanding concepts
of Medical Laboratory Science.
Bacteriological period of public health: the period of 1875–1900, during which the
causes of many bacterial diseases were discovered
Community: a collective body of individuals identified by common characteristics

such as geography, interests, experiences, concerns, or values
Community health: the health status of a defined group of people and the actions
and conditions to promote, protect, and preserve their health
Community organizing: the process by which community groups are helped to

identify common problems or change targets, mobilize resources, and develop and
implement strategies for reaching their collective goals
Global health: describes health problems, issues, and concerns that transcend
national boundaries, may be influenced by circumstances or experiences in other
countries, and are best addressed by cooperative actions and solutions
Health resources development period: the years of 1900–1960, a time of great

growth in health care facilities and providers
Herd immunity: the resistance of a population to the spread of an infectious agent

based on the immunity of a high proportion of individuals
Modern era of public health: the era of public health that began in 1850 and
continues today
Population health: ―the health outcomes of a group of individuals, including the

distribution of such outcomes within the group.‖
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Public health: actions that society takes collectively to ensure that the conditions in
which people can be healthy
Public health system: the organizational mechanism of those activities undertaken

within the formal structure of government and the associated efforts of private and
voluntary organizations and individuals
Reform phase of public health: the years of 1900–1920, characterized by social

movements to improve health conditions in cities and in the workplace
Spiritual era of public health: a time during the Middle Ages when the causation of
communicable disease was linked to spiritual forces
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Essential Knowledge
INTRODUCTION TO HEALTH
Lifestyle improvements have been made in the health and life expectancy of people
over the last century. Infant mortality dropped, many infectious diseases were
brought under control, and family planning became available. There is much more to
be done to improve health especially with racial and ethnic disparities. Health
behaviors, such as tobacco use, poor diet, and physical inactivity, have contributed
to an unacceptable number of cases of disease and death from noninfectious
diseases. Emerging infectious diseases, such as Zika virus disease and superbugs,
have stretched the resources available to control them. Most of the time, storms,
floods, and hurricanes affect us as little as we would a typical blizzard. However,
when they do affect us, they often become a global event. All of these incidents have
disrupted the public's sense of security and the environment. These events also
brought to light the United States' and the world's inability to respond effectively to
such situations and highlighted the need for improved emergency preparedness and
public health infrastructure.
Despite all the problems we have been through in recent years, the achievement of
good health remains a worldwide goal of the twenty-first century. Governments,
private organizations, and individuals are working to improve health. Although
individual actions are important to overall community health, group actions are also
important when the health of any one individual becomes an emergency. To avoid
health risks to the community, action must be taken now.
Health
The word health has been defined in different ways; in its social context, as when a
parent describes the health of a child, or when an avid fan defines the health of a
professional athlete. The most widely cited definition of health is that of the World
Health Organization (WHO), which states that ―health is a state of complete physical,
mental, and social well-being and not merely the absence of disease and
infirmity.‖ Others have proposed that health cannot be defined as a state because it
is ever changing. So health is something that can be good or bad, is dynamic and
multi-dimensional, and results from environmental interactions. Therefore, it is a
variation of individual conditions and is specific to each person. A person can have a
disease or injury and still feel well.
Our health status is dynamic because of many different factors that determine it. It is
accepted that health status is determined by the interaction of five domains: genetic
makeup, social circumstances, environmental conditions, behavioral choices, and
the availability of quality medical care. ―Our health is affected by many other factors
besides genetics and genes, as well as the nature of our experiences.‖ Gene
expression can be affected by environment or by behavioral patterns. We are
influenced by our genetic predispositions and the health care we receive.
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Community
A community is a geographic area with set boundaries, for example, a neighborhood,
city, county, or state. In the context of community and public health, a community is
characterized by the following elements: (1) membership—a sense of identity and
belonging; (2) common symbols—similar language, rituals, and ceremonies; (3)
shared values and norms; (4) mutual influence—community members have influence
and are influenced by each other; (5) shared needs and commitment to meeting
them; and (6) shared emotional connection—members share common history,
experiences, and mutual support. An example of a community is the people of
Columbus, or the Asian community of San Francisco, or the Hispanic community of
Miami, or seniors in the church, or business people in a banking community, or
homeless people in Indiana, or people on welfare in Ohio, or local union members,
or members of an electronic social network. (cyber). A community can be a group of
people who live on a university campus or all of the individuals who make up a
nation. A healthy community is a place where people are assessing their resources
and needs, where public health supports health, and where essential public health
services are available.
Personal Health Activities

