Articulation of undergraduate and graduate education in public health

The rapid growth of individual undergraduate courses, minors, and baccalaureate degrees in public health presents a new issue for graduate public health education: how does a graduate or professional program address previously completed undergraduate public health course work? A review of college directories found listings for 154 North American baccalaureate degrees in public health, public health education, and public health nursing. This article addresses the purposes of public health undergraduate education as (1) general liberal arts education, (2) education complementary to other non-public health graduate degrees, (3) preprofessional education, and (4) professional education preparing undergraduates for entry-level careers. Following a discussion of reasons to consider articulation of undergraduate and graduate degrees, as well as barriers to articulation, the article presents potential strategies for articulation and future issues to consider in addressing admission of undergraduate public health students to master of public health programs.     

Continued need for increased emphasis on aging in dietetics education

This study examined the content on aging in dietetics curricula via the Internet and a follow-up questionnaire. Only 14% to 15% of programs were not online. The 203 undergraduate and 88 graduate program Web sites listed 44 (22%) undergraduate and 39 (44%) graduate courses in aging. However, more maternal and child courses were listed. The number of undergraduate aging courses was similar to the 20% reported in 1989, although methodologies differed among the studies. Life cycle and community nutrition courses had the most aging content. More than half of program directors were not satisfied with the aging curriculum content. Integrating aging material into existing courses was the most acceptable way of increasing aging content. The common barriers were "curriculum already full" and "lack of faculty expertise." As the nation's changing demographics are reshaping the dietetics marketplace, a greater emphasis on aging would enable students to be more effective in serving this booming population.     

Epidemiology 101: toward an educated citizenry

Epidemiology, as the core science underpinning public health, encompasses methods and concepts that are fundamental to understanding health-related information and health policy. Thus, understanding these concepts would enhance the lay public's ability to make informed decisions with respect to health and prevention, and teaching epidemiology at the undergraduate level would be consistent with the goal of creating an educated citizenry. While epidemiology has traditionally been taught largely within graduate schools, there has been experience at the undergraduate level as well. This experience has demonstrated that such courses are popular and effective. While there may be some challenges inherent to teaching Epidemiology 101 at every college and university, this is a worthy and important goal, and most challenges can be successfully overcome with creativity and effort. Perhaps the greatest barrier is instinctive resistance to this idea, since most faculty with epidemiology training received such training in graduate schools. It is up to us to cast off those preconceptions; if one explores the notion of undergraduate epidemiology teaching with an open and unbiased mind, the logic, feasibility, and importance of this effort becomes clear.     

Faculty development for teachers of family medicine in Europe: Reflections on 16 years’ experience with the international Bled course

Background: Instruction in principles and methods of medical education is a core component of the training of medical teachers. Curricula for new medical teachers have developed across Europe, but few European courses have had the success of the EURACT Bled course for teachers of family medicine. The course focuses on practical issues in medicine and the professional development of physicians. This article describes 16 years’ experience with the Bled course for teachers in general practice/family medicine (GP/FM). Course structure: The course is centred on the preparation of a teaching module, exploring a specific theme in family medicine. The main teaching methods used are: keynote lectures, small group sessions, field work and preparation of a teaching module by the participants. Outcomes: This course has attracted 555 participants from 20 countries since 1992. The course and its outputs have been applied in undergraduate and postgraduate teaching, and in continuous professional development (CPD) in several countries. It is a respected forum for faculty development. The experience of the Bled course suggests that academic medicine may be better able to fulfil its responsibilities by paying attention to relevant topics and using appropriate methods in undergraduate and postgraduate medical curricula.     

Food science instruction in undergraduate dietetic education

To assess the current status of food science instruction in undergraduate dietetic education, a survey was conducted of those persons responsible for teaching this subject in 267 Plan IV and 65 Coordinated Undergraduate Programs. Responses were received from 155 institutions offering a total of 177 programs. Factors examined included the number and academic background of faculty members teaching food science, the structure of the first course in food science, the structure of advanced food science courses required or offered to undergraduate dietetic students, and perceived adequacy of course content. Fifty-eight percent of the respondents had or were candidates for doctoral degrees, and 37% had master's degrees. The results indicated that although all programs offered a beginning course in food science, the required prerequisites and level of difficulty of subject matter varied. Fifty-three percent of the programs required at least one advanced food science course. More than 95% of both beginning and advanced courses are structured to include both lecture and laboratory. Although a majority of respondents indicated satisfaction with the adequacy of course content currently being offered, many made recommendations for improvements. Other concerns included difficulty in locating textbooks and other suitable instructional materials, isolation from others teaching food science, and a lack of standards for content to be included in basic and advanced courses.     

