An innovative method for teaching epidemiology, public health, and preventive medicine
An innovative method for teaching epidemiology, public health, and preventive medicine
复制标题
流行病学、公共卫生和预防医学教学的创新方法
DOI：
10.1080/10401339009539452
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发表时间：
1990
影响因子：
2.5
通讯作者：
T. R. Collins
中科院分区：
文献类型：
--
作者：
M. Duerson;L. Crandall;T. R. Collins
An understanding of the epidemiologic, public health, and preventive concepts that underlie clinical medicine is essential if medical students are to begin to recognize and appreciate that the care of individual patients is based in a larger context. When the patient inquires," Doctor, what are my chances... of having this disease?... of this medicine curing me?... of my recovering?", the doctor must have the benefit of objective information derived from the experiences of large numbers of patients to determine the incidence and prevalence of the disease; the sensitivity, specificity and predictive value of the diagnostic tests; and the best therapeutic approach for an individual patient. Furthermore, it is important that future physicians be made aware of the crucial role they will play in educating the public on health matters and in reporting communicable diseases that will generate statistical data about health problems. Despite the objective importance of these concepts, most medical students view their courses in epidemiology and public health as boring and as having relevance to clinical medicine" somewhere between mud-wrestling and mah-jongg." 1 As with other basic-science courses, epidemiology courses are often characterized by heavy reliance on the lecture method of instruction and the use of instructors who are not engaged in the clinical practice of medicine.The preclinical portion of the curriculum may well be an appropriate place to present the conceptual framework of epidemiology, but clinical application of these principles must also be a part of a physician's education. Nevertheless, attempts to add such teaching to the clinical years typically meet with resistance. Arguments against teaching epidemiologic concepts during clinical rotations include a lack of developed curricular materials to
