Integrating Healthy Communities concepts into health professions training

To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, health professions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the health professions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes.     

Integrating occupational health and safety into the health education classroom.

Given the startling number of job-related illnesses and injuries which occur every year, occupational health and safety, a hitherto neglected topic, deserves significant attention in the school health education curriculum. Youngsters need to be exposed to this field before they become indifferent or callous toward diseases and accidents in the workplace and while the opportunity still exists to weight health and safety considerations in selecting a career. In addition, when students take up regular employment, they cannot rely on industry, government, or organized labor to protect them fully from occupational illnesses and accidents; they must possess the skills and attitudes necessary to safeguard themselves. Occupational health and safety education in the schools can focus on general awareness, skill development, and job-specific information. The field can be easily and appropriately integrated with a number of current health education topics. Examples of integration are provided for eleven typical areas of a school health education curriculum.     

Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education

Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respectfully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partnerships with communities on behalf of individuals and defined populations.     

AIDS education and training for health care providers

Many health care providers still harbor fears and misunderstandingsabout AIDS that negatively affect the delivery of patient care.In order to resolve these fears and misunderstandings, fiveregistered nurses representing the California Nurses Association,AIDS Project Los Angeles, the San Francisco AIDS Foundationand the California Statewide Nursing Program developed, implementedand evaluated an innovative AIDS ‘train the trainer’program. The program was designed to replace didactic lectureswith more effective methods to meet the needs of adult learners.Between November 1986 and April 1987, 27 two-day trainings wereconducted throughout California to train 759 key health careprofessionals in both adult learning principles and AIDS content.Creative teaching strategies such as guided fantasy, role playand case studies were utilized to encourage group interactionand the exploration of sensitive issues underlying the fearof AIDS. By June 1, 508 of the 759 Trainers had each conductedinstructional programs for groups of 25 or more health careproviders; a total of 18 879 people were educated in the secondarytrainings. Summative program evaluation showed that the trainingprogram gave participants the knowledge, skills and confidencenecessary to conduct AIDS education for health care providers.     

Relationships between wellness role modeling and professional training in health education

The relationship between wellness role modeling and health education was examined in a university setting. Comparisons were made between the following groups: 1) new health science majors and advanced majors; 2) new health science majors and new majors in other fields; 3) advanced health science majors and advanced majors in other fields; and 4) health science education faculty and the previously tested groups. Each group responded to a valid and reliable wellness instrument (University of Wisconsin/La Crosse Wellness Inventory). Differences between groups were determined using means, analysis of variance and Scheffe's post-hoc test. Results indicated that no statistically significant difference existed among student groups indicating that just traditional academic exposure to health science/education does not produce positive role models. The faculty were significant potential role models but apparently failed to communicate this positive wellness philosophy to students.     

Integrating adult learning principles into training for public health practice

Providing training and planned learning experiences to practitioners and community partners is fundamental to effective public health. The extent to which principles of adult learning currently guide such training is unknown and likely varies widely. The purpose of this article is to introduce five principles of adult learning and discuss how each can be applied in assessing trainee needs, planning and delivering training, and evaluating training processes and outcomes. Training guided by these principles should facilitate adult learning, collaborative efforts, and mutual respect between agencies, practitioners, and community partners.     

Post-graduate medical education in training health care managers

Contemplations over the training of a modern healthcare manager are reflected in the article; the key organizational and methodological aspects of such training are analyzed; program-based measures related with personnel management are defined; training modules on training the healthcare personnel are designated; the experience and promising trends, as implemented in the above sphere by Semashko's Research Institute of the Russian Academy of Medical Sciences, as well as new program "Head Doctor of the 21st Century", offered by the department of academic educational programs of the People's Economy Academy of the Government of the Russian Federation, are discussed.     

我国健康教育专业技能培训探讨

随着大众保健意识的增强,以及新医改方案公共卫生服务均等化措施的逐步推进,健康教育已成为政府及相关专业人员实现医学目的的一项经常性、基础性工作,是疾病预防控制工作的重中之重。2001年卫生部将健康教育正式列入国家公共卫生专业职称系列,标志着健康教育学科地位的确立,这也为我们健康教育工作者提供了一个更大的平台。如何能够充分利用这个平台,将