Mekelle University College of Health Science General Community Based Education office guideline sept 2015

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MEKELLE UNIVERSITY
COLLEGE OF HEALTH SCIENCES
COMMUNITY BASED EDUCATION OFFICE
An approved document by College Council of Mekelle University Health
Science College
WORKING GUIDELINES AND PROCEDURES FOR
COMMUNITY BASED EDUCATION OFFICE
January, 2016
Mekelle, Ethiopia

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Contents
Contributors and Editors............................................................................................................................... v
Acknowledgment........................................................................................................................................ vii
Acronyms and abbreviations...................................................................................................................... viii
Preface ......................................................................................................................................................... ix
1. INTRODUCTION ................................................................................................................................1
1.1 Background...................................................................................................................................1
1.2 Historical development of CBE at Mekelle University , College of Health Science....................3
1.3 Rationale for including CBE into Educational System.................................................................4
1.4 Objectives of CBE ........................................................................................................................7
1.4.1 General objective ..................................................................................................................7
1.4.2 Specific objectives ................................................................................................................7
2. COMPONENTS OF THE STRATEGIES OF CBE.............................................................................7
2.1. Community Based Training Program (CBTP)..............................................................................8
2.1.1. Objectives of the program.........................................................................................................9
2.1.2. Specific Instructional Objectives ..........................................................................................9
2.2. Team-Training Program (TTP)...................................................................................................10
2.2.1. Program objective of TTP...................................................................................................10
2.2.2. Specific objectives ..............................................................................................................10
2.2.3. Activities in TTP.................................................................................................................11
2.3. Student Research Project (SRP)......................................................................................................12
3. ORGANIZATIONAL STRUCTURE FOR CBE...............................................................................13
3.1. Community Based Education Office of CHS, MU.....................................................................14
3.2. Relationship of CBE with CHS Governing body and CARD.....................................................14
3.3. Relationship of CBE with Schools or Departments of College of Health Science.....................14
3.4. CBE Council...............................................................................................................................15
3.5. Community Based Education Coordinator .................................................................................15
3.5.1. Appointment and accountability .........................................................................................15
3.5.2. Powers and duties................................................................................................................15
3.5.3. Requirement........................................................................................................................17
3.5.4. Term of office .....................................................................................................................17

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3.6. Community Based Education Office members...........................................................................18
3.6.1. Appointment and accountability .........................................................................................18
3.6.2. Roles & responsibilities of CBE office members ...............................................................19
3.6.3. Term of office of CBE office members ..............................................................................21
3.7. CBTP/TTP Site Coordinator.......................................................................................................21
3.7.1. Roles and responsibilities....................................................................................................21
3.8. The role of assigned supervisors.................................................................................................22
3.9. Duties and responsibilities of each student in CBE programs ....................................................22
3.10. The role and responsibilities of students representatives........................................................23
3.10.1. Job descriptions of student team leader ..............................................................................23
3.10.2. Job descriptions of student team raporter............................................................................23
3.10.3. Job descriptions of student team logistics...........................................................................24
4. ACADEMIC REQUIREMENT, RULES AND REGULATIONS DURING CBE PROGRAM
ACTIVITIES...............................................................................................................................................25
4.1. Attendance during CBTP and TTP.............................................................................................25
4.2. Academic requirements or Grading during CBTP and TTP:......................................................26
4.3. Disciplines/Conduct during CBTP and TTP:..............................................................................26
4.4. Repeating CBE courses:..............................................................................................................26
5. ACADEMIC STAFF WORKLOAD IN CBE PROGRAMS .............................................................27
5.1. Academic staff work load .......................................................................................................27
5.2. CBE office members work load..............................................................................................27
6. RESOURCES AND ADMINISTRATIVE ISSUES ..........................................................................28
7. CBE PROGRAM EVALUATION .....................................................................................................30
7.1. Program evaluation by students..................................................................................................30
7.2. Program evaluation by supervisors.............................................................................................30
7.3. Program evaluation by community/Woreda/kebele/residents ....................................................30
7.4. Student Performance Evaluation when Deployed to CBTP........................................................30
7.5. Student Performance Evaluation in Team Training Program (TTP) ..............................................31
7.6. Student Research Project (SRP) evaluation................................................................................32
REFERENCES................................................................................................................................................33
ANNEXES..................................................................................................................................................35
Annex 1a: CBE Program Evaluation Form for Students ........................................................................35

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Annex 1b: CBE Program Evaluation Form for Supervisors...................................................................38
Annex 1c: CBE Program Evaluation Form: Community/stakeholders ..................................................39
Annex 1d: CBE Program Evaluation Form: Residents/Woreda.............................................................41
Annex 1E: Senior Supervisor Evaluation format for action plan in CBTP ............................................43
Annex 1F: Resident supervisors’ (day to day) evaluation form for CBTP.............................................45
Annex 1G: Senior Supervisor Evaluation format for final presentation in CBTP..................................46
Annex 1H: Senior Supervisor evaluation format for action plan in TTP................................................47
Annex 1I : Resident Supervisors’ (day to day) Evaluation Form for TTP .............................................49
Annex 1J: Senior Supervisor Fortnight evaluation format for TTP........................................................50
Annex 1K: Senior Supervisor Evaluation format for final presentation in TTP.....................................52
Annex 1L: Final written document evaluation check list for CBTP.......................................................54
Annex 1M: Final written document evaluation check list for TTP.........................................................55
Annex 1N : Weekly Progress and Activity Report Form .......................................................................56
Annex 1O: Student team leader (day to day) evaluation form for CBTP and TTP ................................58

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Contributors and Editors
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 Unit
CBE components and Implementation strategies
Mr. Haftay Berhane (MSc)
Assist. Professor of Clinical Pharmacy
Department of Pharmacy
Head, Clinical pharmacy Unit
Clerkship program Coordinator, CBE Logistic Unit
Introduction
Mr. Haftom G/hiwot (MSc)
Lecturer in Pediatric Nursing
Department of Nursing
Pediatric Nursing Unit
Head of Students affairs, CBE Schedule & Monitoring Unit
Resources and Administrative Issues
Mr. Kedir Endris Mohammed (MSc & MPH in Nutrition)
Assistant Professor in Adult Health Nursing

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Department of Nursing
Adult Health Nursing Team
Coordinator, Community Based Education office
Organizational Structure of CBE
Mr. Selomon W/Mariam (MSc)
Lecturer in Midwifery
Department of Midwifery
RH and family planning team leader, CBE documentation and Evaluation unit leader
Program evaluation in CBE
Huruy Asefa (MPH)
Assistant Professor of Biostatistics
Department of Biostatistics, School of Public Health
Extension program Coordinator, CBE Evaluation and documentation Unit
Requirement, rules and regulations in CBE programs

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Acknowledgment
This working procedure and guideline document is revised and 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 programs. 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 communties of the College Health
Sciences.
We are also very grateful for students and supervisors who have been participated in the previous
CBE 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 share us their experience on the program and their working documents.

