UNIVERSIDAD ADVENTISTA DEL PLATA

FACULTY OF HEALTH SCIENCES

Major in Medicine
Libertador San Martín, Entre Ríos, Argentina

UNDERGRADUATE COMMUNITY-BASED SERVICE

PROGRAM OF ACADEMIC ACTIVITIES

(Modified 20/03/17 and approved by Academic Council of FCS [for its abbreviation in
Spanish, Health Sciences Faculty])
Valid since March 2017

MAJOR: Medicine ACADEMIC YEAR: 2017

ACADEMIC PERIOD: Year 7th TERM: Annual
TOTAL NUMBER OF HOURS: 1200
PROFESSOR: Dr Maria M. Romero Balcázar
Dr Carolina Mendoza Santana
Dr Pablo Araya Godoy

I. GRADUATE PROFILE

The graduates from the Major in Medicine will be able to: 1. Exercise medicine as a
vocation of service, always looking for a higher level of excellence. 2. Understand the
excellence in medicine as the capacity of doing, in favor of health, the best possible
good with the means available. 3. Aspire to a continuous development of knowledge,
ability, responsibility, honesty, humbleness, abnegation and spirit of service of love, as
the grounds of their own professional excellence. 4. Apply their own professional
ability to health promotion, as well as to prevention, to diagnosis and to the treatment of
illness 5. Use the scientific method and teamwork for their medical care, teaching and
research. 6. Understand the divine origin of human life and cultivate a constant feeling
of admiration before the miracle of life, respect for the sacred aspect of life and selfless
service before the necessities, weaknesses, risks, illnesses and grief that afflict
humanity. 7. Act as an educator and an agent of change, in their doctor-patient
relationship as well as in the community and social level, proposing as precept and
example a life style in harmony with the divine laws, on which human health and
happiness depend on.

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II. JUSTIFICATION OF THE ACADEMIC ACTIVITY

The undergraduate community-based service (SCP)[for its abbreviation in Spanish] is

part of the Compulsory Final Clerkship (PFO) [for its abbreviation in Spanish], together
with the Undergraduate Rotary Clerkship (IRP) [for its abbreviation in Spanish].
In accordance with the graduate profile, the student will perform activities, in the health
center and in the catchment area, being interested in the community problems with the
purpose of knowing their needs and finding solutions that meet them. As a prospective
physician, the student will be able to apply his cognitive, procedural and attitudinal
knowledge in the solution of real situations, evaluating the environment, considering
that he will know the real condition of public health in the local area. His performance
will be demonstrated in the promotion of health, as well as in prevention, diagnosis and
in the treatment of the illnesses of that community.
He will apply the method of scientific research in the elaboration of his final integrative
work.
When finishing the year 7th, SCP, the student that has complied with the requirements
for passing the evaluation will be in condition of obtaining his degree in Medicine.

III. DESCRIPTION OF THE ACADEMIC ACTIVITY

The Undergraduate Community-based Service involves the fulfillment of practical

activities of primary medical care, health education and preventive medicine. It also
covers the attainment of the epidemiological research studies about problems and
prevalent pathologies.

IV. AIMS TO ACHIEVE

It is expected at the end of the SCP, the student to have achieved:

1. To enhance his formal education by means of consolidation of the medical and

professional competence.
2. To familiarize with reality that they will find when he graduates from the faculty
3. To develop a critical conscience about health issues and the ability to formulate
and solve problems with scientific grounds and clinical reasoning.
4. To improve his knowledge, ability, responsibility, honesty and the spirit of
service as the grounds of his professional excellence.
5. To apply his knowledge to health promotion, prevention as well as to diagnosis
and the treatment of illness.
6. To act as an agent of change proposing as precept and example a life style that
favors health in the community.

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 7. To apply, inside the Primary Care Centre (or area of practice), the knowledge
acquired during the study of the major in the theory-practice instruction period
(Year 1st to 1st term of the year 6th).
8. To encourage the development of ethical attitudes as the grounds of his
professional excellence.
9. To value the divine origin of life in his relationship with the patients.

V. COMPETENCIES:

By means of the activities carried out along this year, it is expected the student to
develop the following competencies:

- Dimension Scientific and research thought

o To use the critical thinking, the clinical reasoning, medicine based on
evidence and the scientific research methodology in the management of
the information and the approach of the medical sanitary problems.
o To search information in reliable sources.
o To analyze the scientific literature critically.

- Dimension Professionalism
o To develop activities of self-study and/or autonomous study individually
and/or in pairs and/or with other members of the health team.
o To respect the bioethical rules when proposing the inclusion of patients
to clinical trials.

- Dimension Population health and sanitary systems

o To identify in the community the groups at risks of illness or death
because of behavior, lifestyle, working conditions, nutritional status and
housing characteristics and the environment.
o To identify health problems in a certain community and to participate in
the elaboration and evaluation of a health promotion program and
preventing prevalent pathologies, emerging and reemerging ones.
o To promote the improvement of the population lifestyles in the primary
health care framework.
o To plan preventing actions in primary, secondary and tertiary care for the
groups at risk identified in a certain community.
o To use the basic principles of health service administration and
management programs, and to use the knowledge of organization of the
area in his individual or in the community practices.
o To comply with the valid rules and with the specified activities in the
health programs in force.
o To act in an interdisciplinary manner and among sections.

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VI. CONTENTS

When the student enter the SCP, he should complete and send the START OF
ACTIVITIES FORM to the office of PFO within 5 days. During this period, the student
should settle down in the Health Center that he will attend weekly (from Monday to
Friday) and he will perform activities in two basic areas:
1) Primary health care
2) Final Research of Epidemiological Research (TIE) [for its abbreviation in
Spanish]

1) Primary health care

Among the activities to be carried out in the area of primary health care, in a general
way, it is expected the student:
 To take care of patients in the health center, always under supervision of the
Instructor (JTP); patients who attend with pathologies related to Internal
Medicine, Pediatrics, Obstetrics and Gynecological and General Practice
specialties.
 To improve the health care service of the populations who are socially and in a
sanitary more vulnerable situation, by getting closer to them.
 To guarantee a referral and counter-referral more efficiently and appropriately
among the different levels of attention.
 To motivate a rational prescription of the medicine, under the coordinator's
guidance, by being familiarized with the list of essential generic medicine,
supported by clinical pharmacological studies and based in medical evidence.
 To know and participate in the Primary Health Care (APS) [for its abbreviation
in Spanish] programs which belong to governmental organizations, and that are
offered in the health center where the student carries out his SCP. These
programs include:
o Growth control and child development until 5 years old.
o Control and training for pregnant and postnatal women.
o Record of gynecologic cytology.
o Sexual and reproductive health education and family planning.
o Genital cancer prevention.
o Record of tuberculosis.
o Immunization programs.
o Prevention and control of chronic diseases (ATH, Diabetes, etc).
o Smoking, alcohol and substance abuse programs.
o Prevention and control of acute diarrheal disease (EDA) [for its
abbreviation in Spanish].
o Prevention and control of acute respiratory infection (IRA) [for its
abbreviation in Spanish] in children.

