Teaching and learning population and preventive health: challenges for modern medical curricula

Rego, Patricia; Dick, Marie–Louise

doi:10.1111/j.1365-2929.2004.02058.x

Cited by 23 publications

(23 citation statements)

References 30 publications

(41 reference statements)

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“…It was reported that students might be afraid that focusing on population health issues could compromise their ability to practise acute medicine (Rêgo & Dick 2005). The qualitative data of the current study indicated that our students' attitudes towards community health issues were not negative overall.…”

Section: Discussionmentioning

confidence: 50%

“…Woodward reported that undergraduate medical students are primarily interested in the diagnosis and treatment of individual cases; population-based health care is seldom regarded as important (Woodward 1994;Rêgo & Dick 2005). It was reported that students might be afraid that focusing on population health issues could compromise their ability to practise acute medicine (Rêgo & Dick 2005).…”

Section: Discussionmentioning

confidence: 99%

“…However the priority health needs of communities rarely align with the goals of academic medicine or with the geographic and specialty distribution of medical school graduates (Mennin et al 2000). A number of medical schools have recently placed emphasis on community care in their curricula to encourage broader attitudes to health care, including those oriented to prevention, teamwork and sociopolitical issues (Davison et al 1999;Edwards et al 1999;Rolfe et al 1999;Oandasan et al 2000;Rêgo & Dick 2005;Gillam & Bagade 2006).…”

Section: Introductionmentioning

confidence: 99%

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Public health education in Ege University Medical Faculty: Developing a community-oriented model

et al. 2008

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Background: Ege University Medical Faculty (EUMF) introduced a community-oriented curriculum in 2001. Aims: To evaluate the new public health education program in EUMF curriculum. Method: The study adopted triangulated methods. Quantitatively, a comparison of the students who were exposed to a community-oriented curriculum (Year 4 in 2007) was made with the students who were exposed to the traditional curriculum The students appreciated the relevance of public health education with clinical subjects and interactive methods, but criticized didactic lectures and written assignments. Conclusions: A community-oriented approach is more effective in achieving a holistic approach to health problems. Improving community-based activities and assessment methods would be more successful in integrating population health into medical training.

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Section: Discussionmentioning

confidence: 50%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Public health education in Ege University Medical Faculty: Developing a community-oriented model

et al. 2008

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“…Medical students have reported poor role modelling of public health skills (Rego & Dick 2005). Focus groups with medical students in Canada found that the lack of exposure to practising public health specialist role models was a major factor in students' disengagement with the public health curriculum (Tyler et al 2009).…”

Section: Interactive Deliverymentioning

confidence: 99%

“…Using a range of activities ensures the teaching appeals to students with different learning styles, for example: brainstorming and role-play to appeal to activists, knowledge quizzes and background references for theorists, small group discussion and links to videos for reflectors, and case studies and problem-solving for pragmatists (Vaugh & Baker 2001). Whilst all these methods help the tutor to organise the session, the most important skill is to maintain an encouraging atmosphere for sharing ideas.Teaching should include exposure to public health specialist role models 4.Medical students have reported poor role modelling of public health skills (Rego & Dick 2005). Focus groups with medical students in Canada found that the lack of exposure to practising public health specialist role models was a major factor in students' disengagement with the public health curriculum (Tyler et al 2009).…”

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confidence: 99%

Teaching non-clinical topics: lessons from a public health module for medical students

Whittaker¹,

Gr²

2016

MedEdPublish

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BackgroundA new public health teaching for medical students in year four was introduced. This paper evaluates the planning and implementation of the first year of delivery. MethodsKern et al's six step approach to curriculum development was used as an evaluation framework:• Problem identification• Needs assessment• Goals and objectives • Educational strategies• Implementation • Evaluation and feedbackThe delivery of the programme was assessed by direct observation of teaching and the end of year teaching review meeting, plus data from student feedback questionnaires. ResultsProblem identification was based on student feedback and gap analysis of the medical school curriculum against the standards set out in the GMC's Outcomes for Graduates. The public health learning needs of the medical students were examined from the perspectives of the students, the medical school and the NHS. Goals and objectives were chosen using the Outcomes for Graduates set out by the GMC as a basis. The module used a mixture of face-to-face and online teaching using a range of pedagogic approaches. The teaching was very interactive throughout and emphasised the links between public health and clinical medicine. Students completed anonymous feedback questionnaires which were overwhelmingly positive. The student feedback, plus feedback from the student representative, was used to inform changes in the programme implemented the following academic year. ConclusionThis new public health module has successfully integrated into the clinical curriculum. Lessons learnt from the first year of implementation are transferable to the delivery of other non-clinical topics.Keywords: Public Health, Blended learning, Curriculum development, Behavioural and Social Science BackgroundPublic health is a small sub-specialty of medicine, making up fewer than two per cent of doctors on the UK's General Medical Council (GMC) specialist register (GMC, 2016). However, the core principles of public health are relevant to all doctors, and are an important part of the undergraduate medical curriculum (GMC, 2009). In Manchester Medical School, public health is taught in years one and two via small group work, topic specific lectures and Intended Learning Outcomes (ILOs) incorporated into the Problem Based Learning (PBL) cases. Previous to 2014 public health was not taught as part of the core curriculum beyond year two, but a limited number of students could access public health teaching by choosing optional attachments in years three or five. In September 2014 delivery public health in year four began consisting of two days of mandatory face-to-face teaching plus on-line resources. Recommendations for the delivery of public health teaching from the literatureThe medical education literature recommends that effective public health teaching should; be based on clear ILOs, be integrated with the clinical curriculum, be interactive, include exposure to public health specialist role models and be updated in response to feedback. Clear ILOs 1.Clear ILOs help stude...

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Teaching Population Health and Community Health Assessment to Undergraduate Medical Students

Edelsack

Khan

Geiger

2019

Structural Competency in Mental Health and Medicine

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Teaching and learning population and preventive health: challenges for modern medical curricula

Cited by 23 publications

References 30 publications

Public health education in Ege University Medical Faculty: Developing a community-oriented model

Public health education in Ege University Medical Faculty: Developing a community-oriented model

Teaching non-clinical topics: lessons from a public health module for medical students

Teaching Population Health and Community Health Assessment to Undergraduate Medical Students

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