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Acronyms and abbreviations
CARD Chief Academic and Research Director
CBE Community Based Education
CBTP Community Based Training Program
Mr. Mister
Mrs. Misters
TTP Team Training Program
PHC Primary Health Care
SRP Student Research Project
WHO World Health Organization

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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 has brought the need to reform
the health service system and the human resource development programs. Now a days many
African countries has adopted Community Based Educational (CBE) philosophy particularly in
health personnel training institution. To mention some South Africa, Uganda, Sudan,
Algeria…etc are practicing CBE.
Community Based Education (CBE) is a means of achieving educational relevance to community
needs and, consequently, of implementing a community oriented educational program. It consists
of learning activities that extensively use community 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 final 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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1. INTRODUCTION
1.1 Background
Mekelle University has a mission statement that reflects its dedication to a community-oriented
educational philosophy aimed at addressing societal expectations and brings about holistic
development. The university serves as a center of academic excellence by integrating training,
service and research (16).
The educational philosophy of the university has paved the way to produce graduates: Who are
equipped with appropriate skill and self-confidence to solve societal problems, greater concern to
serve the community and shoulder responsibility, organize and mobilize communities and other
professionals working at different sectors in dealing with societal problems, not only
theoretically but also practically effective and efficient in identifying and tackling priority social
problems using the available resources (16).
“Community Based Education is about the facilitation of learning in, with, for, and from the
community, rendering relevant, meaningful and mutually agreed upon learning outcomes for
health professionals and services to the populations in a community setting. CBE promotes
active citizenship and social responsibility in learners as it is based on partnerships and
mutuality between communities and the educational institutions. Ultimately, CBE seeks to
produce graduates who are available for improving access and enhancing quality health care
for all”.
Mekelle University College of Health Sciences makes its curriculum innovative in nature by
integrating education, research and community service. To realize this, it had adopted
community based education (CBE) as its major educational philosophy. The teaching strategies
are well designed in such a way that all departments of the college can implement them properly.
Community-based education will enable the College: To train professionals in diverse fields of
studies in a community setting, to encourage a team approach in treating societal problems, to
work with local communities with greater conviction, and to undertake problem-based research

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activities which, take into cons on the priority needs of the community (16).
Community Based Education (CBE) is a form of instruction where students learn professional
competencies in a community setting to help students build a sense of connection with their
communities. CBE is a popular approach for all forms of education and for all age
groups especially at higher education level where the primary purpose is to foster
interdependence between education and communities for enhancing the capacity of individuals
and groups for improving their quality of life [1]. it is a pedagogical model that connects
classroom-based work with meaningful community involvement and exchange [2].
CBE is an educational philosophy recognized as a means to achieve educational relevance to
community needs and its learning activities require extensive utilization of the community
field sites. It consists of learning activities that uses the community extensively as a
learning environment in which, not only students but also teacher, members of the community
and representatives of other sectors are actively engaged throughout the CBE experience [3, 4].
CBE can be conducted wherever people live be it be rural, suburban, or urban areas. CBE
involves problem identification and looking for solutions using local resources by involving all
stakeholders. The recognition of the importance of community based training as
Community development problem-solving mechanism was documented since 1940s[3-7].
The concept of CBE has become increasingly well-known during the past decades as societal
values have changed in developed countries to focus more on human welfare [8]. When the
developed countries increase the pressure for equal rights in all areas including health, they came
to realize that models of their education were not producing the sort of personnel who could
fulfill their health care needs and hence start reforming their curriculum towards community
needs and were trying to be more socially relevant, created a network - Towards Unity for Health
(TUFH) [9, 10, 11].
Reflections of structured CBE started to appear in several HPE institutes around the world from
early 60s, and by the time the term CBE was coined there were more than 20 HPE institutes
that had already started offering innovative strategies for various categories of health
professionals including physicians. It would be worth mentioning a few more, in particular the

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three CBE models: Egypt, Sudan and Pakistan that emerged almost concurrently and pioneered
the concepts in their own countries. With the birth of these community-oriented schools, CBE in
the real sense was born [12].
Community Based Education (CBE) brings students closer to different classes of people,
who in turn help students learn about social stratification and poverty and the implications for
health and well being. CBE improves the understanding of rural power structure and its impact
on health and illness. Community based education is not an end in itself but a means of ensuring
that health professionals are responsive to the community health needs and of improving health
care system through the education of health personnel in both developed and developing
countries [5].
CBE goes beyond cognitive capacities and encompasses the social and emotional aspects of
learning’; the emotional and social development of students comes from the collaborative efforts
of parents, schools, and communities [13].
The international trend in the early 1970s has obligated Ethiopia to think and introduce CBE as
an educational pedagogy. Hence, Addis Ababa university issued its manifesto that declares its
commitment to enhance education to serve the interest of the Ethiopian people through that
integration of education, research and services in 1975. On the other hand, the Global
Movement of Health for All and Primary Health Care were also accepted by the Ethiopian
Government in the late 1970s. These national and international trends on CBE motivated
to pick and implement CBE in Jimma university, Haromaya University, Gondar University,
Hawasa university and others who introduce the concept earlier.
1.2 Historical development of CBE at Mekelle University , College of Health Science
The College of health science makes its curriculum innovative in nature by integrating education,
research and service. To realize this, it had adopted community based education (CBE) as its
major educational philosophy. To facilitate and coordinate the implementation of this innovative
pedagogy the College of Health Science has opened CBE office by the year 2013. Recently, the
office is working with its full effort to accomplish the vision of the university at large and the
college at particular. Currently there are nine undergraduate programs in the college, where CBE
programs are incorporated in all of the curricula.

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1.3Rationale for including CBE into Educational System
Mekelle University is one of the higher Universities in Ethiopia with the mission of caring to
pursuing academics, research and community service and contributing to the advancement of
knowledge, economic growth, and social welfare to national and international community
through empowering local communities, excelling in innovation and entrepreneurship, and
partnering with national and international institutions.
Universities are established by society to deal with the problems of knowledge, its expansion and
transmission. To fill this role, a university must be insulated from inappropriate pressures and
claims so that it can deal with the problem of knowledge freely and objectively. At the same time
a university cannot be isolated from the society of which it is a part and where much of the
knowledge is rooted and finds its meaning. There has always been tension in the relationship
between society and the university system. The university is dependent on society for its
legitimacy and resources even though it strives to be. [14].
Working with the community improves the credibility of the university and the local community
will develop the sense of belongingness to the university. CBE programs have created the
opportunity to identifying community problems, lay down research projects on the felt need of
the community and advance intervention to ameliorate societal problem and transfer of
technology to improve the livelihood of the community. Experience of different universities
which implement CBE programs has demonstrated that, the local government and
nongovernmental organizations involved in development activities have showed their interest to
be partners in running CBE in the community.
Participation in community based educational activities is beneficiary to student in a number of
accounts.
 Gives the student a sense of social responsibility by enabling them to obtain a clear
understanding of the needs of a local community and the problems it and the country as a
whole are facing. They also come to understand how health and other factors that
contribute to community development are interrelated.
 Enables the students to relate theoretical knowledge to practical training and makes them
better prepared for life and their future integration into the working environment, while

