Curriculum

for the

Core Course
of

Two Years’ Post Matric

Diplomas in Allied Health Sciences

(New Scheme)
First Edition 2013

Punjab Medical Faculty

 Curriculum for Core Course

Table of Contents
Page
Preface 2
Section I (Significance of Allied Health Sciences and Organization of
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Training Program)

Section II
Unit 1: Organization and Functioning of Health System 6
Unit 2: Primary Health Care 8
Unit 3: Human Body 10
 Sub-unit 3.1 Cardiovascular System (Circulatory System) 12
 Sub-unit 3.2 Digestive System 13
 Sub-unit 3.3 Pulmonary System 14
 Sub-unit 3.4 Musculoskeletal System and Skin 15
 Sub-unit 3.5 Nervous System 16
 Sub-unit 3.6 Excretory System 17
 Sub-unit 3.7 Reproductive System 18
 Sub-unit 3.8 Endocrine System 19
Unit 4: Quality Assurance and Ethics 20
Unit 5: Sterilization and Disinfection 22
Unit 6: Communication Skills and Health Education 24
Unit 7: First Aid 26

Section III
 Applied Computer Sciences 28
 Recommended Reading for Teachers 29
 Acknowledgments 30

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 Curriculum for Core Course

Preface
After introduction of the new service structure for Allied Health Professionals (AHPs) in 2012, the
qualification requirement for entry in service has been changed to a diploma of two years’
duration. This decision has necessitated the development of curricula for the new scheme of
studies. The evolving health needs of the community, exponential advances in medical and allied
technologies and changes in health services provision, functions and structure also demand
continual and responsive changes in education and training programs meant for AHPs. The revised
curricula would carry out the following important functions:
 link pre-service education and training with actual tasks AHPs have to perform after being
employed, especially in the public sector

 modernize training program by weeding out subjects that have become obsolete and
including subjects that are currently considered essential
 provide clarity on subjects and topics to be taught delimiting the breadth and depth of
teaching
 give clarity to examiners on what is to be tested and how
 stimulate critical faculties of both teachers and students to conceptualize topics rather
than memorizing them.
The new scheme of studies provides opportunities for training in the following technologies:
a. Public Health Technology
b. Operation Theater Technology
c. Radiology /Imaging Technology
d. Medical Laboratory Technology
e. Dental Technology
f. Ophthalmology / Vision Technology
g. Physiotherapy
Focus of the new curricula for above technologies would be on integration of tasks and multi-
skilling of students. Thus there would be a common knowledge base for all courses in the form of a
Core Course which would provide insight into essential technical knowledge. The core course would
also promote interdisciplinary team building strategies for effective co ordination between various
Allied Health Science disciplines. This would also provide base for development of the education for
Allied health Sciences up to post graduate level.

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 Curriculum for Core Course

Section I

1. Allied Health Sciences

Allied Health Sciences (AHS) relate to study of health related sciences exclusive of Medical and
Nursing education encompassing a diversity of disciplines. AHS are distinguishable from Medical
and Nursing Sciences by being technology intensive and in diversity of disciplines.

2. Allied Health Professionals

Allied Health Professionals (AHPs) may be defined as skilled personnel specifically trained and
qualified through a well outlined curriculum, registered with a professional body and working under
the supervision of a qualified clinician against diagnostic, therapeutic, preventive and rehabilitative
jobs.

Allied Health Professionals are involved with the delivery of health or related services pertaining to
the identification, management and prevention of diseases and disorders; rehabilitation and health
systems management. AHPs constitute the backbone of healthcare delivery in any country and may
comprise up to 60 percent of the total health workforce. Their contribution is deemed essential for
smooth functioning of health services at all levels in both public and private sectors.
AHPs function in several diverse settings and their services are critical to other health professionals
they work with and the patients they serve. They are considered indispensible members of health
teams; often they are the first line health workers that front healthcare services.

