Medical educators’ perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review

References

• Gillam S, Maudsley G. Public health education for medical students: a guide for medical schools. Cambridge: Department of Public Health and Primary Care, University of Cambridge; 2008.
   Google Scholar
• WHO. Teaching of public health in medical schools. New Delhi: WHO; 2010.
   Google Scholar
• WHO. Training. Modules for teaching of public health in medical schools in South-East Asia region. New Delhi: World Health Organization; 2015.
   Google Scholar
• Rao R, Hawkins M, Ulrich T, et al. The evolving role of public health in medical education. Front Public Health. 2020;8:251. PubMed PMID: 32714890: https://doi.org/10.3389/2Ffpubh.2020.00251.
   PubMed Web of Science ®Google Scholar
• Schneider MJ. Prolog: public health in the news. Introduction to public health. Burlington MA: Jones & Bartlett Learning; 2020.
   Google Scholar
• Turnock B. What is public health. Public health - what it is and how it works? Burlington MA: Jones & Bartlett Learning; 2012.
   Google Scholar
• Parise I. A brief review of global climate change and the public health consequences. Aust J Gen Pract. 2018;47:451–15.
   PubMed Web of Science ®Google Scholar
• Wolvaardt JEL. Over the conceptual horizon of public health: a living theory of teaching undergraduate medical students. Pretoria: University of Pretoria; 2013.
   Google Scholar
• Bell C, Simmons A, Martin E, et al. Competent with patients and populations: integrating public health into a medical program. BMC Med Educ. 2019;19:179.
   PubMed Web of Science ®Google Scholar
• Ball LE, Hughes RM, Leveritt MD. Nutrition in general practice: role and workforce preparation expectations of medical educators. Aust J Prim Health. 2010;16:304–310. Epub 2010/ 12/09.
   PubMed Web of Science ®Google Scholar
• Hauer KE, Lockspeiser TM, Chen HC. The COVID-19 Pandemic as an imperative to advance medical student assessment: three areas for change. Acad Med. 2021;96: 182–185. PubMed PMID: 33003038: https://doi.org/10.1097/2FACM.0000000000003764
   PubMed Web of Science ®Google Scholar
• Willett TG. Current status of curriculum mapping in Canada and the UK. Med Educ. 2008;42:786–793.
   PubMed Web of Science ®Google Scholar
• Walpole SC, Mortimer F, Inman A, et al. Exploring emerging learning needs: a UK-wide consultation on environmental sustainability learning objectives for medical education. Int J Med Educ. 2015;6:191–200.
   PubMed Web of Science ®Google Scholar
• Finkel ML. Integrating the public health component into the medical school curriculum. Public Health Rep. 2012;127:145–146. PubMed PMID: 22379212.: https://doi.org/10.1177/2F003335491212700201.
   PubMed Web of Science ®Google Scholar
• Slavin S, D’Eon MF. Overcrowded curriculum is an impediment to change (Part A). Can Med Educ J. 2021;12:1–6.
   Google Scholar
• Lyon AK, Hothersall EJ, Gillam S. Teaching public health in UK medical schools: ‘things have improved: teaching no longer feels like an expensive hobby’. J Public Health. 2016;38:e309–e15.
   Google Scholar
• Dharamsi S, Richards M, Louie D, et al. Enhancing medical students’ conceptions of the CanMEDS health advocate role through international service-learning and critical reflection: a phenomenological study. Med Teach. 2010;32:977–982. PubMed PMID: 2010-24362-007.
   PubMed Web of Science ®Google Scholar
• Koo K, Lapp I. Educating the next generation of physicians in public health: the MPH for medical students. PubMed PMID: 25177060. 129:460–464. 2014;https://doi.org/10.1177/2F003335491412900511
   Google Scholar
• Ottenhoff-de Jonge MW, van der Rijst RM, Gesundheit N, et al. From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics. BMC Med Educ. 2019;19:268. PubMed PMID: 31319835.
   PubMed Web of Science ®Google Scholar
• Williams RG, Klamen DL. See one, do one, teach one––exploring the core teaching beliefs of medical school faculty. Med Teach. 2006;28:418–424.
   PubMed Web of Science ®Google Scholar
• Giustini D, Ali SM, Fraser M, et al. Effective uses of social media in public health and medicine: a systematic review of systematic reviews. J Public Health Inform. 2018;10:e215–e.
   Google Scholar
• Pagatpatan CP, Valdezco JAT, Lauron JDC. Teaching the affective domain in community-based medical education: a scoping review. Med Teach. 2020;42:507–514.
   PubMed Web of Science ®Google Scholar
• Ottenhoff- de Jonge MW, van der Hoeven I, Gesundheit N, van der Rijst RM, Kramer AWM. Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework. BMC Medical Education. 2021;21:176.
