Health Promotion in Medical Education

1988 ◽  
Vol 3 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Steven Jonas
Keyword(s):  
Health Promotion ◽  
Medical Education ◽  
Disease Prevention ◽  
Medical School ◽  
Care Delivery ◽  
Medical Science ◽  
Problem Based Learning ◽  
Medical Schools ◽  
The United States ◽  
Care Hospital

A significant portion of the deaths in the United States could have been prevented or postponed using known interventions. One reason this did not occur is because medical science and medical education are disease, not health, oriented. Since physicians are at the center of the health care delivery system, their disease orientation pervades the industry. Historically, there have been calls for physicians to focus more on disease prevention; however, medical education does not teach disease prevention/health promotion. There are several reasons for this: 1) medical school faculty conceptual discordance between “certainty” of curative disease vs. the “probability” of risk factor reduction; 2) gaps in the knowledge of effective interventions; 3) the concept that health promotion/disease prevention are outside the province of physicians; 4) the significant role of biomedical research grants on medical school funding; 5) the close association of medical education and the acute care hospital; and 6) the use of rote memory/lecture based teaching methods of traditional medicine vs. the problem-based learning necessary to teach disease prevention/health promotion. Some medical schools have begun to use problem based learning and to introduce health promotion concepts. Widespread and long-lasting change requires support of the leadership in medical schools and the preventive medicine/public health community, and grant funding from state and federal sources to support research on medical education research and change.

HEALTH-CARE-DELIVERY-CENTER-JUNGLE

PEDIATRICS ◽  
1977 ◽  
Vol 60 (2) ◽  
pp. 234-234
Author(s):  
William B. Bean ◽  
R. J. H.
Keyword(s):  
Health Care ◽  
Medical School ◽  
Health Care Delivery ◽  
Care Delivery ◽  
Technical Colleges ◽  
Medical Science ◽  
Medical Schools ◽  
Land Grant ◽  
Wise Person ◽  
Modern Health Care

If only some wise person or group had established land grant medical schools as well as technical colleges, the gravitational tug of medical science into laboratories would have been balanced by the daily correctives which the practical art of caring for the ill and ailing brings. This might have avoided the dissociation and fragmentation which seem to follow so regularly when a medical school-hospital collaboration is transmogrified into a teeming unzoned megalopolis-the modern health-care-delivery-center-jungle.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

THE PRESIDENT PAGE

PEDIATRICS ◽  
1951 ◽  
Vol 8 (3) ◽  
pp. 419-420
Author(s):  
PAUL W. BEAVEN
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Executive Board ◽  
Pediatric Practice ◽  
Canadian Medical School ◽  
Pediatric Education

THE report of the Committee on Medical Education will appear in full in the minutes of the Executive Board. Your earnest attention to this summary is desired. I shall refer to it only briefly here. I wish to emphasize that here we have a committee with a problem and they have solved it well. The goal they sought was the continuation of the work begun by the Educators' Conferences under the sponsorship of the ICH Committee. Not only have they carried on these conferences, but they have enlarged and improved them. As I have pointed out before, other committees have done equally well with their assignments, but the significance of the work of the Committee on Medical Education is that it was assigned one of the great projects of the ICH Committee. We have not let that committee down nor have we let ourselves down. The Committee on Medical Education has underscored the great object of our society "to establish and maintain the highest possible standard for pediatric education in medical schools and hospitals, pediatric practice and research." This committee made two innovations. Prior to last year the United States and Canada were divided into 10 regions, so that there were 6 to 11 medical schools in each region. Last year it was divided into 8 regions and the Canadian schools met with the United States representatives. This year the Canadian medical school representatives met as Canadians and the conference was held in Toronto. This was done because they have problems individual to themselves and it turned out to be a wise move.

scholarly journals From Medical School to Residency: Transitions During the COVID-19 Pandemic

2020 ◽  
Vol 12 (4) ◽  
pp. 507-511
Author(s):  
Lauren M. Byrne ◽  
Eric S. Holmboe ◽  
John R. Combes ◽  
Thomas J. Nasca
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Graduate Medical Education ◽  
Medical Schools ◽  
The United States ◽  
Residency Programs ◽  
Graduate Medical ◽  
Time Period ◽  
Policies And Procedures ◽  
Academic Year