2.1. Work Activities and Skills

AHPs are autonomous professionals but they are also part of highly skilled multi-disciplinary teams.
They must be proficient working with complex equipments which require continuous
improvements in both knowledge and skills to keep pace with the fast moving developments. They
should be able to offer support and encouragement while working closely with patients who may
be anxious and distressed, particularity in therapeutic procedures. Besides the essential technical
skills, in order to perform their roles efficiently they must also possess the following personal
attributes:
 Communication skills
 Decision making skills
 Team-working skills
 Client care skills

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 Curriculum for Core Course

3. Distribution of Training Time

The two years’ program would be divided in three distinct parts (Papers). The ‘Core Course’ would
be common for all technologies. The examination for this component will be taken at the end of
first academic year. The teaching for specific aspects of this technology will be divided in two
sections; examination for these will be held at the end of second academic year – however,
teaching for specific techniques will start from the first year and sufficient time would be provided
for practical attachments. There will also be practical / viva examination(s) for the relevant
techniques. Theory and viva components will carry equal marks.
A typical training day for students at training institutions routinely comprises of five hours. Keeping
a generous allowance of holidays and weekends, an academic year for students would be 200 days.
Therefore, 1000 teaching hours would be available in 12 months. In the new scheme of studies, for
the Core Course the proportion of classroom teaching and practical training (applied learning
activities) would be 60:40; whereas this proportion for the specific techniques would be 40:60 and
the time allocations for dividing teaching time between various topics, units and sub-units will be
done accordingly as depicted below:
Core Course 500
Section I (Paper I) 750
Section II (Paper II) 750
Total 2000

4. Knowledge Assessment and Examination

There shall be an examination at the end of each academic year. The marks distribution for this
diploma would be:
Subject Marks
First Year
Core Course 100
Viva 100
Second Year
Section I 100
Section II 100
Practical / Viva Section I 100
Practical / Viva Section II 100
Total: 600
Practical / viva examination shall assess the concepts, recall and practical skills of students and shall
carry 50% weightage. Details of assessment process are available in the Examination Policy of
Punjab Medical Faculty.

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 Curriculum for Core Course

5. Essential Teaching Requirements

5.1. Training requirements/instructional methodologies (Process)
a. Teaching staff will be given in-service training as recommended by PMF from time to
time.
b. Teachers will use a combination of interactive programmed instructions (non-IT), class
teaching with exercises using audiovisual aids, mini-lectures, group discussions,
simulations and case studies as instructional/teaching methodologies.
c. IT will be employed for teaching where necessary.
d. A combination of English and Urdu languages will be used as medium of instruction.
e. Teachers will encourage students to ask questions; they will encourage debate and
discussion in class to inspire and hone thinking skills of students. Students will be given
the opportunity to engage in activities that promote divergent thinking skills. Students
will be encouraged to work independently, as well as in small groups and as a whole
class, to form creative associations of ideas across discipline lines.

5.2. Practical learning component

Practical training will supplement teaching of basic subjects. Field learning will be carried out in
hospital wards, operation theatres, diagnostic centers and for public health technicians in
related places of significance. Teachers will ensure that students are given field learning
activities that are relevant to the topic being taught in the class in order for them to develop
relevant practical skills.

The detail of specifications for the institution imparting education according to the new scheme
of studies is available in ‘New Affiliation Criteria’ for such institutions.

6. Organization of Units of Curriculum

The different units presented in the subsequent sections would comprise of the following
components:
a. Learning Focus (contents, hours, weightage for assessment)
b. Rationale
c. Scope
d. Learning Objectives (aims and learning outcomes)
e. Practical Learning Component (where applicable)

7. Revisions and Updating of Curriculum

The curricula are ever evolving organic documents. Regular reviews and revisions are, therefore,
essentially required to keep them in pace with modern needs; topics that are required now might
outlive their utility in a few years. Updating curricula therefore forms the basis for quality teaching
as well as professional competence of AHPs. This would be ensured by technology-wise panels of
experts notified by the Health Department.

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 Curriculum for Core Course

Section II
Unit 1
Organization and Functioning of Health System

1. Learning Focus

Concept and definition of ‘Health’ 2 hour

Introduction to the healthcare system: national, provincial and district 3 hours

The structure of healthcare delivery: primary, secondary and tertiary 5 hours

Important international agencies for health 3 hours

Private sector and its regulation 5 hours

Dynamics of team working 4 hours
Class Room Teaching 22 hours
Practical Attachments 0
Total Teaching 22 hours
Weightage for assessment 5%

2. Rationale
In order to effectively perform, an AHP needs to have the concept of health, an appreciation of
the prevailing organizational environment and an understanding of his or her own job
description. The goal of this unit, therefore, is to impart an appreciation of the larger operating
environment. To acquire this familiarity, AHPs need to have an understanding of the healthcare
systems and the health infrastructure.