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improving their productivity. Opportunities for employment on graduation and career
prospects are enhanced. They are better able to manage their careers and at the same
time, to recognize and solve the types of problem that require a multiprofessional
approach.
 Helps to break down barriers between trained professionals and they lay public and to
establish closer communication between educational institutions and the communities
they serve. It allows the students to become more closely integrated in the life of the
community and actively involved in its development.
 Helps to keep the educational process up to date by continuously confronting the students
with reality, a very important factor in development. It also helps in clarifying and
finding solutions to problems. In this way education contributes to development.
 Helps the student to acquire competency in areas relevant to community health needs
while utilizing only the health service facilities that are available. For example, in some
communities there are not university hospitals, and in others the services provided by the
ministry of health may be insufficient to provide an adequate quality of care. Experience
has shown, however, that students educated under such condition can still become
efficient health workers.
 It is a powerful means of improving the quality of the community health service.
Evidences exists that the use of health service facilities, particularly rural and urban
health units, for educational purposes leads to their improvement.
 Is associated with efforts to involve students and more generally, education institutions in
national development and to combine theory with practice.
 provides students with opportunities to exposed to the real world and graduates will
not be new to the community and eases their contribution to the community in the
work front, become increasingly involved in their future career issues and, as their
competency grows, to plan and provide service and improve their attitude towards
working and helping the community in a situation where there is poor infrastructure.
 Students will also have a skill to mobilize the community in implementing
community development projects and use the available community resources, where
the communities resources could be in the form of labor, local material, space or
money (in cash or in kind) to cover most of the intervention costs.

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Almost all countries have community based educational programs in which all types of social
system and all levels of development are represented. However, they have been most successful
in developing countries because of the benefit derived from the services of the students by both
the country and the community involved especially if it is in a remote or poor suburban or urban
area where the services are needed more [5].
A key component of the concept of Community Based Education is developing an
‘understanding’ of community, which includes understanding of their beliefs, customs, priorities,
and power dynamics within families and the community groups. Centrality of ‘understanding’
the socio-cultural dynamics is different from understanding communities through survey results
like demographic profiles, health indicators and social determinants, to name some elements of
conventional surveys. ‘Understanding’ communities also means respecting them as fellow
human beings, even if there is disagreement with community values, for example communities
may uphold inequalities between women and men. Once what it means ‘to know’ communities is
clear, the meaning of CBE would also become clearer – that it is not just physically locating
oneself within a community, but striving for building a nonjudgmental understanding. How this
is to be done is a matter that needs careful attention”.
The CBE philosophy is in line with government development programs. The proclamation no.
335/2003 of FDRE, the millennium development goals (MDG) of 2000, Plan for
Accelerated & Sustained Development to End Poverty (PASDEP) of 2010 and Ministry of
health strategy ESDP IV, 2010/2011–2014/2015, supports reaching and empowering the
community to ameliorate societal problems and improve house hold income, energy and
health and livelihoods. Therefore, CBE creates the opportunity for MU, CHS to discharge
its national mandate and contribute in meeting MDGs and government development agenda.
CBE is implemented by forming a team of students from different disciplines and fostering
participatory training that will build team spirit. These will allow the graduates to work in
team to bring meaningful change in the development of the community. Therefore, there is a
compelling reason to implement CBE in all programs of CHS to improve educational relevance,
societal belongingness and contribute in the development endeavor of the government and hence,
the appropriate strategy to realize the college's mission.

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1.4 Objectives of CBE
1.4.1 General objective
 Produce competent professionals who are responsive to the felt needs of the community
through development approach and contribute to improve the livelihood of society
by involving the community and stakeholders in community development.
 Produce professionals who are socially accountable and ensure lifelong learning in the
community through integrating training, research and services in the community
1.4.2 Specific objectives
– Produce competent professionals who are responsive to the felt needs of society
– Redirect the learning approach into participatory, team learning by taking into
account the development needs of the community
– Ensure participatory development by involving the community in the problem
identification and solving process.
– Empower the community to address their development needs within local resources and
ensure sustainability of the development projects.
– Work with government and non- government organization and contribute in
improving the livelihood of the community
– Facilitate students to participate in community based research by identifying and solving
development problems.
2. COMPONENTS OF THE STRATEGIC PROGRAMS OF CBE
CBE has three strategic programs to implement and ensure community based educational
philosophy. These are:
1. Community-Based Training Program (CBTP)
2. Team-Training Program (TTP)
3. Student Research Projects (SRP)

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2.1. Community Based Training Program (CBTP)
Community based training program is one of the community based educational 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, students will do CBTP in a
group being assigned to urban, semi urban and rural catchments communities located within 50
kms radius from the University. As a program the emphasis will be given for rural and semi
urban areas. This allows deeper understanding and full exposure of students to the social and
cultural environment of the areas. 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 closer integration of students in the life of the nation and promote their active
involvement in its development.
Student will attach to the community site according the curricula and academic programs of a
given department/school excluding the graduation year. The student should be posted after the
completion of necessary major community health course and professional course.
The program will be delivered at the end of second semester of the academic year. A group of
students are assigned to a community and needs group formation of 20-25 students in one group
and for each group one supervisor will be assigned. It will be run in one phase having six to
eight weeks of time frame.
As part of CBTP activity students are given orientation before they are assigned to the
community. The orientation focuses on creation of awareness of students with norms and
cultures of the community. The orientation of students is required because the students are
coming from different regions with their own culture and may not be well versed with norms and
cultures of the community. The students are also oriented on techniques of instrument
development, data collection and culture of team work.
The CBE activity undergoes through well-defined performance phases consisting of community
diagnosis, planning, implementation and evaluation. The program shall be problem solving in a

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way that the student starts out with broad description of community characteristics and
identification of health problems for which he/she seeks appropriate solutions.
2.1.1. Objectives of the program
At the end of the course students are expected to:
 Do community diagnosis and design intervention measures to solve community health
and health related problems.
2.1.2. Specific Instructional Objectives
 Do mapping and zoning for specific attachment site
 Collect, analyze and interpret health and health related data
 Determine the demographic characteristics of a defined community
 Identify community health and health related problems
 Intervene prioritized community health and health related problems using available
resource through stake holder involvement
Activities done during CBTP are;
 Selection of the site and conduct situation analyses
 Mapping and zoning of the area under study
 Collecting demographic and socio economic data
 Collect health and health related issues of the community under study
 Enter the data and conduct the analysis
 Identify the major problems and prioritized it
 Draw action plan on priority problems and identify the key stake holders for the action
(stakeholders involvement, resource mobilization, devise exit strategies to sustain the
program)

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 Present the action plan and get feedback
 Incorporate the comments and finalize the action plan
 Intervention on prioritized problems
 Monitor and evaluate the implementation programs
 Present the final program
 Write comprehensive final report
2.2. Team-Training Program (TTP)
Team training program (TTP) is also another important community based learning activity that
follows a problem solving approach. It provides practical and significant development in field of
health professional training.
In this program students from different health disciplines are posted at health centers as a team in
during their graduation year. In this program it is believed that students work as a member of a
team in addressing community problems by applying and integrating their theoretical knowledge
and skill with that of the other members of the team. It also helps students to familiarize
themselves to the primary health care units. In addition to this, it gives them a chance to learn
through the process of work in a natural setting.
The teams consisting of 30-40 students assigned in different health centers for eight weeks. Each
team elects a team leader, a secretary and three logistics that facilitate the team work and
document the notable activities done by the team.
2.2.1. Program objective of TTP
The main objective of TTP is to make the student able to work as members of the health team in
addressing community health problems by applying the knowledge and skills of one’s profession
and integrating these with the knowledge and skill of other members of the team.
2.2.2. Specific objectives
The TTP will enable the students to:

