Editorial Director: Dr Abraham Marcus Managing Editor: Anne Patterson
Further Landmarks in Teaching Primary Care
Med Teach Downloaded from informahealthcare.com by University of Newcastle on 01/03/15 For personal use only.
Consultant Editor: Professor Michael A. Sirnpson
The literature on teaching general practice and primary care has been enhanced by the advent of two new publications. These books follow Subeditors: Margaret Haite, hard on the heels of Teaching General and F a n i b Practice, edited by Caley Montgomery Cormack, Marinker and Morrell, discussed in the January issue of Medical Teacher. Trainingfor General Practice' by Dennis Pereira Gray will be of value to all associated with training general practitioners in the UK. It is the best collection of data on the subject, and through numerous referEditorial Department: ences, booklists and appendices provides access to a vast array of Update Publications Ltd additional resources. Trainers and administrators will want to have 33/34 Alfred Place their own copy and many trainees will feel the same; at the very least, London WClE 7DP, England they should have access to this goldmine of information. Tel: 01-637 4544 The book begins with an account of the historical development of Subscription and vocational training for general practice and its current organization Circulation Department: and regulation in the UK. Part I1 deals with the theoretical principles Update Publications Ltd underlying the discipline of general practice and how it is learnt, and 2 High Street justifies the payment of teachers. No attempt is made to deal with Petersfield, Hampshire these principles in depth but the approach taken whets the appetite for GU32 2JE a more detailed study. Subscription Rates: Part 111 focusses on the training practice-the selection of trainers Annual Subscription and practices, the teaching methods used, the opinions of trainees UK: E 14.00 about their training, and the trainee-trainer relationship. The trainer Overseas: €18.00 who wishes to make the most of his training practice will enjoy Air Mail: €22.00 reading about the teaching methods he can use and the way in which Single Copies trainees react to them, and will gain much from the comparison which UK: €4.00 is drawn between the doctor-patient relationship and the traineeOverseas: €5.00 trainer relationship. There is a short section on training in hospital and community medicine, and a larger section on courses for trainers and trainees. The brief outline of the content of trainers' workshops should excite the would-be trainer; the chapter on release courses for trainees gives Contributions: an outline of their content and process. The book concludes by Contributions are invited in the thoughtfully addressing some contentious issues: should training be form of original papers, articles compulsory? which are better-self-constructed or integrated of discussion and comment on all aspects of health sciences schemes? how useful is assessment? and does vocational training education. work? Prospective contributors should Overseas academics too will gain much from this excellent book, as write to the Managing Editor, it addresses issues of global importance; whilst not claiming to Medical Teacher, Update provide all the answers, at least it points the reader in the right Publications Ltd, 33/34 Alfred direction. Place, London WClE 7DP, England, before submitting The Art of Teaching Primary Care', edited by Archie Golden, Dennis manuscripts. Carlson and Jan Hagen, will stimulate the interest of those who seek to educate those primary care workers who take a global approach to Medical T e a c h is published health care-who will provide person-centred care in the family and quarterly. community context, who will simultaneously consider physical, @ Update Publications Ltd, 1982 psychological, social and environmental aspects in the definition of a4
Medical Teacher Vol 4 No 3 1982
Med Teach Downloaded from informahealthcare.com by University of Newcastle on 01/03/15 For personal use only.
