{"id":5239,"date":"2023-03-29T01:30:05","date_gmt":"2023-03-28T23:30:05","guid":{"rendered":"https:\/\/www.jphres.org\/?p=5239"},"modified":"2023-04-02T14:02:44","modified_gmt":"2023-04-02T12:02:44","slug":"putting-population-and-global-health-on-the-agenda-of-health-professionals","status":"publish","type":"page","link":"https:\/\/www.jphres.us.com\/index.php\/jphres\/article\/view\/709\/","title":{"rendered":"Putting population and global health on the agenda of health professionals"},"content":{"rendered":"<div class=\"item doi\"><span class=\"value\"><a href=\"https:\/\/doi.org\/10.4081\/jphr.2016.709\">https:\/\/doi.org\/10.4081\/jphr.2016.709<\/a><\/span><\/div>\n<ul class=\"item authors\">\n<li><span class=\"name\"><strong>Robyn Woodward-Kron<\/strong><br \/>\n<\/span><span class=\"affiliation\">Medical Education Department of Melbourne Medical School, The University of Melbourne, Australia.<\/span><\/li>\n<\/ul>\n<p>ABSTRACT<\/p>\n<p>Health professional education curricula are notoriously contested and constrained. Diverse epistemological and pedagogical objectives compete for space amid complex schedules of clinical placements, rotations, laboratory work, lectures, and other core curriculum activities. Health professional educators must navigate these constraints as well as address course accreditation standards and the expectations and needs of their communities. Accreditation standards for health professional courses are designed to ensure that graduates are competent to practise safely and effectively; they are also designed to ensure graduates can address health issues in the broader community and populations. Health professional education and training should therefore provide understandings of environmental and social determinants of health and disease still contributing to systemic health inequalities; it should help health professionals appreciate the health and wellbeing needs of indigenous peoples and the social and historical contexts of these health needs. [&#8230;]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>https:\/\/doi.org\/10.4081\/jphr.2016.709 Robyn Woodward-Kron Medical Education Department of Melbourne Medical School, The University of Melbourne, Australia. ABSTRACT Health professional education curricula are notoriously contested and constrained. Diverse epistemological and pedagogical objectives compete for space amid complex schedules of clinical placements, rotations, laboratory work, lectures, and other core curriculum activities. Health professional educators must navigate these constraints &#8230; <a title=\"Putting population and global health on the agenda of health professionals\" class=\"read-more\" href=\"https:\/\/www.jphres.us.com\/index.php\/jphres\/article\/view\/709\/\" aria-label=\"More on Putting population and global health on the agenda of health professionals\">Read more<\/a><\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-5239","page","type-page","status-publish"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Putting population and global health on the agenda of health professionals - Journal of Public Health Research<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.jphres.us.com\/index.php\/jphres\/article\/view\/709\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Putting population and global health on the agenda of health professionals - Journal of Public Health Research\" \/>\n<meta property=\"og:description\" content=\"https:\/\/doi.org\/10.4081\/jphr.2016.709 Robyn Woodward-Kron Medical Education Department of Melbourne Medical School, The University of Melbourne, Australia. ABSTRACT Health professional education curricula are notoriously contested and constrained. Diverse epistemological and pedagogical objectives compete for space amid complex schedules of clinical placements, rotations, laboratory work, lectures, and other core curriculum activities. Health professional educators must navigate these constraints ... 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