ASSIGNMENTS SUPPLEMENTAL READINGS: The Medical Care … · health problem to the agency rendering the needed. service. Leave blank those statements that would not be appropriate to

142 UNIT NINE STUDY GUIDE

ASSIGNMENTS

General

SUPPLEMENTAL READINGS:

The Medical Care System, page 25

REPRINT:

Health-Policy Directions for the 1970's,page 27

Specific

TEST ITEM MISSED STUDY

1-2 Supplemental readina,paragraph 1

3 Supplemental reading,paragraphs 2-4

4 Supplemental reading,paragraph 4


193

THE MEDICAL CARE SYSTEM 143

DIAGNOSTIC POSTTEST

1. List the three basic resources of the medical caresystem.

(a)

(b)

(c)

2. List. the three levels of medical care services.

(a)

(b)

(c)

1 9 1


3. Match types of health insurance programs with theirChazacteristics. Place the number of the appropriateprogram opposite each characteristic. Some charac-teristics may apply to more than one program.

Characteristics

Government sponsoredIndependent health insurance90 days hospitalizationMeans test for medical:ndigency

Limited riskProvider-sponsored hospitalinsurance

Physicians and facilitiesavailable to members.ofgroup

Physicians have reservedright to charge more

For those who are medicallyindigent

Service benefitsFixed dollar per dayIndemnity benefitsStarted by American HospitalAssociationFinanced through state-federal matching funds

Pro7ider-sponsored physician'scare insurance

100 days extended care

195

Insurance Programs

1. Medicare2. Blue Shield3. Medicaid4. Health mainte-

nanceorganizations

5. Blue Cross6. Commericial

health carEprograms


4. List the health care programs provided by the SocialSecurity Acts of 1935 and 1965 and the recipients ofeach program.

1935:

(a)

(b)

(c)

(d)

1965:

(a)

(a)

196


5. Diagram the basic medical care systems and give someexplanation as to how it works in the United States.

197


POST-TEST KEY

1. (a) Biomedical knowledge

(b) Facilities and equipment

(c) Health manpower

2. (a) Primary: prevention

(b) secondary: treatment

(c) Tertiary: rehabilitation

3. 1 Government sponsored4 Independent health insurance1 90 days hospitalization3 Means test for medical indigency6 Limited risk5 Provider-sponsored hospital insurance4 Physicians.and facilities available to members

of group2 Physicians have reserved right to charge more3 For those that are medically indigent

2, 5 service benefits6 Fixed dollar per day6 Indemnity benefits5 Started by American Hospital Association3 Financed through state-federal matching funds2 Provider-sponsored physician's care insurance1 100 days extended care


4. 1935: Medical care for those who qualified for

5.

assistance programs

(a) Old age assistance

(b) Aid to the blind

(c) Aid to families with dependent children

(d) Aid to the totally and permanently disabled

1965: Medicare

(a) Hospitalization for everyone 65 years of age orolder

Medioaid

(a) Medical care for the medical: Lndigent

[Consumer

Vision andhearingexams

Preventiveimmunizations

Physician

Emergency,.

Dentist

Non-prescribedmedicine

Physical exam I

Hospital

Prescribedmedicine

The medical care system is private in nature. Thephysician is the key to ertrance into the medicalcare system. Physicians admit all patients intohospitals with the exception of cases of emergency.The physician writes all prescriptions.

(continued on next page)

199


5. The consumer may be able to get some vision andhearing examinations, preventive inununizations, non-prescribed medicines, and the service of a dentistwithout going through a physician.

* * *

200

USING COMMUNITY HEALTH SERVICES

Unit Ten

INTRODUCTION

One of the primary goals of health education is to closethe gap between scientific medical knowledge and existinghealth practices. It is a well-known fact that peoplestill believe in superstition and old wives tales con-cerning medical treatment. Many times what is learnedin the research laboratory is not put into use untilmany years later because of the human tendency to con-tinue using familiar health practices. It is theunderprivileged or deprived segments of society who findit most difficult to change. This group is referred toas the hard-to-reach. In order to reach people with thelatest scientific medical knowledge and make it possiblefor them to learn good health habits, health educatorsmust understand values and how they motivate people.Religious beliefs and one's personal family have a verygreat influence on health behavior.

