scholarly journals PUBLIC HEALTH INSTRUCTION IN MEDICAL SCHOOLS

1917 ◽  
Vol LXVIII (22) ◽  
pp. 1613
Author(s):  
M. J. ROSENAU
PEDIATRICS ◽  
1948 ◽  
Vol 2 (3) ◽  
pp. 349-356
Author(s):  
PAUL HARPER

TWO letters are presented which take opposing views of federal aid for medical education and for pediatric education in particular. The first of these is from Alan Valentine, LL.D., President, University of Rochester, N.Y. Dr. Valentine read a paper on the financing of the privately endowed medical schools before the 1948 Annual Congress on Medical Education and Licensure. (J.A.M.A. 137:1, 1948.) He is eminently qualified to discuss this subject. His extraordinarily able and realistic presentation of the current and future financial needs of medical schools concludes with an answer to the contrary view of Dr. William C. Black. (Pediatrics 1:561, April, 1948.) The second letter is from Dr. Thomas O. Gamble, Professor of Obstetrics, Albany Medical College, Albany, N.Y. Certain aspects of Dr. Gamble's letter require comment. In his third paragraph, Dr. Gamble quotes incompletely from the ICH Committee Report (Pediatrics 1:524, 1948) as follows: "It was finally agreed (Ed. note: i.e., by the ICH Committee) that neither the U. S. Children's Bureau nor the U. S. Public Health Service should be the administrative agency, but that the matter should be determined by the Federal Security Administrator, whose agency includes both the U. S. Children's Bureau and the U. S. Public Health Service. The correct quotation is: "It was finally agreed that neither the U. S. Children's Bureau nor the U. S. Public Health Service should be named the administrative agency . . . (etc.)." The position of the ICH Committee was and is that the Federal Security Agency, which already administers grants-in-aid for study and training in several fields of medicine, would be the logical administrative agency; it was not considered within the province of the ICH Committee to recommend which branch of this agency should be designated by the administrator. There was no attempt at "camouflage," as suggested by Dr. Gamble. Dr. Gamble next attacks the recommended composition of the Council on Pediatric Education. He suggests that the Academy should say to the Federal Security Administrator:


2021 ◽  
Vol 10 (1) ◽  
pp. 19-19
Author(s):  
Tahereh Changiz ◽  
Mahasti Alizadeh

Background: Community medicine and public health are the core subjects in medical education. One of the main competencies of general physicians in the national curriculum is having knowledge and skills in health promotion and disease prevention in the health system. Any curriculum revision in community medicine departments needs to incorporate the evidence and use pioneer countries’ experiences in this issue. This study aims to compare community medicine and public health courses in medical schools between Iran and selected universities in North America. Methods: The elements of a community medicine curriculum for medical students were compared in a descriptive-comparative study using the Bereday model. These elements included objectives and competencies, educational strategies, teaching and learning methods, assessment, and educational fields in a community medicine curriculum in Iran and in selected universities in North America. A literature search was conducted in CINAHL, SCOPUS, MEDLINE, Web of Science, EBSCO, and on university websites. Results: Essential aspects of community-based strategies among community medicine and public health curriculum of general medicine in universities in Canada and the United States included a longitudinal approach, training in urban and rural primary care centers, teaching by family physicians and health center staff, a spiral curriculum, focus on social determinants of health, taking of social and cultural histories and social prescriptions, learning teamwork, and using LIC (Longitudinal Integrated Curriculum). Conclusion: The objective of community medicine and public health curriculum in selected North American universities was to prepare general practitioners who work in Level 2 and 3 hospitals and to improve their skills to provide high-quality services to the community. Some of the successful points in the selected universities that could be replicated in Iranian faculties of medicine included using integration strategy, a spiral curriculum, and an LIC approach.


Pain Medicine ◽  
2020 ◽  
Author(s):  
Mark Servis ◽  
Scott M Fishman ◽  
Mark S Wallace ◽  
Stephen G Henry ◽  
Doug Ziedonis ◽  
...  

Abstract Objective The University of California (UC) leadership sought to develop a robust educational response to the epidemic of opioid-related deaths. Because the contributors to this current crisis are multifactorial, a comprehensive response requires educating future physicians about safe and effective management of pain, safer opioid prescribing, and identification and treatment of substance use disorder (SUD). Methods The six UC medical schools appointed an opioid crisis workgroup to develop educational strategies and a coordinated response to the opioid epidemic. The workgroup had diverse specialty and disciplinary representation. This workgroup focused on developing a foundational set of educational competencies for adoption across all UC medical schools that address pain, SUD, and public health concerns related to the opioid crisis. Results The UC pain and SUD competencies were either newly created or adapted from existing competencies that addressed pain, SUD, and opioid and other prescription drug misuse. The final competencies covered three domains: pain, SUD, and public health issues related to the opioid crisis. Conclusions The authors present a novel set of educational competencies as a response to the opioid crisis. These competencies emphasize the subject areas that are fundamental to the opioid crisis: pain management, the safe use of opioids, and understanding and treating SUD.


1920 ◽  
Vol 66 (272) ◽  
pp. 10-23
Author(s):  
C. Hubert Bond

In their fourth Annual Report, published in 1918, the Board of Control drew attention—not for the first time, but in more extended form than hitherto—to deficiencies in the arrangements, as at present organised, for the treatment of persons suffering from mental disorder, especially in its incipient and early stages; to the insufficiency of attention paid at medical schools to this important branch of medical science with its consequent ill-effects both to patients and to the medical profession; and to the absence of any special qualification in psychiatry, as a requirement for the higher medical posts in public institutions for the insane, such as is demanded in public health of medical officers of health of areas of above a stated size.


PEDIATRICS ◽  
1973 ◽  
Vol 52 (6) ◽  
pp. 873-882
Author(s):  
Myron E. Wegman

This year I propose to depart somewhat from the usual format of these annual reports to include the results of some firsthand observations in the People's Republic of China. Beginning on June 15, 1973, I spent three weeks in China as a member of the medical delegation of the Committee on Scholarly Communication with the People's Republic of China. The delegation was multidisciplinary, including persons versed in anesthesiology, internal medicine, dentistry, psychiatry and neuroscience, hospital and medical care administration, nurse-midwifery, public health and pediatrics. The delegation visited medical schools, hospitals, industrial installations and communes in Kwangchow (Canton), Peking, Shenyang, Anshan, Fushun and Shanghai.


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