A perspective on educating physicians for prevention (original) (raw)
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Health Promotion and Disease Prevention Strategies for Todayʼs Physicians
The American Journal of the Medical Sciences, 2015
The majority of preventable diseases in both developed and developing countries could be strategically controlled by effectively implementing existing health promotion and disease prevention (HPDP) interventions. An important juncture for the implementation of riskreduction strategies is the point of interaction between health care providers and patients during their scheduled visits. This article targets strategies for physicians to effectively implement HPDP interventions in a clinical setting. The factors that improve delivery of HPDP interventions are discussed briefly. We subsequently introduce and discuss the conceptual framework for enhanced patient education, which is based on the information-motivation-behavioral skills model and the health belief model. The article also describes an adapted patient-practitioner collaborative model for HPDP. This adapted model may serve as a blueprint for physicians to effectively execute HPDP interventions during clinical encounters. The recommended models and our conceptual frameworks could have limitations which need to be field tested.
Preventive medicine teaching cases for preventive medicine residents
American Journal of Preventive Medicine, 2003
Preventive medicine education is unique in that its successes are measured in groups of people. Conveying this population perspective can be difficult, even to preventive medicine residents, some of whom have been in clinical practice for many years. The Case-Based Series in Population-Oriented Prevention (C-POP) was adapted for use in the New York State Preventive Medicine Residency curriculum. Parts of two of the cases were felt to be too clinical for use in this setting, but the other cases were well received and imparted the desired population perspective. Although the C-POP series was produced for undergraduate medical education, it is generally adaptable to the needs of a preventive medicine curriculum. (Am J Prev Med 2003;24(4S):111-115)
It was Alan Gregg who described supporting departments of preventive medicine and public health in American medical schools as a “hitherto untried process”. This was in October 1938 in response to being asked by a new foundation for his advice on what role they could play in American medicine. Gregg, who had been with the Rockefeller Foundation since 1919, was then Director of its Medical Sciences Division. Gregg obtained his medical degree from Harvard in 1916. His first assignment with the Foundation was to work against hookworm in Brazil; in 1922 he was offered a position in the new division of medical education (see below). From 1922 until 1931, he was involved in numerous medical education surveys in Europe. Although Gregg’s response might be interpreted as implying that the Foundation had been indifferent to this issue, this was not the case. However, in comparison to the support provided by the Foundation and other Rockefeller philanthropies to other aspects of medical education and public health, the teaching of preventive medicine and public health to medical students was a very minor priority. Why this was the case is explored in this paper.
Health-promotion and disease-prevention behaviors of primary-care practitioners
Korean journal of family medicine, 2014
In the 1990s the primary focus of medicine was shifted to disease prevention. Accordingly, it became the responsibility of primary-care physicians to educate and counsel the general population not only on disease prevention specifically but health promotion generally as well. Moreover, it was, and is still today, considered important that physicians provide positive examples of health-promotion behaviors to patients. The purpose of this study was to investigate physicians' health-promotion behaviors and to identify the factors that influence them. We conducted a postal and e-mail survey of the 371 members of the Physician Association of Cheonan City between May 16th and June 25th, 2011. The questionnaire consisted of 18 items, including questions relating to sociodemographic factors, screening tests for adult diseases and cancer, and health habits. There were 127 respondents. The gender breakdown was 112 men (88.2%) and 15 women (11.8%), and the mean age was 47.8 years. Fifty-ni...
Factors Influencing Physicians' Preventive Practices
American Journal of Preventive Medicine, 1989
We used data on a stratified random sample of 809 Quebec physicians to determine the extent to which the integration of prevention into medical practice was related to physicians' sociodemographic background, area of specialization, medical practice characteristics, and professional attitudes. Among factors positively associated with physicians' preventive practices were favorable attitudes toward prevention, patient education and patient-oriented activities, being in primary care medicine or in a medical specialty such as cardiology, gastroenterology, or pneumology, practicing in a public community health center on a salary basis, working in a group practice, having an office-based practice, devoting time to research activities, being older, and being a woman. Specialization in neurology, hematology, dermatology, nephrology, obstetrics-gynecology, and most notably surgery was negatively associated with preventive practices, as was working in an emergency room. Overall, the study variables explained 33% of the variance in physicians' preventive practices. The study underlines the prevailing role of attitudes in predicting physicians' preventive practices.
Clinical prevention and population healthCurriculum framework for health professions
American Journal of Preventive Medicine, 2004
The Clinical Prevention and Population Health Curriculum Framework is the initial product of the Healthy People Curriculum Task Force convened by the Association of Teachers of Preventive Medicine and the Association of Academic Health Centers. The Task Force includes representatives of allopathic and osteopathic medicine, nursing and nurse practitioners, dentistry, pharmacy, and physician assistants. The Task Force aims to accomplish the Healthy People 2010 goal of increasing the prevention content of clinical health professional education. The Curriculum Framework provides a structure for organizing curriculum, monitoring curriculum, and communicating within and among professions. The Framework contains four components: evidence base for practice, clinical preventive services-health promotion, health systems and health policy, and community aspects of practice. The full Framework includes 19 domains. The title "Clinical Prevention and Population Health" has been carefully chosen to include both individual-and population-oriented prevention efforts. It is recommended that all participating clinical health professions use this title when referring to this area of curriculum. The Task Force recommends that each profession systematically determine whether appropriate items in the Curriculum Framework are included in its standardized examinations for licensure and certification and for program accreditation. (Am J Prev Med 2004;27(5):471-476)
Academic Medicine, 2000
Departments of family medicine-including departments of family and community medicine, departments of family and preventive medicine, and departments of family practice-at U.S. medical schools regularly participate in teaching prevention principles to students, using a variety of formats and methods. Required clinical experiences (i.e., clerkships and preceptorships), required nonclinical courses, and electives frequently include prevention content. Collaborative interdisciplinary clerkships, interdis-ciplinary nonclinical courses, and courses directed by other departments also enable family medicine faculty to teach prevention principles. This article describes examples of innovative educational programs in which family medicine faculty teach prevention content to medical students. Directions for future educational efforts by family medicine faculty in the prevention area are proposed.