Success in pUblic health education requires teamworkbetween all of the medical professionals and theconsumers of health services. A health educator mustunderstand health agency programs and services and howto motivate people to use these services at the appro-priate time and in the appropriate manner. Therefore,health educators must understand human behavior and howit is influenced.

201

151

152 UNIT TEN STUDY GUIDE

STUDY MAP

[::72& Objectives

TAKEDiagnostic Pre-Test

oomplete All items NO Goal & Objctivessatisfactorily?

e

for items missed

Were you Able to

YES

{--

CONGRATULATIONS!Go on tonext unit

202

READStudy Suggestions

COMPLETEGeneral Assignments

TAKEDiagnostic Post-Test

/Were you able tocomplete ALL items.,... satisfactorily?

YESfNO

STUDYThe ReviewAssignmentsfor items missed

USING COMMUNITY HEALTH SERVICES 153

GOA L

Become familiar with the types of programs and agenciesthat are available for assisting individuals with healthneeds and directing them to the appropriate communityhealth servicsts.

OBJECTIVES

1. You will list the three factors that determine thelevel of community health or public health at anypoint in time.

2. You will list the six factors that determine themakeup of a public health program.

3. You will list the three basic factors which usuallydetermine eligibility for health services.

4. You will list the usual sources for health servicesinformation.

5. You will list the basic steps involved in gettingpeople with health needs to the agency renderingthe needed service.

203


DIAGNOSTIC PRETEST

1. List the three factors that determine the level ofhealth a community enjoys at any point in time.

(a)

(b)

(c)

2. In the following list of statements, place a checkby those which help to determine the makeup of apublic health program. Leave blank any statementsthat are not relevant.

Morbidity rateNeeds and wants of the people - how they acceptthe program

Crude death rateReligious beliefs of the peopleHospitalsLegal requirementsScientific knowledge availableAccessibility to the problemSize of public health staffCostWishes of health personnel - professionalsocieties, service clubs, and voluntary agencies

204


3. List the three basic factors which usually determineeligibility for health services.

(a)

(b)

(c)

4. What are the three most likely sources you couldrefer a person to who was seeking health servicesinformation?

(a)

(b)

(c)

205


5. Assume that you are working in a health referralagency. Place a check by the five basic steps thatyou would follow in referring an individual with ahealth problem to the agency rendering the neededservice. Leave blank those statements that wouldnot be appropriate to a referral agency.

Define the problem. What specifically is neededor wanted?

Have a diagnosis made of the health problem.Ascertain all pertinent information about theproblem. What other assistance is the clientnow receiving or has he received in the past?

Determine the cost of the service.Screen the client to determine if he really hasa health problem.

Select the right agency or solution.Evaluate the success of referrals. Did the clientcarry through on the referral or recommendationfor treatment?

Determine the death rate relative to the healthproblem.

Maintain a current file of community resources.


PRE-TEST KEY

1. (a) Disease - nature and se,rerity

(b) Theories as to cause, treatment, and control

(c) Prevailing social, theolpgic, economic, andpolitical ideologies

2. Morbidity ratex Needs and wants of the people - how they accept

the programCrude death rate

x Religious belief of the peopleHospitals

x Legal requirementsx Scientific knowledge availablex Accessibility to the problem

Size of public health staffCost

x Wishes of health personnel - professionalsocieties, service clubs, and voluntary agencies

(no errors allowed)

3. (a) Residency

(3) Religious affiliation

(c) Financial eligibility

4. (a) An information and referral agency

(b) The local health department

(c) Any health agency

207

158 UNIT TEN STUDY GIME

5. x Define the nroblem.Have a diagnosis made of the health program.Ascertain all pertinent information aboat theproblem.Determine the cost of the service.Screen the client to determine if he really hasa health problem.

