Community Based Training Program (CBTP)

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 Outline of presentation
 CBTP introduction
 Rationale for CBTP
 Objectives
 CBTP activities
 Materials to be referred
 Major steps of CBTP
 Strategies of CBTP
 Tentative schedule
 Evaluation tools
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 CBTP
Introduction
Society was criticizing universities as
ivory towers
 In the 1960's and 1970's there was a
popular demand that education should give
service to society
To answer this, a new strategy of educa-
tion referred as 'Community-Oriented Edu-
cation'/'Community-Based Education' was
introduced to the world in the late 1970's

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 CBTP...

Community-based learning allows stu-

dents to combine service in the commu-
nity with academic inquiry
Community-based learning is curriculum
based, meaning that the community
work is profoundly connected to and en-
hanced by the classroom lectures

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 CBTP...
Community oriented education is a learning
in which the learning is in the community, of
the community and for the community
Knows ----Knows how to----- Shows how to
Transition of students overtime acquisition
of basic knowledge, skills and values
through to the application of these in real
settings
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 Rationale for CBTP
To train health personnel who
will be responsive to the health
needs of the society
It enhances students’ research
and problem solving skills for
health related problems of the
community
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 rationale...
 Facilitate students’ full expo-
sure and deeper understanding
of the social and cultural envi-
ronment
Thus come to understand the
important elements of community
life and the relationship of these
elements to health
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 Objectives
General objective
To assess health and health related
problems, make community diagnosis,
identify the problems, prioritize the
problems, develop action plan & inter-
vene on selected problems.
Organize health intervention programs
utilizing the concept, components and
strategies of primary health care (PHC)
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 Specific Objectives
To assess health and health related
problems
To make community diagnosis, iden-
tify the problems & prioritize the
problems
To develop action plan & intervene on
selected problems.

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 CBTP ACTIVITIES
Do house numbering
Survey on demographic data, mapping and zoning
Baseline data and situation analyses
Socio-economic (education, health services, com-
munication, power and energy, Service rendering in-
stitutions)
Climatic and geographic data
Cultural (staple food, marriage, burial, language,
community driven intuitions)
Resource endowment [income (non-farm and farm
income), land, animals, forests, grazing land, com-
munal land, farm implements]

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 CBTP ACTIVITIES…
• Productivity (crop, animal, enterprises)
• Environmental health
– Housing, power source for cooking, water, food sanita-
tion ,latrine, etc.
• Determine basic vital statistics
• Maternal & child health
– ANC, Delivery, PNC, EPI, FP, Child morbidity,
• Community morbidity
– Health service utilization, mental health, eye disease,
drug,
• Nutrition
– Maternal, child & family nutrition.
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 CBTP ACTIVITIES…
• General constraint analyses for respective disciplines
(ranking of problems)
• Action plan on priority problems (stakeholders in-
volvement, resource mobilization)
• Intervention on prioritized problems.
• Report writing and presentation in symposium

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 Materials to be referred
• Different literatures/researches
• Health service management
• Biostatics
• Environmental health
• Research methods

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 References…
• Epidemiology
• RH
• Population & demography
• Nutrition
• Disaster prevention & preparedness
• HEP(health extension program) d/t guide-
lines
• ETC…
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The steps of CBTP:
Site selection,
Developing proposal
Data collection,
processing and analysis of the collected data,
Identifying and prioritizing problems by using
criteria,
 drawing plan of action,
 carrying out intervention,
follow-up and evaluation by involving all stake-
holders

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 Strategies of CBTP
 groups student are assigned to urban,
semi-urban or rural community within
50Kms radius
 They use the primary health care
strategies: community involvement, in-
tersectoral collaboration and appropri-
ate health technologies to meet their
objectives

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 Prerequisite Courses
 As this program is the training by which the stu-
dents will consolidate their theoretical academic
knowledge, conceptual skill and professional ex-
pertise for health promotion, diseases prevention
and rehabilitation activities, students are ex-
pected to take prerequisite courses for instance,
biostatistics, epidemiology, health education,
communicable diseases control, health service
management, environmental health, etc.

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 Grouping of students

Each team will have a leader, re-

porter and logistics personnel as
selected by the team members in a
democratic way

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Job description of student team leader, Rap-
porteur and logistic personnel
Team leader- is responsible for organizing
the team, taking student attendance and
represent students when there is a need.
 Logistics committee- is responsible for re-
questing and obtaining necessary materials
like stationeries, instruments, tools etc.
Rapporteur - is responsible for compiling and
presenting the activities at the end of the
phase
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 Duties and responsibilities of individual students
during CBTP activities

All students:
 Should be disciplined while involved in CBTP ac-
tivities
 Be punctual for the day to day activities
 Should discharge individual and group tasks as-
signed to him/her

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 Duties and responsibilities of individual students during
CBTP activities…

 Should actively participate in group meetings

 Should participate in implementation and evalu-
ation activities
 Should participate in all CBE activities and report
writing
 Should do all other tasks assigned to him/her by
the group team leader

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 Academic Rules and Regula-
tions
• Students are expected to attend 100 % of the
practical training time and read the relevant ref-
erence materials which help to nourish the ex-
pected knowledge and skill.
• A recorded absence of more than 20% in any
course may constitute sufficient grounds to bar
the student from evaluation in CBTP course

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 Academic Rules...

