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HumanNutritionMSC PDF
HumanNutritionMSC PDF
PROSPECTUS
BOARD OF STUDY IN
COMMUNITY MEDICINE
CONTENTS
page
3. Curriculum
4. Training Structure
5. Admission criteria
6. Selection process
7. Intake
8. Duration of training
11
12
20
Annex 3 Portfolio
21
23
24
26
27
The duration of the course will be one year. The contents of the course will be divided among
3 Terms.
3. CURRICULUM
The MScin Human Nutrition (M.Sc-HN) training programme shall consist of a taught
component, a clinical/practical component and a portfolio.
There shall be 14 modules in total: 10 modules in the taught component; one module each for
clinical attachment, community attachment and laboratory attachment; and the portfolio. The
number of teaching/learning hours and the credit points are listed below. The syllabi of the
taught modules are described in Annex 1. The syllabus of the practical/clinical component is
described in Annex 2.
Module No.
MSc-HN-01
MSc-HN-02
MSc-HN-03
MSc-HN-04
Lecture Hrs
Small group
classes hrs
Credit hrs
30
15
2.5 credits
Basic statistics
30
15
2.5 credits
Basic epidemiology
and demography
30
15
2.5 credits
30
30
3 credits
Name of the
Module
Introduction to the
Study of Nutrition
and Principles of
nutrition
Basics of research
and scientific
reasoning
MSc-HN-08
MSc-HN-09
MSc-HN-10
MSc-HN-11
MSc-HN-12
MSc-HN-13
Name of the
Module
Public Health
Nutrition
Nutrition using life
cycle approach
Planning and
management
Health promotion
and behaviour
change
communication
Special topics
Clinical Nutrition
Lecture Hrs
Small group
classes hrs
Credit hrs
150
15
10.5 credits
75
15
5.5 credits
75
15
5.5 credits
15
15
1.5 credits
45
150
15
30
Clinical/
Practical
180
3.5 credits
11.0 credits
Clinical attachment
Community
attachment
Laboratory
attachment
Portfolio
90
45
Contact hrs
150
Total
4.0 credits
2.0 credits
1.0 credit
5.0 credits
60 credits
4. TRAINING STRUCTURE
The training programme shall include teaching sessions namely lecture, small group
discussions, provision of reading material, video and sound clips, slide presentations, and
may include any other instructional material designated by the Board. In addition there will
be attachments for clinical, community and laboratory settings.
The students shall undertake preparation of a portfolio under prescribed guidelines. Each
student will be allocated to a supervisor approved by the Board.
5. ADMISSION CRITERIA
a) A medical degree registered with the Sri Lanka Medical Council and
b) One year of internship recognized by the Sri Lanka Medical Council and
c) One year of full-time post internship work experience in the health sector, recognized
by the Board of Study in Community Medicine
6. SELECTION PROCESS
a) The PGIM will place an advertisement to select a pre-determined number of
candidates (as determined each year by the Board of Study in Community Medicine).
7. INTAKE
Thist will depend on the needs and availability of training facilities. The information will be
stated in the advertisement.
8. DURATION OF TRAINING
12 months full time
9. FORMAT OF TRAINING PROGRAMME
The training programme will consist of two components: a 9-month taught course followed
by 3 months of practical/clinical training. During the practical/clinical component a portfolio
and case book (Annex 3) shall be maintained by the trainees. This will be followed by two
weeks of study leave and an end-of-course examination (MScExamination).
The various components of the course consist of learning activities that comprise the
following credit hours as given in the Section 3:
Taught course
48 credit hours
Clinical/Practical training
7 credit hours
Portfolio/case book
5 credit hours
Total
60 credit hours
On the basis that one credit is equivalent to 15 hours of lectures or 30 hours of practical
classes or 45 hours of field, clinical and research work, these contact hours in the taught
course are the equivalent of 48 credits.
Trainees will be sent to training sites approved by the Board of Study.
Clinical/practical Training (content and details in Annex 2) -will consist of
a) hospital clinical/ ward based training
b) community based training
c) laboratory based practical training
50
10
60
Marks
%
80
20
100
C.1.2. The Structured Essay Question paper will have 6 questions, and all questions to be
answered in 3 hours. This paper will get a total of 100 marks.
C.2. The OSPE will assess practical competencies listed in the curriculum in relation to
practical / clinical training. There will be 10 stations. The time allocated to each station shall
be 5 minutes and the total duration shall be 50 minutes. In the live stations there will be two
examiners who shall mark independently. In other stations there may be one examiner or
none if answers are documented in an answer paper only to be corrected later by examiners.
This will include 4 live stations with patients/information relevant to clinical situations. In
other six there will be photos, models, graphs and instruments. The OSPE component will
get 100 marknt of the Portfolio: The Portfolio will be assessed by two examiners with the
use of a marking grid (Annex 6). The assessment of portfolio will get 50 marks.