health risks and problems, and who will integrate the community’s promotive, preventive and curative health resources in their management. It will also interest innovative educators who are grappling with the diffculties inherent in establishing a curriculum which requires the integration of the biomedical, behavioural and social sciences. The book describes the experiences of a group at the Johns Hopkins Medical Institutions in planning and implementing a health associate program to train nonphysician health workers for primary care settings. (The health associate is trained, over a four-year period, to evaluate the health of the individual, promote family health, manage common illnesses, refer complex problems, work in a health team and identify community health patterns.) There are chapters on definitions of primary care, a model for linking curriculum development with health needs, a life stages approach to primary care education, curriculum integration and interdisciplinary team teaching, and the modular design of the curriculum. Thereafter, chapters deal with the teaching of problem solving, social and behavioural sciences, human biology and concepts of health and disease, the humanities and arts, psychomotor clinical skills, interpersonal skills, family and community health, prevention, health education, clinical education and mental health training. The book concludes with a chapter on evaluation. One of the strengths of the publication is that it describes the processes involved in the development and implementation of the health associate program. The process of health needs assessment, task analysis and job analysis as the foundation for curriculum design, the process of curriculum integration and interdisciplinary team teaching and the process of teaching problem solving are well described. The difficulties of integrating biomedical with behavioural and social elements are detailed: the insularity of faculty, the jockeying for curriculum territory, the biomedical imperative, and the paucity of practising role models who exhibit this integration. The educational processes used are described in detail, and the value of video in both teaching and assessnient is stressed, especially in the area of interpersonal skills education. This book deserves the serious attention of all those interested in primary care education. Since the advent of vocational training for general practice and the publication of books like the three mentioned here, it seems that general practitioners are better trained for the role of teacher than clinicians in any other specialty. Wes E. Fabb, FRACCP. Director, Family Medicine Programme, Royal Australian College of General Practitioners, Victoria, Australia.
References ‘Pereira Gray DJ. Trainingfwgnnalpractice. Plymouth: Macdonald and Evans, 1982. ’Golden AS, Carlson DG,Hagen JL (4s).
MAVIS Medical Audio Visual Aids Information Service Do you teach undergraduate medical students? Do you organize postgraduate meetings? Do you teach nurses and other paramedical staff?
Are you thinking of producing your own audio visualprogrammes? Have you thought of using audiovisual programmes for your own continuing education?
. . . then you might find it useful to have a list of all the audiovisual programmes in your area of interest. In the Medical Audio Visual Aids Information Service we have indexed over 10,000 programmes from approximately 1,000, catalogues obtained from British universities, societies and institutions, pharmaceutical companies and other commercial companies.
If you are interested write for further details to: Veronica F. Barker Senior Information Officer Centre for Medical Education University of Dundee Dundee DD14HN Tel: 0382-23181 ext 617 This service has received support from Update Publications L td and The Wellcome Foundation L td.
The art oflcoclringprimory care.
New York: Springer Publishing Company, 1982.
Medical Teacher Vol 4 No 3 1982
85
Further Landmarks in Teaching Primary Care
Med Teach Downloaded from informahealthcare.com by University of Newcastle on 01/03/15 For personal use only.
Consultant Editor: Professor Michael A. Sirnpson
The literature on teaching general practice and primary care has been enhanced by the advent of two new publications. These books follow Subeditors: Margaret Haite, hard on the heels of Teaching General and F a n i b Practice, edited by Caley Montgomery Cormack, Marinker and Morrell, discussed in the January issue of Medical Teacher. Trainingfor General Practice' by Dennis Pereira Gray will be of value to all associated with training general practitioners in the UK. It is the best collection of data on the subject, and through numerous referEditorial Department: ences, booklists and appendices provides access to a vast array of Update Publications Ltd additional resources. Trainers and administrators will want to have 33/34 Alfred Place their own copy and many trainees will feel the same; at the very least, London WClE 7DP, England they should have access to this goldmine of information. Tel: 01-637 4544 The book begins with an account of the historical development of Subscription and vocational training for general practice and its current organization Circulation Department: and regulation in the UK. Part I1 deals with the theoretical principles Update Publications Ltd underlying the discipline of general practice and how it is learnt, and 2 High Street justifies the payment of teachers. No attempt is made to deal with Petersfield, Hampshire these principles in depth but the approach taken whets the appetite for GU32 2JE a more detailed study. Subscription Rates: Part 111 focusses on the training practice-the selection of trainers Annual Subscription and practices, the teaching methods used, the opinions of trainees UK: E 14.00 about their training, and the trainee-trainer relationship. The trainer Overseas: €18.00 who wishes to make the most of his training practice will enjoy Air Mail: €22.00 reading about the teaching methods he can use and the way in which Single Copies trainees react to them, and will gain much from the comparison which UK: €4.00 is drawn between the doctor-patient relationship and the traineeOverseas: €5.00 trainer relationship. There is a short section on training in hospital and community medicine, and a larger section on courses for trainers and trainees. The brief outline of the content of trainers' workshops should excite the would-be trainer; the chapter on release courses for trainees gives Contributions: an outline of their content and process. The book concludes by Contributions are invited in the thoughtfully addressing some contentious issues: should training be form of original papers, articles compulsory? which are better-self-constructed or integrated of discussion and comment on all aspects of health sciences schemes? how useful is assessment? and does vocational training education. work? Prospective contributors should Overseas academics too will gain much from this excellent book, as write to the Managing Editor, it addresses issues of global importance; whilst not claiming to Medical Teacher, Update provide all the answers, at least it points the reader in the right Publications Ltd, 33/34 Alfred direction. Place, London WClE 7DP, England, before submitting The Art of Teaching Primary Care', edited by Archie Golden, Dennis manuscripts. Carlson and Jan Hagen, will stimulate the interest of those who seek to educate those primary care workers who take a global approach to Medical T e a c h is published health care-who will provide person-centred care in the family and quarterly. community context, who will simultaneously consider physical, @ Update Publications Ltd, 1982 psychological, social and environmental aspects in the definition of a4
Medical Teacher Vol 4 No 3 1982
Med Teach Downloaded from informahealthcare.com by University of Newcastle on 01/03/15 For personal use only.
