Embedding Physical Activity into the Healthcare Curriculum – A Case Study

Milton, Karen; Larner, Jonathan; Hanson, Sarah; Jones, Andy

doi:10.1080/14739879.2020.1744193

Cited by 5 publications

(10 citation statements)

References 10 publications

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“…Content on the prevention and management of existing health conditions and NCDs also predominated [ 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 ]. Furthermore, UK PA guidelines and infographics encompassing different populations were key teaching resources ( Table 2 ) [ 3 , 20 , 22 , 25 , 28 , 31 , 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…CPD and undergraduates were trained on how to promote PA in healthcare environments. For example, they were trained on how to assess patient’s current PA behaviours within CPD training and undergraduate curriculum education [ 3 , 29 , 33 , 34 , 35 ]. In CPD training, content was delivered on how to use PA assessment questionnaires [ 29 , 31 ], PA capability assessments [ 34 ] and adding PA vital signs to patient health histories [ 19 ].…”

Section: Resultsmentioning

confidence: 99%

“…Getting healthcare professionals (HCPs) involved in the promotion of physical activity (PA) is one of the best investments to reduce the risks of inactivity and sedentary behaviour [ 1 , 2 , 3 ]. HCPs include physiotherapists, nurses, and general practitioners (GPs).…”

Section: Introductionmentioning

confidence: 99%

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Training Healthcare Professionals on How to Promote Physical Activity in the UK: A Scoping Review of Current Trends and Future Opportunities

Netherway

Smith

Monforte

2021

IJERPH

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What physical activity (PA) training do current and future healthcare professionals (HCPs) receive in the UK? How is PA training delivered to them? The present scoping review looks at existing evidence to respond these questions. Seven databases were searched: Medline, SportDISCUS, PsycINFO, EMBASE, CINAHL, Cochrane Review Database, and Web of Science. Grey literature sources and key stakeholders were consulted. Studies were screened for inclusion, data were extracted and charted, and findings were synthesised according to the two research questions. Of the 3535 identified studies, 25 were included. The results show that no standardised approach was used to deliver PA promotion in HCPs training. PA training content was chiefly underpinned by an epidemiological approach. Online delivery of content predominated in continuing professional development training, whereas in undergraduate healthcare curriculum, delivery strategies varied. Overall, the process of embedding PA in HCPs’ curriculum and culture is ongoing. In addition to highlighting what is present within healthcare education, this study identifies further opportunities. Potential avenues include extending PA promotion into other workforces, including social workers.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Training Healthcare Professionals on How to Promote Physical Activity in the UK: A Scoping Review of Current Trends and Future Opportunities

Netherway

Smith

Monforte

2021

IJERPH

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“…36 Attempts have been made to increase knowledge, confidence and skills through embedding physical activity promotion into the curricula of undergraduate medical and other health related courses, as well as through continued professional development opportunities. [37][38][39] There have also been attempts to integrate standardised pathways for the promotion of physical activity (through assessment and counselling) into standard practice. 40 41 While these developments are encouraging, limited robust evaluation of such initiatives has been undertaken.…”

Section: Communicating To Professionals With a Role In Physical Activmentioning

confidence: 99%

Maximising the impact of global and national physical activity guidelines: the critical role of communication strategies

et al. 2020

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ObjectivesPhysical activity guidelines are evidence-based statements on recommended physical activity levels for good health. Guidelines, in isolation, are unlikely to increase population levels of physical activity; appropriate and effective communication is fundamental to maximising their impact. The aim of this paper is to provide a planning framework for physical activity guideline communication, including an overview of key audiences, aims and approaches.MethodsAll authors considered and agreed on the three broad issues to address by consensus. We identified key sources of evidence through scoping of the literature and our knowledge of the research area.ResultsWhether guidelines are global or national, communication of the physical activity guidelines should be informed by: (1) a situational analysis that considers the context in which the communication will take place and (2) a stakeholder analysis to determine the key target audiences for the communication and their values, needs and preferences. Audiences include policy-makers within and outside the health sector, other key stakeholders, the general public, specific population subgroups, health professionals and non-health professionals with a role in physical activity promotion. The aims and approach to communication will differ depending on the target audience.ConclusionCommunication to raise awareness and knowledge of the physical activity guidelines must be supported by policies, environments and opportunities for physical activity. Besides the intrinsic value of the physical activity guidelines, it is essential that substantial effort is put in to diligently planning, funding and implementing their communication from the outset.

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“…In the United Kingdom, the National Institute for Health and Care Excellence (NICE) recommends that such professionals promote physical activity (NICE, 2013). Health promotion is also included in the Royal College of General Practitioners (2019a) Curriculum, and undergraduate medical curriculums are increasingly including education in the importance, and promotion, of physical activity (Gates et al., 2019; Milton et al., 2020). PCP are well‐placed to help address the problem of physical inactivity (Douglas et al., 2006; Williams, 2011) as they are in contact with a large proportion of the population (McPhail & Schippers, 2012; Wheeler et al., 2017) and are deemed a respected and trusted source of lifestyle advice (The NHS Information & Centre for Health & Social Care, 2008).…”

Section: Introductionmentioning

confidence: 99%

Methods of connecting primary care patients with community‐based physical activity opportunities: A realist scoping review

Cunningham

Rogowsky

Carstairs

et al. 2020

Health Soc Care Community

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Deemed a global public health problem by the World Health Organization, physical inactivity is estimated to be responsible for one in six deaths in the United Kingdom (UK) and to cost the nation's economy £7.4 billion per year. A response to the problem receiving increasing attention is connecting primary care patients with community‐based physical activity opportunities. We aimed to explore what is known about the effectiveness of different methods of connecting primary care patients with community‐based physical activity opportunities in the United Kingdom by answering three research questions: 1) What methods of connection from primary care to community‐based physical activity opportunities have been evaluated?; 2) What processes of physical activity promotion incorporating such methods of connection are (or are not) effective or acceptable, for whom, to what extent and under what circumstances; 3) How and why are (or are not) those processes effective or acceptable? We conducted a realist scoping review in which we searched Cochrane, Medline, PsycNET, Google Advanced Search, National Health Service (NHS) Evidence and NHS Health Scotland from inception until August 2020. We identified that five methods of connection from primary care to community‐based physical activity opportunities had been evaluated. These were embedded in 15 processes of physical activity promotion, involving patient identification and behaviour change strategy delivery, as well as connection. In the contexts in which they were implemented, four of those processes had strong positive findings, three had moderately positive findings and eight had negative findings. The underlying theories of change were highly supported for three processes, supported to an extent for four and refuted for eight processes. Comparisons of the processes and their theories of change revealed several indications helpful for future development of effective processes. Our review also highlighted the limited evidence base in the area and the resulting need for well‐designed theory‐based evaluations.

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Embedding Physical Activity into the Healthcare Curriculum – A Case Study

Cited by 5 publications

References 10 publications

Training Healthcare Professionals on How to Promote Physical Activity in the UK: A Scoping Review of Current Trends and Future Opportunities

Training Healthcare Professionals on How to Promote Physical Activity in the UK: A Scoping Review of Current Trends and Future Opportunities

Maximising the impact of global and national physical activity guidelines: the critical role of communication strategies

Methods of connecting primary care patients with community‐based physical activity opportunities: A realist scoping review

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