Any misconduct by the student dur-

ing data collection or report writing
will force to repeat.
• Examples insulting and quarrelling with the
community members, kebele or Woreda offi-
cials, supervisors and any kind of unneces-
sary behaviors
A student should at least score C
grade to pass
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 Tentative CBTP Schedule(08-29/07/2015)
Activity Day
Orientation 08/07/2015
Proposal Developing 08-11/07/2015
Proposal presentation to resident supervisors 12/07/2015
Comment incorporation & final proposal sub- 13/07/2015
mission to resident supervisor & CBE office

Duplication of tools/questionnaire/ 14/07/2015 morning

Data collection 15-20/07/2015
Data Cleaning, tallying analysis, Report writing, 21-26-/07/2015
priority setting, planning & rehearsal
Presentation to resident supervisors 27/07/2015
Intervention 28/07/2015
Written exam and Presentation/Symposium 29/07/2015
Grade submission 02/08/2015

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 CBTP proposal writing format
• List of Tables
• Cover Page: (University logo,
• List of Figures
name of the university, col-
lege name, and team mem- • Abbreviations/Acronyms
ber, title of the proposal, su- • Proposal Summary
pervisors name, CBTP site, 1. Introduction(background
month, and year) &Statement of the
• Second page: Name of the problem )
university, college name, ti- • Significance of the study
tle of the proposal, supervi- 2. Literature Review
sors name and academic sta- 3.Objectives(G&S)
tus.
• Acknowledgement
• Table of Contents

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 CBTP proposal writing format
4.Methodology(Study • Operational definition
area,design,period) popula- • Ethical consideration
tion(Source &Study ) • Dissemination plan of
• Inclusion and exclusion crite-
the result
ria
•Sampling(size &technique) 5. Work Plan
•Tool, Data( collection, process- 6. Budget
ing, analysis& quality) 7. References
• Study Variables(Dep & indep)
8. Annexes (questionnaire,
interview guide, In-
formed consent…)

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 CBTP result/report writing format
• Intervention report
• Proposal writing format
• Recommendation (at
+ the end of attachment)
• Result • Exit strategy
• Discussion • References
• Limitation • Annexs (questionnaire,
• Conclusion interview guide, In-
• formed consent, sketch
Identified problem
map)
• Prioritized problem
• SWOT Analysis
• Action plan
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 ACTION PLAN PREPARATION FORMAT
Prior- Ob- Ba Strat Activ- Indi- Target Re- Tim Re- pl Achieve
itized jec- se egy ities cators popu- source e sponsi- an ment
prob- tive lin lation s fra ble
     
lem e me body
 
da
ta Num %
ber

                         

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 Table: CBTP team, kebeles & su-
pervisors
Team Kebele selected Supervisors Remark

Pediatrics Tachigna ambicho habtamu wude &

students betelehem

Surgical Kalisha Tilahun & jabir

nursing
Evaluation checklists/tools

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 Resident supervisors’ day to day activities evaluation
form: This should be filled weekly
accounts =40%
S/
No
Evaluation Criteria Weight Given point Remark
Attendance 10%
Active participation in given work 15%
Readiness to work in a team 15%
Has student a respect to his/her peer, 8%
community, health worker and supervisor?
Punctuality 12%
Readiness to overcome assignment pertain- 15%
ing to the team
Is s/he takes responsibility of the team? 10%

Is s/he has a professional discipline? 5%

Participation in problem solving activities 10%

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 college Supervisors Evaluation Format
Criteria
  Weight per- Points given Re-
centage by supervisor mar
k
Is situational analysis is done correctly? 15%
Did an action plan have clear objectives? 15%
Is action planned measurable and practical 10%
Active participation during discussion 10%
Punctuality (readiness to present their work on time) 5%

Did presentation is complete? (Whether the presenta- 15%

tion contains important components of an action plan
and community diagnosis)
Did work in a team 15%
(confirm by asking question)
Involvement of Woreda health office and other 10%
stakeholder during planning
Slide preparation (bulletin perslide, fontsize, slide 5%
number……)
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CBTP for midwifery students BY
 Team committee evaluation format/10%/
Issues for evaluation Scale of evaluation
1 2 3 4 5
Team sprit
Punctuality & Participation during group member meetings
Participation during dissemination of the work plan
Discharging individual and group tasks assigned to him/her
Participation during action plan development
Critique of his/her own approach to the problems
Communication skill
Leadership (Coordination) capacity
Suggesting new approaches in solving identified problems
Relationship with the community & other stakeholders
Participation during community mobilization
Participation during field work (data collection, etc)
Application of skill during community intervention
Participation during actual community intervention
Participation during conducting of the workshops
Participation in preparation of reports
Participation during preparation of training materials
Participation in giving feedback to the stakeholders
Participation during evaluation of the intervention
Participation during final report writing
Participation during presentations
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 Mode of evaluation &weights
• Resident supervisor evaluation(average)……………
 
40%
• Senior supervisor symposium evaluation(average)
………………30%
• Team committee(leader, rapporteur & logistics)
evaluation(average)……..10%
• Witten exam 20%

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