A 21st-century medical school

Duvivier, Robbert; Stull, Matthew J.; Colombo, Andrea; Chantanakomes, Jirayu; Kaduru, Chijioke

doi:10.1016/s0140-6736(15)61154-0

Cited by 2 publications

(4 citation statements)

References 5 publications

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Section: Introductionmentioning

confidence: 99%

“…Public health competencies and health system-oriented practices are essential components in the education of the new generation of medical doctors in the 21st century (Duvivier et al, 2015). Epidemiological transition demands newer competencies of medical graduates (Duvivier et al, 2015). New-generation medical doctors require system-oriented, multidisciplinary approaches to tackle the challenges facing health systems and address epidemiological transition, population aging, and demographic transition, along with climate change, disasters, and pandemics.…”

Section: Introductionmentioning

confidence: 99%

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A National Assessment of Public Health Instructions in Medical Schools of Thailand

Aung,

Vanapruks,

Sithisarankul

et al. 2024

Sage Open

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Epidemiological transition, population ageing, and pandemics posed new challenges to the health system. Current global situation demands many new competencies within the scope of teaching public health in medical schools. The aims of this study were to identify the needs of public health competencies for medical doctors in Thailand and to assess the level of integration for technical collaboration in teaching public health. The national survey of all Thai medical schools applied the list of public health competencies framework recommended by the World Health Organization, Southeast Asia Regional Office (WHO-SEARO). Qualitatively, community representatives from 11 sample villages were interviewed in the focus groups and representatives from stakeholder organizations, particularly employers in the in-depth interviews. Data integration applied recursive mixed-method approach. While the survey identified that health economics, disaster management, leadership, and teamwork are not well addressed in curriculum, employers, and national health authority uttered the need to strengthen the health system sciences and leadership in new generation medical doctors. Almost two third of medical schools could not apply interdisciplinary integration to teach such public health subjects. Furthermore, experiential learning and role play are recommended, in addition to the usual teaching method and multiple-choice questions. Thai communities expect doctors to serve the community, lead the primary healthcare team and train the health professionals and community health volunteers. Therefore, future medical doctors require interdisciplinary competencies. The findings of this study may provide evidence to step forward to a national framework of public health core competencies and interdisciplinary collaborations.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A National Assessment of Public Health Instructions in Medical Schools of Thailand

Aung,

Vanapruks,

Sithisarankul

et al. 2024

Sage Open

View full text Add to dashboard Cite

show abstract

“…Medical schools are faced with the challenge of how to produce doctors to respond to all these changes. Epidemiological transition demands newer competencies of medical graduates (Duvivier, Stull et al 2015). Public health competencies and health system-oriented practices are essential components in the education of the new generation of medical doctors in the 21 st century.…”

Section: Introductionmentioning

confidence: 99%

“…Teaching public health to undergraduate medical students is accepted by many schools as it represents an important element in the curriculum development that can prepare medical students for the 21st century. , Stigler, Duvivier et al 2010, Duvivier, Stull et al 2015 ). In many countries they have developed core competencies in public health to be applied by all medical schools.…”

Section: Introductionmentioning

confidence: 99%

A Mixed-Method National Study of Public Health Core Competencies in Undergraduate Medical Schools in Thailand to Find out the Need for Transformative Changes

Aung¹,

Vanapruks²,

Sithisarankul³

et al. 2022

Preprint

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Background: With new challenges to the health system, many new competencies within the scope of teaching public health need to be addressed in medical schools’ curricula such as disaster risk management and health system science. The aims of this study were to identify the needs of public health competencies for medical doctors in Thailand and to assess the level of integration for technical collaboration in teaching public health. Method: A total of 17 out of 21 Thai medical schools participated in the national survey. Qualitative inquiries applied focus group interviews of community representatives from ten sample villages and in-depth interviews of representatives from stakeholder organizations particularly employers. The list of public health competencies framework recommended by WHO-SEARO was applied. Quantitative analysis applied descriptive analysis using STATA 15 and qualitative findings were validated by interrelating the meaning of themes from Word Clouds created in NVivo12. Data integration applied a mixed-method Quan-qual approach. Results: 17 medical schools returned the questionnaires (80.95 % yield). The most common regionally-defined public health competencies (in over 70% of schools) were shown to be: Biostatistics, Community Medicine, Epidemiology, Family Medicine, Medical Ethics and Professional Laws, Preventive Medicine, Health Promotion, Holistic Care, and Research. The curriculum in only one medical school lacked Health Economics, whilst Disaster Management was lacking in two other schools. Discipline-based subjects were found to be more prevalent than interdisciplinary competencies. A variety of methods were being applied for teaching public health. The majority of the schools applied lecture as the main teaching method and multiple-choice questions as the main assessment method. Thai communities expect the doctors to get in touch with the community more often, lead the primary health care team through training the health professionals and community health volunteers, and educate the community for better health. Conclusion: Human resource is the main challenge in addressing interdisciplinary competencies. It is necessary to establish a collaborating mechanism among the big and small medical schools and the faculties of public health to improve the teaching of public health to undergraduate students in medical schools. There is also a need to strengthen the health system science and leadership so that future MDs can lead health service delivery according to the needs of their employers such as the Ministry of Public Health and the Rural Doctors Association. The findings of this study may help to identify a national framework of public health core competencies for medical schools and create a common platform for interdisciplinary collaborations.

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A 21st-century medical school

Cited by 2 publications

References 5 publications

A National Assessment of Public Health Instructions in Medical Schools of Thailand

A National Assessment of Public Health Instructions in Medical Schools of Thailand

A Mixed-Method National Study of Public Health Core Competencies in Undergraduate Medical Schools in Thailand to Find out the Need for Transformative Changes

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