In response to: The lack of public health teaching for medical students reinforces false stereotypes

2016 ◽  
Vol 39 (1) ◽  
pp. 111-112
Author(s):  
Hafsa Ahmed ◽  
Tauseef Ahmed
2020 ◽  
Vol 59 (2) ◽  
pp. 296-304
Author(s):  
Caroline V. Shaw ◽  
Amanda J. D'Souza ◽  
Ruth Cunningham ◽  
Diana Sarfati

2001 ◽  
Vol 35 (2) ◽  
pp. 134-136 ◽  
Author(s):  
Jonathan S Nguyen-Van-Tam ◽  
Richard F A Logan ◽  
Sarah A E Logan ◽  
Jennifer S Mindell

2021 ◽  
pp. 237337992098726
Author(s):  
Siobhan Hickling ◽  
Alexandra Bhatti ◽  
Gina Arena ◽  
James Kite ◽  
Justin Denny ◽  
...  

COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future changes to pedagogy in response to the pandemic. A survey was developed to examine changes that academics had made to their teaching in response to COVID-19. Responses were received from 63 public health teaching academics from five universities in Australia, the United States, and Canada. Public health teaching academics rapidly implemented a number of changes to their teaching, including alterations that enabled online teaching. The great majority of changes to teaching were related to tools or techniques, such as synchronous tutorials delivered in a video meeting room. There remains further work for the public health pedagogy community in reevaluating teaching aims and teaching philosophies in light of the COVID-19 pandemic. This could include examination of the weighting of different topics, including communicable diseases, in curricula. A series of questions to assist academics reformulating their curricula is provided. Public health teaching evolved rapidly to meet the challenges of COVID-19; however, ongoing adaptation is necessary to further enhance pedagogy.


Author(s):  
Vladimir Reshetnikov ◽  
Oleg Mitrokhin ◽  
Elena Belova ◽  
Victor Mikhailovsky ◽  
Maria Mikerova ◽  
...  

The novel coronavirus (COVID-19) outbreak is a public health emergency of international concern, and as a response, public health authorities started enforcing preventive measures like self-isolation and social distancing. The enforcement of isolation has consequences that may affect the lifestyle-related behavior of the general population. Quarantine encompasses a range of strategies that can be used to detain, isolate, or conditionally release individuals or populations infected or exposed to contagious diseases and should be tailored to circumstances. Interestingly, medical students may represent an example of how the COVID-19 pandemic can form new habits and change lifestyle behaviors. We conducted a web-based survey to assess changes in lifestyle-related behavior of self-isolated medical students during the COVID-19 pandemic. Then we analyzed the sanitary-hygienic regulations of the Russian Federation to determine the requirements for healthy buildings. Results showed that during the pandemic, the enforcement of isolation affects medical students’ lifestyle-related behavior and accompanies an increase in non-communicable diseases (NCDs). Indoor environmental quality (IEQ) and healthy buildings are cutting-edge factors in preventing COVID-19 and NCDs. The Russian sanitary-hygienic regulations support improving this factor with suitable requirements for ventilation, sewage, waste management, and disinfection. Herein, assessing isolation is possible through the hygienic self-isolation index.


2009 ◽  
Vol 3 (4) ◽  
pp. 210-216 ◽  
Author(s):  
Heather E. Kaiser ◽  
Daniel J. Barnett ◽  
Edbert B. Hsu ◽  
Thomas D. Kirsch ◽  
James J. James ◽  
...  

ABSTRACTBackground: Although the training of future physicians in disaster preparedness and public health issues has been recognized as an important component of graduate medical education, medical students receive relatively limited exposure to these topics. Recommendations have been made to incorporate disaster medicine and public health preparedness into medical school curricula. To date, the perspectives of future physicians on disaster medicine and public health preparedness issues have not been described.Methods: A Web-based survey was disseminated to US medical students. Frequencies, proportions, and odds ratios were calculated to assess perceptions and self-described likelihood to respond to disaster and public health scenarios.Results: Of the 523 medical students who completed the survey, 17.2% believed that they were receiving adequate education and training for natural disasters, 26.2% for pandemic influenza, and 13.4% for radiological events, respectively; 51.6% felt they were sufficiently skilled to respond to a natural disaster, 53.2% for pandemic influenza, and 30.8% for radiological events. Although 96.0% reported willingness to respond to a natural disaster, 93.7% for pandemic influenza, and 83.8% for a radiological event, the majority of respondents did not know to whom they would report in such an event.Conclusions: Despite future physicians' willingness to respond, education and training in disaster medicine and public health preparedness offered in US medical schools is inadequate. Equipping medical students with knowledge, skills, direction, and linkages with volunteer organizations may help build a capable and sustainable auxiliary workforce. (Disaster Med Public Health Preparedness. 2009;3:210–216)


Author(s):  
Марат Гаджимурадов ◽  
Marat Gadzhimuradov

The textbook is designed for medical students in the specialty 32.05.01 - public health and preventive medicine, in the discipline of dermatology. In the manual deals with the primary and secondary prevention of the most common dermatoses and sexually transmitted diseases. Materials textbook aimed at the acquisition of competences on the organization of anti-epidemic measures in parasitic and infectious dermatoses and prevention of sexually transmitted infections. The textbook contains test tasks and situational tasks for self-control.


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