COMMUNITY AND PUBLIC HEALTH FOR MEDICAL LABORATORY Objectives

SCIENCE
The students should be able to:
COMMUNITY
1. Explain the significance of a community.
- Is a group of people sharing common geographic boundaries
and/or common norms, values, and interests. 2. Describe their own community in terms of its physical,
historical, social, cultural, and economic characteristics.
- No two communities are alike.
3. Explain how these characteristics influence their own values
- The physical environment varies. and behaviors

- People's way of behaving and coping is different from one

another.
Characteristics of a community

A. Physical Characteristics:
COMMUNITY
1.Geography
Characterized by the following elements:
2. Topography
1. Membership - a sense of identity and belonging,
3. Climate
2. Common symbol systems-similar language, rituals, and
ceremonies B.Historical characteristics

3. Shared values and norms 1.Ancestral origins

4. Mutual influence-community members have influence and are 2.History of the community
influenced by each other
C. Social characteristics
5.Shared needs and commitment to meeting them
1.Ethnicity
6. Shared emotional connection-members share common-history,
2.Language (dialect)
experiences, and mutual support.
3. Community size (population)
Determination of a healthy community
4. Political structure
a. Leadership - assess the needs and resources.
5. Family structure
b. Public health support - public health and social infrastructure
and policies that supports health. 6. Community or civic organization
c. Health Service Delivery - equitable, affordable, and available 7.Education
quality health care services.
8.Health provision

D. Cultural characteristics
FACTORS IN ASSESSING THE HEALTH OF THE COMMUNITY
1.Tradition
1. Physical Factors - refer to the community's environment
geography, topography, and climate 2. Religion

2.Historical Factors- reflect the community's ancestral origin, 3. Beliefs

including population and settlement history.
E. Economic characteristics
3. Social Factors- reflect the community's character in terms of
ethnicity and language, family structure, social divisions, a degree 1. Livelihood strategies (occupation)
of education, and gender relations.
2. Family/Household income(categorize ex. Low, middle, high) -
4. Cultural Factors - refer to the community's traditions, beliefs, based on your observations.
and, religious influence.

5. Economic Factors- reflect the community's livelihood strategies

(occupation) and family income.

Created By: Tulio, Joshua Patrick Lewis R.

