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Curriculum assessment for prevention topics and the population perspective
S E Dismuke1, B W Burns, C A Moranetz
1Department of Preventive Medicine, University of Kansas School of Medicine, Wichita, Kansas 67214, USA. Edismuke@kumc.edu
American Journal of Preventive Medicine
|May 2, 2001
Summary
Medical students receive insufficient training in population health. This study assessed the University of Kansas medical curriculum, finding clinical prevention well-covered but quantitative methods and community dimensions lacking, prompting curriculum improvements.
Area of Science:
- Medical Education
- Public Health
- Curriculum Development
Background:
- Medical students report inadequate exposure to health promotion, disease prevention, and population health concepts.
- Existing medical school curricula may not adequately prepare physicians for population health challenges.
Purpose of the Study:
- To determine the extent of health promotion and disease prevention (HPDP) content within the University of Kansas School of Medicine's curriculum.
- To evaluate HPDP coverage using established physician education objectives from Healthy People 2000 and a comprehensive inventory of knowledge and skills.
Main Methods:
- A 121-item survey was developed to assess curriculum content.
- Course directors evaluated their courses, and medical students assessed lectures and clinical clerkship days.
- A 'teaching session' was defined as a minimum of 3-5 minutes dedicated to an HPDP topic.
Main Results:
- Of 21 required courses, 11 contributed 393 HPDP teaching sessions.
- Clinical prevention comprised 75% (293 sessions) of HPDP content.
- Quantitative methods, health services organization/delivery, and community dimensions received limited coverage (40, 37, and 23 sessions, respectively).
- Significant disagreement existed between course directors and students regarding taught HPDP topics.
Conclusions:
- The medical curriculum adequately covers clinical prevention but is deficient in quantitative methods, health services organization/delivery, and community dimensions of medical practice.
- The assessment facilitated substantial curriculum improvements.
- Precise course content details are crucial for ongoing curriculum evaluation and enhancement.