Similar a A positive response to health promotion in undergraduate medical core curricula: a reflection on health promotion teaching and expereinces (20)
A positive response to health promotion in undergraduate medical core curricula: a reflection on health promotion teaching and expereinces
1. Dr Ann Wylie
Dept. Primary Care, King’s College London
Division of Medical Education King’s College London
ann.wylie@kcl.ac.uk
a
2. Health promotion (HP) is now core in many
curricula
It is taught and assessed at KCLSM
throughout all years
Since the introduction and development of
this core HP and number of positive
outcomes have been noted
The approach to integrating core HP was
based on sound pedagogy and educational
findings – such as ensuring relevance to other
learning
3. There was limited interest in HP SSMs and
Public health related core content
Students rarely looked to HP as a potential
for publications and bursaries
The HP SSMs were rarely oversubscribed
Conference interest by students was
associated with clinical and scientific work
Research in HP and Med Ed was limited
4. Since 2006 core HP has been taught in years
1,3 and 4(2nd
yr – there is a SSM option), final
year core started 2007
Assessment approaches include
presentations, portfolios and short answer
Students do well, especially with
GP/community related year 4 presentation
assessments
Tutors involved have reported high levels of
satisfaction/interest/new learning for them
5. The data from 2007/8 and 2008/9 were
reviewed relating to;
Students doing HP related SSMs
Students requesting and designing HP SSMs
Students undertaking HP research needing
ethical approval
Students submitting HP conference abstracts
Student applications for bursaries for
electives and other HP studies
Student publications linked to HP work
6. Health promotion SSMs have increased 5 fold
Self designed HP SSMs in years 2, 3, 4 and 5
have also increased, including 3 with
complex multi focal themes needing ethical
approval
Students have successfully applied for grants
and bursaries – notably the Bygott (£750)and
Wellcome (£1000) awards
7. The increased workload has required
additional HP specialists for teaching/second
marking etc
A internal student prize has been established
given the high levels of HP/Community based
SSMs and the quality of student work
A conference award has also been
established to support students with
accepted abstracts
8. Taught SSMs include:
Exploring needs of families with Sickle cell disease
Teaching children about health
The role of maternal literacy in health outcome
Cuban health
Health promotion interventions – evaluating
Tackling inequalities
Smoking policies – exploring impact
Drug and alcohol communities provision
Victims of torture and assessing needs
Health promotion for prisoners
Health /social issues for older people in areas of deprivation
Natural family planning
The “good doctor” – role of humanities
9. The self designed SSMs include:
Evaluating a school mentoring scheme
Anti-bullying polices and their implementation
Obesity prevention for children with special needs
Obesity prevention and management
Developing and piloting obesity protocol for pregnant women
Breast screening and resistance
Breast feeding and evaluating campaigns
Efficacy of sexual health interventions
Natural family planning – why is it challenged
Health of medical students
HIV and stigma
Malaria prevention and other SSMs linked to TB in Asia
10. The major HP focus in core is in year 4 – the penultimate
year
Some students have looked at the impact of different
placements on them and their well being – looking at
personal health and career options with 4 current students
doing application for academic and HP/PH related posts
Students have had 3 papers published, 2 in press, 5 in
draft
7 conference presentations
One student has contribution to three chapters in book in
press
7 newly qualified doctors in academic/HP/PH posts
11. A positive and supportive attitude to core HP has fostered
additional interest for this field
The GMC(Dec 2008)reported favourably on this aspect of
curriculum at KCLSM
“Areas of innovation and good practice .. We commend the School on the following
areas of innovation and good practice: ,,the integration of public health teaching in
Phase 4, where students undertake a pregnancy study looking at longitudinal health
aspects (see paragraph 42).”
“The School adequately addresses issues and techniques involved in studying
..integrating public health in Phase 4 in which students undertake a Community
Pregnancy Study looking at longitudinal health aspects, including antenatal
screening, ethical dilemmas and decision making...the School is undertaking an
international longitudinal joint study, with links to Monash University in Australia,
on the impact of health promotion in the curriculum. We encourage the School to
disseminate any findings from this”
12. HP is part of core curricula for many schools but it
will remain marginal. Our approach suggests:
Acceptance is possible if it is well integrated and
relevant to other content/learning experiences
Additional opportunities through SSMs foster
wider interest
Constant review and amendments, linked to
feedback and evidence, is imperative, as this is
an emerging epistemology