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1 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MHW111 | BIOSTATISTICS | Core Courses | 2 | 2 | 50 |
MHW112 | ACADEMIC WRITING AND RESEARCH SEMINAR | Skill Enhancement Courses | 2 | 2 | 50 |
MHW131 | INTRODUCTION TO HEALTH PSYCHOLOGY | Core Courses | 4 | 4 | 100 |
MHW132 | SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN | Core Courses | 4 | 4 | 100 |
MHW133 | NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR | Core Courses | 4 | 4 | 100 |
MHW134 | RESEARCH METHODS | Core Courses | 4 | 4 | 100 |
MHW135 | ETHICS IN HEALTH CARE | Core Courses | 4 | 4 | 100 |
MHW181 | COMMUNITY SERVICE | Ability Enhancement Compulsory Courses | 1 | 1 | 25 |
2 Semester - 2021 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
MHW211 | RESEARCH LAB - I | Skill Enhancement Courses | 2 | 2 | 50 |
MHW212 | JOURNAL CLUB | Skill Enhancement Courses | 1 | 1 | 25 |
MHW221 | PROFESSIONAL DEVELOPMENT SEMINAR | Ability Enhancement Compulsory Courses | 1 | 1 | 25 |
MHW231 | SYSTEMS OF THE BODY AND HEALTH CONDITIONS | Core Courses | 4 | 4 | 100 |
MHW232 | CHRONIC ILLNESS AND ITS MANAGEMENT | Core Courses | 4 | 4 | 100 |
MHW233 | MENTAL HEALTH DISORDERS | Core Courses | 4 | 4 | 100 |
MHW234 | EVIDENCE BASED PRACTICES IN HEALTH AND WELLNESS | Core Courses | 4 | 4 | 100 |
MHW251 | CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE | Core Courses | 4 | 4 | 100 |
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Introduction to Program: | ||||||||||||||||||||||||||||||||||||||||||
Considering the global burden of disease and the importance of health and wellbeing in sustainable development, this programme will provide the academic and practise skills needed to provide psychosocial interventions in health and wellbeing in a variety of settings from public health to the workplace. This programme is an outcome of the Partnership 2020 (Public Health, Business and Innovation strategic focus area) project “Training in Innovation to Address Global Health and Economic Disparities” between Miami University, Ohio USA and CHRIST (Deemed to be University) with a specific focus on benefits for health and economic development of local community. Partnership 2020 is a collaborative agreement between University of Nebraska at Omaha (UNO) and the United States Department of State (DOS) with Center for Strategic and International Studies (CSIS) playing a key advisory role. The Partnership 2020: Leveraging US-India Cooperation in Higher Education to Harness Economic Opportunities and Innovation project goal is to strengthen the strategic partnership between the US and India through collaboration in higher education, research on key issue areas, related economic growth, and people-to-people linkages. Partnership 2020 is a collaborative agreement between the University of Nebraska at Omaha (UNO) and the United States Department of State (DOS) with Center for Strategic and International Studies (CSIS) playing a key advisory role. The Programme supports Sustainable Development Goal Number Three on Good Health and Wellbeing and caters to International, Regional and Local Needs. | ||||||||||||||||||||||||||||||||||||||||||
Assesment Pattern | ||||||||||||||||||||||||||||||||||||||||||
Assessment Pattern
For two credit courses the breakup of CIA is as follows
Grading Pattern
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Examination And Assesments | ||||||||||||||||||||||||||||||||||||||||||
Formative and Summative assessments are conducted by the department to ascertain the readiness for learning and the attainment of learning outcomes. Assessments are examinations are based on competency framework and principles of outcome-based education. Attainment of learning outcomes/ expected competencies is evaluated using either holistic or analytic rubrics, grading schemes or attainment criteria specified to the students at the beginning of the semester. Learning outcomes (Course outcomes) of each course are mapped to programme outcomes and programme specific outcomes. Assessments and examinations follow the principle of constructive alignment and outcomes are mapped to higher-order thinking skills. The most common frameworks used in this programme include Revised Blooms Taxonomy and Structure of Observed Learning outcomes (SOLO) and ICAP framework. Assessment is based on the performance of the student throughout the semester. Credit Structure Normally 15 hours of classroom teaching in a semester is considered as one credit for theory courses. · Courses with 30 hours per semester will earn the candidate 2 credits. · Courses with 45-50 hours per semester will earn the candidate 3 credits. · Courses with 51 hours and above per semester including practical will earn the candidate 4 credits. · Dissertations/Practical equivalent to one course will earn the candidates 4-6 credits.
