Table 2 Logic model of the COP
Assumption: There is a need for Undergraduate students to understand the structure of local communities, their culture, and various determinants of locally prevailed diseases. | |||
|---|---|---|---|
Inputs | Activities | Output | Outcome |
∙ Teacher’s time ∙ Supporting staff time ∙ Instruments – Sphygmomanometer, weighing scale etc. ∙ Community engagement (Participants time) ∙ Time from local health care workers ∙ Stationaries | ∙ Explaining the proforma ∙ Group division ∙ Demonstration of clinical examination ∙ Administrative arrangements ∙ Gantt chart ∙ Mapping of Villages ∙ Sensitization of Community | ∙ Home visits by students ∙ History taking ∙ Clinical examination ∙ Group discussion ∙ Establishing referral system ∙ Health education ∙ Data entry and analysis ∙ Presentation in groups | Short term (1–3 years) ∙ Understanding theory around disease ∙ Clinical examination ∙ Communication skills in eliciting history ∙ Inter-personnel communication among fellow students Long-term (4–6 years) ∙ Improvement in understanding the various obstacles of home-based / community-based treatment of a patient and its solution. |
Impact: Competent Indian Medical Graduates, Healthy doctor- patient relationship | |||