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 o Food assistance with whole milk powder to children younger than 5
years old, to undernourished children and pregnant women.
o Remediar + Redes program
It is expected the student:
i. To motivate a rational prescription of the medicine, under the
coordinator's guidance, by being familiarized with the list of
essential generic medicine, supported by clinical pharmacological
studies and based in medical evidence.
ii. To complete the Guidelines about the rational therapeutic
Primary Health Care sent by the National Ministry of Health
inside a Tutorial system. The guidelines will be delivered by the
coordination of PFO.
iii. To solve and deliver two clinical cases proposed in these
Guidelines.
iv. To participate in the forum for debate and to solve clinical cases
by using Discussion forums.
v. To pass the assessment that corresponds to the units of the
program.
o Any other APS program, that serves the characteristics mentioned.

Among the actions to be carried out in the area of primary health care, health
promotion specifically and prevention of the diseases, it is expected the student:
 To achieve an effective interaction with other programs and health projects at a
national, provincial and local level.
 To encourage the community participation in health activities by means of
enhancing the local networks.
 To carry out different health educational activities about prevalent problems in
his community, using varied teaching techniques (conferences, boards,
workshop, forum, role playing, ludic activities, etc.), in the places such as the
health center, schools, clubs, retirement center, churches, etc.
 To design, apply and evaluate interventions based in the community for health
promotion, that meet the needs found in the practice in the community.
 To acquire practice in the medical-preventive activities related to the APS
programs performed in the health care center where the student is carrying out
his SCP.
 To introduce screening tests oriented to an early diagnosis of diseases.
 To participate in rehabilitation activities of the disease, as well as in other
tertiary prevention activities.

2) Final Epidemiological Research Study (TIE) [for its abbreviation in Spanish]

Among the actions to be carried out related to TIE, it is expected the student:

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  To use the appropriate scientific methodology in the design, application and
assessment in the context of health promotion.
 To develop an epidemiological research study (either of the analytical or
descriptive type), working on each of the stages of the scientific method, and
linking different aspects of his practice that are related to the prevalent
pathologies in his community.
 To transmit the scientific and academic knowledge produced to the local
community (local and regional sanitary authorities).
 Present his TIE up to WITHIN THE FIRST MONTH after having finished
the SCP. In the case of not meeting this deadline, the student should send a
letter to the Academic Council of the FCS explaining the reason of the delay and
requiring the authorization for the presentation.

VII. TEACHING METHOLOGY

By means of all the processes of teaching and learning, different teaching-learning

methodologies will be promoted, for the student to be the protagonist of his own formal
education, coming his abilities into play in the place of practice.
There will always be the dialog between the student and the JTP, helping with the
follow-up of the trainee, in all the activities carried out by the student in the place of
practice.
The student could perform self-learning activities such as source searching, using IT for
the production of new knowledge, and he could link his activities with different
community institutions, as well as academic and scientific.

VIII. ASSESSMENT

 Objective assessment of the JTP

The student will complete an objective assessment of his JTP's performance
during the SCP, and he will delivered it completed to the PFO office at the end
of his rotation. The information provided in that assessment will be only used
by the Coordinator of the PFO and it will be indispensable requirement for
passing the SCP.

 Objective assessment of the student

The assessment of the SCP will be done by means of the following requisites:

- Two-month term assessment of the student: each JTP of the SCP will assess
during a two-month term the students he is in charge of, providing feedback to
the student about the competencies achieved. This assessment should be sent to
the PFO office every two months. When the student finishes his SCP (forth

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 assessment) he is expected to have enhanced all the competencies proposed. In
the PFO office an average of the two-month assessment will be calculated, and
the result corresponds to the 30% of the final mark.

- Report of Health Education and Health Promotion activities: the student is

expected to perform at least one of this type of activity monthly. These
activities should change from one to another, either in the topic or in their
addresses (THEREFORE IN THE SUBJECT OF THE REPORT, EVEN IF
IT WERE THE SAME TOPIC), and they will be reported briefly but clearly
(See Instructions, Examples and Criteria attachments at the end of PAC
[Program of Academic Activities, for its abbreviation in Spanish]). It is
requested to the student to develop a health promotion program or disease
prevention, that involves the established period of time for the SCP, and that
each of the activities to be performed, to be part of that program. Besides, the
topic choice of these activities should be based in the previous evaluation of the
needs of the place (identifying the population groups at risk, and enumerating
the health problems of the prevalent consultations). These activities should
encourage the community participation in the health promotion and prevention
by enhancing local networks.

The student should complete one report form for each one of these activities that
he performs, written on a computer, and send it to PFO Office. All the
presentations of these forms should be done through the university web page of
the SCP (Campus Virtual [In Spanish],course PFO), where the comments of the
first report could also be seen which were performed by the coordinator, so the
student could apply it to the rest of the reports. At the end of the SCP academic
year, the student should take the original reports with its corresponding
signatures to the office of the SCP coordination. Each form will be assessed
according to the criteria attached in this PAC, and the percentage value of these
activities will be 20%.

- Remediar + Redes Program: The score of the assessment of the program will
be passed with 70% of the answers being correct and it will represent 10% of
the final score of SCP. The examination will be performed by Campus Virtual
in the course "Remediar + Redes (R + R)". The student should study and
complete the guidelines sent by the National Ministry of Health being able to
consult by means of the Campus Virtual. The guidelines will be delivered by
the coordination of PFO printed and in digital format. In order to have the right
to be evaluated, the student should choose, develop and send by Campus
Virtual two complete clinical cases, one of each of the courses offered: (1)
Prevalent Infections in the Primary Care Level and (2) Global Cardiovascular
Risk. This presentation should be done at least two weeks before sitting for the
examination. Four dates will be offered annually for the examination, which
will be duly published on Campus Virtual.

