Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Community Based Intervention01:30

Community Based Intervention

547
Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
547
Methods Of Healthcare Delivery System01:26

Methods Of Healthcare Delivery System

4.2K
At the different levels of the healthcare system, we see varying methods of healthcare used. These methods include managed care systems, case management, and primary healthcare.
Managed Care System:
The managed care system is designed to control the cost while maintaining the quality of care. The patient's care from admission to discharge is planned by the primary care provider or the case manager, also known as the gatekeeper. In a managed care system, the number of care providers is...
4.2K
Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

3.0K
A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
The health belief model (HBM) attempts to predict health-related behavior in specific belief patterns. According to the HBM, a person's...
3.0K
Models of Health Promotion and Illness Prevention II01:18

Models of Health Promotion and Illness Prevention II

2.2K
The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
The agent-host-environment model states that disease results...
2.2K
Levels of Health Promotion and Illness Prevention01:26

Levels of Health Promotion and Illness Prevention

15.3K
Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
In primary prevention, actions taken before disease onset prevent the disease from...
15.3K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.7K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
2.7K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Designing interdisciplinary education in digital public health: a position paper.

Frontiers in public health·2026
Same author

Community Health Workers' Roles and Challenges in Wisconsin: A Mixed-Methods Study.

Journal of community health·2026
Same author

Use of extracorporeal membrane oxygenation in neonates with congenital anomalies of the kidney and urinary tract: a multicenter survey of current practices across CHNC and Pedi-ECMO centers.

Pediatric nephrology (Berlin, Germany)·2026
Same author

Incidences and outcomes of retinal re-detachment in vitrectomised eyes following cataract extraction.

International ophthalmology·2026
Same author

Quality of Life Following Traumatic Brain Injury Among Older Adults.

JAMA network open·2026
Same author

Investigating Key Elements of Peer Support Programs Focused on Recovery and Reentry in Community-Based Organizations: A Qualitative Implementation Science Study.

Substance use & addiction journal·2025

Related Experiment Video

Updated: Mar 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K

Development, Implementation and Evaluation of an M3 Community Health Curriculum.

Barbra Beck1, Marie Wolff1, Tovah Bates1

  • 1a Center for Healthy Communities Department of Family and Community Medicine Medical College of Wisconsin.

Medical Education Online
|March 3, 2017
PubMed
Summary

This study developed a new community health curriculum for third-year medical students (M3) to address healthcare system changes. Students found the course beneficial for understanding community responsiveness, though evaluation methods need refinement.

Keywords:
community health curriculum;community responsive physicianundergraduate medical education;

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

5.0K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.8K

Related Experiment Videos

Last Updated: Mar 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

4.6K
Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

5.0K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.8K

Area of Science:

  • Medical Education
  • Community Health
  • Healthcare Systems

Background:

  • Recent shifts in healthcare finance and delivery necessitate updated medical curricula.
  • Existing undergraduate community health curricula require review and integration into medical training.

Purpose of the Study:

  • To develop, implement, and evaluate a novel M3 community health curriculum.
  • To align medical education with current healthcare system demands and community needs.

Main Methods:

  • Curriculum development based on AAMC recommendations and LCME standards.
  • National and internal reviews of undergraduate and M3 community health integration.
  • Implementation and evaluation of the new M3 curriculum over twelve months.

Main Results:

  • The curriculum covers physician community responsiveness, socioeconomic factors in health, cultural competency, and health education.
  • Student satisfaction was highest for presentations and lowest for readings and a patient interview project.
  • Students reported increased understanding of community-responsive physician roles and skills.

Conclusions:

  • The M3 community health curriculum effectively enhances students' understanding of community responsiveness.
  • Further development of evaluation tools is needed to assess behavioral changes in students.
  • The curriculum provides a foundation for training community-responsive physicians.