Select the right agency or solution.Evaluate the success of referrals.Determine the death rate relative to the healthproblem.

Maintain a current file of community resources.

(no errors allowed)

208


STUDY SUGGESTIONS

All five objectives in Unit Ten require you to memorizematerial and recall or recognize it on the Credit Exam.Here again, you should use the Goal and Objectives toidentify what it is you need to loarn. After readingthe General Assignments, use the Diagnostic Post-Testto check your mastery of the material. If you missitems on the test, consult the Review Assignments andrestudy for the items you missed until you can pass thetest.


ASSIGNMENTS

General

TEXTBOOK:

Chapter 10Chapter 11Chapter 12

SUPPLEMENTAL READINGS:

Using Community Health Services, page 39

Review

TEST ITEM MISSED STUDY



3 Textbook, pages 356-357


5 Textbook, pages 359-360

210


DIAGNOSTIC POST-TEST

1. List the three factors that determine the level ofhealth a community enjoys at any point in time.

(a)

(b)

(c)

2. In the following list of statements, place a checkby those which help to determine the makeup of apublic health program. Leave blank any statementsthat are not relevant.

Size of public health staffLegal requirementsScientific knowledge availableReligious beliefs of the peopleCrude death rateNeeds and wants of the people - how they acceptthe program

Wishes of health personnel - professionalsocieties, service clubs, and voluntary agencies

CostAccessibility to the programMorbidity rate


3. List the three basic factors which usually determineeligibility for health services.

(a)

(b)

(c)

4. What are the three most likely sources you couldrefer a person to who was seeking health servicesinformation?

(a)

(b)

(c)

212


5. Assume that you are working in a health referralagency. Place a check by the five basic steps thatyou would follow in referring an individual with ahealth problem to the agency rendering the neededservice. Leave blank those statements that wouldnot be appropriate to a referral agency.

Determine the cost of the service.Determine the death rate relative to the healthproblem.Select the right agency or solution.Have a diagnosis made of the health problem.Maintain a current file of community resources.Define the problem. What specifically is neededor wanted?

Ascertain all pertinent information about theproblem. What other assistance is the clientnow receiving or has he received in the past?

Evaluate the success of referrals. Did theclient carry through on the referral or recom-mendation for treatment.Screen people to determine if they really have ahealth problem.

213


POST-TEST KEY

1. (a) Disease - nature and severity

(b) Theories as to cause, treatment, and control

(c) Prevailing social, theologic, economic, andpolitical ideologies

2. Size of public health staffx Legal requirementsx Scientific knowledge available

Religious beliefs of the peopleCrude death rate

x Needs and wants of the people - how they acceptthe program

x Wishes of health personnel - professionalsocieties, service clubs, and voluntary agencies

Costx Accessibility to the program

Morbidity rate

(no errors allowed)

3. (a) Residency

(b) Religious affiliation

(c) Financial eligibility

4. (a) An information and referral agency

(b) The local health department

(c) Any health agency

214


5. Determine the cost of the service.Determine death rate relative to the healthproblem.

x Select the right agency or solution.Have a diagnosis made of the health problem.

x Maintain a current file of community resources.x Define the problem.x Ascertain all pertinent information about the

problem.x Evaluate the success of referrals.

Screen the client to determine if he really hasa health problem.

215

* * *

COMMUNITY HEALTHStudent Manual

Charles E. Reed, M.P.H., Ph.D.

