Date Week Department Staff

Mar 24 – 28 (AA) Orientation SPH, SoP Prof Wakgari D, Dr. Wubegzier, Dr Gudina, Dr Samson Wakuma, Prof
March 31- Apr 4 Com. Dx SPH, SoP Abera
Mr Awgichew** [email protected] Mr. Yemer
[email protected]

April 07 - 11 Pediatrics SPH Pedi, Der Dr.Adane** [email protected] ; Mr Gashaye

[email protected],
[email protected]

Dr. Gashaw Arega +251911417235, [email protected]

Dr. Addisu Worsa Habte, 0942410362 [email protected]
Dr Bethlehem Mehari 0913602268 [email protected],
Dr Messay Tesfaye 0911851844 [email protected]
April 14 – 18 Medicine SPH,, Md. Oph
Dr Tefera Darge [email protected]
Dr. Yakob** Desalegn [email protected]
Dr. Abel Tenaw +251917807085 [email protected]
Dr. Eskinder Tadese 51911435302 [email protected]
Dr. Alemayehu Weldeyes -0911405494 [email protected],
[email protected],
Dr. Mulugeta Demissie Yimer [email protected] -0913173390.
April 21 – 25 ObGyn SPH, GYN, FM
Dr Meaza ** [email protected], [email protected];
Dr Adugnaw [email protected]
Dr. Dawit Desalegn 0911234896 [email protected]
Dr. Abera Bedada 0913513724 [email protected]
Dr Sawra Getnet [email protected], 0910808335
Dr Fikremariam Gudeta 0911243353, [email protected]
April 28 - May 02 Surgery SPH, Surgery
Dr. Solomon Emiyu ** [email protected]; Gebretsadisk Shibre
[email protected]
Dr. Tesfaye Aga +251912346764; [email protected]
Dr. Habtamu Aderaw +251983793524; [email protected]
Dr. Habtamu Aderaw Dr Ayele Belachew, Dr Weresaw Haileselassie