3. Scope
The overall understanding of health system would help AHPs to relate their own performance
with the objectives and performance of their parent department. This would also help them to
better integrate with the teams of health professionals of which they would be integral part.

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 Curriculum for Core Course

4. Learning Objectives
After completing unit 1 the students will be able to:
i. define health as per WHO specifications
ii. appreciate the general organization of the healthcare system and the healthcare delivery
system
iii. describe the regulatory framework for private health sector
iv. list out the main international agencies involved in health sector including WHO and
Unicef
v. demonstrate skills required for working in a team

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 Curriculum for Core Course

Unit II
Primary Health Care

1. Learning Focus

The concept of ‘Health for All’ 2 hours

Primary Health Care: Components and Principles 10 hours

 Immunization 10 hours
 Reproductive Health / Family Planning 8 hours
 Nutrition 8 hours
 Environmental Health 8 hours
 Classification of Diseases 6 hours
 Management of Common Diseases 8 hours
Important Medical Terminologies 6 hours
Class Room Teaching 66 hours
Practical Attachments 0 hours
Total Teaching 66 hours
Weightage for assessment 15%

2. Rationale
Every member of health team needs to have basic understanding of the factors leading to poor
health and the means for leading a healthy and balanced life. The Alma Ata Declaration of 1978
affirms the commitment of provision of optimal health services to each and every citizen, and
also illustrates the means for achieving them. The goal of this unit is to impart an
understanding of the five principles and eight components of primary healthcare approach and
enable the health team members.

3. Scope
This unit will prepare the AHPs to perform as frontline health workers. The understanding of
primary healthcare and its components would help AHPs to better comprehend and
disseminate the principles of good health. The problems of vulnerable groups of society will
specially be highlighted; there would be emphasis on issues of mother and child health and

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 Curriculum for Core Course

their management. Concept of immunity and the vaccination schedule in vogue would be
familiarized.
An understanding of elementary medical terminologies used in routine settings will be
provided. This unit would also help AHPs to better integrate with the teams of health
professionals of which they would be integral part.

4. Learning Objectives
After completing unit students will be able to:
i. understand the holistic concept of health and the philosophy of PHC as an approach towards
achieving Health for All
ii. appreciate the five basic principles of PHC and their significance in general social
development and delivery of health services
iii. list out the components of PHC and their significance in healthcare
iv. describe the significance of:
a. provision of adequate water supply and basic sanitation
b. promotion of improved nutrition
c. immunization against principal infectious diseases
d. prevention and control of locally endemic diseases
e. mother and child health including family planning

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 Curriculum for Core Course

Unit 3

Human Body
Unit 3 has been further subdivided into the 8 sub units.

1. Learning Focus

Sub-unit 3.1 Cardiovascular System (Circulatory System) 30 hours

Sub-unit 3.2 Digestive System 30 hours
Sub-unit 3.3 Pulmonary System 30 hours
Sub-unit 3.4 Musculoskeletal System and Skin 30 hours
Sub-unit 3.5 Nervous System 15 hours
Sub-unit 3.6 Excretory System 15 hours
Sub-unit 3.7 Reproductive System 15 hours
Sub-unit 3.8 Endocrine System 15 hours

Class Room Teaching 152 hours

Practical Attachments 28 hours
Total Teaching Time 180 hours
Weightage for assessment 40%

Majority of AHPs’ have to perform significant number of tasks related to clinical work and patient
handling. Basic understanding of major parts of human anatomy and physiology, and their
application will provide a base for them to build their applied knowledge.

2. Rationale
The students will explore human body in order to understand its various systems, major functions
performed by these systems and some common disease states affecting them. This knowledge will
directly help them in supporting work of the teams of which they are an important part.
The goal of this unit is to give a broad understanding of human anatomy and physiology to students
so that they are exposed to general functions and structure of the human body using a systems
approach. This unit, along with its sub-units, focuses on breadth of the information and knowledge
about human body rather than the depth.

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 Curriculum for Core Course

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of body and how
these are altered in certain common diseased states. The scope of teaching will be less than
medical and nursing students.

4. Learning Objectives
After completing unit 2 students will be able to:
a. identify parts of the human body (gross anatomy only)
b. demonstrate how different parts of human body work and what are their main functions
c. identify abnormal and generic diseased states on gross appearance.

