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Erica L James , 1 Tazeen Majeed, 1 Kate Dundas, 1

How to integrate public health content in to medical training: a case study from University of Newcastle and University of New England. Erica L James , 1 Tazeen Majeed, 1 Kate Dundas, 1 Conor Gilligan, 1 Mark McEvoy, 1 Belinda Suthers, 1 Stuart Wark 2 1 University of Newcastle, NSW

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Erica L James , 1 Tazeen Majeed, 1 Kate Dundas, 1

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  1. How to integrate public health content in to medical training: a case study from University of Newcastle and University of New England Erica L James,1 Tazeen Majeed, 1 Kate Dundas, 1 Conor Gilligan, 1 Mark McEvoy, 1 Belinda Suthers,1 Stuart Wark2 1 University of Newcastle, NSW 2 University of New England, NSW CAPHIA 2018

  2. Guidelines for what needs to be included in curricula

  3. What happens in Australia? Need an MPH to be eligible to commence training – specialist training

  4. What happens in Australia? • Population health • Social determinants • Advocacy • ATSI health • Screening, prevention • Environmental and lifestyle risks • Quality & safety • Health systems • Global health Domain 1: “Science and Scholarship” has EBM concepts like critical appraisal, formulation of RQ, selection of study designs

  5. Case study from the Joint Medical Program (UON-UNE)

  6. Spiral integrated curriculum e.g., global health, rural health

  7. How we operationalised the AMC standards & scaffolded learning Step 1: Expand each domain into learning objectives

  8. Align learning objectives according to levels of complexity and specificity

  9. Identify opportunities to integrate content • Via PBL/CBL

  10. Identify opportunities to integrate content • Via PBL/CBL • As a self-directed content package Assessment package (MCQs, OSCE) Online task + formative assess Short expert video

  11. Discussion The process described here • ensures that public health content is included in the curriculum and is appropriately assessed throughout, • allows teaching staff to simply and explicitly see where their teaching activity fits within the program, • ensures appropriate reinforcement of important concepts, and • ensures that teaching builds on previous knowledge (allowing students to achieve higher order outcomes such as critique and analyse)

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