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dc.contributor.authorMorley, Cristopher P.-
dc.contributor.authorRosas, Scott R.-
dc.contributor.authorMishori, Ranit-
dc.contributor.authorJordan, William-
dc.contributor.authorJarris, Yumi Shitama-
dc.contributor.authorFamily Medicine/Public Health Competencies Work Group-
dc.contributor.authorPrunuske, Jacob-
dc.date.accessioned2017-09-20T14:41:01Z-
dc.date.available2017-09-20T14:41:01Z-
dc.date.issued2017-
dc.identifier.citationMORLEY, C. P. et al. Essential public health competencies for medical students: establishing a consensus in family medicine. Teaching And Learning In Medicine, v. 29, p. 255-267, 2017. Disponível em: <https://www.tandfonline.com/doi/full/10.1080/10401334.2016.1268964>. Acesso em: 29 ago. 2017.pt_BR
dc.identifier.issn1532-8015-
dc.identifier.urihttp://www.repositorio.ufop.br/handle/123456789/8765-
dc.description.abstractPhenomenon: The integration of public health (PH) competency training into medical education, and further integration of PH and primary care, has been urged by the U.S. Institute of Medicine. However, PH competencies are numerous, and no consensus exists over which competencies are most important for adoption by current trainees. Our objective was to conduct a group concept mapping exercise with stakeholders identifying the most important and feasible PH skills to incorporate in medical and residency curricula. Approach: We utilized a group concept mapping technique via the Concept System Global Max (http://www.conceptsystems.com), where family medicine educators and PH professionals completed the phrase, “A key Public Health competency for physicians-in-training to learn is …” with 1–10 statements. The statement list was edited for duplication and other issues; stakeholders then sorted the statements and rated them for importance and feasibility of integration. Multidimensional scaling and cluster analysis were used to create a two-dimensional point map of domains of PH training, allowing visual comparison of groupings of related ideas and relative importance of these ideas. Findings: There were 116 nonduplicative statements (225 total) suggested by 120 participants. Three metacategories of competencies emerged: Clinic, Community & Culture, Health System Understanding, and Population Health Science & Data. Insights: We identified and organized a set of topics that serve as a foundation for the integration of family medicine and PH education. Incorporating these topics into medical education is viewed as important and feasible by family medicine educators and PH professions.pt_BR
dc.language.isoen_USpt_BR
dc.rightsrestritopt_BR
dc.subjectSchoolspt_BR
dc.subjectEducationpt_BR
dc.subjectPrimary carept_BR
dc.titleEssential public health competencies for medical students : establishing a consensus in family medicine.pt_BR
dc.typeArtigo publicado em periodicopt_BR
dc.identifier.uri2https://www.tandfonline.com/doi/full/10.1080/10401334.2016.1268964pt_BR
dc.identifier.doihttps://doi.org/10.1080/10401334.2016.1268964-
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