MEDICAL EDUCATION AND ITS RELATION TO PUBLIC HEALTH

2011 ◽  
Vol 41 (4) ◽  
pp. S145-S148 ◽  
Author(s):  
Rika Maeshiro ◽  
Denise Koo ◽  
C. William Keck

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:


2015 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Arunodaya Barman

 South East Asia Journal of Public Health Vol.4(2) 2014: 1-3


PEDIATRICS ◽  
1951 ◽  
Vol 8 (6) ◽  
pp. 848-850

BEFORE the first session of the 82d Congress adjourned in October, the bill for federal support of medical education came in for a final flurry of activity. It was trussed up with a debilitating amendment, interred in Committee, and at the last minute exhumed without the amendment and placed on the Senate calendar—for consideration on another day. The Senate bill (S.337), originally introduced by Senator Murray (Montana), had bipartisan support in the Senate Committee on Labor and Public Welfare and was reported out of committee by unanimous consent of its members. In the hope of bringing it added support, its sponsors emphasized its importance as a measure to strengthen national defense through aid to medical, dental, nursing, public health, osteopathic and allied technical schools. Under provisions of the bill, money would be granted by formula to these schools based on the number of students normally enrolled, with additional money for those in excess of normal enrollment. As originally written, each medical school would receive $500 for each medical student through normal enrollment, and $1000 for each student in excess of normal enrollment. The bill also provided $10,000,000 annually for five years to enable the Surgeon General to make grants for construction and equipment of both existing and new schools.


1997 ◽  
Vol 30 (120) ◽  
pp. 564-580
Author(s):  
Greta Jones

In 1913 part of the enormous fortune of the American millionaire John D. Rockefeller was put aside for philanthropic and charitable purposes under the direction of the Rockefeller Foundation. Throughout the twentieth century the Rockefeller Foundation disbursed money to a wide range of economic, scientific and artistic projects. Among its interests were health and medical research, and Rockefeller invested funds in public health programmes throughout the world for the eradication of particular diseases or to strengthen the effectiveness of existing public health structures.The Rockefeller Foundation was also interested in providing aid for the reorganisation and modernisation of medical education. It was, however, loath to part with any of its monies unless it was assured of the political and social stability of a country, and also of the competence, honesty and good intentions of those to whom it entrusted funds. In order to assess this, the officers of the Rockefeller Foundation visited potential recipients. They reported back to the New York headquarters of the Foundation on the political and social background of the countries to which assistance might be given and also on the feasibility of the programmes of assistance devised to help them.


2020 ◽  
Vol 95 (12) ◽  
pp. 1799-1801
Author(s):  
Rika Maeshiro ◽  
Jan K. Carney

2017 ◽  
Vol 3 (1_suppl) ◽  
pp. 10S-12S ◽  
Author(s):  
John Dreyzehner ◽  
Christian Williams ◽  
Eric Harkness

Internships and field placements are a critical component of public health education in that they help ensure that future public health workers are able to apply theory and concepts to practice. However, developing successful practice-based experiences is dependent on both public health agencies and academic institutions collaborating to identify the competencies students should possess on entry into the field. It also takes considerable time and resources from public health departments to make these field placements successful. Seeking to innovate on existing field placement models in an effort to provide a rich relationship between students and practitioners, the Tennessee Department of Health has developed a new fellowship experience for recent graduates of public health programs that draws on the multidisciplinary aspects of post-graduate medical education. The Commissioner’s Fellowship in Public Health provides recent graduates an opportunity for practical high-level experiential learning in place of—or prior to—additional academic work. The program has two overarching goals: (1) to address emerging needs of public health in the areas of health policy and primary prevention while providing leadership, professional opportunities, and practical experience to recent graduates that will serve as a foundation for a career in public health; and (2) to provide a high level, diverse, and extended post-graduate population health experience prior to committing to a particular field.


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