“But what do you actually do in public health??” - making public health teaching more relevant to medical students
PHE ePoster Library. Tyrer M. Sep 12, 2017; 186575; 195
Dr. Matthew Tyrer
Dr. Matthew Tyrer
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Abstract IntroductionFeedback from medical students on public health teaching is often negative. Various reasons are cited including a lack of teaching from practitioners, a lack of insight into the public health role and poor understanding of the relevance of public health to their clinical practice. A new tutorial was designed for second year medical students to tackle these areas.MethodAn outbreak workshop was designed based on a real food poisoning outbreak report. The scenario was adapted and localised to the footprint of the medical school. The tutorials were led by public health practitioners. The students were encouraged to work through the steps of an outbreak investigation including descriptive and analytical epidemiology, which allowed their statistics teaching to be contextualised into a real world setting.Results69 out of 80 students completed a feedback form (86%) giving responses in 5 domains. The feedback on the session was overwhelmingly positive. Additionally 81% of students provided written feedback highlighting that the workshop was more accessible and enjoyable than prior public health or statistics teaching that they had received.ConclusionMedical students clearly valued a more practical and holistic approach to their learning. Providing the opportunity to learn about outbreaks whilst going through an investigative process kept the students engaged through the small group tutorials and resulted in positive feedback. This model may provide a highly acceptable method for consolidating epidemiology and statistics teaching. This learning will be taken forward in future teaching sessions and e-learning modules.
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