scholarly journals Pertinent Today: What Contemporary Lessons Should be Taught by Studying Physician Participation in the Holocaust?

Conatus ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 287
Author(s):  
Mark A. Levine ◽  
Matthew K. Wynia ◽  
Meleah Himber ◽  
William S. Silvers
Keyword(s):  
Health Professional ◽  
Health Professionals ◽  
Professional Training ◽  
Ethical Issues ◽  
Training Programs ◽  
Best Interests ◽  
Physician Participation ◽  
The Holocaust ◽  
Health Professional Training ◽  
Nazi Era

The participation of physicians in the atrocities of the Holocaust exposed vulnerabilities in medicine’s moral commitment to patients’ best interests that every health professional should recognize. Teaching about this history is challenging, as it is extremely complex and there are no common standards for what basic historical facts students in health professions training programs should learn. Nor is there guidance on how these historical facts can or should be related to contemporary ethical issues facing health professionals. To address these problems, we propose a set of core historical facts about health professional involvement in the Holocaust that every student in a health professional training program should learn. We then identify three ethical lessons from the Holocaust that are pertinent today as physicians struggle to maintain their moral compass and earn the trust of patients and the public: 1) The lesson of commitment to science; maintaining balance between reason and skepticism in the search for truth, (2) The lesson of clinical detachment; maintaining balance between necessary professional distance with a commitment to humanism and intimacy with patients, and 3) The lesson of competing loyalties; maintaining balance in upholding medicine’s multiple responsibilities, including to individual patients and the larger community. Embedding these facts and lessons into the education of health professionals is challenging yet critically important. Today’s physicians struggle with some of the same ethical tensions as did German physicians in the Nazi era, albeit in a much-attenuated fashion. Awareness of these tensions and taking active measures to maintain them in balance are necessary components of humanistic health care, which should be an integral part of health professional training programs.

Identifying Key Physical Activity Categories and Topics to Include in Health Professional Training Programs

2020 ◽  
Vol 32 (4) ◽  
pp. 362-370
Author(s):  
Mark Stoutenberg ◽  
Byron J. Powell ◽  
Paolo J. Busignani ◽  
Allison H. Bowersock ◽  
Rachele Pojednic
Keyword(s):  
Physical Activity ◽  
Health Professional ◽  
Professional Training ◽  
Training Programs ◽  
Health Professional Training

scholarly journals Burnout Among Beginning First-Year Students from Three Health Professional Training Programs

2020 ◽  
Vol 30 (2) ◽  
pp. 879-883
Author(s):  
Andrea Roberts ◽  
Nancy R. Angoff ◽  
David Brissette ◽  
David Dupee ◽  
Deborah Fahs ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Training ◽  
Training Programs ◽  
First Year ◽  
First Year Students ◽  
Health Professional Training

scholarly journals The First, Comprehensive, Open-Source Culinary Medicine Curriculum for Health Professional Training Programs: A Global Reach

2020 ◽  
Vol 14 (4) ◽  
pp. 369-373
Author(s):  
Michelle E. Hauser ◽  
Julia R. Nordgren ◽  
Maya Adam ◽  
Christopher D. Gardner ◽  
Tracy Rydel ◽  
...  
Keyword(s):  
Health Professional ◽  
Open Source ◽  
Health Care Professionals ◽  
Professional Training ◽  
Training Programs ◽  
Dietary Behavior ◽  
Lessons Learned ◽  
Behavior Changes ◽  
Culinary Medicine ◽  
Health Professional Training

Providing a strong foundation in culinary medicine (CM)—including what constitutes a healthy diet and how to find, obtain, and prepare healthy and delicious food—is a cornerstone of educating health professionals to support patients in achieving better health outcomes. The Culinary Medicine Curriculum (CMC), published in collaboration with the American College of Lifestyle Medicine, is the first, comprehensive, open-source guide created to support the implementation of CM at health professional training programs (HPTPs) worldwide. The CMC is modeled after the successful CM elective course for Stanford University School of Medicine students. Key goals of the CMC include presenting healthy food as unapologetically delicious, quick, and inexpensive; translating lessons learned to healthy eating on-the-go; practicing motivational interviewing on healthy dietary behavior changes; and demonstrating how to launch a CM course. The CMC highlights a predominantly whole food, plant-based diet as seen through the lenses of different world flavors and culinary traditions. It was developed, published, and distributed with the aim of expanding CM by reducing barriers to creating CM courses within most types of HPTPs and practice settings. During the first 2 months the CMC was available, it was downloaded 2379 times in 83 countries by a wide variety of health care professionals interested in teaching CM. The global interest in this first, freely available, evidence-based CMC underscores the demand for CM resources. Such resources could prove foundational in expediting development of CM courses and expanding the reach of CM and counseling on dietary behavior changes into patient care.

The Unique Nature of Clinical Ethics in Allied Health Pediatrics: Implications for Ethics Education

2010 ◽  
Vol 19 (4) ◽  
pp. 471-480 ◽  
Author(s):  
CLARE DELANY ◽  
MERLE SPRIGGS ◽  
CRAIG L FRY ◽  
LYNN GILLAM
Keyword(s):  
Health Professional ◽  
Health Professionals ◽  
Clinical Ethics ◽  
Professional Training ◽  
Ethics Education ◽  
Allied Health ◽  
Health Professions ◽  
Integral Component ◽  
Unique Nature ◽  
Health Professional Training

Ethics education is recognized as an integral component of health professionals’ education and has been occurring in various guises in the curricula of health professional training in many countries since at least the 1970s. However, there are a number of different aims and approaches adopted by individual educators, programs, and, importantly, different health professions that may be characterized according to strands or trends in ethics education.

scholarly journals The Human Resources for Health Program in Rwanda – Reflections on Achievements and Challenges Comment on "Health Professional Training and Capacity Strengthening Through International Academic Partnerships: The First Five Years of the Human Resources for Health Program in Rwanda"

2018 ◽  
Vol 8 (2) ◽  
pp. 128-131 ◽  
Author(s):  
Hélène Delisle
Keyword(s):  
Human Resources ◽  
Health Professional ◽  
Health Professionals ◽  
Professional Training ◽  
Health Program ◽  
Human Resources For Health ◽  
Academic Institutions ◽  
Emerging Issues ◽  
Health Professional Training ◽  
The Government

This commentary is a further discussion of a paper published in this journal on the health professional training initiative led by the Government of Rwanda since 2012 and presented as a case study. According to the authors, the partnership program with international academic institutions may serve as model for other countries to address the shortage of health professionals and to strengthen institutional capacity, based on the competencybased and innovative training programs, the numbers of graduates, the improved quality of health services and institution strengthening. However, the conditions may not be as optimal elsewhere. A supportive government policy, massive funding and an academic consortium comprised of 19 United States academic institutions have contributed to the success of the program. We also noted that the trained professionals were clinicians almost exclusively, at the expense of public health specialists and other health professionals who can better address emerging issues such as non-communicable diseases (NCDs) particularly for their prevention, which is now compelling. Among others, the training of more nutritionists as members of the health team is needed.

scholarly journals Introduction to the Peer Teacher Training in health professional education supplement series

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Teacher Training ◽  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Professional Training ◽  
Clinical Teacher ◽  
Professional Students ◽  
Interprofessional Teamwork ◽  
Teacher Training Programs ◽  
Health Professional Training

AbstractSkills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.

scholarly journals Health inequalities within professional health education at the University of Malta

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Inequalities ◽  
Health Professionals ◽  
Professional Training ◽  
Mesh Terms ◽  
Wide Range ◽  
Professional Health ◽  
The University ◽  
And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

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