Discusses preventive medicine and its importance in public health education. (PG)

Health education of the public is described as the missing link in health services. (Author/PG)

The development and validation of an inventory of preventive cardiology at the University of Virginia is described. The inventory contains two instruments designed to measure medical students' preinstructional and postinstructional knowledge of and attitude toward preventive cardiology. (Author/MLW)

A survey of members of the Health Education Section, American College Health Association, indicates that they feel the major object of health education programs is to make the student aware that his health is primarily his responsibility and that colleges aid the student in assuming this responsibility. (MB)

College health services today have the responsibility for bringing a wide range of health education and medical, dental, and mental health services to a changing population of college students. The history of student health is described, and recommendations are made for the efficient handling of acute problems by college health services. (JN)

Departments of preventive medicine can survive through unity, which can be achieved through majority agreement on a new and specific definition of preventive medicine. A definition is proposed that is based on a review and analysis of recent progress in the prevention of the major causes of mortality. (MLW)

A survey of American medical school preventive medicine curricula found more emphasis on teaching and evaluation of students in areas of clinical preventive services and quantitative methods and less emphasis on community services and health services organization and delivery. Written tests and unstructured observation were the most common methods…

Discussion of faculty development and integration of prevention into medical school curriculum considers sound educational models, role of the institution, faculty development activities (including program components, processes, needed expertise, and barriers to participation), and faculty rewards and recognition. (DB)

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

Discussion of teaching preventive medicine through electives describes four prototypes of innovative programs: (1) population health, (2) international health, (3) American Medical Student Association opportunities, and (4) public health degree programs. These electives enable students to participate in preventive services through experiential…

Offers a four-part plan for developing a four-year curriculum in preventive medicine: (1) develop the desired objectives or competencies; (2) present the basics in years 1 and 2; (3) focus on health promotion/disease prevention and population health in years 3 and 4; and (4) develop a mechanism to evaluate and improve the curriculum. (DB)

The Duke University School of Medicine conducts a health testing and promotion program to increase its students' awareness of their own health. The long-term goal is to prevent them from becoming impaired, as physicians, by emotional problems or addiction to alcohol or other drugs. (Author/MSE)

A comprehensive course on cancer prevention developed for the University of Maryland School of Medicine under a contract with the National Cancer Institute is described. This innovative, multidisciplinary, modular curriculum package was tested as a four-week elective, revised, and field tested again. (Author/MLW)

A study investigated the effectiveness of and student perceptions of a medical school curriculum segment on universal precautions against blood-borne diseases and techniques of phlebotomy and intravenous insertion using universal precautions. Additional voluntary training was offered. Results indicate the training significantly improved student…

Results of a survey of Canadian (n=8) and United States (n=44) dental schools concerning the clinical and didactic curriculum time allotted to preventive dentistry are reported. Comparable time allocation, requirements, and evaluation procedures were found in the two countries, but Canadian schools devote more hours to teaching prevention. (MSE)