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1. Identify community health problems through situational analysis
2. Prepare a plan for selected health problem
3. Intervene community health problem at outreach and health facility level according to
their specific profession
4. Work with community, Health Extension Worker (HEW), Voluntary community health
workers, Developmental Army and other stakeholder to intervene the selected health
problem
5. Appreciate interdisciplinary nature of the health care provision
6. Develop team spirit and create a solid foundation for their future work in a team
7. Conduct a mini project using challenge model
8. Evaluate their interventions according to priory set plan
2.2.3. Activities in TTP
During TTP the student is considered as an independent health professional. So they will take the
responsibility to plan, intervene, monitor and evaluate health problems under the supervision of
the college instructors.
 Situational analysis and priority setting
 Problem identification and prioritization
 Develop action plan
 Intervene community health problem at outreach and health facility level based on the
plan
 Develop mini project and implement it
 Implement ‘Challenge model’ for one specific problem
 Daily activity meeting with resident supervisors

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 Fortnight report meeting with senor supervisors and health center staff
 Evaluation of implementation at 7th
week
 Present final report
2.3. Student Research Project (SRP)
SPR is another third community based education approach which enable student to practice
research procedure. In order to enhance the student’s problem solving skill, the final year
students of all departments/schools carry out a research project individually or in group. The
study is required to be:
1. Problem Oriented: The research topic has to be based on the major health problems of
the given community.
2. Community Based: Study population shall be drawn from the community or should be
attendants of health institutions which are very close to the community such as health
center, health stations or community health posts. Hospital outpatient and inpatient
attendants could be studied provided the subject of study is a recognized major health
problem in the community or region.
3. Scientifically and ethically acceptable: The study should satisfy all the scientific and
ethical principles of research.
4. Feasible: It should be feasible in terms of resources, materials, manpower, time and
money and capabilities of the student.
5. Action Oriented: The expected results of the study should be action oriented for future
application.
The role of the CBE office will be supporting student’s research projects to fulfill the above
considerations. The office will support the students financially by searching different funding
opportunities. This research project will be a springboard for future elaborated research. The
offices will encourage students by arranging research workshops and award best student
researches. The awardees will be selected from each department/school. Each department/school

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will select three best researches from their respective department/school and submit to the CBE
office. The office will arrange a presentation seminar and evaluate the best researches based on
the research merits. The office will request financially support from the college management for
the award.
The office shall assign academic staff from any department or school who have demonstrate
excellent record and experience in research to evaluate research paper of the awardee. The
research examiner shall evaluate research works of a candidate awardee and work in compatible
manner with office program.
3. ORGANIZATIONAL STRUCTURE FOR CBE
Figure 1: The organizational structure of CBE adapted from Mekelle University College of
Health Science and Ayder Comprehensive Specialized Hospital structural frame work,
September, 2015
Chief Academic and Research Director (CARD)
Academics (Schools &
Departments)
Documentation &
EvaluationLogistics Unit
Registrar Alumni
Student Service center CBE council
CBE Council
CBE Office
CBE coordinator
Research,
Publication
& Relation
Program
Monitoring &
Evaluation
Research and Community
Service
Student Unions
Legal Service

14
3.1. Community Based Education Office of CHS, MU
- Will be responsible for planning, coordinating, implementing and monitoring community
based education programs to the students of the college of Health Sciences.
- This office ensures that the students are learning through working in and with the community
to identify common health problems and then design & implement possible interventions.
- Shall play a central role in scaling up to other colleges of Mekelle University and provide
strong support in establishment process
- Shall be a center of excellence in Community Based Education in the university
3.2. Relationship of CBE with CHS Governing body and CARD
- The college governing body shall promote and advocate CBE to all College Communities as
it’s the main educational philosophy
- The college shall provide continual support in strengthening CBE
- Shall seek partners and establish linkage and collaboration in areas of CBE programs
- CBE shall prepare and present reports on request
3.3. Relationship of CBE with Schools or Departments of College of Health
Science
- The departments/schools shall work in very close and cooperative manner in providing list of
instructors to be assigned in CBE programs, actively motivating and assist in controlling of
their respective staffs who will be assigned in supervision.
- The departments/schools shall also provide any technical support when needed from the
office and work collaboratively in compatible with CBE programs.
- Individual / Teams of academicians from the various schools and departments will work
together to meet the health needs of the community by guiding the students and comply with
the rule and regulations of the CBE office guidelines and working documents.

15
3.4. CBE Council
CBE office shall have a council member’s whose composition is as follow
- CBE Coordinator
- All active CBE office members
- All delegate CBE office members
- Two regular undergraduate (one of them a female) student representatives from graduating
class year student.
- One technical support staff (non-voting)
3.5. Community Based Education Coordinator
- shall be nominated by CBE council members and approved by CARD
- Responsible and accountable to CARD and CBE council
- The position shall be equivalent to School Head
- Shall be evaluated by the CARD once per year
- shall have a three years terms in the office and shall be reappointed when a need arise
3.5.1. Appointment and accountability
- The coordinator shall be appointed by the CARD from among three nominees to be elected
directly and openly by the general meeting of the CBE council
- The procedure for the nomination and appointment of CARD shall mutantis mutandis apply
for the nomination and appointment of directors.
- The coordinator is accountable to the CARD.
3.5.2. Powers and duties
The CBE Coordinator shall be:
a. Devote two third (75%) of his time and energy to the post with 9 credit hours of
teaching/research
b. Manage the overall administrative and financial activities of the office;

16
c. Have the mandate to solicit funding for his/her office;
d. Have the mandate to initiate, develop and manage external relations regarding his/her
office;
e. Evaluate and monitor the quality of the CBE programs (CBTP , TTP & SRP);
f. Organize and mobilize resources to support the programs within the office establish
community-program-industry linkage; also at college level
g. Develop and ensures the implementation policies, guidelines and strategies on CBE
programs
h. Develop strategic and operational plan related CBE
i. Allocate resources pertaining to CBE activities
j. Ensure mobilization of funds from different sources for CBE activities
k. Ensures the linkage between research , academics and development
l. Coordinates all the CBE activities at College Level in collaboration with other office
m. Manage Community Based Training Programs (CBTP) , Team Training Programs (TTP)
endeavors at College level and Student Research Projects (SRP)
n. Coordinates proper assessment of students in CBE programs
o. Revise and update guidelines and manuals for CBE with other stake holders
p. Prepare/ coordinate seminars/ workshops regarding CBE annually
q. Submit quarterly and annual plan to CARD
r. Compile, summarize and write reports on the students, supervisors, health institutions and
community feedback's' concerning the training programs and submit the report to the
CARD.
s. Performs other duties pertaining to the CBE office.

