Preventive Medicine Course Research Articles

Evaluation of the Application Effectiveness of Online Open Course in Preventive Medicine

Evaluation of the Application Effectiveness of Online Open Course in Preventive Medicine

Study on the Effect of Rain Classroom + BOPPPS Teaching Model in the Preventive Medicine Course under the COVID-19 Pandemic

Study on the Effect of Rain Classroom + BOPPPS Teaching Model in the Preventive Medicine Course under the COVID-19 Pandemic

Necessity and Strategy of Preventive Medicine Education in Higher Vocational Medical Specialty

With the continuous development of modern preventive medicine, the proportion of preventive medicine professionals required by the society is also increasing. This is why higher vocational colleges need to strengthen preventive medicine education and train preventive medicine professionals, which has become a necessary task of higher vocational colleges. Under the new situation of higher education, the traditional preventive medicine curriculum cannot meet the actual needs and needs to be reformed. Therefore, teachers of preventive medicine course in higher vocational colleges should strengthen their understanding of the current situation of the course and reform it in effective ways and strategies to make the preventive medicine teaching meet the implementation requirements.

Analysis of online education for public health and preventive medicine

Since the outbreak of the Coronavirus Disease 2019 (COVID-19), universities have carried out online education for public health and preventive medicine courses under the policy of "Suspending Classes Without Stopping Learning" launched by the Chinese government. The Public Health and Preventive Medicine Committee of the Ministry of Education Steering Committee for Medical Education investigated the online teaching activities in the member universities. This study presents the survey results, discusses the existing problems, and proposes suggestions for further reforms on mixed teaching activities.

The Application of Flipped Classroom in Preventive Medicine Teaching

<p>The teaching content of preventive medicine courses in secondary vocational schools is too much, but the class hours are few. So students generally have little interest, which affects the teaching effect. This article focuses on the current problems in preventive medicine teaching in secondary vocational schools, analyzes the advantages of flipped classrooms, and discusses the issues that should be considered when flipped classrooms are applied.</p>

Preventive medicine curriculum system in training program of clinical medicine in the era of Healthy China

Objective: To understand the provision of preventive medicine curriculum system in the training programs of clinical medicine in the era of Healthy China. Methods: A total of 36 training programs of clinical medicine were selected from different areas of China for a statistical analysis on their basic information, involvement of concept of preventive medicine in program objectives, and provision of preventive medicine curriculum system. Results: Of all the 36 training programs of clinical medicine, 22(61%) have no mentions of prevention medicine in their program objectives; only one university's training program states preventive medicine together with basic medicine and clinical medicine as one of the three main disciplines. The total class hours for the core courses of preventive medicine (hygiene, medical statistics, epidemiology, evidence-based medicine, and social medicine) range from 80 to 252, with an average of (156.7±43.2) hours. The average percentage of class hours for preventive medicine courses among the total class hours is 4.3%±1.1% (range: 2.5%-7.5%), and obvious differences exist among universities. Conclusions: In current training programs of clinical medicine, the proportion of prevention medicine curriculum is insufficient, the percentage of hours for preventive medicine course is very low, and the differences among various universities are obvious. It is urgently needed to strengthen preventive medicine curriculum in training programs for clinical medical students in new era. It is suggested to further promote the concept of putting prevention first, improve the curriculum system of clinical medicine, intensify the integrated development preventive medicine and clinical medicine and pay attention to clinical research ability enhancement for the further improvement of training program of clinical medicine.

Estrogen, Estrogen Receptor and Lung Cancer.

Estrogen has been postulated as a contributor for lung cancer development and progression. We reviewed the current knowledge about the expression and prognostic implications of the estrogen receptors (ER) in lung cancer, the effect and signaling pathway of estrogen on lung cancer, the hormone replacement therapy and lung cancer risk and survival, the mechanistic relationship between the ER and the epidermal growth factor receptor (EGFR), and the relevant clinical trials combining the ER antagonist and the EGFR antagonist, to investigate the role of estrogen in lung cancer. Estrogen and its receptor have the potential to become a prognosticator and a therapeutic target in lung cancer. On the other hand, tobacco smoking aggravates the effect of estrogen and endocrine disruptive chemicals from the environment targeting ER may well contribute to the lung carcinogenesis. They have gradually become important issues in the course of preventive medicine.

Analysis of the Preventive Medicine Undergraduate Curriculum in China: The West China School of Public Heath Experience: A Case Study

In China, the preventive medicine undergraduate professional training program is the major approach to training public health practitioners. The history of undergraduate education in public health/preventive medicine in China is reviewed utilizing the example of the West China School of Public Health at Sichuan University as an example for analyzing this undergraduate major and its curriculum. Needed reforms in the Chinese undergraduate preventive medicine programs are presented including: review of the traditional preventive medicine course content, revision of its curriculum structure, the need to increase practical experience and to develop variety in teaching and assessment techniques, and systematic planning for curriculum reform. Current efforts at reform of the preventive medicine undergraduate program at Sichuan University’s West China School of Public Health are presented.

Is There a Role for Cardiac Rehabilitation After Coronary Artery Bypass Grafting? Treatment After Coronary Artery Bypass Surgery Remains Incomplete Without Rehabilitation.

Is There a Role for Cardiac Rehabilitation After Coronary Artery Bypass Grafting? Treatment After Coronary Artery Bypass Surgery Remains Incomplete Without Rehabilitation.