health risks and problems, and who will integrate the community’s promotive, preventive and curative health resources in their management. It will also interest innovative educators who are grappling with the diffculties inherent in establishing a curriculum which requires the integration of the biomedical, behavioural and social sciences. The book describes the experiences of a group at the Johns Hopkins Medical Institutions in planning and implementing a health associate program to train nonphysician health workers for primary care settings. (The health associate is trained, over a four-year period, to evaluate the health of the individual, promote family health, manage common illnesses, refer complex problems, work in a health team and identify community health patterns.) There are chapters on definitions of primary care, a model for linking curriculum development with health needs, a life stages approach to primary care education, curriculum integration and interdisciplinary team teaching, and the modular design of the curriculum. Thereafter, chapters deal with the teaching of problem solving, social and behavioural sciences, human biology and concepts of health and disease, the humanities and arts, psychomotor clinical skills, interpersonal skills, family and community health, prevention, health education, clinical education and mental health training. The book concludes with a chapter on evaluation. One of the strengths of the publication is that it describes the processes involved in the development and implementation of the health associate program. The process of health needs assessment, task analysis and job analysis as the foundation for curriculum design, the process of curriculum integration and interdisciplinary team teaching and the process of teaching problem solving are well described. The difficulties of integrating biomedical with behavioural and social elements are detailed: the insularity of faculty, the jockeying for curriculum territory, the biomedical imperative, and the paucity of practising role models who exhibit this integration. The educational processes used are described in detail, and the value of video in both teaching and assessnient is stressed, especially in the area of interpersonal skills education. This book deserves the serious attention of all those interested in primary care education. Since the advent of vocational training for general practice and the publication of books like the three mentioned here, it seems that general practitioners are better trained for the role of teacher than clinicians in any other specialty. Wes E. Fabb, FRACCP. Director, Family Medicine Programme, Royal Australian College of General Practitioners, Victoria, Australia.
References ‘Pereira Gray DJ. Trainingfwgnnalpractice. Plymouth: Macdonald and Evans, 1982. ’Golden AS, Carlson DG,Hagen JL (4s).
MAVIS Medical Audio Visual Aids Information Service Do you teach undergraduate medical students? Do you organize postgraduate meetings? Do you teach nurses and other paramedical staff?
Are you thinking of producing your own audio visualprogrammes? Have you thought of using audiovisual programmes for your own continuing education?
. . . then you might find it useful to have a list of all the audiovisual programmes in your area of interest. In the Medical Audio Visual Aids Information Service we have indexed over 10,000 programmes from approximately 1,000, catalogues obtained from British universities, societies and institutions, pharmaceutical companies and other commercial companies.
If you are interested write for further details to: Veronica F. Barker Senior Information Officer Centre for Medical Education University of Dundee Dundee DD14HN Tel: 0382-23181 ext 617 This service has received support from Update Publications L td and The Wellcome Foundation L td.
The art oflcoclringprimory care.
New York: Springer Publishing Company, 1982.
Medical Teacher Vol 4 No 3 1982
85