INSTITUTE FOR PERSONAL AND CAREER DEVELOPMENT

CENTRAL MICHIGAN UNIVERSITY

216

COMMUNITY HEALTH

STUDENT MANUAL

Copyright 1974 by Central Michigan University

All Rights Reserved

No part of this publication may be reproduced, stored ina retrieval system, or transmitted, in any form or by anymeans, electronic, mechanical, photocopying, recording,or otherwise, without the prior written permission ofduly authorized agents of Central Michigan University.Persons wishing to adapt or adopt these materials fortheir own use or programs may do so by special agreementand payment of royalties. Inquiries are welcomed andshould be sent to the DIRECTOR, INSTITUTE FOR PERSONALAND CAREER DEVELOPMENT, CENTRAL MICHIGAN UNIVERSITY,MT. PLEASANT, MICHIGAN 48859.

Printe'd in the United States of America

Institute for Personal and Career DevelopmentUniversity Press, Mt. Pleasant, Michigan 48859

217

COMMIANITY HEALTH

CONTENTS

USE OF STUDENT MANUAL 1

COURSE DESCRIPTION

NATURE OF THE COURSE 3

COURSE ORGANIZATION 6

INSTRUCTIONAL RESOURCES 9

INSTRUCTIONAL STRATEGIES 10

EXAMINATION PROCEDURES 13

GRADES AND GRADING 14

TIME LIMITS 15

HELP/ 16

BACK TALK 17

AFTERWORD 18

ACKNOWLEDGEMENTS 19

218

STUDENT MANUAL COMMUNITY HEALTH 1

USE OF STUDENT MANUAL

Is your first inclinatio, to skim this manual quicklyand get on to the content of the course? If it is,don't. This manual contains information essential toyour success in the course.

Even in a typical course there is a need for vou to knowsuch things as grading policies, when tests are to betaken, and what material is to be covered. Such informa-tion is necessary for this course also, but more isneeded because it is structured quite differently fromtypical university courses. In addit.;.on to readingassignments, the instructor has provided a study map, ageneral goal and instructional objectives, self-diagnostictests and study suggestions. The reading assignmentsthemselves provide more information than those you mayhave used before.'

All of these can be a substantial aid to you if usedcorrectly. A section on each of them has been includedin the Instructional Strategies part of this manual.Please read this manual carefully and thoroughly so youwill know how the course works and what you are expectedto do.

219

2. STUDENT MANUAL COMMUNITY- HEALTH

COURSE DESCRIPTION

This three credit-hour course in community health is thestudy of organizations providing communities with healthservices and the methods they employ. More specifically,it is a survey of the basic community health problems(mental health, communicable diseases, accidents,environmental conditions, and chronic diseases) whichhave broad socio-economic implications, and the effortsengaged in by official (governmental) and voluntary(nongovernmental) agencies at the national, state, andlocal levels to prevent and control those problems, whilepromoting positive health practices.

The emphasis is on public hcalth as a profession and thehealth-related activities which affect the quality oflife that a community can provide for its residents.The ultimate goal of this course is to help studentsrealize that a community's health is only as good as thehealth of the individuals who live in the community, andthat to be truly effective, community health programsmust deal with and provide for real people.

A review of the major standard texts in the field revealsthat the authors perceive the content of a course incommunity'ealth differently. Although many of the topicsfound in this course of study can be identified in moststandard texts on community health, no one text includesthem all. Accordingly, this course includes a book ofsupplemental readings in addition to the textbook. Themajor topics covered in this course are: major healthproblems in the United States, the need for communityhealth, the historical development of preventativemedicine and public health, official and voluntaryagencies responsible for health protection, the localhealth department, comprehensive health planning, epide-miology, or the disease process, and the medical caresystem.

220

COMMUNITY HEALTH 3

NATURE OF THE COURSE

This course is a study of the individuals and organiza-tions dedicated to helping people attain optimum levelsof health and well-being. It fccuses on official agenciesbased in law and financed by twes, as well as on volun-tary agencies composed of privatB citizens interested inpromoting the physical, emotional, and social health ofth,?. community. In order for you to understand the complexranifications of community health, you must becomeacquainted with the programs of health agencies and themethods they use to promote healthful living, preventdisabilities, correct remediable defects, treat illness,and rehabilitate the handicapped.

