Preventive Medicine and

Public Health WS820

Aicha Sebaa | asebaa@pacificcollege.edu
2 Unit |30 Academic Hours
WS820.02 all classes 2 hours and 50 minutes

Course Description

Preventive medicine and public health presents epidemiology, risk factors, determinants of health,
effects of different cultural practices, genetic predispositions, the effect of climates on the incidence
of disease, and more. In addition to conventional therapies, students will analyze and evaluate the
role of Chinese medicine in preventive medicine and public health, along with the effects of diet,
exercise, meditation, and more.

Course Learning Outcomes

Upon the successful completion of this course, each student will be able to:
1. Describe principles of epidemiology and assessment of risk and benefit.
2. Evaluate the study designs used in the Public Health scientific literature for strengths and weaknesses.
3. Evaluate EBM perspectives on both TCM and biomedical approaches to exercise, behavior, and
exercise as tools in disease prevention.
4. Identify principles of public/community health and implications.
5. Recognize agencies and organizations including CDC, local and regional disaster management
involved in public health and prevention.
6. Identify public health prevention strategies for chemical dependency and evolving/emerging
communicable diseases.
7. Identify public health education including diet, nutrition, supplements, use of exercise, meditation, qi-
gong, tai-ji in health, wellness, and prevention of disease.

Required Text

Katz, D. L., Elmore, J.G., Wild, D.M.G., & Lucan, S.C. (2014). Jekel’s Epidemiology, Biostatistics,
Preventive Medicine & Public Health (4th Ed.). Philadelphia, PA: Saunders. ISBN-10: 1455706582;
ISBN-13: 918-1455706587

Course Requirements and Evaluation (Assignments)

Assignments Points/% Due dates Time Due

Assignment 1: Health care paper 25% Due week 5 (May 30th) 11:55pm PT
start-up
Assignment 2: Group presentations 30% Due week 8 (June 20th) 11:55pm PT
Assignment 3: Health Plan solution 45% Due week 11 (July 11th) 11:55pm PT
paper
Total points possible on assignments 100%

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Assignments: Are due as indicated in the grid to ensure that you have IT help if you
need it

Homework assignments ensure that students come to class prepared. All homework
assignments are expected to be of graduate-level quality (i.e. free of spelling or
grammatical errors), and these assignments are due by the deadlines indicated for
each assignment.

Assignment 1: Epidemiology/PMPH research paper evaluation (due week 5 - see grid for due date)

The purpose of this assignment is to ensure participants can effectively evaluate a published
public health research paper.

Epidemiology/PMPH Research Paper Evaluation

Be sure to address the following questions and points in your paper:

• Locate an Epidemiological, Preventive Medical or Public Health research paper on PubMed/or

appropriate database.
• Write the full citation of the paper (APA Format).
• Then evaluate/discuss:
o Why did you choose this paper? (Briefly describe what interested you about the topic).
o Evaluate strengths and weaknesses of the paper’s design.
o What study design was used?
o What information supported the study design used?
o Is there any room for improvement in the paper? If yes what improvement can you suggest. If No
why not
o What would you suggest for follow up studies?
o Evaluate the research in terms of evidence-informed from both CM and biomedicine
perspectives. Discuss how clinical experience, patient preference, and current research in both
CM and biomedicine might view the study. Separate the CM paragraphs from Biomedicine
sections under different headers.
• Additional guidelines:
o The paper should be no more than 2 pages (excluding title page and reference pages).
o Follow APA format in the text as well as in references.
o Follow the rubric requirements and verify before submitting assignment.

References (APA format) – See Academic Integrity section below for APA referencing style
guidance.

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Assignment 2: Week 9 and 11 Presentations (due week 8 - see grid for due date)
Week 9: Group 1, 2, 3
Week 11: Group 4, 5, 6
The objective of this assignment is to identify preventive medicine and/or public health education
and wellness strategies, using any one of the following topics assigned to each group:
• Group 1: Chemical dependency and/or opioid addiction
• Group 2: Evolving/emerging communicable diseases
• Group 3: Use of diet, nutrition and exercise
• Group 4: Use of supplements from TCM and/or herbal medicines
• Group 5: Use of acupuncture
• Group 6: Use of meditation, qi gong or tai qi

The template for the PowerPoint is available on Moodle. Include at least ten (10) references.
Presentation length is up to 30 minutes followed by questions and academic peer review. The
grading rubric for this group project is available in Moodle.