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MHW111 - BIOSTATISTICS (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course introduces the basic principles and methods of biostatistics, providing students a sound methodological foundation for practice in health care settings. The purpose of the course is to teach fundamental concepts and techniques of descriptive and inferential statistics with applications in health care, public health, and epidemiology. Basic statistics, including probability, descriptive statistics, inference for means and proportions, and regression methods are presented. |
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Course Outcome |
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CO1: Distinguish between numerical and categorical data, including which methods to use for each. CO2: Know the appropriate application and limitations of hypothesis tests and regression methods.
CO3: Choose an appropriate graphical or tabular display for a given data set and question
CO4: Determine which basic statistical method(s) is/are most appropriate to analyse the data at hand. CO5: Use standard statistical software, such as SPSS, to implement the statistical methods. CO6: Draw conclusions from statistical analyses and place them into the appropriate public health context. |
Unit-1 |
Teaching Hours:10 |
Descriptive Statistics
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Looking at your data – Types of data, tables and graphs, central tendency and dispersion Probability – Bayes theorem, sensitivity and specificity, odds ratio and relative risk Distributions – Binomial, Poisson, normal, central limit theorem, standard scores/z scores | |
Unit-2 |
Teaching Hours:20 |
Inferential Statistics
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Statistical inference – Samples and populations, power, confidence intervals, p values, type 1 and type 2 error One and two groups – One sample population mean, paired sample t-test, independent sample t test Comparing more than two groups - One way ANOVA, two-way - ANOVA Comparing two groups (categorical outcomes) -Chi-square, Mc Nemar’s test, odds ratio, relative risk Correlation, Linear Regression, Multiple Regression Nonparametric tests – sign test, Wilcoxon test, Kruskal Wallis, Rank Correlation SPSS labs | |
Text Books And Reference Books: Triola, M.M, Triola, M.F., & Roy, J (2018) Biostatistics for the biological and health sciences. Pearson
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Essential Reading / Recommended Reading Field, A (2013). Discovering statistics using IBM SPSS statistics. Sage publications. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIA's are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MHW112 - ACADEMIC WRITING AND RESEARCH SEMINAR (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course will introduce students to the domain of academic writing and its intricacies. Every student, regardless of his or her area of interest, will be called upon to use an academic style of writing at different levels and at various points in time. It will help students identify and practice the elements, style and language of academic writing. Students will have opportunities to practice academic writing, both individually and in collaboration with others. It will also help students learn how to review research articles through a seminar format. |
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Course Outcome |
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CO1: Scientifically acknowledge different sources of information in their writings CO2: Write a document in APA format CO3: Avoid plagiarism CO4: Review articles in a scientific manner |
Unit-1 |
Teaching Hours:20 |
Introduction and Forms of Academic Writing
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Introduction to Academic Writing - Key issues: plagiarism, biases and frequent errors. Guidelines and rules in Academic Writing: Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic courses. Forms of Academic Writing: Abstract writing; summarisation; review of literature; scientific poster presentations; reflective, analytic, and descriptive reports; book review; film review. | |
Unit-2 |
Teaching Hours:10 |
Research Seminar
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Reviewing of articles in the area of healthcare in small groups | |
Text Books And Reference Books: Bailey, S. (2011). Academic writing: A handbook for international students.3rdEdition. New York: Routledge.
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Essential Reading / Recommended Reading Publication Manual of the American Psychological Association (7 th ed.). (2020). Washington, DC: American Psychological Association. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course. | |
MHW131 - INTRODUCTION TO HEALTH PSYCHOLOGY (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course will examine the theoretical and research foundations of behavioural health and illness from a biopsychosocial perspective. It will provide students with an understanding of Health Psychology as a specialty within psychology that addresses the role of behavioural factors in health and illness. The emergence of this field marks the expansion of psychology beyond the traditional concerns of mental health to the broader health care arena. |
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Course Outcome |
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CO1: Articulate the role of psychology in healthcare CO2: Discuss the roles that health psychologists play in promoting wellness and in addressing and treating psychological factors related to health and illness CO3: Describe behavioural factors that influence wellness and that play a role in the prevention, development, course, and outcome of many human diseases and health problems CO4: Use various theoretical frameworks to understand health beliefs and predict health behaviours CO5: Identify specific challenges and opportunities for psychologists in the health care system of India. |
Unit-1 |
Teaching Hours:15 |
An overview of Psychology and Health:
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Physiology, disease processes and the mind – biomedical model, psychosomatic medicine; The need for health psychology; Current perspectives on Health and Illness – Biopsychosocial model, Lifespan and Gender perspectives, The future of Health Psychology | |
Unit-2 |
Teaching Hours:15 |
Theoretical foundations: Predicting health behaviour
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Attribution theory, health locus of control, unrealistic optimism, stages of change model; Cognition models – health belief model, protection motivation theory; Social cognition models – theories of reasoned action and planned behavior, the health action process approach; Leventhal’s self-regulatory model of illness cognition; Application of the models; Evaluation of the models. | |
Unit-3 |
Teaching Hours:15 |
Health Promotion: An overview of health promotion
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Health behaviours, health habits, practising and changing health behaviours, barriers to modifying poor health behaviours; Cognitive- behavioural approaches to health behaviour change – self-monitoring, stimulus control, the self-control of behaviour, classical and operant conditioning, modelling, social skills and relaxation training; Health-promoting behaviours – exercise, healthy diet, sleep, accident prevention, rest, renewal and savouring. | |
Unit-4 |
Teaching Hours:15 |
Health Care System: Indian Scenario
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Inequalities in health care, using health services, the attitude of health professionals, doctor-patient communication, burnout in health professionals, designing health care work environment, future challenges for health care, growth of health psychology. | |
Text Books And Reference Books: Ogden, J. (2012). Health Psychology. Mc Crawhill Foundation Taylor, S. E. (2006). Health psychology. Tata McGraw-Hill Education.