ABSTRACT Background The start of a new academic year in graduate medical education will mark a transition for postgraduate year 1 (PGY-1) residents from medical school into residency. The relocation of individuals has significant implications given the COVID-19 pandemic and variability of the outbreak across the United States, but little is known about the extent of the geographic relocation taking place. Objective We reported historical trends of PGY-1 residents staying in-state and those starting residency from out-of-state to quantify the geographic movement of individuals beginning residency training each year. Methods We analyzed historical data collected by the Accreditation Council for Graduate Medical Education in academic years 2016–2017, 2017–2018, and 2018–2019, comparing the locations of medical school and residency programs for PGY-1 residents to determine the number of matriculants from in-state medical schools and out-of-state medical schools. International medical school graduates (IMGs) were shown separately in the analysis and then combined with out-of-state matriculants. US citizens who trained abroad were counted among IMGs. Results The total number of PGY-1s increased by 10.3% during the 3-year time period, from 29 338 to 32 348. When combined, IMGs and USMGs transitioning from one state or country to another state accounted for approximately 72% of PGY-1s each year. Approximately 63% of USMGs matriculated to a residency program in a new state, and IMGs made up 24.6% to 23.1% of PGY-1s over the 3-year period. Conclusions Each year brings a substantial amount of movement among PGY-1s that highlights the need for policies and procedures specific to the COVID-19 pandemic.

scholarly journals Prevalence of Medical Humanities Teaching in Medical Schools: Review of Curricula in the United States, Canada, and the United Kingdom

2021 ◽  
Author(s):  
Jeremy Howick ◽  
Lunan Zhao ◽  
Brenna McKaig ◽  
RAFFAELLA CAMPANER ◽  
Alessandro Rosa ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Practice ◽  
Medical Humanities ◽  
Meta Analysis ◽  
Negative Relationship ◽  
Medical Schools ◽  
The United States ◽  
The Us ◽  
The Uk

Rationale and Objectives Medical humanities are becoming increasingly popular, required, and recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We aimed to review medical school curricula in Canada, the UK, and the US. Our secondary objective was to compare the inclusion of medical humanities in the curricula with rankings of medical schools. Methods We searched the curriculum websites of all accredited medical schools in Canada, the UK, and the US to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman’s correlation and inverse variance weighting meta-analysis. Results We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 156 in the US. Of these, 9 (56%) in Canada, 34 (73%) in the UK and 124 (79%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were Unspecified Medical Humanities, History, and Literature (Canada), Sociology and Social Medicine, Unspecified Medical Humanities, and Art (UK), and Unspecified Medical Humanities, Literature, and History (US). There was a negative relationship between the ranking of the medical school and whether they offered medical humanities. Conclusions The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK, and the US varies. The quality of our analysis was limited by the data provided on the Universities’ curriculum websites. Given the potential for medical humanities to improve medical education and medical practice, this variation should be investigated further.

scholarly journals Trends in US Medical School Contributions to the Family Physician Workforce: 2018 Update From the American Academy of Family Physicians

2019 ◽  
Vol 51 (3) ◽  
pp. 241-250 ◽  
Author(s):  
Julie P. Phillips ◽  
Andrea Wendling ◽  
Ashley Bentley ◽  
Rae Marsee ◽  
Christopher P. Morley
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Medical School ◽  
Primary Care Physicians ◽  
Census Data ◽  
Family Physicians ◽  
Medical Schools ◽  
The United States ◽  
Care Needs ◽  
Residency Programs

Background and Objectives: The United States needs more family physicians. Projections based on current trends show a deficit of 52,000 primary care physicians by 2025. Eight national family medicine (FM) organizations have set an ambitious goal of increasing the proportion of US medical school graduates who enter FM residencies to 25% by 2030. This paper describes the most recent number and percentage of students from each US medical school entering Accreditation Council for Graduate Medical Education (ACGME)-accredited FM residency programs, long-term trends in the contribution of allopathic and osteopathic medical schools to the FM workforce, and medical school characteristics associated with higher proportions of FM graduates. Methods: Data about graduates entering US ACGME-accredited FM residency programs were collected using an annual program census and supplemental sources. Longitudinal census data from allopathic and osteopathic schools were combined to examine trends over time. ANOVA analyses were conducted to compare schools by percent of graduates entering FM, public/private ownership, allopathic/osteopathic, size, and presence of FM department. Medical school length of operation was correlated with percentage of students entering FM. Results: The overall proportion of US students entering ACGME-accredited FM programs has increased modestly over the past decade. Currently, only 12.6% of US allopathic and osteopathic seniors enter ACGME-accredited FM programs. Individual medical schools’ contributions to the FM workforce are described. Conclusions: The proportion of US medical students beginning ACGME-accredited FM residency programs has increased slightly over the last decade. However, significant changes to undergraduate medical education are needed to meet the nation’s primary care needs.