Note: Each group will receive a collective grade; there are no individual grades for the project.

Assignment 3: Health Plan Solution Paper (due week 11 - see grid for due date)

The objective of this assignment is for the student to write a research proposal (e.g., research
study, prevention study. or public health research) such that the proposal can be quickly
translated into either a research grant proposal or a research proposal that would serve as a
primer for a dissertation.

The Health Plan Solution Paper for this course is a proposal addressing a health problem in your area of
interest. This proposal should be no more than 9 double spaced pages + a title page and 1 or 2
reference page(s). In the text, provide a reference for anything you write that is not your own. Use APA
Format for formatting the paper and the references.

Organize your information into the following sections:

Title:

The title should reflect the key topic and the type of paper (e.g. Chinese Herbs for Flu Prevention: A
Health Policy Proposal)

ABSTRACT. 250 words or less:

In one paragraph, summarize any of the following if applicable:
• The problem that you are addressing
• Your proposed solution
• Your hypothesis or objective of the proposed solution
• Methods and expected results
• Measures or tools to assess success

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INTRODUCTION. 1-2 pages:

Consider the following if applicable. You may have different elements. This simply provides ideas.
• What is the problem?
• What key previous research or literature exists? Summarize one or two significant works
• Why is this proposal important? What is the gap in the existing research or literature?
• What are your hypotheses?
• If you are proposing research, include the type such as experimental or observational. You can further
specify as Randomized Controlled Trial, Retrospective, Cohort, etc.

BACKGROUND AND SIGNIFICANCE. 3-4 PAGES:

You may consider additional headers (from examples you have seen or presented in the past), per
APA format, under this section.
• Elaborate on the background, relevance, and significance.
• Include a Review of Literature section. You will summarize key works in the Introduction.
• If it is a proposed study, what is the research question?
• How does this paper or the proposal address the gap in existing research or literature?
• Note: the reader should always be informed of who wrote any material used in the paper. In this
section, be elaborate about who wrote it, or where the information fits into study of the problem.

METHODS: 1-2 PAGES

You may consider additional headers (from examples you have seen or presented in the past), per
APA format, under this section
• How did you conduct your research for this paper, or what is the plan for the proposed study?
• Describe the target population. If this is a proposed study, describe the target sample, plan, and size.
• Why did you choose this population or target sample to address the problem or research questions?
• What measures will you use to assess success?
• Is there or do you anticipate any analysis or statistical tests?
• If this is a proposal that you will use for future submission, use clean and concise language.

CONCLUSION: HALF TO 1 PAGE

• What did you find, or what do you expect to find?
• Why are/will/could the results be important?
o Consider theoretical, research, and/or clinical importance, prevention, and public health ideas.

REFERENCES:
All references must be in APA format and should be published within the last 10 years unless
they are historical references.

Also see below the academic integrity section

Course Curriculum Outline

Week #1: MAY 2

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 1 & 2
• Watch the documentary available online Genetic Roulette: The Gamble of our Lives (2012). Here is one
link among other free options available online: https://vimeo.com/90061444

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• Search the scientific medical literature

• Use MeSH to Build a Better PubMed Query
https://www.youtube.com/watch?v=uyF8uQY9wys&list=PLBD13A2628C7A9965&index=1
• PubMed: The Filters Sidebar
https://www.youtube.com/watch?v=696R9GbOyvA&list=PLBD13A2628C7A9965&index=4

Class: Epidemiology
• Learnings from Documentary – Group learning
• Introduction to Epidemiology – Principles and Methods, History
• Grouping of ill persons and classification of disease – Considering time, place person
• Epidemiological data measures

Week #2: MAY 9

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 5 & 6
• Read article 1 (War Illness)
• Video: See Moodle for current videos – All videos should be viewed before class. Faculty member may
show the video in class as well.

Class: Research designs for PMPH

• Group learning - War Illness article

• Research designs used in PMPH
• Discuss Placebo and its role in PMPH research
• Risk and causality assessment

Week #3: MAY 16

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 3, 4 & 27
• Read article 2 (Ebola)

Class: Surveillance, EBM, EIP

• Evidence based medicine
• Quality – Bias, validity precision, accuracy etc.
• Surveillance Group learning using Ebola article

Week #4: MAY 23

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 8–13
• Video: See Moodle for current videos – All videos should be viewed before class. Faculty member may
show the video in class as well.