ORIENTATION WEEK in Addis Ababa

DAY Mar 24 - 28 topics Responsible
- RCTTP introduction
9:00-10:00 am - objectives & deliverables,
- Code of ethics, roles & responsibilities, Prof Wakgari
MON -Introduction to Research methodology,
10:30 – 12:am
-Proposal Development
Initial Contact with advisors, Advisors
2:00-5:00 pm
Selection of research topic
9:00-12:00 am Comm. Dx & MCH survey Dr. Wubegzier
TUS
2:00-5:00 pm Research protocol preparation Advisors
9:00-12:00 am Census Dr Gudina
WED 10:30 – 12:am Nutrition survey
2:00-5:00 pm Continue with research protocol preparation Advisors
9:00-10:00 am Environmental health Dr. Samson Wakuma
THU 10:30 – 12:am School health assessment
2:00-5:00 pm Questionnaire dev’t. Advisors
9:00-10:00 am Facilities supervision/Priority setting Prof. Abera
FRI 10:30 – 12:am ODK training
2:00-5:00 pm Finalizing research protocol Advisors
 Student group Research – Group I
Team S. N NAME ID.NO Research Advisor
One 1 ABEL DESTA ABDELA UGR/1974/12
2 AMANUEL TAGESSE GIZAW UGR/8524/12
3 BEREKET SISAY DERESE UGR/8089/12
4 BIRUK ABAYNEH BERHANU UGR/5921/12
5 BISIRAT MATHEWOS TIRAMO UGR/6933/12 Dr. Tefera Darge
6 DAGMAWI ERMIAS BEKURE UGR/1164/12 [email protected]
7 DILAYEHU TAMRAT DERILO UGR/9562/12 0945648355
8 FELEKE SHELEMEGN GAMENE UGR/5016/12
9 FISHATSION FELEKE ENGDASHET UGR/6084/12
10 LIDETU MAGNECHO HAILEYESUS UGR/1199/12
11 KENEAN GEZAHAGNE YILMA UGR/2332/12
12 MASTEWAL NIGUSSIE MESFIN UGR/7971/12
Two 1 MIRETU MISGANA YACOB UGR/2388/12
2 NATHAN YITEBITU MOGES UGR/4186/12
3 OBSA TEMESGEN WOLDEAMANUEL UGR/7553/12
4 RUTH LAKEW TEFERA UGR/5244/12
5 SELAMAWIT KASSAHUN AWEKE UGR/7533/12
6 SHUKUR SHEWMOLO REMETO HSR/9969/11
Dr. Yakob
7 TEMESGEN YIBEBAL ALAMIR UGR/5430/12 [email protected]
8 TIHUT MAMO GETAHUN UGR/7684/12 0912664563
9 TSION ALEMU WORKU UGR/1460/12
10 WUBRIST YALEW BAYU HSR/0495/12
11 HABTAMU ZERFU HSR/ 0761/08
12 YINEBEB DAWIT HSR/4033/08
Three 1 ABEL ZEWDU WELDEAREGAYE UGR/2757/12
2 AMANUEL ZEMEDE TEFERA UGR/1429/12
3 BEEMNET AMARE GELANEH UGR/7717/12
4 BEREKET WATALA WAJE UGR/2027/12
5 BIRUK BIRHANE HAILE UGR/3225/12
6 BLEN BIRHANU MOGES UGR/2211/12
Mr. Awgichew
7 DAGMAWIT BEDILU DINGETU UGR/3632/12 [email protected]
8 ELENI MESFIN TAKELE UGR/7675/12 0906813229
9 GELILA BISRAT FANTAYE UGR/7140/12
10 HAYMANOT ABEBE MERSHA HSR/1087/10
11 KIDIST WORKU YIRGA UGR/5233/12
12 LIDIYA ATNAFU GEBREYESUS UGR/8492/12
1 MEBATSIYON DEJENE WOLDETENSAE UGR/1483/12
2 MERON SILABAT HSR/2239/11
3 MIHIRET TSEGAYE MANDEFRO HSR/4191/12
4 NATNAEL MATHEWOS ASSELE UGR/3639/12
5 SAMUEL ALEMNEW GETNET UGR/1538/12 Mr.Yemer
Four 6 SELAMAWIT MEKONNEN WORKNEH HSR/1081/10 [email protected]
7 TEWOBISTEYA KIDANE KASAYE UGR/6531/12 0911730505
8 TIZITA HABTEGEBREAL TADDESE UGR/6638/12
9 TSION YOSEPH ZEWGE UGR/6714/12
10 WOMASHA BIRHANU SELATO UGR/6856/12
11 BRUK TILAHUN HSR/4425/ 08
 Group B
Student group Research – Group II
Team S. N NAME ID.NO Research Advisor
1 ASAYECH GEZAHEGN BANTEYIRGU UGR/0859/12
2 AYALKIBET ZELALEM ABEBE UGR/1066/12
3 BESUFIKAD SITOTAW DERIBEW UGR/0382/12
4 BIRUK TEKLE ZERAY UGR/0096/12
5 BONTU BENTI BEKELE UGR/3116/12 Mr. Gashaye
6 DANIEL HABTAMU TSEGAYE UGR/1273/12 [email protected],
One
7 EYUEL SENTAYEHU GIRMA UGR/6900/12 [email protected]
8 FIKIRTE WORKU BEDADA UGR/0983/12 0929364529
9 GEMECHIS TAFESE DURESA UGR/0557/12
10 HANNA DESSALEGN ALEMU HSR/5924/11
11 KIDUS ASHENAFI MENGISTU UGR/7347/12
12 HAYAT ALI BEYAN UGR/9148/12
1 LIDYA YONAS TSEGAY HSR/0843/11
2 MELKAMU ZEWDIE TUMEBO UGR/6868/12
3 MIHIRET WOTA ALEBACHEW UGR/4162/12
4 NEBIYAT TILAHUN TEMESGEN UGR/0785/12
5 REDIET TESHOME TSIGE UGR/6672/12
Two
6 SAMUEL YOHANNES HAILEMARIAM UGR/2411/12 Dr. Adane
7 SENA WONDIMU BEJO UGR/5036/12 [email protected]
8 SITYANA KIDANE GEBREMESKEL HSR/0134/11
9 TSEGAW HAILU MENJI UGR/6356/12
10 YASIN AHMED DEMA UGR/5212/12
11 NATNAT SOLOMON HSR/2053/11
12 AMANUEL SOLOMON SISAY UGR/3432/12
1 ABDULKASIM MUSTE HSR/2828/11
2 BETHELHEM BIRHANU ABATE UGR/8864/12
3 BIRUK TESFAYE ABATE UGR/9780/12
4 DAGEMAWIE TSEHAY BEZIE UGR/4588/12
5 EMEBET MEHARI OLBAMO UGR/8406/12 Dr. Adugnaw
Three 6 FASIL ZEWDIE BELAY HSR/0811/12 [email protected]
7 HAILE KENAW HAILEMARIAM UGR/4286/12 0911391111
8 HANNA YAKOB FISEHA UGR/4721/12
9 KIDUS ALEMAYEHU TOLCHA UGR/9049/12
10 MINTESNOT WONDIMAGEGN DEMEKE UGR/9811/12
11 NAOD YEGEREMU KEBEDE HSR/9595/10
1 RUTH ABRAHAM ZEWDU UGR/1569/12
2 SANNE KEFYALEW ROBA UGR/8678/12
3 SESEN FASIL REDA UGR/8808/12
4 SOLOMON BEKA HSR/4586/09
5 SOLOMON BISET ADDISIE UGR/7403/12 Mr. Gebretsadik
Four 6 TIGIST BEKELE MERSHA HSR/4012/08 [email protected]
7 TSEGAW MOLLA TEGEGNE UGR/7761/12 0931419767
8 WONDIMNEW WALLE JENBER UGR/2899/12
9 YARED ZELEKE BOCHO HSR/1912/11
10 YEABSIRA FEKADIE YIHUNIE UGR/2604/12
11 ARON SISAY HSR/6150/10
 Students roles and responsibilities
Students from the different school will be provided profession-specific knowledge and skills within the
overall purpose of enabling them to work as members of a health team operating both at clinics and
community in solving individual patient and community health problems by applying the knowledge and
skills of their specific profession.

 carries out the tasks of the week as per the schedule of the week
 respects the attendance everyday as per the program of the day
 respects the departure and return time to and from field site
 respects the disciplinary rules and regulations of the Addis Ababa University

Moreover, students assign two students (primary and assistant) that act as a bridge between students
and instructors. Their duty is mainly focused on the coordination of students towards productive
learning (doing assignments, checking the order of classroom (chairs, cleanliness, encouraging
attendance, advising students to behave well, helping disabled students, etc)

Program evaluation by students

Students as a key stakeholders and primary beneficiaries of the program, will be involved in the
evaluation process. Each student will be allowed to examine the program at the end of each CHTTP
attachment. The evaluation is in terms of the relevance, importance to the field of the study, importance
to the community development and main challenges of the program using formats prepared for this
purpose (Annex 4a)

Evaluation of students

The evaluation of students attached to the program focuses on attitude, attendance, participation,
performance, quizzes, activity reports and research project. A continuous assessment principle shall be
the approach to evaluate students.