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Essential Reading / Recommended Reading Sarafino, E. P. (1994). Health Psychology, Biopsychosocial interactions. John Wiley & Sons | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW132 - SOCIAL AND PERSONALITY DEVELOPMENT ACROSS THE LIFESPAN (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Description: This course introduces trainee helping professionals to human growth and development across the lifespan, focusing on typical and atypical development, major milestones and life cycle stages. Students will gain an enhanced knowledge of the stages and domains of human development. We will examine major theories and approaches in physical, cognitive, and social-emotional development and emphasize the interdependence of all domains of development. We will also discuss the impact of chronic illness, adverse life events and developmental challenges individuals' face in the life cycle stage and its effects on growth and development. The lifespan developmental perspective provides students with a foundation to conceptualize and apply developmental theory and research, emphasizing its usefulness in answering questions that address changes in an individuals' health and wellbeing.
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Course Outcome |
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CO1: Identify the primary reasons for studying human development across the lifespan. CO2: Explain major terms, concepts, and theories in developmental psychology. CO3: Describe culture, systemic and environmental factors that affect human development. CO4: Evaluate various issues in lifecycle stages using theories in developmental psychology. CO5: Apply theories of developmental psychology to real-life examples |
Unit-1 |
Teaching Hours:15 |
Biological bases of Human Development
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The study of human development; Biological foundations: heredity-environment correlations- twin studies, genetic influences, prenatal development, birth, physical milestones, and changes including growth spurts, puberty, brain development; critical and sensitive periods, the pattern of physical development; Challenges for cognitive and psycho-social development, the role of nutrition, poverty, illness, lifestyle and disability on development across the lifespan. | |
Unit-2 |
Teaching Hours:15 |
Cognitive and Identity Development
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Cognitive development- Piaget and Vygotsky; Moral development and reasoning-Kohlberg and Gilligan; Development of identity- Erickson and Marcia, emerging adults-Arnett, positive youth development model, adolescent risk behaviour; Gender development and gender role socialization; the role of culture, play, education, and peers on development across the lifespan. | |
Unit-3 |
Teaching Hours:15 |
Socio-emotional Development
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Emotional regulation and dysregulation, temperament, attachment theories and styles- Bowlby, Ainsworth, factors that affect attachment, adult attachment patterns and relationship- Shaver and Fraley, Sternberg; Caregiving and parenting-Baumrind; Social contexts of lifespan development-Bronfenbrenner’s ecosystems model, the role of family patterns, adverse childhood experiences (ACEs), resilience on development across the lifespan. | |
Unit-4 |
Teaching Hours:15 |
Ageing and Endings of Life
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Adult developmental tasks- Havighurst; Life stages-Levinson, quarter and mid-life crisis, sexuality and menopause; Gains and losses in later adult life, biological and social theories of ageing, positive and successful ageing Death, understanding of death and causes for death across the life span, grief, mourning and bereavement, facing one's death, coping with death and dying- Kubler Ross; Cultural issues; Dying with dignity- palliative care and hospice care. | |
Text Books And Reference Books: Berk, L. E. (2016). Exploring lifespan development. Pearson. Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd Ed.). Pearson. Santrock, J.W. (2011). A topical approach to lifespan development. Tata McGraw-Hill Edition. | |
Essential Reading / Recommended Reading Feldman, R. S. (2015). Discovering the life span. (Third Edition). Pearson Global Education. Papalia, D.E., Olds, S.W. & Feldman, R.D. (2017). Human Development (Ninth Edition). Tata McGraw-Hill | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% Continuous Internal Assessment (CIA) | |
MHW133 - NEUROBIOLOGICAL BASES OF COGNITION, AFFECT AND BEHAVIOUR (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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The course on ‘Neurobiological Basis of Cognition, Affect and Behaviour’ orients the student to the Neurobiological understanding of human behaviour, emotion, and cognition. This course is offered in the first semester and introduces the student to the Human Nervous system and the neurophysiological underpinnings of psychological processes. This course is also designed to help the learner apply this understanding to the field of Health Psychology |
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Course Outcome |
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CO1: Understand the foundations of human neurophysiology. CO2: Develop a biopsychological understanding of human behaviour and its implications for health psychology CO3: Develop a biopsychological understanding of human affect and its implications for health psychology CO4: Develop a biopsychological understanding of human cognition and its implications for health psychology. |
Unit-1 |
Teaching Hours:15 |
Introduction to Physiological Psychology