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Class: Statistical foundations for PMPH

• Statistical foundation
• Data type & variability and Statistical fundamentals for inferential analysis
• Use in PM PH

• REMINDER: Assignment 1 is due week 5 at 11:55pm PT

Week #5: MAY 30

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 14-23
• Video: See Moodle for current videos – All videos should be viewed before class. Faculty member may
show the video in class as well.

Class: Preventive Medicine Primer

• Prevention – primary, secondary, tertiary
• USPSTF
• Evaluating health & Screening

Week #6: JUN 6

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 14-23
• Familiarize important role of TCM/Acupuncture in PM
• Video: See Moodle for current videos – All videos should be viewed before class. Faculty member may
show the video in class as well.

Class: Applied Preventive Medicine

• Group Learning: TCM/Prevention
• Prevention - nutrition, exercise, behavior, chemical dependency, chronic disease infections
• TCM/Acupuncture in PM -

Week #7: JUN 13

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 24–26 & 28-30
• Video: See Moodle for current videos – All videos should be viewed before class. Faculty member may
show the video in class as well.

Class: Public Health Primer

• History of Public health and principles of PH
• Public Health Federal structure of public health
• Public health initiatives
• Video: Unveiling of Healthy People Website at Healthy People 2020 Launch
• Video: Healthy People 2020

• REMINDER: Assignment 2 due week 8 11:55pm PT

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Week #8: JUN 20

Pre-Readings:
• Jekel's Epidemiology, Biostatistics, Preventive Medicine and Public Health, Ch 24–26 & 28–30

Class: Applied Public health, Public Offices and Policies

• Group learning: Students’ experiences with prevention and TCM/Acupuncture focusing on the topics
described
• TCM, qi gong, tai qi as disease prevention and Public health tools
• In class discussions on how to critically appraise various papers/article on Public health

Week # 9 JUN 27
Presentation Group 1, 2, 3
• Group 1: Chemical dependency and/or opioid addiction
• Group 2: Evolving/emerging communicable diseases
• Group 3: Use of diet, nutrition and exercise

Week # 10 JUL 4 NO CLASS

• REMINDER: Assignment 3 due week 11 11:55pm PT

Week #11 JUL 11

Presentation Group 4, 5, 6
• Group 4: Use of supplements from TCM and/or herbal medicines
• Group 5: Use of acupuncture
• Group 6: Use of meditation, qi gong or tai qi

Technology Requirements
The college requires that all students have access to a computer, software applications, and an
internet connection that meet certain specifications. These specifications are outlined in the PCOM
catalog, which is available as a free download from the college’s website. Computers that meet
these specifications are also available for use in the college library during normal hours of operation.
Students are expected to have basic proficiency in the use of word processing software such as
Microsoft® Word (including the ability to “track changes”), and presentation software such as
PowerPoint®. Students should also be checking their PCOM email accounts on a daily basis to keep
abreast of any course-related announcements.

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Grading Standards

A = 94-100% A- = 90-93% B+ = 87-89% B = 84-86% B- = 80-83%

C+ = 77-79% C = 70-76% F = 69% or lower I = Incomplete

LATE ASSIGNMENT POLICY

For all assignments,

• there will be a 5% penalty for assignments turned in (late) between 1 to 7 days after the due date;
• there will be a 15% penalty for assignments turned in (late) between 8 to 14 days after the due date;
• assignments over 2 weeks late (assuming the term/semester has not finished) will not be accepted
without extenuating circumstances that have been approved by the Dean.

Grading Rubric (For Assignment 1 & 3)

Criteria Excellent Good Average Poor (fail)
5 4 3 1
Content Assignment covers Assignment covers Assignment covers Assignment DOES
ALL the content as ALL the content as SOME the content NOT cover the
directed in the directed in the as directed in the content as
syllabus with syllabus with CLARITY syllabus without directed in the
CLARITY and CLARITY (Instructor syllabus and is
exceeds has to second without CLARITY
requirement guess or draw (Instructor has to
inferences from the second guess or
text) draw inferences
from the text)
Discussion Justifies the Justifies the Justifies the Does not justify the
assignment with assignment with assignment with assignment or with
arguments arguments arguments (vague no direction
(published or (published or terms with no
common sense - common sense - direction) and the
conventional conventional topic is NOT a
wisdom) and the wisdom) and the challenge but
topic is a challenge topic is a challenge interesting
and shows ability to
expand beyond
published
discussion.
Sentence Follows APA. All Follows most APA Has significant errors Does not follow
structure, well-constructed format; but with few in APA format APA format.