You will become familiar with the leading causes ofmortality (the proportion of deaths to population) andmorbidity (the relative incidence of disease), as wellas with changes in population, and social and economicconditions. The major health problems resulting in ill-ness, disability and death are reviewed: chronic anddegenerative diseases, communicable diseases, environ-mental problems, mental illness and accidents. Thecauses, treatment, and prevention of each is consideredbriefly.

You will look at the historical development of scientificmedical knowledge and the technological advancements whichhave made it possible for man to improve his physical andmental well-being. These developments have led to therecognition of public health as a professional field.You will also consider the social conditions which breeddisease and the legislation which provides funds to combatdeath and sickness.

A study of community health must also cover the organiza-tion and function of government agencies at the federal,state, and local levels. The interrelations of healthand welfare departments are examined and their combinedefforts analyzed in terms of their effectiveness inmeeting health needs. Their scurces of funds and primaryexpenditures are reviewed. Some attention will be given

221

4. STUDENT MANUAL

to the influence of the Constitution on health programsat the state and local levels.

The local health department and its programs are studiedin detail. The roles of the staff members, i.e., publichealth officer, public health nurse, sanitarian, andhealth educator, are examined in relation to each of itsmajor programs: (1) recording vital and other healthstatistics, (2) environmental health, (3) communicabledisease control, (4) maternal and child health, (5) chronicdisease control and adult health, (6) laboratory services,-and (7) health education. Methods and materials used inhealth education are also discussed.

The course covers the elements of demographic data, orcensus information, and where such information may befound. You will learn what vital statistics are and whatcomputations are necessary to produce statistical measuressuch as distributions, averages, rates, and ratios. Demo-graphic data and vital statistics are tcols of publichealth, and how they are used in planning, research, andgeneral surveillance of the health status of the popula-tion is covered in this course.

The course discusses voluntary agencies which are uniqueto this country. Their origins, philosophy, and goalsare presented at length. The different forms of financialsupport, i.e., endowments, donations, campaign subscrip-tions, patient fees, membership dues, or contracts, arecompared and the resulting programs and delivery of healthservices discussed. The operation of internationalagencies concerned with worldwide health problems is alsostudied.

Comprehensive health planning is a new and innovativeapproach to meeting the health needs of a community on apriority basis. This course will examine the stepsinvolved in the planning process in an attempt to provide-ou with an appreciation of the need for a goal-oriented-Dproach to better health. The objective is to point out_ne shortcomings of services that arise out of meetingcrises. Also stressed is the need for health planners towork cooperatively with those who are responsible formaking political, economic, and educational plans for thecommunity.

222

COMMUNITY HEALTH 5

You will consider epidemiology as a body of knowledge andas a method of investigating the health-disease process.You will review the principles and procedures which char-acterize scientific investigation. The relationships ofa host organism and a disease-causing agent, and theirinfluence on the infection process, and steps for eradi-cation of disease problems are examined in detail.

The course will survey the medical care system--organiza-tions which provide health services for treating the sick.You will study factors which have led to greater involve-ment of the government in providing medical care as wellas methods of financing medical care. The differentmedical professions involved in rendering medical care arereviewed briefly.

The course concludes with a brief look at the role ofreferral systems in ensuring the best use of communityhealth services by referring clients to appropriatehealth agencies.

223

I n

6 STUDENT MANUAL

COURSE ORGANIZATION

This course is divided into ten units. Each unit coversone topic and is designed to help you accomplish oneinstructional goal. The titles and goals for each unitare listed below.

Unit One Major Health Problems in the United States

The goal of this unit is to become awareof the major causes of illness, disability,and death; their prevalence and trends.

Unit Two Historical Development of PreventativeMedicine and Public Health

The goal of this unit is to become acquaintedwith the history of health care, the changesin oux way of life that have affected recentprocedures in health care, and the types ofagencies and services available today.

Unit Three Organization of Federal, State and LocalGovernment Agencies

The goal of this unit is to become familiarwith agencies at the federal, state andlocal levels which are engaged in solvinghealth problems.

