Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be…

For years, New York health-care providers have treated Asian-Americans afflicted by serious, even life-threatening illnesses with ever-increasing frequency. Many doctors in the nation's largest city agreed that Asians seemed particularly at risk for specific health problems, but there was neither research nor statistics supporting physician…

Discusses the scope of the surgeon's involvement in teaching disease prevention and health promotion to medical students, enumerates possible learning objectives, and describes seven examples of programs that have used innovative methods to include prevention teaching in surgery curricula. Examples include the universities of Kentucky, South…

The Center for Immunology at the University of Buffalo provides a viable resource for educating medical students in immunology until a department of immunology can be developed within the medical school. (HS)

The article proposes a change in medical paradigm from that of curative practice to one emphasizing primary health care (PHC). Discussed are origins and dilemmas of PHC; conflicting PHC values and practices; organizational changes and PHC; health care reform examples from Latin America; and implications for medical education. (DB)

Defines and examines a communication model for enhancing the provision and adoption of preventive practices in the primary care setting and discusses teaching that model in the medical school context. Methods for integrating communication skills for prevention into the medical school curriculum are discussed, using examples from Dartmouth (New…

Paper presented at the Council of Academic Societies Conference, Washington, D. C., October 2-5, 1968.

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

Suggests a new comprehensive health care relationship between patient and physician to educate the patient to understand mental and physical health and disease and how he can protect his own health. (IR)

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)

The author describes the initial organization of a disease prevention/health promotion program for federal agencies involving 2,600 employees. It involved four categories of interventions: education of the medical staff, education of supervisors, client-centered case consultations, and consultee-centered case consultations. (AG)

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)