中美卫生检验专业课程设置比较及专业能力核心课程探讨

目的 比较中美卫生检验本科专业的课程设置，为我国卫生检验本科专业的课程设置改革提供参考。方法 通过网络搜索和文献查询，获得美国开设卫生检验专业的学校信息、课程设置情况和专业能力核心课程，并以四川大学卫生检验专业和美国佛蒙特医学检验专业卫生检验方向课程设置为例进行比对。结果 与美国佛蒙特学校的同类专业比较，四川大学卫生检验本科专业课程设置中基础医学内容偏少、实践课比例需要加强，化学相关课程比重更高，美方更侧重疾病控制方面的课程；美方凝练了25门专业能力核心课程。结论 我国的卫生检验（与检疫）本科专业的课程值得进一步优化并凝练专业能力核心课程。     

Teaching of medical ethics: implications for an integrated curriculum

This paper reports on an investigation into the teaching of medical ethics and related areas in the medical undergraduate course at the University of Queensland. The project was designed in the context of a major curriculum change to replace the current 6 year course by an integrated, problem-based, 4 year graduate medical course, which began in 1997. A survey of clinical students, observations of clinical teaching sessions, and interviews with clinical teachers were conducted. Data obtained have contributed to curriculum development and will provide a baseline for comparison and evaluation of the graduate course in this field. A view of integrated ethics teaching is advanced in the light of the data obtained.     

浅谈本科医学院校教学与科研的相关性

在医学院本科教育阶段,将科研与教学相结合,不仅对学生过渡进入研究生学习阶段具有重要意义,对医学院学生本科毕业后进入竞争日益激烈的社会工作同样也具有非常重要的影响。就医学院本科教学建设而言,遵循本科教育规律的同时,如何加快实施本科教育模式的改革,探索一种适合中国国情的科研与教学相结合的教育模式,不断提升学生的综合素质和市场竞争力,是教育者不断深入探究的问题。高等学校教学与科研的关系问题,长期以来一直被高校所关注。教学工作是高等院校教育工作的基础,科研工作是培养创新人才的重要载体,是深化教学改革的重要推动力。构建科教融合的和谐关系,促进人才培养,提高高校办学质量是高等院校生存和发展的重要问题。只有将二者的相互融合,科研工作紧密围绕教学核心,理论教学不断促进科学研究的深入,才能实现科研与教学的有机结合,共同发展。     

Teaching public health to medical students in the United Kingdom--are the General Medical Council's recommendations being implemented?

BACKGROUND: Despite frequent calls to improve undergraduate medical public health teaching, little is known about whether curricula have changed. We report a survey of undergraduate public health teaching in UK medical schools in 1996. The survey aimed to assess whether the General Medical Council's 1993 recommendations to strengthen undergraduate medical education in public health have been implemented. METHODS: We asked heads of academic departments of public health at all 26 UK medical schools to complete a questionnaire and provide supporting documentation for each undergraduate public health course or module. We compared results from the 1996 survey with those from a similar survey in 1992. RESULTS: Twenty-one out of 26 (81 per cent) medical schools responded. All responding medical schools included public health teaching within their curriculum. The median number of public health courses per medical school was unchanged since 1992. A wide variety of topics were taught. Core public health subjects were taught at most schools, though over a quarter of medical schools did not cover some core topics. Between 1992 and 1996 the proportion of time devoted to teaching by lectures decreased, whereas the following all increased: teaching by small group methods; the proportion of courses using methods of assessment encouraging active learning; and the contribution of public health courses to the final degree assessment. CONCLUSION: The findings suggest that many of the General Medical Council's recommendations for improving the delivery of undergraduate education are being addressed by public health teaching in UK medical schools. However, addressing the gaps in undergraduate public health teaching revealed in this survey is a continuing challenge for academic public health departments. Medical schools should review the content of their undergraduate public health teaching to ensure that tomorrow's doctors are adequately equipped with public health knowledge and skills.     