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3.5.3. Requirement
The candidate:
a) Must have excellent communication and interpersonal skills and proven ability to
participate successfully in a complex, highly professional organization, with
demonstrated competence in leadership, motivation, collaboration and working with
teams/chairs;
b) Academic and research merits shall be consider
c) Must have an extensive record of leadership accomplishments and prudent
management at a senior level in educational, business, public, and/or government
organizations;
d) Must demonstrate the capacity to lead an office/ program;
e) Must have took a CBE courses in either undergraduate or graduate programs;
f) Must have an understanding of national and international trends, issues, and
demographics affecting the office/ program;
g) Must have a demonstrated capability in institutional advancement, including
fundraising and a commendable capability in public relations exercise.
3.5.4. Term of office
The term of office of the coordinator is three years
The coordinator may be relieved of his/her responsibilities by:
a) Resignation; only accepted after the coordinator shall submit resignation request to
CBE council and CARD and the reason is convincing for both bodies.
b) Release on grounds of criminal judgment, incompetence, approved severe
misconduct, approved severe illness which will be propose by CBE council;
c) Absence from duty for more than 90 consecutive days with official acquiescence;

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d) Absence from duty for more than 21 consecutive days without official acquiescence;
e) Expiry of terms of office
3.6. Community Based Education Office members
- CBE office shall have six active centrally coordinator office members including the CBE
Coordinator and composition is from various departments/schools not necessarily from each
department or school. These members are responsible and accountable to run the routine
CBE activities the whole days of the yearly activity.
- CBE office shall have also delegate members who are not active but act as a representative’s
member for department or schools which doesn’t have a member in active CBE office
members. They are responsible and accountable to run their respective department or school
CBE related activities in very collaborative way with CBE office and the active CBE office
members.
- Each department or schools shall have at least on representative either in active CBE Office
and delegate members
- Are the task force of the office throughout the year
- The office shall provide letter of certificate for office members who have been served and on
serving the office.
- The position shall be equivalent to department head
3.6.1. Appointment and accountability
- The members shall be nominated by CBE office Coordinator in discussion with departments
and schools of the college based on their commitment in their previous Community Based
Education programs, interest to work in the office, and other criteria sated by the office &
finally approved by CARD.
- The member are directly responsible and accountable to the CBE office coordinator
- Appointment will be renewed yearly based on evaluation by CBE office members and
coordinators and shall report to CARD for approval.

19
- Departments which don’t have members in CBE office will have one CBE representative
who will facilitate CBE programs at department level
3.6.2. Roles & responsibilities of active CBE office members
The CBE active office members shall,
- Devote half (50%) of his time and energy to the post with 6 credit hours of teaching/research
- The position shall be equivalent to department head
- Nominated by department or school ; approved and appointed by CBE coordinator
- Responsible for the task and duties which the coordinators shall assign
- Shall be assigned to one of the following tasks
3.6.2.1. Logistics unit
- 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 & TTP) shall report to the logistics unit of
CBE. 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 take reports on students meal issues
from SCC.
- Residential house rent or construction issues: the Student Service Center (SSC) is
responsible and accountable to all issues pertaining to residential house rent or
construction issues. SSC shall finalize all activities prior to three weeks before the
beginning of TTP Programs. SSC shall report of all necessary information and progress
to CBE office.
- 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.
- Shall plan and conduct site selection activities for CBTP & TTP
- Shall plan, prepare and provide stationary materials to students prior to the beginning of
the programs

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3.6.2.2. Documentations & evaluation unit
- Preparing /revising manuals, Guidelines, questionnaires, assessment and evaluation tools
- Preparing /revising training manuals
- Plan and conducting training to the students and academic staffs
- Plan and conduct assessment and evaluation students on each programs as per schedule
- Monitor the overall and quality of evaluation and assessment procedures and make
necessary corrections
3.6.2.3. Scheduling, follow up and monitoring unit
- Plan, prepare and publish schedules for CBTP and TTP
- Plan and conduct monitoring activities for CBTP and TTP as per schedule
- Monitoring supervisors who will be assigned in supervision. Supervisors who are
absent, unpunctual, misbehaving to students and the community, not compatible to the
plan schedules, Should be communicated as soon as possible and shall report the detail
with supportive evidences to the CBE coordinator. The coordinator shall call office
members for meeting and discussion and immediate decision and report to CED.
- Manage delegation issues: when supervisors have other official commitment, CBE
office has prepared a delegation paper format; hence supervisors need to formally
delegate his/her colleague a head of time and submit a formal delegation letter in four
copies. The schedule officer is should monitor delegation process and keep in record for
formal communication purpose. Supervisors who failed to formally delegate as per the
rule and regulation of CBE shall be communicated as soon as possible and shall report
the detail with supportive evidences to the CBE coordinator. The coordinator shall call
office members for meeting and discussion and immediate decision and report should be
done to CARD.
3.6.2.4. Project Management and Public relation, Research & Publication unit
- Fundraising activities

21
- Searching for grants or partners
- Shall Plan, search and create linkage with local and international partners
- Plan and coordinate the research activities on SRP programs
- Promotion and publication
3.6.3. Term of office of CBE office members
- Shall have two years term in the office and reappointment will be consider when needed
- Resignation may be allowed for the active office members when he/she submit a formal
resignation request letter to CBE office. If the request is reasonable and the CBE council
accepted the request and he/she shall completed assignments and return materials on hand
within three months. CBE office shall write the letter of acceptance of resignations to CARD
for approval.
3.7. CBTP/TTP Site Coordinator
3.7.1. Roles and responsibilities
The CBTP/TTP site coordinator is assigned by CBE coordinator from CBE office members
during CBTP/TTP attachments.
The following is a task will be performed by CBTP/TTP site coordinator throughout CBE
program attachment.
- The site coordinator is directly accountable to the CBE coordinator
- Plans, directs, coordinates and monitors overall activities of the 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 team member, student’s group leader
and submits to the CBE coordinating office

22
- 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
3.8. The role of assigned supervisors
The composition of the supervisory team should be multidisciplinary based on the students’ field
of training (department). The supervisory team members provide professional and educational
guidance to students through the process of community diagnosis, practical demonstration in the
field and/or discussions. Special emphasis will be made on the application of theoretical
knowledge and development of skill of students. The supervisory team members are assigned by
the respective departments/schools in consultation with college coordinators for CBE.
Based on the specific objectives of the CBE training program, team members provide continuous
guidance and support to students assigned in the program and are expected to accomplish the
following:
- Generate a conducive educational atmosphere through discussion on application of
concepts and principles of CBE
- Help students in selecting study design, population /target, measurements etc
- Guide students in developing survey instruments, data collection, application of statistical
methods in analysis and presentation of the results of the study
- Prepares daily reports and compile the reports, give feed back to the CBTP/TTP site
coordinator
- Student assessment and program evaluation at the end of each CBE training program to
the CBTP/TTP site coordinator.
- Lead the presentation of the findings of the study during CBTP symposium/TTP reports.
- Do all other tasks assigned by the CBTP/TTP site coordinator.
3.9. Duties and responsibilities of each student in CBE programs
All students:

23
- Should be disciplined 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 CBE activities and report writing
- Should do all other tasks assigned to him/her by the group team leader and assigned
supervisors
3.10. The role and responsibilities of students representatives
3.10.1. 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 CBTP/TTP site coordinator
 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
3.10.2. Job descriptions of student team raporter
The raporter of the student team is selected by the students democratically and will have the
following job descriptions:

24
 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 symposium.
 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 symposium/TTP reports
3.10.3. Job descriptions of student team logistics
One student team will have two or three logistic personnel. The students elect these personnel
democratically.
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

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4. ACADEMIC REQUIREMENT, RULES AND REGULATIONS DURING
CBE PROGRAM ACTIVITIES
Students are obliged to be abided by the rules and regulation of Mekelle University and CBE.
Violation of the rules and any misconduct by a student will result in disciplinary measures as per
the rules and regulations of the Mekelle University legislation and CBE office.
4.1. Attendance during CBTP and TTP
Mekelle University legislation states:
Students are required to maintain 100% attendance to earn credit in the practical/field courses
(CBE courses) [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, 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.
 Notwithstanding sub article 82.2.4 MU 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 regardless of the reason/s
- Supervisors shall be responsible for the follow up of program attendance of their
students and must report in written form to the CBE office.
- No makeup examination is to be allowed and the student should pass through the
actual practical learning process.
- Full attendance (100%) is mandatory during CBTP and TTP 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.