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Grammar, sentences. No errors could have suggesting Sentences not well

Mechanics errors in grammar, been avoided with carelessness. Fifty constructed.
& Spelling mechanics and attention to detail. percent of Difficult to
spelling. Most sentences well- sentences well- understand.
constructed. Author constructed. Author made
made three or less Author made over numerous errors in
errors in the four errors in the the following
following areas following areas, areas: grammar,
grammar, grammar, mechanics and
mechanics and mechanics and spelling
spelling; BUT it does spelling; BUT it does
not affect not affect
understanding understanding

Rubric for Group Presentation (For Assignment 2)

Criteria Excellent Good Average Poor (fail)

5 4 3 1

Spelling, Each slide is cited Most slides are cited Over 50% of slides Slides are not
Grammar, using APA format. No using APA format. are not cited cited using APA
Punctuation spelling grammatical Very few spelling, using APA format. format. Many
or punctuation errors grammatical or Some spelling, spelling,
punctuation errors grammatical or grammatical or
punctuation errors punctuation errors

Sentence Excellent sentence Well-written Somewhat poorly Poorly written

Structure structure with no sentences with very written sentences sentences with
errors. few errors. with multiple multiple errors.
errors.

Organization Very well organized Well organized with Somewhat Poorly organized
with a logical very few abrupt disorganized with with many abrupt
arrangement of transitions but some abrupt transitions,
ideas and clear contains ideas that transitions. irrelevant ideas
thought process. do not link to the Thought process and illogical
topic. Thought confusing. thought process.
process mostly clear.

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Expression Each group member Each group member Some difficulty Incoherent and
spoke clearly and spoke clearly and with expressing unclear with a
concisely using concisely using good ideas clearly and poor choice of
excellent vocabulary vocabulary (using a concisely with vocabulary
(using current combination of satisfactory (incorrect term
terminology) current and vocabulary usage)
outdated (potentially
terminology) outdated
terminology)

Critical Excellent detailed Good detailed Some Minimal to no

Thinking understanding of the understanding of the understanding of understanding of
topic and provides topic but had the topic the topic
defensible difficulty articulating discussed and discussed
comment/conclusion their insights that go unable to add
with regards to the beyond the additional
topic that go published material. thoughts on the
beyond the topic that are not
published material published.
on the topic.

Examples & Provides many Provides a moderate Provides few Provides very few
Illustrations relevant and number of relevant relevant and or no relevant
appropriate and appropriate appropriate and appropriate
examples and examples and examples and examples and
illustrations with illustrations with illustrations with illustrations with
regards to topic, regard to the topic regard to the regard to the
supported by the supported by the topic, supported topic, supported
literature (evidence- literature evidence- by the literature by the literature
based practice, based practice (evidence-based (evidence-based
theory, etc.). theory etc. practice, theory, practice, theory,
etc.). etc.).

The faculty of Pacific College has adopted the following descriptions of letter grades to supplement
the numerical descriptions in the catalog:
An “A” represents outstanding achievement. The student has met more than 90% of the course
objectives. An “A” grade is only available for the highest, most exemplary accomplishments.
A “B” represents substantially acceptable performance. The student has met at least 80% of the
course objectives, but the student may still need remedial work in order to fully meet the course
objectives. Because all course objectives are important in this curriculum, some remediation (either
by focused independent study or tutorial) is recommended before proceeding to more advanced
courses.
A “C” is awarded for marginally satisfactory performance. The student may proceed to courses for
which the completed course is a prerequisite, but remediation is strongly recommended. A “C”

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should be considered a warning grade; it is the college’s observation that “C” students are at risk of
failure on comprehensive and state licensure exams.

