This manual is prepared to guide Community Based Training Programs (CBTP) of Mekelle University College of Health Science Undergraduate programs

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MEKELLE UNIVERSITY
COLLEGE OF HEALTH SCIENCES
COMMUNITY BASED EDUCATION OFFICE
COMMUNITY BASED TRAINING PROGRAM (CBTP)
MANUAL FOR STUDENTS AND SUPERVISORS
January, 2016
Mekelle, Ethiopia

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Contributors and Editors
Edited in September, 2015 by CBE office members.
Mrs. Azeb G/silasie (MPH)
Assist. Professor of Public Health
School of Public Health
Department of Environmental Health
Postgraduate program coordinator, CBE Public Relation, Project management & Research officer
Mr. Haftay Berhane (MSc)
Assist. Professor of Clinical Pharmacy
Department of Pharmacy
Clinical pharmacy Unit
Clerkship program Coordinator, CBE Logistic officer
Mr. Haftom G/hiwot (MSc)
Lecturer in Pediatric Nursing
Department of Nursing
Pediatric Nursing Unit
Head of Students affairs, CBE Schedule & Monitoring Unit
Mr. Kedir Endris Mohammed (MSc & MPH in Nutrition fellow)
Lecturer in Adult Health Nursing
Department of Nursing
Adult Health Nursing Team
Coordinator, Community Based Education office
Mr. Selomon W/Mariam (MSc)
Lecturer in Midwifery
Department of Midwifery
RH and family planning team leader, CBE documentation and Evaluation unit offcer
Huruy Asefa (MPH)

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Assist. Professor of Biostatistics
Department of Biostatistics, School of Public Health
Extension program Coordinator, CBE Evaluation and documentation officer

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Acknowledgment
This Community Based Training Program (CBTP) guideline document is prepared by community
based education office members in September 2015. They have devoted their time and energy in
searching for materials, literatures, write up and finally come up with such fruit full documents.
Preparing a working procedure and guideline document such as this rely on the input of many
people, besides the main editors and we are indebted to many of our colleagues for providing
helpful suggestions and comments in the text. In addition to this, there is unreserved contribution
of the former members of CBE office; they laid down the base for this program. So we are very
thankful for Mr. Belachewu Etana, Mr. Befikadu Legesse, Mr. Mulugeta Molla, Mr.
Hinsermu Bayu, Mr.Birhanu Demeke, Dr. Fasika Amdesilasie and Mr. Mulualem Merga for
all efforts they made in strengthening the office and the programs.
The establishment of Community Based Education (CBE) coordinating office, strengthening
CBE programs and preparation of this manual was not possible without institutional support of
College of Health Sciences. Hence, we would like to acknowledge the College management
bodies, all schools or departments, supportive staffs and all members of the College Health
Sciences.
We also thankful for students and supervisors who have been participated in the previous CBTP
programs who gave us direct and indirect feedback which also helped us in further enrichment of
the document.
In addition to this, we would like also to thank both University of Gondar and Jimma university
CBE coordinators who gave us their experience on the program and for sharing of their working
documents.

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Preface
The social movements in many parts of the world in 1960‟s and 1970‟s have brought about
change in educational approaches from traditional to more innovative ones. Parallel to these
movements countries have been experimenting with new ways to educate their people. In some
higher learning institutions, these experiments began either by a government mandate or by
interested university officials and scholars. In these schools the program stresses relevance to
the needs of the community. Hence, the educational philosophy of being community-oriented,
which stresses the integration of training, research, and service to benefit society, was adopted.
In the late 1970s, Ethiopia had adopted the global movement of „Health For All‟ and the
Primary Health Care (PHC) approach for the health sector. This brought the need to reform the
health service system and the human resource development programmes. Now days many
African countries has adopted CBE philosophy particularly in health personnel training
institution. To mention some South Africa, Uganda, Sudan, Algeria…etc are practicing CBE.
Community Based Education is a means of achieving educational relevance to community needs
and, consequently, of implementing a community oriented educational program. It consists of
learning activities the community extensively as learning environment in which not only
students‟, teachers and members of the community and representative of other sectors are
actively engaged throughout the educational experience.
The Community Based Education office of College of Health Science of Mekelle University
acknowledges the inputs from CBE office members, academic staffs and the College Management
bodies at large and those individuals who in one way or another contributed to the production of
this CBTP document. The efforts of all are highly appreciated and we look forward for their
continuous support.
Let us join hands together to realize CBE objectives
Kedir Endris Mohammed (MSc)
Coordinator of Community Based Education office
October, 2015