Evaluation format and grading

 Individual assignment/Quiz: Attitude, attendance, participation, and performance of the evaluation

will constitute 40 per cent. This evaluation will be done every week
 Assessment of attitudes towards work assignments, patients, community, teaching staff,
health institution staff, and peers constitute 10 per cent
 Participation and performance in the community and clinical assignments constitute 10 per
cent.
 Compliance with the student code of behaviour constitutes 10 per cent.
 Weekly quizzes which will evaluate them for field activities specific to each week constitute
10 per cent.
 These evaluations will be carried out by the instructors and the lead instructor as a team
 Seminar work, presentations & other practices: The activity report evaluation will constitute 30 per
cent and it is comprised of activity reports of two major activities by student group of the following
activities:
o Participation in the preparation and presentations of community diagnosis and preparation
of intervention plan as well as evaluation of intervention & other class room practices
o These evaluations will be carried out by the instructors and lead instructor as a team (Annex
1)
 Student research project: evaluation will also constitute 30 per cent.
 o In this evaluation, each member of student subgroups will be graded individually according
to their contribution to the effect of their subgroups, and according to the ability of each
group member to answer questions following presentation.
o The grading system implies that within the same subgroup students will not receive the
same grade for the report and research components unless they have contributed equally to
the effort of the subgroup.
o This evaluation will be done by the group research advisor
 Community diagnosis performance Evaluation: this is based on the 4 reports emanating from the
community Dx activities: census report, MCH report, Child morbidity and Anthropometry report, and
finally Intervention report
 Standard Operating Procedure (SOP)
Orientation and lectures
Introduction
 Students and instructors arrive at the lecture hall at 8:30am
 The lead instructor introduces the instructors
 The lead instructor briefly introduces the whole activities of the CHTTP

Beginning of the actual activities

 The assigned instructor shall deliver topic specific lectures as per the schedule
 Lectures should include discussion on the respective topic specific surveys, much time should be given to the instruments
 Two to three class room mock exercise should be done for each questionnaire before the completion of the lecture on the
specified topic

Standard Operating Procedure (SOP)

Daily activities

Special note to the Facilitators/Instructors’ Team for the Community diagnosis week
A Day Before
 Conduct the pre-function evening preparatory session
 Facilitate the review of the pertinent instruments and tools
 Ascertain the level of established understanding of the critical set of expectations and processes/procedures
 Guide development of preparedness checklist by the Learners
 Review preparedness and readiness status
 Decide the eligible Kebeles
 Set non-negotiable exact departure time
 Provide advice on preparing for breakfast and takeaway snacks way in advance
 Encourage/motivate further reading/revision of the pertinent notes
On the Actual Day
 Arrive in the Campus half an hour before the departure time
 Ensure fulfillments of preparatory-readiness requirements consistent with the Checklist
 Administer attendance 10 minutes before the exact time of departure
 Ensure timely departure
 Ensure that each student will be expected to take an equitable functional part in all of the activities
 Render technical support and supervision along the process
 Ascertain effective completion of the requirements
 Administer attendance and travel back to the Campus
 Set the time for the evening session
Evening
 Review performance by the Functional Teams
 Discuss interesting encounters and challenges/issues
 Assist preparation of data processing templates
 Guide planning for the next day

Standard Operating Procedure (SOP)

Identification of village for census & MCH

This activity should be done one week before the arrival of students jointly by the CHTTP coordinator (in collaboration with local
administration office such as the Zeway). An official letter should be delivered to the kebele and the kebele administrator should
be informed
Activities-
 All instructors and students arrive at the kebele before 9:00am
 Students & instructors shall be grouped in to four – the north, south, west & east group from the center of the kebele
 Each group shall move towards the out skirt of the kebele to map the kebele
 Once a mapping is done, students shall mark each house units
 Students shall be divided in to sub-groups to be assigned to certain locations to start collecting census and MCH data using an
appropriate questionnaire
 Each student should complete four census questionnaire and three MCH questionnaire
 Instructors shall provide ongoing supervision and support to students while collecting data
 Instructs shall ensure that each student is performing his/her assignment
 Instructors shall ensure that questionnaires are completed completely and correctly

Standard Operating Procedure (SOP)

GUIDELINES FOR MAKING A SKETCH MAP

Taking a census begins with mapping and numbering houses. The first step is to prepare a Location Map. A map may be defined as
a drawing (usually on a flat surface) of part or all of an area (land mass) indicating features in terms of their relative size and
position. A location map is of a small geographical unit with defined boundaries.

Steps for Making a Sketch Map

Make a survey of the specific location to be drawn: observe the lay out from a high vantage point (e.g. from top of a hill or tall
building).
Select land marks of the location. Land marks are prominent and permanent features that are expected to be there in case
somebody wishes to return to the place at a later date. Examples include: rivers, bridges, lakes, mountains, market places,
schools, police stations, and health centres.
3. A map should have -
3.1 North direction (line). The North line should be indicated. It should be drawn close to and parallel with the upper right-hand
edge of the map sheet.
3.2 Legend - The meaning of all mapping symbols used.
3.3 Symbols -Conventional signs, which represent natural and man-made features on the map.
3.4 Scale used, if any (in our case we do not use a scale, i.e., it is usually a sketch map).
3.5 Title - (title of the location, e.g. a sketch map of Kebele____ or part of Kebele____ and of ….. town, etc.
3.6 Date - the date on which the map was prepared.
3.7 Names of people who drew and checked the map.
4. Equipment/materials needed for preparing a locality map (sketch map)
1. Drawing board: 42 X 45 cm 2. Ruler of 40 cm length
3. Triangles 4. Compass for making circles, If possible, magnetic compass
5. Thumb Tacks or Scotch-tape 6. Pencil sharpener (pocket type)
7. Soft pencil with eraser 8. Appropriate size of drawing paper
9. Tape measures, metre tape, steel or cloth 10. Altimeter, 0-3000 meters (if possible)
5. House Numbering - Each housing unit within the census area should be identified by its house number. A number must be put
on each house on an easily visible site (door, window, etc.). If there are separate households in a housing unit, different numbers
should be given to each household. Houses should be numbered in such a way as to lead from one (group) to the next with as
little walking as possible.
 Standard Operating Procedure (SOP)
Common symbols used in Mapping
Symbol Meaning Symbol Meaning

