Course: Community Oriented Primary Care

General

General
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Community Oriented Primary Care Homepage
This Community-Oriented Primary Care introductory course (COPC) provides a model for integrating primary care services into communities and targets health-related concerns with active community participation. COPC is the marriage of public health and primary care. The concepts you’ll learn dovetail nicely with the practice of medicine no matter which specialty you choose, as well as the principles of social accountability.
This Community-Oriented Primary Care course is co-sponsored by the American Association of Public Health Physicians, the American College of Preventive Medicine, Global Health through Education, Training and Service (GHETS), the University of Gezira. The course uses instructional goals adapted from UIW course outcomes and George Washington University COPC MPH concentration. The course uses resources from accredited, world-class organizations such as the American Journal of Public Health, the DC Area Health Education Center, the University of Kansas Community Tool Box, and the World Health Organization.
The course was redesigned in 2022 by Aduke Williams, B.Sc.; Alixandria Ali, B.Sc.; Felix Emeka Anyiam, MPH, MScPH, DataSc.; Hugo Rojas, MD, MSc, DiplEd.; Maryam Musa, M.B.B.S; Pablo Baldiviezo, MD, MSc, DiplEd.; Reisha Narine, M.Sc., B.Sc.; and Sherian Bachan, M.Sc., B.Sc. It was later revised by Robyn Phillips-Madson, DO, MPH, FACOFP. This course was initially inspired by the vision of David Egilman, MD, MPH and the original course developer were Tess Bird, M.Sc. and Nicolas Druar. Our Advisory Group included: David Egilman, MD, MPH; Jack Geiger, MD, MSciHyg; Jaime Gofin, MD, MPH; Jane Frances Namatovu, BDS, MMED, FAMMED/COMM PRACT; Pyser Edelsack, MSW; and Ravinder Mehta, MD.
For publications on NextGenU.org’s courses’ efficacy, see the NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.
There are four (4) modules to complete, which include:
Module 1: Introduction to COPC
Module 2: COPC and Health Systems
Module 3: Preparing for a Community-based Intervention
Module 4: Implementing the COPC approach and promoting community participation

Time estimation and credit hours of course:
The completion time for this course is estimated at 51 hours at an average rate of 144 words/minute, comprising 7 hours of learning resources, 14 hours of time to study content and assimilation, and 31 hours of participating in learning activities and quizzes, to assist the learners in the synthesis of learning materials. This course is equivalent to 1 credit hour.
Requirements for completion of course:
The course requires completion of all activities (reflection, discussion forum, case scenarios etc.) to complete the course. At the end of each module, there is a practice quiz with multiple-choice questions. After you’ve completed each module, quiz, and learning activity, at the end of the course, you will have access to a final exam with multiple-choice questions, and a chance to evaluate this course. Participants have up to three opportunities to take the final exam and achieve the required score of >=70%.
Once you have passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. We hope that you will find this a rewarding learning experience, and we count on your feedback to help us improve this training for future students.
At NextGenU.org, we provide the estimated reading times for all of our Learning Resources (LRs) i.e., webpages, articles, and slides. The estimated reading time is calculated using a reading speed of 144 words per minute (no. of words recommended to read in the LR ÷ 144 words per minute). Additionally, we calculate the study/assimilation which for primary sources, are multiplied by 2 and for secondary sources, are multiplied by 1 (estimated read time x 2 = study/assimilation time).
Engaging with this Course:
You may browse this course for free to learn for your personal enrichment; there are no requirements. This free course is primarily intended for public health students, public health professionals, or people working in healthcare settings and wish to learn about community-oriented primary care.
To obtain a certificate, a learner must first register for the course and then successfully complete:
Complete all the reading requirements.
Complete all quizzes and pass with a 70% with unlimited attempts.
Complete all activities and associated certification quizzes.
Successfully complete the final exam with a minimum of 70% and a maximum of 3 attempts.
Complete the self and course evaluation forms.

