This course focuses on health-related issues confronting South Africa as well as their social and economic impact. The course examines international, regional, national, government, civil society, community and private sector efforts addressing these issues. Particular attention is paid to the demographics of chronic, non-communicable diseases and infectious diseases, as well as their prevention and treatment. The course includes exposure to a variety of healthcare environments as well as community-based research.
Learning outcomes:
By the end of the course students will be able to:
Appreciate the goals and vision of initiatives such as Health-for-All, Comprehensive Primary Health Care and the Millennium Development Goals;
Link chronic, non-communicable and infectious diseases to related healthcare issues;
Understand the policy landscape framing healthcare delivery in South Africa with particular reference to the district health system;
Identify the challenges in ensuring effective health care delivery and their impact on social and economic wellbeing in South Africa;
Understand the role of NGO and community efforts in alleviating these challenges;
Critically analyze the relationship between health and community development
Method of presentation:
Workshops, class discussions, field work with on-site assignments and student presentations.
Required work and form of assessment:
Attend 100% of lectures
Complete all assignments
Read prescribed texts critically
Engage in class discussions and related activities
Attend all field placements
Form of Assessessment
Class participation- 5%
Assignments x 3 - 30%
Presentations - 5%
Fieldwork and reading summaries 30%
Research Project - 20%
Presentation of research 10%
content:
This course is divided in two parts:
Academic Lectures
Field placements
PART I – Academic courses, comprising the following themes
Week 1:
Mornings: Field Placements
Student field placement at Gugulethu Community Health Centre and Gugulethu Clinic.
Afternoons: Classroom work
Overview of Healthcare in South Africa
Millennium Development Goals
Communicable Diseases: HIV&AIDS
Communicable Diseases: TB and MDR-TB
ASSESSMENT:
Debate on whether governments should interfere on private healthcare or not.
3000 Word assignment on HIV/AIDS and TB a deadly cocktail in Southern Africa
1. Health and Health Care in South Africa
The current general healthcare status in South Africa; overview of South Africa’s healthcare systems in view to its needs and challenges, and in comparison to other healthcare systems globally; health environment and development in view of South Africa’s demographic and environmental conditions; overview of the morbidity and mortality rates for the population at large as a consequence of lifestyle, communicable and non-communicable diseases. Required/recommended reading:
Health and Health Care in South Africa, Van Rensberg, Chapters 1, 4 and 5; handouts
Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
A National Health Plan for South Africa. African National Congress (1994).
South African National Dept. of Health - Documents (Legislation, Policy, Reports, Guidelines, etc. NB: National Health Act of 2004): http://www.doh.gov.za/docs/index.html
2. Millennium Development Goals – Achievable or Not?!
What are they, are they necessary, to what extend have they been achieved, are they achievable, how can they be achieved, etc. Required reading material will be issued in the preceding class.
Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
Millennium Project Report to the UN Secretary-General: Investing in Development – A Practical Plan to Achieve the Millennium Development Goals – Chapter 10: Africa’s
Special Needs. United Nations Development Programme (2005).
The Equity Gauge - Concepts, Principles, and Guidelines. The Global Equity Gauge Alliance (2003).
A National Health Plan for South Africa. African National Congress (1994).
Three-Letter Plague. J Steinberg. Jonathan Ball Publishers (2007).
Millennium Development Goals – United Nations
Economic troubles to make delivery on anti-poverty commitments even more urgent to achieve the MDGs, according to the MDG Gap Task Force Report 2011. www.un.org/millenniumgoals/
Basic Facts About the MDGs – United Nations Development
MDG Africa Steering Group – What are the Millennium Development Goals? MDG progress is also threatened by the combination of high food prices and the… www.undp.org/mdg/basics.shtml
WHO – Millennium Development Goals (MDGs)
The United Nations Millennium Goals are eight goals that all 191 UN Member states have agreed to try to achieve by the year 2015. The United… www.who.int/mdg/en/
About the Millennium Developments / End Poverty 2015
Given the proliferation of UN Conferences and commitments, it’s important to understand why the Millennium Development Goals are unique in many powerful… www.endpoverty2015.org/goals
3. HIV/AIDS and Tuberculosis – A Deadly ‘Cocktail’
Expansion of HIV/AIDS, MDR-TB and XDR-TB and their impact on society, government, economy, etc.
Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
Whiteside, A. (1996). Economic impact in selected countries and the sectoral impact.