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Contents
Contributors and Editors.................................................................................................................................. 1
Acknowledgment............................................................................................................................................. 3
1. Introduction to Community-Based Training Program (CBTP)................................................................ 7
2. The rational of the program ..................................................................................................................... 8
3. Objectives of the program........................................................................................................................ 8
3.1. General objective ......................................................................................................................... 8
3.2. Specific Instructional Objectives ................................................................................................. 8
4. Time frame for CBTP .............................................................................................................................. 9
5. Activities in CBTP:.................................................................................................................................. 9
5.1. Preparation phase............................................................................................................................. 9
The major activities in this phase are giving training or orientation for instructors and students and
logistic activities. ..................................................................................................................................... 9
a. Training and orientation................................................................................................................... 9
Orientation of supervisors and students on TTP.................................................................................... 10
b. Logistics arrangements .................................................................................................................. 10
5.2. CBTP 6 weeks activities ................................................................................................................ 11
5.2.1. The 1st
week CBTP activity ................................................................................................... 11
2nd
and 3rd
week activity......................................................................................................................... 13
4th
-6th
week activities ............................................................................................................................ 14
At the end of 6th
week time .................................................................................................................... 14
6. THE ROLE AND RESPONSIBILITIES CBE OFFICE, STUDENT SERVICE CENTER AND
TRANSPORT OFFICE ................................................................................................................................. 14
6.1. The role of CBE office................................................................................................................... 14
6.2. Student Service Center and Transport office ................................................................................. 15
6.3. The CBTP sites coordinator from CBE office............................................................................... 15

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6.3.1. Roles and responsibilities of CBTP site coordinator ............................................................. 15
6.4. The role of assigned supervisors.................................................................................................... 15
6.4.1. The role of supervisors in CBTP............................................................................................ 15
6.5. The role and responsibilities of each student in CBTP programs.................................................. 16
6.6. The role and responsibilities of students representatives............................................................... 17
6.6.1. Job descriptions of student team leader ................................................................................. 17
6.6.2. Job descriptions of student team raporter............................................................................... 17
6.6.3. Job descriptions of student team logistics.............................................................................. 17
7. ACADEMIC REQUIREMENT, RULES AND REGULATIONS DURING TTP............................... 18
7.1. Attendance during CBTP............................................................................................................... 18
7.2. Academic requirements or Grading during CBTP......................................................................... 19
7.3. Disciplines/Conduct during CBTP................................................................................................. 19
7.4. Repeating CBTP course................................................................................................................. 20
8. STUDENT EVALUATION .................................................................................................................. 20
Student Performance Evaluation in CBTP................................................................................................. 20
References...................................................................................................................................................... 21
Annex............................................................................................................................................................. 23
Annex 1A: Assigned supervisors’ (day to day) evaluation form for CBTP .............................................. 23
Annex 1E: Senior Supervisor Evaluation format for action plan in CBTP ....................................... 24
Annex 1B: Senior Supervisor Evaluation format for final presentation in CBTP..................................... 26
Annex 1C: Final written document evaluation check list for CBTP.......................................................... 27
Annex 1D: Student team leader (day to day) evaluation form for CBTP.................................................. 28