Community Health Education and Promotion
Learning Objectives
Students should be able to:
1. Identify and discuss the diagnostic stages of
planning for community health education
2. Apply health education strategies to foster
health in the community
3. Explain why health education is a vital part of
community public health
Introduction
• Health education and health promotion
have been Used as interchangeable
concepts, but these two involve distinct
activities.
• Health education is a process whereby
knowledge, attitude, andpractice of
people are changed to improve
individual, family, and community
health.
• Health promotionon the other hand, is
the process of enablingpeople to
increase control over, and to improve,
their health.
Health Education
The following are some health education teaching
methods and strategies that can be Integrated in
planning and implementing health programs and
services:
• Interviewing
• Counselling
• Community assembly
• Lecture discussion
• Health talks
• Demonstration
• Workshop
• Case study
• Role play
• Group buzz
Introduction
Health education
• involves giving information and teaching
individuals and communities how to
achieve better health.
• has been defined as those "activities
which raise an individual's awareness,
giving the individual the health
knowledge required to enable him or
her to decide on a particular health
action(Mackintosh, 1996)
Health Education
The sequence of steps in health
education include creating
awareness,motivation and decision
making action to practice health
services:
• Information -provision of knowledge
• Communication -exchange of
information
• Education- change in knowledge,
attitude and skills
Community Health Promotion
Learning Objectives
Students should be able to:
1. Differentiate Community HealthEducation
from Health Promotion in terms of purpose and
strategies
2.Plan and execute a health promotion activity
for a community
Created By: Tulio, Joshua Patrick Lewis R.
Introduction
• As defined by the World Health Organization
(WHO), community health promotion is the
process of enabling people in the community to
increase control over, and to improve, their
health. It moves beyond a focus on individual
behavior towards a wide range of social and
environmental interventions.
• As a core function of public health, health
promotion supports governments, communities
and individuals to cope with and address health
challenges.
Health Promotion
The three strategies for health promotion are
to:
• Advocate - Political, economic, social, cultural,
environmental, behavioral, and biological
factors can all favor or harm health. Health
promotion aims to make these conditions
favorable, through advocacy for health.
• Enable - health promotion focuses on
achieving equity in health. Health promotion
action aims to reduce differences in health
status and to ensure the availability of equal
opportunities and resources to enable all
people to achieve their full health potential.
This includes a secure foundation in a
supportive environment, access to information,
life skills and opportunities to make healthy
choices.
•Mediate -the prerequisites and prospects for
health cannot be ensured by the health sector
alone Health promotion demands coordinated
action by all concerned, including governments,
health and other social and economic sectors,
non-government and voluntary organizations,
local authorities' industry and the media
A. Diagnostic Stages of Planning for
Community Health Education
A community health education begins ideally
with an analysis of social problems or quality of
concerns. It then assesses the incidence,
prevalence, and cause of health problems
associated with the community. The following
are the diagnostic stages:
• Social diagnosis
• Epidemiological diagnosis
• Behavioral diagnosis
• Educational diagnosis
• Administrative diagnosis
➢ Procedures:
• Describe these diagnostic steps
• What are needed to be identified and
analyzed in each step?
• Using the Precede- Proceed model for
health education planning, illustrate the
steps and its important components
through a chart or schematic diagram.
• Present work to the class.
B. Health Education Strategies
Procedures:
1.Identify a community for applying your health
education strategy, preferably your own community.
2.learn about the common health problems in the
community.
3. Identify and rank these health problems as to
priority or significance.
4. Plan your health education strategy based on the
prioritized health problem.
5. Apply the concepts in diagnostic stages.
6. Choose a strategy to educate the community
regarding the health problem.
7. Explain why your group's health education strategy
is the most appropriate for addressing health
problem.
Created By: Tulio, Joshua Patrick Lewis R.
C. Health Promotion Activity for A Community
C. Health Promotion Activity for A
Typical activities for health promotion and
Community
wellness programs include:

a) Communication Procedures:

• Raising awareness about healthy 1. Identify a community or area

behaviors for the general public. for applying your health
promotion activity (i.e., school
• Examples of communication campus, work sites, etc.).
strategies include public service
announcements, health fairs mass 2. Learn about the common
media campaigns, information, health issues (physical activity
education and communication and fitness, nutrition and
materials (IECs) like posters, leaflets, weight control, stress reduction,
comics, and newsletters. alcohol, smoking, drug
addiction, communicable
diseases TB, HIV, Dengue Fever,
b) Education etc.) in the area.
• Empowering behavior change and
3.Identify and rank these health
actions through increased knowledge.
issues as to priority or
significance.
• Examples of health education strategies
include courses, trainings, and support
4. Plan and choose your health
groups.
promotion activity based on the
prioritized health issue.
• Policy, Systems, and Environment
5. Execute your health
promotion activity.
• Making systematic changes- through
improved laws, rules, and regulations
6. Explain why your group's
(policy), functional organizational
health promotion activity is the
components (systems), and economic,
most appropriate for addressing
social, or physical environment to
the health issue.
encourage, make available, and enable
healthy choices.

Created By: Tulio, Joshua Patrick Lewis R.

Population
- Refers to all the inhabitants of a given country
or area considered together.
- It is the number of people in a city or town,
region,country or world.
- It is usually determined by a process called
census.
Census
- UN 1958: The total process of collecting,
compiling, and publishing demographic,
economic, and social data pertaining to all
persons in a country at specified times.
Principal objective: to obtain data about the
size, composition, and distribution of the
population.
Population Density
- Is the number of people per unit area, usually
expressed per square kilometer or square mile.
- Commonly this may be calculated for a town,
city, province, region, an entire country, or the
world.
Population Density
-currently, increasing population density is a
growing concern among epidemiologist.
Negative effect of high population density
1.Environmental stress
2. Scarcity on the resources
3. Poor individual health
4.Increasing public health concern
South East Asian Region
- Over 1.86 billion (26% of the world
population).
- Only 5% of global land mass are occupied by
the 26% population.
SEA Region Population density = 268 persons
per sq. km
World Population density = 52 persons per sq.
km
High Density
Bangladesh = 1087 persons per sq. km
Maldives - 1158 persons per sq. km
Least Density
Bhutan = 16 persons per sq. km
Philippine Population (2019)
Population = 108, 263, 613 (Aug 2019)
Population equivalent = 1.4% of the world
population
Rank = 13th in the list of countries
Population density = 363 persons per sq. km
Total land area = 298, 170 Km^2
Objectives
Students should be able to:
1. Calculate population densities
2. Rank Places or areas as to population density
3. Discuss possible reason for high or low population
density
4. Compare and contrast living in crowded and uncrowded
places.
Created By: Tulio, Joshua Patrick Lewis R.
DEMOGRAPHY VITAL STATISTICS