Authorization for a Grade of Incomplete (I)

Any student seeking authorization for grade of “I” must first present a written petition to the
Academic Dean. It is the responsibility of the student to bring pertinent information to the instructor
and the Dean, and to reach an agreement on the means by which the remaining course
requirements will be satisfied. An incomplete shall not be assigned when the only way a student can
make up the work would be to attend a major portion of the course when the class is next offered.
An “I” may not be assigned when the student’s course total is less that 70%. A student receiving an “I”
must make up the specified deficiency and receive a grade by the end of the second week of the
next semester. If not, the “I” automatically lapses to an “F” on the first day of the third week, and the
course must be retaken at normal tuition rates. There are no extensions to this policy. It is the student’s
responsibility to ascertain whether the instructor has delivered the final grade change to administra-
tion before the third week of the term begins.

Attendance

The college’s policy on tardiness is as follows:

• Arriving 15 minutes late or leaving 15 minutes early = 1 tardy
• 3 tardies = 1 absence
• Arriving 30 minutes late or leaving 30 minutes early = 1 absence
The college’s policy on absences is as follows:
Students must attend at least 75% of the class hours scheduled in order to receive credit for a given
academic course. Excessive absences, regardless of the reason for the absences, will result in a
grade of “F” (unless a grade of “I” has been approved). Students who receive a grade of “WF” must
retake the course at normal tuition rates.
Students must be present at least 75% of webinars.
In order to be marked present in a webinar, students are required to ensure the following:
• They must log in to the webinar using their full real name as it appears on their invoice
• Their face must clearly visible on the webcam at all times
• Their webcam must be active and not paused at all times except class breaks
The Registrar will drop students from applicable Associate Internship, Internship, and DTD classes if, by
the second week of the respective term, all sections of the required exams have not been passed.
It is the student’s responsibility to stop attending courses for which they are not qualified. No credit
and no refund will be granted for courses taken out of sequence whether or not the student was
notified individually. To avoid any inconvenience or unnecessary cost, please make sure you are
registered for and attending the correct courses. The Registrar or Academic Dean can provide
official answers to related questions. Please do not hesitate to contact them if you have any
questions.

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Academic Integrity

Students who cheat on course assessments exhibit a willful disregard for the ethical and professional
conduct expected of aspiring practitioners. At minimum, the cheating offense will result in a one-
semester suspension from the College with the violation noted on the student’s transcript; a repeat
offense will lead to the student’s expulsion. Students must also ensure that they are submitting original
work that is written or developed for their particular courses. The presentation of someone else’s
ideas or work as one’s own is considered plagiarism and will result in a failing grade for the course.
When submitting information that is not their own original research or accepted as common
knowledge, students must cite the source of the information using American Psychological
Association (APA) standards, unless a different formatting standard is requested by the course
instructor.
Suggested websites for up-to-date APA formatting include:
http://owl.english.purdue.edu/owl/section/2/10/
http://nova.campusguides.com/content.php?pid=114919&sid=992685
http://en.wikipedia.org/wiki/APA_style
A website providing helpful information concerning plagiarism:
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Additional information concerning quoting, paraphrasing, and summarizing:
http://owl.english.purdue.edu/handouts/research/r_quotprsum.html

Online Etiquette (“Netiquette”)

An increasing proportion of student-instructor and student-student communications are now taking

place in the online environment, and many PCOM courses contain a significant online component.
As online communications lack the context afforded by body language or tone of voice, students
should choose their words carefully and avoid comments that could be misinterpreted as
disrespectful or discriminatory. Students are also reminded not to write messages in all capital letters,
as this is considered shouting in the online environment, and is an impolite form of communication.
Students are reminded that the online chat box is solely for communication directly related to the
class subject at hand. Personal communication or opinions unrelated to the class subject should be
communicated through other media. Any online postings that distract other students should be
avoided and may considered as grounds for disciplinary action.

Make-Up Assessments

Students are not permitted to make up a missed exam, quiz, homework assignment, or any other
course assessment unless they can provide documentation of “extenuating circumstances;”
• “Extenuating circumstances” are defined by Pacific College as serious illness, labor and delivery,
a death in the family, military deployment, study abroad trips (with at least 1 month’s notice), and
religious observances. Events other than those listed may be considered “extenuating
circumstances” with the advanced consent of both the course instructor and the Academic
Dean.

