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Models of Health Promotion and Illness Prevention I

Models of Health Promotion and Illness Prevention I

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.
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Related Experiment Videos

Developing a psychosomatic medicine curriculum for general practice residents: a proof-of-concept study using Kern's

Lei Huang¹, Zhujian Shao², Xuanlin Chen³

¹Department of Psychiatry, Tongji Hospital, School of Medicine, Tongji University, Shanghai, 200065, People's Republic of China.

BMC Medical Education

|July 10, 2026

Summary

This study developed a psychosomatic medicine curriculum for general practitioners (GPs) using competency-based medical education. The training significantly improved GPs' knowledge, skills, and communication abilities in managing psychosomatic disorders.

Keywords:

Curriculum design General practitioners Kern’s Six-Step Approach Psychosomatic medicine Residency training

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Area of Science:

Medical Education
Primary Care Medicine
Psychosomatic Medicine

Background:

Psychosomatic disorders are common in primary care globally.
Structured training for general practitioners (GPs) in psychosomatic medicine is limited.
Competency-based medical education (CBME) principles offer a framework for curriculum development.

Purpose of the Study:

To develop a globally relevant psychosomatic medicine curriculum for GPs using Kern's Six-Step Approach.
To evaluate the initial feasibility and effectiveness of the developed curriculum.
To enhance GPs' competencies in recognizing and managing psychosomatic disorders.

Main Methods:

Kern's Six-Step Approach and CBME principles guided curriculum design.
The curriculum included five modules: overview, clinical management, prevention/rehabilitation, communication, and self-care.
Instructional methods included lectures, standardized patient interviews, Balint groups, and clinical rotations.

Main Results:

26 of 29 GP residents completed the training, with a 75.1% completion rate.
Significant improvements were observed in knowledge, self-assessed knowledge, and communication performance (faculty and SP-rated).
Overall self-assessed psychosomatic competency, including knowledge and skills, increased significantly.

Conclusions:

A structured psychosomatic medicine training framework was successfully developed and piloted.
The modular curriculum demonstrated feasibility and potential relevance for adaptation in primary care settings worldwide.
The program provides a practical reference for improving psychosomatic care in resource-constrained environments.