To obtain credit:
Complete all requirements listed above for the certificate.
Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.

NextGenU.org is happy to provide your institution with:
A link to and description of the course training, so they can see all its components, including the co-sponsoring universities and other professional organization cosponsors;
Your grade on the final exam;
Your work products (e.g. peer and mentored activities), and any other required or optional shared materials that you produce and authorize to share with them;
Your evaluations - course, self, peer, and mentor assessments;
A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.
We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.
Next Steps
Complete the registration form.
Begin the course with Module 1: Introduction to COPC Principles and Practice. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.

*The previous version of this course is also available here for your reference but is not available for registration. Only students that were registered before can complete it.
Module 1: Introduction to COPC
Instructional Goals covered in this module:
- Describe, analyze and integrate the conceptual framework, methodology, and principles of COPC. Interpret the principles, practices, and conceptual framework for the COPC Model.
Module1: Lesson 1: COPC: Principles and Practices
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Describe the Five Principles of COPC.
- Outline the frames and processes implemented in the COPC approach.
- Discuss the historical context of the COPC Approach.
- Describe the concept of 'Community. '
- Explain the value and function of community participation within the COPC process.
- Outline the critical tasks required at each stage of the six steps methodology of COPC.
Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 49 minutes.

Click here to start this lesson
9 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- COPC Principles URL
  Click on each Principle and read the content under each. (15 minutes)
  University of Pretoria - 2022
- Patient- and Community-Oriented Primary Care Approaches for Health in Rural, Remote and Resource-Dependent Places: Insights for Eco-Social Praxis URL
  Read the content under the headings "Frameworks" and "Processes" and "Tools." (9 minutes)
  Frontiers - 2022
- Community-Oriented Primary Care (COPC) and the Affordable Care Act: An Opportunity to Meet the Demands of an Evolving Health Care System URL
  Read the content under the heading "What Is Community-Oriented Primary Care?" and "Community-Oriented Primary Care Going Forward" (4 minutes)
- Community-orientated Primary Care: A Scoping Review of Different Models, and their Effectiveness and Feasibility in Sub-Saharan Africa URL
  Read the content under the headings "Introduction" and "Findings related to the history of COPC." (2 minutes)
  BMJ Global - 2019
- Chapter 1: Community-Oriented Health Services: History, Framework, Nature, and Significance URL
  Read from the first few introductory paragraphs stopping at "History of COHS." (7 minutes)
  Springer Publishing - 2014
- The Role of Community Participation in Primary Health Care: Practices of South African Health Committees URL
  Read the sections titled "Community participation as part of a PHC approach in South Africa" and "Limited reach, sustainability, and functionality." (4 minutes)
  Primary Health Care Research & Development - 2021
- Community-Oriented Primary Care: New Relevance in a Changing World URL
  Read the content under the heading "COPC Defined." (7 minutes)
  Public Health Matters - 2002
- Reflection Activity (150 minutes) Forum
  
  General Instructions:
  
  Using your community/setting as the main example, reflect on the key characteristics of the COPC approach in action and explain how they differ from other public health interventions of your setting.
  
  Step 1: Review and Reflect
  
  Review the two required learning resources titled “Patient-, and Community-Oriented Primary Care Approaches for Health in Rural, Remote and Resource-Dependent Places: Insights for Eco-Social Praxis” and “ Community-Oriented Primary Care (COPC) and the Affordable Care Act: An Opportunity to Meet the Demands of an Evolving Health Care System.”
  
  Reflect on the key characteristics of the COPC approach by drawing on examples from your local community. explain how this approach for Public health intervention differs from others applied in your community. You can use the following examples of any Public health intervention, including but not limited to HPV Vaccinations, Substance Use Disorders, Lifestyle Diseases (Diabetes, Obesity, etc. ), and Vector-borne diseases (dengue, malaria, leptospirosis).
  
  Step 2: Respond
  
  Prepare a 250-400 word written piece discussing what you have learned of the COPC approach. Ensure that your response includes the following key points:
  
  A brief description of the example you identified
  
  What does it look like in your community?
  