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The biological approach to behaviour, affect and learning; Basic structure of the nervous system; The cells of the nervous system: Neurons, Glia, The blood-brain barrier; The Nerve Impulse: The resting potential, The Action Potential; Synapses: Properties of Synapses, The role of Neurotransmitters | |
Unit-2 |
Teaching Hours:15 |
The Physiological bases of human behaviour Sleep and Wakefulness
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The physiological basis of the biological clock; Stages of Sleep; The physiological basis of Hunger; The physiological Basis of Thirst; The physiological Basis of Reproductive Behaviours; Implications of the physiological bases of human behaviour in the field of Health Psychology. | |
Unit-3 |
Teaching Hours:15 |
The Physiological bases of human affect
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Emotions and autonomic arousal; The functions of emotions; The physiological basis of aggression; The physiological basis of fear and anxiety; The role of stress on health; Implications of the physiological bases of human affect in the field of Health Psychology | |
Unit-4 |
Teaching Hours:15 |
The Physiological bases of human cognition
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The Neurophysiological Basis of Learning and Memory: The role of the hippocampus; Intelligence; Language; Lateralization; Understanding circuitry pathways of the brain; Implications of the physiological bases of human cognition in the field of Health Psychology. | |
Text Books And Reference Books: Kalat, J. W. (2019). Biological psychology (13th ed.). Wadsworth, Cengage Learning. Kolb, B., & Whishaw, I. Q. (2019). An Introduction to brain and behavior (6th ed.). Worth. | |
Essential Reading / Recommended Reading Pinel, J. P. J. (2018). Biopsychology (10th ed.). Pearson Education Limited. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW134 - RESEARCH METHODS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Professional health psychologists require a working knowledge of research skills in specific application to health and health care. This course provides an introduction to research in healthcare. The course will include both qualitative and quantitative research methods, using examples of research across a range of areas in health. Students will be introduced to the most common research designs used in health care service, evaluation and public health. This course will be followed by an advanced course in Evidence-based research in health and wellness in the second semester, building upon the foundations laid in this course. This course will be supplemented by the course Biostatistics as well as the course in Ethics offered in the current semester. |
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Course Outcome |
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CO1: Develop research questions to address contemporary health and health care concerns CO2: Distinguish and choose designs suitable for solving health care and public health issues CO3: Describe methodologies that can address a range of public health and health care challenges, including but not limited to determinants of mortality and morbidity; leading causes of health disparities among regional, national, and global populations; and transmission for infectious and chronic diseases. |
Unit-1 |
Teaching Hours:15 |
Research Planning
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The Research Process Formulation of Research Questions Sampling Methods, Recruitment Procedures and External Validity | |
Unit-1 |
Teaching Hours:15 |
The Scientific Method
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Foundations of Health Research Qualitative and Quantitative methods | |
Unit-2 |
Teaching Hours:15 |
Research Designs in Health Care
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Experimental Designs and Randomized Controlled Trials (Intervention Studies) Surveys and Quasi-Experimental Designs Single Case (n=1) Designs | |
Unit-3 |
Teaching Hours:15 |
Research Designs in Health Care
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Epidemiological Research Observational Research ( Case-Control studies, Case - Crossover studies) Cohort Studies (Cross-Sectional studies, Ecological studies) Qualitative Research | |
Unit-4 |
Teaching Hours:15 |
Data Collection
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Questionnaires and Survey Designs Mixed Methods Interviewing Techniques Measurement and Observation. | |
Text Books And Reference Books: Polgar, S & Thomas, S (2014). Introduction to Research in Health Sciences. Sixth Edition. Churchill Livingston.
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Essential Reading / Recommended Reading Munnang,i S, & Boktor S.W. [Updated 2021 Apr 29]Epidemiology Of Study Design. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK470342/ | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW135 - ETHICS IN HEALTH CARE (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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To provide students with foundational knowledge and skills in ethical and professional behaviour that will enable them to competently reflect upon, address and resolve the socio-cultural issues that students will confront during their training and professional practice. This ethics course involves the teaching of rudimentary knowledge and skills in ethical theory and practice in health care |
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Course Outcome |
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CO1 : communicate a personal understanding of the moral significance and ethical responsibilities of being a health care professional. CO2 : communicate an understanding of the goals of health care, including the influence of culture and diversity on health care practice. CO3: demonstrate knowledge and skills necessary to make ethically responsible patient care decisions.