Wade Into the Water: Preparing Students for Successful Quantitative Research*

Abstract: To date, family scientists have not examined the processes and outcomes of research training. In this study, we present a potential way in which the research‐practice gap is sustained by our current forms of research education, and we suggest two improvements. First, graduate and undergraduate programs should improve assessment of their research training. Second, experience with research should be integrated into undergraduate family studies programs, preferably in a capstone research experience for all students. Toward these ends, we present a model of curriculum organization and assessment data across 3 years. Assessment indicated that undergraduate students’ confidence and skills changed over the course of their education. These results suggest that graduate and undergraduate family studies programs could benefit from defining outcomes and investigating processes of research education for all students.     

Health department faculty perceptions about ethics in professional preparation

The purpose of this article is to report the key preliminary findings of a survey conducted among university faculty serving health education and health promotion programs. Few distinct courses in ethics are offered in graduate health education programs and even fewer are offered at the undergraduate level. Most programs address ethics throughout several courses in the program. Among those that offer distinct ethics courses, fewer than half require the course for graduation. Faculty can influence improvement in health professionals' ability to engage in ethical reflection, with the subsequent outcome of the incorporation of the necessity of ethical deliberation into health education practice.     

Anxiety in medical students: is preparation for full‐time clinical attachments more dependent upon differences in maturity or on educational programmes for undergraduate and graduate entry students?

INTRODUCTION: The transition to full-time clinical studies holds anxieties for most medical students. While graduate entry medical education has only recently begun in the UK, the parallel undergraduate and graduate entry MBBS courses taught at our school allowed us to study how 2 differently prepared groups perceived this vital time at a comparable stage in their training. METHOD: An anonymous questionnaire collected demographic data and graded anxiety in 13 statements relating to starting full-time clinical attachments. Two open questions allowed free text comment on the most positive and negative influences perceived during this time. Both a statistical analysis and a qualitative assessment were performed to compare the 2 groups of students. RESULTS: The 2 groups were similar with respect to gender but the graduate entry students were significantly older. The graduate entry students were significantly less anxious about most aspects of the transition period compared to the undergraduates. These course differences remained after adjusting for age and sex. When adjusted for course and age, male students expressed less anxiety. The main positive qualitative statements related to continual clinical and communication skills training in the graduate entry group. The main qualitative concerns in both groups related to 'fitting in' and perceived lack of factual knowledge. DISCUSSION: These data support the early introduction of clinical skills teaching, backed up by a fully integrated clinically relevant curriculum with continued assessment, in preparing students and reducing levels of anxiety before they start full-time clinical attachments. These course design differences appear to be more important than any differences in maturity between the 2 groups.     

Graduate Distance Education in Family Relations: A Case Study

Abstract: This paper discusses graduate distance education in family relations and related disciplines, using a case study approach. Challenges that occur in distance graduate programs are outlined and illustrated by examination of a new master's degree program in Family and Human Development. The program delivers courses by satellite broadcast and interactive television and requires two on‐campus meetings. Graduates gave the overall program high marks, with instructor/instruction factors most important in their ratings of most and least favorite courses. We examine the implications of various strengths and weaknesses of the program for graduate program development and teaching pedagogy and offer suggestions to address logistical and pedagogical challenges of distance education in family relations.     

Living a socio-cultural approach in nursing education

The paper describes a teaching experience linking an undergraduate course and Master's degree course strictu sensu. The aim is to reflect on the social-cultural approach in nursing teaching and the relationship between teacher and students in the classroom. The subject of the study were students and a teacher from the discipline Philosophical Anthropology (graduate course) and student of the discipline Methodology of nursing teaching (master's course). The methodology applied was varied. The master's student followed the discipline through a participant observation and taught eight hours of class. On the participant observation of classes Paulo Freire's concepts of relationship between teacher and student and teaching-learning were applied. The feedback from the subjects in relation to the experience was positive.     

School, Family, and Work: Factors Associated with Child Care Providers' Persistence in College Course Work

There is a relationship between child care providers' educational level and child care program quality. Hence, many quality enhancement initiatives include support for child care providers to take college courses. In order for these programs to be successful, factors that may promote college persistence must be examined. This study examined school, family, and work factors as they affect college persistence for a sample of child care providers enrolled in community college course work. One hundred and twenty-nine child care providers completed surveys measuring college integration as well as general support from work and family members. Results suggest that college integration and family support are associated with both commitment to earning a degree and re-enrollment in courses.     

