Course Resources and References

Resources

  1. Bandarayanake, R. C. (1985). How to plan a medical curriculum. Medical Teacher, 7 (1) 7- 13
  2. Bouchard, R. E. & Tufo, H.M. (1977). A dynamic primary care curriculum based on problem-oriented system. J. Medical Education, 52, 508-13
  3. Golden, A. (1932). A model for curriculum development linking curriculum with health needs. In: A. S. Golden, B.N. Carlson & L.L. Hagen (Eds.). The art of teaching primary care. New York, Springer Publishing Co.
  4. Hatton, B.R. (1979). Community control in retrospect: A review of strategies for community participation in education. In: C. Grant (Ed.). Community Participation in Education. Boston, Allyn and Bacon Inc.
  5.  Richards R and Fulop T, (1987). Innovative schools for health personnel. Report on ten schools belonging to the Network of Community Oriented Educational Institutions for Health Sciences. WHO Offset publications # 102, Geneva, WHO.
  6.  WHO (1978). Declaration of ALMA-ATA. Report of the International Conference on Primary Health Care. Alma-ata, USSR. 6-12 September 1978. “Health for all” series no 1. pp. 2-6, Geneva, WHO
  7.  WHO (1987). Community-based Education of Health Personnel: Definitions, Rationale, Principles and Issues. Report of a WHO study group. Technical report. Series No. #746, pp 5-61, Geneva, WHO.

References

  1. Aretz, T. H. (2011). Some thoughts about creating healthcare professionals that match what societies need. Medical Teacher, 608-613.
  2. Chang, L. W., Kaye, D., Muhwezi, W. W., Nabirye, R. C., Mblinda, S., Okullo, I., . . . Burnham, G. (2011). Perceptions and valuation of a community-based education and community-based education and. Medical Teacher, e9–e15.
  3. David Werner, B. B. (1995). Helping Health Workers Learn. Palo Alto: Hesperian Foundation.
  4. Eaton, D. M., Redmond, A., & BAX, N. (2011). Training healthcare professionals for the future:Internationalism and effective inclusion of global health training. Medical Teacher, 562–569.
  5. Frenk J, C. L. (2010). Health Professionals for a New Century: Transforming education to strengthen health systems in an independent world. The Lancet, 1923–58.
  6. Hallin, K., Henriksson, P., Dalen, N., & Kiessling, A. (2011). Effects of interprofessional education on patient perceived quality of care. Medical Teacher, e22–e26.
  7. J. CLELAND, P. J. (2012). Attracting healthcare professionals to remote and rural medicine: Learning from doctors in training in the north of Scotland. Medical Teacher, e476–e482.
  8. Jacobs, J. L., & Samarasekera, D. D. (2012). How we put into practice the principlesof embedding medical students into healthcare teams. Medical Teacher, 1008–1011.
  9. kathirvel, S., Jeyashree, K., & Patro, B. K. (2012). Social mapping: A potential teaching tool in public health. Medical Teacher, e529–e531.
  10. Ming, J. H., Hirsh, D., Kern, D. E., & Shi, L. T. (2012). Defiance, compliance, or alliance? How we developed a medical professionalism curriculum that deliberately connects to cultural context. Medical Teacher, 614–617.
  11. Rosemarie McMahon, E. B. (1992). On Being In Charge. Geneva: WHO.
  12. Vyas, R., Zachariah, A., Swamidasan, I., Doris, P., & Harris, I. (2012). Integration of academic learning and service development through guided projects for rural practitioners in India. Medical Teacher, e401–e407.
  13. WHO. (2007). People at the center of health care. Geneva: WHO.
  14. WHO. (2007). People-Centered Health Care A Policy Framework. WHO.
  15. WHO. (2007). Regional Strategy on Health Human Resources 2006-2015. WHO.

 Journal Articles

  1.  Aretz, T. H. (2011). Some thoughts about creating healthcare professionals that match what societies need. Medical Teacher, 608-613.
  2. Chang, L. W., Kaye, D., Muhwezi, W. W., Nabirye, R. C., Mblinda, S., Okullo, I., . . . Burnham, G. (2011). Perceptions and valuation of a community-based education and community-based education and. Medical Teacher, e9–e15.
  3. Eaton, D. M., Redmond, A., & BAX, N. (2011). Training healthcare professionals for the future:Internationalism and effective inclusion of global health training. Medical Teacher, 562–569.
  4. Frenk J, C. L. (2010). Health Professionals for a New Century: Transforming education to strengthen health systems in an independent world. The Lancet, 1923–58.
  5. Hallin, K., Henriksson, P., Dalen, N., & Kiessling, A. (2011). Effects of interprofessional education on patient perceived quality of care. Medical Teacher, e22–e26.
  6. J. CLELAND, P. J. (2012). Attracting healthcare professionals to remote and rural medicine: Learning from doctors in training in the north of Scotland. Medical Teacher, e476–e482.
  7. Jacobs, J. L., & Samarasekera, D. D. (2012). How we put into practice the principlesof embedding medical students into healthcare teams. Medical Teacher, 1008–1011.
  8. kathirvel, S., Jeyashree, K., & Patro, B. K. (2012). Social mapping: A potential teaching tool in public health. Medical Teacher, e529–e531.
  9. Ming, J. H., Hirsh, D., Kern, D. E., & Shi, L. T. (2012). Defiance, compliance, or alliance? How we developed a medical professionalism curriculum that deliberately connects to cultural context. Medical Teacher, 614–617.
  10. Vyas, R., Zachariah, A., Swamidasan, I., Doris, P., & Harris, I. (2012). Integration of academic learning and service development through guided projects for rural practitioners in India. Medical Teacher, e401–e407.
Last modified: Monday, 14 September 2020, 3:32 PM