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Year : 2007  |  Volume : 20  |  Issue : 3  |  Page : 142

Co-Editors' Notes 20:3

Co-Editors, Education for Health

Date of Web Publication28-Jan-2013

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How to cite this article:
Glasser M, Pathman D. Co-Editors' Notes 20:3. Educ Health 2007;20:142

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Glasser M, Pathman D. Co-Editors' Notes 20:3. Educ Health [serial online] 2007 [cited 2022 Oct 2];20:142. Available from:

Among the contents featured in this issue of Education for Health are three articles addressing the theme of "Poverty and Human Development" (see Editorial). The articles report on research and programs in Pakistan, Mali, and South Africa. In "Gender Sensitization among Health Providers and Communities through Transformative Learning Tools: Experiences from Karachi, Pakistan," Shaikh et al. engage "transformative learning" to initiate a process of sensitization to women's gender-related health issues. Milstien et al., in their paper "Strengthening Immunization in a West African Country: Mali," report on the results of programs in vaccine management, immunization safety, surveillance, and vaccine coverage, evaluating the programs in relation to programmatic impact, trainee performance, and sustainability. Finally, in "Understanding Diversity as a Framework for Improving Student Throughput," McMillen describes the results of a qualitative research project in South Africa focusing on themes and barriers to students' educational success, including educational identity, language, finances, and the "culture of power." These articles taken as a whole are important in improving our understanding of the role of social determinants and environment in health and healthcare delivery.

Elsewhere in this issue, "Making a Difference" presents a synopsis of an interview of Hilliard Jason, M.D., Ed.D. (EfH editor from 1998 to 2001) by J.J. Guilbert, M.D., Ph.D. It is both an interesting and stimulating piece as it reports on the career of an individual dedicated to scholarship as well as equity. Dr. Jason's contributions are marked by innovations in medical education, including his role in the development of the "focal problem" approach in teaching. Most significant in the work of Hilliard Jason has been his attention to the link between education and health in general, a link that is most appropriately reflected in the title of this journal for which he served as editor. Related to this theme, Burdick et al., in "Capacity-Building in Medical Education and Health Outcomes in Developing Countries: the Missing Link," present outcomes from the Foundation for Advancement of International Medical Education and Research (FAIMER) fellowship for international medical educators, including alignment of curricula with local health needs, learners conducting research projects in community settings, and participants becoming involved in national policy development.

In "Contextual Learning to Improve Health Care and Patient Safety," Mikkelsen and Holm describe how learning can take place in the organizational context and be delivered within a systematic learning process to improve patient care and safety. Peeraer et al., in "Clinical Skills Training in a Skills Lab Compared with Skills Training in Internships: Comparison of Skills Development Curricula," observe that there are better results in knowledge outcomes from students involved in their "renewed," integrated curriculum. In the paper, "Partnering to Enhance Interprofessional Service-Learning Innovations and Addictions Recovery," Mihalynuk et al. describe the results of an impressive community-campus partnership focusing on interdisciplinary teams, population-based health and social determinants, development of awareness and understanding of the community, and attention to cost-effectiveness. And MacDonald and Walton, in "E-Learning Education Solutions for Caregivers in Long-Term Care (LTC) Facilities: New Possibilities," present evidence for the success of a creative, online approach to education that both improves learner performance and positively impacts the health outcomes of older adults.

Finally in this issue of EfH, there are five brief communications all demonstrating new and innovative programs in medical and health education. Curran and Sharpe, in "A Framework for Integrating Interprofessional Education Curriculum in Health," present a curricular approach that exposes students to interprofessional education at early stages and reinforces the exposure throughout training - an approach that appears to be well-received by both students and faculty alike. In the paper "Integrating Public Health and Medicine: First Steps in a New Curriculum," Whelan and Black describe the "new medicine" program at the University of New South Wales, Australia, which integrates public health into clinical and biomedical teaching, and appears to be successful in fostering knowledge of the social and cultural aspects of health and disease. In "Exploring Language Barriers to Evidence-Based Healthcare (EBHC) in Post-Graduate Medical Students: A Randomised Trial," Letelier et al. evaluate the impact of language reading proficiency on the understanding of evidence-based healthcare recommendations for Spanish-speaking first-year medical residents, leading to the conclusion that language ability must be taken into account when teaching EBHC to Spanish-speaking physicians. Mkony et al. describe, in their paper "Introduction of Regular Formative Assessment to Enhance Learning for Clinical Students at Muhimbili College, Tanzania," the results of implementing a process of regular formative assessment (FA) in their medical school and student and faculty views that FA enriched the learning experience. And Peloquin et al., in "Report on an Interdisciplinary Program for Allied Health," summarize the development and progress of the "Team IDEAL" interdisciplinary program, pulling together students from five disciplines and integrating interdisciplinary teaching and learning into their respective home disciplines.

Overall, this issue of Education for Health provides a range of examples from the international community on innovative initiatives and programs that appear to be "making a difference."


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