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- Epidemiological Research Study (TIE): For this requirement, the student
could choose the elaboration of any of the different types of epidemiological
studies, either descriptive or analytical studies. These research studies, should
follow every stage of the research methodology, and be presented, according to
what was established in the manual "Instruction to elaborate TIEs of
Medicine" This study will provide the 40% of the final score for the SCP.

The TIE consists of five stages, which should be completed by all the students
that are doing the SCP. These five stages are: draft of the project, planning,
gathering and analysis of the data, final report, and defense. Each of these stages
will be described below.

o Draft of the project.

This stage last 45 days from the beginning of SCP. Before the 45 days
end, the student should send to the web page of the PFO in the Campus
Virtual a design of the work (draft) in an electronic document (Word, for
example). This design should include:
 Definition of the problem
 General objective and specific objectives
 Brief introduction (no more than two pages)
 Bibliography used to elaborate the project: It is required a list of
at least 21 scientific articles related to the topic to be researched
and duly cited in the introduction. If the student used other
articles that were not cited in the introduction, they could be
listed as "Consulted bibliography" (besides the Bibliography
cited, that should contain a minimum of 21 articles). All the
bibliographical entries should be written and cited in Vancouver
reference style.

The proposed work sent by the student is afterwards analyzed from the
PFO Office to determine if it is approved or if corrections are indicated.
When the proposition needs corrections, the student should correct it and
send the work again by the PFO web page in the Campus Virtual. Once
the draft of the project is approved, the PFO office appoints a director for
the student and it communicates to the student and the director. At that
moment the second stage begins, planning.

o Planning.
This stage does not have exact duration. It is the period of time that goes
when the student starts working with the director appointed until the
work is sent to the ethic committee by the director to be evaluated.

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 During this stage, the student will work, supervised by the director, in the
development of chapters 1 and 2 of the study: The Introduction and
Patients and Methods. The introduction consists in polishing the "Draft"
and the chapter Patients and Methods consists in the methodology that
will be used to carry out the gathering and analysis of the data (scope and
duration, design, population study, procedures to gather data and the
instruments, operationalization variables, ethics and statistics analysis).

The documents required by the Ethics Committee of the FCS are:

 Chapters 1 and 2 finished:
 Chosen instrument to gather the data.
 Informed consent: Remember that there should be two copies:
one is signed by the participant and the student should keep it;
and the other copy signed by the student and the participant
should keep it.
 Ethics Committee Form: This form can be downloaded by the
student from the PFO web page from the Campus Virtual.

CONSIDER that the Ethics Committee meetings are held once a month,
as a consequence the maximum time of response can take that period of
time.

o Data gathering and analysis.

In this stage the student is expected to gather the necessary information,
and start to analyze the results obtained. It will also include the writing
of the other chapters of the TIE: Results, Discussion and Conclusions.
For a more detailed information about the content of these chapters, see
the manual "Instructions to elaborate TIEs of Medicine". If it is
necessary, the Director will consult the Biostatistics Department.

o Final report.
After the chapters of Results, Discussion and Conclusions are in
satisfactory conditions according to the TIE Director's criteria, and the
student's written document includes all the sections indicated in the
manual "Instructions to elaborate TIEs of Medicine", the student will be
authorized by his director (by signing the approval form) in order to take
his work printed to the PFO office (in an envelope or file, without being
fastened with rings neither stapled; the steps to follow will be indicated
there).

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 After the student has delivered his final report, the format will be revised
by FCS and the student will be informed about the necessary corrections,
which are the student's responsibility to apply (the student should take
the document in which the corrections were indicated to the PFO office
and the document with the corrections made). When it is confirmed that
the student has corrected the document, then the defense date will be set.

To gain admission to the defense stage, the student should:

 Deliver a copy of the TIE without being fastened with rings
neither stapled to the Student Services Counter 15 days in
advanced to the defense date planned to be revised by the FCS
proofreader. Once it is returned and the corrections are made by
the student, he should deliver a copy without being fastened with
rings to the PFO office to verify that the corrections indicated
were made. When the PFO office approval is obtained he should
deliver to this office two (2) copies of the work in paper size A4,
fastened with rings together with the signed Form by the
Proofreader, the TIE Director and the Student Finance Office.
The compact disc (CD) should include: complete study with
surname in the heading and in a file .doc format or .pdf (For
example: Simi.doc and the presentation in slides in a file .ppt
format, it can be delivered the same date of the defense.
 Send the database used to the PFO email ([email protected] the
previous date of the defense.
 Pass the evaluation of the Remediar + Redes Program of the
National Ministry of Health.
 Pass the ECOE (Objective Structured Clinical Examination) [for
its abbreviation in Spanish]. This is for the students that were
admitted to the PFO since 5th August 2011.
 Complete the whole period of SCP.

There is an incentive from the Science and Technology Administrative

Office for the students who achieve the publication of his TIE in a well-
known Scientific Journal.

o Defense.
During the defense (it could be in the form of a presentation of a poster
or orally, during a conference of research on a date agreed by the PFO
coordination), the student will be assessed by his director, and by two or
more assessors. The examination of the study will be carried out
individually by each of the assessors, who will use the examination form
of the Final Research Study (See appendixes). From the two (or 3) forms
for examination an average mark will be calculated, and in this way the
final mark of the TIE will be obtained.
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The student will achieve his condition as regular student when he remains 8 months in
the place of practice, and completes the total amount of hours assigned by SCP.