Personal health-related activities are individual actions and decision making that
affect the health of the immediate family members and friends. These behaviors do
not directly affect another person; instead, they are a form of psychological therapy.
Taking care of your own health care is obviously part of personal care.
Community and Public Health Activities

Community and public health programs are aimed at improving health of people.
Protecting the health of people can take many forms, such as recording accurate
birth and death records and participating in hospital fund-raising events to support
the American Lung Association.
Factors That Affect the Health of a Community

Many factors affect the health of a community. As a result, the health status of each
community is different. These factors may be physical, social, and/ or cultural. They
also include the ability of the community to organize and work together as a whole as
well as the individual behaviors of those in the community.
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Physical Factors
The physical factors include geographical, environmental, community size and
industrial development.
Social and Cultural Factors

Social factors arise from the interactions between members of the community. Life in
urban communities is more stressful and stressful living conditions greatly lead to
higher rates of illness. The choices of care of those who live in urban areas will differ
from those who live in rural areas because of limited health care amenities in rural
areas. Cultural factors usually become apparent if one looks for in particular society.
Community Organizing
The way in which a community is able to organize its resources directly influences its
ability to intervene and solve problems, including health problems. Community
organizing is ―the process by which community groups are helped to identify
common problems or change targets, mobilize resources, and develop and
implement strategies for reaching their collective goals.‖ It is not a science but an art
of building consensus within a democratic process. If a community can organize its
resources effectively into a unified force, it ―is likely to produce benefits in the form of
increased effectiveness and productivity by reducing duplication of efforts and
avoiding the imposition of solutions that are not congruent with the local culture and
needs.‖ For example, many communities in the United States have faced
community-wide drug problems. Some have been able to organize their resources to
reduce or resolve these problems, whereas others have not.
Individual Behavior
The behavior of individual community members contributes to the health of the
community as a whole. It takes the concerted effort of many—if not most—
individuals in the community to make the program work. For example, if each
individual deliberately recycles his or her trash every week, community recycling will
be successful. Similarly, if each occupant wears a safety belt, there could be a
significant reduction in the number of facial injuries and car crash deaths across the
community. In another example, the more individuals who become immunized
against a specific communicable disease, the slower the spread of the disease and
the fewer people exposed to it. The concept is known as herd immunity.
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HISTORY OF PUBLIC HEALTH
Earliest Civilizations
It seems very likely that there were health and disease practices prior to the start of
recorded history. Perhaps these practices involved taboos against defecation in the
tribe land area or near the source of water sources. Perhaps they involve rites of
burial for those deceased. These are certainly common practices that predate
modern historical records. These ancient societies have been discovered to have
organized health facilities for their communities. Historical evidence shows that this
area functioned as a settlement site in the seventeenth century.
The Eighteenth Century

The eighteenth century was associated with widespread industrial growth. Despite
early recognition of the fact that diseases were related to poor living conditions,
patient health was rarely good. The cities were oversaturated, and the water supplies
were inadequate and unfresh often. The streets of the cities were usually unpaved,
filthy, and strewn with trash and garbage. Many homes had dirt floors.
Employees have to work in unsafe, unhealthy environments. A large portion of the
workforce was full of the poor, who included children, who were forced to work as
indentured servants. This led many to go onto dangerous jobs, such as the textiles
industry and coal mines.
The Nineteenth Century

Epidemics continued to be a problem in the nineteenth century, with outbreaks in
major cities in both Europe and America. In 1854, another cholera epidemic struck
London. Dr. John Snow studied the epidemic and hypothesized that the disease was
being caused by the drinking water from the Broad Street pump. He obtained
permission to remove the pump handle, and the epidemic was abated. Snow’s action
was remarkable because it predated the discovery that microorganisms can cause
disease. The predominant theory of contagious disease at the time was the
―miasmas theory,‖ which postulated vapors, or miasmas, were the source of many
diseases. The miasmas theory remained popular throughout much of the nineteenth
century.
John Snow’s Cholera data