Unit Four The Local Health Department

The goal of this unit is to understand therole of the local health department inpromoting, protecting, and controlling thehealth of the community.

224

COMMUNITTHEALTH

Unit Five The Tools of Public Health

The goal of this unit is to understand thecomponents of demographic data and vitalstatistics and their usefulness in planningand evaluating public health programs.

Unit Six Voluntary Health Agencies

The goal of this unit is to become familiarwith the organization of voluntary agenciesand the role they have in maintaining,protecting, and promoting community health.

Unit Seven Comprehensive Health Planning

The goal of this unit is to understand theplanning process and the fact that allfactions of the community must be involvedin order to meet health needs and to assurethe most effective use of facilities andservices.

Unit Eight Epidemiology - The Disease Process

The goal of this unit is to understard thehistorical background in the developmentof disease and the factors involved whichdetermine whether a condition or diseasewill spread or become acute or chronic andhow it can be prevented, controlled, oreliminated.

Unit Nine The Medical Care System

The goal of this unit is to become familiarwith the organization of both the publicand private sectors of the medical caresystem.

225

8 STUDENT MANUAL

Unit Ten Using Community Health Services

The goal orthis unit is to become familiarwith the types of programs and agencies thatare available for assisting individuals withhealth needs and directing them to the appro-priate community health services.

COMMUNITY HEALTH 9

INSTRUCTIONAL RESOURCES

Four types of materials are provided for you as instruc-tional resources.

Student Manual

This is the book you are reading now. It contains infor-mation on the scope and sequence of the course, how touse the Unit Study Guides, examination procedures andgrading, time limits for completing the course and howto get help when you need it.

Unit Study_Guides

This book provides you with information about the topicsyou will study, the objectives you should attain, readingassignments and how to study efficiently. It also containsself-diagnostic tests for you to use to check your know-ledge of the material covered in each unit.

Textbook

Henkel, Barbara. Community Health. Boston: Allyn andBacon, 1970.

Supplemental Readings

This book contains supplemental readings of two types:journal reprints and informative articles written bythe author of the course to cover material not includedin the textbook.

227

1 0 STUDENT MANUAL

INSTRUCTIONAL STRATEGIES

If you were to take this course or a university campus,you would likely be meeting with an instructor two orthree times a week in class periods. He would giveassignments, offer suggestions for study, and lectureover important material not covered in the textbook.In this off-campus self-instructional course, you willnot be meeting with an instructor in class. The thingsnormally provided in class are going to be provided bythe Unit Study Guides. So, let's look closely at eachof the sections in the Unit Study Guides and how eachone will be helpful to you in your study of this course.For each unit the study guide provides an introduction,a study map, a goal and instructional objectives, self-diagnostic tests, study suggestions and assignments.

Introduction

Before starting each unit, you will want to turr to thestudy guide for a brief introduction to the material theunit will cover. It will provide a brief overview andhelp you understand why it is important to study thematerial in the unit.

Study Map

The study map outlines, in graphic form, the most effi-cient way to work through each unit. It tells you whenand how to use the self-diagnostic tests to greatestadvantage, and takes you step-by-step through the unit.

Goal and Objectives

The goal should communicate to you in broad terms ageneral statement of what you are expected to learn ina unit. The performance objectives describe exactlywhat you are expected to know or do upon completion ofthe unit. It is these competencies that the tests willmeasure. The objectives answer the question: "What

228i4

COMMUNITY HEALTH 11

should I really concentrate on?" and therefore they area valuable study aid.

Diagnostic Pre-Test

Two diagnostic tests (with answer keys) are provided foreach unit: a Diagnostic Pre-Test and a Post-Test. Theymay be used by you to determine how well you know thematerial in the unit. Both of these tests are verysimilar to the test you will take for credit, and if youcan pass them you will be able to pass the Credit Exam.