Exploration of the reform in the teaching of nutrition and food hygiene

Nutrition and food hygiene is a specialized main course of preventive medicine, which is of great significance to promoting the all-round development of students. In the teaching practice, we improve the teaching quality of nutrition and food hygiene by strengthening the quality education of the teachers to improve their professional quality, carrying out theoretical and experimental teaching mode reform, such as carrying out its special form and reorganizing the teaching content, some chapters of the course selection of PBL teaching, optimizing experiment content, increasing the design of experiments, and at the same time changing the traditional assessment methods. Key words: Nutrition and food hygiene; Teaching method; Teaching reform

Exploration of the problem-based learning in the teaching of occupational health and occupa-tional medicine course

Occupational health and occupational medicine is a main course of preventive medicine. Problem-based learning（PBL）was practiced in partial chapters of occupational health and occupational medicine course aiming at improving student’s studying interest. Problems with certain degrees of openness and difficulty were selected, and students were organized to review literature, discuss in groups and report in class. The students responded in the feedback that PBL improved their comprehensive ability in discovering problem, reviewing literature, analyzing problem and reaching the conclusion. Basing on the problems in the practice of PBL, more detailed and impartial standard should be established in evaluating student’s mark and the right direction should be held throughout PBL. Key words: Problem-based learning; Occupational health and occupational medicine

A Course of Preventive Medicine

A Course of Preventive Medicine

Training the veterinary public health workforce: a review of educational opportunities in US veterinary schools.

This article presents the results of an Internet-based review conducted in January and February 2003 to assess the educational opportunities available in veterinary public health, epidemiology, and preventive medicine at the 27 veterinary schools in the United States. Most professional veterinary curricula are designed to train students for careers as highly qualified private practitioners, although there is an increased need for veterinary perspectives and contributions in the public health sector. The future of veterinary public health relies on the opportunities available in education to teach and encourage students to pursue a career of public service. The results of this review indicate the availability of a wide variety of required courses, electives, and post-graduate training programs to veterinary students in the United States. Veterinary students are exposed to a median of 60 hours of public health, epidemiology, and preventive medicine in required stand-alone courses in these areas. Four veterinary schools also have required rotations for senior students in public health, preventive medicine, or population medicine. Contact time for required public health, epidemiology, and preventive medicine courses ranges from 30 to 150 contact hours. Advanced training was available in these subjects at 79% of the 27 schools. Greater collaboration between veterinary schools, schools of public health, and the professional public health community will increase exposure to and opportunities in public health to all future veterinarians.

Evaluation of a preventive medicine curriculum: Incorporating a case-based approach

Background Evaluating the acquisition of skills in prevention is an increasing priority in prevention education. Assessment instruments were developed to measure student skills before and after an education intervention at State University of New York (SUNY)–Upstate Medical University. Methods The evaluation method used three testing instruments that measure preventive medicine skills. We selected three surrogate topics, each their own instrument: sexually transmitted disease, lead toxicity, and ischemic heart disease. All three instruments measure four key preventive medicine skills areas: (1) using and interpreting data sources; (2) measuring disease frequency, including incidence and prevalence; (3) making inferences and identifying bias in data presentations; and (4) identifying appropriate study design and screening tests. Second-year medical students were assessed before and after our preventive medicine course in spring 2002, using our evaluative instruments. Results Before and after instruction analysis, overall, and by skills area tested revealed a significant increase in student preventive medicine skills ( p≤0.001) in all four categories. On conclusion of the case-based curriculum, students were also asked to rate the cases. The majority (60%) of the students thought the cases were of value to their medical education, and 58% believed that they added to their skills in population prevention. Conclusions These instruments can measure change in preventive medicine skills before and after a course in preventive medicine.

Preventive medicine teaching cases in the preclinical undergraduate medical curriculum

The implementation of the Case-Based Series in Population-Oriented Prevention (C-POP) at the University of California at Davis Medical School is described. The implementation and planning for the integration of a case-based curriculum into a previously didactic-focused preventive medicine course are discussed. Issues include flexibility of the curriculum, student acceptance of case-based learning, and effect of preceptor availability and training on the successful implementation of the C-POP curriculum.

Converging issues in veterinary and public health.

Converging issues in veterinary and public health.

Problem Solving Learning in the Course of Preventive Medicine and Community Health

Problem Solving Learning in the Course of Preventive Medicine and Community Health

Second year medical student opinion about public health and a second year course in preventive medicine and community health.

The results of five annual surveys of second year medical students over an eight year period of time (1978-1985) concerning perceptions and attitudes toward public health and a course in preventive medicine and community health are presented. The questionnaire format was a combined fixed alternate and free response type and was structured to require only ten to 15 minutes for its completion. Participation rates were generally high varying from 60.2% (1980) to 93.8% (1985). The majority of students in all years favorably evaluated most components of structure, content and presentation of the course. It was found that opinions about the course can be modified by the introduction of variables that are unrelated to the scope of the quality of the course as occurred in 1979, with a difficult midterm examination. Student anger over this examination was translated and expressed as negative opinion about many other aspects of the course which in other years were highly rated. This finding underscores the vulnerability of surveys of subjective opinion and demonstrates that course evaluations must include other objective aspects in addition to student perceptions.

Preventive vs Preventative

To the Editor:— The word does not appear in Webster's Collegiate Dictionary . Perhaps the lexicographer omitted it because of a personal whim or prejudice (some people can carry their prejudices extremes). A case in point is that of Dr. Ravenell, a former Army Surgeon, who used teach a course in Preventive Medicine at the University of Missouri. At the opening session of the course, Dr. Ravenell was wont announce that the grade would depend entirely on how well the student did in the final examination. He would then make the pronouncement that no matter how well the student mastered the subject, his final grade would be an F if he had the misfortune label the examination Preventative Medicine. In the June 15, 1964, issue ofThe Journal(vol 188) preventative appears on page 1005, right hand column, to use quinidine as a preventative, and on