In AIDS in the World II. J. Mann, and D. Tarantola, eds. New York: Oxford University Press. (2002). HIV/AIDS, health, and education. In State of the Art: AIDS and Economics, Steven Forsythe, ed. Special series prepared for the IAEN Economics of HIV/AIDS in Developing Countries, Symposium, Barcelona, Spain, 6-7 July 2002. Available from http://www.iaen.org/conferences/stateofepidemic.php (accessed 6 June 2003).
Student placement in rural clinic of Paarl, Worcester or Malmesbury
Volunteering in the clinics and health centers
School health education (Life Orientation)
First Aid Training level 1and 2
ASSESSMENT
1. Daily diary recordings with key learning experiences that relates to the readings.
Week 3:
Mornings: Field Placements
Student Placement in Victoria Hospital Palliative Care Ward and/or
Student Placement in Retreat Community Health Centre
Afternoons: Classroom Work
Non Communicable Diseases:
Epidemics Control in the communities
ASSESSMENT
Each student will participate in the development of resource materials such as posters and pamphlets to assist family of patients to understand the NCD better. The Presentation of resource materials will be to the Palliative Care Support Group at Victoria Hospital.
4. The Rise of Non-communicable Diseases in (South) Africa
Diabetes, hypertension, liver and kidney diseases, as well as cancer, and their social and economic impact on personal lives and national budgets. Required Reading will be issues in the preceding class.
The burden of non-communicable diseases in South Africa
Chronic diseases in developing countries: Growing pains/ The…
Non-communicable diseases such as cancer, diabetes, and heart and respiratory … deaths from non-communicable diseases to rise by 15% between 2010 and 2020, with jumps of over 20% in Africa and South-East Asia. www.economist.com/node/21530099
WHO / Noncommunicable Diseases and Mental Health
19-20 September 2011 – The four main noncommunicable diseases (NCDs) – cardiovascular disease, cancer, chronic lung diseases and diabetes – kill three in … www.who.int/nmh/en
Student placements in urban clinics, Retreat CHC, volunteering in the clinics, school health education (life orientation)
ASSESSMENT
Daily diary recordings with key learning experiences that relate to the readings
Week 5
Mornings: Field Placements
Student placements in Lentegeur St. Luke’s Hospice
Student placements in Mitchell’s Plain Rehabilitation Centre
Afternoons: Classroom Work
Healthcare in Townships
Stress management
Mental Health, Family Health
ASSESSMENT
A short paper of 2000 words on the similarities and differences of Healthcare in communities in affluent suburban areas and those in poor township areas. Giving reasons why Primary Health Care is the most effective care for the majority of citizens of South Africa.
5. Community/Township Structure and (Healthcare) Services
Includes (non-)existing access to “Western” healthcare services, traditional healthcare use and place in a combined overall effective public healthcare system.
Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century, WHO (1997).
Healthcare in South Africa, a student’s perspective – Africa is not a country. Review of course content. Presentations of student research assignments
ASSESSMENT
Individual student presentations of Diary content as well as the research paper.
6. Africa is not a Country!
A final overview of the past semester, the students’ impressions and first-hand experiences regarding the status of (South/ern) African society/societies, the needs, demands and differences that (may) exist on a continent of vastly different countries and societies.
Part II – Mentoring field experiences and assignments
Every other week, the students will meet and exchange their impressions, experiences and feelings, and create a podium for interpersonal discussions. These sessions will also be used for expanding on previous courses, if applicable. Students will keep a field diary to capture experiences and learning on a daily basis.
Required readings:
Will be assigned in class.
Recommended readings:
Other Recommended Readings / Texts:
Primary Health Care – Fresh Perspectives. V Zweigenthal, T Puoane, L Reynolds et al. Pearson Prentice Hall (2009).
Intersectoral Action for Health – A Cornerstone for Health-for-All in the 21st Century. WHO (1997).
Millennium Project Report to the UN Secretary-General: Investing in Development – A Practical Plan to Achieve the Millennium Development Goals – Chapter 10: Africa’s Special Needs. United Nations Development Programme (2005).
The Equity Gauge - Concepts, Principles, and Guidelines. The Global Equity Gauge Alliance (2003).
A National Health Plan for South Africa. African National Congress (1994).
Three-Letter Plague. J Steinberg. Jonathan Ball Publishers (2007).