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 Curriculum for Core Course

Sub-unit 3.1 - The Cardiovascular System

1. Time allocation
26 hours of class teaching and 4 hours of practical training

2. Rationale
Students will explore cardiovascular/circulatory system in order to understand its various parts,
their major functions and some common diseases affecting the system. In Punjab the pattern of
non-communicable diseases has changed over the years. Patients’ statistics show that
approximately 38% of them seek medical advice from public sector health facilities for non-
communicable ailments, almost equal to the number of patients reporting with communicable
diseases. Hypertension and related complications therefore make this chapter an essential element
of curriculum.

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of CVS and how
they are affected by diseases. The scope of teaching will be limited to giving a general
understanding of CVS to students and developing their skills to measure blood pressure and pulse.

4. Learning Objectives
After completing sub-unit 3.1 students will be able to:
a. understand components and groups of blood
b. mark location of the heart on human body and name its coverings
c. name chambers of heart and describe their functions
d. trace pathway of blood through the heart
e. name different types of blood vessels and parts of blood
f. describe the concept of blood pressure
g. identify surface veins for administration of intravenous injections
h. identify key risk factors for developing atherosclerosis and describe conditions associated
with atherosclerosis within the coronary blood vessels.

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 Curriculum for Core Course

Sub-unit 3.2 - The Digestive System

1. Time allocation
26 hours of class teaching and 4 hours of practical training

2. Rationale
Ailments related to the digestive system such as diarrhea and dysentery form a sizeable portion of
workload of health facilities. Outbreaks of gastrointestinal diseases are quite common.
Contaminated water supply adds another layer of complexity.
Students will explore Gastrointestinal System (Digestive System) in order to understand its various
parts, their major functions and some common diseases affecting the system. Given its importance,
a special reference will be made to oral rehydration therapy. Knowledge of anatomy and physiology
of the digestive system will prepare students to understand various interventions that they will be
using in their professional lives.

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of
Gastrointestinal System (Digestive System) and how they are affected by diseases. The scope of
teaching will be limited to giving a general understanding of the system to students and developing
their skills to measure dehydration.

4. Learning Objectives
After completing sub-unit 3.2 students will be able to:
a. describe gross anatomy of the digestive system
b. describe basic functions of various parts of the digestive system
c. mark location of stomach, liver and appendix on human body
d. identify and recognize signs of dehydration
e. demonstrate how to guide clients about oral rehydration therapy and hygiene
f. demonstrate an understanding of relationship of digestive system with food and water in
the context of disease generation and propagation.

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 Curriculum for Core Course

Sub-unit 3.3 - The Pulmonary System

1. Time allocation
26 hours of class teaching and 4 hours of practical training

2. Rationale
Students will explore the Pulmonary System in order to understand its various parts, their major
functions and some common diseases affecting the system. Communicable and non-communicable
diseases related to the Pulmonary System form more than a third of the case load of clients
reporting at government health facilities. Knowledge of this subject will help AHPs in providing
support for effectively managing problems related to this system. Teachers will make a special
reference to pneumonia and pulmonary tuberculosis, given the seriousness these carry.

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of the Pulmonary
System and how they are affected by diseases. The scope of teaching will be limited to giving a
general understanding of the system to students and developing their skills to recognize signs and
symptoms of tuberculosis and pneumonia in children and the elderly.

4. Learning Objectives
After completing sub-unit 3.3 students will be able to:
a. describe gross anatomy of the pulmonary system
b. describe basic functions of various parts of the pulmonary system
c. mark location of lungs on human body
d. identify signs and symptoms of pneumonia and pulmonary tuberculosis

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 Curriculum for Core Course

Sub-unit 3.4 - The Musculoskeletal System

1. Time allocation
26 hours of class teaching and 4 hours of practical training

2. Rationale
Students will explore the musculoskeletal system and skin in order to understand its various parts,
their major functions and some common diseases affecting the system with special reference to
fractures and their immediate management. Trauma has emerged as an important health problem.
Increased numbers of vehicles on roads and problems related to law and order have contributed to
accidents.

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of the
musculoskeletal system and skin and how they are affected by diseases. The scope of teaching will
be limited to giving a general understanding of the musculoskeletal system and skin to students and
developing their skills to recognize and manage fractures (first aid) and other related emergencies.
Links of musculoskeletal system and skin will also be explored with other systems of the body such
as CVS and gastrointestinal tract.