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1. Introduction to Community-Based Training Program (CBTP)
Community based training program (CBTP) is one of the community based education program that
aimed at enabling the students to assess, diagnose and intervene prioritized community health
problems depending on the level of competence. In this model of education students take active
role in their own learning.
As part of the health sciences training, student will do CBTP in a group being assigned to urban
and rural catchments communities. This allows deeper understanding and full exposure of students
to the social and cultural environment and thus come to understand the important elements of
community life and the relationship of these elements to health related factors and activities. It also
ensures that both students and the community derive some benefit from each other. It is also hoped
to lead to closer integration of students in the life of the nation and promote their active
involvement in its development.
All students are posted to study and work in communities based on their academic programs. The
program will be conducted in the second semester of in one of the academic year excluding the
graduation year. The student undergoes through well-defined performance phases consisting of
community diagnosis, data collection, planning, implementation and evaluation. These phases
should, however, be viewed as continuum of activities in which the student is supposed to spend
some time in each phase depending on his/her competence and the needs of the community
concerned.
The program will be problem solving in a way that the student starts out with broad description of
community characteristics and identification of health problems for which he/she seeks appropriate
solutions. Students during their study and work in these communities plan, implement and evaluate
health programs using polices and strategies of the health sector, the primary Health care
strategies: community involvement, inter-sectoral collaboration, and appropriate health
technologies.

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2. The rational of the program
3. Objectives of the program
At the end of the course students are expected to accomplish the following objectives:
3.1. General objective
 Do community diagnosis and design intervention measures to solve community health and
health related problems.
3.2. Specific Instructional Objectives
 Determine the demographic characteristics of a defined community
 Do numbering , mapping and zoning for specific attachment site
 Define in general terms the geographical, political, socio economic andcultural
characteristics of the given community.
 Describe the activities and functional organization of the community.
 Determine the demographic characteristics of a defined community and do mapping and
zoning.
 Determine community resources and their distribution.
 Use appropriate sampling techniques: simple random sampling, stratified sampling and
systematic sampling.
 Collect, analyze and interpret health and health related data.
 Use communication skills to effect necessary health related behavioral changes and to
solve community health problems.
 Use appropriate techniques to assess health status of a community: health interview survey,
health record survey, nutritional survey such as anthropometric measurement, simple
laboratory tests and immunological surveys-scars and skin tests.
 Determine the sanitary level of a given community: waste disposal, water supply system,
housing condition, and food sanitation and vector control.
 Identify, prioritize, plan, organize and implement intervention
measures for some of the common health problem in the community
 Develop an action plan based on prioritized prevailing health challenges

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 Intervene prioritized community health and health related challenges using available
resource through stake holder involvement
 Do monitoring and evaluation the intervention activities
 Linking to the right stakeholders to ensure sustainability
4. Time frame for CBTP
Student will attach to the community site according the curricula of a given program, but the
student should be posted after the completion of necessary major Public Health Course (Mandatory
–Epidemiology and Biostatistics and other related courses) and professional course. It should be
conducted at the end of the second semester of a given academic year and with a minimum of six
week duration attachment.
5. Activities in CBTP:
During CBTP the student is considered as independent health professionals. So they will take the
responsibility to plan, intervene and monitor and evaluate community health problems. They will
perform the following activities, but they are not limited to these activities. They can do activities
which are relevant to their specific situation of their attachment areas.
5.1. Preparation phase
The major activities in this phase are giving training or orientation for instructors and students and
logistic activities.
a. Training and orientation
Training for new/un trained staffs
Training shall be given to all new employed instructors. The objective of this inductive training
helps students and new staff members to introduce to CBTP program, models and theories applied
in CBTP, to familiarize the CBTP and CBE working guidelines. In addition the training may
contribute and ignite an interest to work together as members of a team, and necessary to formulate
and solve community development challenges. Through active CBE service within the community,

