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Progress with the public health and epidemiology curriculum

Progress with the public health and epidemiology curriculum. Jackie Cassell. Background. The existing curriculum lacks detail, and omits important elements of public health and epidemiology. GUM will increasingly be seen as part of a hub and spoke model of services

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Progress with the public health and epidemiology curriculum

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  1. Progress with the public health and epidemiology curriculum Jackie Cassell

  2. Background • The existing curriculum lacks detail, and omits important elements of public health and epidemiology. • GUM will increasingly be seen as part of a hub and spoke model of services • There is an increasing expectation that existing and newly appointed consultants have an understanding of wider populations in need of sexual health services, not only those typically seen in GUM

  3. Background contd • All PMETB curricula now need to have health inequalities built into them, and the public health/epidemiology curriculum was a natural opportunity to do meet this requirement.

  4. Constraints • It must be deliverable, meaning • Online or BASHH course materials ready in time • Existing local support for other elements of teaching and assessment. • In practice this means linking more closely with local and national health protection services, who already have obligations to work with GUM, as well as commissioners • It also means enabling opportunities for trainees to link up with and learn from sexual health work going on in the PCT, in the context of service developments and changes.

  5. Where we sit in the curriculum

  6. Key changes

  7. Printed sheet shows new curriculum

  8. What will it mean for trainers? • Much of this material is already being delivered through BASHH course, ELFH will increasingly play a role • A lot of the knowledge will be tested through the Dip GUM • However, a greater public health perspective will have to be put on some training activities.

  9. Specific examples 1 • There is an expectation that trainees will learn to scrutinize clinic data for evidence of outbreaks, and liaise with health protection services to plan control measures. It will be useful to invite local health protection staff to clinics • Trainees must demonstrate of evidence to answer clinical questions, along with assessment of its limitations

  10. Specific examples 2 • Partner notification measures, and how they relate to the transmission dynamics of different diseases will partly be assessed in the clinical setting • Awareness of the relevance of audits to other settings will be assessed. • It will be important to encourage trainees to work with public health staff in thinking about population-wide data when planning service provision.

  11. What you can do now • Talk to your local health protection sexual health lead – invite them to a clinic educational session to discuss reporting of infectious diseases and outbreak control • Contact BASHH about any training needs consultants may have. Would a one/two day course on public health and epidemiology for consultants be useful?

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