CCMAS Course Search

Malaria in children, severe malaria, introduction, epidemiology, pathophysiology, types of malaria. Clinical features, diagnosis of malaria, Management. Prevention, control. Infectious diseases. Measles, aetiology, risk factors, epidemiology, pathology, pathophysiology, clinical phases, features of measles (Koplik spots, rash distribution, common complications) evaluation and management of measles, prevention 5 levels of prevention, vaccine. Pertussis, aetiology, epidemiology and transmission pathology, pathophysiology of pertussis, phases, clinical features, investigation, making diagnosis, differentials, complications and management, prevention. Polio, aetiology, epidemiology and risk factors, pathology, pathophysiology of polio, forms of polio virus infection, clinical features of polio virus infection, differential diagnosis, investigation, diagnosis, complications of polio infection, management, prognosis, prevention. Tetanus, aetiology, types of tetanus infection, pathology, pathophysiology of tetanus infection, clinical features, differential diagnosis, complications, principles of management, treatment, prevention of tetanus. Tuberculosis, introduction and epidemiology. Pathology, pathophysiology. Natural history of tuberculosis, wallgren timetable. Peculiarities of TB in children. Investigations, diagnosis. principles of management. Dots prevention and control using the 5 levels of prevention. Paediatric HIV and AIDS, epidemiology and burden of paediatric HIV. Course of HIV disease. Viral & immunological dynamics. Clinical features of paediatric HIV. Clinical and immunological staging. Diagnosis. Testing algorithm <18, >18 months. Care of the HIV exposed child. Antiretroviral treatment. Schistosomiasis.

Speech development in new born babies. Observable signs of normal speech development in young children. Observable signs of abnormal speech development in children. Impacts of early life infections, malnutrition and birth defects on childhood speech development. Transition from speech age to language age. Signs of normal language development in growing children, youth and young adult. Assessment of normal and abnormal language development in youth and adults.

Definitions of specific speech-language disorders. Characteristics of speech-language disorders across the span. Causes of speech-language disorders. Assessment of specific speech-language disorders across the span. Prevalence of specific speech-language disorders. Therapies for specific speech-language disorders.

Definitions of joint mobilisation. Physiological and accessory motions. Basic concepts of joint motion – joint shapes, sliding & rolling. Indications, goals limitations and contraindication for joint mobilisation. Procedures for applying joint mobilisation, including concave-convex rule. Specific mobilisation techniques as applied to joints in the body. Manual traction for cervical and lumbar spine. Safety considerations before mobilisations such as Vertebra-Basilar Insufficiency (VBI), revision of anatomy of VBI and tests and signs. Approaches to spinal mobilisation/manipulation including Cyriax, Mennel, Kaltenborn, Maitland, Nwuga, McKenzie techniques.

Definition and explaination of terms used in orthotics, such as: Orthotics, Orthosis, Orthotist, Orthoses. Identification and explaination of the basic materials for producing spinal and upper limb orthoses. Identification of the materials for fabricating; Cervical orthoses, spinal jacket, lumbar corset and belts. Identification the following materials for fabricating. (a) Finger orthoses, (b) Cock up splints, (c) Aeroplane splint, (d) Shoulder abduction splint.

Identification of orthoses for management for specific conditions; Scoliosis, Kyphosis, Kyphoscoliosis. Preparation patient for measurement for spinal and upper limb orthoses. Taking appropriate measurements for spinal and upper limb orthoses. Confirmation measurements taken from negative cast. Confirm measurements taken after modification. Fabrication orthoses for the following spinal conditions: - Scoliosis, Kyphosis, Kyphoscoliosis and Lordosis. Orthosis fittings. POT 307, POT 308, POT 311 Learning Outcomes These subjects are delivered in a coordinated manner with the practical part of the Prosthetic course. The student should be required to acquire and comprehend the necessary theoretical knowledge and to be able to integrate this effectively in clinical practice. At the end of the course, student should be able to: 1. compare and contrast strategies for clinical assessment of patients and describe appropriate investigative techniques including patient history taking and physical examination; 2. recognise and describe the signs and symptoms of the most common pathologies which require prosthetic solutions including, etiology, clinical presentation, prognosis and appropriate device management; 3. distinguish between the physical characteristics of the limbs and discuss the relative implication for device design; 4. describe and compare temporospatial and kinematic characteristics of normal and pathological gait and use this information to justify the selection and design of appropriate devices; 5. describe the mechanics of materials and be able to apply these concepts to the design and construction of devices; 6. compare and contrast the functional characteristics of prosthetic components; 7. formulate appropriate prosthetic prescriptions for wide range clinical situations; and 8. appreciate and describe the roles of key members of the rehabilitation team and identify how they interrelate with the prosthetist.

Common injuries involving athletes and individuals in recreational sporting activities including soccer, basketball, weight lifting and other sports. Knee injuries including anterior cruciate ligament injury, posterior cruciate ligament, and meniscal tear injuries and collateral ligamentous tear. patella tendon rupture. conditions in weight lifters including osteolysis of acromio-clavicular joint and other conditions including golfer’s elbow. ankle injuries including Achilles tendon rupture. shoulder injuries including rotator-cuff tear. Gender issues in sports and injury in female athletes. Surgical intervention in sports injuries. ergogenic aides. physiotherapist in a sport setting. physical management of sports injuries to facilitate quick recovery testing and training and criteria for return to play following surgical intervention. performance measures, and sports specific rehabilitation. sports injury prevention and health education. fitness assessment of athletes, motor skill, and anthropometric evaluation.

