Departments, sections and programs of preventive/community medicine and public health in U.S. medical schools

1983 ◽  
Vol 8 (4) ◽  
pp. 269-278 ◽  
Author(s):  
F. Marian Bishop
Keyword(s):  
Public Health ◽  
Medical Schools ◽  
Community Medicine

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.

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.

THE PEDIATRICIAN AND THE PUBLIC

PEDIATRICS ◽  
1948 ◽  
Vol 2 (3) ◽  
pp. 349-356
Author(s):  
PAUL HARPER
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Health Service ◽  
Public Health Service ◽  
Medical Schools ◽  
Committee Report ◽  
Administrative Agency ◽  
Medical College ◽  
Pediatric Education ◽  
Contrary View

TWO letters are presented which take opposing views of federal aid for medical education and for pediatric education in particular. The first of these is from Alan Valentine, LL.D., President, University of Rochester, N.Y. Dr. Valentine read a paper on the financing of the privately endowed medical schools before the 1948 Annual Congress on Medical Education and Licensure. (J.A.M.A. 137:1, 1948.) He is eminently qualified to discuss this subject. His extraordinarily able and realistic presentation of the current and future financial needs of medical schools concludes with an answer to the contrary view of Dr. William C. Black. (Pediatrics 1:561, April, 1948.) The second letter is from Dr. Thomas O. Gamble, Professor of Obstetrics, Albany Medical College, Albany, N.Y. Certain aspects of Dr. Gamble's letter require comment. In his third paragraph, Dr. Gamble quotes incompletely from the ICH Committee Report (Pediatrics 1:524, 1948) as follows: "It was finally agreed (Ed. note: i.e., by the ICH Committee) that neither the U. S. Children's Bureau nor the U. S. Public Health Service should be the administrative agency, but that the matter should be determined by the Federal Security Administrator, whose agency includes both the U. S. Children's Bureau and the U. S. Public Health Service. The correct quotation is: "It was finally agreed that neither the U. S. Children's Bureau nor the U. S. Public Health Service should be named the administrative agency . . . (etc.)." The position of the ICH Committee was and is that the Federal Security Agency, which already administers grants-in-aid for study and training in several fields of medicine, would be the logical administrative agency; it was not considered within the province of the ICH Committee to recommend which branch of this agency should be designated by the administrator. There was no attempt at "camouflage," as suggested by Dr. Gamble. Dr. Gamble next attacks the recommended composition of the Council on Pediatric Education. He suggests that the Academy should say to the Federal Security Administrator:

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.

scholarly journals Responding to the Opioid Epidemic: Educational Competencies for Pain and Substance Use Disorder from the Medical Schools of the University of California

Pain Medicine ◽  
2020 ◽  
Author(s):  
Mark Servis ◽  
Scott M Fishman ◽  
Mark S Wallace ◽  
Stephen G Henry ◽  
Doug Ziedonis ◽  
...  
Keyword(s):  
Public Health ◽  
Substance Use ◽  
Substance Use Disorder ◽  
Medical Schools ◽  
University Of California ◽  
Drug Misuse ◽  
Opioid Epidemic ◽  
Current Crisis ◽  
Opioid Crisis ◽  
The University

Abstract Objective The University of California (UC) leadership sought to develop a robust educational response to the epidemic of opioid-related deaths. Because the contributors to this current crisis are multifactorial, a comprehensive response requires educating future physicians about safe and effective management of pain, safer opioid prescribing, and identification and treatment of substance use disorder (SUD). Methods The six UC medical schools appointed an opioid crisis workgroup to develop educational strategies and a coordinated response to the opioid epidemic. The workgroup had diverse specialty and disciplinary representation. This workgroup focused on developing a foundational set of educational competencies for adoption across all UC medical schools that address pain, SUD, and public health concerns related to the opioid crisis. Results The UC pain and SUD competencies were either newly created or adapted from existing competencies that addressed pain, SUD, and opioid and other prescription drug misuse. The final competencies covered three domains: pain, SUD, and public health issues related to the opioid crisis. Conclusions The authors present a novel set of educational competencies as a response to the opioid crisis. These competencies emphasize the subject areas that are fundamental to the opioid crisis: pain management, the safe use of opioids, and understanding and treating SUD.

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