Health Promotion in Medical Education: From Rhetoric to Action

Content: Front Cover
 Contents
 Foreword
 Preface
 About the editors
 List of contributors
 Acknowledgements
 Part one: The rationale and historical context to justify the inclusion of health promotion in curricula
 Chapter 1: Medical and health professional education: a call for health promotion in curricula
 Chapter 2: Health promotion: the challenges, the questions of definition, discipline status and evidence base
 Chapter 3: Medical students learning a population perspective: a review of the resistance and experiences. Chapter 4: Health promotion in the medical curriculum: what are the essential competencies and who decides?Chapter 5: Medical educators' experience: lessons learned
 Part two: Curriculum structures and practical options for health promotion integration
 Chapter 6: Vocational curricula: structures and demands
 Chapter 7: Health promotion in curricula: examples of integration
 Chapter 8: Health promotion in curricula: levels of responsibility and accountability
 Chapter 9: Assessment drives learning: the case for and against formal health promotion in curricula. Part three: Learning outcomes regarding the knowledge base, skills and needs of facilitatorsChapter 10: Values, contest and the health promotion curriculum in medical education
 Chapter 11: Defining learning outcomes within a spiral curriculum: from sessions to curriculum
 Chapter 12: Public health and general practice education
 Chapter 13: Facilitators and teachers: are health promotion learning outcomes pragmatic?
 Part four: Practical approaches for medical and health professional teachers. Chapter 14: Same objectives, different students: the practical challenges of health promotion teaching for the learnerChapter 15: Health promotion teaching: some examples of sessions and programmes
 Chapter 16: Topics or principles: health promotion under other names
 Chapter 17: Health promotion resources for teaching
 Part five: Assessment and pragmatism: relevance to wider learning, student needs and equitable opportunities
 Chapter 18: Assessment in high-stakes vocational courses: some principles and problems
 Chapter 19: Assessing health promotion learning outcomes: what is assessable? Chapter 20: Does health promotion teaching make a difference to students, teachers, patients and populations? Where is the evidence?Chapter 21: Future challenges: emerging knowledge, changing health issues and continuing uncertainties
 Back Cover.