IX. BIBLIOGRAPHY

1. Organización Panamericana de la Salud. Publicación científica: aspectos

metodológicos, éticos y prácticos en ciencias de la salud. Washington, D.C.:
OPS; 1994. (Publicación científica 550).
2. Comité Internacional de Directores de Revistas Médicas. Requisitos uniformes
para preparar los manuscritos que se presentan a las revistas biomédicas:
redacción y edición de las publicaciones biomédicas. Rev. Panam. Salud Pública
2004; 15 (1):41-57.
3. Day RA. Cómo escribir y publicar trabajos científicos. 2a ed. en español.
Washington, D.C.: Organización Panamericana de la Salud; 1996. (Publicación
científica 558).
4. AGN Agusti. Todo por la audiencia. Algunas recomendaciones para una
presentación en público eficaz. Arch. Bronconeumol. 2002; 38 (1): 49-50.
5. McKenzie JE, Neiger BL, Smeltzer JL. Planning, Implementing, and Evaluating
Health Promotion Programs: A Primer. 4ta ed. San Francisco: Pearson
Education; 2005.
6. Albala C, Olivares S, Salinas J, Vio F. Bases, prioridades y desafíos de la
promoción de la Salud. 1ª ed. Santiago: Universidad de Chile. Instituto de
Nutrición y Tecnología de Alimentos; 2004.
7. Unión Internacional de Promoción de la Salud y Educación para la Salud para la
Comisión Europea. La evidencia de la eficacia de la Promoción de la salud.
Configurando la Salud Pública en una nueva Europa. Parte uno: documento
base. 1º ed. Madrid: Rumagraf, 2003.
8. Unión Internacional de Promoción de la Salud y Educación para la Salud para la
Comisión Europea. La evidencia de la eficacia de la Promoción de la salud.
Configurando la Salud Pública en una nueva Europa. Parte dos: libro de
evidencia. 1º ed. Madrid: Rumagraf, 2003.
9. Ortiz Z, Esandi ME, Bortman M. Módulos de epidemiología básica y vigilancia
de la salud. Tipos de estudios epidemiológicos. 1ª ed. Buenos Aires: Programa
VIGI+A, Ministerios de Salud de la Nación – Banco Mundial; 2001.
10. Official Site of the subject: www.campusvirtual.uap.edu.ar
11. Bina Estrada M. Estructura y normas para la presentación de tesis y trabajos de
grado. 1ª ed. Libertador San Martín: Facultad de Ciencias de la Salud; revisión
2009.

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12. Reglamento de Publicación de la Revista de Investigación Universitaria en
Salud. Libertador San Martín: Facultad de Ciencias de la Salud; revisión 2015.
13. Instrucciones para elaborar TIEs de medicina. 1ª ed. Libertador San Martín:
Facultad de Ciencias de la Salud; 2017.

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APPENDIXES

13
 START OF ACTIVITIES OF SCP FORM

This form should be delivered within the first 5 days after starting the activities of SCP.

Exact date of the start of the activities: ____/___ /____

Received in PFO: ____/___ /____

Student Personal Information

Name and Surname: ID Nº:

Address:
City: Zip code:
Province: Country:
Telephone number: Fax Number:
Email address:

Instructor (JTP) Personal Information

Name and Surname: ID Nº:

Address:
City: Zip code:
Province: Country:
Telephone number: Fax Number:
Email address:

Hospital Center Information

Name of the Center:

Name of the Director of the Center:
Address:
City: Zip code:
Province: Country:
Telephone number: Fax Number:
Email address:

Student Signature Instructor (JTP) Signature and Seal

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 UNDERGRADUATE COMMUNITY-BASED SERVICE
Instrument of assessment
Student Name: ______________________________ Date: ____/___ /____
Name of Health Center Institution:_________________________________
Instructor (JTP) Name: Tel:

First term
Component Activities/tasks Yes Partially No NE
1. Complies with the assistance requisites agreed by the rules of
PFO.
Professional
2. The student is punctual at arriving at the place of practice.
Attitude
3. His personal appearance is appropriate.
4. Evidences good disposition for daily work.
5. Establishes an efficient written communication using the
Anamnesis
clinical history and other records.
Physical and
6. Performs a complete physical examination to patients who are
mental
admitted and/or outpatients.
examination
7. Proposes differential diagnosis when he is asked to.
8. Selects, proposes and interprets diagnosis methods when he is
Diagnosis and
requested to.
treatment
9. Respects and demands respect, in all the circumstances for
the rules of biosecurity and asepsis.
Scientific 10. Analyzes, when it is required, the risk/benefit of the different
Attitude diagnosis practices and therapeutics.
11. Respects the patients' rights and privacy and the medical visit
Ethical/Legal
confidentiality.
Principles
12. Proposes the report of diseases of compulsory notice.
13. Communicates in effectively with the patient and the
teamwork.
14. Provides support and/or emotional support to the patient
Communication
and/or relatives when communicating information.
and support
15. Provides the maximum help to the patient, giving preference
the patients' interest before his own, respecting the cultural
diversity and their beliefs.
16. Knows and values the other sanitary professionals' abilities
Teamwork and competencies and participates in the multi-professional
team.
Structure and 17. Identifies health problems and proposes health promotion
functioning of and prevention programs of the emerging and reemerging
the health prevalent pathologies
services 18. Provides health education and advises about self-care.
19. Identifies group at risk in the community
20. Participates in the elaboration, application and evaluation of
health promotion and disease prevention programs
Promotes health 21. Encourages the community participation in the health
and disease promotion and prevention by enhancing local networks.
prevention 22. Promotes the improvement of the population lifestyles in the
primary health care framework
23. Knows the service system from the management point of
view
Total
Final mark:
NE (Not Evaluated): Mark this column if the activity was not evaluated because there was not the opportunity to do so
/ /
Instructor (JTP) Signature and Seal Student Signature Date

UNDERGRADUATE COMMUNITY-BASED SERVICE

15
 Instrument of assessment
Student Name: ______________________________ Date: ____/___ /____
Name of Health Center Institution:_________________________________
Instructor (JTP) Name: Tel:

Second Term
Component Activities/tasks Yes Partially No NE
1. Complies with the assistance requisites agreed by the rules of
PFO.
Professional
2. The student is punctual at arriving at the place of practice.
Attitude
3. His personal appearance is appropriate.
4. Evidences good disposition for daily work.
5. Establishes an efficient written communication using the
Anamnesis
clinical history and other records.
Physical and
6. Performs a complete physical examination to patients who are
mental
admitted and/or outpatients.
examination
7. Proposes differential diagnosis when he is asked to.
8. Selects, proposes and interprets diagnosis methods when he is
Diagnosis and
requested to.
treatment
9. Respects and demands respect, in all the circumstances for
the rules of biosecurity and asepsis.
Scientific 10. Analyzes, when it is required, the risk/benefit of the different
Attitude diagnosis practices and therapeutics.
11. Respects the patients' rights and privacy and the medical visit
Ethical/Legal
confidentiality.
Principles
12. Proposes the report of diseases of compulsory notice.
13. Communicates effectively with the patient and the teamwork.
14. Provides support and/or emotional support to the patient
Communication and/or relatives when communicating information.
and support 15. Provides the maximum help to the patient, giving preference
the patients' interest before his own, respecting the cultural
diversity and their beliefs.
16. Knows and values the other sanitary professionals' abilities
Teamwork and competencies and participates in the multi-professional
team.
Structure and 17. Identifies health problems and proposes health promotion
functioning of and prevention programs of the emerging and reemerging
the health prevalent pathologies
services 18. Provides health education and advises about self-care.
19. Identifies group at risk in the community
20. Participates in the elaboration, application and evaluation of
health promotion and disease prevention programs
Promotes health 21. Encourages the community participation in the health
and disease promotion and prevention by enhancing local networks.
prevention 22. Promotes the improvement of the population lifestyles in the
primary health care framework
23. Knows the service system from the management point of
view
Total
Final mark:
NE (Not Evaluated): Mark this column if the activity was not evaluated because there was not the opportunity to do so
/ /
Instructor (JTP) Signature and Seal Student Signature Date