The Diagnostic Pre-Test may be used to check your know-ledge of the materiel to be studied in a unit before youbegin work on that Init. You may already know a gooddeal about a unit before you start and may not need tostudy the material covered in that unit. If, afterlooking at the objectives for a unit, you feel that thisis the case, take the Diagnostic Pre-Test and make sure.If you pass the Pre-Test, you already know the materialcovered in that unit and may feel comfortable aboutgoing on to the next unit. You will be graded on howwell you perform on the Credit Exam, not on whether youhave studied the material.

There are other ways in which the Diagnostic Pre-Test canbe used. It can serve to indicate to you just whatmaterial you will be required to know. In addition, ifyou ha7e taken the Pre-Test before working through a unit,you will see the difference between your Pre-Test andPost-Test scores and will know how much you have learned.

Study Suggestions

This section contains information on how the subjectmatter in the unit will be tested and suggestions onhow to study the material. In some units the samesubject matter may be tested in different ways and thissection will explain the way in which this will be done.

229

12. STUDENT MANUAL

Assignments

There are two types of reading assignments for thiscourse: general and review. The General Assignmentslist all the reading assignments you should do for aunit. The Review Assignments refer you to the portionsof the General Assignment which you should restudy if youmiss questions on the Diagnostic Post-Test. The ReviewAssignments for a unit list, for each test question, thepages in the text or the paragraphs in the supplementalreading which contain the material you must know toanswer that question.

Diagnostic Post-Test

A Diagnostic Post-Test is provided in each unit for youto use to check your mastery of the material covered inthat unit. Take the Post-Test after you have workedthrough the unit and you feel you have mastered thematerial outlined in the objectives for that unit. Checkyour answers with the key, and if you pass the test, goon to the next unit. If you miss items on the Post-Test,restudy the material indicated in the Review Assign-ments for the questions you missed and take the testagain. When you can successfully answer all the questionson the test, go on to the next unit.

Surmary

As you start each unit, read the introduction for theunit, and then the goal and objectives. If you thinkyou already know the material covered in the unit, trythe Diagnostic Pre-Test. If you do need to study thematerial, read the Study Suggestions and work throughthe General Assignment. After you study the assigrIment,take the Diagnostic Post-Test. Use the Review Assign-ments to help you restudy any material you may have missedon the test. When you can pass the Post-Test, go on tothe next unit. These steps are summarized for you in theStudy Map at the beginning of each unit.

230

EXAMINATION PROCEDURES

Since your final grade will be determined by your perfor-nance on the examinations, it is important you understandhow these credit examinations are carried out.

You are required to take three short answer examinations.They are:

Exam Units Covered

1 One through Four2 Five through Seven3 Eight through Ten

Procedures

You have contracted the time, date, and place theexams will be given. If you cannot take an exam onthe scheduled date, you should contact the proctor,reschedule the exam, and submit a Change of ExamSchedule to the IPCD office in Mt. Pleasant, MI, 48859.

GRADES AND GRADING

Since no classroom or "class" exists for this course, yourgrade is based on attainment of course objectives, not-xi a normal learning curve for some group. Each exam-ination will be assigned a raw score and a percentagescore. The final course grade will be determined byadding the raw scores of all three exams and derivingthe percentage of all correct items for all possibleitems. Letter grades will then be assigned inaccordance with the following grade scale:

90% to 100% = A80% to 89% B70% to 79% = C60% to 69% D

59% or lower = E

After you have completed an exam, the proctor will provideyou with a copy. It will show the questions you answeredincorrectly, Permitting you to grade yourself. Eachexam question will be cross referenced to the unit'slearning objective so that you will be able to restudythe objectives you missed.

The graded examinations will generally be returned to youwithin 10 days after the completed exams have beenreceived by the Institute.

If you have questions concerning examination or gradingprocedures, contact the Institute at (517) 774-3865.

TIME LIMITS

It is recommended that this course be completed in twelveweeks or less. This will require r,rsevctrance and con-siderable work, but the overall learning experience willbe more desirable if the course is completed in a concen-trated time period.