Learning Objectives Students should be able
to:
1. Identify and describe elements of
demography that apply to a community
2. Compute basic statistics for an
epidemiological analysis
3. Distinguish between incidence and
prevalence
• Vital statistics refer to data about the
events that mark a life, such as birth,
death, marriage, etc. These are too
helpful in estimating the extent of
health needs and problems in a
community or population.
Formulas for rates and ratios frequently
computed for in assessing the health status of
the community:

Introduction FERTILTY RATES

• Demography is the statistical study of Rate or Formula Commonly-

human populations. Demography Ratio used
reflects population diversity and trends multiplier
by evaluating population composition, Crude Birth Number of five X 1,000
growth, and movement. It takes up the Rate (CBR) births/midyear
population
study of the population trends as
General Number of live X 1,000
measured over time by three sets of
Fertility births midyear
data:
Rate (GFR) population of
o One consists of vital indexes women 15-44
such as birth rates and death years of age
rates
o The second consists of
measures of population MORTALITY RATES
diversity such as ethnic Rate or FORMULA Commonly
composition, density, rural- Ratio – used
urban-suburban residential multiplier
patterns, and migration. Crude Number of deaths X1,000
o The third consists of socio- Death from all
economic indicators such as Hate (CDR) causes/midyear
income, occupation, and population
educational attainment. Cause Number of deaths X100,000
Specific from a specific
• Demography is an essential component Death condition in a given
of epidemiology and public health. Rate year/ midyear
(CSDR) population
Since public health focuses on health
issues in populations, the work of public
Age- Number of deaths for X1,000
health depends on the factors that
Specific a specified age group
change the size and characteristics of Rate (ASR) in a given year
the population. population. estimated
at mid-year for the
specified age group

Created By: Tulio, Joshua Patrick Lewis R.

Case Number of deaths X1,000 Mordibilty Rates
Fatality from a specified
Rate (CFR) disease number of Rate or ratio Formula Commonly-
reported cases of used
reported cases of the multiplier
same disease Incidence Number of new X Factor
Maternal Number of deaths due X100,000 Rate (IR) cases of a
Mortality to pregnancy delivery specified disease (Factor could
Rate and puerperium in a occurring in a be 100,
(MMR) given year/number of given period of 1,000,
live births time/ population 10,000 etc.)
Infant Number of deaths X1,000 at risk at the same
molarity under 1 year of age in period of time
rate (IMR) a given year/number Prevalence Number of old and X Factor
of live births Rate (PR) new cases of
Neonatal Number of deaths X1,000 specified disease (Factor could
molarity under 20 days of age existing at a point be 100,
rate in a given in time/ total 1,000,
(NMR) year/number of live population at risk 10,000 etc.)
births in a point
Fetal Number of fetal X1,000 of time
molarity deaths at 20 weeks
rate gestation (or more) in
(FMR) a given year/ number Vital and Demographic Statistics Other Than
of live births +fetal Mortality
deaths
Rate or Ratio Formula Commonly-
used
Swaroop’s number of live births X1,000 multiplier
Index total deaths 50 years General Number of marriages in X 1,000
of age and over in a Marriage a given year/ number of
year/total deaths Rate persons 15 years of age
and over in the
population in the same
General Number of divorces X 1,000
Divorce Rate during in a given year/
number of persons 15
years of age and over in
the population in the
same year
Dependency Persons under 20 years X 1,000
Ratio of age and persons 65
years and over/ total
population ages 20-64

Created By: Tulio, Joshua Patrick Lewis R.