Source: http://blog.rtwilson.com/john-snows-cholera-data-in-more-formats/
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In the United States in 1850, Lemuel Shattuck drew up a health report for the
Commonwealth of Massachusetts that outlined the public health needs for the state.
It included recommendations for the establishment of boards of health, the collection
of vital statistics, the implementation of sanitary measures, and research on
diseases. Shattuck also recommended health education and controlling exposure to
alcohol, smoke, adulterated food, and nostrums (quack medicines). Although some
of his recommendations took years to implement, the significance of Shattuck’s
report is such that 1850 is a key date in American public health; it marks the
beginning of the modern era of public health.
In 1862, Louis Pasteur of France proposed his germ theory of disease. Throughout
the 1860s and 1870s, he and others carried out experiments and made observations
that supported this theory and disproved spontaneous generation. Pasteur is
generally given credit for providing the deathblow to the theory of spontaneous
generation.
It was the German scientist Robert Koch who developed the criteria and procedures
necessary to establish that a particular microbe, and no other, causes a particular
disease. His first demonstration, with the anthrax bacillus, was in 1876. Between
1877 and the end of the century, the identity of numerous bacterial disease agents
was established, including those that caused gonorrhea, typhoid fever, leprosy,
tuberculosis, cholera, diphtheria, tetanus, pneumonia, plague, and dysentery. This
period has come to be known as the bacteriological period of public health.
Although most scientific discoveries in the late nineteenth century were made in
Europe, significant public health achievements were occurring in America as well.
The first law prohibiting the adulteration of milk was passed in 1856, the first sanitary
survey was carried out in New York City in 1864, and the American Public Health
Association was founded in 1872. The Marine Hospital Service gained new powers
of inspection and investigation under the Port Quarantine Act of 1878. In 1890, the
pasteurization of milk was introduced, and in 1891 meat inspection began. It was
also during this time that nurses were first hired by industries (in 1895) and schools
(in 1899). Also in 1895, septic tanks were introduced for sewage treatment. In 1900,
Major Walter Reed of the U.S. Army announced that mosquitoes transmitted yellow
fever.
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Germ Theory of Disease
Source: https://en.wikipedia.org/wiki/Germ_theory_of_disease
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Source: https://biologydictionary.net/germ-theory/
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The Twentieth Century

As the twentieth century began, life expectancy was still less than 50 years. The
leading causes of death were communicable diseases—influenza, pneumonia,
tuberculosis, and infections of the gastrointestinal tract. Other communicable
diseases, such as typhoid fever, malaria, and diphtheria, also killed many people.
There were other health problems as well. Thousands of children were afflicted with
conditions characterized by noninfectious diarrhea or by bone deformity. Although
the symptoms of pellagra and rickets were known and described, the causes of
these ailments remained a mystery at the turn of the century. Discovery that these
conditions resulted from vitamin deficiencies was slow because some scientists were
searching for bacterial causes. Vitamin deficiency diseases and one of their
contributing conditions, poor dental health, were extremely common in the slum
districts of both European and American cities. The unavailability of adequate
prenatal and postnatal care meant that deaths associated with pregnancy and
childbirth were also high.
The Twenty-First Century

Now in the second decade of the twenty-first century the need to improve community
and public health continues.
Lifestyle Diseases
The leading causes of death in the United States today are not the communicable
diseases that were so feared 100 years ago but chronic illnesses. The four leading
causes of death in the second decade of the twenty-first century are heart disease,
cancer, chronic lower respiratory diseases, and unintentional injuries. Although it is
true that everyone has to die from some cause sometime, too many Americans die
prematurely. Seven out of every 10 deaths among Americans each year are from
chronic diseases, while heart disease, cancer, and stroke account for approximately
50% of deaths annually. In addition, more than 86% of all health care spending in the
United States is on people with chronic conditions. Chronic diseases are not only the
most common, deadly, and costly conditions, they are also the most preventable of
all health problems in the United States. They are the most preventable because four
modifiable risk behaviors—lack of exercise or physical activity, poor nutrition,
tobacco use, and excessive alcohol use—are responsible for much of the illness,
suffering, and early death related to chronic diseases. In fact, one study estimates
that all causes of mortality could be cut by 55% by never smoking, engaging in
regular physical activity, eating a healthy diet, and avoiding being overweight.
Communicable Diseases
Although communicable (infectious) diseases no longer constitute the leading
causes of death in the United States, they remain a concern for several reasons.
First, they are the primary reason for days missed at school or at work. The success
in reducing the life-threatening nature of these diseases has made many Americans
complacent about obtaining vaccinations or taking other precautions against
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contracting these diseases. With the exception of smallpox, none of these diseases
has been eradicated, although several should have been, such as measles.
Second, as new communicable diseases continue to appear, old ones such as