C04: examine interprofessional approaches to health care and work in interprofessional groups to address ethical issues in health care. |
Unit-1 |
Teaching Hours:15 |
History, Religion and Bioethics
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The history and development of clinical ethics; modern research ethics, codes and guidelines; role of religion in ethics – Islam, Hinduism, Christianity, Judaism; culture and bioethics | |
Unit-2 |
Teaching Hours:15 |
Public Health Policy, Law and Global Health Ethics
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Indian law and its implication on clinical practice and research; Disparity in health, health care and access to health; Disparity in resource allocation for health -macro, meso and micro levels, public health policy and resource allocation; ethical analysis of policies | |
Unit-3 |
Teaching Hours:15 |
Research Ethics
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IRB and its functions; ethical issues in health care; vulnerable populations, risks and benefits; authorship; contemporary issues in research ethics | |
Unit-4 |
Teaching Hours:15 |
Clinical Ethics
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Functions of a clinical ethics committee; ethical issues at the end of life; ethical issues at the beginning of life; reproductive medicine and ethics; euthanasia; professionalism. | |
Text Books And Reference Books: Loewy, E.H (2002). Textbook of Health Care Ethics. Kluwer Academic Publishers. Beauchamp, T.L & Childress, J.F (2008) Principles of Biomedical Ethics. | |
Essential Reading / Recommended Reading Jonsen, A. R., Siegler, M., & Winslade, W. J. (2015). Clinical ethics a practical approach to ethical decisions in clinical medicine. Eight Edition, McGraw Hill. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW181 - COMMUNITY SERVICE (2021 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
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In this course, students will engage in supervised community service for 15 hours during the semester. Students are encouraged to work on any health care issue in the community and develop and implement a module for health promotion. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by a supervisor |
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Course Outcome |
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CO1: Understand health and psychosocial issues prevalent in our society. CO2: Identify the needs and challenges faced by economically disadvantaged sections of society CO3: Address health care needs that are present in the community through awareness building and education. |
Unit-1 |
Teaching Hours:5 |
Field Work
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Students in small groups may either partner with various NGO’s and organizations working in health care or identify a need in the community on their own. They will develop modules to generate awareness of a targeted health issue and deploy this in the community. Students will gain hands-on experience in working with various issues in the community. | |
Unit-2 |
Teaching Hours:10 |
Reflection & Report Writing
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Reflection is a core component of community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student. It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents and so on. The students are expected to submit a report at the end of this course using the following guidelines. Reason for choosing the particular health issue • Stakeholders/beneficiaries • The planning phase of community service initiatives • Logistics for the initiative of the action • Execution of the action initiative • Specific learning outcome • Impact Assessment/Evaluation | |
Text Books And Reference Books: N.A | |
Essential Reading / Recommended Reading N.A | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 10 marks CIA 2: 15 Marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA | |
MHW211 - RESEARCH LAB - I (2021 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The primary goal of this two-credit course is to provide the students support to develop a clear and concise research proposal that addresses an important health care issue. The research proposal is expected to be converted into a project which is then converted into a manuscript and ready for publication by the end of the third semester of their programme. Each student is attached to a faculty advisor who holds the lab once a week with a group of students attached to him/her/them. This course is followed by Research lab 2 in the third semester and the Manuscript and Publication course in the final semester of the programme. Students are encouraged to present their key research ideas in the form of poster presentations in colloquia organized by the Department of Psychology in association with health care centres. The course will use a seminar format and dwell on peer feedback and faculty supervision. This is not a lecture-based course.
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Course Outcome |
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CO1: Identify and create the key components of a research proposal CO2: Demonstrate the ability to conduct literature reviews and gather critical scientific information related to the research proposal
CO3: Demonstrate writing skills by writing, a clear, concise research proposal with scientifically defensible aims, methods and conclusions
CO4: Develop the skills to objectively review and write a scientific critique of a colleague?s proposal
CO5: Describe the important concepts related to using human subjects in scientific research |
Unit-1 |
Teaching Hours:15 |
Key components of a research proposal
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Choosing research questions based on evidence C.A.R.S model Literature review Choosing a Research design based on evidence Consultation skills Informed consent The Institutional review Board (IRB) and CHRIST University Code of research Conduct and Ethics | |
Unit-2 |
Teaching Hours:15 |
Communicating research ideas in a scientific community
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Scientific poster Selecting journals for manuscript publication Publication ethics, predatory publishing Community of Publication Ethics (COPE) Indexing agencies, Impact Factor and publication indices | |
Text Books And Reference Books: https://libguides.usc.edu/writingguide (University of South Carolina, Research Guides) Aveyard, H. (2014) Doing a Literature Review in Health and Social Care: A Practical Guide. 3rd edition. New York: McGraw-Hill Education, Ballenger, B, P.(2015) The Curious Researcher: A Guide to Writing Research Papers. 8th edition. Boston, MA: Pearson
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Essential Reading / Recommended Reading Eby, E. (2012) The College Student's Guide to Writing a Great Research Paper: 101 Easy Tips and Tricks to Make Your Work Stand Out. Ocala, FL: Atlantic Pub. Group Yagoda, B. (2013) How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them. New York: Riverhead Books. Turabian, K. L. (2018) A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 9th edition. Chicago, IL: University of Chicago Press.