  What aspects of the selected example resemble the COPC principles?
  
  Does it resemble any of the major components of the COPC approach or the six-step methodology?
  
  How does the COPC model differ from the public health intervention implemented in your example?
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
- Quiz: Module 1
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Recommended Additional Readings
- Chapter 1: Community-Oriented Health Services: History, Framework, Nature, and Significance URL
  Read the content under the heading " History of COHS." (7 minutes)
  Springer Publishing - 2014
- The Jerusalem Experience: Three Decades of Service, Research, and Training in Community-Oriented Primary Care URL
  Read the content under the heading "The COPC Cycle." (12 minutes)
  McGill University - 2002
Module 2: COPC and Health Systems
Instructional Goals covered in this module:
- Evaluate the benefits of COPC and discuss forces that may impact COPC model utilization in a larger health system and globalized world.
Module 2: Lesson 1: COPC and Larger Health Systems
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Explain the concept of "Larger Health Systems."
- Describe the characteristics that constitute "Larger Health Systems."
- Summarize the benefits of COPC interventions in the Larger Health System.
Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 15 minutes.

Click here to start this lesson
4 URLs
- Required Learning Resources and Activities
- Healthcare Systems Concepts -- What Is A System? Part 1 URL
  Watch the full video. (9 minutes)
  Center for Systems Improvement - 2018
- Landscape of Health Systems in the United States URL
  Read from "Method and Data" to the end of "Discussion." (23 minutes)
  Med Care Res Rev. - 2019
- Community-Oriented Health Services Practices Across Disciplines Chapter 1: Community-Oriented Health Services: History, Framework, Nature, and Significance URL
  Read the section under the heading "The Nature and Significance of COHS" to "Community Public Health." (13 minutes)
  Springer publication - 2014
- Recommended Additional Readings
- Patient- and Community-Oriented Primary Care Approaches for Health in Rural, Remote and Resource-Dependent Places: Insights for Eco-Social Praxis URL
  Read the content under the heading "Implications, Challenges, Opportunities and Questions." (12 minutes)
  Frontiers in Public Health - 2022
Module 2: Lesson 2: COPC Utilization in a Globalized World
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Describe the most significant implications of globalization on health care systems.
- Explain issues related to COPC in the context of the globalized world.
- Explain how conceptual factors influence COPC utilization in Larger and Globalized Health Care systems.
- Explain how practical factors influence COPC utilization in Larger and Globalized Health Care systems.
- Illustrate how community oriented health services impact the health system and globalized world.
Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 32 minutes.

Click here to start this lesson
4 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- Globalization and Health URL
  Read the content under the heading " Introduction" to the end of "Conclusion." (40 minutes)
  International Encyclopedia of the Social & Behavioral Sciences - 2015
- Health-Care Utilization as a Proxy in Disability Determination URL
  Read the content under the heading "Differences in health care utilization associated with selected characteristics." (27 minutes)
  National Library of Medicine - 2018
- On the Importance of Primary and Community Healthcare in Relation to Global Health and Environmental Threats: Lessons from the COVID-19 Crisis URL
  Read the content under the headings "Global/local, two sides of the same coin," "P&CHC as a cornerstone to address global issues at the local level" and "Health impacts in different settings of the P&CHC approach." (6 minutes)
  BMJ Global Health - 2022
- Setting the Global Research Aagenda for Community Health Systems: Literature and Consultative Review URL
  Read the content under the heading "Discussion." (5 minutes)
  Human Resources for Health - 2019
- Discussion Forum Activity (90 minutes)
  General Instructions:
  In this learning activity, you will discuss the role of local communities in mitigating the negative effects of the COVID-19 outbreak, how it was addressed in your community/setting, and how these measures have an impact on managing the global pandemic.
  Step 1: Review and Reflect
  Review the necessary learning resources for this lesson and reflect on how a community of your interest (provincial or national) has managed the COVID-19 outbreak. You can also review this resource to draw inspiration for your response.
  Step 2: Respond
  Prepare a 450-500 word written piece discussing how the identified local community has managed the COVID-19 pandemic. Ensure that your response includes the following:
  Briefly describe how globalization has affected health care systems and health outcomes in the identified community
  