4. Learning Objective(s)
After completing sub-unit 3.4 students will be able to:
a. demonstrate basic understanding of the musculoskeletal system and skin (What is the
Musculoskeletal System? What comprises the system? What are the major functions of the
system? What are the functions of its component parts?)
b. mark location of major parts of the system on human body, e.g. long bones of the body,
origin/insertion of muscles of limbs and large joints
c. identify signs and symptoms of fractures
d. develop a general understanding of anatomy and physiology of skin and recognize skin
ailments such as scabies.

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 Curriculum for Core Course

Sub-unit 3.5 - The Nervous System

1. Time allocation
12 hours of class teaching and 3 hours of practical training

2. Rationale
Students will explore the nervous system in order to understand its major parts, their major
functions and some common diseases affecting the system. Changing economic, social, cultural and
demographic patterns have led to an increased number of cases of trauma and stroke.

3. Scope
Learning and understanding will focus on gross anatomy, major functions of parts of the nervous
system and how they are affected by diseases focusing on head injuries and stroke. The scope of
teaching will be limited to giving a general understanding of the nervous system to students and
developing their skills to recognize signs of head injuries and stroke. Links of the nervous system to
rest of the human body will also be explored.

4. Learning Objective(s)
After completing sub-unit 3.5 students will be able to:
a. name major parts of the nervous system and describe their major functions
b. identify signs and symptoms of head injuries, spinal injuries and stroke
c. understand the basis for immediate management (emergency) of head injuries, spinal
injuries and stroke.

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 Curriculum for Core Course

Sub-unit 3.6 - The Excretory System

1. Time allocation
12 hours of class teaching and 3 hours of practical training

2. Rationale
Changing demography and patterns of lifestyles have increased the incidence of non-communicable
diseases in Punjab. Renal failure has become an important disease entity. These factors necessitate
inclusion of excretory system in this curriculum. Applied knowledge of various important parts of
this system and their important functions will prepare students to effectively support medical
teams in managing relevant clients on the one hand and will enable them to deliver health
promotion messages effectively to communities, on the other.

3. Scope
Students will explore the excretory system in order to understand its major parts, their major
functions and some common diseases affecting the system. Learning and understanding will focus
on gross anatomy, major functions of parts of the excretory system and how they are affected by
diseases. The scope of teaching will be limited to giving a general understanding of the excretory
system to students and developing their skills to recognize emergencies. Links of the excretory
system to rest of the human body will also be explored.

4. Learning Objectives
After completing sub-unit 3.6 students will be able to:
a. describe routes of excretion of wastes products from human body
b. name major parts of the excretory system and mark their position on human body
c. describe functions of major parts of the excretory system
d. identify common diseases affecting the urinary system.

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 Curriculum for Core Course

Sub-unit 3.7 - The Reproductive System

1. Time allocation
12 hours of class teaching and 3 hours of practical training

2. Rationale
A relatively closer relationship of AHPs with communities suitably positions them to assume the
role of health counselors. This opportunity needs to be fully capitalized upon in order to improve
preventive health interventions. As frontline health workers, AHPs need to have knowledge of the
Reproductive System in order to deliver health promotion messages including family planning to
individuals and communities in addition to dealing with related and family planning.

3. Scope
Students will explore the Reproductive System in order to understand its major parts, their major
functions and some common diseases affecting the system. Learning and understanding will focus
on gross anatomy, major functions of parts of the reproductive system and how they are affected
by diseases. The scope of teaching will be limited to giving a general understanding of the
reproductive system to students and developing their skills to recognize emergencies. Links of the
reproductive system to rest of the human body will also be explored.

4. Learning Objectives
After completing sub-unit 3.7 students will be able to:
a. identify major parts of the reproductive system
b. describe functions of major parts of the reproductive system
c. identify common disease condition affecting the reproductive system
d. give health promotion messages related to reproductive health

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 Curriculum for Core Course

Sub-unit 3.8 - The Endocrine System

1. Time allocation
12 hours of class teaching and 3 hours of practical training

2. Rationale
Changing lifestyles and demography have increased the incidence and prevalence of non-
communicable diseases in Punjab. Diabetes has become an important disease entity. Inclusion of
excretory system in this curriculum therefore has become necessary. Knowledge of various
important parts of this system and their important functions will prepare dispensers to effectively
support health services in managing relevant clients. More importantly, knowledge of the
Endocrine System will be enable AHPs to deliver health promotion messages effectively to
communities and individuals including those related to hormone-based contraceptives.

