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close this bookHealth Education Syllabus Grade III Teachers' College In Uganda (SHEP, 63 p.)
View the documentFOREWORD
View the documentINTRODUCTION
View the documentUNIT ONE: OUR HEALTH
View the documentUNIT TWO: AIR, WATER AND SANITATION
View the documentUNIT THREE: BODY SYSTEMS
View the documentUNIT FOUR: FOOD AND NUTRITION
View the documentUNIT FIVE: SAFETY, ACCIDENTS, POISONING AND FIRST AID
View the documentUNIT SIX: ORIENTATION TO SCHOOL WORK I
View the documentUNIT SEVEN: TEACHING PRACTICE I
View the documentUNIT EIGHT: DISEASES
View the documentUNIT NINE: AIDS
View the documentUNIT TEN: ORAL HEALTH
View the documentUNIT ELEVEN: MATERNAL AND CHILD HEALTH
View the documentUNIT TWELVE: IMMUNIZATION
View the documentUNIT THIRTEEN: FAMILY HEALTH AND SOCIAL PROBLEMS
View the documentUNIT FOURTEEN: ESSENTIAL DRUGS AND DRUG USE
View the documentUNIT FIFTEEN: TRADITIONAL PRACTICES OF MEDICINE
View the documentUNIT SIXTEEN: PRIMARY HEALTH CARE
View the documentUNIT SEVENTEEN: METHODS AND APPROACHES OF TEACHING HEALTH EDUCATION IN PRIMARY SCHOOLS
View the documentUNIT EIGHTEEN: ORIENTATION TO SCHOOL WORK II
View the documentUNIT NINETEEN: TEACHING PRACTICE II

UNIT FIFTEEN: TRADITIONAL PRACTICES OF MEDICINE

OBJECTIVES

By the end of this unit, students should be able to:

1. Name the traditional medicines found in the community.

2. Compare characteristics of traditional and Scientific medicine.

3. Discuss the role and shortcomings of traditional medicine and healers.

4. Explain how children perceive the concept of traditional practices of medicine. Myths and beliefs associated with the causes, prevention and treatment of some diseases in the community.

5. Explain the concept of traditional medicine myths and beliefs associated with the causes, prevention and treatment of some diseases in the community.

6. Discuss how the children perceive the concept of witchcraft. and charms.

7. Name the characteristics of traditional medicine as opposed to witchcraft, charms and magic.

8. Discuss the contributions of traditional birth-attendants towards the health of the community.

TOPICS:

1. Myths about diseases.

(a) Myths and beliefs associated with causes of such diseases as diarrhoea, measles, malaria, mental and nervous disorders, venereal diseases, etc..

(b) Local practices in preventing different diseases.

(c) Administration and treatment of different diseases.

2. Traditional Medicine.

(a) Distinguish between traditional and scientific medicine.

(b) Advantages and disadvantage of traditional and modern medicine.

(c) Characteristics and names of traditional medicine.

(d) Classes of traditional medicine e.g. plants, animals and minerals.

(e) Facts, myths and beliefs associated with collection, preparation and storage of traditional medicine

(f) Application and administration of traditional medicine.

3. Traditional Healers.

(a) Their roles in the community
(b) Their methods of work
(c) Dangers associated with their methods of work
(d) Outcomes of their cooperation with modern practitioners to promote community health.

4. Traditional Birth attendants.

(a) Roles in community

(b) Their contributions to the health of community

(c) Their methods of work.

(d) Problems and dangers associated with their methods of work.

(e) Outcomes of their cooperation with modern medical practitioners to promote community health.

5. Witchcraft.

(a) Concepts of witchcraft, charm and spells.
(b) Reasons for practising witchcraft.

SUGGESTED ACTIVITIES/METHODS

- Discussion
- Field trips/Excursions
- Projects
- Resource persons
- Demonstrations
- Role play
- Debates
- Observation and recording.

EVALUATION

- Oral Exercises
- Written Exercises
- Observation and recording

REFERENCE

1. A Guide to Environmental Science unit 15 pp. 55 - 73 by Bro Tarsis Nsobya.