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it is expected that students and academic staffs will increase their awareness of the importance of
community involvement and intersectoral collaboration in development.
In brief, the common objectives in the induction training should include: Data collection process
(data collection tools, techniques, procedures, Numbering, mapping and zoning); data entry and
analysis (introducing statistical software’s); community diagnosis (situation analysis); health
planning; implementation and evaluation of activities through community involvement,
collaboration with different stakeholders and team approach.
Orientation of supervisors and students on TTP
In CBTP before departing to the particular community a one day orientation will be given to
students and supervisors. The orientation include about the philosophy of CBE in general, CBTP
objective and activity in particular. In addition, students and supervisors will be oriented about
their roles and responsibilities, the time required to complete the program. Then the CBE office
with respective department heads organize the students into manageable groups taking into
account the academic ability, knowledge of the local language and culture. Each group shall
democratically select one team leader, one reporter and three logistics.
Team formation and Composition
The team shall composed of maximum of 25 students in each group shall contain proportional size
of female students in the department. CBE office shall randomly assign students to form groups.
unless special reason has been presented to CBE office and decided, the students shall be not
allowed to transfer from one team or site to another.
b. Logistics arrangements
Student’s meal issues: the Student Service Center (SSC) is responsible and accountable to all
issues pertaining to students’ meal. SSC shall finalize all activities two weeks prior to the
beginning of the programs CBTP shall report to the logistics unit of CBE. Only lunch will be
served to café students. The role of logistics unit of CBE office here is to make sure that SSC
received a schedule on CBE programs from CBE office and shall take reports on students meal
issues from SCC.

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Transport Issues: the Transport and Facility Office is responsible and accountable to all issues
pertaining to transport services. The logistic unit of CBE shall plan and communicate transport
need to Transport office prior to the beginning of the programs.
Site selection: CBE office shall plan, conduct and select sites for CBTP based on community
health need and infrastructures availability to the students. Priority shall be given to rural and semi
urban areas.
Stationary materials: provision of stationary materials is the task of CBE office. The office shall
plan, prepare and provide stationary materials (pen, pencil, Parker, blank papers, A4 paper for
mapping, anthropometric materials, note books , lab equipment’s and supplies, medical equipment
as deem necessary) to students prior to the beginning of the programs
The student representatives shall communicate with the CBE office and Student Crevice center
take and handle all logistic issues.
5.2. CBTP 6 weeks activities
5.2.1. The 1st week CBTP activity
I. Ethical procedures
The CBTP group shall take permission requesting letter to CBTP attachment site administrative
bodies written from CBE office. They have to explain in detail about the objective, activities,
duration, required support for CBTP program and should get permission first before any activities.
II. Mapping
A map is a simplified, selective, symbolized, diminished and a plane representation of a part or the
whole of the specific geographic area on a piece of paper. A map provides a bird’s eye view of the
earth’s surface or a part of it.
The mapmaker is always selective and should limit the amount of information to be shown on the
map. Otherwise, the map becomes difficult to read or it would be overcrowded and confusing. This
shows that in any map, the information is summarized or simplified by avoiding unnecessary
details.

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The group have to draw maps of the study area based on international agreed standards and
methods
III.Numbering
Each housing unit within the mapped locality should be identified by its house number. Hence a
number must physically be put on each house, or housing unit. The number should be put / marked
on a site easily visible for example, on the door, window, etc. If there are separate households in
housing unit or compound different numbers should be given to each household.
House numbers could be marked on houses using different ways: Tagged metals ; Number written
on pieces of metal sheets ; Paints on doors, windows, on frames or walls ; markers and chalks.
Nevertheless, it is important that the number marks are permanent or long lasting.
The step of numbering houses should be in such a way that it will lead from one household or
group of households to the next with minimized walking. For a systematic organization the
assignment of numbers to houses should be planned after the sketch map is completed (in the
office after the field work is over). This helps to plan blocks, zones or clusters of houses for ease of
tracing and minimizing of confusion in the sequential location or follow ups of the numbers when
need arises.
IV.Zoning
Zoning is the division of land, town, kebele or a community in to different districts or “ketenas”
with particular characteristics.
The purpose Zoning helps to: Have easy access to the target population, to have understanding of
distribution of population by location from a given reference E.g. Distance from a health
institution, school, water source, river line, a waste dump, a swampy area, etc. and for ease of
service delivery, staff deployment (assignment), monitoring, comparison of achievement, etc.
Points to be considered during zoning of a locality are natural features such as rivers, mountains,
depressions and manmade features such as, roads, footpaths, fences, blocks etc.
Steps in Zoning
1. Decide on the number of zones required/ needed based on the intended purpose.