26
4.2. Academic requirements or Grading during CBTP and TTP:
CBTP and TTP will have four (4 ) and six (6) credit hours, respectively. The minimum passing
grade in CBTP and TTP courses for those programs that use fixed scale for grading is a "C".
However, student who scores below C is shall repeat the course.
4.3. Disciplines/Conduct during CBTP and TTP:
- Severe disciplinary measures against academic nuisance, dishonest, misbehavior, cheating,
plagiarism, impersonation, will be taken [Accor. to MU legislation of part IX (Articles 128-
136)].
- Resident and senior supervisors from MU-CHS should be obliged to report to the respective
CBE coordinators or Supervisory team leader and the department head about the misconduct
[Refer to MU legislation of part IX (Articles 128-1136)].
- Any student in CBTP/TTP attachment who misbehaves towards the health center staff,
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.
- Damage or loss of any material taken for the program shall be paid back/replaced by the
student who did the act with disciplinary measure.
- All conditions of CBE program (CBTP, TTP & SRP) in campus or field work ,the rule and
regulations of Mekelle University is functional.
4.4. Repeating CBE courses:
- Repeating a course or courses due to academic deficiency is not the right of a student
but a privilege granted by the Academic Commission.

27
5. ACADEMIC STAFF WORKLOAD IN CBE PROGRAMS
5.1. Academic staff work load
The workload for CBE programs follows the Mekelle University senate legislation. The work
load of an academic staff, in CBE programs, shall be expressed in terms of Lecture Equivalent
Hours (LEH) as expressed in the Mekelle University legislation [Article 51, MU legislation
2014]. For the purpose, course credits, laboratories, tutorials, senior projects/essay or Thesis
advising, etc. are expressed in terms of LEH. However CBE programs are field work activities
which are not explicitly stated in the categories of workload activities in the legislation,
accordingly Article 51.3 under teaching load the undergraduate student practical attachment
advising has 0.25 LEH teaching load. The workload of academic staffs who will be assigned in
CBE programs shall be calculated as follow.
TTP resident supervisor and /or CBTP Supervisors
The assumption here is the instructors spend one week, the teaching load will be calculated as
follow
0.025 LEH * number of students * number of Weeks
TTP Senior supervisor, CBTP & TTP presentation evaluators
For one senior supervision and/or presentation evaluation, the assumption is the instructor spend
two days shall be calculated as,
0.01LEH*number of students* number of supervisions or evaluations
One undergraduate student senior essay or/and project evaluation
0.5 LEH*number of papers
5.2. CBE office members work load
The coordinator shall devote 75% of his/her time with 9 credit hours of teaching /research load
The active CBE members shall devote half 50% of his/her time and energy to the post with 6
credit hours of teaching/research load.

28
The delegate CBE members shall devote half 25% of his/her time and energy to the post with 3
credit hours of teaching/research load.
A member who found a partner or grant with project for CBE programs, He/she shall be PI for
the project.
6. RESOURCES AND ADMINISTRATIVE ISSUES
CBE is resource intensive and in the past most of the resources come from government,
community. Since students are assigned into different sites for their attachment they need both
resident and senior supervisors on weekly and weekend basis. So to facilitate this supervision
the potential source is the government’s recurrent budget. To strengthen the CBE programs the
university higher management bodies shall seek local and international partners and link with
CBE office. In addition to this the CBE should be engaged in searching different stake holders
(governmental and nongovernmental organizations) including Mekelle University’s research and
community service grants for helping the students in conducting different campaigns and
projects that have a potential capacity in solving the community problems.
CBE cannot be successful without support of administrative bodies. Student service center (SSC)
should facilitate issues related with students’ meal and secure residential houses on time. SCC
should communicate to the CBE office three weeks before the beginning of the attachment.
Facility office should avail transportation services based on the CBE schedule. SSC and Facility
office should take all responsibility and accountable for their actions.
The following table shows minimum resources required (specific and common) to run CBE
program.

29
Table- Resources required for implementing CBE
CBE
COMPENENT
RESOURCES REQUIRED
Specific Resources Common Resources
CBTP  LCD Projector
 Camera
 Video camera
 Anthropometric measurement tools
(MUAC, HC, Wt, Ht….)
 First aid kits
 Microscope
 Drug and medical supply
 Vehicles
 Stationeries
 Duplicating machines
 Duplicating accessories
 Computers
 Perdium for supervisors, drivers,
and supportive staff
 Statistical current publications
and journals
 Field food
TTP  Student accommodation (Residential Rent)
 Meal
 Meeting halls
 Diagnostic: bacteriology, parasitological
…
 Demonstration materials
 Diagnostic sets /Physical exam equipment’s
 Essential drugs, immunization antigens &
medical supplies
 Guard , janitors, food cookers
 Vehicles for static & outreach
services
 Stationeries (pen, pencil, notebooks,
flip charts, and banners)
 Mini library, with books, journals,
computer centers & furniture,
internet lines, e-materials
 Perdium for senior supervisors,
resident staffs and drivers etc
 Evaluation forms and other formats
SRP  Reference materials/ journal
 Budget for research undertaking when
available
o Personal, travel, stationary and
communication costs, transportation,
 Stationeries (Stationeries ,
Duplicating machines, Duplicating
accessories )

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7. CBE PROGRAM EVALUATION
7.1. Program evaluation by students
At the end of each CBE attachment, students will evaluate the relevance, importance to the field
of the study, importance to the community development and main constraints of the program
using formats prepared for this purpose (Annex 1a)
7.2. Program evaluation by supervisors
At the end of each CBE attachment, supervisors will be asked to evaluate the relevance,
importance to the field of the study, importance to the community and main constraints of the
program (Annex 1b).
7.3. Program evaluation by community/Woreda/kebele/residents
Once every two years stakeholders and the community will be asked to evaluate the CBTP
program in relation to the benefits and constraints. This is done through conducting a general
survey by the college CBE office (Annex 1c).
7.4. Student Performance Evaluation when Deployed to 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 system will be as per Legislation of the college/MU. Percentage of
each evaluation share is as follows. Students should be evaluated continuously as follows in
CBTP based on the evaluation format (Annex 1d-J).
- Peer Evaluation 5 %
- Supervisor evaluation 30 %
- Written Exam 15 %