16
 UNDERGRADUATE COMMUNITY-BASED SERVICE
Instrument of assessment
Student Name: ______________________________ Date: ____/___ /____
Name of Health Center Institution:_________________________________
Instructor (JTP) Name: Tel:

Third term
Component Activities/tasks Yes Partially No NE
1. Complies with the assistance requisites agreed by the rules of
PFO.
Professional
2. The student is punctual at arriving at the place of practice.
Attitude
3. His personal appearance is appropriate.
4. Evidences good disposition for daily work.
5. Establishes an efficient written communication using the
Anamnesis
clinical history and other records.
Physical and
6. Performs a complete physical examination to patients who are
mental
admitted and/or outpatients.
examination
7. Proposes differential diagnosis when he is asked to.
8. Selects, proposes and interprets diagnosis methods when he is
Diagnosis and
requested to.
treatment
9. Respects and demands respect, in all the circumstances for
the rules of biosecurity and asepsis.
Scientific 10. Analyzes, when it is required, the risk/benefit of the different
Attitude diagnosis practices and therapeutics.
11. Respects the patients' rights and privacy and the medical visit
Ethical/Legal
confidentiality.
Principles
12. Proposes the report of diseases of compulsory notice.
13. Communicates effectively with the patient and the teamwork.
14. Provides support and/or emotional support to the patient
Communication and/or relatives when communicating information.
and support 15. Provides the maximum help to the patient, giving preference
the patients' interest before his own, respecting the cultural
diversity and their beliefs.
16. Knows and values the other sanitary professionals' abilities
Teamwork and competencies and participates in the multi-professional
team.
Structure and 17. Identifies health problems and proposes health promotion
functioning of and prevention programs of the emerging and reemerging
the health prevalent pathologies
services 18. Provides health education and advises about self-care.
19. Identifies group at risk in the community
20. Participates in the elaboration, application and evaluation of
health promotion and disease prevention programs
Promotes health 21. Encourages the community participation in the health
and disease promotion and prevention by enhancing local networks.
prevention 22. Promotes the improvement of the population lifestyles in the
primary health care framework
23. Knows the service system from the management point of
view
Total
Final mark:
NE (Not Evaluated): Mark this column if the activity was not evaluated because there was not the opportunity to do so
/ /
Instructor (JTP) Signature and Seal Student Signature Date

17
 UNDERGRADUATE COMMUNITY-BASED SERVICE
Instrument of assessment
Student Name: ______________________________ Date: ____/___ /____
Name of Health Center Institution:_________________________________
Instructor (JTP) Name: Tel:

Fourth term
Component Activities/tasks Yes Partially No NE
1. Complies with the assistance requisites agreed by the rules of
PFO.
Professional
2. The student is punctual at arriving at the place of practice.
Attitude
3. His personal appearance is appropriate.
4. Evidences good disposition for daily work.
5. Establishes an efficient written communication using the
Anamnesis
clinical history and other records.
Physical and
6. Performs a complete physical examination to patients who are
mental
admitted and/or outpatients.
examination
7. Proposes differential diagnosis when he is asked to.
8. Selects, proposes and interprets diagnosis methods when he is
Diagnosis and
requested to.
treatment
9. Respects and demands respect, in all the circumstances for
the rules of biosecurity and asepsis.
Scientific 10. Analyzes, when it is required, the risk/benefit of the different
Attitude diagnosis practices and therapeutics.
11. Respects the patients' rights and privacy and the medical visit
Ethical/Legal
confidentiality.
Principles
12. Proposes the report of diseases of compulsory notice.
13. Communicates effectively with the patient and the teamwork.
14. Provides support and/or emotional support to the patient
Communication and/or relatives when communicating information.
and support 15. Provides the maximum help to the patient, giving preference
the patients' interest before his own, respecting the cultural
diversity and their beliefs.
16. Knows and values the other sanitary professionals' abilities
Teamwork and competencies and participates in the multi-professional
team.
Structure and 17. Identifies health problems and proposes health promotion
functioning of and prevention programs of the emerging and reemerging
the health prevalent pathologies
services 18. Provides health education and advises about self-care.
19. Identifies group at risk in the community
20. Participates in the elaboration, application and evaluation of
health promotion and disease prevention programs
Promotes health 21. Encourages the community participation in the health
and disease promotion and prevention by enhancing local networks.
prevention 22. Promotes the improvement of the population lifestyles in the
primary health care framework
23. Knows the service system from the management point of
view
Total
Final mark:
NE (Not Evaluated): Mark this column if the activity was not evaluated because there was not the opportunity to do so
/ /
Instructor (JTP) Signature and Seal Student Signature Date

18
 INSTRUCTIONS FOR THE REPORT OF HEALTH
EDUCATION AND HEALTH PROMOTION
In this document of instructions, it will be briefly explained how to complete the report of the
activities of health education and health promotion.

BRIEF DESCRIPTION OF THE ACTIVITY

"It is a short writing that describes the approach or general purpose of the activity. Not only it
describes the current approach of the activity but it also reflects the philosophy that supports it."

HEADING OF THE PRESENTATION

This is the heading that will be presented to the participants, it should be attractive and in
accordance with the participants' characteristics (children, adults, professionals, etc).

JUSTIFICATION OF THE ACTIVITY

In a brief and concise way the reasons that lead to perform this activity will be explained, presenting
as evidence the community needs.

TOPIC AND ADDRESSEES

According to what is specified in the PAC, the 8 reports should differ, either in the topic or in the
addressees. If several activities of EPS and PS are carried out with the same topic but different
addressees, the addressees probably will have different characteristics that made them unique;
therefore, it is expected at least that section RESULTS be different from one report to the other.

GENERAL OBJECTIVES:
"It is a BROAD declaration of the direction of the activity". "It should include two basic components:
Who will be the beneficiaries of the activity and what change is observed in them as a result of the
activity."