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2. Survey: tour the area or specific locality to be zoned.
3. Identify permanent features; like natural or man-made features.
4. Identify these features on the locality sketch map.
5. Divide the locality in to zones (ketenas) using the identified features.
6. Mark the zone boundaries on the locality sketch map.
If applicable indicate the zone marks on the individual homes with the house numbers.
N.B. It could be planned using the sketch map to consider clustering of house numbers in sequence
to identify a given zone and finally marking these numbers to the houses on the specified zone.
V. Data collection
Data collection shall be started and completed in first week of CBTP program. Using the maps ,
zoning and numbering developed priory the data shall be collected according to scientific merits.
Verbal informed consent shall be taken from each participants. Confidentiality must be
maintained. The participants shall be mother or father or head of the house hold.
The sample size, sampling technique, sampling procedures, data handling, supervision and data
storage shall be based on scientifically explainable reasons and standards.
2nd and 3rd week activity
I. Training on statistics
The assigned supervisors shall give training on statistical software’s, methods of data entry, data
analysis.
II. Data entry
All collected data shall be entered to software with active involvement of all group members.
III. Data analysis
The entered data shall be analyzed using appropriate methods

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IV. Action plan write up
Identify the main health challenges in the community. Prioritize them using prioritization criterion.
Develop an action plan for each priority health challenges. Students shall produce an organized
action plan document based on the CBE guiding format and power points for action plan
presentation seminar day.
Make sure that the community is getting involved in your action plan developments. You have to
scan and analyses potential stakeholders in the locality and beyond.
V. Action plan presentation and incorporating comments
Action plan shall be presented to senior supervisors and feedbacks and comments shall be
incorporated in the document.
4th -6th week activities
Intervention based on the plan.
At the end of 6th week time
Evaluation of interventions, submitting final word documents, map, pictures and other relevant
documents to CBE office. Use appropriate indicators
6. THE ROLE AND RESPONSIBILITIES CBE OFFICE, STUDENT
SERVICE CENTER AND TRANSPORT OFFICE
6.1. The role of CBE office
The office is the central actor in CBTP programs. It’s mandated to plan, implement, monitor and
evaluate CBTP programs. The role and responsibilities are listed as follow, selecting appropriate
sites, forming groups , assigning the students , preparing and publish schedule, assign supervisors,
giving orientation and training for students and instructors, assign and monitoring student
representatives, supervisors, provide stationary materials, evaluate and document students grade.

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6.2. Student Service Center and Transport office
Meal and related issues are handled by student service center. The student service center should
provide the student lunch on the time. The transport service office and facility office shall facilitate
and provide transport services and all related issues.
6.3. The CBTP sites coordinator from CBE office
CBE office shall assign one site coordinator for each team from its office members and will have
the following roles and responsibilities.
6.3.1. Roles and responsibilities of CBTP site coordinator
- The site coordinator assigned by CBE coordinator for that specific attachment time
- Directly accountable to the CBE coordinator
- Plans, directs, coordinates and monitors overall activities of the CBTP team
- Confirms fieldwork is started on time as scheduled and facilitates the work of the team
- Schedules supervision date and time for supervisory team members
- Conduct regular supervisory team member’s meeting to discuss student performance
- Compiles reports submitted by each supervisory , student’s group leader and submits to the
CBE coordinating office
- Makes sure that students receive proper supervision, guidance and consultation from
members of the supervisory team
- Performs all other tasks assigned by the CBE coordinator for the assigned team
6.4. The role of assigned supervisors
6.4.1. The role of supervisors in CBTP
- Supervision is the responsibility of all supervisors assigned to the training sites and other
stakeholders in the training. Each assigned supervisor will be stationed in his/her assignment
area for a minimum of one week. The supervisors supervise and guide the students while
performing their activities.