3. Scope
Students will explore the Endocrine System in order to understand its major parts, their major
functions and some common diseases affecting the system. Learning and understanding will focus
on gross anatomy, major functions of parts of the endocrine system and how they are affected by
diseases. The scope of teaching will concentrate on giving a general understanding of the endocrine
system to students and developing their skills to recognize emergencies. Links of the endocrine
system to rest of the human body will also be explored.

4. Learning Objective(s)
After completing sub-unit 3.8 students will be able to:
a. name major parts of the endocrine system
b. describe functions of major parts of the endocrine system
c. identify common diseases affecting the endocrine system
d. deliver health promotion and family planning (family welfare) messages related to this
system.

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 Curriculum for Core Course

Unit 4
Quality Assurance and Ethics

1. Learning Focus

Minimum Service Delivery Standards (MSDS) 3 hours

Patients’ Rights 2 hours

Patient Safety – Avoidance of Medical Neglect 5 hours

Possible Hazards in Hospitals – Precautions and Prevention 6 hours

Medical Ethics, Hippocrates Oath 4 hours

Workplace Ethics (gender/ sexual harassment) 4 hours
Class Room Teaching 24 hours
Practical Attachments 10 hours
Total Teaching 34 hours
Weightage for assessment 5%

2. Rationale
Once services are in place, the next logical and important question is the quality of care which
cannot be achieved without defining standards. The Minimum Service Delivery Standards
(MSDS) accepted by Health Department in 2008 provides the foundation for ensuring quality
healthcare delivery. MSDS strive for a need based system of care putting public first and
focusing on quality health services. Acclimatizing AHPs with the concept of quality would enable
them to strive for maximizing the impact of their services, while abiding by the principles of
hospital safety would lead to a safe working environment.
The members of healthcare delivery teams belong to the noblest professions and high moral
standards are expected of them. Therefore, they need to learn the norms of behavior in
workplace to create conducive working environment for colleagues. They also need to
understand the code of professional conduct to enable them to win respect of communities
they serve.

3. Scope
Students will learn the concept of quality in the context of MSDS. They will also learn the
principles of ‘Patient 'Safety’ which aim at avoidance of negligence and elimination of errors.
The principles of hospital safety will also be taught to minimize workplace hazards and accidents
including: mechanical hazards, heat and light hazards, chemical burns, radiation.

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4. Learning Objectives
After completing unit 4 students will be able to:
i. Realize the rights of patients and understand the mechanism for redressing patients’
complaints

ii. Assure avoidance of neglect and provision of quality care in accordance with the defined
standards and protocols

iii. Appreciate the values and principles of ethics and their significance in the field of
medicine

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Unit 5
Sterilization and Disinfection

1. Learning focus

Microorganisms (bacteria, virus, fungi, spores, parasites) & modes 14 hours

of transmission of infections

Microbiology & chemistry related to sterilization and disinfection 6 hours

Infection Control Procedures (cleaning, processing, packaging, 12 hours

distributing, storing, and inventory control of sterile goods,
instruments, trays & equipment)

Blood borne diseases, HIV/AIDS, Hepatitis B & C 6 hours

Class Room Teaching 38 hours

Practical Attachments 10 hours
Total Teaching Time 48 hours
Weightage for assessment 10%

2. Rationale
Concepts and procedures of sterilization and disinfection are the foundational training block which
supports the entire edifice of training outcome. Improper sterilization and disinfection could have
far reaching hazardous impact on clients, families of clients, communities, health facility staff and
health workers themselves.
Sterilization and disinfection start from simple but important aspects such as cleanliness and hand
washing and differentiates into technologically complex procedures such as radiation. It is a cross
cutting subject which has its application in almost all tasks performed by AHPs whether at
hospitals, RHCs and BHUs. Understanding of sterilization and disinfection, and their application
therefore becomes essential ingredient of this curriculum.
This unit addresses basic issues related to safety and control of spread of diseases. Understanding
of concepts of sterilization and disinfection and learning skills to manage them, therefore forms
the essential core of training program.

