Transcript Improving Public Health Content and Related Problem

Improving Public Health Content and
Related Problem-Based Practice in
XSM Medical Education Curriculum
Chen Lv
Craig S. Scott
CSU
UW
September 19 , 2006
Content
Part 1……Context and Setting
Part 2……Rationale for Improving Disease Prevention
and Surveillance in Medical Education
Part 3……Project Goal
Part 4……Development and Implementation Plan
Part 5……Evaluation
Part 1……
Context and Setting
 Effects of the new developments
in science and technology
 Increased commerce, travel
and communication capability
 Public health and preventive
medicine are playing more and
more important role in medicine
Part 1……
Context and Setting

Medical science and health care are facing serious
challenges in the first decade of the 21st Century. Many
problems related to medical education need attention:
☻ new and emerging infectious disease
☻ environmental pollution
☻ unhealthy lifestyles……
Physicians must be better
prepared to participate in protecting
the health of the public
In 2001, IIME aimed to promote globalization
of medical education, and published the GMER
in medical education
The GMER covers:
7 domains
60 competences
required
“Population health and
health systems” is one of
the 7 GMER domains
Part 1……
Context and Setting
 “Population Health and Health Systems (PHHS)”
states that medical students should come to:
☻ understand their role in protecting and promoting
the health of a whole population and be able to take
appropriate action
☻ understand the principles of health systems
organization and their economic and legislative
foundations
☻ have a basic understanding of the efficient and
effective management of the health care system
Part 1……
Context and Setting
 XSM has set up many public health and preventive
medicine courses for medical students:
☻
☻
☻
☻
☻
preventive medicine
medical statistics
epidemiology
social medicine
health policy
Part 2…Rationale for Improving Disease Prevention
and Surveillance in Medical Education
 The outbreak of SARS in 2003 imperiled people’s
health and life security. The crisis was due, in part, to
the fact that physicians were not more aware of the
importance of:
☻ reporting unusual disease states
☻ their public health responsibilities
☻ how to protect themselves and their patients from
public health threats
Part 2…Rationale for Improving Disease Prevention
and Surveillance in Medical Education
 During the SARS outbreak, China had:
☻ quickly revised the “Law of Prevention and Cure of Infectious
Disease of the P.R China”
☻ quickly published the “Guideline of Public Health Event
Emergency Measures”
☻ Invested 8 billion Yuan to improve the public health system after
SARS outbreak
the nation’s increased recognition of public health
and disease prevention.
 At the same time, the Ministry of Education required all medical
schools to reinforce the preventive medicine education
Part 2…Rationale for Improving Disease Prevention
and Surveillance in Medical Education
 However, post-SARS surveys (WCMS) showed (1,2):
☻ the understanding of the importance of PHHS was
not sufficiently enhanced by the SARS experience
☻ the PHHS’s importance rating remains the lowest of
the GMER’s 7 domains
medical students need to know more about
their roles and responsibilities relative to population
health
Part 2…Rationale for Improving Disease Prevention
and Surveillance in Medical Education
 A study by University of Queensland reported(3):
poor role modeling by the faculty of population and preventive
health issues in their school of medicine
faculty attitudes towards population health
and preventive medicine likely influence the attitudes
of medical students. The attitudes and knowledge of
both faculty and students need to be improved
 Therefore, the reform of the education of preventive
medicine must be a priority
Part 3……
Project Goal
 To better prepare medical school faculty to teach future
medical students about:
☻ their public health responsibilities and roles
☻ disease surveillance and reporting including how to
protect vulnerable individual and groups from
contacting or spreading new and emerging diseases in
their communities
Part 4……
Development and Implementation Plan
1 Faculty Development
2 Curriculum Development
3 Teaching method reformation
4 Community practice site development
5 Collaboration involving CMB Centers
Part 5……
Evaluation
Document, via performance assessments and surveys :
☻ How well medical students understand the relative importance
of ratings for PHHS within the 7 GMER domains
☻ How well medical students understanding their responsibilities
and roles in protecting and promoting the health of their
community and nation
These assessments will consist of 3 phases:
☻ Baseline assessments of knowledge (K), attitudes (A) & practice
intentions (PI)
☻ Documentation of preventive medicine curriculum
improvements
☻ Post implementation assessments of K, A & PI
References
1. Xiaolan Zhang, Craig S. Scott, Douglas C. Schaad, et al.
Pre/Post SARS Attitudes towards the Global Minimum Essential
Requirements: A Call to Action for Population Health for
Medical Educators. (submitted for publication)
2. Xiaolan Zhang, Craig S. Scott, Douglas C. Schaad, et al.
Attitudes of Chinese Medical Students Toward the Global
Minimum Essential Requirements Established by the Institute for
International Medical Education. Teaching and Learning in
Medicine, 2004;16(2):139-144.
3. Patricia M Rego, Marie-Louise Dick. Teaching and learning
population and preventive health: challenges for modern
medical curricula. Medical Education, 2005; 39: 202-213.
Attachments
 Attachment 1:
The timeline for the project
 Attachment 2:
Questionnaire --- students Survey
 Attachment 3:
Questionnaire --- faculty Survey
thanks
1 Faculty Development
 A needs assessment survey of faculty: to determine
their understanding of the population health GMER
domain and to determine where improvements are
needed
 Steps will be taken to improve medical school faculty
knowledge of public health principles and physician
responsibilities
☻ workshop
☻ seminar
☻ training
1 Faculty Development
 Retain experts in public health and disease prevention as part-time
instructors who will give updates to medical school faculty and
students on:
☻ infectious disease outbreaks and epidemic, emergency measures
and procedures
☻ responsibilities and obligations of clinicians
The intent will be to:
☻ build an atmosphere wherein increased attention to preventive
medicine and public health across the campus
☻ increase students’ sense of obligation to incorporate preventive
medicine principles into their medical practice
2 Curriculum Development
 Curriculum development will
be undertaken to attain the
PHHS.
 We will focus on enhancement
of course content related to:
☻ preventive medicine
Outdated content
will be identified
and deleted
New content will be
added
3 teaching method reformation
 Integrate lecture, case-based and PBL methods to
improve the students’:
☻ preventive medicine problem recognition
☻ self-learn abilities
☻ interest in studying staying up-to-date with their
public health obligations
4 Community Practice Site Development
 Identify centers for community health care in which
community/public health practice sites can be
established
 Arrange for medical students to practice in community
sites, and focus on:
Learning-in-service
☻ disease prevention
Understanding-in-experience
☻ health education
☻ infectious diseases reporting
☻ chronic diseases management
5
Collaboration Plan
 Establish Consortium (September 2006):
XSM (lead school) + WCMS & CMU
 5-Year Collaboration Plan (see Timeline)