Begin with a verb in the infinitive, which corresponds to the change that is expected to be observed
as the result of the activity. Examples could be:

 "To reduce the incidence of the influenza in the school Nº 7 Santander"

 "To prevent the STD contagion in the students of the secondary school of the neighborhood
x"

SPECIFIC OBJECTIVES:
"The specific objectives are issued from the general objectives in smaller pieces that provide specific
actions and measurable ones by means of which the general objectives can be achieved."
"The specific objectives represent intermediate achievements what means an advance towards the
general objective."

There are various types (or levels) of specific objectives. We can divide them into three types of
objectives: 1. the process, 2. the impact and 3. the results

1. Objectives of the process:

These are the tasks, activities, and plans of daily work that lead to the compliance with all
the other objectives.

2. Objectives of Impact:
"They describe the immediate observable effects of an activity (for example, changes in the
consciousness raising, the knowledge, attitudes, abilities, behavior or the environment).
There are three types of objectives of impact:
19
 a. Objectives of learning: They are the educational or learning tools necessary to
achieve the change in behavior expected. They include consciousness raising,
change in attitude and the development of abilities (in that order)
b. Objectives of behavior/way of behaving: They describe the behavior or actions in
which the addressees will be involved to solve the health problem.

c. Objectives of environment: they refer to the causes of a health problem that are not
related to the behavior, and they are present in the social, physical, psychological,
economic, and political environment, etc.

3. Objectives of Results:
These objectives aim to a change in the health condition, risk factors or life quality. They are
focused on the future. They aim to the reduction of mortality, morbidity, etc. They could be
achieved in a long term.

HOW TO WRITE THE SPECIFIC OBJECTIVES?

It is important to learn how to write an objective, because they are the spinal column of the
activities to educate in health. They should be written before performing the activities, because they
represent the planning of these ones. A well written objective should have four components:

"WHO is going to do WHAT, WHEN will do it,

and in what extent (HOW MUCH).

1. What:
It is the action, behavior or any other thing that is expected to change as a result of the
program. It is generally specified by means of the verb that is at the beginning of the
objective.
2. When:
It refers to the condition under which the change is going to be observed (when the change
is expected to happen). Examples could be:
a. "After finishing the talk"
b. "As a result of the participation"
c. "During March"
d. "After reading all the written material"
e. "When he is asked to respond at the end of the presentation"
f. "Two months after the talk"
3. How much:
It is useful to determine in which moment it can be said that the "what" was achieved (how
much change it is expected, criteria to decide whether the change occurred or not). It IS
important that this is realistic and achievable. Examples could be:
a. "50 attendants to the talk"
b. "80% of the attendants"
c. "At least half of the participants"
d. "Increase of 10%"
e. "Decrease of 20%"
4. Who:
This component refers to the addressees of the activity or who is going to do the change
proposed in the component "what". In case of the objectives of process, "who" corresponds
to the team that will carry out the activity. Examples could be:
a. "Patients who attend a medical visit in the healthcare clinic"
b. "People in the waiting room of the health center"
c. "Students from the 1st grade of the school Nº 3"
d. "Volleyball players of the municipality team"
e. "Nursing team from the health center"

20
Besides, it should comply with the objective criteria SMART:
 Specific
 Measurable
 Achievable
 Realistic
 Time Phased

STRATEGIES USED DURING THE ACTIVITY:

The strategies used during the activity are those which will be used (or were used) during the
activity, and they are oriented to the objectives proposed so these could be achieved. It is important
that the strategies are appropriate in relation to the characteristics of the addressees. They should
be explained in a clear and specific way, and it is preferably that they are innovative in order to
achieve the objectives proposed.

STRATEGIES TO CARRY OUT THE EVALUATION OF THE ACTIVITY:

After having done the activity, it is necessary to know if the objectives were achieved or not.
Therefore, strategies should be proposed to be used (or were used) to evaluate this. It is also
important that these strategies are appropriate to the characteristics of the addressees. It
corresponds to all what will be done to obtain the information that will be written in the section
Results.

INTRUMENTS AND/OR MATERIALS TO CARRY OUT THE EVALUATION:

Together with the proposal of the strategies to carry out the evaluation, the instruments or
materials that will be needed (or were needed) for the evaluation, should be described. They should
be appropriate to the characteristics of the addressees and they should help to obtain the
information that will be written in the section Results, according to the objectives proposed.

RESULTS:
This section corresponds to the description of what was obtained after the activity being carried out
and its corresponding evaluation. They should be totally aligned with the objectives that were
proposed. It is preferably to have one result answering each of the objectives proposed, and that
corresponds with the way it was proposed in the objective. Besides, these results obtained should be
briefly interpreted (Was the objective achieved or it was not? Why?). In the case that there are
several reports with the same topic and different addressees, it is expected that at least this section
(Results) to be different from one repot to the other.

BIBLOGRAPHY USED FOR THE ACTIVITY:

The bibliography used to perform the activity should be recorded in the report. This section is very
important because it represents the reliability of the information that it was provided to the
addressees. Besides, the bibliography used should be enough to support the activity that was carried
out; that is to say, it should cover the topics that were described in the report. This bibliography
should be written in the reference style.

OBSERVATIONS:
Any piece of information that it is considered convenient to complement the report can be written
in this section.

21
 EXAMPLES OF OBJECTIVES (ACCORDING TO THE LEVEL):
Level of the Objective What When How much Who
objective
To increase, by December 2017, the number of preventive educational sessions To increase the Nº of By December 2017 From 1 per Personnel from
for CVD, offered to the population in the programmatic area of the health center sessions about CVD month to 2 per the health
by the health center team, from 1 per month to 2 per month. month. center

PROCESS To distribute informative flyers about dengue to 80% of the homes in the
th
To distribute flyers about
th
Before 30 March 80% of the Volunteers
municipality, by means of volunteers, before 30 March. dengue homes
To deliver to all the participants, before the talk, a sheet to monitor their blood To deliver a monitoring Before the talk To all the Implied-
pressure according to what is going to be shown during the talk. sheet for blood pressure participants organizers
After distributing the flyers about dengue to the homes of the municipality, at To identify the source of After distributing 50% of the Inhabitants from
Consciousness least 50% of the inhabitants could identify at least one of the sources of the mosquito's reproduction flyers about inhabitants municipality
mosquito's reproduction in their homes. in their homes dengue
Learning