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• Make-up assessments must normally occur (or be submitted) within one week of the original date
(or due date). A PCOM staff member or administrative officer will typically proctor make-up
exams or quizzes, and students are normally required to pay a fee unless their absence was due
to a religious observance;
• In the absence of timely documentation of “extenuating circumstances,” PCOM faculty will
assign the student a failing grade for any missed assessment;
• Students who frequently request make-up assessments will be required to meet with the
Academic Dean and/or Student Advisor to explain their frequent absences.
Make-up Fees for Exams and Quizzes:
• Written $50
• Practical $75
• Combined written and practical $110

Disability Support Services

The college provides assistance for students, faculty, staff, and patients with disabilities, and does not
discriminate on the basis of disability in the admission or retention of students. Under the Americans
with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, qualified persons with
disabilities are entitled to reasonable accommodations to achieve nondiscriminatory access to
programs, services, and activities at Pacific College.
In order to request accommodations, a student must:
• Document disability;
• Document limitations;
• Request specific accommodations in writing and make an appointment to discuss these requests;
• Engage in dialogue with college representatives;
• Update requests as needed.
For more information on Disability Support Services or to discuss your specific needs, please schedule
an appointment with the Student Adviser or the Academic Dean.

Student Resource Services

24 hours a day, 7 days a week, confidential support services are available to help Pacific College
students work through any personal challenges that may be interfering with their academic success.
Phone: 1-866-640-4777
To register online:
1. Visit www.studentlifetools.com and go to the orange box titled “Student Life Tools Login.” Select
“New Users Click Here to Register.”
2. On the next screen, fill in your basic information. Use your school code to gain access to the site.
Student Access Code: L357
3. On this page, you will be prompted to create a unique user ID & password.
4. Click register at the bottom.
Support services include:

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• Immediate access to Masters-level counselors

• A nationwide network of licensed providers for one-on-one counseling
• Online self-help tools
• Individualized assistance identifying up-to-date community-based agencies and organizations
that can facilitate access to childcare, transportation and other daily living needs
A specialist can be reached by telephone at any time of day (including weekends and holidays) so
that students have access to around-the-clock support, whether at school or at home. One-on-one
counseling is available on an as-needed basis. Common reasons why students reach out to Student
Resource Services include (but are not limited to): feelings of stress related to school, family, or work;
struggles with depression or anxiety; relationship issues; drug or alcohol problems; childcare concerns;
or financial troubles.

Carnegie Units/Hours

The Carnegie unit formula applies to all for-credit courses offered by the college. This formula directly
relates to instructional assignments, both in and out of class. The Carnegie formula requires two hours
of outside work for every one-hour of in-class didactic instruction. For example, in a 3-unit class that
meets three hours per week, students should expect to perform 6 hours of outside work. The following
formulas are used to approximate the amount of time the average student will need to complete
assignments:

Reading Assignments Written Assignments

Reading Hours/Pages
Writing Level Hours/Pages Written
Level Read
1 hour / 30
Easy Easy 1 hour / 2 pages (500 Words)
pages
1 hour / 20
Text Guided Response 1 hour / 1.5 pages (375 words)
pages
1 hour / 15
Technical Research-Based 1 hour / 1.5 pages (375 words)
pages
1 hour / 15 Analytical
Graduate 1 hour / 1 page (250 words)
pages (Documented)
Original Research 1 hour / 1 page (250 words)
If the assignment does not fall into any
Other of these categories, time is estimated
based on the closest category.

Library Resources

E-resources at Pacific College of Oriental Medicine libraries are available to users on or off campus
from the library’s web page. These e-resources include access to online full-text journals, databases
with full-text articles, and e-book collections of textbooks.

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E-Books includes access to major publications in the Ebrary Academic Complete Collection and the
OVID e-books of TCM. Ebrary has over 100,000 textbook titles on general education topics, as well as
health sciences, massage therapy, and alternative & integrative medicine. The OVID eBooks of TCM
includes over 100 major books from the People’s Medical Publishing House. These collections are
searchable by keyword, subject, title or author. For example, you can select a title, open the book,
and view and select chapters to download, read, print, or study. The EBooks portal also includes
online books from universities and publishers, and dissertation style guides. Off-campus access to
proprietary systems such as Ebrary, OVID EBooks, ProQuest, and others requires a user login through
MyPCOM, or access codes.
Online tutorials for database searching include the PCOM Health Information Literacy tutorials, the
online catalog, and the NLM Quick Tours section. Hands-on training is also available. The online
catalog is open to public-access searching of printed and non-printed materials including books;
journals; media such as CDs, DVDs, and videos; and anatomical models that can be borrowed or
requested

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