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The main responsibilities are summarized as follow.
 He/she shall provide support and guidance to students in the training program
 He/she ensures greatest conducive learning atmosphere to students at the training program
 Makes sure that students conduct discussion sessions according to the program scheduled.
 He/she has to take student attendance every morning and recap daily activities at every
evening.
 He/she has to visit students at their actual working environment ( outreach, static…etc)
 He/she should submit report on evaluation of students and program for the CBE office at most
two day later of his/her return from site.
6.5. The role and responsibilities of each student in CBTP programs
All students:
- Should be disciplined enough while evolved in CBE activities
- Be punctual for the day to day activity
- Should discharge individual and group tasks assigned to him/her
- Should actively participate in group meetings
- Should participate in implementation and evaluation activities
- Should participate in all TTP activities and report writing
- Should do all other tasks assigned to him/her by the group team leader and assigned
supervisors
- Should learn and act according to enhance social and cultural skills
- Should be willing to learn cooperatively/collaboratively with peers
- Should strengthen university-community linkage
- should be willing to learn from the community;

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6.6. The role and responsibilities of students representatives
6.6.1. Job descriptions of student team leader
The Student team leader is selected by the students and will have the following job description:
 She/he is directly responsible to supervisory team leader
 Organize, lead and play a role model to other students
 Take attendances in every day activity
 Assign specific and individual tasks to members
 Leads team student members meetings
 Participate in evaluation of the students
 Makes sure all necessary materials to be used in the program is available before hand
 Participate in all CBE activities and produce reports
6.6.2. Job descriptions of student team raporter
The reporter of the student team is selected by the students democratically and will have the
following job descriptions:
 He/ she is directly responsible to students team leader
 Organize the students in the write-up process of the team report.
 Compiles findings and job accomplished by the team in the presentation.
 Assist the student team leader in leading and organizing activities
 Represent the student team leader during his absence.
 Present the findings of the study during CBTP presentation
6.6.3. Job descriptions of student team logistics
One student team will have two or three logistic personnel. The students elect these personnel
democratically.

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The students’ logistic personnel(s) will have the following tasks:
 Take responsibilities to receive and distribute stationeries and other materials
 Responsible for the foodservice that will be provided by the university
 Responsible in taking out food and other utensils from the students cafeteria
 Organize and lead students to participate in the preparation and distribution of field food
 They will be responsible to communicate logistic related issues to the coordinator assigned
from Student Service Center and CBE office
 Together with Team leader they will take all logistic
7. ACADEMIC REQUIREMENT, RULES AND REGULATIONS
DURING TTP
Students are obliged to be abided by the rules and regulation of Mekelle University legistlation
and CBE office. Violation of the rules and any misconduct by a student will result in disciplinary
measures as per the rules and regulations.
7.1. Attendance during CBTP
Mekelle University legislation states: Students are required to maintain 100% attendance to earn
credit in the CBE courses as per the legislation ARTICLE 83.2.2
However,
 If the student’s absence (not more than 10% attendance) is proven to have been for valid
reasons (such as sickness or death of any of his parents, child, spouse or sister/brother) to be
presented from relevant bodies and convincing to CBE council, the office shall him/her allow
to finish the program.
 If the student’s incomplete attendance was due to reasons that were not valid, the ‘IA’ grade
shall be changed to an “F” grade from the last date of summative assessment or one week after
the next enrollment.

