CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

Syllabus for
Master of Science (Psychology-Health and Wellbeing)
Academic Year  (2021)

 
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 Course 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 Course 1 1 25
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MHW211 RESEARCH LAB - I Skill Enhancement Course 2 2 50
MHW212 JOURNAL CLUB Skill Enhancement Course 1 1 25
MHW221 PROFESSIONAL DEVELOPMENT SEMINAR Ability Enhancement Compulsory Course 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
    

    

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

The department follows a pattern of 70 % marks for Continuous Internal Assessment (CIA) and 30 % marks for End Semester Examinations (ESE).

Break up of continuous internal assessment for 4 credit courses is as follows

CIA 1: 30 marks
CIA 2: 30 Marks
Class participation: 5 marks
Attendance: 5 marks

 

Attendance Percentage

Marks

95% -100%

05 marks

90% - 94%

04 marks

85% - 89%

03 marks

80% - 84%

02 marks

76% - 79%

01 mark

 

 

 

 

 

 

 

For two credit courses the breakup of CIA is as follows

CIA1:20 marks
CIA 2:25 Marks
Class participation and Attendance: 5 marks

Minimum pass marks for the CIA of a course is 50 % and a pass in each of the CIA is mandatory to be eligible to write the End semester examinations. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA before moving to the next CIA. The students who fail a CIA will have to apply for repeat CIA immediately after publishing the results of each of the CIA components. In such a case an application should be made, to the Office of Examinations and obtain necessary approvals forwarded through the HoD and Dean. The number of chances for repeating each CIA is one. Students who fail the CIA in a semester have to apply for CIA repeat of the whole course in the subsequent semester

The end semester examinations shall be conducted for 2 hours and evaluated out of 50 marks which are then converted to out of 30 marks. Minimum of 40 % marks is required to pass in the ESE of each course and an overall grade of 50% is required to pass the course(CIA+ESE) . Student failing a course due to less than minimum in ESE shall repeat the ESE while his/her internal scores shall remain valid.

Permission for admission to the ESE is granted only if
• A student has obtained a minimum of 33/65 (CIAs + Class participation marks)
• A student has at least 85% of the attendance in aggregate at the end of the semester.
• The Vice Chancellor is satisfied with the character and conduct of the student.

 

Grading Pattern

Percentage 

Grade 

Grade point

(10 point scale) 

Grade point

 (4 Point scale) 

Interpretation 

80-100 

O

10

4

Outstanding

70-79

A+

9

3.6

Excellent 

60-69

A

8

3.2

Very Good

55-59

B+

7

2.8

Good

50-54

B

6

2.4

Above Average

 

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.

 

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

 

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.

Course Outcome

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
 

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
 

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

 

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

 

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.

Course Outcome

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
 

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
 

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.

 

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

 

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.

Course Outcome

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:
 

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
 

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
 

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
 

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.

 

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

 

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.

 

 

Course Outcome

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
 

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
 

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
 

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
 

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%

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)

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

 

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

Course Outcome

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
 

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
 

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
 

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
 

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

 

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.

Course Outcome

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
 

The Research Process

Formulation of Research Questions

Sampling Methods, Recruitment Procedures and External Validity

Unit-1
Teaching Hours:15
The Scientific Method
 

Foundations of Health Research

Qualitative and Quantitative methods

Unit-2
Teaching Hours:15
Research Designs in Health Care
 

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
 

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
 

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.

 

 
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

 

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

Course Outcome

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
 

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
 

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
 

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
 

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

 

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

Course Outcome

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
 

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
 

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

 

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.

 

           

 

Course Outcome

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
 

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
 

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

 

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.

 

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.

 

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

 

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.

 

Course Outcome

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.
 

 Critical evaluation and presentation of an empirical article in the area of and health care.

 

 

 

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

 

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.

Course Outcome

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
 

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

 

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.

Course Outcome

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,
 

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.

 

 
Unit-2
Teaching Hours:15
Cardiovascular System, Respiratory System
 

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
 

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

 

Unit-4
Teaching Hours:15
Immune System, Nervous System, Genetics and Health
 

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

 

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.

 

Course Outcome

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
 

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
 

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
 

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
 

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

 

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

 

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.

 

Course Outcome

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
 

 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
 

Anxiety, Dementia, Depression, Disordered eating behaviours, Dissociation, Mania, Obsessions and Compulsions,

 
Unit-3
Teaching Hours:15
Psychiatric Symptoms and their management-2
 

 Personality disorders, problems with sexual function and behaviours, psychosis, sleep disorders,

unexplained medical symptoms

Unit-4
Teaching Hours:15
Treatment Modalities
 

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.

 

 

 
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

 

This course gives the students an opportunity to examine the foundations and application of evidence-based practices in healthcare.

Course Outcome

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.
 

Writing focused clinical questions.

Planning steps to locate relevant evidence

Searching for evidence in databases

Evidence-based point of care resources

Recording search strategies

Organising relevant evidence

 

Unit-2
Teaching Hours:15
Evidence-based practice in assessment and diagnosis
 

Types of diagnostic procedures

Diagnostic tool selection factors

Diagnostic guidelines, algorithms, and standards of care

Diagnostic biostatistics

 

Unit-3
Teaching Hours:15
Evidence-based practices in treatment, harm and prevention
 

Treatment research

Treatment selection

Studies of harm

Studies of prevention

Biostatistics In the treatment of harm and prevention

 

Unit-4
Teaching Hours:15
Implementation and evaluation in evidence-based practice
 

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

 

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.

 

 

 

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

 

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.

 

Course Outcome

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
 

Doctor-Patient Communication

Information gathering and clinical reasoning

Self-care strategies

Multicultural counselling competence

Relationship building

Unit-2
Teaching Hours:15
Patient centered counselling
 

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)

 

Unit-3
Teaching Hours:15
Talking to children about life, death and sex
 

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
 

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.

 

 

 

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)