After the talk about CVD in the waiting room, 80% of the participants will be able To recognize modifiable After the talk 80% of the People in the
Knowledge risk factors for CVD about CVD participants waiting room
to know the modifiable risk factors for CVD.
After de talk about hand washing in the School Nº 6, 1 every 10 students will be To compromise to wash After the talk 1 every 10 Students from
Attitudes ready to compromise to wash their hands before each meal. their hands about hand students the School Nº 6
washing
After the talk about oral hygiene in the camp from the municipality, 100% of the To demonstrate the After the talk 100% of the Participants of
Abilities attendants could demonstrate the proper way of cleaning their teeth. proper way of teeth about oral hygiene attendants the camp
IMPACT

cleaning
One month after the talk about ATH to workers from a company X, 50% of the To bring the blood One month after 50% of the Workers from a
attendants will bring the monitoring sheet which was delivered before the talk, pressure monitoring sheet the talk about ATH attendants company X
completed with their blood pressure complete
Behavioral After having offered a physical activity program for the inhabitants of the To continue regularly After three 40% of the Inhabitants from
municipality, 40% of the participants will be regularly involved in some kind of involved in a physical months offering participants municipality
physical activity. activity the program
By March 2017, after broaden the schedule availability in the sport center of the To do physical activity in By March 2017 To increase in Residents from
municipality, the amount of residents that could do physical activity in the sport the sport center 20% the amount municipality
center facilities will be increased by 20%. of people
Environmental Two months after opening the office for diabetes, 60% of the patients with To have an appointment After two months 60% of patients Patients with
diabetes examined in the health center, would have had at least one in the office for diabetes of the office being with diabetes diabetes
appointment to this office. opened examined in the
health center
By the year 2018, the prevalence of cases with diarrhea in children examined in To reduce the diarrhea By the year 2018 To reduce in Children
the health center will be reduced in a 30%. prevalence 30% examined in the
health center
RESULT After eight months of opening the office for chronic diseases, at least 40% of the To have their blood After eight months AT least 40% of Patients with
patients with ATH that are examined in this office, would have their blood pressure controlled of the office being the patients ATH examined in
pressure controlled. opened with ATH the office

22
 REPORT OF THE ACTIVITES OF
HEALTH EDUCATION AND HEALTH PROMOTION
EXAMPLE
Student:
Galeno
Instructor (JTP) of SCP:
Hippocrates
Justification of the activity:
High prevalence of mixed feeding in nursing infants younger than 6 months

Brief description of the activity:

An educational talk was carried out about the importance of breastfeeding, specially
emphasizing the meaning of breastfeeding exclusively during the first six months of life.
Heading of the presentation:
Turn your love into food
Topic:
Breastfeeding
Addressees:
Women who live nearby the health center, interested in the topic
Place:
Health Center Nº 4 of Victoria City, Entre Ríos, Argentina Date 29 / 02 / 17

General objectives:
To raise mothers' awareness about the importance of breastfeeding.

Specific objectives:
1. During the week before the talk, deliver 50 attractive flyers to women that visit the health
center, inviting them to the talk.
2. To try at least to have 15 women attending the day of the talk.
3. After the talk, at least 90% of the women attending will remember two of the benefits of
breastfeeding.
4. After the talk, at least 70% of the attendants will recognize the 4 characteristics of a baby
good latch on to the breast.
5. After the talk, at least 50% of the attendants will be compromised to practice breastfeeding
exclusively if it is not contraindicated.

Strategies used during the activity:

Flyers were delivered to invite women, so they could know the date and place of the talk. Apart from
this, a power point presentation was made , in which the benefits and the importance of
breastfeeding is shown.
A video about the topic was also made and it was uploaded to the health center social networking
website

Strategies to carry out the evaluation of the activity:

To perform the evaluation, at the end of the talk a simple and short survey was delivered to each
attendant asking some items of the topic presented, in order to check whether the objectives were
achieved.

Instruments and/or materials to carry out the evaluation:

Printed surveys and pencils were used.
23
Results:
1. Of the flyers prepared, 100% of them could be delivered during the previous week to the
talk.
2. The day of the talk there were 10 attendants. The objective was not achieved, probably it
was rainy.
3. 90% of the attendants wrote two benefits, 100% wrote at least one benefit.
4. 80% of the attendants marked correctly which are the 4 characteristics of a baby good latch
on to the breast. A greater percentage than expected was obtained, what could mean that
the talk had a good impact on the attendants.
5. Before the phrase "I compromise to breastfeed my (future) baby in an exclusive way during
the first 6 months, if the doctor does not contraindicate it", 80% of the mothers answered
affirmatively, indicating as well a good impact of the talk.

Bibliography used for the activity:

Morano J, Rentería MS. Tratado de Pediatría. 3a ed. Buenos Aires: Editorial Atlante; 2002

Observations:

Signature and name of the addressees Instructor (JTP) Signature and Seal

24
 CRITERIA FOR THE EVALUATION OF THE ACTIVITIES OF
HEALTH EDUCATION AND PROMOTION

Section Contents Yes Partially No

It includes the beneficiaries/addressees of the 1
activity
General
it includes the "what" that is expected with the 1
objectives
activity.
It begins with an infinitive verb. 1
It contemplates the what, when, how much and 3
who of the activity proposed.
It complies with the SMART objective criteria. 1
Specific It is clearly presented and they are aligned with 1
objectives the general objectives.
They are clearly tackled during all the activities 1
(strategies used during the activity, evaluation of
the activity, Results).
They are clearly explained, they are innovative 1
and attractive
Strategies used
They are appropriate to the characteristics of the 2
during the
addressees.
activity
They are focused on the achievement of the 2
objectives proposed.
They are appropriate to the characteristics of the 1
Strategies to
addressees.
carry out the
It allows to know if the objectives proposed are 2
evaluation of
achieved.
the activity
They are clearly explained. 1
They are obtained from the instruments/materials 1
to carry out the evaluation.
The difference with other addressees that (2)
received a talk of a same topic can be seen. (It
Results corresponds).
They are aligned with the objectives proposed. 2
Each objective has at least its corresponding 2
result.
They are interpreted appropriately. 2
It is taken from reliable sources. 1
Bibliography It is enough to support the activity performed. 1
It is written in Vancouver reference style. 1
SUBTOTAL
MARK: _______ / 28 (30) =

Signature and seal

PFO Coordinator

25
UNIVERSIDAD ADVENTISTA DEL PLATA - Health Science Faculty - Major in Medicine

OBJECTIVE EVALUATION OF THE STUDENT ABOUT THE

INSTRUCTOR'S (JTP) PERFORMANCE

This opinion should be presented by the student in the PFO office when he finishes the 8 months term.