Marked out of
100
100
100
50
50
400
Percentage of
final mark
25
25
25
12.5
12.5
100
D.
Requirements to pass the MSc Examination
To pass the MSc in Human Nutrition candidates will be required to obtain the following:
A total aggregate minimum of 50% for the all component of the examination, and
A minimum of 45% for the theory component (MCQ and Structured essay question
paper) and
A minimum of 45% for the practical component (OSPE)
A candidate must complete the MScwithin 6 attempts in not more than 8 years from the date
of the first attempt at the MScexamination, unless the Senate has permitted extension for
valid reasons.
E. Repeat attempts
A candidate who has obtained a total average of at least 50% for the examination, and has
also obtained at least 45% in either the theory OR the practical component, but has failed the
examination because he / she has not obtained the requisite minimum mark in only one
component, shall be permitted to sit for that component alone in his / her next attempt at the
examination. In such a case, the total mark for the repeat examination shall be calculated
using the marks obtained in the completed component from the previous examination, along
with the marks from the repeated component. A candidate shall be given this concession for
only two subsequent repeat examinations. In the event that a candidate does not pass the
repeat examination, he / she shall have to sit for the entire MSc end-of-course examination
again after the 2 attempts. A candidate is eligible for 6 attempts within 8 years of the first
attempt.
10
TO
11
Sub
Unit
Lesson objectives
1.1
Energy,
Macro
and
micronutrient
requirements
1.2 Overview
of metabolism
and the role of
macro
and
micronutrients
in metabolism
1.3 the
assessment of
nutritional
status
Learning
Context
(Method)
lectures,
group-work
activities,
discussions
with invited
experts and
critical
review of
key papers
12
Lesson Objectives
Learning
Context
(Method)
lectures, group-work
activities, discussions
with invited experts
and critical review of
key papers
13
Lesson Objectives
Learning
Context
(Method)
lectures, group-work
activities, discussions
with invited experts
and critical review of
key papers
14
Lesson Objectives
Learning
Context
(Method)
lectures,
together
with
essential
reading, provide the
structure
and
overview of key
concepts. seminars
are based around
critical reading of a
selection of science
articles; the others
are practical sessions
in which students
develop skills in
refining
research
questions,
interviewing,
questionnaire design
lectures,
computer
practical
sessions
(using SPSS), a
problem-based
exercise on study
design, and paper
review
discussion
sessions.
15
5.8
Lifestyle
manage
ment
Lesson Objectives
Learning
Context
(Method)
lectures,
group
participation
, discussions
with invited
experts and
computer
practical.
lectures given
by topic experts
and in-class
group work and
feedback. There
will also be
student-led
presentations
following a
critical review
of key evidence
16
Lesson Objectives
Learning
Context
(Method)
Lectures, group
participation, and
discussions with
invited experts.
17
Sub
Unit
Monitoring
and
evaluation
Planning
Lesson Objectives
Learning
Context
(Method)
lectures, linked
to
fortnightly
seminars of one
and a half hours,
which will be
based on case
studies
and
student led
Sub
Unit
Lesson
Objectives
(i)
the
historical
development of health
promotion
(ii)
various
approaches to the
definition of health;
(iii)
proposed
mechanisms
to
promote health via
various
social
interventions;
(iv) the way in which
theories and principles
from
history,
psychology,
sociology,
ethics,
epidemiology,
biology,
and
communication and
marketing theory have
been used to inform
health promotion.
Learning Context
(Method)
Lectures and seminars. The
seminars will consist of group
work, presentation of material
by students and discussion
18
Sub
Unit
Lesson Objectives
Learning
Context
(Method)
Combination
of
lectures and active
student
participation
in
case presentations
and discussions.
Sub
Unit
Lesson Objectives
Nutritional
Aspects in
Diseases
Learning
Context
(Method)
Combination of
lectures
and
active student
participation in
case
presentations
and discussions.
19
Clinical attachment:
During the practical/clinical training, trainees should be able to manage to carry out the
following tasks:
1. Participate in the daily ward round of the allocated clinicians and checking of
nutritional managements of patients
2. Observe the daily work of the diet clerk and kitchen staff
3. Interpret clinical information in relation to nutrition management for nursing staff and
participate in decision regarding management and care with medical and nursing staff
Community attachment:
During the training, trainees should be able to manage to carry out the following tasks:
1. To plan and implement intervention/s to improve the health of the community
2. To evaluate the effectiveness of the intervention/s
Tasks:
1. To describe the health status of a community
2. To assess the health needs of a community and the resources available for health
promotion and health care which can be utilized to improve their health
3. To identify the factors which influence health-related behaviour and the use of health
care services
4. To plan and implement intervention/s to improve the health of the community
5. To evaluate the effectiveness of these interventions
6. To develop skills that are necessary for carrying out community work: leadership,
managerial, co-operation, collaboration, communication, negotiation, critical
thinking, etc.