   PubMed Web of Science ®Google Scholar
• Friedman SR, Loh LC, Burdick WP. Educator perceptions of the relationship between education innovations and improved health. Med Teach. 2013;35:e1060–e7.
   PubMed Web of Science ®Google Scholar
• Moher D, Liberati A, Tetzlaff J, et al. Preferred reporting items for systematic reviews and meta-analyses: thePRISMA statement. PLoS Med. 2009;6:e1000097.
   PubMed Web of Science ®Google Scholar
• Aslam S, Emmanuel P. Formulating a researchable question: a critical step for facilitating good clinical research. Indian J Sex Transm Dis AIDS. 2010;31:47–50.
   PubMedGoogle Scholar
• Havemann M, Bösner S. Global health as “umbrella term” – a qualitative study among Global Health teachers in German medical education. Global Health. 2018;14:32.
   PubMed Web of Science ®Google Scholar
• Winslow CEA. The place of public health in a university. Science. 1925;62:335–338.
   PubMedGoogle Scholar
• Joanna Briggs Institute. Critical appraisal tools. Adelaide SA: Joanna Briggs Institute; 2020.
   Google Scholar
• Pluye P, Hong QN. Combining the power of stories and the power of numbers: mixed methods research and mixed studies reviews. Annu Rev Public Health. 2014;35:29–45.
   PubMed Web of Science ®Google Scholar
• Popay J, Roberts H, Sowden A, et al. Guidance on the conduct of narrative synthesis in systematic reviews: a product from the ESRC methods programme version. Academia. 2006;1:b92.
   Google Scholar
• Clarke V, Braun V, Hayfield N. Thematic analysis. In: Smith J, editor. Qualitative psychology: a practical guide to research methods. London: Sage Publications Ltd; 2015. p. 222–248.
   Google Scholar
• Terry G, Hayfield N, Clarke V, et al. Thematic analysis. In: editors, Willig C, Rogers WS. The SAGE handbook of qualitative research in psychology. 2nd ed. London: Sage; 2017. p. 17–37.
   Google Scholar
• Lincoln YS, Guba EG. Establishing trustworthiness. California: Naturalistic inquiry: Sage; 1985.
   Google Scholar
• Stahl NA, King JR. Expanding approaches for research: understanding and using trustworthiness in qualitative research. J Dev Edu. 2020; 44: 26–28
   Google Scholar
• Hordijk R, Hendrickx K, Lanting K, et al. Defining a framework for medical teachers’ competencies to teach ethnic and cultural diversity: results of a European Delphi study. Med Teach. 2019;41:68–74. Epub 20180228.
   PubMed Web of Science ®Google Scholar
• da Silva FA. Silva Campos Costa NMd, Barbosa Lampert J, Alves R. Teachers’ role in strengthening teaching-service-community integration policies: the context of Brazilian medical schools*. Interface - Comunicação, Saúde, Educação. 2018;22:1411–1423.
   Web of Science ®Google Scholar
• Sawatsky AP, Parekh N, Muula AS, et al. Cultural implications of mentoring in sub-Saharan Africa: a qualitative study. Med Educ. 2016;50:657–669.
   PubMed Web of Science ®Google Scholar
• Gum LF, Lloyd A, Lawn S, et al. Developing an interprofessional capability framework for teaching healthcare students in a primary healthcare setting. J Interprof Care. 2013;27:454–460. Epub 2013/ 07/05.
   PubMed Web of Science ®Google Scholar
• Sorensen J, Norredam M, Suurmond J, et al. Need for ensuring cultural competence in medical programmes of European universities. BMC Med Educ. 2019;19:21.
   PubMed Web of Science ®Google Scholar
• Shi L, Fan L, Xiao H, et al. Constructing a general competency model for Chinese public health physicians: a qualitative and quantitative study. Eur J Public Health. 2019;29:1184–1191.
   PubMed Web of Science ®Google Scholar
• Duncan P, Stephenson A. Dealing with systems and understanding contexts: what it might mean to be a ‘good health care practitioner’. J Eval Clin Pract. 2011;17:964–969.
   PubMed Web of Science ®Google Scholar
• Galukande M, Nakasujja N, Sewankambo NK. Social accountability: a survey of perceptions and evidence of its expression at a Sub Saharan African university. BMC Med Educ. 2012;12:96.
   PubMed Web of Science ®Google Scholar
• Abbott PA, Brooker R, Hu W, et al. I just had no idea what it was like to be in prison and what might be helpful”: educator and learner views on clinical placements in correctional health. Teach Learn Med. 2020;32:259–270.
   PubMed Web of Science ®Google Scholar
• Mudarikwa RS, McDonnell JA, Whyte S, et al. Community-based practice program in a rural medical school: benefits and challenges. Med Teach. 2010;32:990–996.
