It has been recognised by governments and healthcare organisations worldwide that for Universal Healthcare in pursuit of Health for All under the Sustainable Development Goals to be achieved, effective primary care that is integrated, accessible, and affordable for everyone is essential.
This practical guide is the first designed specifically to support those planning and conducting family medicine/primary care education within medical schools around the world. It offers medical educators a collection of concise easy to follow chapters, guiding the reader through the curriculum requirements with key references for further detail. Plain English and practical, deliverable advice, adaptable to different contexts, ensures the content is accessible to those educating medical students in any country, while the structure within sections ensures that family medicine doctors and educators can dip into chapters relevant to their roles, for example curriculum design for academic educators or teaching methods for those educating in clinical practice.
Key Features
■ The first “how-to” guide dedicated to effective integration of family medicine teaching into medical school curricula
■ Offers a strong evidence-based framework for integrating family medicine into medical schools
■ Wide in scope, for academics and educationalists at all levels and in all geographies, reflecting and embracing the experience and variation in family medicine across the globe to produce pragmatic and effective information on which medical schools can base change
■ Step-by-step introduction to the processes of literature review (establishing the existing knowledge base), choosing a topic, research questions, and methodology, conducting research, and disseminating results
■ Supported by the WONCA Working Party on Education
The book is edited and authored by members of the World Organization of Family Doctors (WONCA) Working Party on Education, which is ideally placed to offer a strong platform for medical schools to integrate family medicine whatever the local context, enabling all future doctors, whatever their career aspiration, to understand the importance of family medicine to health systems and holistic medicine and encourage family medicine doctors to inspire students to consider a career in the field.
Section I - Integrating FM into the UG curriculum: Seizing the opportunity
- Changing healthcare: Building the evidence for generalism
- Defining family medicine
- Social accountability
- Developing an appropriate workforce for the future
- Academic primary care: The importance of family medicine leaders and role models
- Barriers for change and how to overcome these
- Humanism in family medicine
- Addressing population needs
- Addressing patient and family needs
- Competency-based curricula
- Designing an integrated curriculum
- Values-based education: Integrating professionalism into the curriculum
- The formal, informal, and hidden curricula
- Selecting for medical school entry: Nature or nurture?
- Early exposure to family medicine
- Family medicine placements: Apprenticeship learning
- Longitudinal integrated clerkships
- Interprofessional learning
- Experiential learning for undergraduate medical students
- Blended learning
- Clinical reasoning
- Communication skills
- Clinical and procedural skills
- Handling risk, uncertainty and complexity
- Well-Being
- Supervision, mentorship and coaching
- Assessing clinical competency
- The principles of feedback
- Principles of assessment and assessment tools
- Struggling students and fitness to practise
- Quality improvement and evaluation
- Evidence-based practice: Medical education research
- Faculty development and continuous professional development
C. Ruth Wilson and Shastri Motilal
Nagwa Nashat Hegazy and Anna Stavdal
Maham Stanyon, Leilanie Nicodemus, and Robin Ramsay
Archna Gupta and Raman Kumar
Chris van Weel and Ryuki Kassai
Marietjie van Rooyen, Jannie Hugo, and Anselme Derese
Martina Kelly and Chandramani Thuraisingham
Section II - What to aim for: Principles of curriculum design
Hassan Salah, Saeed Soliman, and Marie Andrades
Maria Sofia Cuba-Fuentes and Carmen Cabezas Escobar
Maria Michelle Hubinette and Marcelo Garcia-Dieguez
Saima Iqbal and Val Wass
Kay Mohanna and Dinusha Perera
Hilary Neve and Richard Nduwayezu
Section III - Integrating FM into the curriculum: How to achieve this
Sandra Nicholson and Tim J. Wilkinson
Victor Loh and Innocent Besigye
Elizabeth I. Lamb, Abdulaziz Al-Mahrezi, and Hugh Alberti
Jill Konkin and Shrijana Shrestha
Nynke Scherpbier and Carmen Ka Man Wong
Section IV - Teaching and learning: Methodologies
Thandaza Cyril Nkabinde and Julia Blitz
Pramendra Prasad Gupta and Deborah R. Erlich
Simon Gay
Mora Claramita and Jillian Benson
Eric Wong and Krishna Suvarnabhumi
Helen Reid, Jenny Johnston, and Amanda Barnard
Pramendra Prasad Gupta and Shelly B. Rodrigues
Oluseyi Akinola and David Keegan
Section V - Assessment
Mohamed Hany Shehata and Marwa Mostafa Ahmed
Chris Harrison and Hashmet Parveen
Ching-wa Chung and Saniya Sabzwari
Allyn Walsh and Zorayda Leopando
Section VI - Evaluating teaching and learning across the curriculum
Esther M. Johnston and Akye Essuman
Eliot Rees and Samar Abdelazim Ahmed
Laura Goldman and Nguyễn Minh Tam
Biography
Val Wass OBE FRCGP FRCP MHPE PhD Professor of Medical Education in Primary Care, Aberdeen University; Emeritus Professor of Medical Education, Faculty of Medicine & Health, Keele University, UK; Former Chair, WONCA Working Party on Education
Victor Ng MD CCFP(EM) MHPE FCFP ICD.D Assistant Dean Schulich School of Medicine and Dentistry, Western Canada; Associate Director, The College of Family Physicians of Canada; Chair, WONCA Working Party on Education
