At the end of this course, students should be able to:

• Identify possible sound patterns in English;
• List notable Language skills, classify word formation processes;
• Construct simple and fairly complex sentences in English;
• Apply logical and critical reasoning skills for meaningful presentations;
• Demonstrate an appreciable level of the art of public speaking and listening;
• Write simple and technical reports.

At the end of this course, students should be able to:

• Explain cell structure and organisations;
• Summarise functions of cellular organelles;
• Characterise living organisms and state their general reproduction;
• Describe the interrelationship that exists between organisms;
• Discuss the concept of heredity and evolution;
• Enumerate habitat types and their characteristics.

At the end of this course, students should be able to:

• Outline common laboratory hazards;
• Provide precautions on laboratory hazards;
• State the functions of the different parts of the microscope;
• Use the microscope and describe its maintenance;
• Draw biological diagrams and illustrations; and
• Apply scaling and proportion to biological diagrams.

At the end of this course, students should be able to:

• Define atoms, molecules, and chemical reactions;
• Discuss the Modern electronic theory of atoms;
• Write electronic configurations of elements on the periodic table;
• Justify the trends of atomic radii, ionization energies, and electronegativity of the elements based on their position in the periodic table;
• Identify and balance oxidation-reduction equation and solve redox titration problems;
• Illustrate shapes of simple molecules and hybridized orbitals;
• Identify the characteristics of acids, bases, and salts, and solve problems based on their quantitative relationship;
• Apply the principles of equilibrium to aqueous systems using LeChatelier’s principle to predict the effect of concentration, pressure, and temperature changes on equilibrium mixtures;
• Analyze and perform calculations with the thermodynamic functions, enthalpy, entropy, and free energy;
• Determine rates of reactions and their dependence on concentration, time, and temperature.

At the end of this course, students should be able to:

• Describe the general laboratory rules and safety procedures;
• Collect scientific data and correctly carry out Chemical experiments;
• Identify the basic glassware and equipment in the laboratory;
• Identify the differences between primary and secondary standards;
• Perform redox titration;
• Recording observations and measurements in the laboratory notebooks;
• Analyze the data to arrive at scientific conclusions.

At the end of this course, students should be able to:

• Explain the basic definition of Set, Subset, Union, Intersection, Complements, and use of Venn diagrams;
• Solve quadratic equations;
• Solve trigonometric functions;
• Identify various types of numbers;
• Solve some problems using the Binomial theorem.

At the end of this course, students should be able to:

• Explain basic components of computers and other computing devices;
• Describe the various applications of computers;
• Explain information processing and its roles in the society;
• Describe the Internet, its various applications and its impact;
• Explain the different areas of the computing discipline and its specializations;
• Demonstrate practical skills on using computers and the internet.

At the end of this course, students should be able to:

• Identify and deduce the physical quantities and their units;
• Differentiate between vectors and scalars;
• Describe and evaluate the motion of systems on the basis of the fundamental laws of mechanics;
• Apply Newton’s laws to describe and solve simple problems of motion;
• Evaluate work, energy, velocity, momentum, acceleration, and torque of moving or rotating objects;
• Explain and apply the principles of conservation of energy, linear and angular momentum;
• Describe the laws governing motion under gravity;
• Explain motion under gravity and quantitatively determine the behavior of objects moving under gravity.

At the end of this course, students should be able to:

• Conduct measurements of some physical quantities;
• Make observations of events, collect and tabulate data;
• Identify and evaluate some common experimental errors;
• Plot and analyze graphs;
• Draw conclusions from numerical and graphical analysis of data.

At the end of this course, students should be able to:

• Understand the significance of Information and Communication Technology (ICT) and its application to libraries and Information Services;
• Acquire essential ICT skills for information professionals, understand data communication and internet resources in electronic storage systems, and explore web technology resources;
• Learn the impact of ICT on modern libraries, along with ethical considerations and challenges related to applying ICT in library settings, particularly in the context of Nigerian libraries.

At the end of this course, students should be able to:

• Outline contemporary health issues and broadly classify them;
• Discuss some basic concepts related to clinical medicine, disease prevention/management, and population health;
• Explain the etiology, prevention, and management of key non-communicable diseases;
• Discuss the epidemiology, personal and public health consequences of selected infectious diseases;
• Discuss the personal and social determinants of health;
• Explain the place of disease prevention and health promotion in personal and population health;
• Explain the connection between contemporary health issues and sustainable development goals;
• Relate contemporary health issues to global health challenges.

At the end of this course, students should be able to:

• Analyze the historical foundation of the Nigerian culture and arts in pre-colonial times;
• List and identify the major linguistic groups in Nigeria;
• Explain the gradual evolution of Nigeria as a political unit;
• Analyze the concepts of Trade, Economic, and Self-reliance status of the Nigerian peoples towards national development;
• Enumerate the challenges of the Nigerian State towards Nation building;
• Analyze the role of the Judiciary in upholding people’s fundamental rights;
• Identify acceptable norms and values of the major ethnic groups in Nigeria; and
• List and suggest possible solutions to identifiable Nigerian environmental, moral, and value problems.

At the end of this course, students should be able to:

• List the characteristics, methods of identification, and classification of viruses, bacteria, and fungi;
• State the unique characteristics of plant and animal kingdoms;
• Describe ecological adaptations in the plant and animal kingdoms;
• Explain nutrition, respiration, excretion, and reproduction in plants and animals; and
• Describe growth and development in plants and animals.

At the end of this course, students should be able to:

• Describe the anatomy of flowering plants.
• Differentiate types of fruit and seeds;
• State ways of handling and caring for biological wares;
• Describe the basic histology of animal tissues, and
• Identify various groups in the animal kingdom.

At the end of this course, students should be able to:

• State the importance and development of organic chemistry;
• Define fullerenes and their applications;
• Discuss electronic theory;
• Determine the qualitative and quantitative of structures in organic chemistry;
• Describe rules guiding nomenclature and functional group classes of organic chemistry;
• Determine the rate of reaction to predict mechanisms of reaction;
• Identify classes of organic functional groups with brief descriptions of their chemistry;
• Discuss the comparative chemistry of group 1A, IIA, and IVA elements; and
• Describe the basic properties of Transition metals.

At the end of this course, students should be able to:

• Identify the general laboratory rules and safety procedures;
• Collect scientific data and correctly carry out Chemical experiments;
• Identify the basic glassware and equipment in the laboratory;
• Identify and carry out preliminary tests which include ignition, boiling point, melting point, and test on known and unknown organic compounds;
• Perform solubility tests on known and unknown organic compounds;
• Conduct elemental tests on known and unknown compounds; and
• Conduct functional group/confirmatory tests on known and unknown compounds which could be acidic/basic/neutral organic compounds.

At the end of this course, students should be able to:

• Define public health, and explain the core concepts of public health;
• Trace the historical developments of public health from various perspectives;
• Mention the determinants of health and their effects on population health;
• Understand public health surveillance system;
• Describe the uses of public health surveillance systems;
• Distinguish between active and passive surveillance; and
• Explain the sources of public health surveillance data.

At the end of this course, students should be able to:

• Define public health informatics, and explain the major components of public health informatics;
• Explain the role of informaticians in public health practice;
• Distinguish between public health informatics and information technology;
• Know how to improve and transform public health in the information age.

At the end of this course, students should be able to:

• Explain the concepts and theories of entrepreneurship, intrapreneurship, opportunity seeking, new value creation, and risk-taking;
• State the characteristics of an entrepreneur;
• Analyze the importance of micro and small businesses in wealth creation, employment, and financial independence;
• Engage in entrepreneurial thinking;
• Identify key elements in innovation;
• Describe stages in enterprise formation, partnership and networking including business planning;
• Describe contemporary entrepreneurial issues in Nigeria, Africa and the rest of the world; and
• State the basic principles of e-commerce.

At the end of this course, students should be able to:

• Explain the history and philosophy of public health and its core values;
• Explain the concept of public health and its function in Nigeria and across the globe;
• Demonstrate competence in explaining various concepts of public health;
• Identify different branches of public health and their application in National Health Policy; and
• Explain the various layers of healthcare and the agencies responsible at each level.

At the end of this course, students should be able to:

• Develop knowledge of quantitative and qualitative techniques of epidemiology;
• Plan and conduct valid epidemiological activities;
• Apply field method of primary and secondary data collection;
• Describe routine methods of data analysis;
• Compare the strengths and weaknesses of various experimental designs;
• Implement and interpret the result of a study to address health issues;
• Develop critical skills for evaluation of epidemiological findings in reports and studies;
• Define objectives of an outbreak investigation in a population;
• Describe the basic principle of screening and outbreak investigation;
• Explain immunisation and its problems;
• Demonstrate knowledge of experimental design, data collection, analysis, and interpretation of data of an outbreak; and
• Appreciate and identify risk factors of an outbreak and communicate the same to health authorities.

At the end of this course, students should be able to:

• Define fundamental anatomical terminology and discuss the anatomical position;
• Describe the anatomy of the musculoskeletal system, including the axial skeleton; appendicular skeleton, appendicular and axial muscles, and arthrology;
• Describe the general features of the bones of the upper and lower limbs;
• Identify the major muscles of the upper and lower limbs;
• Explain the types and structure of the joints of the upper and lower limbs;
• Correlate between the attachment of the muscles and their functions on the different joints;
• Identify the major nerves of the upper and lower limbs;
• Describe the functional components of each of the major nerves and its distribution;
• Identify and describe the course of the major superficial veins of the upper and lower limbs; and
• Name the major arteries of the upper and lower limbs.

At the end of this course, students should be able to:

• Describe the composition of a cell membrane;
• Explain how a potential difference across a membrane will influence the distribution of a cation and an anion;
• Describe how transport rates of certain molecules and ions are accelerated by specific membrane transport proteins;
• Distinguish between active (primary and secondary) transport, facilitated diffusion, and passive diffusion based on energy source and carrier protein involvement;
• Identify the mechanisms and role of selective transporters for amino acids, neurotransmitters, nutrients, etc.;
• Explain the general concepts of homeostasis and the principles of positive and negative feedback in physiological systems;
• Identify the site of erythropoietin production, the stimulus for its release, and the target tissue for erythropoietin action;
• Discuss the normal balance of red blood cell synthesis and destruction, including how imbalances in each lead to anemia or polycythemia;
• List and differentiate the various types of leukocytes;
• Describe the role of thrombocytes in hemostasis;
• List clotting factors and discuss the mechanism of anticoagulants.

At the end of this course, students should be able to:

• Explain the structure of different macromolecules in biological systems;
• Identify types of chemical reactions involving these macromolecules;
• Explain the various methods of isolation of these macromolecules;
• Estimate the effects of acids and alkalis on the macromolecules;
• Describe how to purify the macromolecules; and
• Discuss the quantification of the various macromolecules.

At the end of this course, students should be able to:

• Discuss basic concepts and scope of microbiology;
• Describe the layout of a microbiology laboratory, equipment, and reagents in a microbiology laboratory; and
• Discuss the theory behind basic protocols in a microbiology laboratory

At the end of this course, students should be able to:

• Discuss the meaning of genetics and Mendelian genetics;
• Describe the linkage, mapping, nucleic acid structure, replication, and function;
• Describe protein synthesis and genetic code, mutation, genetic engineering and associated technologies, and gene regulation in bacteria and viruses.
• Understand the implications for human health and diseases;
• Understand inherited diseases, their prevention and control.

At the end of this course, students should be able to:

• Define health psychology;
• Understand the theories of health behaviour and the relationships between the various psychological variables;
• Understand various lifestyles upon which health practices depend;
• Describe specific health behaviour models;
• Illustrate issues and situations and to clarify specific psychological behavioural actions as they relate to public health.
• Understand behavioural dynamics.
• Design behavioural model-based intervention strategies.
• Understand basic concepts relevant to group behaviour (small & large) at different stages of their developments and outcomes.
• Perform laboratory sessions to mimic roles of individuals or groups.

At the end of this course, students should be able to:

• Write and present a seminar paper on any public health issue;
• Publish the output of the seminar as a discussion paper.

At the end of this course, students should be able to:

• Know the basic features of philosophy as an academic discipline;
• Identify the main branches of philosophy & the centrality of logic in philosophical discourse;
• Know the elementary rules of reasoning;
• Distinguish between valid and invalid arguments;
• Think critically and assess arguments in texts, conversations, and day-to-day discussions;
• Critically assess the rationality or otherwise of human conduct under different existential conditions;
• Develop the capacity to extrapolate and deploy expertise in logic to other areas of knowledge; and
• Guide his or her actions, using the knowledge and expertise acquired in philosophy and logic.

At the end of this course, students should be able to:

• Demonstrate knowledge of interval estimation and hypothesis testing;
• Apply the correct statistical method to analyse one or more variables;
• Interpret statistical results effectively and correctly;
• Appreciate the importance of data and demonstrate reasonable statistical skills; and
• Explain the concept of sampling from a study population in a health study.

At the end of this course, students should be able to:

• Demonstrate a clear understanding of the basics of demography;
• Discuss the importance of demography in health issues;
• Describe social demographic variables and how they affect population composition and growth;
• Explain knowledge attitudes and practice as demographic tools in public health research;
• Discuss population mobility and its consequences on public health; and
• Identify and interpret population and demographic health data.

At the end of this course, students should be able to:

• Understand the relationships between ill health states and culture.
• Understand customs and beliefs in connection to lifestyles, social interactions, and developmental processes within groups, sub-groups, and lineages.
• Better understand the dynamics of ill-health states from cultural perspectives.
• Explain relevant and appropriate behavioural models to clarify topical anthropological issues and situations.

At the end of this course, students should be able to:

• Understand the models of health;
• Understand the nature and extent of public health services rendered to individuals and various target populations.
• Understand the nature and extent of public health services rendered to various organisations such as the UN, WHO, UNICEF, FAO and other international organisations.
• Understand the models of health and overview of public health services rendered to individuals and various target populations and various organisations.
• Understand the models of health and overview of public health services rendered by government agencies at the Federal, State, and Local levels.

At the end of this course, students should be able to:

• Rotate in groups within local government primary health care departments, State Ministry of Health, and health care NGOs;
• Write and submit periodic field reports for grading.

At the end of this course, students should be able to:

• Explain the structure of the cell including its components;
• Discuss the interrelationship between different organelles of the cell;
• Recognize the differences between plant and animal cells;
• Isolate the various organelles of both plant and animal cells; and
• Describe the influence of hydrogen ion concentration on cellular function.

At the end of this course, students should be able to:

• Sketch a cross-section of a kidney; identify the renal cortex, renal medulla, renal calyces, medullary pyramids, renal pelvic space, renal artery, renal vein, and ureter;
• Describe renal blood flow, renal plasma flow, glomerular filtration rate, and filtration fraction and list typical values;
• Explain the concept of renal clearance. Use the clearance equation and an appropriate compound to estimate the glomerular filtration rate, renal plasma flow, and renal blood flow;
• Describe the effects of reductions in GFR on plasma creatinine concentrations and plot the relationship;
• Discuss the role of the ascending limb of the loop of Henle in producing a high renal interstitial fluid osmolality. From the loop of Henle, contrast the tubular fluid and interstitial fluid osmolality changes that allow either a dilute or concentrated urine to be produced and excreted;
• Describe processes that lead to acid-base disturbances and list the common causes;
• Identify major routes and normal ranges for water intake and loss, and predict how changes in intake and loss affect the distribution of total body water;
• List the various body fluid compartments and their ionic compositions;
• Describe the methods used in measuring the body fluid compartments; and
• Discuss the role of the kidney in maintaining homeostasis of body fluids.

At the end of this course, students should be able to:

• Differentiate between major groups of micro-organisms;
• Identify and evaluate infections of public health significance caused by bacteria, viruses, and fungi;
• Identify and evaluate infections of public health significance caused by parasites;
• Describe and explain the pathogenesis of microbial and parasitic infections;
• Explain the process of transmission of microbial and parasitic infections;
• Identify major reservoirs of parasites and microorganism and their roles in transmission;
• Identify the roles of vectors in the transmission of microbial and parasitic diseases;
• Describe the life cycle of major insect vectors of parasitic disease and their effective mode of control; and
• Demonstrate knowledge of the control and intervention strategies of microbial and parasitic diseases.

At the end of this course, students should be able to:

• Describe the link between environmental factors and the health of a community;
• Explain the critical role the environment plays in the health of a population;
• Identify potential health hazards to the community of exposure to biological, chemical, and physical pollutants;
• Describe factors that increase the chances of health hazards due to exposure to contaminants;
• Conduct an Environmental Health Impact assessment of a given community to a potential risk factor;
• Explain the scope of public health laws and their focus; and
• Describe the process of environmental health law enforcement.

At the end of this course, students should be able to:

• Define reproductive health and know its importance in public health;
• Appreciate the magnitude of reproductive health problems;
• Explain the relationship between reproductive health and gender;
• Identify physical and emotional changes associated with puberty; and
• Explain the various contraceptive techniques and the problems associated with each.

At the end of this course, students should be able to:

• Review the principles and methods of primary health care services delivery in the Nigerian context.
• Understand the concepts of oral rehydration therapy, screening, disease surveillance, infant weaning, vaccines, vaccine vial monitoring techniques and immunisation techniques, cold chain technology, sanitation, essential drugs; drug revolving fund, etc.

At the end of this course, students should be able to:

• Understand the meaning and concept of health economics;
• Explain the basic practical issues faced by decision-makers in the health system.
• Discuss the demand for and supply of health services.
• Explain market mechanisms and the pricing mechanism in the healthcare market;
• Understand how to perform economic evaluation in healthcare;
• Explain externalities in health economics.
• Understand how to use economic evaluations in health care funding decisions.
• Know all the healthcare organisations in Nigeria.
• Explain the role of the National Health Insurance scheme.
• Understand the role of the government in healthcare markets.

At the end of this course, students should be able to:

• Write and present a seminar paper on any public health issue;
• Publish the output of the seminar as a discussion paper.

At the end of this course, students should be able to:

• Understand the meaning of infectious diseases.
• Understand the principles of the transmission of infectious agents of public health importance;
• Discuss the role of vectors, reservoirs, and environmental factors;
• Understand the pathogen and host characteristics that determine the nature, extent, and range of infection and disease;
• Understand the endemicity and outbreaks of some infectious diseases;
• Understand the principles of disease control and surveillance.

At the end of this course, students should be able to:

• Understand the basic principles of public health research.
• Explain the basic steps in motivating a research agenda.
• Understand how to identify research problems, review literature, design research, collect data, analyse and interpret data, and draw inferences.
• Explain the various research designs from historical, case studies, surveys, descriptive, cross-sectional, and experimental.
• Understand how to conduct surveys as well as synthesise and conceptualise the philosophical foundations of public health research.
• Identify research problems and the development of research questions and/or hypotheses.
• Understand the methods of collecting relevant research data and the format for presenting research results.
• Analyse data and present results of research on public health issues using the correct analytical tools.
• Apply basic tools of analysis in public health data gathering, analysis, and results presentation.
• Apply internet technology and internal search engines in public health research.

At the end of this course, students should be able to:

• Define, describe, and classify epidemiological patterns.
• Explain the stages of disease prevention – primordial, primary, secondary, and tertiary.
• Explain basic control methods such as biological, chemical, environmental, and chemotherapy.
• Discuss the strategies for drug delivery – selective targeted and mass chemotherapy.
• Discuss the emerging and re-emerging diseases.
• Define, describe, and classify non-communicable diseases and disorders that are of major public health significance in the country.
• Discuss epidemiological patterns, risk factors, signs, and symptoms.
• Explain the methods of prevention and control including those for behaviour modification, enforcement, and engineering measures.
• Discuss some non-disease chronic conditions with serious health implications such as obesity, nutritional deficiencies, drug abuse, and alcoholism.

At the end of this course, students should be able to:

• Use information technology to support clinical and managerial decision-making in healthcare.
• Explore information technology applications through a variety of written and practical assignments.
• Focus on information technology that supports the prompt delivery of services.
• Apply information management tools to promote patient safety and quality of care.
• Show examples of information literacy and discuss why it is important to the practice of nursing.
• Identify basic hardware and software components, and explore fundamental software applications, including spreadsheets and healthcare databases.
• Course Contents:
• Use of information technology to support clinical and managerial decision-making in healthcare.
• Exploring information technology applications through a variety of written and practical assignments.
• Use of information technology that supports the delivery of services, including the collection, storage, retrieval, and communication of data; information systems safeguards; ethical and legal issues; and information management to promote patient safety and quality of care.
• Information literacy and its relevance to the practice of nursing. Basic hardware and software components.
• Exploring fundamental software applications, including spreadsheets and healthcare databases.

At the end of this course, students should be able to:

• Discuss the trend of the emergence of the practice of community/public health;
• Discuss the context of the family as the unit of care in community/public health nursing;
• Discuss the relevant concepts, tools, and theories used in family health assessment and care;
• Explain the concept and process of community actions in practice;
• Describe the levels of prevention and application development of programmes and services in community/public health nursing practice; and
• Demonstrate effective use of the nursing process in programme and service delivery at the community level.

At the end of this course, students should be able to:

• Analyze the concepts of peace, conflict, and security;
• List major forms, types, and root causes of conflict and violence;
• Differentiate between conflict and terrorism;
• Enumerate security and peace building strategies; and
• Describe the roles of international organizations, media, and traditional institutions in peace building.

At the end of this course, students should be able to:

• Describe the key steps in venture creation;
• Spot opportunities in problems and high potential sectors regardless of geographical location;
• State how original products, ideas, and concepts are developed;
• Develop business concepts for further incubation or pitching for funding;
• Identify key sources of entrepreneurial finance;
• Implement the requirements for establishing and managing micro and small enterprises;
• Conduct entrepreneurial marketing and e-commerce;
• Apply a wide variety of emerging technological solutions to entrepreneurship; and
• Appreciate why ventures fail due to a lack of planning and poor implementation.

At the end of this course, students should be able to:

• Conduct community health assessment needs and identify gaps {problems};
• Demonstrate knowledge of identifying and writing of objectives of health program;
• Develop an evaluation strategy/mechanism for the health program;
• Develop skills in evaluating health budgets and other financial proposals;
• Identify barriers to successful implementation of health programs;
• Demonstrate adequate skills to develop, implement, and evaluate a health program;
• Explain the different types of planning and evaluation; and
• Explain the importance of stakeholders in planning a health program.

At the end of this course, students should be able to:

• Describe the basic concept of occupational health;
• Recognise risk factors of injuries in different working environments in the country and other countries;
• Associate different occupations with risk factors for injuries or illness;
• Describe major steps of risk prevention in the workplace;
• Apply laws and industrial standard requirements in industries and other workplaces to ensure safety;
• Create job safety analysis using data obtained on injuries and risk factors for every occupation;
• Coordinate the activities of all stakeholders during emergency response operations;
• Employ planning to mitigate and recover from a disaster; and
• Participate constructively as a member of the disaster management team at sites or locations of disaster.

At the end of this course, students should be able to:

• Demonstrate knowledge of types of questionnaires;
• Explain the different types of questionnaire administration;
• Demonstrate field work leadership ability and teamwork; and
• Analyze and clean data obtained from the field in the questionnaires.

At the end of this course, students should be able to:

• Explain the different classes of food;
• Demonstrate understanding of the role of nutrition in disease prevention in a community;
• Describe the role played by nutrition in diseases such as obesity, diabetes and heart disease;
• Evaluate nutrition programs for children under five; and
• Explain the national nutritional goals and their associated problems.

At the end of this course, students should be able to:

• Understand the meaning and concept of health economics;
• Explain the basic practical issues faced by decision-makers in the health system.
• Discuss the demand for and supply of health services.
• Explain market mechanisms and the pricing system in the healthcare market;
• Understand how to perform economic evaluation in healthcare;
• Explain externalities in health economics.
• Understand how to use economic evaluations in health care funding decisions.
• Know all the healthcare organisations in Nigeria.
• Explain the role of the National Health Insurance scheme;
• Understand the role of the government in healthcare markets.

At the end of this course, students should be able to:

• Prepare weekly reports of public health field activities embarked upon;
• And periodically present written reports as case- studies at seminars under the supervision of the supervising staff.

At the end of this course, students should be able to:

• Discuss socio-cultural, economic, political and environmental factors influencing individual, family, community and global health;
• Discuss models of community health practice;
• Discuss the principles and theories of health promotion;
• Demonstrate skills in health counselling;
• Discuss the concept, historical antecedents, elements, principles and components of Primary Health care;
• Discuss the Immunisation Schedules; and
• Discuss the historical antecedents and contents of special programmes for Child Health promotion.

At the end of this course, students should be able to:

• Demonstrate knowledge of expertise of the health care system of Nigeria;
• Describe how public health and health care are organised and financed in Nigeria;
• Communicate health policies to a community using appropriate media;
• Discuss the concept of demand and supply and its application in health care;
• Identify the roles of various healthcare agencies and their respective policy documents in Nigeria;
• Discuss public health policy-making and health reform;
• Demonstrate knowledge of how politics and socio-economic policies affect health care system in Nigeria;
• Demonstrate skills in health care budgeting and critically evaluate health care financing; and
• Evaluate other Government policies that have a bearing on health.

At the end of this course, students should be able to:

• Explain major social issues related to population and individual health;
• Demonstrate a sound understanding of the concept of sociology and illness;
• Explain health issues from a sociological perspective;
• Evaluate the concept of health from different sociological approaches;
• Explain health inequalities and their consequences;
• Demonstrate knowledge of ethnic inequalities, gender inequalities, and social inequalities of health; and
• Discuss the modalities of care for the elderly and orphanages.

At the end of this course, students should be able to:

• Undertake a community-based need assessment and propose how the community can address its health needs;
• Organise, plan, and participate in a community health improvement programme; and
• Develop health education material based on the culture and religion of the community.

At the end of this course, students should be able to:

• Demonstrate knowledge of the history and initiatives of global health;
• Identify major players and explain their role in promoting international health;
• Discuss models of assistance in global health;
• Identify sources of international health funding and assistance;
• Demonstrate a clear understanding of the workings of WHO, UNICEF, UNDP; and
• Recognise the role of international donor agencies and philanthropic organisations and their role in global health.

At the end of this course, students should be able to:

• Describe the method through which drugs are discovered, tested, produced, and finally approved for use;
• Explain the role of pharmaceutical drugs in health and society;
• Demonstrate knowledge of the classification of drugs and the most commonly used drugs in health care;
• Describe the process of drug procurement, storage, and usage in a health center;
• Demonstrate knowledge of drug testing to identify fake and counterfeit drugs;
• Understand the role of complementary and alternative medicine in healthcare system;
• Identify crisis situation concerning substance abuse and determine appropriate action;
• Discuss the effect of alcohol and other drugs to the human body;
• Identify sociological factors associated with alcohol and other substance abuse;
• Demonstrate knowledge of treatment issues associated with alcoholism and other substance abuse; and
• Advocate enhanced methods of alcohol use that will reduce damage to health.

At the end of the training, students should be able to:

• Understand the operations of the local primary health care delivery system, the State Ministry of Health, and NGOs involved in health care delivery.
• Write a field report on internships on a weekly basis.

At the end of this course, students should be able to:

• Describe the elements, principles, and characteristics of research and research design.
• Understand the basic concepts in research methods in public health.
• Understand how to plan and conduct public health systems research.
• Formulate testable research hypotheses and utilise appropriate study designs.
• Discuss the fundamental issues in health and social sciences research.
• Understand types of research methods relevant to public health research.
• Demonstrate how to analyse public health issues using statistical and computing tools.

At the end of this course, students should be able to:

• Discuss the overview of epidemiology, disease control and surveillance
• Explain the uses of epidemiology, epidemiology protocols and survey methods.
• Understand the epidemiology of communicable and non-communicable diseases.
• Describe vital statistical and national health information systems, human ecology and disease processes, and public health laboratory practices and methods.
• Understand the intervention strategies in disease control and surveillance.
• Participate actively in disease control, and surveillance as well as in the monitoring and evaluation processes of selected endemic diseases at the National, State and LGA levels.

At the end of this course, students are expected to identify an area of research interest and develop a research proposal that would enable the student to conduct a study under the supervision of faculty staff.

At the end of this course, students should be able to:

• Demonstrate understanding of the Nigerian Health care system;
• Analyse the impact of policies, budgets, and programmes on health;
• State the roles of the three tiers of government in health care provision in Nigeria;
• Describe the importance of human resource and financial management in health care delivery;
• Identify components of the organisation, financing, and delivery of health care in Nigeria;
• Demonstrate effective leadership and communication skills within context of health care;
• Explain the administrative and management system for effective healthcare delivery; and
• Demonstrate the ability to apply management and administrative concepts in health.

At the end of this course, students should be able to:

• Discuss the contemporary issues on health in transition;
• Understand how to use health technologies to create awareness in public health;
• Understand how to give attention to priority health problems such as malaria, polio, HIV/AIDS, tuberculosis/leprosy, cerebrospinal meningitis, maternal mortality and infant mortality;
• Describe the information technology and interdisciplinary collaboration challenges to contemporary health workers in an evolving global community.

At the end of this course, students should be able to:

• Understand the basic principles of bioethics and health care law, and their application in clinical and policy settings;
• Define life (including human reproduction, surrogacy and fetal-maternal conflict);
• Understand euthanasia and the prolonging of life including the right to die, medical futility, and advance directives; termination of treatment for children; genetic screening; hospital ethics committees;
• Explain access to care and the politics of health care in the 1990s and 2000s;
• Understand the meaning of ethics in the business of medicine.

At the end of this course, students should be able to:

• Describe the various perspectives for health policy and systems research.
• Embark on health policy and systems research, real life issues, flexible and fixed research strategies for health policy and systems research.
• Conduct a case study as a design for health policy and systems research.
• Understand how to entrench governance (community accountability), and how to motivate human resources (motivation).
• Critically review literature on health policy and health systems.
• Critically review a journal article on a public health issue.
• Make an oral presentation of the journal article reviews.
• Write a good article review.

At the end of this course, students should be able to:

• Explain the theories and statistical techniques used in bio/medical research.
• Understand how to conduct statistical tests, non-parametric analyses, analysis of variance, and the basics of linear regression.
• Use statistical software such as SPSS and STATA to conduct public health research.
• Conduct linear regression analyses, logistic regression analyses, poisson regression analyses and survival analyses using life tables, Kaplan-Meier model and Cox regression model.
• Describe sampling methods for population surveys.
• Conduct public health analyses using the Nigerian demographic and health survey (NDHS) data sets.

At the end of this course, students should be able to:

• Explain basic concepts linking human health and climate change.
• Apply various methods to assessing health impact.
• Understand the health impacts of climate change variability (extreme weather events, disasters, vector-borne infectious diseases, food security, water, urban health quality, social disruption),
• Explain how to measure climate change variability and their impacts on human health.