Square House Police station

P

Circular tukul Post office

Kebele boundary Windmill

Wood or forest Factory

Mountain/hill School

River Church

Lake Mosque

Water reservoir Cemetery

Animal- or foot-path Health station

Dry weather road Health centre

All weather road Hospital

Mil Mill Mark Market place

l et
 Standard Operating Procedure (SOP)
School health activities

Identification of school to be visited: - This activity should be done one week before to the arrival of students jointly by the
CHTTP coordinator and the Batu administration office. An official letter should be delivered to the school and the senior
management of the school, especially the Director and the deputy director should be informed
The selection should base on,
 The selected schools shall be within the catchment area of the health center where the census village is located
 That the school need to be the one that was not visited by any previous round in the same years by the CHTTP
 The school should be with in a one day round trip from the Batu campus

Initial communication with the school officials one or two days prior to the actual visit
The school management should be contacted and the following should be communicated
 the purpose of the visit
 the composition of the team and introduction of members of the team
 the detailed activities and process during the visit
 the required assistance from the school, inclusion assignment of a facilitator from the school

On the day of the visit -Assigning students to specific activities- Students shall be assigned to specific activities based on
the activity check-lists as described below. These activities can be done in parallel when some student performs some
activity and the others do another.
 Evaluation of School environment (physical: inspection of hygiene & health services) & personnel (teaching & non-
teaching staff, students): student assessment-interview-provision of health education and advise/instruction.
 Components (1) construction & maintenance of safe environment, (2) Health protection & promotion services [curative,
1st aid, identify & manage special cases], (3) class-room health education
 Inspect the general status of the school health environment
 Observe visible health & hygienic conditions of the school children
 Interview students & relevant school personnel
School Health Education (SHE): each student will provide school health education in each available classes either on the
predetermined or pupil’s choice, the latter being the preferred one. Each student should take about 15 minutes. As much as
possible class should be selected from the different grades and blocks.

 Class Room Situation Assessment (CRSA): each student after completing SHE should complete the CRSA form and
leave the class. A minimum of ten forms should be completed along with SHE activity
 Identification of school and School Compound General Assessment (SCGA): two students will be assigned to
complete the SCGA form in close observation of the condition of the school compound giving due attention on the
water, sanitation and friendliness of the school compound to the school community. Individual questions shall be
completed by a joint agreement between the two students.
 School Teachers Opinion Assessment (STOA): randomly selected five school teachers should be interviewed for
about three to five minutes based on the questions on the STOA format.
 School Pupil Opinion Assessment (SPOA): A minimum of ten randomly selected pupils should be interviewed each
for about three to five minutes based on the SPOA format
 School Pupil Physical Inspection (SPPI): A minimum of one hundred randomly selected pupils from all
classes/section should be inspected and data collected using appropriate questionnaire.
 One student is expected to collect data from at least three pupil
 Brief Consensus reaching Discussion: the group will meet for about 30 minutes to discuss all the findings and reach in
to agreement and point out major points for the debriefing session that will be held with the school officials at the end of
the School Health Program.
During this meeting
 Selected students present and discuss their findings based on the above six formats they completed
 Four students will be selected to jot down important points during presentation as well as group discussion, and prepare
summary note on
 Sanitation condition of a) school compound, b) class room
 Water supply condition on quality, quantity, surrounding area etc.
 Pupils’ sanitation conditions
 Other relevant points such as mini-media, first aid, etc.
Debriefing with school officials: the group will meet with school officials to brief on those major findings summarized
by four students after the instructor acknowledge the school officials and all involved in the process.

Standard Operating Procedure (SOP)

 Activities during health center visits

 The students, divided into sub-group of 4-6, are taken to selected health stations which are informed in advance. Students
shall arrive early in the morning before the official opening hour of the health facility.
 On arrival the students are introduced to the health station staff and the head of the health station gives them a brief
introduction followed by a tour of the premises.
 Students identify the various units of services in the health center. Then students divide in to sub-team depending on the
number of units and each assigned to the various units to perform the following activities.
 In general, the two major activities are ‘provide service’ and ‘Problem based research’

Provide service
§provide client/patient health education on one or two common health problem
 provide clinical and other services –
 Outpatient clinical services (Medical students)
 Dispensary (Pharmacy students)
 Laboratory (Laboratory students)
Problem based research collect all relevant information and document the catchment population of the health institution
 document the top ten morbidity and mortality conditions by age and sex
 document the health services packages and describe the gaps
Debriefing the health facility management
After the patients are all seen and all possible observations are made and recorded, the visit is concluded by a discussion with
the health station staff on administrative and technical issues, including clarification on what they observed