If you wish to complete all the course requirements inless time, you are encouraged to do so. There is nominimum time period.

In the event everything is not completed within the timespecified in your Learning Package Contract, you willreceive an incomplete grade. This incomplete can bemade up by completing all the course requirements.However, if you do not complete the course within aperiod of twelve months and wish to continue, you willbe required to register for the course again.

233

1.6. STUDENT MANUAL

HELP!

What do you do if you need help?

If you have a problem related to course work, contactyour instructor. If your question relater to missingmaterials, lost exam, inability to take an examinationat a scheduled time, or any question about the adminis-trational nature of the course, contact the Institute.

If at any time you cannot contact your instructor afterrepeated efforts, contact the Institute either by mailor phone.

When you call the Institute, your questions will be dealtwith quickly if you

1. give your name and identify yourself as anIPCD student

2. state that you have a problem or questionrelating to the Community Health course.

It may occasionally take some time to locate the personwho can answer your question, but we will honestly tryto answer all questions in the same day.

If, even after we've tried to solve your problem, youfeel you still don't have the answer, tell us so. Letus try again.

The telephone number of the Institute is (517) 774-3865.

COMMUNITY HEALTH 17

BACKTALK

Enclosed in the manila envelope of "Additional Materials"is a Course Evaluation Opinionnaire that is to be filledout by students using this instructional package. Theinformation that you provide to the author and coursedesigners helps to develop instructional packages whichare better designed, are more effective forms of instruc-tion, and which will ultimately serve the educationalneeds of students better.

The Course Evaluation Opinionnaire consists of two parts--a set of specific questions related to various aspects ofthis instructional package, and a separate sheet forpersonal reactions, opinions, constructive criticisms,etc. formed in your own words.

Make no mistake! This, as other instructional packages,will be revised and improved by the comments providedby you and other students. Help us out.

AFTERWORD

As a student of this course, you will spend considerabletime and effort toward achieving new knowledge, skills,and competence. Your "learning effort" is just begin-ning. Our "teaching effort" has been going on forsometime and has produced this package of learningmaterials.

In this course you will never have to "psyche-out" theinstructor. The objectives tell you very precisely whatyou will be expected to learn. Nor will you be surprisedby some unexpected or tricky questions because, logically,the test questions are directly related to the statedobjectives.

When you take the Credit Exams (which determine yourgrade), you should know pretty well how you are goingto do on those examinations. We have included for eachunit, not one, but two self-diagnostic tests that allowyou to check your own exam readiness.

As teachers of this course, we have earnestly tried toselect and create the best possible resources and activi-ties to help you learn effectively, efficiently, andwithout any compromise of academic standards.

To make certain, ye have had real students, like your-self, try out this course. These students have spottederrors and helped us to smooth out the rough spots.Most of their suggestions have been used. (In fact,this course is the product of several earlier prototypeversions.)

Of course, teaching and learning is a cooperative enter-prise. Teacher and student must both do their jobs. Wefeel certain that most students giving reasonable effortto this course will be successftl. We want you to besuccessful too.

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COMMUNITY HEALTH 19

ACKNOWLEDGEMENTS

This course has been produced through the combined andcreative efforts of numerous individuals.

Charles E. Reed, author

William C. Low, instructional designer

Ellen R. Shepherd, editor

Katherine A. Keski, typist

Dennis A. Pompilius, graphics

Kerry L. Killian, production assistance

Recognition goes to Marvin Socha and Rebecca Wheeler fortheir unique contributions and comme:ats on prototypeversions.

Special editorial considerations and curriculum projectmanagement were provided by Phillip W. Bugg.

Community Health was developed by the Division ofInstructional Resources and the Institute for Personaland Career Development of Central Michigan University.

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Documents

ASSIGNMENTS SUPPLEMENTAL READINGS: The Medical Care … · health problem to the agency rendering the needed. service. Leave blank those statements that would not be appropriate to