Opportunities and Challenges in Educating Community-Responsive Physicians

Rubenstein, Harriet; Franklin, Eunice D.; Zarro, Vincent J.

doi:10.1016/s0749-3797(18)30206-x

Cited by 7 publications

(3 citation statements)

References 9 publications

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“…One of these changes emphasizes ambulatory and community medical training, along with training in working with people in the community (Petersdorf and Turner, 1995). To become community-responsive physicians, medical students need to spend time within communities, learn community health issues from local people, and contribute to community health within and beyond the provision of clinical care (Brill et al, 2002;Rubenstein et al, 1997). The importance of adjusting medical education goals to meet community needs and the use of communities as a learning site has been emphasized over the past decade (Boelen, 1995;Bruce, 1996;Gupta and Spencer, 2001;Habbik and Leeder, 1996;Morrison and Wat, 2003;Petersdorf and Turner, 1995).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Students’ Evaluation in a Community Service-Learning Program

Leung

Liu

Wang

et al. 2006

Adv in Health Sci Educ

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A community service-learning curriculum was established to give students opportunities to understand the interrelationship between family and community health, the differences between community and hospital medicine, and to be able to identify and solve community health problems. Students were divided into small groups to participate in community health works such as home visits etc. under supervision. This study was designed to evaluate the community service-learning program and to understand how students' attitude and learning activities affected students' satisfaction. The results revealed that most medical students had a positive attitude towards social service and citizenship but were conservative towards taking the role to serve people in the community. Students had achieved what they were required to learn especially the training in communication skills and ability to identify social issues. Students' attitude towards social service did not affect their opinions on the quality of the program and subjective rating on their achievement. The quality of the program was related to the quality of learning rated by the students.

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Section: Introductionmentioning

confidence: 99%

Factors Affecting Students’ Evaluation in a Community Service-Learning Program

Leung

Liu

Wang

et al. 2006

Adv in Health Sci Educ

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“…Although medical schools generally do well in preparing students in the biomedical sciences and in the recognition, diagnosis and clinical treatment of illness, there is 187 HPS as learning sites growing concern that medical education does not adequately prepare emerging physicians to respond to the non-biomedical influences on health (Holtz et al, 2006;Rego and Dick, 2005), the priority health care needs of the communities they serve (Oandasan et al, 2004;Steiner et al, 1999;Rubenstein et al, 1997), nor the health of vulnerable and disadvantaged populations (Blumenthal and Boelen, 2001;McCally et al, 1998;Goodwin, 2007). Persistent requests are emerging to better prepare future physicians to be community and socially responsive (Brill et al, 2002;Peabody, 1999;Smilkstein, 1990).…”

Section: Introductionmentioning

confidence: 99%

Health promoting schools as learning sites for physicians in-training

et al. 2014

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Although medical schools do well in preparing the next generation of practitioners to diagnose and clinically treat illness, they struggle in preparing them with capabilities in the areas of health promotion and disease prevention. Similarly, health promoting schools (HPS) face challenges in working to enhance the health and educational outcomes of children. The paper aims to discuss these issues. Design/methodology/approach -The authors draw from their local and international collaborative work as practitioners and medical educators to examine how health professions schools can work in partnership with HPS for mutual benefit. Findings -Health advocacy is a core competency in medical education. A primary focus is on health promotion and disease prevention. However, providing practical, experiential opportunities -"learning-by-doing" -is a challenge. To overcome this difficulty, medical schools may be well served by partnering with HPS. This can provide mutually beneficial learning opportunities that will enable emerging physicians to develop health promotion-related knowledge and advocacy skills while the emerging generation of citizens (the children) are enabled to live healthier and more productive lives. Originality/value -The parallel development of Health Promoting Schools and the teaching of health advocacy to health professionals has proceeded to the point where convergence of the gathered knowledge and experience can provide a powerful and synergistic model to advance both initiatives. This conceptual paper focuses outlines the actions that might achieve this.

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“…2 The Commission called for a change in medical education that would incorporate these competencies into the traditional individual-based, disease-specific medical curriculum. Since the work of the Pew Health Commission, Greenlick, 3 Foreman, 4 Rubenstein et al, 5 and Peabody, 6 as well as others, have also recommended revising undergraduate medical education to better respond to the demands of the changing health care system.…”

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confidence: 99%