Download Strand Descriptor Title: Health Promotion Tayside Centre for

Strand Descriptor
Title: Health Promotion
Tayside Centre for General Practice, Community Health Sciences
Course
Doctors Patients and Communities
Learning need Identified
Newly qualified doctors have to have an understanding of what health promotion is and to understand how health promotion can be delivered to the
community or individual. They need to be aware of the 3 components which make up health promotion.
Aim of the Health Promotion Strand
To produce a student who is aware of the 3 components of health promotion, knows what the health risks to an individual and population are, knows the
principles of screening and immunisation and can explain them to a patient
Scottish Doctor Learning outcome
Level 1
Level 2
What the
doctor is able
to do
2. Patient
Management
Level 3
Level 4 and DPaC Learning aims/outcomes and competences
Chronic care
By the end of year 2 the student should have:
 Described the role of health promotion in the management of patients
with long term conditions
 Recognised the importance of patient self management of long term
illness
 Described how a patient can manage their condition themselves
 Described the role primary and secondary care in the management of
long term conditions
 Described the medical perspective of long term care

Psychosocial
5 Communication
6 health
promotion and
disease
prevention
Communicating with
patients/relatives
Recognise the causes
of disease and the
threats to the health
of individuals and
populations at risk
Understood the role of health promotion in the management of patients
with long term conditions
 Described how long term illness causes problems for patients
 Described some strategies for helping patients with these problems
 Described how an individual’s health beliefs influences health promotion
By the end of year 2 the student should have:
 Described the socio-economic barriers, their patients, to changing to a
healthier lifestyle (e.g. access to gyms, cost of healthy food etc.)
 Analyzed the psychosocial factors in preventing a healthy lifestyle for
their patient
By the end of year 2 the student should have:
 Analysed health promotion videos in terms of the Health Belief model
and the theory of Planned Behaviour
By the end of year 3 the student should have:
 Used or described techniques for explaining study results in patient
terms
 Described or used techniques for explaining risk of immunisation versus
risk of disease complications to a parent
 Analysed methods of answering patient questions and giving
explanations
 Analysed methods of educating patients
By the end of year 1 the student should have:
 Demonstrated an understanding of the social and community effects of
alcohol
 Shown an appreciation of the importance of considering effects beyond
the individual in a case scenario
 Demonstrated an understanding of the relationship between life
circumstances/occupation/environment and health
 Demonstrated an appreciation of the effects that poor diet, lack of sleep,
alcohol, high risk sexual behaviour and drug abuse can have on an
individual’s health
By the end of year 3 the student should have:




