Engaging The Disengaged: How To Effectively Teach The Principles Of Public Health And Evidence-based Medicine

Rafat Hussain; Stuart Wark

Abstract

Introduction/Background: New students often enter their medical training with narrow concepts of what constitutes 'medicine'. The wider ideals of public health may therefore be viewed as abstract or less relevant than clinical skills and given lower priority than subjects such as anatomy or medical science. Purpose/Objectives: Medical school curricula across Australia are struggling to incorporate all recommended knowledge areas, and it can be hard to find space for units perceived as less 'clinical'. Within the Joint Medical Program (JMP), which operates between the Universities of Newcastle (UoN) and New England (UNE), core principles of public health and evidence based medicine (EBM) is taught as a compulsory unit in first year. Many students enter their undergraduate course with limited mathematical backgrounds and struggle to comprehend the relevance of public health within the larger structure of the degree. The objective of this review was to evaluate how this course might be modified and more appropriately linked to clinical learning outcomes.

Original language	English
Publication status	Published - 2015
Event	ANZAHPE-AMEA 2015: Australian & New Zealand Association for Health Professional Educators and Asian Medical Education Association Joint Conference - Newcastle, Australia Duration: 30 Mar 2015 → 1 Apr 2015

Conference

Conference	ANZAHPE-AMEA 2015: Australian & New Zealand Association for Health Professional Educators and Asian Medical Education Association Joint Conference
City	Newcastle, Australia
Period	30/03/15 → 1/04/15

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

Epidemiology
Primary Health Care
Health Promotion

Access to Document

https://hdl.handle.net/1959.11/17445

Handle.net

Persistent link

Cite this

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title = "Engaging The Disengaged: How To Effectively Teach The Principles Of Public Health And Evidence-based Medicine",

abstract = "Introduction/Background: New students often enter their medical training with narrow concepts of what constitutes 'medicine'. The wider ideals of public health may therefore be viewed as abstract or less relevant than clinical skills and given lower priority than subjects such as anatomy or medical science. Purpose/Objectives: Medical school curricula across Australia are struggling to incorporate all recommended knowledge areas, and it can be hard to find space for units perceived as less 'clinical'. Within the Joint Medical Program (JMP), which operates between the Universities of Newcastle (UoN) and New England (UNE), core principles of public health and evidence based medicine (EBM) is taught as a compulsory unit in first year. Many students enter their undergraduate course with limited mathematical backgrounds and struggle to comprehend the relevance of public health within the larger structure of the degree. The objective of this review was to evaluate how this course might be modified and more appropriately linked to clinical learning outcomes.",

keywords = "Epidemiology, Primary Health Care, Health Promotion",

author = "Rafat Hussain and Stuart Wark",

year = "2015",

language = "English",

note = "ANZAHPE-AMEA 2015: Australian \& New Zealand Association for Health Professional Educators and Asian Medical Education Association Joint Conference ; Conference date: 30-03-2015 Through 01-04-2015",

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Engaging The Disengaged: How To Effectively Teach The Principles Of Public Health And Evidence-based Medicine. / Hussain, Rafat; Wark, Stuart.
2015. Abstract from ANZAHPE-AMEA 2015: Australian & New Zealand Association for Health Professional Educators and Asian Medical Education Association Joint Conference, Newcastle, Australia.

Research output: Contribution to conference › Abstract

TY - CONF

T1 - Engaging The Disengaged

T2 - ANZAHPE-AMEA 2015: Australian & New Zealand Association for Health Professional Educators and Asian Medical Education Association Joint Conference

AU - Hussain, Rafat

AU - Wark, Stuart

PY - 2015

Y1 - 2015

N2 - Introduction/Background: New students often enter their medical training with narrow concepts of what constitutes 'medicine'. The wider ideals of public health may therefore be viewed as abstract or less relevant than clinical skills and given lower priority than subjects such as anatomy or medical science. Purpose/Objectives: Medical school curricula across Australia are struggling to incorporate all recommended knowledge areas, and it can be hard to find space for units perceived as less 'clinical'. Within the Joint Medical Program (JMP), which operates between the Universities of Newcastle (UoN) and New England (UNE), core principles of public health and evidence based medicine (EBM) is taught as a compulsory unit in first year. Many students enter their undergraduate course with limited mathematical backgrounds and struggle to comprehend the relevance of public health within the larger structure of the degree. The objective of this review was to evaluate how this course might be modified and more appropriately linked to clinical learning outcomes.

AB - Introduction/Background: New students often enter their medical training with narrow concepts of what constitutes 'medicine'. The wider ideals of public health may therefore be viewed as abstract or less relevant than clinical skills and given lower priority than subjects such as anatomy or medical science. Purpose/Objectives: Medical school curricula across Australia are struggling to incorporate all recommended knowledge areas, and it can be hard to find space for units perceived as less 'clinical'. Within the Joint Medical Program (JMP), which operates between the Universities of Newcastle (UoN) and New England (UNE), core principles of public health and evidence based medicine (EBM) is taught as a compulsory unit in first year. Many students enter their undergraduate course with limited mathematical backgrounds and struggle to comprehend the relevance of public health within the larger structure of the degree. The objective of this review was to evaluate how this course might be modified and more appropriately linked to clinical learning outcomes.

KW - Epidemiology

KW - Primary Health Care

KW - Health Promotion

UR - http://anzahpeamea2015.com.au/abstracts/pdf/abstract_3346.pdf

M3 - Abstract

Y2 - 30 March 2015 through 1 April 2015

ER -