  The role of local communities in mitigating the effects of the COVID-19 outbreak at both the provincial and national levels
  
  How global health guidelines guide/affect local community efforts
  
  Examples of outreach activities and campaigns for prevention
  
  How essential health services were maintained
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
- Quiz: Module 2
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
Module 3: Preparing for a Community-based Intervention
Instructional Goals covered in this module:
- Prioritize and plan a community-based intervention.
Module 3: Lesson 1: Defining and Characterizing the Community: Identifying Needs and Resources
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Discuss qualitative and quantitative methods that can be used in community health needs assessment.
- Explain advantages and disadvantages of qualitative and quantitative data sets in conducting community health needs assessment.
- Examine community needs, assets, and resources in planning COPC interventions.
- Describe how social, economic, and environmental determinants of health impact the planning of COPC Intervention.
- Determine the characteristics of Communities by utilizing a variety of techniques and resources.
Approximate time required for the readings for this lesson (at 144 words/minute): 4 hours and 36 minutes.

Click here to start this lesson
5 URLs, 1 Forum
- Required Learning Resources and Activities
- Collect and Analyze Quantitative and Qualitative Data URL
  Read the entire page. (3 minutes)
  Rural Health Information Hub - 2014
- Community-Orientated Primary Care: A Scoping Review of Different Models, and their Effectiveness and Feasibility in Sub-Saharan Africa URL
  Read from "Findings related to the model of COPC"
  to "Findings related to education and training." (13 minutes)
  BMJ Global Health - 2019
- Social and Environmental Determinants of Health and Health Inequalities in Europe: Fact Sheet URL
  Read the entire webpage. (6 minutes)
  World Health Organization - 2012
- Community Health Assessment Toolkit. Step 3: Define the Community URL
  Read the entire article. (3 minutes)
  American Health Association - 2022
- Community Health Assessment Toolkit. Step 4: Collect and Analyse Data URL
  Read the entire article. (18 minutes)
  American Health Association - 2022
- Plan for a Community-Based Intervention Activity (120 minutes) Forum
  General Instructions
  In this learning activity, you will be required to analyze one of the case studies below and select at least four (4) characteristics that you think define the community for a community health needs assessment to be planned. You will then determine if quantitative or qualitative data methods will be used to make community assessments and discuss the advantages and disadvantages of each.
  Note: This activity will extend into the activities for Module 3: Lessons 2 and 3.
  Step 1: Analyze
  Analyze the TWO (2) case studies below and select the ONE that appeals to you the most. (This case scenario will also be extended to inform your plan/intervention for activities in Lessons 2 and 3 of this module).
  
  The Scourge of Alcohol Consumption among Teenagers
  You are a health practitioner in a rural area of Somaliland. The town is a transit point for large trucks carrying liquor that stopover to drop some quantities for the entire town. There has been an increased drop in high school performance due to hangovers and absenteeism among teenagers. The Primary Healthcare Center (PHC) in the rural area receives an average of 30 school and non-school teenagers accompanied by their guardians for complaints such as insomnia, extreme mood swings, nervousness, anxiety, difficulty in concentration, and depression any time they want to drink but do not have the money.
  Most teenagers learn to drink at home from the remnants of alcohol their parents/guardians take. Gradually, these teens resort to drinking alcohol on their own. An average teenager takes 1-2 cans on two different days per week. For some teens, there is always a tendency to increase the amount consumed and somewhat an irresistible craving for alcohol. Apart from this being a social drink in Somaliland, teens have found that it makes them temporarily forget bad experiences, causes euphoria if they are depressed, and stabilizes their mood. Some of them tried to quit without success due to withdrawal symptoms and negative experiences on some bad days.
  The failure in school performance is alarming, and Somaliland realized its youth and future are in grave danger.
  Apart from Disulfiram and Acamprosate, there are no other treatment/management options for alcoholism in Somaliland.
  The Somaliland District Health Authority has set aside funds and approached you as a renowned public health practitioner to assist with high-impact interventions to manage alcohol addicts that could be adapted to the entire district. Come up with different interventions apart from using medications to help manage teenagers who are willing to quit drinking but cannot do so on their own.
  The Superstition Fueling Cannabis Smoking
  There is a superstitious belief in Timbuktu that smoking Cannabis improves the assimilation of knowledge, increases brain power, makes a person alert, and confers the capacity to think outside the box. Even though the laws of the land do not allow smoking Cannabis, citizens find a way to get it illicitly or even grow it inside their compounds that local authorities do not usually enter.
  