South African National Dept. of Health - Documents (Legislation, Policy, Reports, Guidelines, etc. NB: National Health Act of 2004): http://www.doh.gov.za/docs/index.html
Health And Community Development In South Africa
This course focuses on health-related issues confronting South Africa as well as their social and economic impact. The course examines international, regional, national, government, civil society, community and private sector efforts addressing these issues. Particular attention is paid to the demographics of chronic, non-communicable diseases and infectious diseases, as well as their prevention and treatment. The course includes exposure to a variety of healthcare environments as well as community-based research.
By the end of the course students will be able to:
Workshops, class discussions, field work with on-site assignments and student presentations.
Form of Assessessment
This course is divided in two parts:
PART I – Academic courses, comprising the following themes
Week 1:
Mornings: Field Placements
Afternoons: Classroom work
ASSESSMENT:
1. Health and Health Care in South Africa
The current general healthcare status in South Africa; overview of South Africa’s healthcare systems in view to its needs and challenges, and in comparison to other healthcare systems globally; health environment and development in view of South Africa’s demographic and environmental conditions; overview of the morbidity and mortality rates for the population at large as a consequence of lifestyle, communicable and non-communicable diseases. Required/recommended reading:
2. Millennium Development Goals – Achievable or Not?!
What are they, are they necessary, to what extend have they been achieved, are they achievable, how can they be achieved, etc. Required reading material will be issued in the preceding class.
Millennium Development Goals – United Nations
Economic troubles to make delivery on anti-poverty commitments even more urgent to achieve the MDGs, according to the MDG Gap Task Force Report 2011. www.un.org/millenniumgoals/
Basic Facts About the MDGs – United Nations Development
MDG Africa Steering Group – What are the Millennium Development Goals? MDG progress is also threatened by the combination of high food prices and the… www.undp.org/mdg/basics.shtml
WHO – Millennium Development Goals (MDGs)
The United Nations Millennium Goals are eight goals that all 191 UN Member states have agreed to try to achieve by the year 2015. The United… www.who.int/mdg/en/
About the Millennium Developments / End Poverty 2015
Given the proliferation of UN Conferences and commitments, it’s important to understand why the Millennium Development Goals are unique in many powerful… www.endpoverty2015.org/goals
3. HIV/AIDS and Tuberculosis – A Deadly ‘Cocktail’
Expansion of HIV/AIDS, MDR-TB and XDR-TB and their impact on society, government, economy, etc.
Week 2
Mornings: Field Placements
ASSESSMENT
1. Daily diary recordings with key learning experiences that relates to the readings.
Week 3:
Mornings: Field Placements
Afternoons: Classroom Work
ASSESSMENT
Each student will participate in the development of resource materials such as posters and pamphlets to assist family of patients to understand the NCD better. The Presentation of resource materials will be to the Palliative Care Support Group at Victoria Hospital.
4. The Rise of Non-communicable Diseases in (South) Africa
Diabetes, hypertension, liver and kidney diseases, as well as cancer, and their social and economic impact on personal lives and national budgets. Required Reading will be issues in the preceding class.
The burden of non-communicable diseases in South Africa
Chronic diseases in developing countries: Growing pains/ The…
WHO / Noncommunicable Diseases and Mental Health
Other Non Communicable Diseases
Globalization, Diets and Noncommunicable Diseases
Epidemic Control for Volunteers
Week 4
Mornings: Field Placements
ASSESSMENT
Week 5
Mornings: Field Placements
Afternoons: Classroom Work
ASSESSMENT
5. Community/Township Structure and (Healthcare) Services
Includes (non-)existing access to “Western” healthcare services, traditional healthcare use and place in a combined overall effective public healthcare system.
Week 6
All Day: Classroom Work
ASSESSMENT
6. Africa is not a Country!
A final overview of the past semester, the students’ impressions and first-hand experiences regarding the status of (South/ern) African society/societies, the needs, demands and differences that (may) exist on a continent of vastly different countries and societies.
Part II – Mentoring field experiences and assignments
Every other week, the students will meet and exchange their impressions, experiences and feelings, and create a podium for interpersonal discussions. These sessions will also be used for expanding on previous courses, if applicable. Students will keep a field diary to capture experiences and learning on a daily basis.
Will be assigned in class.
Other Recommended Readings / Texts:
INTERNET/WEB RESOURCES: International focus:
South African Focus: