"... the minds of the educated now soar in the realm of thought, like clouds in the sky, far away from the earth. The two could be brought together in fruitful union only if they (the clouds) were to melt and descend in the shape of rain. The new monsoon of this new age will have come in vain, if all this imposing preparation roams on in the sky only in wind and vapour. Not that there has been no shower, but the fields have not been ploughed. Nobody yet pays any attention to those places which alone, if properly irrigated by ideas, can grow a rich crop. This gray, dry, parched earth, gaping in thirst, is now sending up to the heavens its tearful cry: 'Your grand display of ideas, all your stored-up knowledge, it can only be for me. Give it to me! Oh let me have it! Prepare me to receive it all! I shall give it all back a hundredfold.' The burning sighs of mother Earth have at long last reached the heavens, the rains will set in soon. It is now high time to get to the cultivation of the soil." —Sen. Sudhir. Rabindranath Tagore on Rural Reconstruction, Calcutta, Visva-Bharati, 1943, pp. 40–41.
This course introduces students to the origins, concepts, and development of primary health care through case studies from both developing and developed countries. As in clinical bedside teaching, we use real cases to help students develop problem-solving skills in practical situations. We also discuss participatory approaches in the organization and management of health services and other factors such as equity, socio-cultural change, and the process of community empowerment.
Introduces students to the origins, and recent advances in community-oriented primary health care through case studies from both developing and developed countries. Like clinical bedside teaching, the course uses real cases to help students develop problem-solving skills in practical situations. Program examples included all use community-based approaches to address priority health problems. There is a strong focus on equity and empowerment in all cases discussed.
Upon successfully completing this course, students will be able to:
MSPH students, MPH students, and doctoral students
One open-book exam, submission of one final paper (Parts 1 and 2), and class participation
This online course uses several different educational methods, including:
Active listening to the lectures:
The cases are presented during the first five weeks of the course so that you can build on this in writing your paper. Later in the course, you will be spending most of your on your paper. You are expected to listen to the lectures and reflect on the issues raised in them, including the complexities and uncertainties of community partnerships.
To reflect on the issues, you might try pausing the lecture so that you can formulate a response in your own words before listening to the later discussion. Deep learning and changes in attitudes and values come from active reflection on the issues. This will prepare you for your participation on the Discussion Forum and in the LiveTalk sessions.
A total of nine LiveTalk sessions will be held during the course, and each one will be held either from 5:30-6:30 pm or 7:00 to 8:00 pm. LiveTalks 1, 2 and 9 are required for all students. Students are required to listen to three additional LiveTalks addressing "Recent Advances in Primary Health Care", according to their interests. Real-time participation is expected and optimal for your learning. However, you will receive credit for listening to the archived versions of the LiveTalks.
Some time will be taken during the first LiveTalk session to review the requirements for the written assignment. You should submit any questions and concerns to the TA at least two days prior to each LiveTalk. Faculty will respond to these questions and students are encouraged to interact with one another through the chat feature as well as the course's Discussion Forum following the LiveTalk. If you miss a LiveTalk session, you are expected to listen to the complete archive as soon as possible after the session.
Active participation in the Discussion Forum threads:
You will want to actively engage in the Livetalk sessions and post comments on the Discussion Forum. Discussion guides are provided for some of the cases, and these will help you in your Discussion Forum participation. In addition, we expect you to share your opinions and life experiences (when appropriate) in addressing issues raised in the case studies. Practice sharing your own opinions in this safe learning environment. Postings should be relevant to the discussion thread. It is usually easiest to follow if you make one point per posting. You are encouraged to raise new issues in new discussion threads.
We expect students to take the lead in responding to each other’s issues but we will actively monitor and contribute as the postings and discussions evolve. These cases present difficult real-life challenges. By stating opinions and confusions, you and your classmates clarify complex underlying principles. We encourage you to integrate learning from other courses into these case discussions.
Course evaluation will be based on three methods of judging student understanding of the cases and concepts:
There is no required textbook. Students are encouraged to obtain the following, selected sections of which will be available in the a scanned PDF format in the online library:
Daniel Taylor-Ide and Carl Taylor. 2002. Just and Lasting Change: When Communities Own Their Futures. 2002. Baltimore: Johns Hopkins University Press.
Mabelle Arole and Rajanikant Arole. 1994. Jamkhed: A Comprehensive Rural Health Project. Jamkhed: Comprehensive Rural Health Project.
Topics & Assignments
Technical issues re: website
CTL Help: The central help system for all tech support inquiries related to online courses.
Technical help with JHSPH e-mail
JHSPH User Support: 410-955-3781
This course is designed for students who want to learn more about primary health care and practical aspects of program implementation. Most lectures will focus on a case study or an important concept concerning primary health care. For most case studies, there is additional background documentation available on the course Web site.
Henry Perry, MD, PhD, MPH
JHSPH, Int'l Health Department
615 N. Wolfe Street, Room E8537
Baltimore MD 21205
Johns Hopkins Bloomberg School of Public Health
Department of International Health, Health Systems
Office hours will not be held. The TA is available to meet with students virtually (Skype, Google Hangout, etc.) or on-campus. To schedule an appointment, email her at email@example.com. The faculty are also available to meet by appointment, scheduled through email.
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Students should be familiar with the policies and procedures specified under Policy and Procedure Manual Student-01 (Academic Ethics), available on the school’s http://my.jhsph.edu portal.
The faculty, staff and students of the Bloomberg School of Public Health and the Johns Hopkins University have the shared responsibility to conduct themselves in a manner that upholds the law and respects the rights of others. Students enrolled in the School are subject to the Student Conduct Code (detailed in Policy and Procedure Manual Student-06) and assume an obligation to conduct themselves in a manner which upholds the law and respects the rights of others. They are responsible for maintaining the academic integrity of the institution and for preserving an environment conducive to the safe pursuit of the School's educational, research, and professional practice missions.
Give Appropriate Credit to the Work of Others
The “cases” in this course provide vicarious experience of the complex reality of community work. We hope to awaken your curiosity and a deeper exploration of the evidence for why things work as they do. You may notice yourself re-examining prior experiences, assumptions, values, or (simply put) "things that you hold dear."
TurnItin is one of the ways we make sure you give appropriate credit to the work of others.
We ask that you submit your papers to this large database of student papers. You can resubmit once every 24 hours. An “originality report” will then be sent to your registered email address. This report describes how similar your text is to other sources in the database. We will be on the lookout for “plagiarism,” which we define as the use of someone else’s words to express an idea, without giving proper attribution.
Our hope is that you will use TurnItIn, as well as our feedback, to improve your scholarly writing. Usually, two independent readers will grade your papers to ensure fairness in grading and respecting different points of view. Please review all feedback and the TurnItIn “Originality Reports” carefully. We hope this course becomes a safe space within which you can reflect and grow, but where you can also be challenged to change. As you feel comfortable, share your experiences and challenges with us and with each other so we can learn together.