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Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 20 marks CIA 2: 25 Marks Class participation & Attendance: 5 marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.
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MHW212 - JOURNAL CLUB (2021 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
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The Journal club is a student-driven and faculty-supervised mandatory activity. Each student in the programme will choose a published empirical article in the area of health psychology or health care from a journal available in the University library and preferably indexed in PubMed. The students will present the article in turns weekly and facilitate a group discussion of the article. A research blog will be created on the Learning Management System of the University (Moodle) and the blog will be open till the end of the week. The student presenting the article must make article available for the class to read a week in advance after gaining approval of the instructor, and all students will place their critical views of the article in the discussion thread prior to the journal club meeting.
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Course Outcome |
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CO1: critically read, interpret, and present published data CO2: discuss the strengths and weaknesses of publications CO3: enhance critical thinking and problem-solving skills CO4: demonstrate skills in interpreting and critically evaluating scientific data |
Unit-1 |
Teaching Hours:15 |
Critical evaluation and presentation of an empirical article in the area of and health care.
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Critical evaluation and presentation of an empirical article in the area of and health care.
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Text Books And Reference Books: Xiong, L., Giese, A-K., Pasi, M., Charidimou, A., van Veluw, S & Viswanathan, A (2018). How to Organize a Journal Club for Fellows and Residents, Stroke, 49:e283-e285. DOI: 10.1161/STROKEAHA.118.021728 | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 10 marks CIA2: 15 Marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA | |
MHW221 - PROFESSIONAL DEVELOPMENT SEMINAR (2021 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:1 |
Max Marks:25 |
Credits:1 |
Course Objectives/Course Description |
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This course introduces students to various aspects of health setting. It is aimed at giving students an understanding of what actually goes on in health psychology practice. It will involve a series of lectures from practitioners in the field. This course is meant to enhance their professional development as they work to becoming practising health and well being specialists. |
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Course Outcome |
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CO1: Demonstrate an understanding of various practice issues in health care CO2: Articulate their roles as health psychologists in a medical setting CO3: Develop an awareness of their professional competence and an understanding of what competencies they need to further develop. |
Unit-1 |
Teaching Hours:15 |
Guest lectures
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Professional development seminars led by experts in the field of health and wellbeing. | |
Text Books And Reference Books: NA | |
Essential Reading / Recommended Reading NA | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA 1: 10 marks CIA2: 15 Marks All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA | |
MHW231 - SYSTEMS OF THE BODY AND HEALTH CONDITIONS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces students to the various systems of the body. A basic understanding of how the body works is essential to understand health, diseases and how a health psychologist can contribute to the health and wellness of clients. |
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Course Outcome |
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CO1: Define body systems and describe the types of body parts that make up body systems CO2: Summarise how the various body systems work. CO3: Identify and describe various common illnesses linked to body systems CO4: Discuss the role of a psychologist in maintaining health and wellness of the body |
Unit-1 |
Teaching Hours:15 |
Endocrine System, Digestive System,
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Endocrine System: Overview, Adrenal Glands, Other Glands, Disorders involving the Endocrine System – Diabetes, Role of the health psychologist. Digestive System: Overview, Functioning of the Digestive System, Related Diseases – GI diseases, IBS, Role of the health psychologist.
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Unit-2 |
Teaching Hours:15 |
Cardiovascular System, Respiratory System
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Cardiovascular System: Overview, Structure and Functions – The Heart and Blood Vessels, Blood Pressure, Related Diseases - CHD, Role of the health psychologist Respiratory System: Overview, Structure and Functions, Related Diseases, Role of the health psychologist | |
Unit-3 |
Teaching Hours:15 |
Renal System, Reproductive System
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Renal System: Overview, Structure and Functions, Related Diseases – Kidney Disease, Role of the health psychologist Reproductive System: Overview, The Ovaries and Testes, Fertilization and Gestation, Disorders of the Reproductive System – Infertility, PCOS, Role of the health psychologist
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Unit-4 |
Teaching Hours:15 |
Immune System, Nervous System, Genetics and Health
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Immune System: Overview, Infection, the course of infection, Antigens and Immunity, Disorders related to the Immune system. Role of the health psychologist Nervous System: Overview, Related Disorders – Epilepsy, Paralysis, Dementia, Role of the Health Psychologist Genetics and Health; Overview, Genetics and Susceptibility to Disorders | |
Text Books And Reference Books: Taylor, S. E. (2006). Health psychology. Tata McGraw-Hill Education | |
Essential Reading / Recommended Reading Sarafino, E. P. (1994). Health Psychology, Biopsychosocial interactions. John Wiley & Sons | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE. End Semester Examination (ESE) The passing grade for the ESE is 40% An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW232 - CHRONIC ILLNESS AND ITS MANAGEMENT (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course introduces students to the various Chronic Illnesses specifically in the Indian Context. The course examines the impact of Chronic illness on a patients wellbeing and also looks at various psychosocial interventions that can help people adjust better to their illness.