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3. Scope
Students will learn about basics of microbes and how infections are transmitted. They will
acquire skills related to personal hygiene and sanitation as well as that of their place of duty.
Emphasis will be on developing demonstrable skills in carrying out disinfection and sterilization.
All relevant aspects of Minimum Service Delivery Standards, Standard Operating Procedures and
Standard Medical Protocols introduced by Punjab Department of Health will be part of the
training package.
The primary goal of this unit would be to train students in understanding the relationship
between microorganisms and disease, modes of transmission of disease and how to prevent
disease by breaking the chain of transmission.

4. Learning Objectives
After completing unit 5 students will be able to:
i. describe & demonstrate personal hygiene and hygiene of their work environment
ii. explain the chain of infection
iii. describe risk of contracting infection to healthcare professionals
iv. demonstrate proper hand washing methods
v. prepare and sterilize instruments
vi. carry out safe disposal of instruments (syringes, needles, disposable medical/surgical)
equipment.

5. Practical learning component

Field learning will be carried out in hospital wards, laboratories, operation theatres, laundries
and sterilization rooms. Teachers will ensure that students are given field learning activities that
are relevant to the sterilization and disinfection that is being taught in the class. Practical
attachment of students with sterilization departments or sections is essential for learning
sterilization techniques.

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Unit 6
Communication Skills and Health Education

1. Learning Focus

Communication Process – Verbal & Non-verbal Communication 06 hours

Basic Communicational – Principles & Barriers 03 hours

Interpersonal Communication Skills 03 hours

Characteristics of a Good Communicator 03 hours

Principles of Health Education 03 hours

Class Room Teaching 18 hours

Practical Attachments 06 hours
Total Teaching 24 hours
Weightage for assessment 5%

2. Rationale
Communication, especially interpersonal communication and health communication, is the
vehicle required for effective interaction with both internal and external clients. Communication
skills help health professionals develop healthy interpersonal relationships, evaluate mediated
messages, and learn to present themselves in effective and competent ways to others. Effective
communication is the key to change people’s health behavior and acquiring this skill therefore
becomes mandatory. Properly trained AHPs will communicate with patients effectively and have
an effective influence on patient behavior. They are expected to gain a sense of control over
patient’s/ individual’s condition and treatment and thus develop trust and confidence.
Moreover after gaining knowledge the health professionals can contribute towards improved
safety, improved quality of care, decreased length of patient stay and improved patient and
family satisfaction.

3. Scope
Students will learn about the principles and techniques of effective communication. Lectures
will be augmented with practical sessions on interpersonal communications to highlight the
communication barriers and the methods of overcoming them. However, detailed planning for
organizing a health education campaign will not be included.

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4. Learning Objectives
After completing unit 6 students will be able to:
i. define health education and its importance in daily life
ii. list out basic elements of effective communication
iii. describe the role of communicator in the communication process
iv. identify the characteristics of a good communicator
v. demonstrate skills required for effective communication

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 Curriculum for Core Course

Unit 7
First Aid

1. Learning Focus

Triage – checking vital signs 4 hours

Wounds and Fractures 4 hours
Hemorrhage 4 hours

Shock 6 hours

Burn 5 hours

Poisoning 5 hours

Heat stroke 2 hours

Insect and animal bites 4 hours

Cardio-pulmonary Support (CPR) 3 hours

Transportation of injured person to hospital 3 hours

Class Room Teaching 40 hours

Practical Attachments 40 hours
Total Teaching 80 hours
Weightage for assessment 20 %

2. Rationale
Increased number of vehicles, rising incidents of violence, natural disasters, cultural & social
changes and unregulated sale of drugs have resulted in a proportionate increase in cases of
trauma, injuries and drug over-dosage. Recognizing life threatening conditions and learning life
saving skills therefore are imperatives for AHPs training.

3. Scope
Students will learn how to recognize life threatening conditions, what are the basic life saving
measures and how they are carried out. Emphasis will be on referring such patients following
initial life saving measures rather than full management. Students should be given the

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 Curriculum for Core Course

understanding that professionalism and ethics demand a properly trained doctor managing such
patients rather than AHPs.

Learning emphasis will also be on developing demonstrable skills in carrying out procedures
such as keeping a patent airway, recording vital signs, CPR, stoppage of bleeding,
shifting/handling patients with head injury, spinal injuries and fractures. All relevant aspects of
Minimum Service Delivery Standards, Standard Operating Procedures and Standard Medical
Protocols introduced by Punjab’s Department of Health will be part of the training package.

