An innovative method for teaching epidemiology, public health, and preventive medicine

Duerson, Margaret; Crandall, Lee A.; Collins, Terence R.

doi:10.1080/10401339009539452

Cited by 3 publications

(3 citation statements)

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“…By using adult learning theory and considering the developmental stage of the students, we have merely tried to make explicit an approach that has long been used by good educators. In fact, much of what we have built into this curriculum has been suggested or demonstrated by medical educators previously (Neufeld & Barrows 1974; Segall et al 1981; Muller 1984; Kaufman 1985; Jonas 1986; Wolliscroft et al 1988; Amos et al 1990; Duerson et al 1990; Wallace et al 1990; Weare 1990; Weare & Kelly 1990; Altekruse et al 1991; Amos 1991; Collins et al 1991; Fletcher & Fletcher 1992). Our contribution has been to operationalize their insights in our particular 4‐year curriculum.…”

Section: Discussionmentioning

confidence: 96%

Health promotion and disease prevention: integration into a medical school curriculum

Taylor¹,

Moore²

1994

Medical Education

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Many authorities have identified deficiencies in the education of medical students in health promotion and disease prevention. This report describes an attempt to address this problem through the longitudinal integration of health promotion and disease prevention into several major courses in the student curriculum at Harvard Medical School. We used adult learning theory to develop the curricular approach, and designed educational experiences to match the professional development of the student at different phases of medical education. Primary, secondary, and tertiary prevention were particularly germane for students in the first, second, and third years, respectively. During clerkships in the third and fourth years, especially those with a focus on ambulatory patients, students built upon earlier experiences to integrate health promotion and disease prevention into clinical practice. By unifying the teaching of disease prevention with several major required courses, we aimed to create an environment in which students could experience their learning about disease prevention in the same manner that we aspired to have them practise it: integrated throughout clinical medicine.

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Section: Discussionmentioning

confidence: 96%

Health promotion and disease prevention: integration into a medical school curriculum

Taylor¹,

Moore²

1994

Medical Education

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“…Duerson, Crandall and Collins reported favorable test score results from using a tutorial-style CAl module coupled with a small group project to teach clinical epidemiology in the context of an ambulatory family medicine clerkship [28]. However, student acceptance was variable, and many faculty resisted the intervention because they disagreed with emphasizing epidemiology in a clinical clerkship.…”

Section: Discussionmentioning

confidence: 99%

“…The other 14 non-completers left as few as one item of the assessment blank, but because of the completeness requirements of repeated measures analysis of variance, these students' partial results could not be analyzed. We hypothesized there might be differences in the pretest and/or posttest scores of the 28 due to failure to label their posttest results.…”

Section: Missing Data and Analysis Of Datamentioning

confidence: 99%

Computer-Assisted Instruction in Probabilistic Reasoning During the Inpatient Medicine Clerkship

Smith¹,

Lancaster²,

McClish³

1993

Methods Inf Med

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The acceptability and utility of computer-assisted instruction in probabilistic reasoning was assessed for medicine clerkship students. After a pretest, the experimental (n = 40), but not the control students (n = 39), completed a program that we designed. The program contained the test and its answers. After program exposure, experimental students rated their knowledge of the program’s content significantly higher (p = 10−4) than control students. On the identical posttest, experimental students also scored significantly higher than control students (p = 10−4) and improved their scores significantly more (p = 10−3). They rated ease-of-use items significantly higher than content-relevance items (p = 1CT−4). We conclude that computer-assisted instruction in probabilistic reasoning is acceptable to clerkship students, and that it may improve their knowledge and skills in this area. However, students may rate the vehicle of this instruction more highly than its content.

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Academic Health Centers and Public Health Departments

Boex

Keck

Piatt

et al. 2006

American Journal of Preventive Medicine

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An innovative method for teaching epidemiology, public health, and preventive medicine

Cited by 3 publications

References 1 publication

Health promotion and disease prevention: integration into a medical school curriculum

Health promotion and disease prevention: integration into a medical school curriculum

Computer-Assisted Instruction in Probabilistic Reasoning During the Inpatient Medicine Clerkship

Academic Health Centers and Public Health Departments

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