Public Health Updates: New Dimension in teaching learning practice among postgraduate students in community medicine

2021 ◽  
pp. 1
Author(s):  
BIMAL SAHOO ◽  
MANISH TAYWADE ◽  
KAVI DAVID ◽  
AMBARISH DAS
Keyword(s):  
Public Health ◽  
Community Medicine ◽  
Postgraduate Students ◽  
Teaching Learning

17. Boundaries or overlap: An examination of the community-oriented clinical practice of community medicine specialists and family/general practitioners

2007 ◽  
Vol 30 (4) ◽  
pp. 36
Author(s):  
M. L. Russell ◽  
L. McIntyre
Keyword(s):  
Public Health ◽  
Primary Care ◽  
Clinical Practice ◽  
Community Health ◽  
Royal College ◽  
Community Medicine ◽  
Work Setting ◽  
Public Health Medicine ◽  
Work Settings ◽  
Main Work

We compared the work settings and “community-oriented clinical practice” of Community Medicine (CM) specialists and family physicians/general practitioners (FP). We conducted secondary data analysis of the 2004 National Physician Survey (NPS) to examine main work setting and clinical activity reported by 154 CM (40% of eligible CM in Canada) and 11,041 FP (36% of eligible FP in Canada). Text data from the specialist questionnaire related to “most common conditions that you treat” were extracted from the Master database for CM specialists, and subjected to thematic analysis and coded. CM specialists were more likely than FP to engage in “community medicine/public health” (59.7% vs 15.3%); while the opposite was found for primary care (13% vs. 78.2%). CM specialists were less likely to indicate a main work setting of private office/clinic/community health centre/community hospital than were FP (13.6% vs. 75.6%). Forty-five percent of CM provided a response to “most common conditions treated” with the remainder either leaving the item blank or indicating that they did not treat individual patients. The most frequently named conditions in rank order were: psychiatric disorders; public health program/activity; respiratory problems; hypertension; and metabolic disorders (diabetes). There is some overlap in the professional activities and work settings of CM specialists and FP. The “most commonly treated conditions” suggest that some CM specialists may be practicing primary care as part of the Royal College career path of “community-oriented clinical practice.” However the “most commonly treated conditions” do not specifically indicate an orientation of that practice towards “an emphasis on health promotion and disease prevention” as also specified by the Royal College for that CM career path. This raises questions about the appropriateness of the current training requirements and career paths as delineated for CM specialists by the Royal College of Physicians & Surgeons of Canada. Bhopal R. Public health medicine and primary health care: convergent, divergent, or parallel paths? J Epidemiol Community Health 1995; 49:113-6. Pettersen BJ, Johnsen R. More physicians in public health: less public health work? Scan J Public Health 2005; 33:91-8. Stanwell-Smith R. Public health medicine in transition. J Royal Society of Medicine 2001; 94(7):319-21.

scholarly journals Role of Community Medicine during COVID-19 Pandemic

2021 ◽  
Vol 33 (2) ◽  
pp. 242-244
Author(s):  
Epari Venkata Rao ◽  
Prem Sagar Panda
Keyword(s):  
Public Health ◽  
Health Care Services ◽  
Community Medicine ◽  
Public Health Services ◽  
Health Crisis ◽  
Public Health Expert ◽  
The Public ◽  
Care Services ◽  
Health Expert

Pandemics have significantly affected economy of each country. Health & political system have been also drastically affected in each part of the country. To fight against pandemic, it demands multidimensional approaches comprising of various measures like surveillance, containment, isolation & quarantine, border restriction as well as various socio-political and community measures. Though the entire health workforce is involved at multiple levels, the role of a community medicine/public health expert is maximum in controlling the spread in the community and managing the situation. The community medicine specialists can contribute to the public health as well as health-care services in combating the pandemic. This review has been done for giving an insight of proper utilisation of public health services and existing manpower of community medicine. Also this will channelize our health system and give a direction for combating future public health crisis.  So Government should utilise the experiences and expertise to manage the pandemic very well.

A comparative study of community medicine and public health curriculum at medical schools in Iran and North America

2021 ◽  
Vol 10 (1) ◽  
pp. 19-19
Author(s):  
Tahereh Changiz ◽  
Mahasti Alizadeh
Keyword(s):  
Public Health ◽  
North America ◽  
Comparative Study ◽  
General Medicine ◽  
Medical Schools ◽  
The United States ◽  
Community Medicine ◽  
Center Staff ◽  
Health Curriculum ◽  
Spiral Curriculum

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.