现代体能训练理念与方法融入高校公共体育的现状与对策

为推进中国高校体育工作的针对性和实效性, 将现代体能训练理念与方法引入高校公共体育课程教学中, 以其注重人体自身结构完整性、强调基本动作模式的优化和运动中动力链的高效传递等特征为切入点。从课程育人的视角来看, 有利于更新高校公共体育课程大纲撰写思路和理念, 有助于丰富高校公共体育课程内容及提升训练科学性, 有利于提升大学生体育素养和养成终身体育意识。但现代体能训练理念与方法融入高校公共体育过程中, 存在引进的重视程度不高, 缺乏实施现代体能训练方法的教学条件。为此, 以做好顶层设计, 加大政策支持; 改善场地设施条件, 加强师资队伍建设; 积极开展趣味体能竞赛, 丰富教学内容体系; 明确高校体育定位, 紧扣学校体育根本任务及挖掘学校体育价值追求等为路径, 促进中国高校公共体育课程理念的更新以及课程内容、教学模式和教学方法等方面改革的深入, 切实发挥学校体育教育本质功能。     

Planning and the professional preparation of health educators: implications for teaching, research, and practice

Planning skills are one of the seven essential responsibilities of health educators, according to the National Commission of Health Education Credentialing program; yet little information is available about who provides training in planning, what type of training is offered, and what planning models are taught. A survey of 253 accredited graduate and undergraduate health education programs (response rate = 56%) was undertaken to gather information about planning and the professional preparation of health educators. Results revealed that planning instructors were primarily full-time, experienced, and about one half were CHES certified. Overall, 88% (113/129) of respondents taught the PRECEDE-PROCEED model, and 62% (81/131) taught the planned approach to community health (PATCH) model. Few planning differences were found at the graduate and undergraduate levels. Content analysis of 56 course syllabi revealed that 80% (45/56) required students to complete a program plan proposal or document as the culminating project for the course. Implications for teaching, research, and practice are discussed.     

Incorporating Issues of Sexual Orientation in the Classroom: Challenges and Solutions

Family studies faculty have an opportunity and a responsibility to address issues related to the development and family lives of sexual minority individuals in graduate and undergraduate courses. This article identifies and discusses 6 challenges involving the incorporation of sexual orientation issues into the classroom: lack of student exposure to accurate information about sexual orientation, selecting a lecture topic, attitudes of intolerance among students, avoiding generalizations, making the topic of sexual orientation relevant to the lives of students, and instructor comfort level concerning the topic of sexual orientation.     

我国恩格尔系数与大学生体质指数关系变异的思考

1978年以来,我国城乡居民家庭恩格尔系数逐年下降,人民生活水平逐年提高。然而,我国大学生身体素质却持续下降,这一变异现象与社会发展规律极不相符。本文客观分析了我国大学生体质长期持续下降的原因,重点思考了在当前高考政策和制度的社会背景下,学校、家庭经济条件和父母的体育锻炼习惯对大学生体育锻炼的认知和行为的影响;阐述了高校体育教学评价指标体系、普通高校的体育课程内容设置和教学过程对大学生体育锻炼习惯养成的作用。提出大学生体质下降有社会、学校、家庭等客观因素,也有大学生自身的因素。本文客观深刻的分析和思考对学校体育学、社会学都具有广泛的积极意义。     

A framework for developing excellence as a clinical educator

The current emphasis on providing quality undergraduate and postgraduate medical education has focused attention on the educational responsibilities of all doctors. There is a greater awareness of the need to train doctors as educators and courses have been set up to satisfy this need. Some courses, such as those on how to conduct appraisal, are specific to one task facing a medical educator. Other courses take a broader view and relate educational theory to practice. In this paper we describe an outcome-based approach in which competence in teaching is defined in terms of 12 learning outcomes. The framework provides a holistic approach to the roles of the teacher and supports the professionalism of teaching. Such a framework provides the basis for the development of a curriculum for teaching excellence. It helps to define important competences for different categories of teachers, communicate the areas to be addressed in a course, identify gaps in course provision, evaluate courses, assist in staff planning and allow individuals to assess their personal learning needs. The framework is presented to encourage wider debate.