  Consequent to this superstition, the prevalence of smoking Cannabis is very high among all school-age citizens, mostly from high school to colleges and universities. Most hospital visitations record complaints such as persistent cough, insomnia, irritability, anxiety, depression, and panic attacks. However, Timbuktu's healthcare workers never considered the linkage between smoking Cannabis and these symptoms.
  The most widely “assumed” dosage regimen for smoking Cannabis in Timbuktu is smoking a wrap very early in the morning before going to school and later in the evening when the energy is low to spark further alertness. Other people smoke at different times during the day “as the need arises.” Most teenagers, youths, and even the elderly (males and females alike) have been plagued with smoking Cannabis.
  The healthcare workers in Timbuktu always tend only to ascribe lung diseases, hyperactivity, stained teeth, recurrent and often severe vomiting, and addiction as consequences of smoking. However, a recent survey revealed a high risk of psychiatric disorders, problems with memory function, damage to the lungs, cardiovascular and heart damage, and a decrease in testosterone. The latter findings are worse and have long-term effects on the individual and the community.
  A non-governmental organization that recently won a huge grant has engaged you in the project to reduce Cannabis smoking in the Timbuktu community. As a project director, what strategies will you employ to make the community differentiate superstition and science, encourage smoking cessation, and reduce the rate of smoking Cannabis by more than 50% in the long term?
  Step 2: Select
  Based on the case scenario you have selected in Step 1, review the list provided below, and select at least (4) characteristics to carry out a community needs health assessment:
  Age (e.g., children and youth, adults, seniors)
  
  Race and ethnicity
  
  Income level
  
  Education level
  
  Insurance status
  
  Language preference
  
  Disability status
  
  Veteran status
  
  Sexual orientation
  
  Gender
  
  Step 3: Respond
  
  Based on the characteristics you have selected above, prepare a 350-400 word writing which explores each identified characteristic. Ensure that the following are included in your response:
  
  Determine which data are qualitative and quantitative
  
  A justification for your selected categorization
  
  Why is this data relevant for your selected population and problem?
  
  What other kinds of data would be useful to improve your needs assessment?
  
  Discuss the advantages and disadvantages of using quantitative and qualitative data in community health needs assessments
  
  How do you plan on collecting data to conduct the needs assessment?
  
  The sources of data available to you to use
  
  The relevant authorities which you would request to collect data
  
  Step 4: Share
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  Step 5: Interact
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
Module 3: Lesson 2: Planning and Preparing for COPC Intervention
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Explain the COPC process in action (utilizing an example).
- Describe the process of prioritizing health conditions in planning COPC interventions.
- Explain the basic components of an intervention proposal.
- Develop a brief proposal for the development of a COPC intervention.
Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 45 minutes.