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 Notwithstanding sub article 82.2.4 MU 2006 legislation of this provision, a student who has
missed more than 10% attendance in a given course in a semester shall be forced to take the
course afresh
- Supervisors shall be responsible for the follow up of program attendance of their
students and must report in written form to the CBE office.
- Makeup /compensation mechanisms are not allowed and the student should pass
through the actual practical learning process.
- Full attendance (100%) is mandatory during CBTP to be equipped with skills unless
permission is given by the concerned CBE coordinating office of the Colleges.
- Failure in punctuality at work and group meeting places is not acceptable
7.2. Academic requirements or Grading during CBTP
- CBTP will have four (4) credit hours. The minimum passing grade in CBTP course for those
programs that use fixed scale for grading is a "C". However, student who scores below C is
shall repeat the course.
7.3. Disciplines/Conduct during CBTP
- Severe disciplinary measures against academic nuisance, dishonest, misbehavior, cheating,
plagiarism, impersonation, will be taken [Accor. to MU legislation of part IX (Articles 128-
136)].
- Supervisors from MU-CHS should be obliged to report to the respective CBE coordinators or
CBTP site coordinator and/or the department head about the misconduct [Refer to MU
legislation of part IX (Articles 128-1136)].
- Any student in CBTP attachment who misbehaves towards the community members and
supervisors shall appear before the disciplinary committee.
- Any misconduct (insulting, quarrelling, sexual assault and other kind of inappropriate
behaviors) by the student during their stay will result in the student earning a grade of “F” in
the course and repeating it.

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- Damage or loss of any material taken for the university, CBE office and the community shall
be paid back/replaced by the student who did the act with disciplinary measure.
- All conditions of CBE program CBTP in campus or field work, the rule and regulations of
Mekelle University is functional.
7.4. Repeating CBTP course
- Repeating a course or courses due to academic deficiency is not the right of a student but a
privilege granted by the Academic Commission.
8. STUDENT EVALUATION
Student Performance Evaluation in CBTP
- Students deployed for CBTP will be continuously evaluated by supervisors day to day and
peers. In addition they will be evaluated by taking written exam and the report they produce at
the end of the program. The grading scale shall be as per Legislation of MU. Percentage of
each evaluation share is as follows. Students should be evaluated continuously as follows in
CBTP based on the evaluation format (Annex 1).
- Peer Evaluation 5 %
- Supervisor evaluation 30 %
- Written Exam 15 %
- Final document Report 20 %
- Presentation and Discussion 2x15 % =30%
NB: action plan will account 20% and final presentation=10%

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rationale. Chapter 1- Handbook of Community Based Education: theory and practice.
Maastricht, the Netherland: Network publications. 11- 27.

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13. Villani C J. & Atkins D (2000). Community-Based Education, School Community Journal,
Vol. 10, No. 1, Spring/Summer 2000.
14. OECD. The university and the community: the problems of changing relationships. Paris,
OECD, 1982
15. Jimma University Guidelines and procedyres for CBE ,2013
16. University of Gondar , Manual on health team training

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Annex
Annex 1A: Assigned supervisors’ (day to day) evaluation form for CBTP
This evaluation will be filled by a supervisor who stays with the student for one week
The objective of this Evaluation Form is to evaluate students on their day to day performance and
to maintain uniform and consistent evaluation among students.
Attachment site____________________________Department___________________________
Name of student: _________________________________ID No
_______________________
Evaluation criteria Weight Scores
1. Punctuality? 4
2. Readiness to work in team? 3
3. Active participation in given work? 5
5. Does he /she take responsibility of the team? 4
6. Does he/she have a professional discipline? 4
7. Participation in problem solving activities? 3
8. Does the student respect to his/her friends, community and supervisors 4
9. Communicates effectively and genuinely with team members, instructors and
community members?
3
Total (30 %)
Supervisor Name: _______________________Signature: ____________ Date: _____________
Any comment from supervisor: ________________________________________________________

25. 24
___________________________________________________________________________________
______________________________________________________________________________
Annex 1E: Senior Supervisor Evaluation format for action plan in CBTP
This evaluation form shall be filled by senior supervisors who attend action plan presentation for
CBTP.
Name of senior supervisor___________________________ Attachment site________________
Presentation date_______________ signature______________
S.no
.
Criteria Wei
ght
%
given
Points
Remar
k
1. Was the introduction explanatory and were the problems well
stated?
2
2. Does the objective clearly stated (SMART)? 2
3. Were they use appropriate methodology
-Study design
-Sample size determination and
-Sampling methods
3
4. Were the public health problems well identified and
prioritized?
2
5. Were the problems prioritized scientifically? Based on the ff
criteria:
- Feasibility (intermes of time and student skill/ability)
- Cost effectiveness
- Severity
- Magnitude
- Community and
- Gov't concern
6
6. Does the action plan include the following: 10