Disaster Curricula in Medical Education: Pilot Survey

2012 ◽  
Vol 27 (5) ◽  
pp. 492-494 ◽  
Author(s):  
Jared Smith ◽  
Matthew J. Levy ◽  
Edbert B. Hsu ◽  
J. Lee Levy
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Disaster Medicine ◽  
Pilot Survey ◽  
Course Work ◽  
School Curricula

AbstractIntroductionAn understanding of disaster medicine and the health care system during mass-casualty events is vital to a successful disaster response, and has been recommended as an integral part of the medical curriculum by the Association of American Medical Colleges (AAMC). It has been documented that medical students do not believe that they have received adequate training for responding to disasters. The purpose of this pilot study was to determine the inclusion of disaster medicine in the required course work of medical students at AAMC schools in the United States, and to identify the content areas addressed.MethodsAn electronic on-line survey was developed based upon published core competencies for health care workers, and distributed via e-mail to the education liaison for each medical school in the United States that was accredited by the AAMC. The survey included questions regarding the inclusion of disaster medicine in the medical school curricula, the type of instruction, and the content of instruction.ResultsOf the 29 (25.2%) medical schools that completed the survey, 31% incorporated disaster medicine into their medical school curricula. Of those schools that included disaster medicine in their curricula, 20.7% offered disaster material as required course work, and 17.2% offered it as elective course work. Disaster medicine topics provided at the highest frequency included pandemic influenza/severe acute respiratory syndrome (SARS, 27.5%), and principles of triage (10.3%). The disaster health competency included most frequently was the ability to recognize a potential critical event and implement actions at eight (27.5%) of the responding schools.ConclusionsOnly a small percentage of US medical schools currently include disaster medicine in their core curriculum, and even fewer medical schools have incorporated or adopted competency-based training within their disaster medicine lecture topics and curricula.>SmithJ, LevyMJ, HsuEB, LevyJL. Disaster curricula in medical education: pilot survey. Prehosp Disaster Med.2012;27(5):1-3.

scholarly journals “They don’t have the history and the stature:” examining perceptions of Caribbean offshore medical schools held by Canadian medical education stakeholders

2018 ◽  
Vol 9 (3) ◽  
pp. e56-63
Author(s):  
Jeffrey Morgan ◽  
Valorie Crooks ◽  
Jeremy Snyder ◽  
John Pickering
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Schools ◽  
The United States ◽  
Pass Rate ◽  
Student Body ◽  
For Profit ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Education Stakeholders

Background: Caribbean offshore medical schools are for-profit, private institutions that provide undergraduate medical education to primarily international students, including from the United States or Canada. Despite the growing role that offshore medical schools play in training Canadian physicians, little is known about how these institutions are perceived by those in professional and decision-making positions where graduates intend to practice.Methods: The authors interviewed 13 Canadian medical education stakeholders whose professional positions entail addressing the medical education system or physician workforce. Participants were employed in academic, governmental, and non-governmental organizations in leadership roles.Results: Thematic analysis revealed three cross-cutting perceptions of offshore medical schools: (a) they are at the bottom of an international hierarchy of medical schools; (b) they are heterogeneous in quality of education and student body; and (c) they have a unique business model, characterized by profit-generating and serving international students.Conclusion: Consistent growth of the offshore medical school industry in the Caribbean may result in adverse reputational harms for well-established offshore or regional medical schools. Both comparative (e.g., USMLE pass rate) and intuitive factors (e.g., professional familiarity) informed participants’ perceptions. Participants believed that core principles of social accountability in medical education are incompatible with the offshore medical school model.

scholarly journals Scoping review of implementing a longitudinal curriculum in undergraduate medical education: The wake forest experience

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Casey Glass ◽  
Aarti Sarwal ◽  
Joshua Zavitz ◽  
Joshua Nitsche ◽  
JaNae Joyner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Medical Schools ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Anatomy And Physiology ◽  
Institutional Experience

Abstract Background Hands-on ultrasound experience has become a desirable component for undergraduate medical education (UGME) curricula throughout medical schools in the United States (US) to enhance readiness for future training. Ultrasound integration can be a useful assistive educational method in undergraduate medical education to improve anatomy and physiology skills. Relatively few medical schools have integrated ultrasound experiences formally into their 4-year medical school curriculum due to limitations of a resource intensive set up. Methods We undertook a scoping review of published UGME ultrasound curricula integrated into all four years in peer-reviewed as well online literature. In addition, we provide a narrative review of our institutional experience in conceptualization, design and implementation of UGME ultrasound curriculum driven by need to address the fading knowledge in anatomy and physiology concepts beyond pre-clinical years. Results Integrated ultrasound curriculum at WFSOM utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science concepts taught in the medical school curriculum. We found 18 medical schools with ultrasound curricula published in peer-reviewed literature with a total of 33 ultrasound programs discovered by adding Google search and personal communication Conclusions The results of the review and our institutional experience can help inform future educators interested in developing similar curricula in their undergraduate programs. Common standards, milestones and standardized competency-based assessments would be helpful in more widespread application of ultrasound in UGME curricula.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

Sign in / Sign up

Export Citation Format

Share Document