   PubMed Web of Science ®Google Scholar
• Berkenblit G, Sosman J, Bass M, et al. Factors affecting clinician educator encouragement of routine HIV testing among trainees. JGIM. 2012;27: 839–844. https://doi.org/10.1007/2Fs11606-012-1985-9. PubMed PMID: 76911819
   PubMed Web of Science ®Google Scholar
• Khan AK, Hussain AZ. Development of community based curriculum on ophthalmology for under graduate medical course in Bangladesh. Bangladesh Med Res Council bulletin. 2012;38:51–58. Epub 2012/ 12/12.
   PubMedGoogle Scholar
• Barber JRG, Park SE, Jensen K, et al. Facilitators and barriers to teaching undergraduate medical students in general practice. Med Educ. 2019;53:778–787.
   PubMed Web of Science ®Google Scholar
• Von Below B, Haffling A-C, Brorsson A, et al. Student-centred GP ambassadors: perceptions of experienced clinical tutors in general practice undergraduate training. Scand J Prim Health Care Epub 2015/ 07/09. https://doi.org/10.3109/2F02813432.2015.1041826. PubMed PMID: 26158585. 2015;33:142–149.
   PubMed Web of Science ®Google Scholar
• Seeleman C, Selleger V, Essink-Bot ML, et al. Teaching communication with ethnic minority patients: ten recommendations. Med Teach. 2011;33:814–819. Epub 2011/ 09/29.
   PubMed Web of Science ®Google Scholar
• Gran SF, Brænd AM, Lindbæk M, et al. General practitioners’ and students’ experiences with feedback during a six-week clerkship in general practice: a qualitative study. Scand J Prim Health Care. 2016;34:172–179. Epub 2016/ 04/20.
   PubMed Web of Science ®Google Scholar
• Claramita M, Setiawati EP, Kristina TN, et al. Community-based educational design for undergraduate medical education: a grounded theory study. BMC Med Educ. 2019;19:258.
   PubMed Web of Science ®Google Scholar
• Clithero-Eridon A, Albright D, Ross A. Conceptualising social accountability as an attribute of medical education. Afr J Prim Health Care Fam Med. 2020;12:e1–e8.
   PubMed Web of Science ®Google Scholar
• Ahern CM, van de Mortel TF, Silberberg PL, et al. Vertically integrated shared learning models in general practice: a qualitative study. BMC Fam Pract. 2013;14:144.
   PubMed Web of Science ®Google Scholar
• Loh L, Friedman S, Burdick W. Factors promoting sustainability of education innovations: a comparison of faculty perceptions and existing frameworks. Educ Health. 2013;26:32–38.
   PubMedGoogle Scholar
• Park H, Lee Y-M, Ho M-J, et al. How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools. Korean J Med Educ. 2021;33:65–74. Epub 2021/ 06/01.
   PubMedGoogle Scholar
• Waterval DGJ, Frambach JM, Driessen EW, et al. Connected, attracted, and concerned: a Q study on medical crossborder curriculum partnerships. Med Teach. 2018;40:1293–1299.
   PubMed Web of Science ®Google Scholar
• Berwick DM, Finkelstein JA. Preparing medical students for the continual improvement of health and health care: Abraham Flexner and the new “public interest”. Acad Med. 2010;85:9.
   PubMedGoogle Scholar
• Orozalieva G, Loutan L, Azimova A, et al. Reforms in medical education: lessons learnt from Kyrgyzstan. Glob Health Action. 2021;14:1944480.
   PubMed Web of Science ®Google Scholar
• Knight CL, Windish DM, Haist SA, et al. The SGIM TEACH program: a curriculum for teachers of clinical medicine. J Gen Intern Med. 2017;32:948–952.
   PubMed Web of Science ®Google Scholar
• Walsh A, Koppula S, Antao V, et al. Preparing teachers for competency-based medical education: fundamental teaching activities. Med Teach. 2018;40:80–85.
   PubMed Web of Science ®Google Scholar
• Hashmi AH, Bennett AM, Tajuddin NN, et al. Qualitative exploration of the medical learner’s journey into correctional health care at an academic medical center and its implications for medical education. Adv Health Sci Educ. 2021;26:489–511.
   PubMed Web of Science ®Google Scholar
• Ewen SC, Paul D, Wilkin A. Health disparities, cultural awareness, and Indigenous health: results from a health educator survey. J Nur Edu Prac. 2014;4:40.
   Google Scholar
• Burgess DJ, Warren J, Phelan S, et al. Stereotype threat and health disparities: what medical educators and future physicians need to know. J Gen Intern Med. 2010;25:169–177.
   PubMed Web of Science ®Google Scholar
• Dixon-Woods M, Sutton A, Shaw R, et al. Appraising qualitative research for inclusion in systematic reviews: a quantitative and qualitative comparison of three methods. J Health Serv Res Policy. 2007;12:42–47.
   PubMedGoogle Scholar