Evaluation the overall health facility assessment/visit activities

 Look: Location, history of the HS, No. of rooms & their uses, spaces/dimension, services provided, rooms elimination &
aeration, examination of registration books, top ten diseases, prescription patterns, patient load, etc
 Patient care: examination & management, discussion with HS staff (HWs-technical and management-administrative)
 Mapping the HS, recording observations & presentation to the group. Final written report to SPH

Short presentation about the visit during the evening discussion sessions on the same day
Each group of students provide summary of their activities
 Summarize the activity they performed
 Describe the patients/clients they served by age, sex and diagnosis
 Describe pharmaceutical products dispensed by age, sex and diagnosis
 Describe laboratory services provided by age, sex and diagnosis
 Summarize challenges and possible solutions

Final written report

 Students submit their final written report to the CHTTP coordination office.
 The report should be complete with sketch maps, findings and recommendations, and should be submitted before the end of
the rural attachment.
 A copy of the report should also be given to the supervising health facility so that some of the observations and
recommendations may be acted upon.

Standard Operating Procedure (SOP)

Protocol for priority setting exercise

Use inputs from Community Diagnosis findings (all surveys analysis and interpretations); and community/available resource
identified; list of Health problems developed
Select manageable list of important interventions to all (equity, cost-effectiveness, transparency, solidarity)
Macro-level (policy, strategy) [Alma-Ata, the 8 elements of PHC as an essential packages]
Micro-level (individual-family-community-HWs) priority setting [local data]
Use the prioritization criteria using SCORING (1-10): product of four equal criteria
[A] MAGNITUDE (prevalence),
[B] SEVIRITY (seriousness, case fatality rate, DALY),
[C] COMMUNITY CONCERN (urgency),
[D] FEASIBILITY (easiness: time-money-staff-technology)

l. Magnitude (prevalence) of the problem- how many people or what proportion of the population in the community is
affected by the identified problem? The higher the proportion, the more important the problem, and the higher the priority
rating that it is likely to be given. This is a relatively easy parameter to quantify since indices such as prevalence and incidence
would usually be available from local records and surveys.

2. The seriousness (severity) of the problem- what happens to people affected by the problem? If it is killing or debilitating
then it is very likely that more importance will be attached to it than the other diseases that are less severe. This is relatively
subjective and difficult to quantify. For practical purposes, we usually use case fatality rate for comparing disease condition for
their severity. However, not all disease conditions are fatal. Even though not applicable at the level of RCHTP at the moment,
the concept of disability-adjusted-life years (DALYs) is considered as one of the most important public health developments in
recent years. It gives priority setting the precision that was lacking in the previous approaches because of the problem
encountered in quantifying “severity” of health problems. This is because it has come up with a method of capturing the
combined effects of morbidity, disability and mortality. Furthermore, it is also a tool that permits a comparison of the cost-
effectiveness of various interventions as a basis for decisions on essential health service packages.

3. Community concern- how does the community affected by the problem feel about it? The people of the community should
like to have all the health problems solved. But since they know some of their problems are more urgent than others and
since they also know that they do not have all the resources to solve all of them at once, they will be obliged to choose the
more important ones to be tackled first. Such information could be obtained from the people of the community by providing
them with the list of all the problems and asking them to indicate their choices according to the importance they attach to
them. Although this is not easy to do, it could be done by a consensus at a general meeting or on a random sample of the
community or, as often is the case, through representatives of the community, such as the Kebele or peasant association
members (leaders). The people should be helped to make reasonable choices by being provided with technical advice on the
advantages and disadvantages involved.

4. Feasibility- how easy is it to solve the problem? This is a very important consideration because, if the problem cannot be
solved with the available means (such as time, money, technology---etc), there is no point in wasting effort or resources on it
even though its priority rating could be very high on the basis of the other three criteria. It is better to tackle first those that
are important and easier to solve.

Using these criteria, the health problems are considered one by one and compared. In order to do this, a range of scores is
assigned for each disease or health problem using each of the four criteria, such as 0-10 or l-10 or l-5, or any other workable
scoring system. Each of the four criteria could be given equal weight or differently. The sum or the product of the scores that
each health problem gets on the basis of each of the four criteria is used for comparing their importance. Usually, it is the
product rather than the sum that is used, in which case it is better that we do not use the 0-5 or 0-10 range of scores but l-5 or
l-10. The comparison is usually made using a table as shown below.

Problem Magnitud Seriousnes Feasibility Comm. Concern Total Grade

e s (1-10) (1-10) score
(1-10) (1-10)
l Malaria 7 6 6 8 27 1st
2 Diarrhoea 5 7 7 5 24 3rd
3 Rabies 1 9 7 4 21 4th
4 Complication of pregnancy & 4 7 8 6 25 2nd
labor
5 Tuberculosis 3 7 5 5 20 5th
6 STD 5 4 4 4 17 6th

According to the scoring in the table, malaria and rabies get the highest and lowest priority rating, respectively

Standard Operating Procedure (SOP)

Data source, data volume & expected no. by student
DATA SOURCE - One hospital
- One HC around the kebele catchment
- One HP
- 2 schools of different level, if possible
- Kebele community for all HH & other data
At community level Each student should complete
- 4 Census questionnaire
- 3 MCH questionnaire
School assessment - 5 teachers per school (qualitative) (by team)
data should be collected - 5 male & 5 female student per school (qualitative) (by team)
from - 30-50 student per school (quantitative) (by team)
- School environment assessment (by team)
Heath facility Each student should complete
data should be collected - 3 Nutrition questionnaire
from - 3 under-five morbidity questionnaire
Environmental health – 40- 50 household latrine per kebele (by team)
data should be collected
from

Standard Operating Procedure (SOP)