31
- Final document Report 20 %
- Presentation and Discussion 2x15 % =30% Note action plan will account 20% and final
pre=10%
7.5. Student Performance Evaluation in Team Training Program (TTP)
Generally there are four areas of consideration for each student evaluation
1. Day to day activities of student’s
These evaluation criteria consist of information on attendance, punctuality, subject matter
knowledge and ability to work in team. The resident supervisors evaluate students and a
team on day to day bases (Annex-I).
The students are expected to discharge their responsibilities as individual and as a member
of the team under supervision of the resident supervision
2. Fortnight report
These evaluation criteria focus on attendance, punctuality, scientific approach of the
presentation, student participation and the involvements of different stakeholder (Annex- ).
The senior supervisory team shall undertake fortnightly visits on Saturday. Multi-
disciplinary supervisors are given roles to supervise the team specific to their own expertise
and provide technical support and feed back to the students and students should present two
weeks activity report and management session seminar on selected topics of academic
interest
3. Final document( written report)
The written documents have to be submitted to the CBE office before the final written
exam. Students who are not able to produce such documents will not be able to sit for
comprehensive exam( Annex-).
4. Final written exam report
The written exam will be from the report produced by students and other necessary
documents.
5. Peer evaluation

32
The progressive assessment of 8 weeks will make the final grade. The grading system will be as
per Senate Legislation of the college/MU. Percentage of each evaluation share suggested is as
follows. The evaluation instruments are Annexed (Annex 6-51)
- Peer evaluation 5 %
- Resident supervisor 40 %
- Senior supervisor 30 %
- Document evaluation 25%
7.6. Student Research Project (SRP) evaluation
Shall be developed in the future

33
REFERENCES
1. Wagdy Talaat, Zahra Ladhani. Community Based Education in health professionals:
Global perspectives. World Health Organization,Regional Office for the Eastern
Mediterranean: Jan. 2014
2. Hopkins working Group definition of Community Based Education;
http://www.jhu.edu/csc/cbl/documents/FinalCBLDefinition.pdf
3. Trostle, J. “Anthropology and Epidemiology in the 20th Century: A Selective History of
Colelaborative Projects and Theoretical Affinities, 1920-1970.” In: C. Janes and others
(eds.), Anthropology and Epidemiology. Boston: Reidel Publishing Co., 1986
4. World Health Organization (WHO): Report on ten schools belonging to the net work of
community oriented educational institutions for health sciences. Innovative schools for
health personnel, 1987.
5. WHO. Community Based Education for Health Personnel. Technical Report Series 746.
Geneva, 1987
6. R. Richards and Fulop T. Innovative schools for Health Personnel. WHO offset
Publication, No.102. Geneva 1987
7. UNESCO. International conference on education, 38th session, Geneva, 10-19 November
1981. Paris, UNESCO, 1982.
8. White, K.L. Life and death and medicine. Scientific American, 299 (3): 22-33 (1973)
9. The Network: Towards Unity for Health Official Website. (Last accessed on March 13th,
2013) http://www.the-networktufh.org/about.
10. Schmidt H.G. Neufeld V. R. Nooman Z. M. Ogunbode T. (1991). Network of
Community Oriented Education institutions for health sciences. Academic Medicine
1991, 66(5): 259-263.
11. WHO. Alma-Ata 1978: primary health care. Report of the international conference on
primary health care, Alma-Ata, USSR, 6-12 September 1978. Geneva, 1978 (health for
all series No.1)
12. Hamad B. (2000). What is community based education? , evolution, definition and
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 Procedures for Community Based Education, Jimma
University, March, 2013
16. WHO. Community based education of health personnel technical report series 747,
WHO, Geneva 1987
17. Mekelle University Legislation document revised in 2014.

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ANNEXES
Annex 1a: CBE Program Evaluation Form for Students
1. Time allotted to the program
1. Too inadequate 2. Inadequate 3. Adequate
4. Bit long 5. Excessive
2. Correlation between classroom teaching and community practice
1. Complete disparity 2. Partial disparity 3. Somewhat complementary
4. Fairly complementary 5.completely complementary
3. Integration of service and training in the field situation
1. No integration 2. Minimal 3. Fair
4. Good 5. Very good
4. The program is problem oriented
1. Strongly disagree 2. Disagree 3. Neutral
4. Agree 5. Strongly agree
5. Students are exerting all efforts to make the program fruitful
6. Educational value of this program to students
1. Useless 2. Minimal 3. Fair
7. The program has contributed in strengthening the health service of the community
1. Completely disagree 2. Partially disagree 3. Neutral
4. Partially agree 5. Completely agree
Evaluation Items on Logistic and Other Supplies
8. Transportation:
1. Very poor 2. Poor 3. Fair
9. Food:
1. Very poor 2. Poor 3. Fair 4. Good 5. Very good
10. Stationary:

36
11. Reference materials:
12. Others (Laboratory equipment’s, chemicals, measurement scales, etc):
Evaluation Items on Supervisory, Health Service Institutions and Others Support and
Community Involvement
13. Support from supervisors
14. Support from health service institutions
15. Support from other development sectors
16. Community involvement in the program
Evaluation Items on Working Relationships and Organization of the Program
17. Working relationship of students and supervisors
18. Working relationship of students and health service staff
19. Working relationship of students and community leaders

37
20. Organization and coordination of the program

38
Annex 1b: CBE Program Evaluation Form for Supervisors
Class Year: ___________ Team ______ Date:________________________
Position of respondent __________
1. Does MU has a clear statement or guideline on community oriented education?
1. Yes ___ 2. No ____
2. Did it manage to execute its community-oriented education following the guidelines drawn?
1. Yes__________ 2. No______
3. If yes, to question 1, mention the different resource allocations? (Human resource, money and
material)
3.1 For operations of program
____________________________________________
_____________________________________________
__ __________________________________________
3.2. For implementation of plans
_____________________________________________
_____________________________________________
_____________________________________________
4. Does it involve Community participation in the implementation of the CBTP?
1. Yes 2. No
5. If yes to question 4, what is the level of participation?
1. Highly participate 2. Participative 3. Somewhat participative
4. Non-participative 5. Authoritarian
6. Is the present organizational structure for CBTP helpful (effective)?
1. Yes__________ 2. No______
7. If no to question 6, what improvements should be done in your opinion?
___________________________________________________________

39
Annex 1c: CBE Program Evaluation Form: Community/stakeholders
Year ________________Month _______________date_____________
Woreda _____________kebele________
Student’s subgroups working in your area________________
1. Time allotted to the programme
3. The programme is problem oriented
5. The program has contributed in strengthening the health service of the community

40
10. List some of the problems you consider are very serious
10.1___________________________________________
10.2____________________________________________
10.3____________________________________________

41
Annex 1d: CBE Program Evaluation Form: Residents/Woreda
Year ________________Month _______________date_____________ Woreda
_____________kebele________
Students’ subgroups working in your area________________
1. Time allotted to the program
3. The program is problem oriented
5. The program has contributed in strengthening the health service of the community.