Activities

Demographic Profile

1. Select a community and identify its

demographic profile

2. Research on the following data:

• Population Diversity
o Ethnic composition
o Population density
o Rural-urban-suburban
residential pattern
o Migration pattern
• Socio-economic indicators
o Income of residents
o Occupation of residents
o Educational attainment of
residents
• Vital statistics
o Female-to-male ratio
o Crude birth rate General fertility
rate
o Swaroop's rate
o Crude death rate
o Infant mortality rate
o

3. Identify also the following data below from

the community. Use these data to compute for
the vital statistics listed on number 2.

• Total midyear population

• Males
• Females
• Number of Females (15-44y/o)
• Number of registered live births
• Number of registered deaths
• Number registered deaths (50y/o and
over)
• Number of deaths (under 1 year of age)

Created By: Tulio, Joshua Patrick Lewis R.

EPIDEMIOLOGY
Epidemiology
• is concerned with the distribution and
determinant of health and diseases,
morbidity, injuries, disability, and
mortality in populations.
• It studies when and where diseases
occur and how they are transmitted in a
populations.
• Epidemiologic studies are applied to the
control of health problems in
populations, rather than individuals.
3 basic types of investigations
- Epidemiologists used 3 basic types of
investigations when analyzing the occurrence of
a disease:
o b. Cohort method – the
epidemiologist studies two
populations: one that had
contact with the etiologic agent
and the other that has not –
both groups are called cohort
groups.
.3. Experimental epidemiology
• Begins with a hypothesis about a
particular disease, experiments to test
the hypothesis are the conducted with a
group of people. This type of
investigation use controlled
experiments designed to test
hypotheses.

1.Descriptive epidemiology

• Entails collecting all data that describe

the occurrence of a disease. Relevant
information includes:
o a. Information about the
affected individuals (age, sex,
race/ethnicity)
o b. The place and the period of
the disease occurrence
o Retrospective – looking
backward after the episode has
ended. Backtracks the cause
and source of the disease.

2.Analytical epidemiology

• Analyzes a particular disease to

determine its probable cause.
o a. Case control method – the
epidemiologist looks for factors that
might have led to the disease. A group
of people who have the disease is
compared with another group who are
free of the disease. All the possible
factors are assessed and compared to
determine the probable cause.

Created By: Tulio, Joshua Patrick Lewis R.

COMMUNICABLE DISEASE • The World Health Organization (WHO)
and the DOH employ the following
Introduction
strategies for the prevention and
control of communicable diseases:
1. Immunization
• Any disease that spreads from one 2. Mass drug distribution
person (host) to another, either directly (chemoprophylaxis/chemothera
or indirectly, is said to be a py)
Communicable disease. 3. Food safety.
• Reporting of cases of communicable 4. Safe water and sanitation
disease is important in the planning and 5. Injection safety and sterilization
evaluation of disease prevention and 6. Blood safety
control programs, in the assurance of 7. Vector control
appropriate medical therapy, and in the
detection of common-source
outbreaks.
• The successful application of
immunization, nutrition, sanitation,
and epidemiological principles has
caused acute, infectious, and
communicable diseases to give way to
chronic diseases as the leading cause of
death in more developed countries.
• Unfortunately, in developing countries,
communicable diseases are still a major
cause of suffering, disability, and
death.
• In the Philippines, the four most
important communicable diseases,
constantly monitored by the DOH are
tuberculosis, HIV/AIDS, dengue fever,
and pneumonia.
• The Philippines continues to witness
outbreaks of emerging infectious
diseases, including epidemic-prone
communicable diseases such as
measles, cholera, typhoid,
salmonellosis, shigellosis, and
leptospirosis.
• Dengue is a serious public health
problem, imposing a significant burden
on hospitals and other health care
services.

Created By: Tulio, Joshua Patrick Lewis R.

Created By: Tulio, Joshua Patrick Lewis R.
Created By: Tulio, Joshua Patrick Lewis R.