Schedule for data management

Hand on workshop on data management

 Instructors shall provide a brief lecture about data management- organization, entry and analysis

Wednesday afternoon& evening

 Instructors shall provide a hand on workshop on data entry
 Students will be divided in to census and MCH group
 Students start data entry in the appropriate data entry template for each questionnaire in epi-data format

Thursday afternoon& evening

 Students will be divided in to Anthropometry/nutrition and under-five morbidity group
 Students start data entry in the appropriate data entry template for each questionnaire in epi-data format

Friday evening
 Students will be divided in to environmental health and school survey group
 Students start data entry in the appropriate data entry template for each questionnaire in epi-data format

Saturday morning
 students shall be demonstrated as to how to export the completed data set into SPSS software
 Instructors shall provide a hand on workshop on data analysis- how to run simple frequency, etc
 Students shall start data analysis
 Instructors shall provide a hand on workshop on data organization including how to construct tables and graphs
 Students shall start data organization and management
On Monday II week

Monday morning
Data on health facility assessment will be collected
Monday afternoon
Data management- analysis continue
Wednesday morning
Data analysis shall be completed and followed with priority setting activities

Standard Operating Procedure (SOP)

 Activities during Seminars

 Seminars shall be organized and delivered five days in each week starting from third week.
 Seminar topics shall be specific for specific week depending on the week brand, including public health, pharmacy,
pediatrics, dermatology, internal medicine, ophthalmology, gynecology & obstetrics, surgery, and family medicine.
 Seminars shall be delivered both by instructors and students,
 Individual seminars shall be delivered for a minimum of an hour
 The time and sub-topic share between students and instructors shall be determined by the instructors for the week schedule

Standard Operating Procedure (SOP)

Clinical activities

Clinical activity weeks should be led by clinical staffs, hence in all these clinical weeks staffs the from school of medicine
should join the team.

At the community child care service,

 Students shall be divided into manageable and multidisciplinary sub-team that include medical students, pharmacy and
laboratory students
 Sub-teams will be assigned to perform anthropometric examination, child diagnosis and management or referral, and
dispensary activities

Standard Operating Procedure

Group-research

 Prepare pre-final research protocol during the orientation week

 The completed protocol should be submitted to an advisor (for approval) by Friday orientation week before
 departure to the field
 proposal will be evaluated with student research report. (See annex 2,A: For the contents of Research
 Proposal Template )
 Finalize the research protocol including data collection instruments on the third week of attachment
 If resource allow to carry out the research using primary data students will be provided with the necessary
 resource to do so, but if resource does not allow, secondary data shall be provided by group advisors so
 that students work on it
 The group advisors shall closely supervise and advise students throughout the research activities, including data collection,
analysis and interpretation
 Preliminary reports of the group research shall be presented in a power point format for
 Students shall submit their draft report to their advisor for review and final report both in hard and soft
 copy to their advisors and the program coordinators
 The written report should be typed and submitted to the respective advisor for grading by Monday of the
 seventh week and before starting on the next rotation in another Department

Instructors assigned as student research advisor have the following responsibilities

 Tentatively follow and work closely with the student to develop proposal
 Assist students in the review and approval of the research protocol
 Advice student to identify resources as required for the project, such as educational consultation, statistical advice and
methodological guidance.
 Assist students in writing and presentation of the research undertakings
 Regularly supervise and monitor the research progress, and contribution of individual students to the group research, and
evaluate individual students
 Submit the evaluation report of the group research to the CHTTP coordination office

Standard operating procedure

Lead Instructor
The lead Instructors shall be the one with previous experience in the CHTTP field level activities

 Responsible for overall communication, field level staff coordination, assigning team members in his /her area/s of
expertise, and students related issues (including discipline and other technical and admin issues)
 Organize orientation meeting with all instructors
o on Sunday evening about the overall as well as week specific activities
o to assign specific tasks to individual instructors with clear roles and responsibilities
 Confirms that all instructors are available at the right time at the right place for the assigned activities for both class
room and fieldwork
o Week schedule: - during the second and six weeks if the program in implemented in Batu it starts on Sunday
afternoon/evening to Saturday at 12:00pm; however, if the program is run in Addis Ababa it starts on Monday
at 8:30am and ends at 5:00pm of Friday
o Daily schedule: starts on Morning- 8:00am – 12:00pm; Afternoon- 2:00 pm – 4:00pm and Evening- 4:30pm –
6:00pm and concluded by giving a weekly quiz & assessment
 Through the student representative, ensure that all students are available on the right time at the right place for the
assigned activities
 In situations where there is a need for revision or replanning of activities, make the appropriate revision in collaboration
with other team members including student representative
 Makes sure that students receive proper supervision, guidance and consultation from members of the team.
 Ensure that instructors make appropriate supervision, evaluation of students, participate in the daily appraising and
reflection meetings and report as per the requirement of the specific task
 Ensure that daily appraising and reflection meetings happen every evening before departure from the campus, and make
necessary planning for the next day, including assignment of individual instructors
 In consultation with instructors evaluates the performance of students using the appropriate evaluation format, and
submit the student’s evaluation grade report to the CHTTP coordination office within the first five days upon completion
of the attachment
 Closely works with the local stakeholders including government offices (Administration, Security, Health, Education,
etc.,) and local administrative assistant,
 Closely watch the security and safety of students and instructors, and ensure the efficient utilization of vehicles,
equipment, medications and reagents brought to the program
 Report any misconducts of students and instructors as well as any uncertainties situations immediately to the CHTTP
coordination office

The lead instructors have a full mandate to deploy student/s back to Addis, in any circumstances, if two or more
instructors feel that they are inconvenient or have great concern or fear about the inability of control the overall
attachment program. Conditions like: students are not up-to the rules or not properly obeying the instructors’ command
or serious complaint have been raised from a third party who is involved directly or indirectly with the program.

