Role of Preventive Medicine Residencies in Medical Education

Preston, Charles; Almashat, Sammy; Peik, Samuel; Desale, Meghana; Alexander, Miriam

doi:10.1016/j.amepre.2011.06.021

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…Compared with periodic grant applications, there is a relative passivity in Medicare GME funding. In fact, one study indicated that residency faculty who spend time preparing HRSA grant funding applications have little time for resident engagement 19…”

Section: Discussionmentioning

confidence: 99%

“…In fact, one study indicated that residency faculty who spend time preparing HRSA grant funding applications have little time for resident engagement. 19 The new ACGME accreditation requirements allow the mixing of clinical, academic, and practicum components of preventive medicine training. Residency programs should seek financing that is flexible enough to allow for seamless integration as residents weave in and out of these various components.…”

Section: Discussionmentioning

confidence: 99%

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Financing Preventive Medicine Graduate Medical Education

Jung

Lushniak

2021

Journal of Public Health Management and Practice

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Financing US preventive medicine residency programs has been a persistently difficult issue. The unique nature of preventive medicine renders training more burdensome and costly than other specialties. This article describes the numerous and varied federal sources of Graduate Medical Education funding to outline available residency financing options for the specialty of preventive medicine. This information could be utilized by various preventive medicine organizations in their efforts to strengthen the specialty.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Financing Preventive Medicine Graduate Medical Education

Jung

Lushniak

2021

Journal of Public Health Management and Practice

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“…Furthermore, the education for public health students in China lags behind due to outdated curriculum and teaching materials [ 18 ], excessive focus on teaching biomedical sciences [ 8 ], insufficient or low quality practical training in the public health sector [ 6 , 32 ]. Finally, although it is essential to equip future physicians with the knowledge of disease prevention and support their ability to deal with public health emergencies [ 33 ], insufficient attention was given to teaching public health and building public health competencies in the medical education in China, leaving medical students with poor awareness of disease prevention and creating a deficiency in training for these students on infectious diseases and population health topics [ 34 , 35 ].…”

Section: Discussionmentioning

confidence: 99%

Public health education at China’s higher education institutions: a time-series analysis from 1998 to 2012

et al. 2018

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BackgroundAlthough China’s modern education for public health was developing over the past 60 years, there is a lack of authoritative statistics and analyses on the nation’s development of education for public health at higher education institutions (HEIs). Few quantitative studies on this topic have been published in domestic and international peer-reviewed journals. To address this knowledge gap, we aimed to use national data to quantitatively analyse the scale, structure, and changes of public health education in China’s HEIs, and to compare the changes of public health education with those of other health science disciplines.MethodsThis study uses previously unreleased national data provided by the Ministry of Education of China that includes the number of health professional students by school and major. The data, which spans from 1998 to 2012, are descriptively analyzed.ResultsThe number of HEIs for public health education per 100 million population increased from 7.2 in 1998 to 11.3 in 2012. The total enrolment, number of students, and number of graduates increased at rates of 7.3, 7.4, and 5.8% per year, respectively. The percentage of junior college students dropped drastically from 24.0 to 8.4% from 1998 to 2012. During that same period, the number of undergraduates, master and doctorate students increased. Undergraduates accounted for the majority of public health graduates (63.1%) in 2012, and master and doctorate students increased by 10.0 and 5.1 times, respectively, from 1998 to 2012. The relative percentage of public health enrollment, students, and graduates to all health education disciplines dropped from about 6.0% percent in 1998 to around 2% in 2012.ConclusionsThe overall scale of public health education has clearly expanded, though at a slower pace than many other health science disciplines in China. The increase of public health graduates helped to address the previous shortage of public health professionals. Gradually adopting a modern model of education, public health education in China has undergone notable changes that may be informative to other developing countries though it still faces a complex situation in terms of graduates’ adherence to public health, student recruitment, teaching and training, program planning and reform.

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