Keywords
Citation
(2010), "Please note that unless expressly stated, these are not reviews of titles given. They are descriptions of the books, based on information provided by the publishers", International Journal of Health Care Quality Assurance, Vol. 23 No. 5. https://doi.org/10.1108/ijhcqa.2010.06223eae.001
Publisher
:Emerald Group Publishing Limited
Copyright © 2010, Emerald Group Publishing Limited
Please note that unless expressly stated, these are not reviews of titles given. They are descriptions of the books, based on information provided by the publishers
Health Promotion in Medical Education: From Rhetoric to Action
Article Type: Recent publications From: International Journal of Health Care Quality Assurance, Volume 23, Issue 5
Edited by Ann Wylie and Tangerine HoltRadcliffe PublishingISBN-10 1846192927; ISBN-13 97818461929202010
Keywords: Health promotion, Medical education, Healthcare quality improvement, Public healthcare
Health promotion has been a relatively overlooked area in modern medical and health professional vocational curricula. This practical and informative book aims to redress the balance towards health promotion being a visible, integrated curricular component, with agreed principles on quality in health promotion teaching across various faculties.
Experienced and enthusiastic writers with expertise in health promotion, public health and medical education explore how curricular structures can accommodate the discipline, providing examples of teaching sessions and methods of teaching health promotion within integrated curricula.
Contents include:
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Foreword.
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Medical and health professional education – a call for health promotion in curricula.
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Health promotion: the challenges, the questions of definitions, discipline status and evidence base.
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Medical students learning a population perspective: a review of the resistance and experiences.
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Medical education, health care, public health and health promotion – what are the competencies, who decides?
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Medical educators’ experiences – lessons learned.
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Vocational curricula – structures and demands.
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Health promotion in curricula – examples of integration.
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Health promotion in curricula – levels of responsibilities an accountability.
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Assessment drives learning – the case for and against formal health promotion in curricula.
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An emerging epistemology and contested field.
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Defining learning outcomes within a community based intervention.
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Does the taught curriculum reflect clinical practice and clinical need.
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Facilitators and teachers – are learning outcomes pragmatic.
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Same objectives, different students – promotion student health.
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Health promotion teaching – some examples of sessions and programmes.
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Topics or principles – health promotion under other names.
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Health promotion resources – what is available and what defines quality.
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Assessment in high stakes vocational courses – some principles and problems.
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Assessing health promotion learning outcomes – what is assessable?
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Does health promotion teaching make a difference to students, teachers, patients and populations.
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The future challenges – emerging epistemologies, changing health issues and uncertainties.
Please note that unless expressly stated, these are not reviews of titles given. They are descriptions of the books, based on information provided by the publishers