Laboratory attachment:
This training will cover an introduction to laboratory analysis for the nutrition practice. The
student will be responsible for obtaining required texts. Information on how to contact
various testing laboratories to obtain knowledge on the tests including interpretation,
obtaining specimen kits, order requisitions and pricing will be given. Specific tests pertinent
to individual diseases or evaluations will be covered throughout the course.
a. Routine blood chemistries and organ profiles
b. Urinalysis
c. Food analysis
d. N u t r i e n t level determination
20
INTRODUCTION:
The purpose of developing a portfolio is to make a trainee reflect on the process of training
and professional development as a trainee in Human Nutrition. It should be composed of a
series of documents that record this process.
OBJECTIVES
The trainees should have
1. used a wide and appropriate range of learning methods effectively to develop their
knowledge, skills and attitudes in Human Nutrition.
2. developed personal and professional strategies appropriate to the constraints and
opportunities during their training period.
4. evaluated their own work with self, peer and supervisor based monitoring and
evaluation techniques.
5. designed methods and techniques to improve the practice of management of nutritional
problems in the community and clinical settings.
6. provided support to the colleagues, peers and allied staff in providing training in
nutrition
7. shown a commitment to work with and learn from colleagues, practiced equal
opportunities and continued reflection on professional practice.
Current work place - special interests you may have regarding in nutrition.
2/ Statement about your mission and vision as a Medical officer Human Nutrition
3/ Records of activities and practices that you have undertaken as an MSc trainee in
Human Nutrition to achieve the objectives mentioned above (minimum 5)
A. Record of training appointment- Log entries of all appointments
This should include details of training appointment with the signature of the trainee.
21
B. Reflective writing
This should include at least 5 reports that document what you hoped to achieve at
the beginning of the in-service training appointment, and how much of this you had
achieved by the end. The report should include in addition a self-evaluation carried
out mid-way during the appointment that reviews your achievements to date,
identifies problems that prevent you from reaching your goals, and what you plan to
do to correct these deficiencies.
C. Direct observation of practical skills (DOPS)
A minimum of 3 practical skills should be assessed during the taught course or
hospital based training period. A description of the procedure together with the
formative assessment in the structured format should be included in the portfolio.
E.g. Steps to be followed in weight, height, Mid arm circumference, BMI etc.
D. Other reports that can be included in the portfolio-CPD activities :
Reports on presentations you have made at journal clubs, lectures, etc, and
feedback received from peers or supervisors on such presentations.
Case records of patients that trainees have discussed with the trainer during their
hospital training and field training.
Slides presentation
E. Training of others
22
Trainees
name:
Assessors
name
Brief outline of procedure, indicating
focus for assessment (Refer to topics in
curriculum). Tick category of procedure or
describe in space available.
Complexity of procedures
Low
Average
High
Below
expect
ations
Border-line
Meets
expec
tation
Above
expectation
Un
able to
comment
1
2
3
4
5
6
7
8
9
SUGGESTED DEVELOPMENTAL
WORK:
(Particularly areas scoring 1-3)
Outcome
Signature of
Assessor
Satisfactory
Unsatisfactory
(Please circle as appropriate)
Date of assessment:
Signature of
Trainee:
23
Name of trainee:
Name of trainer:
Training centre:
Period of report:
Please use the following key to rate your trainees performance during the period in question,
with regard to each of the areas listed below
Outstanding
Above average
Adequate
Below expected
PRACTICAL SKILLS
Rating
Specific comments
1.
1.
C. Record keeping
24
INTERPERSONAL SKILLS
Rating
Specific comments
Rating
Specific comments
ACADEMIC SKILLS
1. Theoretical background and
knowledge
2. Reads widely in medical literature
3. Participates actively in academic
discussions
4. Thinks independently and rationally
GENERAL COMMENTS
Particular strengths
Particular weaknesses
Signature of trainer
.
Name
Date
25
YEAR:
INDEX NO OF CANDIDATE:
Maximum Mark
mark
awarded
Area
Introducing oneself
5
5
5
Timely submission
Complete with minimum criteria
4. Evaluated their own work with self, peer and supervisor based
monitoring and evaluation techniques.
10
10
10
10
10
5
100
50
26
Evidence of plagiarism
Original work with limited applicability beyond the given portfolio entry
2. Communication skills
0
Communicates unclearly
3. Reasoning skills
0
Can give sufficient reasons, but cannot justify the reasons if challenged
Can reason, justify and analyze the strengths and weakness of own reasoning
27
Cannot indicate the situations that the learning from a portfolio item can be used
Can identify situations with limited relevance that the learning from a given item can
be useful
Can identify relevant situations that the learning from a given item can be useful
Can identify relevant situations and the components of learning (from a given
portfolio item) that can be useful for such situations
Can identify relevant situations and the pros and cons of applying the learning to those
situations
5. Global rating
0
28