Introduction to Sport and Exercise Nutrition. Protein needs for exercise and eating for muscle gain. Nutrition for training and for competition preparation. Fluid and fuel intake during competition and training. Vitamins, minerals, antioxidants and the athlete’s health. Dietary supplements and ergogenic aids. Weight restricted and weight sensitive sports. Strength and power sports. Nutrition, physical activity and health, Special Populations and Nutritional needs in special environments

Meaning and definition of soil quality. Concepts of soil quality and their significance. Development of framework for evaluation of soil quality. Soil quality index; Characteristics of the quality and types of soil. Differences between soil quality and soil health. Importance of setting soil quality standards. Procedures for setting standards for soil quality. Agencies for setting soil quality standards. Evaluation of policies and its effectiveness on soil quality standards in Nigeria. Minimum Academic Standards Personnel The personnel requirements for the programme should reflect student population and the variety of activities to be performed in the classrooms, studios, laboratories and workshops. The ratios should conform to the NUC minimum guidelines on staff/student ratio of 1:15 for the Discipline. Academic Staff The point of entry for each of the recognised teaching staff positions should reflect appropriate academic qualifications, and experience in both teaching and professional practice. Details of the requirements for the various positions are indicated in Table 4: Academic Support Personnel Teaching Assistant/Demonstrators are recommended to assist lecturers in the conduct of tutorials, practicals and fieldwork. Administrative Support Personnel The services of the administrative support staff are indispensable in the proper administration of the departments and faculty offices. These will normally include confidential secretaries, clerical officers, typists, messengers and cleaners. Technical Support Personnel The technical support personnel shall consist of technical officers and technologists. It is important to recruit very competent senior technical staff to maintain teaching and research equipment. Physical Facilities Spaces For the good administration of the programme, adequate facilities should be provided for the office of the Head of Department. The required minimum office space standards for the programmes are provided by the Commission in the relevant section of the BMAS. Spaces should be provided for the under listed facilities taking due cognizance of the minimum recommendation as presented in Table 5: 1. Office Accommodation; 2. Classroom Space; 3. Studio Space; 4. Seminar Rooms; 5. Drawing Offices; 6. Workshop Spaces; and 7. Library. Space Recommendations Space Use Minimum (m²) 2. Professors Office Academic 25 3. Head of Department Administration 30 4. Senior Lecturer Academic 12 Other ranks of academic 5. staff Academic 10 6. Senior Technical Staff Technical 12 7. Senior Administrative Staff Administration 12 8. Junior Technical Staff Technical 9 9. Junior Administrative Staff Administration 9 10. Studio Space Students 30 11. Lecture Space Students 75 12. Seminar Space Students 30 13. Laboratory Space Students 30 14. Library Students 35 15. Social Space Students 40 16. Storage Space Students 30 Staff- Student Common Room In order to promote both social and academic interaction among staff and between staff and students, there should be a common room of about 35(m²) equipped with a kitchenette where staff and students could interact in an informal atmosphere. Equipment Each Faculty/programme should be provided with requisite laboratories, studios and workshops with relevant equipment in relation to student population and variety of activities performed in each programme. To achieve the benchmark standards for any programme, there should be: 1. Well-equipped Computer lab with adequate desk top computers for students, including relevant computer software in each degree programme; 2. High speed Internet facilities for both staff and students; 3. A PC for each academic staff in his / her office with Internet facilities; 4. Multimedia Recording Devices (at least 4); 5. A Video recorder; 6. A video player; 7. A wide screen Television; 8. Overhead power-point, multi-media facilities; 9. Vehicle for field trips; and 10. Laboratories with diverse equipment to be provided with consumables in terms of chemicals, biological or ecological materials. to support the prescribed practicals. Library and information Resources Universities should leverage on available technology to put in place rich databases and other electronic/digital library and information resources. In addition, good stock of current hard copies of reference and other textual materials should be provided centrally at the level of the Faculty. A well networked digital library should serve the entire university community. Availability of wireless facilities (Wi-Fi) with adequate bandwidth should enhance access to these electronic resources.

The concept of air quality standards as levels of air pollutions prescribed by regulations that may not be exceeded during a specified time in a defined area. Air quality parameters: Air quality index (AQI) used by government agencies: Uses and types. The primary sources of information on air quality standards, criteria and policies: the relevant local, state and central organization that have a mandate for overseeing the air resources of the study area.: Air environmental setting; Air impacts; prediction of air impacts, impact assessment; and impact mitigation. Water quality as the chemical, physical, biological and radiological characteristics of water. The most common standards used to assess water quality: health of ecosystems, safety of human contact and drinking water. Setting standards: Role of agencies that make political and technical/scientific decisions about how the water will be used. Categories: the parameters for water quality and how they are determined by the intended user. Human consumption, industrial and domestic use of water, environmental water quality, and agricultural water quality.