To be able to
implement, where
appropriate, risk
reduction strategies
for individual patients
Plan health promotion
taking into account
barriers to preventing
disease and promoting
health both in the
individual and
population level
Appreciate that health
promotion depends
on collaboration with
described the concept of herd immunity
provided evidence-based advice on MMR vaccination
described the current evidence on the link between MMR and autism
obtained data on the incidence and prevalence of Measles, Mumps &
Rubella in the UK
 appreciated the relative risks from the immunisation and the diseases
themselves including measles, mumps, rubella in the UK
 described the serious potential side-effects of the MMR
By the end of year 2 the student should have:
 Described the methods that the UK has for keeping their population
healthy
 Described a method from another country for keeping the population
healthy
 Described risk reduction policies of the UK and another country for their
population taking into account cultural diversity and ethnicity
 Discussed how the Theory of Planned Behaviour highlights opportunities
to change a patients risk behaviour
 Discussed how the Theory of Planned Behaviour can be used to help
patients modify their behaviour whilst respecting their autonomy
By the end of year 3 the student should have:
 Recognised that not immunising a child puts its health at risk
By the end of year 2 the student should have:
 Described political and economical barriers to disease prevention in the
UK and another country
 Analysed how knowledge of a patients context can help identify some of
the barriers to health promotion
 Demonstrated an understanding of how the Theory of Planned Behaviour
indicates what some of the barriers to health promotion and disease
prevention are
 Discussed how a doctor can help patients to overcome these barriers
By the end of year 2 the student should have:
 Discussed who in primary care delivers health promotion
 Identified agencies within Dundee and other professionals who deliver
many other
professionals and
agencies
Screening
How the
doctor
approaches
their practice
8.Outcomes for
Basic sciences
and underlying
principles
Beliefs and
understanding of
health and illness
Public health
Disease prevention
health promotion and discuss what their roles are
By the end of year 3 the student should have:
 Described Wilson & Jungner's criteria for screening
 Obtained, and explained the meaning of, incidence, prevalence and
mortality rates
 Discussed the suitability of a condition as the subject for a population
screening programme
 Demonstrated an understanding of the nature and reliability of screening
tests, including the concepts of positive and negative predictive value,
uptake of screening, issues of acceptability and recall
 Demonstrated an awareness of patients' views of the issues surrounding
screening
By the end of year 2 the student should have:
 Described the Health Belief model
 Described the Theory of Planned Behaviour
 Applied the principles of the Theory of Planned Behaviour to a role play
of health promotion activities
By the end of year 3 the student should have:
 demonstrated an understanding of why some parents may not wish to
immunise their child
 recognised cultural and social variations in attitudes to immunisation
By the end of year 2 the student should have:
 Described population strategies for improving health
 Appreciated that there are different ways to deliver medical care, that
different countries have different healthcare issues, and that different
countries have different health priorities due to the difference in
incidence of disease
 Related principles of public health to individual patient care
By the end of year 3 the student should have:
 Explained the principles of disease prevention in terms of immunization
to a parent
Content
Effect of alcohol on the population and individual in terms of behaviour
Effects of social circumstances on health diet etc.
Effects of lack of sleep, and drug abuse on health
Prevalence of common conditions in the UK and another country
Health promotion strategies in the UK and another country
Aims for managing long term conditions
Patient centered Medicine: Transforming the clinical method Moira Stewart
Health belief model and theory of planned behaviour
The principles of immunisation, MMR vaccination and it’s controversy
The risk and benefits of immunisation
Critical appraisal of research papers
Principles of screening
Organisation
The content is delivered:
 In the study guide,
 On Blackboard
 Through small group work with DPaC tutors and peers.
 Meeting a patient
 Lectures
 Consulting with a simulated patient
Educational strategy
This is a mixture of student centred and teacher centred approach.
Put information regarding websites and references into study guides and on Blackboard.
Peer appraisal of DVD work
Teaching strategy
Visiting a patient at home and taking a history
Sharing information with colleagues to get an idea of the range of problems
Presentation to peers regarding global health care, patient journey 2, health education
Reflection on the information gained
1.1.4a, 1.1.6,
1.2.4b
1.1.6
2.3.000
2.3.000
2.4.7
2.3.1
2.5.7
3.5.4
DVD work 3.5.8
DVD work 3.5.8
3.6.4b
Lectures
Recording a DVD of a consultation and feedback from tutors and peers
Visiting the Verdant works to see the effects of social circumstances on health diet etc.
Assessment
Formative during small group sessions and as part of attitudes for modules 1.1.6, 2.4.7
Presentation to peers for modules 2.3.000, 2.3.1
Formal Structured written work – CRQ format 1.2.4b
Formative assessment for modules 1.1.6, 1.2.4b, 1.1.6, 2.4.7, 2.5.7, 3.5.8
Written assignment 3.4.5
Associated Modules
Drugs/alcohol and the first stage of critical appraisal 1.1.4a
Health and Life circumstances 1.2.4b
Doctors risk and health behaviour 1.1.6
Global healthcare 2.3.000
Management of Long term conditions 2.4.7
Patient Journey 2.3.1
Health Education 2.5.7
Immunisation 3.5.4
DVD work 3.5.8
Screening 3.6.4b