Click here to start this lesson
3 URLs, 1 Forum
- Required Learning Resources and Activities
- What Does Community-Oriented Primary Health Care Look Like? Lessons from Costa Rica URL
  Read the entire webpage. (17 minutes)
  Commonwealth Fund - 2021
- Community Health Assessment Toolkit Step 5: Prioritize Community Health Issues URL
  Read the entire page. (4 minutes)
  American Hospital Association - 2022
- Basic Components of a Proposal URL
  Read the entire page. (4 minutes)
  University of Massachusetts Amherst - 2022
- Mini Proposal Plan for COPC Intervention Activity (150 minutes) Forum
  General Instructions
  In this learning activity, based on the characteristics you have selected in the M3L1 activity, you will prepare a plan proposal/plan for a COPC intervention.
  Note: This activity is linked to the case scenario you would have selected in Module 3, Lesson 1.)
  Step 1: Review
  Review this learning resource to create a proposal for a COPC intervention for the case scenario you selected in Module 3, Lesson 1 (Dengue outbreak in the rural community OR HPV vaccination in a school population).
  Step 2: Respond
  Prepare a COPC intervention plan of 400-500 words. Ensure that your plan includes the following key points:
  To start, create a plan by identifying the following:
  
  What is the problem/need?
  
  How will the intervention address the problem?
  
  Who will the outcomes benefit?
  
  Then, justify your intervention:
  
  Why is it important to address the problem?
  
  How is the current situation inadequately addressed?
  
  What makes your intervention necessary and beneficial?
  
  What evidence do you have to support your intervention?
  
  Continue with your plan of action:
  
  What are the specific methods involved, and who will be responsible?
  
  How do the methods address the outcomes?
  
  Provide a short summary of the expected timeline
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
Module 3: Lesson 3: Implementing the COPC Approach
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Summarize guidelines and recommendations for implementing community-oriented primary care interventions.
- Identify the key stakeholders required for the implementation of COPC interventions.
- Describe the role of each stakeholder in the implementation of COPC interventions.
- Explain the importance of the evaluation and reassessment process in the COPC Process.
- Outline methods of conducting evaluations and reassessment of community priorities.
Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 5 minutes.

Click here to start this lesson
6 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- Community Health Assessment Toolkit People: Step 7: Plan Implementation Strategies URL
  Read the entire webpage. (16 minutes)
  American Hospital Association - 2022
- Community Health Assessment Toolkit people: Community Engagement URL
  Read from the section: "Key Components" to the end of the document. (8 minutes)
  American Hospital Association - 2022
- Community-Oriented primary care for National Health Insurance in South Africa URL
  Read the following: (7 minutes)
  -Introduction
  -Engage Stakeholders
  -Targeted health promotion
  African Journal of Primary Health Care & Family Medicine - 2022
- Community Health Assessment Toolkit Step 9: Evaluate Progress URL
  Read the entire webpage. (5 minutes)
- Community-Oriented Primary Care: New Relevance in a Changing World URL
  Read the section on "Evaluation" under COPC defined. (2 minutes)
  American Journal of Public Health -
- Evaluation Plan Activity (150 minutes) Forum
  General Instructions
  In this learning activity, you will draft an evaluation plan which discusses how you plan to evaluate and reassess the COPC intervention you have identified in Module 3, Lesson 2 Activity.
  Step 1: Review and Reflect
  Review all the required material for this module and your response created in the M3L2 activity above.
  Step 2: Respond
  Prepare a 500-600 word written response discussing how you plan to evaluate the COPC intervention you have drafted/planned in M3L2. You can reference this link on thematic analysis to draw inspiration for evaluation methods.
  Your evaluation plan for the identified COPC intervention should include the following key points:
  How do you plan on evaluating the process of the intervention?
  
  What criteria/metrics will be used?
  
  How will you ensure that those are the metrics that matter?
  
  What metrics will indicate the efficacy of the intervention?
  
  What is the specific timeframe for the intervention to be evaluated?
  