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Course Outcome |
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CO1: Identify and describe the various chronic illnesses that are commonly seen in India. CO2: Examine the role of behavioral and lifestyle factors in the progression and maintenance of diseases. CO3: Apply psychosocial interventions for the management of these illnesses. |
Unit-1 |
Teaching Hours:15 |
Chronic Illness and its Management; An overview
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Adjusting to a chronic illness – Initial Reactions, Factors influencing coping with a health crisis, Emotional Response to a chronic illness, Personal Issues in chronic illness, Quality of life, Co-management of chronic illness, Coping with and adapting to a high mortality illness, psychological interventions and chronic Illness, Psychosocial interventions. Common chronic illnesses in India. | |
Unit-2 |
Teaching Hours:15 |
Heart Disease, Hypertension, Asthma
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Heart Disease: Causes, Cholesterol, Psychosocial Risk factors, Psychosocial Impact, Treatment and Psychosocial Interventions Hypertension: Causes, Symptoms, Treatment, Psychosocial factors and Psychosocial Interventions Asthma: Physiology, Causes, and Effects of Asthma, Medical Regimen and Psychosocial Factors | |
Unit-3 |
Teaching Hours:15 |
Cancer, Diabetes, Stroke
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Cancer: Prevalence, Types, Sites, effects and causes, Diagnoses and Treatment, Psychosocial Impact of Cancer, Psychosocial Interventions Diabetes: Types and Causes of Diabetes, Health Implications, Adherence to Medical Regimen Stroke: Risk factors, Consequences of Stroke, Rehabilitative Interventions | |
Unit-4 |
Teaching Hours:15 |
Rheumatic Diseases, Obesity, Substance Use and Abuse
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Rheumatic Diseases: Types and Causes, The effects, and Treatment of Arthritis Obesity: Causes, problems with obesity, Obesity and CHD, Obesity treatment, Substance Use and Abuse: Addiction, Dependence, Processes leading to addiction, Alcohol use and Abuse, Smoking, Drug use and abuse, Reducing substance use and abuse | |
Text Books And Reference Books: Sarafino, E. P. (1994). Health Psychology, Biopsychosocial interactions. John Wiley & Sons
Ogden, J. (2012). Health Psychology. McCrawhill Foundation
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Essential Reading / Recommended Reading Taylor, S. E. (2006). Health psychology. Tata McGraw-Hill Education. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW233 - MENTAL HEALTH DISORDERS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course will introduce students to mental health issues normally found in general health care. The course will address issues of comorbidity, common mental health issues found across populations seeking general health services.
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Course Outcome |
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CO1: Identify and describe common mental health (Psychiatric) issues encountered in general health care CO2: Identify appropriate treatment strategies to manage common mental health (Psychiatric) concerns |
Unit-1 |
Teaching Hours:15 |
Psychiatric Evaluation and Psychiatric Emergencies
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Clinical Assessment for Psychiatric symptoms, Mental Status Examination, Safety Assessments Capacity evaluation and Informed consent Psychiatric Emergencies: Delirium, Agitation, Catatonia, Intoxication, overdose and withdrawal, suicide. | |
Unit-2 |
Teaching Hours:15 |
Psychiatric Symptoms and their management-1
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Anxiety, Dementia, Depression, Disordered eating behaviours, Dissociation, Mania, Obsessions and Compulsions, | |
Unit-3 |
Teaching Hours:15 |
Psychiatric Symptoms and their management-2
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Personality disorders, problems with sexual function and behaviours, psychosis, sleep disorders, unexplained medical symptoms | |
Unit-4 |
Teaching Hours:15 |
Treatment Modalities
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Psychopharmacology, Somatic Treatments, Psychotherapeutic treatments. | |
Text Books And Reference Books: Rosenquist, J. N. (Ed.). (2009). The Massachusetts General Hospital/McLean Hospital residency handbook of psychiatry. Lippincott Williams & Wilkins.