42
10. List some of the problems you consider are very serious
10.1___________________________________________
10.2____________________________________________
10.3____________________________________________

43
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:
-Objective
-Strategy
-Action/task
10

44
-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:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

45
Annex 1F: Resident 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: ________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________

46
Annex 1G: Senior Supervisor Evaluation format for final presentation in CBTP
This evaluation form shall be filled by senior supervisors who attends final presentation in CBTP
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
Total (10%)
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:_________________________________

47
Annex 1H: Senior Supervisor evaluation format for action plan in TTP
This evaluation form shall be filled by senior supervisor who attend action plan presentation for
TTP.
S.no. Criteria Wei
ght
%
given
Points
Remar
k
1 Does the introduction explanatory 2
2 Does the objective for the program clearly stated (SMART)? 4
3 Do the public health problems well identified and
prioritized?
1
4 Do problems prioritized scientifically? Based on:
-feasibility
-severity
- magnitude
-cost effectivenes
-community and
-gov't concern
5
5 Does the action plan includes the following:
-objective
-strategy
-activity/task
-responsible body
-time frame for action and
- Indicators.
-resource needed
-total plan
-total achievement
6

48
6 Does an action plan have SMART objectives? 4
7 Do the strategies appropriate to achieve the objectives? 1
8 Do all activities useful for achievement of the action plan? 1
9 Does their action plan includes for
-static,
-mini-project and
-outreach
3
10 Does they integrate challenge model in their action plan? 2
11 If challenge model integrated, does the action plan
appropriate?
2
12 Active participation during discussion 2
13 Punctuality (readiness to present their work on time) 2
14 Involvement of Woreda health office and other stakeholder
during planning.
1
15. Slide preparation (bulletin per slide, font size, slide
number……)
3
Total (40
%)
Please provide us the following information:
4. Presenter/s: _________________________________
5. Modulator/s __________________________________
6. Active participants:________________________________________________________
Any comment from supervisor
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

49
Annex 1I : Resident Supervisors’ (day to day) Evaluation Form for TTP
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.
Attachmentsite________________________________Department________________________
_______________________
1. Punctuality? 7
2. Readiness to work in team and respect others profession? 5
4. Does he /she take responsibility of the team? 4
5. Does he/she have a professional discipline? 4
6. Participation in problem solving activities? 5
7. Does the student respect to his/her friend, community, health center staffs and
supervisors?
4
8. Communicates effectively and genuinely with team members, instructors and
community members?
4
Total (40%)
Supervisor Name: _______________________Signature: ____________ Date: _____________
Any comment from supervisor
______________________________________________________________________________
________________________________________________________________________

50
Annex 1J: Senior Supervisor Fortnight evaluation format for TTP
This evaluation form shall be filled by supervisor who attends fortnight presentation during TTP
intervention time.
percentage
Points given
by supervisor
Remark
1 Do the interventions implemented according
to action plan?
3
2 Do they reported all activities done in statics? 2
3 Do they included challenge model in their
report?
3
5 Punctuality (readiness to present their work on
time)
3
6 Do the report included
-For static
-For mini-project
-For out-reach
3
7 Do they worked in a team
2
8 Involvement of Woreda health office and
other stakeholder in their work (intervention)?
1
9 Do the topic for case presentation was
selected scientifically (appropriate)?(Ask how
they were select this topic)
1
11. Do the case presentation included
-history
- physical findings
6

51
-investigations
-diagnosis
- intervention
-Scientific presentation on the topic?
12. Slide preparation (bulletin perslide, fontsize,
slide number……)
2
Total (30%)
4. Presenter/s: _________________________________
5. Modulator __________________________________
6. Active participants:__________________________________
Any comment from suppervisor
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

52
Annex 1K: Senior Supervisor Evaluation format for final presentation in TTP
This evaluation form shall be filled by senior supervisors who attends final presentation in CBTP
percentage
Points
given by
supervisor
Remark
1 Do the interventions implemented according to
action plan for two weeks activity?
2
2 Do they presented the entire achievement in
summary form by comparing with the action
plan?
2
3 Do they reported all activities done in statics
for the last 2 weeks?
2
4 Do they included challenge model in their
report?
2
5 Do the challenge model implemented
according to the action plan?
2
6 The presentation was complete?
-Static report
-Out reach report
-Mini-project report
3
7 Do the topic for case presentation was selected
scientifically (appropriate)?(ask how they were
select the topic)
2
8 Do all components of case presentation
incorporated (history, physical findings,
investigations, diagnosis and intervention
followed by the discussion?
3

53
9 Did they present the overall intervention report
in summary form?
3
11 Punctuality (readiness to present their work on
time)
2
12 Do they worked in a team
1
13 Involvement of Woreda health office and other
stakeholder?
1
14 Slide preparation (bulletin per slide, font size,
slide number……)
2
15 Time management 1
Total (30%)
7. Presenter/s: _________________________________
8. Modulator __________________________________
9. Active participants:__________________________________
Any comments from supervisor:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

54
Annex 1L: 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. Is the title informative? 1
3. Do the problems well stated? 1
4. Is the objective SMART? 3
5. Do the significance of the study well written? 2
6. Do appropriate methodology used? 2
7. Do the result presented appropriately? 1
8. Do they discuss their findings? 2
9. Do the public health problems well identified and prioritized
Based on prioritization matrix?
1
10. Do the action plan well written and documented? 1
11. Do 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. Do it includes follow up report? 1
15. Do maps and important pictures annexed at the back? 1
Total score 20%
Evaluator name _____________________Signature_________________date_____________

55
Annex 1M: Final written document evaluation check list for TTP
Student’s group/site_____________________________
S.
no
Criteria Point Score Remark
1 Does the cover page to the standard? 1
2 Is the title informative? 1
3 Do the introduction explain the study area? 2
4 Is the objective SMART? 3
5 Do the methodology used to collect qualitative data stated
clearly?
2
6 Do the public health problems identified and prioritized
appropriately based on the 6 criteria(cost, feasibility,
magnitude, severity, community and government concern)
3
7 Well written action plan which addresses the outreach, mini-
project and static activities?
3
8 Separate action plan for challenge model in mini-project for
single problem (challenge)?
2
9 Do it include each fortnight report (progressive report) and the
general summary report in the form of plan and achievement
for all activities?
2
10 Do it include case presentation? 2
11 Do it includes conclusion and recommendation based on their
findings for which problems beyond their capacity to address
or for sustainability
1
12 Challenges and their solutions taken if there were? 2
13 Do maps and important pictures annexed at the back 1
Total score 25%
Evaluator name _____________________Signature_________________date_____________

56
Annex 1N : Weekly Progress and Activity Report Form
Date ________________________________Week ______________________
Site ___________________Supervisor Name__________________ Site Coordinator (Name &
Sign) _______________________
The following 5 forms are to be filled by assigned supervisors
1. Activity accomplished this week
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Problems encountered
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Solutions sought
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Plan for the next week
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Materials required for next week
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

57
_____________________________________________________________________
Below forms are to be filled by CBTP/TTP Site Coordinator
6. Instructors present on their duty this week
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
6. __________________________________________________________________
7. __________________________________________________________________
8. __________________________________________________________________
9. __________________________________________________________________
10. __________________________________________________________________
7. Any other comments and suggestions
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Please return this form to TTP/CBTP site coordinator/ CBE office as soon as possible for quick
response of your requests

58
Annex 1O: Student team leader (day to day) evaluation form for CBTP and TTP
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________________________
_______________________
1. Punctuality? 1
2. Readiness to work in team and respect others profession? 1
6. Is he/she has a professional discipline? 1
8. Do the student respect to his/her friend, community, health center staffs and
supervisors?
1
Total (5%)
Team leader Name: _______________________Signature: ____________ Date: _____________

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