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Implications for pain management
Published in Stephen Buetow, Rethinking Pain in Person-Centred Health Care, 2020
Mechanisms for educating and mobilizing the public include social movements, for example, to reframe pain and its management in person-centred terms. Organized health care and individual clinicians need to drive this social change. They can play public roles including health advocacy as a professional and civic activity to ameliorate the health system for aspects of communities that affect patient health.5,6 Clinicians can also exercise agency by “working the system” for individual patients. Social marketing about pain management options could further reflect and impact popular attitudes and professional training and practice.7 In turn, patients can be educated directly through patient-approved, clinical interventions like coaching4 and “teach back.”8
Future challenges: emerging knowledge, changing health issues and continuing uncertainties
Published in Ann Wylie, Tangerine Holt, Amanda Howe, Health Promotion in Medical Education, 2018
Nisha Mehta, Alan Maryon Davis
In 2008 the UK medical profession, represented through a range of national bodies, produced a consensus statement on the role of the doctor. The statement not only emphasised the importance of preventive advice for individual patients, but also recognised a wider population role: All doctors have a role in the maintenance and promotion of population health, through evidence-based practice. Some will enhance the health of the population through taking on roles in health education or research, service improvement and re-design, in public health and through health advocacy. Notwithstanding the primacy of the individual doctor-patient relationship, the doctor must appreciate the needs of the patient in the context of the wider health needs of the population.22
The Health Psychologist’s Role: Research, Application, and Advocacy
Published in Deborah Fish Ragin, Health Psychology, 2017
Can health policy be a form of health advocacy? In the current and prior chapters we provided examples of health policy developed and implemented for the purpose of improving the health status of individuals, communities, special populations, and workplace environments. And according to our definition of health advocacy stated in the beginning of the chapter, a principal goal of health advocacy is to promote behavior and practices that improve an individual’s or a community’s state of health.
Teaching the affective domain in community-based medical education: A scoping review
Published in Medical Teacher, 2020
Celso P. Pagatpatan, Joshua Alexander T. Valdezco, Jeff Daniel C. Lauron
Community-based medical education (CBME) is described as the use of the community as the learning environment wherein stakeholders are actively engaged in providing medical education that are relevant to community needs (Mennin and Petroni-Mennin 2006). Meurer et al. (2011) reported that community service-learning, a form of CBME, enhanced the awareness of medical students on community health needs and the sense of responsibility to address health inequities in marginalized population. Similarly, Dharamsi et al. (2010) observed the development of insights on the social determinants of health and the importance of community engagement and health advocacy. However, CBME studies focused more on the cognitive and psychomotor domains than the affective domain. Guidelines in teaching medical students the affective domain through CBME are not available, which could be related to the difficulty of teaching emotion, attitude, and behavior. Many educators may assume that teaching attitude, values, and motivation are integral to the teaching of knowledge and skills. However, in actual practice, the affective domain of learning is often given less attention.
Systems thinking: advancing health advocacy training; a perspective from junior family physicians in the Middle East
Published in Education for Primary Care, 2020
Reina Alameddine, Rim Taleb, Khairat Al-Habbal, Kunal D Patel
Health advocacy is a well-recognised aspect of the healthcare profession. Physicians interact with the social determinants of health in almost every encounter. By definition, health advocacy refers to any activity that relates to ‘ensuring access to care, navigating the system, mobilising resources, addressing health inequities, influencing health policy and creating system change’ [4]. Several expert bodies recognise health advocacy as a professional obligation. In its declaration on professional responsibilities, the American Medical Association states that physicians should be ‘advocates for the social, economic, educational, and political changes that ameliorate suffering and contribute to human well-being’. For this reason, calls have been made for almost 30 years to integrate health advocacy into medical curricula. Undergraduate medical education specifically is an ideal time as it offers the opportunity to ‘instill’ advocacy ‘as a standard competency across all specialties’ [5].
Teaching the health advocacy role in family medicine: Trial and error
Published in European Journal of General Practice, 2019
Peter Decat, Meral Demirören, An De Sutter
September, the start of the postgraduate training at the faculty of medicine. Traditionally, two topics dominate the introduction for students in family medicine: the warm days of the inevitable Indian summer and the seven canmeds roles that describe the abilities physicians should have to meet the health care needs of patients. As experienced lecturers, we do not hesitate in telling the students in detail how to act as medical expert, communicator, collaborator, scholar, manager or professional. However, there is one of the roles that we keep for the end, hoping to be saved by the bell, or that we, accidentally or intentionally, forget: the family physician as a health advocate. The role of health advocacy is seen as one of the most challenging roles to teach and evaluate [1]. Poulton and Rose identified three key barriers affecting health advocacy education: a lack of clarity of the concept, insufficient experience in how to put health advocacy learning in practice and nonexistence of a standard for assessment [2].