tuberculosis reemerge, sometimes in drug-resistant forms (i.e., caused by
superbugs), demonstrating that communicable diseases still represent a serious
community health problem in America. Legionnaires’ disease, toxic shock syndrome,
Lyme disease, acquired immunodeficiency syndrome (AIDS), severe acute
respiratory syndrome (SARS), and Zika virus disease are diseases that were
unknown only 60 years ago. The first cases of AIDS were reported in June 1981. By
August 1989, 100,000 cases had been reported, and it took only an additional two
years to report the second 100,000 cases. By 2015, more than 1.2 million cases of
the disease had been reported to the CDC. The total number of cases continues to
grow with close to 50,000 new HIV cases being diagnosed each year. Also, diseases
that were once only found in animals are now crossing over to human populations
and causing much concern and action. Included in this group of diseases are avian
flu, Escherichia coli O157:H7, hantavirus, mad cow disease, and SARS. Third, and
maybe the most disturbing, is the use of communicable diseases for bioterrorism.
Bioterrorism involves ―the threatened or intentional release of biological agents
(virus, bacteria, or their toxins) for the purpose of influencing the conduct of
government or intimidating or coercing a civilian population to further political or
social objectives. These agents can be released by way of the air (as aerosols) food,
water or insects.‖ Concern in the United States over bioterrorism was heightened
after September 11, 2001 (9/11) and the subsequent intentional distribution of
Bacillus anthracis spores through the U.S. postal system (the anthrax mailings).
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Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Main Reference Textbook: McKenzie, J. F., Pinger, R. R., & Seabert, D. (2018). An
Introduction to Community & Public Health. Burlington, MA: Jones & Bartlett
Learning.
Nillos, B. (2015). Introduction to Public Health. Giuani Printing Services 24 Panghulo

Road, Malabon, Philippines
Mahon, C. (2015). Textbook of Diagnostic Microbiology. 5th Ed. Elsevier, Inc.
McCullough, J. (2016). Transfusion Medicine. 4th Ed. John Wiley & Sons, Ltd.
Mc Pherson, R./Pincus, M. (2017). Henry’s Clinical Diagnosis & Management by

laboratory methods. 23rd Ed. China: Elsevier, Inc.
Suba, S, C. & Florida, J, F. (2014). STS: Introduction to Medical Technology with

Science, Technology, and Society. Pasig city: Unit 2105-2106 Raffles Corporate
Center.
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Keywords Index
Bacteriological Community Community health Community

period of public organizing
health
Global health Health resources Herd immunity Modern era of
development public health
period
Population health Public health Public health Reform phase of
system public health
Spiritual era of Acute disease Age-adjusted rate Attack rate
public health
Cases Chronic disease Common source Continuous source
epidemic curve epidemic
Crude rate Disability-adjusted Endemic disease Epidemic
life years (DALYs)
Epidemic curve Epidemiology Epidemiologist Health-adjusted
life expectancy
(HALE)
Incidence rate Incubation period Life expectancy Morbidity rate
Mortality (fatality) Natality (birth) rate National Electronic Notifiable diseases
rate Telecommunications
System (NETS):
Pandemic Point source Population at risk Prevalence rate
epidemic
Propagated Rate Risk factors Vital statistics
epidemic curve
Years of potential Active immunity Agent Bloodborne
life lost (YPLL) pathogens
Carrier Chain of infection Communicable Coronary heart
(infectious) disease disease (CHD)
Direct transmission Disinfection Eradication Etiology
Host Indirect Infectivity Intervention
transmission
Isolation Noncommunicable Passive immunity Pathogenicity
(noninfectious)
disease
Prevention Primary prevention Quarantine Secondary
prevention
Tertiary prevention Zoonosis Aquifer Clean Water Act
(CWA)
Foodborne Groundwater Nonpoint source Point source
disease outbreak pollution pollution
(FBDO)
Safe Drinking Sanitation Surface water Waterborne
Water Act (SDWA) disease outbreak
(WBDO)
[18]
rd
Telefax: (082)
Phone No.: (082)300-5456/300-0647 Local 117
Vector Vectorborne Water pollution Watershed