  What plans do you have for reassessing community priorities?
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
- Quiz: Module 3
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Recommended Additional Readings
- Thematic Analysis of Qualitative Data: AMEE Guide No.131 URL
  Read the content under the heading "What is thematic analysis" and "When to use a thematic analysis." (8 minutes)
  Medical Teacher - 2020
Module 4: Implementing the COPC Approach and Promoting Community Participation Implementing the COPC
Instructional Goals covered in this module:
- Apply appropriate methods to promote community participation in the development of COPC.
- Respect others in both spoken and written correspondence by responding to post or synchronous sessions in a professional manner.
- Communicate the principles and features of the practice of COPC to lay populations, to health professionals, and to other related audiences.
Module 4: Lesson 1: Explore the Skills Involved in Promoting Community Participation
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Describe the importance of community involvement in COPC practice.
- Identify methods and strategies for promoting community participation.
- Differentiate among the Locality development model, Social Planning model, and Social action model of community organization.
- Explain specific strategies that can be used to promote community participation in problem solving through COPC interventions.
- Describe how to employ strategies to motivate community members to participate in COPC interventions.
Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 48 minutes.

Click here to start this lesson
6 URLs, 1 Forum
- Required Learning Resources and Activities
- The Role of Community Participation in Primary Health Care: Practices of South African Health Committees URL
  Read under the sections titled "Introduction" and "Community participation as part of a PHC approach in South Africa." (4 minutes)
  Primary Health Care Research & Development - 2021
- Optimising Individual and Community Involvement in Health Decision-making in General Practice Consultations and Primary Care Settings: A Way Forward URL
  Read the content under the heading " Individual and community involvement in health decision-making: Implementation challenges and solutions" until " Conclusions." (7 minutes)
  European Journal of General Practice - 2020
- The Contribution of Family Physicians and Primary Care Doctors to Community-Orientated Primary Care URL
  Read from the section titled "Lead and support the implementation of
  community-orientated primary care" until the end of the document. (19 minutes)
  South African Family Practice - 2021
- Community Organization in Social Work URL
  Read the section under the title "3 Models to Community Organization" (Models A, B, and C). (4 minutes)
  SWEduCareBD - 2019
- Section 1. Strategies for Community Change and Improvement: An Overview URL
  What Are Effective Strategies in Community Organization? (5 minutes)
  Community Toolbox - 2022
- Achieving Successful Community Engagement: A Rapid Realist Review URL
  In the results, section read: Table 4 Summary of guiding principles nd corresponding supportive interventions, contextual factors and mechanisms leading to successful CE interventions. (7 minutes)
  BMC Health Services Research - 2018
- Case Scenario (90 minutes) Forum
  General Instructions
  In this learning activity, you will be provided with a case scenario and respond to questions accordingly.
  Step 1: Analyze
  Review and analyze the case scenario below.
  Case Scenario
  You are the head physician at your local health authority office. There has been a recent spike in COVID-19 cases in the community, with the death rate at an all-time high, yet vaccination rates have remained stagnant. Individuals appear to be distrustful of the vaccine. You are tasked with increasing vaccination rates and building trust in the community. What will be your next steps?
  Step 2: Prepare
  Based on the scenario above, prepare a 400-500 word written piece that addresses the following key questions:
  What methods and strategies may be useful in promoting community participation?
  
  What key members of the community could assist with this task? (Religious, political, unions, activists, patient organizations, etc.)
  
  What strategies can help motivate the community to participate in interventions?
  
  Why will these strategies be useful/appropriate?
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
Module 4: Lesson 2: COPC and Communication Strategies
Student Learning Outcomes:

Upon completion of this lesson, you will be able to:
- Explain the fundamental ethical considerations that should guide communication in COPC interventions.
- Describe the appropriate channels of communication (spoken and written) to be used for various audiences in COPC interventions.
- Examine the most appropriate communication strategies (methods and channels) to communicate about COPC interventions to different audiences eg. lay populations and health professionals.
- Develop a brief communication plan to inform health professionals, lay populations, and other related audiences about the importance of the implementation of COPC interventions.
Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 49 minutes.

