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Health promotion in medical education : from rhetoric to action / edited by Ann Wylie and Tangerine Holt ; foreword by Amanda Howe.

Contributor(s): Wylie, Ann (Ann Mary) | Holt, Tangerine (Tangerine-Ann) | Howe, Amanda.
Publisher: Abingdon : Radcliffe Pub., c2010Description: xx, 293 p. : ill. ; 25 cm.ISBN: 9781846192920 (pbk.).Subject(s): Health promotion | Medical educationDDC classification: 613
Contents:
Rationale and historical context to justify the inclusion of health promotion in curricula -- Medical and health professional education: a call for health promotion in curricula -- Health promotion: the challenges, the questions of definition, discipline status and evidence base -- Medical students learning a population perspective: a review of the resistance and experiences -- Health promotion in the medical curriculum: what are the essential competencies and who decides? -- Medical educators' experience: lessons learned -- Curriculum structures and practical options for health promotion integration -- Vocational curricula: structures and demands -- Health promotion in curricula: examples of integration -- Health promotion in curricula: levels of responsibility and accountability -- Assessment drives learning: the case for and against formal health promotion in curricula -- Learning outcomes regarding the knowledge base, skills and needs of facilitators -- Values, contest and the health promotion curriculum in medical education -- Defining learning outcomes within a spiral curriculum: from sessions to curriculum -- Public health and general practice education -- Facilitators and teachers: are health promotion learning outcomes pragmatic? -- Practical approaches for medical and health professional teachers -- Same objectives, different students: the practical challenges of health promotion teaching for the learner -- Health promotion teaching: some examples of sessions and programmes -- Topics or principles: health promotion under other names -- Health promotion resources for teaching -- Assessment and pragmatism: relevance to wider learning, student needs and equitable opportunities -- Assessment in high-stakes vocational courses: some principles and problems -- Assessing health promotion learning outcomes: what is assessable? -- Does health promotion teaching make a difference to students, teachers, patients and populations? Where is the evidence? -- Future challenges: emerging knowledge, changing health issues and continuing uncertainties.
Item type Current location Shelf location Call number Copy number Status Notes Date due Barcode
Main Collection Taylor's Library-TU

Floor 4, Shelf 17 , Side 1, TierNo 5, BayNo 7

 613 HEA 2010 (Browse shelf) 1 Available SOMxx,33001,03,AD 5000131113
Main Collection Taylor's Library-TU
613 HEA 2010 (Browse shelf) 1 Available SOMxx,33001,03,AD 5000131141

Includes bibliographical references and index.

Rationale and historical context to justify the inclusion of health promotion in curricula -- Medical and health professional education: a call for health promotion in curricula -- Health promotion: the challenges, the questions of definition, discipline status and evidence base -- Medical students learning a population perspective: a review of the resistance and experiences -- Health promotion in the medical curriculum: what are the essential competencies and who decides? -- Medical educators' experience: lessons learned -- Curriculum structures and practical options for health promotion integration -- Vocational curricula: structures and demands -- Health promotion in curricula: examples of integration -- Health promotion in curricula: levels of responsibility and accountability -- Assessment drives learning: the case for and against formal health promotion in curricula -- Learning outcomes regarding the knowledge base, skills and needs of facilitators -- Values, contest and the health promotion curriculum in medical education -- Defining learning outcomes within a spiral curriculum: from sessions to curriculum -- Public health and general practice education -- Facilitators and teachers: are health promotion learning outcomes pragmatic? -- Practical approaches for medical and health professional teachers -- Same objectives, different students: the practical challenges of health promotion teaching for the learner -- Health promotion teaching: some examples of sessions and programmes -- Topics or principles: health promotion under other names -- Health promotion resources for teaching -- Assessment and pragmatism: relevance to wider learning, student needs and equitable opportunities -- Assessment in high-stakes vocational courses: some principles and problems -- Assessing health promotion learning outcomes: what is assessable? -- Does health promotion teaching make a difference to students, teachers, patients and populations? Where is the evidence? -- Future challenges: emerging knowledge, changing health issues and continuing uncertainties.