The JTP performs the following activities with my

learning... Never sometimes often usually always
a. He provides feasible solutions to the problems
presented.
b. He shares his knowledge discussing with me the
different aspects of the medical practice in
Primary Health Care.
c. He motivates my academic and personal
improvement.
d. He facilitates the application of the knowledge in
prevention of diseases and health promotion.

e. He generates the space to strengthen the

professional medical competence.
f. He encourages the development of ethical
attitudes as the grounds of the professional
excellence.
g. He promotes my participation as an agent of
change that favors the health of the community.
h. He fosters moments in which I can develop and
solve problems with a scientific support and a
clinical reasoning.
i. He evaluates my performance, emphasizing the
positive aspects of my practice as well as those
in which I can still grow.
j. He communicates effectively and he establishes
a rapport that favors my learning.

General comments

/ /
Date Signature and name of the student

26
UNIVERSIDAD ADVENTISTA DEL PLATA - Health Science Faculty - Major in Medicine

OBJECTIVE SELF-ASSESSMENT OF THE

INSTRUCTOR'S (JTP) PERFORMANCE

This form should be delivered to the PFO office: immediately after finishing the rotation, send it scanned by
email [email protected]; when finishing the 8 months period, present the original
Teacher self-assessment
never sometimes often usually always
a. I identify feasible solutions to the problems
presented.
b. I collaborate in the teaching-learning process by
means of a dialog about different aspects of the
medical practice in Primary Health Care
c. I encourage the student's academic and personal
development.
d. I exercise the role of facilitator in the transmission
of the knowledge of health promotion as well as
the prevention
e. I identify the professional competence to be
improved and I give the opportunity to improve
them.
f. Do I think about the ethical attitudes as a ground
of the professional excellence together with the
student?
g. Do I plan the activities in which the student can
be an agent of change for the health of the
community?
h. Do I foster moments for the student to exercise
the ability to solve problems with the scientific
support and clinical reasoning?
i. Do I give descriptive and bidirectional feedback
emphasizing the student's behavior more than his
personality?
j. Do I provide an environment for the student to
learn?

General comments

/ /
Date Signature and name of the Teacher

27
UNIVERSIDAD ADVENTISTA DEL PLATA - Health Science Faculty - Major in Medicine

EVALUATION OF THE FINAL

EPIDEMIOLOGICAL RESEARCH STUDY (TIE)

For the TIE evaluation, the teacher should do an evaluation based on the criteria mentioned in the
following instrument.

ASPECTS TO BE EVALUATED IN THE STUDY Yes Partially No

1. The investigation problem is relevant and significant. 2 1 0
2. The objectives are clearly written and they are covered during the work
2 1 0
presented.
3. The design is appropriate for solving the problem. 2 1 0
4. The methodology used is clearly specified. 1 0,5 0
5. The validity and reliability of the procedures and instruments used for the
1 0,5 0
gathering of the data are justified.
6. The selection and the application of the analysis methods of data is
1 0,5 0
appropriate for the type of research.
7. The results are presented in order and clearly. 1 0,5 0
8. The discussion compares the observations done with other relevant studies. 1 0,5 0
9. The discussion explains the meaning of the results, the limitations of the
1 0,5 0
study and the implications in future research.
10. The conclusions are clear, relevant and supported by the evidence presented,
1 0,5 0
answering the objectives proposed in the research study.
11. The heading is clearly written. 1 0,5 0
12. There is a coherence between the summary of the text and the text of the
1 0,5 0
TIE.
13. The introduction is clear and it presents in a complete way the topic
1 0,5 0
developed in the research study.
14. There is a clear relation between the previous research and the problem
1 0,5 0
studied.
15. The data gathering procedures are appropriate and they are clearly described. 1 0,5 0
16. The population description and the samples studied are clear and enough. 1 0,5 0
17. The charts and/or the graphics are effectively used. 1 0,5 0
18. The report shows an impartial and scientific attitude without prejudice. 1 0,5 0
19. The orthography of the research study is correct. 1 0,5 0
ASPECTS TO EVALUATE DURING THE PRESENTATION
20. The timing for the presentation is in accordance to what was stipulated (no
1 0,5 0
more than 20 minutes).
21. The selection of the content being explained during the presentation is
1 0,5 0
appropriate and it reflects the content of the work.
22. The student communicates in a didactical way the contents of the
1 0,5 0
presentation.
23. The student shows certainty and knowledge of the topic, of the content as
1 0,5 0
well as of the methodology used.
24. The answers to the questions posed after the presentation have an
2 1 0
appropriate quality and in accordance to the questions worded.

Final mark:____ / 28 = ______ %

/ /
Date Signature and name of the evaluator

28
UNIVERSIDAD ADVENTISTA DEL PLATA - Health Science Faculty - Major in Medicine

REPORT OF RECEIPT OF
THE PROGRAM OF ACADEMIC ACTIVITIES AND THE SCP RULES

Name and surname of the student:

ID Nº:

By means of this certificate I testify that I received, I am being notified and I

understand everything about the SCP Program and Rules of PFO.

Student Signature:
Telephone and/or mobile phone:
E-mail:
Date of receipt of the PAC/SCP
/ /
and Rules of PFO:

By means of this signature, I give my consent or not to authorize my Epidemiological

Research Study (TIE) to be published in the Health Journal of Research of the University
(RIUS) [for its abbreviation in Spanish], if it complies with the criteria established and it is also
approved for its publication by this journal.
I give my consent
Yes ___ No ___
(mark with a "X")
Student Signature _________________________

29
UNIVERSIDAD ADVENTISTA DEL PLATA - Health Science Faculty - Major in Medicine

UNIVERSIDAD ADVENTISTA DEL PLATA

FACULTY OF HEALTH SCIENCES

RESEARCH STUDY

Name and surname of the student:

___________________________________________________

ID Nº: ________________________

By this certificate I state that I know and I am notified/ about:

- To upload to the Campus Virtual the design of the work (Project draft of the
Epidemiological Research Study [TIE]) within the first 45 days after having
started the SCP.

- The defense of the TIE -should be done within the first month after having
finished the SCP.

- According to the starting date of the SCP, the deadline to upload the

Project Draft to the Campus Virtual is...................... and the deadline

to defend the TIE is ..........................

- When the Project Draft is approved, a Director will be appointed for you to
guide you in all the remaining stages of the TIE. Do not gather any data until
your Director authorizes you.

Signature: ______________________

Date: __________________________

30