Standard operating procedure

Individual Instructors

 Make all the appropriate preparation ahead of time in collaboration with the department head where he/she is working
 Make themselves available to the program on the specified round for the specified activities of the program

ACTIVITIES
 Comply with the instructions & advice of the Lead instructor from the SPH
 Create a conducive educational atmosphere through discussion on the application of concepts & principles of RCTTP
 Proactively participate in each afternoon sessions (2 PM) that covers
 brief presentation on the performance of daily activities by each sub-group & Planning for activities of subsequent days
 Seminar by staff from clinical departments
 Support students to apply the knowledge they learned to the field level in his/ her area/s of expertise
 Assist, supervise & mentor students in establishing proper communication with the community during community-field
activities (research activity, clinical attachment, intervention day, etc).
 Take daily student attendance for each activity (research, clinical activities, community services, evening session, etc.,)
 Perform student weekly evaluation (40%) including week quiz on Friday afternoon each week
 Consider appropriate disciplinary measure on students for violation of rules & regulations of
o the AAU/CHS
o Community and facilities at the attachment site
 Disciplinary measures and procedures
o reported to & discussed with the lead instructor the same day & decide on the measure, that may include
 dismissal from the attachment
o Report to the RCTTP coordination office on time
 Instructors who fail to comply with their responsibilities., i.e.,
o Arrive to the field site on time
o Performing all the assignments
 Return to CHS compound before finishing
 shall be notified to their respective department by the lead instructor as malpractice or “academic misconduct” &
reported to the DAA & CED the offender shall receive disciplinary measure

When the program is implemented in Zeway

 Each staff should sign perdiem sheet ahead of the round schedule as soon as they receive the form from the CHTTP
coordination office, directly or through their undergraduate coordinator of respective departments
 Collect perdiem one week ahead of the round schedule from the college finance office. There will beno other
mechanism to obtain perdiem and those staffs who fail to receive their perdiem on the assigned time shall cover their
assignment at their own cost
 Instructors are obliged to return back to Addis after conducting the weekly assessment and provide feedback to the
students (Saturday afternoon).

Students’ Ethics and Code of Conduct

 Students are representing the College of Health Sciences and the profession hence behave accordingly.
 A clean appearance is required at all times, including clean white gowns during clinic hours
 100% attendance is mandatory for CHTTP. Leaving the work place without permission is a serious offence.
o Students shall be available for on-call for any health centre emergency
o No departure from the field site (Ex. Batu) without permission from the supervisors, even during weekends. If
permission is given, the student must be available for work on Monday at 8:00 am. All students must be in their
sleeping places by 10pm., unless otherwise permitted
o If a student has a recorded absence of more than 10 percent in any course, she/he will be barred from evaluation
of the CHTTP courses.
 If a student is absent for 1 or 2 days, the student shall receive warning from the college CHTTP coordinator.
 Harmoniously work with all in the. Respectful and polite behavior towards patients, community, supervisors, health
institution staff and peers and in all public appearances and places, including at eating establishments.
o Any student in CHTTP who misbehaves towards community members, senior supervisors, team leaders, other
workers and students shall appear before the disciplinary committee of the college.
 Severe disciplinary measures will be taken if a student commits a breach of conduct such as dishonest behavior,
cheating, plagiarism, chewing khat and getting drunk on campus, impersonation and others as stated in the student
handbook of Addis Ababa University.
o Supervisors are obliged to report to the CHTTP coordinator and school deans about the misconduct of students
during CHTTP.
o Damage or loss of any material taken for the program shall be paid back/replaced by the student who did the act
with disciplinary measure.
o If a student violates the laws of the university, she/he will be punished according to the rules and regulations of
the university.
o A discipline committee consisting of the overall team leader, the campus administrator, head campus security,
duty security during the event or any other security assigned by campus administrator incase head security is
also on duty, and student representative will be formed to decide on disciplinary cases as stated in 2.1 and 2.2 of
the student hand-book of AAU. All other misconducts by a student will be reported to the college discipline
committee for further investigation and decision.
 There shall not be any type of overnight party, accompany by alcohol drinking at the campus compound. So that students
can work on their home-take assignments effectively.
 Students should be respectful of their instructors at any time and comply with the rules and regulations of Addis Ababa
University and the laws of the country.

Any breach of the above code of behaviour will not only be reflected in the weekly grade given to attitude and
attendance, but in extreme cases may even result in suspension from the programme.
Ground rule
 The working day functions normally shall start at 8:00AM, although earlier hours could also be arranged as announced.
The first two weekend is a working weeks
 Instructors and students shall leave the campus at 8:30AM to the respective attachment sites.
 Morning function hours are 8 am – 12 pm, afternoon from 2pm – 4pm and Evening from 4:30-5:30pm.
 Outreach-filed off-duty students shall work on different activities like preparation of daily report, case report and mini-
project work.
 Instructors shall have full mandate and authority to limit and/or prevent student/s from any situations or conditions or
places so as to safeguard from potential threats or dangers.
 A student who is late or absent from his/her assigned attachment site or duties shall not be eligible for the subsequent
weekly assessment exam.
 Careful and proper use of books and other reading materials, equipment and supplies to avoid wastefulness and damage,
and consistent with policies of the health institutions we work in.
 Drug supplies for use by students should be taken by prescription only.
 Careful handling of all property used by students (public or private such as hotel accommodations).
 No smoking while examining patients, carrying out interviews, or while engaging in any work activity that involves the
community, supervisors, or health institution staff.
 Avoidance of drunkenness resulting in improper behavior or impaired work performance.