Click here to start this lesson
7 URLs, 1 Forum, 1 Quiz
- Required Learning Resources and Activities
- A framework for Community Engagement in Primary Health URL
  Read the following sections: "Communication" and "A continuum of communication Strategies" on pages 25-26. (9 minutes)
  Saskatoon Health Region - 2012
- Communication Channels: A Guide URL
  Read the entire article. (12 minutes)
  The Health Foundation - 2015
- Developing Communication Materials and Identifying Communications Channel URL
  Read Communication Channels. (2 minutes)
  Agency for Toxic Substances and Disease Registry - 2021
- Health Communication: Approaches, Strategies, and Ways to Sustainability on Health or Health for All URL
  Read the following sections: Sustainability in health and health communications, Health Communication Strategies for Sustainability. (34 minutes)
  Nature Public Health Emergency Collection - 2020
- WHO Strategic Communications Framework for Effective Communications URL
  Read the content on pages 4-8. (12 minutes)
  World Health Organization - 2017
- Communication Plan/Guide Activity (120 minutes) Forum
  General Instructions
  In this learning activity, you will prepare a communication plan/guide to deliver to a community about one of the specific outbreaks outlined below.
  Step 1: Select
  You are required to select one of the following outbreaks/health emergencies outlined below and prepare a communication plan/guide accordingly.
  COVID-19
  
  Monkeypox
  
  Food poisoning
  
  Industrial accidents (toxic waste)
  
  Weather-related health problems
  
  Step 2: Respond
  
  Based on the outbreak or health emergency you have selected above, prepare a 400-450 communication plan/guide. Ensure that your guide/plan is appropriate and clearly addresses the following components:
  
  What is the goal of this communication?
  
  Who is your target audience?
  
  What are your objectives?
  
  What details would you like to inform your audience about regarding the outbreak/ health emergency?
  
  What channels of communication will be used and why?
  
  Step 3: Share
  
  To share your work, click the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Be sure your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click “Post to forum.”
- Quiz: Module 4
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Recommended Additional Readings
- ATSDR Communication Toolkit: Message mapping template, Worksheet and Template URL
  Read the entire document. (6 minutes)
  ATSDR - 2015
- Health Communication Playbook URL
  Read the content under the heading "Identify Key Messages and Talking Points" on pages 2-8. (6 minutes)
  CDC/ATSDR - 2018
Final Exam

Click here to start Final Examination
- Final Exam Quiz
  Restricted Not available unless any of:
  All of:
  All of:
  The activity Course Registration is marked complete
  The activity Pre-Test is marked complete
  The activity Quiz: Module 1 is marked complete
  The activity Quiz: Module 2 is marked complete
  The activity Quiz: Module 3 is marked complete
  The activity Quiz: Module 4 is marked complete
  All of:
  The activity Reflection Activity (150 minutes) is marked complete
  The activity Discussion Forum Activity (90 minutes) is marked complete
  The activity Plan for a Community-Based Intervention Activity (120 minutes) is marked complete
  The activity Mini Proposal Plan for COPC Intervention Activity (150 minutes) is marked complete
  The activity Evaluation Plan Activity (150 minutes) is marked complete
  The activity Case Scenario (90 minutes) is marked complete
  The activity Communication Plan/Guide Activity (120 minutes) is marked complete
  You belong to Mercy Edu
  
  To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 20 questions, and you will have 20 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
  To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
Course and Self Evaluation & Certificate

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- Course Evaluation Questionnaire
  Restricted Not available unless: The activity Final Exam is marked complete
- Self Evaluation Questionnaire
  Restricted Not available unless: The activity Final Exam is marked complete
Course Activities

1 Page
- Activities Page

Instructional Goals covered in this module:

Instructional Goals covered in this module:

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Recommended Additional Readings

Instructional Goals covered in this module:

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Recommended Additional Readings

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Instructional Goals covered in this module:

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Recommended Additional Readings

Instructional Goals covered in this module:

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Student Learning Outcomes:

Student Learning Outcomes:

Required Learning Resources and Activities

Recommended Additional Readings