Tools and Techniques in Preparation of Coloured Bones and Skeletons for Effective Teaching, Learning and Museums

2021 ◽  
Author(s):  
S. Paramasivan ◽  
O.R. Sathyamoorthy ◽  
S. Sivagnanam ◽  
S. Rajathi ◽  
S.A. Sivakumar
Keyword(s):  
Teaching And Learning ◽  
Gross Anatomy ◽  
Open Water ◽  
Water Tank ◽  
Rib Cage ◽  
Postgraduate Students ◽  
Long Duration ◽  
Anatomy Laboratory ◽  
Normal Colour ◽  
Teaching Learning

Background: Teaching veterinary osteology and arthrology has been performed with free bones collected from various animals after processing and preserving them for long duration. The profession of teaching Anatomy to undergraduate and postgraduate students in veterinary colleges not only requires the knowledge on Veterinary Gross Anatomy but also the methods of preparation of specimen for laboratory use. This article explains the methods and steps in preparation of coloured skulls, bones of forelimb, hindlimb, rib cage, digits and whole mounted skeletons, to be used in the anatomy laboratory to increase the efficiency of both teaching and learning. Methods: A carcass of adult horse donated by a farmer was utilized for making complete coloured skeleton. The bones were collected from the carcass by natural maceration technique followed by cleaning with mild chemicals. The metallic paints and commonly available tools were used for colouring and mounting of horse skeleton. The parts of bones viz. process, fossa, articular area, foramen, the origin and insertion of various muscles were prepared with colours and labels on the surfaces of bones for teaching and museum purpose. The sequential step by step procedure for skeleton preparation in quickest possible time was standardized and explained using various tools. Result: The natural maceration in open water tank was found to be most effective way of maceration of carcasses for collection of bones with their normal colour. The bones were processed mainly with washing soap powder and calcium carbonate followed by drying in natural sunlight which increased the brightness of the bone without any damage to the structure. The coloured skulls, bones of forelimb, hindlimb, rib cage, digits and whole mounted skeletons were prepared with available tools and chemical as this work consumes less time and cost and increases the students’ learning efficiency, which will also be an asset and center of attraction for any Institution.

Developing Independent Learning Skills for Postgraduate Students through Blended Learning Environment

2013 ◽  
Vol 15 (1) ◽  
pp. 36-50 ◽  
Author(s):  
Ing Liang Wong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Online Survey ◽  
Learning Strategy ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Building Assessment ◽  
Teaching Learning

Independent learning is a critical learning strategy in higher education, especially in the blended learning environment (BLE). This paper investigates the relevance and suitability of enhanced teaching, learning and assessment (TLA) activities within the BLE and evaluates how these can help postgraduate students to become independent learners at Glasgow Caledonian University. The existing TLA activities of Building Assessment module were reviewed, curriculum redesigned and constructively aligned to learning outcomes. An online survey was carried out to evaluate the appropriateness of TLA activities in developing students’ independent learning skills. Students’ responses on their preferences for module delivery were investigated. Success of TLA activities depends on students’ experience and their familiarity with these activities. Most students agreed that, the use of formative assessment and learning technologies in the BLE was able to develop their independent learning skills; however these activities should be designed and structured properly, with learning supports provided by tutors.

scholarly journals Cadaveric Temporal Bone Dissection Workshop in a Tertiary ENT- HNS Centre: Is Our Teaching Satisfactory?

2020 ◽  
Vol 19 (1) ◽  
pp. 10-15
Author(s):  
Pabina Rayamajhi ◽  
Susmita Shrestha ◽  
Rabindra B Pradhananga ◽  
Hari Bhattarai
Keyword(s):  
Key Words ◽  
Temporal Bone ◽  
Learning Skills ◽  
Postgraduate Students ◽  
Live Demonstration ◽  
Temporal Bone Anatomy ◽  
Teaching Learning

Introduction: Teaching learning skills are developed through various skill lab procedures. In the Department of ENT and HNS, Temporal Bone Dissection (TBD) is one of the methods of teaching. The TBD workshop conducted in the Department caters to most of the postgraduate students in the country. This study was conducted in the Department of ENT and HNS to evaluate the participants’ satisfaction on TBD course conducted in the Department. Methods: The TBD participants who had undergone TBD course in the Department of ENT and HNS were asked to fill up the questionnaire regarding the satisfaction of the TBD course and suggestions for the improvement of the course. The participants provided the response of the questionnaire in the email or in hand filling of the forms. Results: Total of 42 students responded to the questionnaire regarding the TBD course. 88% of the students graded it as good, 11% replied as satisfactory and 1% of them graded it as needs improvement. Maximum number of students commented on the inadequate time for dissection. Few participants replied the need of live demonstration in the course. 9.5% of the participants who had come for the course more than once commented on the great help done by the course in performing live otology surgery. Conclusions: Maximum participants were satisfied about the TBD workshop which helped them to know the intricate temporal bone anatomy. Key words: otology; questionnaire; Temporal Bone Dissection (TBD)

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