Evidence-Based Public Health Education as Preparation for Medical School

Abstract

The Institute of Medicine has recommended that all undergraduates have access to public health education. An evidence-based public health framework including curricula such as "Public Health 101" and "Epidemiology 101" was recommended for all colleges and universities by arts and sciences, public health, and clinical health professions educators as part of the Consensus Conference on Undergraduate Public Health Education. These courses should foster critical thinking whereby students learn to broadly frame options, critically analyze data, and understand the uncertainties that remain. College-level competencies or learning outcomes in research literature reading, determinants of health, basic understanding of health care systems, and the synergies between health care and public health can provide preparation for medical education. Formally tested competencies could substitute for a growing list of prerequisite courses. Grounded in principles similar to those of evidence-based medicine, evidence-based public health includes problem description, causation, evidence-based recommendations for intervention, and implementation considering key issues of when, who, and how to intervene. Curriculum frameworks for structuring "Public Health 101" and "Epidemiology 101" are provided by the Consensus Conference that lay the foundation for teaching evidence-based public health as well as evidence-based medicine. Medical school preparation based on this foundation should enable the Clinical Prevention and Population Health Curriculum Framework, including the evidence base for practice and health systems and health policy, to be fully integrated into the four years of medical school. A faculty development program, curriculum guide, interest group, and clear student interest are facilitating rapid acceptance of the need for these curricula.

The role of academic health centers in addressing social responsibility

“…Therefore, all of the contributing factors must be addressed in order to have a positive impact on health and well-being. While more research is needed to investigate the interplay of the social determinants on health, it is clear that the education of the health workforce should include training on how these various elements influence health, and that health care must be delivered in the larger context rather than in isolation (Riegelman & Garr 2008;Maeshiro et al 2010).…”

The effect of an evidence-based medicine course on medical student critical thinking

“…This process aims to help doctors formulate independent opinions on medical issues . In 2008, the American Medical Association recommended that all medical schools offer a course series on evidence‐based public health. As of now, the United Kingdom and Italy have made EBM mandatory for medical students.…”

Implementation of evidence-based medicine in a health promotion teaching block for Thai medical students

“…In order to have good public health workers, teaching EBMparticularly in being able to usefully read the research literature, appreciating the determinants of disease and understanding the structure of the health care system -should be taught in medical schools (6). Instructors and practitioners given training in EBM showed positive perceptions on evidence-based practice in health education and health promotion (11).…”