Public health education in Ege University Medical Faculty: Developing a community-oriented model

Öcek, Zeliha; Çiçeklioğlu, Meltem; Gürsoy, Şafak Taner; Aksu, Feride; Soyer, Meral Türk; Hassoy, Hür; Ergin, Işıl; Sayıner, Abdullah; Kandıloğlu, Gülşen

doi:10.1080/01421590802337146

Cited by 10 publications

(7 citation statements)

References 21 publications

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“…For instance, at the Ege University medical school in Turkey, the first three years of training include 100 h of lectures, 18 sessions of integrated case discussions, and 83 h per student of group activities related to public health. The latter is composed of problem-solving sessions that include the critical appraisal of health data, social determinants of health, and health promotion [ 12 ]. In addition, students in their second-year work in primary health centres under the supervision of trained general practitioners for three half-day periods, and third-year students visit the same centres for seven days [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

Assessing the implementation of community-based learning in public health: a mixed methods approach

et al. 2022

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Background The French government has set up a community-based learning programme on health promotion for undergraduate health students to involve them in key public health objectives. At the University of Lyon, students first underwent formal instruction, including e-learning, lectures, and interactive seminars, and then became health educators for school pupils. The main objective of the present study was to assess the process of implementing this programme during the 2018–2019 academic year. Methods The satisfaction and perception of medical and midwife students with community-based learning experiences were assessed by a questionnaire, semi-directive interviews, and observations. Replies to the questionnaire were described by median and interquartile range or by proportion. A paired Wilcoxon-Mann–Whitney test was used to compare self-evaluated students’ competence scores before and after the seminars (alpha risk of 5%). Thematic analyses using grounded theory were performed on recorded and transcribed interviews, and on transcribed notes taken during the observations. Results Over time the students have evolved from a negative perception of the community-based learning to a positive one. The students were mostly satisfied by interactive seminars that allowed them to gain confidence and competencies in health education. Their involvement in the programme increased their self-esteem. They became more aware of their educative responsibilities regarding public health issues as future professionals. Conclusions The students had a positive perception of the implementation of a community-based learning programme in our University, as it appeared a pertinent strategy to raise their awareness of prevention and health education issues.

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Section: Discussionmentioning

confidence: 99%

Assessing the implementation of community-based learning in public health: a mixed methods approach

et al. 2022

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“…However, the training programme for medical students in public health issues is much greater in many other countries. For instance, at the Ege University medical school in Turkey, the rst three years of training includes 100 hours of lectures, 18 sessions of integrated case discussions, and 83 hours per student of group activities related to public health; the latter are composed of problem-solving sessions that include critical appraisal of health data, social determinants of health, and health promotion (12). In addition, students in their second year work in primary health centres under the supervision of trained general practitioners for three half-day periods, and third-year students visit the same centres for seven days (12).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

Leblanc

Occelli

Étienne

et al. 2021

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Background. The French government set up a community-based service learning programme on health promotion for undergraduate health students to involve them in key public health objectives. At the University of Lyon, students first underwent formal instruction, including e-learning, lectures, and interactive seminars, and then became health educators for school pupils. The main objective of the present study was to assess the process of implementing this programme during the 2018-2019 academic year.Methods. Satisfaction and perception of medical and midwife students with service learning experiences were assessed by a questionnaire, semi-directive interviews, and observations.Results. Over time the students evolved from a negative perception of service learning to a positive one. Students were mostly satisfied by interactive seminars that allowed them to gain confidence and competence in health education. They felt valued by taking part in this service learning. They became more aware of their educative responsibilities on public health issues as future professionals.Conclusions. Students had a positive perception of the implementation of a community-based service learning programme in our University, as it seems a good way to raise their awareness of prevention and health education issues.

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“…One of these teaching methods is learning in the community, which results in increased interest and comprehensive and long-term learning of the factors affecting the community's health issues compared to conventional teaching. Therefore, community-based teaching could result in higher teaching effectiveness in addition to diversity in learning [5,6]. On the other hand, this type of teaching emphasized students' learning based on problem-solving skills and creative thinking [7].…”

Section: Introductionmentioning

confidence: 99%

The impact of visiting operational departments on improving public health students’ learning about Rabies preventions, coetaneous Leishmaniasis, and serological tests of Brucellosis: a learning trip

Charkazi¹

2021

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Background: Conventional teaching through lectures cannot be of much use and efficiency for achieving the educational goals of this course. Designing community-based teachings could be influential in students’ learning quality. Hence, the present study was conducted aiming to evaluate the impact of visiting the operational departments of Gonbad-e Kavous county healthcare center on improving public health students’ learning of educational objectives of the national infections disease combat program. Methods: Over a cross-sectional study, 97 students of continues and discontinuous bachelor’s majoring in public health visited the department of rabies prevention and control, coetaneous Leishmaniasis(CL) control, and the central laboratory of Gonbad-e Kavous county healthcare center over the first semester of the 2017-19 academic year. These students were introduced to the methods of treating Leishmaniasis patients and those bitten by animals as well as brucellosis diagnosis tests. The students were provided with the study's questionnaire after the visit so that they could fill it in. collected data entered SPSS v.15 statistical software and were analyzed using descriptive statistics and an independent t-test. Results: 61 (62.9%) of the students were female and 50 (51.5%) people were discontinuous bachelor’s students. The average satisfaction of students with the CL, rabies control and prevention, and Brucellosis test departments was 93.38%, 89.25%, and 82.69%, respectively. Besides, the total satisfaction of the mentioned visits was 92.61%. Discontinuous bachelor's students' satisfaction with rabies control and prevention and Brucellosis departments was significantly higher compared to continuous bachelor's students (P<0.05). Conclusion: results indicated that students’ satisfaction with visiting the operational departments of Gonbad-e Kavous county healthcare center was high. Hence, further such visits are recommended for other public health students.

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Public health education in Ege University Medical Faculty: Developing a community-oriented model

Cited by 10 publications

References 21 publications

Assessing the implementation of community-based learning in public health: a mixed methods approach

Assessing the implementation of community-based learning in public health: a mixed methods approach

Assessment of Community-based Service Learning at the University of Lyon: an Opportunity to Rethink Public Health Education

The impact of visiting operational departments on improving public health students’ learning about Rabies preventions, coetaneous Leishmaniasis, and serological tests of Brucellosis: a learning trip

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