Helping tomorrow's doctors to gain a population health perspective – good news for community stakeholders.
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| Title: | Helping tomorrow's doctors to gain a population health perspective – good news for community stakeholders. |
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| Authors: | Howe, Amanda (AUTHOR), Billingham, Kate (AUTHOR), Walters, Christina (AUTHOR) |
| Source: | Medical Education. Apr2002, Vol. 36 Issue 4, p325-333. 9p. |
| Subjects: | Medical education, Public health education |
| Geographic Terms: | United Kingdom |
| Abstract: | Introduction The modernising agenda of the NHS and recommendations of professional bodies demand that all doctors achieve a basic understanding of a population health perspective. The principle of integrated learning and the logistics of provision make it inappropriate for such learning to be delivered solely by public health specialists, and community-based learning has been promoted as the best setting in which to assist this objective. However, there is little evidence from practice as to whether non-specialist staff are willing or able to play a role in orienting tomorrow's doctors to the needs of communities. Methods Semi-structured interviews, questionnaires and focus groups iterated the opinion of key stakeholders on their preferred contributions to community-oriented undergraduate medical education. Framework analysis was used to elicit key outcomes and process factors. Results There was consensus that community-based learning should be a core element of the medical curriculum as it can demonstrate the socioenvironmental context of care and the doctor's role in interagency working and preventive care. Effective academic/NHS partnerships were called for, with higher education leading the agenda on aims and objectives, creating collaborative structures, and reallocating resources to support new learning. Community-based stakeholders would offer the translation of theory into practice by demonstrating clinical and social diversity, models of teamworking, and a context for the application of prior learning. They also promoted recurrent contact with communities, and suggested an enhanced role in mentoring students through longer term relationships. Conclusion Community-based personnel and NHS users are an under-used resource for medical education. Their proposed contributions strongly accord with the agenda for a population health perspective in basic training. Curriculum planners need to make long-term partnerships with community-based agencies, rather than... [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 6454467 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Helping tomorrow's doctors to gain a population health perspective – good news for community stakeholders. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Howe%2C+Amanda%22">Howe, Amanda</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Billingham%2C+Kate%22">Billingham, Kate</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Walters%2C+Christina%22">Walters, Christina</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Apr2002, Vol. 36 Issue 4, p325-333. 9p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+health+education%22">Public health education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction The modernising agenda of the NHS and recommendations of professional bodies demand that all doctors achieve a basic understanding of a population health perspective. The principle of integrated learning and the logistics of provision make it inappropriate for such learning to be delivered solely by public health specialists, and community-based learning has been promoted as the best setting in which to assist this objective. However, there is little evidence from practice as to whether non-specialist staff are willing or able to play a role in orienting tomorrow's doctors to the needs of communities. Methods Semi-structured interviews, questionnaires and focus groups iterated the opinion of key stakeholders on their preferred contributions to community-oriented undergraduate medical education. Framework analysis was used to elicit key outcomes and process factors. Results There was consensus that community-based learning should be a core element of the medical curriculum as it can demonstrate the socioenvironmental context of care and the doctor's role in interagency working and preventive care. Effective academic/NHS partnerships were called for, with higher education leading the agenda on aims and objectives, creating collaborative structures, and reallocating resources to support new learning. Community-based stakeholders would offer the translation of theory into practice by demonstrating clinical and social diversity, models of teamworking, and a context for the application of prior learning. They also promoted recurrent contact with communities, and suggested an enhanced role in mentoring students through longer term relationships. Conclusion Community-based personnel and NHS users are an under-used resource for medical education. Their proposed contributions strongly accord with the agenda for a population health perspective in basic training. Curriculum planners need to make long-term partnerships with community-based agencies, rather than... [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=6454467 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1046/j.1365-2923.2002.01172.x Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 325 Subjects: – SubjectFull: Medical education Type: general – SubjectFull: Public health education Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Helping tomorrow's doctors to gain a population health perspective – good news for community stakeholders. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Howe, Amanda – PersonEntity: Name: NameFull: Billingham, Kate – PersonEntity: Name: NameFull: Walters, Christina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2002 Type: published Y: 2002 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 36 – Type: issue Value: 4 Titles: – TitleFull: Medical Education Type: main |
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