Health education: the role and functions of the specialist and the generalist

Abstract

Education for health is a process in which all public health and medical care personnel are involved. People learn both formally (planned learning experiences) and informally (unplanned learning experiences). Since the patient, the client, the consummer and the community expect public health and medical care personnel to assist them with health and disease issues and problems, the response of the professional "educates" the customer whether the professional intends to educate or not. Therefore, it is incumbent on all public health and medical care professionals to understand their educational functions and their role in health education. It is also important that the role of the specialist in education be clear. The specialist, as to all other specialists, has an in-depth knowledge of his area of expertise, i.e., the teaching/learning process; s/he may function as a consultant to others to enhance the educational potential of their role or s/he may work with a team or with communities or groups of patients. Specific competencies and knowledge are required of the health education specialist; and there is a body of learning and social change theory which provides a frame of reference for planning, implementing and evaluating educational programs. Working with others to enhance their potential to learn and to make informed decisions about health/disease issues is the hallmark of the health education specialist.

Women's Knowledge on Ovarian Cancer Symptoms and Risk Factors in Nigeria: An Institutional-based Study

“…This leads to learning and social changes that bring about positive health outcomes in individuals and community. All healthcare professionals are potential educators by the virtue of their professional relationship and interaction with their clients [ 27 , 30 ]. Studies have recommended the need to raise the awareness of ovarian cancer and educate women about its symptoms and risk factors to encourage early presentation and detection of the disease [ 6 , 14 , 25 , 26 , 31 ].…”

Turnstile Careers Between Academia and Practice

“…My subsequent rotations from practice positions have included (a) going to another university to start a research and development center, as at the University of Texas Health Science Center at Houston (UTHSC;1982-1988 after ODPHP and Harvard and (b) later starting, at the University of British Columbia (1991)(1992)(1993)(1994)(1995)(1996)(1997)(1998)(1999), an Institute for Health Promotion Research after a 2-year appointment as Vice President and Director of a national health promotion program for the Henry J. Kaiser Family Foundation (1988-1991.…”

“…Finally, the need for periodic reexposure of faculty to practice and policy settings is evidenced by the frequency of national and international committees to revisit the question of what practitioners need to be able to do. These historical changes are traceable through competency update projects (e.g., Airhihenbuwa et al, 2005), role delineation of health education practitioners (e.g., Cleary, 1988; McKenzie et al, 2016; Taub, Birch, Auld, Lysoby, & Rasar King, 2009; Wolle, Cleary, & Stone, 1989; Zapka, 1985), and certification requirements and accreditation standards (e.g., Allegrante, Airhihenbuwa, et al, 2004; Cottrell et al, 2012; Taub et al, 2014).…”

Percepções do médico-chefe a respeito de atividades educativas em Postos de Assistência Médica

“…Essa mudança revelou-se no presente trabalho pela demonstração, por 70% dos médicos-chefe, da compreensão do papel relevante da educação no processo de melhoria da saúde da população e da responsabilidade de todos e cada um dos que trabalha com a clientela no sucesso ou fracasso desse processo conforme já assegurava Cleary 5 . Foi ainda expressa pela adoção de um modelo de atendimento individual ou multiprofissional, que integra o componente educativo tanto nos consultórios como fora deles.…”