4. Learning Objectives
After completing unit 7 students will be able to:
i. define triage
ii. record vital signs
iii. elicit life threatening signs
iv. demonstrate skills and knowledge to stop bleeding
v. carry out CPR and manage Airway, Breathing and Circulation (ABC)
vi. carry out first line handling of patients with suspicion of head or spinal injuries
vii. carry out first line handling of patients with fractures.
viii. Understand the concept of Management of Medical and Surgical Emergencies
a. Hyper- and Hypo-Glycemia
b. Hypertensive crisis
c. Cardiac Emergencies
d. Bronchospasm
e. Acute Abdomen

5. Practical learning component

Field learning will be carried out in hospital wards, trauma centers and casualty wards. Teachers
will ensure that students are given learning activities that are relevant to the unit that is being
taught in the class. Demonstrations on dummies will form an essential component of practical
training for this unit.

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 Curriculum for Core Course

Section III

Applied Computer Sciences

Information Technology is gaining increasing importance in diagnostic and therapeutic services.

The students will develop a basic understanding of computers working and will gain practical
skills for operating them. This will continue throughout the two years duration of this training
program. A brief description and definitions of IT terms will be taught to the students. The study
will primarily focus on:
 Overview of Computer System
 Words processing
 Internet basics
There will be no formal assessment of this component; however, availability of IT facilities and
arrangements for computer training will be essential criteria for affiliation of an institution for
training for Allied Health Sciences. 50 hours of class teaching and practical training (in two years)
will be allocated for this component.

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Recommended Reading for Teachers

1. Ilyas, Shah and Ansari; Community Medicine and Public Health; 5th Edition 2000; Time
Publishers, Karachi
2. Minimum Service Delivery Standards – MSDS (2008); Punjab Devolved Social Services
Program (PDSSP)
3. Standardized Medical Protocols – SMPs (2008); Punjab Devolved Social Services Program
(PDSSP)
4. Text Book for Dispensers (2008), Punjab Medical Faculty with assistance from CIDA – SOHIP
5. General Anatomy by Dr Ghulam Ahmad
6. Essential of Medical Physiology Vol.I & II by Mushtaq Ahmad
7. Essentials or Medical Biochemistry, by Mushtaq Ahmad, Ilmi Book House, Lahore
8. Sterile Products and Aseptic Techniques for the Pharmacy Technician by Mike Johnston and
Jeff Gricar
9. Mosby's Laboratory Skills for the Pharmacy Technician by Mosby
10. Workbook and Lab Manual for Mosby's Pharmacy Technician: Principles and Practice by
Teresa Hopper BS CPhT
11. Govt. of Pakistan (1994), Health Management Information System for First Level Care facility
Staff; An Instruction Manual, Ministry of Health, Islamabad
12. PPSPP, (1996), Contraceptive Technology and Quality Service-Participant’s Workbook for
Physician, Key Social Marketing, Islamabad
13. W.H.O./UNICEF (1978), Alma Ata Declaration
14. Weinsier, Heimburger & Buttersworth (1989), Handbook of Clinical Nutrition, CV Mosby
Company, Missouri.
15. Virtual Library: Medicine-www.ohsu.edu/cliniweb/wwwvi.

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Acknowledgments
Preparation of this new curriculum was indeed a gigantic task, especially in the very limited time
available for this assignment. Its accomplishment would not have been possible without
concerted efforts of many professional colleagues.
Grateful acknowledgement is hereby made to the following members of Examination Sub-
committee of the Governing Body of Punjab Medical Faculty for their precious support:
 Dr Tanwir Ahmad Director General Health Services, Punjab

 Prof. Muaz Ahmad Dean, Institute of Public Health

 Prof. Abdul Waheed ul Hameed Principal, de’Montmorency College of Dentistry

 Prof. Mehfooz-ur-Rehman Director, Institute of Blood Transfusions Services

 Dr. Khalid Latif Private Practitioner/Member Governing Body

I am also indebted to Dr Ahsan Mahmood Gondal, Registrar PMF for providing assistance in
completion of this assignment.
Above all, my gratitude goes to Dr Mohammad Anwar Janjua, Additional Secretary (Technical),
Health Department for his valuable co-operation and contribution in completing this difficult task.

August – 2013 Dr Arshed Usmani

Secretary
Punjab Medical Faculty

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