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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