disease outbreak
(VBDO)
[19]
rd
Telefax: (082)
Phone No.: (082)300-5456/300-0647 Local 117
COURSE SCHEDULES
ACTIVITY DATE REMARKS
ULO1 Jan. 11 – Jan. 28, 2021
1ST EXAM January 29, 2021
ULO2 Feb. 1 – Feb. 11, 2021
2ND EXAM February 12, 2021
ULO3 Feb. 15 – Feb. 25, 2021
3RD EXAM February 26, 2021
ULO4 March 1 – March 9, 2021
COMPREHENSIVE EXAM March 10, 2021
[20]
rd
Telefax: (082)
Phone No.: (082)300-5456/300-0647 Local 117
Online Code of Conduct
(1) All students are expected to abide by an honor code of conduct, and thus
everyone and all are exhorted to exercise self-management and self-regulation.
(2) All students are guided by professional conduct as learners in attending OBD or
DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
(3) Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
(4) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
(5) Students shall independently and honestly take examinations and do

assignments, unless collaboration is clearly required or permitted. Students shall not
resort to dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
(6) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others
to further academic fraudulence online.
(7) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
[21]
rd
Telefax: (082)
Phone No.: (082)300-5456/300-0647 Local 117
[22]

CPH SIM Week 1-3

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Course Outline: MT 122/L -

Community and Public Health for Medical Laboratory Science

Course Facilitator : Maria Kristina Y. Navarro, RMT, MSMT

Areas of Concern Details

similarity. In addition, if the paper has reached more

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper has

For group assessment tasks, the Course Facilitator will

Assignment Resubmission You should request in writing addressed to the Course

from the dean of the college.

Grading System For Lecture ( 40% of the Final Course Grade):

For Laboratory ( 60% of the Final Course Grade)

Submission of the final grades shall follow the usual

Preferred Referencing Style APA 6th Edition.

Student Communication You are required to create umindanao email account

You can also meet the Course Facilitator in person

For students who have not created their student email,

Contact Details of the Dean Ofelia C. Lariego, RN,MAN

Instructional Help Desk Ofelia C. Lariego

CHSE LMS Administrators:

2. John Michael G. Balaba, RPh

Library Contact Details Brigida E. Bacani (LIC Head)

Patricia Karyl Ambrocio (CHSE Guidance Facilitator)

Course Information – see/download course syllabus in the Black Board LMS

CO MT 122/L: Community and Public Health for Medical Laboratory Science is

Week 1-9: Unit Learning Outcomes (ULO)

At the end of the unit, you are expected to:

1. Discuss health, community, public health, public, the major determinants of

2. Explain epidemic, endemic, pandemic, epidemiology, their importance in

3. Discuss the differences between communicable and noncommunicable

Big Picture in Focus:

Community: a collective body of individuals identified by common characteristics

Community organizing: the process by which community groups are helped to

Health resources development period: the years of 1900–1960, a time of great

Herd immunity: the resistance of a population to the spread of an infectious agent

Population health: ―the health outcomes of a group of individuals, including the

Public health system: the organizational mechanism of those activities undertaken

Reform phase of public health: the years of 1900–1920, characterized by social

Personal Health Activities

Community and Public Health Activities

Factors That Affect the Health of a Community

Social and Cultural Factors

HISTORY OF PUBLIC HEALTH

The Eighteenth Century

The Nineteenth Century

John Snow’s Cholera data

Germ Theory of Disease

The Twentieth Century

The Twenty-First Century

Second, as new communicable diseases continue to appear, old ones such as

Nillos, B. (2015). Introduction to Public Health. Giuani Printing Services 24 Panghulo

Mahon, C. (2015). Textbook of Diagnostic Microbiology. 5th Ed. Elsevier, Inc.

Mc Pherson, R./Pincus, M. (2017). Henry’s Clinical Diagnosis & Management by

Suba, S, C. & Florida, J, F. (2014). STS: Introduction to Medical Technology with

Bacteriological Community Community health Community

Vector Vectorborne Water pollution Watershed

Online Code of Conduct

(5) Students shall independently and honestly take examinations and do

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