Duties and Responsibilities of Student Team Leader

The student team leader is selected by the students and will have the following duties and responsibilities:

 Supports in carrying out of the tasks of the week as per the schedule
 closely works with and directly accountable to the lead instructor;
 Act as a bridge between students and instructors
 Reports any matters/ irregularities, if any to the lead instructor
 respects and make respect others the disciplinary rules and regulations of the Addis Ababa University
 Organize, lead and play a role model to other students;
 Take attendances in everyday activities;
 Assigns specific and individual tasks to members;
 Leads team student members meetings;
 Participate in the evaluation of the students;
 Makes sure all necessary materials to be used in the program are available beforehand;
 Participate in all CHTTP activities and produce reports;
 Performs any additional tasks given by the supervisory team leader.
 Broad schedule
WEEK I& II

SPH
Days TIME ORIENTATION Community Diagnosis
WEEK I WEEK II
General Orientation Census
AM Review of the research method MCH survey
MONDAY
Initial Contact with advisors,
Data entry & analysis
PM Selection of research topic
Lecture: Census
HC assessment
AM Lecture: MCH & U5 morbidity
U 5 morbidity assessment
TUESDAY
Research proposal development with Nutrition assessment
advisors
PM Data entry & analysis
School H assessment
Lecture: Nutrition/anthropometry
Environmental H assessment
Lecture: Health facility assessment
WEDNSDAY AM Community opinion using group discussion
Research proposal development with Data management & analysis
PM advisors Priority setting
Lecture: Environmental Health Intervention plan preparation
AM Lecture: School Health
THURSDAY
Research proposal development with Report preparation
PM advisors Seminar on Proposal Writing
Lecture: Priority setting
Report presentation
AM Lecture: Data Management (ODK)
FRIDAY
Research proposal development with
Individual Research Proposal writing (RA)
PM advisors
SATURDAY AM QUIZ
Deliverable by Final community dx & intervention plan
STUDENTS Final Draft Research Proposal

WEEK III
SPH, Pediatrics & Dermatology
DAY TIME
TEAM A TEAM B TEAM C TEAM D
AM (8AM-12AM) HC RA EH SH
MONDAY Reflection on the morning activities & RA
PM(2PM-5PM) Seminar: Pediatrics
AM (8AM-12AM) SH HC RA EH
TUESDAY Reflection on the morning activities & RA
PM(2PM-5PM) Seminar: Dermatology
AM (8AM-12AM) RA
WEDNESDAY
PM(2PM-5PM) Seminar: Pediatrics
AM (8AM-12AM) RA SH HC RA
THURSDAY Reflection on the morning activities & RA
PM(2PM-5PM) Seminar: Dermatology
AM (8AM-12AM) EH EH SH HC
FRIDAY Reflection on the morning activities & RA
PM(2PM-4PM) Seminar: SOFT SKILL
AM (8AM-12AM) Quiz
SATURDAY
NB: HC-Health Center; RA= Students group research activity; EH= Environmental health (field visits)
SH= School health (school visits)
 WEEK IV
SPH, Internal Medicine & ophthalmology
DAY TIME
TEAM A TEAM B TEAM C TEAM D
AM (8AM-12AM) HC RA EH SH
MONDAY PM(2PM-4PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Internal Medicine
AM (8AM-12AM) SH HC RA EH
TUESDAY Reflection on the morning activities & RA
PM(2PM-5PM) Seminar: Ophthalmology
AM (8AM-12AM) RA
WEDNESDAY
PM(2PM-5PM) Seminar: Internal Medicine
AM (8AM-12AM) RA SH HC RA
THURSDAY PM(2PM-5PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Ophthalmology
AM (8AM-12AM) EH EH SH HC
FRIDAY PM(2PM-5PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: SOFT SKILL
AM (8AM-12AM) Quiz
SATURDAY

WEEK V
SPH, Gyn-Obs & Family Medicine
DAY TIME
TEAM A TEAM A TEAM A TEAM A
AM (8AM-12AM) HC RA EH SH
MONDAY PM(2PM-4PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Gyn-Obs
AM (8AM-12AM) SH HC RA EH
TUESDAY Reflection on the morning activities & RA
PM(2PM-5PM) Seminar: Family Medicine
AM (8AM-12AM) RA
WEDNSDAY PM(2PM-5PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Gyn-Obs
AM (8AM-12AM) RA SH HC RA
THURSDAY PM(2PM-5PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Family Medicine
AM (8AM-12AM) EH EH SH HC
FRIDAY PM(2PM-5PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: SOFT SKILL
AM (8AM-12AM) Quiz
SATURDAY

WEEK VI
SPH, SoP, Surgery
DAY TIME
TEAM A TEAM A TEAM A TEAM A
AM (8AM-12AM) HC RA EH SH
MONDAY PM(2PM-4PM) Reflection on the morning activities & RA
EVENING (4:30-6:00) Seminar: Surgery
AM (8AM-12AM) SH HC RA EH
TUSEDAY
PM(2PM-5PM) Reflection on the morning activities & RA
AM (8AM-12AM) RA
WEDNSDAY
PM(2PM-5PM) Seminar: Surgery
AM (8AM-12AM) Report writing & research activities
THURSDAY
PM(2PM-5PM)
AM (8AM-12AM) Report writing & research activities
FRIDAY Report presentation
PM(2PM-5PM) Quiz