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Essential Reading / Recommended Reading Sadock, B. J. (2007). Kaplan & Sadock's synopsis of psychiatry: behavioural sciences/clinical psychiatry. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW234 - EVIDENCE BASED PRACTICES IN HEALTH AND WELLNESS (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course gives the students an opportunity to examine the foundations and application of evidence-based practices in healthcare. |
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Course Outcome |
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CO1: be able to evaluate clinical research from a quality perspective CO2: demonstrate strategies to conduct reliable and valid research in health care CO3: demonstrate strategies to examine evidence an its application in healthcare planning and implementation |
Unit-1 |
Teaching Hours:15 |
Overview of evidence based practices.
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Unit-2 |
Teaching Hours:15 |
Evidence-based practice in assessment and diagnosis
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Types of diagnostic procedures Diagnostic tool selection factors Diagnostic guidelines, algorithms, and standards of care Diagnostic biostatistics
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Unit-3 |
Teaching Hours:15 |
Evidence-based practices in treatment, harm and prevention
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Treatment research Treatment selection Studies of harm Studies of prevention Biostatistics In the treatment of harm and prevention
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Unit-4 |
Teaching Hours:15 |
Implementation and evaluation in evidence-based practice
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Appraising trustworthiness of quantitative evidence Synthesising evidence: systematic reviews, meta-analysis and preference analysis Structure of a quantitative research report comparison of quantitative and qualitative research evidence Appraising trustworthiness of qualitative research critical analysis of qualitative study implementation and evaluation
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Text Books And Reference Books: Howlett, B., Rogo, E. J., Shelton, T. G. (2014). Evidence-based Practice for Health Professionals: An Interprofessional Approach. United Kingdom: Jones & Bartlett Learning. Jolley, J. (2013). Introducing Research and Evidence-Based Practice for Nursing and Healthcare Professionals (2nd ed.). Routledge. https://doi.org/10.4324/9781315846996 APA Presidential Task Force on Evidence-Based Practice. Evidence-based practice in psychology. Am Psychol. 2006 May-Jun;61(4):271-85. doi: 10.1037/0003-066X.61.4.271. PMID: 16719673. Drake, R. E., Merrens, M. R., & Lynde, D. W. (Eds.). (2005). Evidence-based mental health practice: A textbook. W. W. Norton & Company.
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Essential Reading / Recommended Reading Marks, D. F., & Yardley, L. (Eds.). (2004). Research methods for clinical and health psychology. Sage. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) | |
MHW251 - CLINICAL AND COUNSELLING SKILLS IN HEALTH CARE (2021 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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This course provides an opportunity for students to practice counselling and communication skills (under supervision) required while working in health care settings with patients, family members and significant others. Based on communication models in psychology, this course is hands-on and experiential and used competence- mastery training model in a lab setting.
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Course Outcome |
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CO1: demonstrate under supervision basic counselling and communication skills required in a variety of settings outlined in the course CO2: demonstrate multicultural competence while communicating with patients and family members in lab setting |
Unit-1 |
Teaching Hours:15 |
Counselling and communication in health care
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Doctor-Patient Communication Information gathering and clinical reasoning Self-care strategies Multicultural counselling competence Relationship building | |
Unit-2 |
Teaching Hours:15 |
Patient centered counselling
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Listening to stories about illness and health Listening skills (Basic listening sequence: Attending skills, Paraphrase,) Responding to emotions (Empathy, Reflection of feelings, reflection of meaning, reframing structuring)
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Unit-3 |
Teaching Hours:15 |
Talking to children about life, death and sex
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Solution focussed brief therapy skills Communicating about ethical dilemmas Communicating about risk and uncertainty Working with infertility | |
Unit-4 |
Teaching Hours:15 |
Information giving and counselling in specific health care contexts
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Breaking bad news in health care settings Conveying the diagnosis Facilitating Behaviour Change through Motivational Interviewing Responding to medical error and complaints | |
Text Books And Reference Books: Counselling and Communication Skills for Medical and Health Practitioners.(1998). Bayne, R., Nicolson, P., & Horton, I (Eds). United Kingdom, Wiley. Clinical Communication in Medicine. (2016). Papageorgiou, A., Kidd, J., Brown,J., & Noble , L (Eds) United Kingdom: Wiley.
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Essential Reading / Recommended Reading Nelson-Jones, R. (2015). Basic Counselling Skills: A Helper′s Manual. United Kingdom: SAGE Publications. | |
Evaluation Pattern Continuous Internal Assessment (CIA) - 65% End semester examination (ESE) - 30%
Continuous Internal Assessment (CIA) CIA 1: 30 marks CIA 2: 30 Marks Class participation: 5 marks Attendance: 5 marks
All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with a minimum overall CIA mark of 33/65 including class participation marks, to be eligible to write the ESE.
End Semester Examination (ESE) The passing grade for the ESE is 40%
An overall grade of 50% is required to pass the course. (CIA+ESE) |