26. 25
-Objective
-Strategy
-Action/task
-Target group
- Responsible person
- Time frame for action
- Indicators.
- Resources needed
-total plan
-total achievement
7. Does the action plan have SMART objectives? 2
8. Were the strategies appropriate to achieve the objectives? 2
9. Do all activities useful for achievement of the action plan? 3
10. Active participation during discussion 2
11. Punctuality (readiness to present their work on time) 2
12. Involvement of Woreda health office and other stakeholder
during planning. (Ask students for this part).
1
13. Slide preparation (bulletin perslide, fontsize, slide
number……)
2
14. Time management 1
Total (40%)
Please provide us the following information:
1. Presenter/s: ____________________________________________________________
2. Modulator/s ____________________________________________________________
3. Active participants:______________________________________________________
Any comment from instructor:
_______________________________________________________________________________
_______________________________________________________________________________

27. 26
_______________________________________________________________________________
___________________________________________________________________________
Annex 1B: Senior Supervisor Evaluation format for final presentation in CBTP
This evaluation form shall be filled by senior supervisors who attends final presentation in CBTP
Name of senior supervisor___________________________ Attachment site________________
Presentation date_______________ signature______________
S.No. Criteria Weight
percentage
Points given
by supervisor
Remark
1. Did they incorporate comments given during
action plan presentation?(ask students what was
the comments given to incorporate)
1
2. Did the interventions implemented according to
action plan?
1
3. Did they present the intervention report by
comparing with the action plan?
1
4. Did they present the overall intervention report
in summary form?
1
5. Active participation during discussion 1
6. Punctuality (readiness to present their work on
time)
1
7. Did work in a team
(confirm by asking question)
1
8. Involvement of Woreda health office or other
stakeholder during intervention time
1
9. Slide preparation (bulletin per slide, font size,
slide number……)
1
10. Time management 1
Total (10%)

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Since this evaluation format for group evaluation, it may not discriminate students who actively
participated in the work. So please provide us the following information:
1. Presenter/s: _________________________________
2. Modulator __________________________________
3. Active participants:_________________________________
Annex 1C: Final written document evaluation check list for CBTP
Student’s group/site_____________________________
S.
no
Criteria Point Score Remark
1. Does the cover page is to the standard? 1
2. Does the title informative? 1
3. Does the problems well stated? 1
4. Does the objective SMART? 3
5. Does the significance of the study well written? 2
6. Does appropriate methodology used? 2
7. Does the result presented appropriately? 1
8. Do they discuss their findings? 2
9. Does the public health problems well identified and prioritized
Based on prioritization matrix?
1
10. Does the action plan well written and documented? 1
11. Does the action plan address the prioritized public health
problems?
1
12. Do they describe the challenges faced and solution taken to
solve these challenges?
1
13. Do they conclude and recommend based on their findings for
those problems which could not be addressed?
1
14. Does it includes follow up report? 1

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15. Do maps and important pictures annexed at the back? 1
Total score 20%
Evaluator name _____________________Signature_________________date_____________
Annex 1D: Student team leader (day to day) evaluation form for CBTP
This evaluation will be filled by a student team leader at the end of each program.
The objective of this evaluation form is to evaluate student’s performance by the team leader on
their day to day performance.
Attachment site_____________________________Department________________________
Name of student: _________________________________ID No
_______________________
Evaluation criteria Weight Scores
1. Punctuality? 1
2. Readiness to work in team and respect others profession? 1
3. Active participation in given work? 1
6. Is he/she has a professional discipline? 1
8. Did the student respect to his/her friend, community, health center staffs and
supervisors?
1
Total (5%)
Team leader Name: _______________________Signature: ____________ Date: _____________