Public Health Is Essential
Covid-19’s Learnable Moment for Medical Education
Bibliographic Data
| ID | 21614334 |
|---|---|
| Authors | Rika Maeshiro (is a public health and preventive medicine consultant to the Association of American Medical Colleges' Diversity Policy and Programs, Washington DC, and the Allegheny County Health Department, Pittsburgh, Pennsylvania., corresponding author), Jan K Carney (0000-0002-3822-0303, is professor of medicine and associate dean for public health and health policy, Larner College of Medicine at the University of Vermont, Burlington, Vermont.) |
| Year | 2020 |
| Volume | 95 |
| Issue | 12 |
| Pages | 1799-1801 |
| Publication date | 2020-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Academic Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1040-2446 • E-ISSN: 1938-808X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1097/acm.0000000000003517 |
| PMID | 32452839 |
| OpenAlex | W3027111405 |
| Language | EN |
| Citations received | 5 |
| References cited | 6 |
The COVID-19 pandemic, an unprecedented challenge for this generation of physicians and for the health care system, has reawakened calls to strengthen the United States’ public health systems. This global event is also a “learnable moment” for medical education—an opportunity to decisively incorporate public health, including public health systems, through the continuum of medical education. Although medical educators have made progress in integrating public health content into medical curricula, “public health” is not a phrase that is consistently used in curricular standards, and public health colleagues are not identified as unique and critical partners to improve and protect health. The COVID-19 crisis has demonstrated how a strong public health system is necessary to support the health of patients and populations, as well as the practice of medicine. Partnerships between medical and public health communities, through individual- and population-based interventions, can also more effectively combat more common threats to health, such as chronic diseases, health inequities, and substance abuse. To achieve a more effective medicine–public health relationship in practice, curricula across the continuum of medical education must include explanations of public health systems, the responsibilities of physicians to their local and state governmental public health agencies, and opportunities for collaboration. Medical education should also prepare physicians to advocate for public health policies, programs, and funding in order to improve and protect the health of their patients and communities. Pandemic COVID-19 demonstrates with laser focus that all physicians are part of public health systems and that public health content has a distinct and essential place across the continuum of medical education to prepare physicians to participate in, collaborate with, and advocate for public health systems
Curriculum · Environmental health · Health care · Health education · Health equity · Health promotion · HRHIS · International health · Political science · Public health · Public relations · Health Policy Implementation Science · Law · Medicine · Nursing · Primary Care and Health Outcomes · Public Health Policies and Education · Health Policy
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| Citations per year | 1 |
|---|---|
| Citation span | 2021 - 2024 (4) |
| Highly cited | No |