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Abdul Kadir N, Schütze H. Medical educators' perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review. Glob Health Action 2022; 15:2106052. [PMID: 36063404 PMCID: PMC9467537 DOI: 10.1080/16549716.2022.2106052] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background Having relevant public health content in the undergraduate medical curriculum is critical to preparing medical doctors for emerging health issues and increased public health roles. Medical educators are central to this effort. Objective This systematic review synthesises the most relevant and up-to-date evidence on medical educators’ perspectives regarding the barriers and enablers on incorporating public health teaching in the undergraduate medical curricula. Methods Seven databases were searched for articles published between 1 January 2010 and 31 December 2021. Articles were included if they were available in full-text English or Indonesian language, peer-reviewed, and focused on medical educators’ perspectives on teaching public health in the undergraduate medical curricula. Findings were integrated to answer the review question using thematic analysis. Results Twenty-nine articles were included in the final review. Three major themes emerged: (i) space in the medical curricula, (ii) confidence/capabilities of medical educators, and (iii) institutional support. Overcrowded curricula, lack of consensus about the scope and level of public health to incorporate into teaching, ensuring the quality and the relevance of content with what is required in real practice, as well as inadequate institutional support are major challenges in teaching public health to medical students. Conclusions Integrating public health into other subjects is largely seen as a solution. This requires strong institutional support in the form of financial, logistic, and technical support; structured training for medical educators on how to incorporate the content into their subjects; and a recognition of the important role that public health educators play.
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Affiliation(s)
- Nurhira Abdul Kadir
- Graduate School of Medicine, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia
| | - Heike Schütze
- Graduate School of Medicine, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia.,Centre for Primary Health Care and Equity, Faculty of Medicine, University of New South Wales Australia, Kensington, New South Wales, Australia
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Succar T, Grigg J, Beaver HA, Lee AG. A systematic review of best practices in teaching ophthalmology to medical students. Surv Ophthalmol 2015; 61:83-94. [PMID: 26363187 DOI: 10.1016/j.survophthal.2015.09.001] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2015] [Revised: 09/04/2015] [Accepted: 09/04/2015] [Indexed: 10/23/2022]
Abstract
Ophthalmic medical student education is a cornerstone to improving eye health care globally. We review the current state of the literature, listing barriers to potential best practices for undergraduate ophthalmology teaching and learning within medical curricula. We describe recent advances and pedagogical approaches in ophthalmic education and propose specific recommendations for further improvements and research. Future research should concentrate on developing teaching and learning innovations that may result in a more time- and resource-effective models for interactive and integrated learning. As well as demonstrating that a competency-based approach results not just in better eye health, but also improvements in patient care, education, and medical care in general. By optimizing teaching available through improved evidence-based education, the ultimate goal is to increase medical students' knowledge and produce graduates who are highly trained in eye examination skills, resulting in improved patient eye care through timely diagnosis, referrals, and treatment.
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Affiliation(s)
- Tony Succar
- Department of Ophthalmology, Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, The University of Sydney, Sydney NSW, Australia; Envision Research Institute, Envision, Wichita, Kansas, USA; The Smith-Kettlewell Eye Research Institute, San Francisco, California, USA
| | - John Grigg
- Department of Ophthalmology, Save Sight Institute, Discipline of Ophthalmology, Sydney Medical School, The University of Sydney, Sydney NSW, Australia
| | - Hilary A Beaver
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA; Department of Ophthalmology, The University of Texas Medical Branch, Galveston, Texas, USA; Department of Ophthalmology, Weill Cornell Medical College, New York, New York, USA
| | - Andrew G Lee
- Department of Ophthalmology, Blanton Eye Institute, Houston Methodist Hospital, Houston, Texas, USA; Department of Ophthalmology, The University of Texas Medical Branch, Galveston, Texas, USA; Department of Ophthalmology, Weill Cornell Medical College, New York, New York, USA; Department of Neurology, Weill Cornell Medical College, New York, New York, USA; Department of Neurological Surgery, Weill Cornell Medical College, New York, New York, USA; Department of Ophthalmology, Baylor College of Medicine, Houston, Texas, USA; Department of Head and Neck Surgery, The University of Texas MD Anderson Cancer Center, Houston, Texas, USA; Department of Ophthalmology, University of Iowa Hospitals and Clinics.
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