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Edited by Ann Wylie and Tangerine Holt, Respectively Senior Teaching Fellow and Health Promotion Lead, Department of General Practice and Primary Care, King’s College London School of Medicine at Guy’s, King’s College and St Thomas’ Hospital London; Director, International Education and Research, Office of International Engagement, Senior Lecturer, Centre for Medical and Health Sciences Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Former Academic Convenor, MBBS Community Based Practice Program

Foreword by Amanda Howe, Professor of Primary Care, University of East Anglia, Norwich, UK

‘Do not fear another dry discussion of how to stop patients smoking! This book takes a stimulatingly lateral view of the scope of the subject, goes a very long way to showing why it is essential to medical education, and gives good advice on how to support and develop both the subject and its tutors in today’s medical schools.’
From the Foreword by Amanda Howe

 Preface   Forewords   Part One: The rationale and historical context to justify the inclusion of health promotion in curricula   Introduction   Chapter 1: Medical and health professional education - a call for health promotion in curricula   Chapter 2: Health promotion: the challenges, the questions of definitions, discipline status and evidence base   Chapter 3: Medical students learning a population perspective: a review of the resistance and experiences   Chapter 4: Medical education, health care, public health and health promotion – what are the competencies, who decides?   Chapter 5: Medical educators’ experiences – lessons learned   Part Two: Curricula structures and practical options for health promotion integration   Introduction   Chapter 6: Vocational curricula – structures and demands   Chapter 7: Health promotion in curricula – examples of integration   Chapter 8: Health promotion in curricula – levels of responsibilities an accountability   Chapter 9: Assessment drives learning – the case for and against formal health promotion in curricula   Part Three: Learning outcomes, regarding the knowledge base, the skills, and needs of facilitators   Introduction   Chapter 10: An emerging epistemology and contested field   Chapter 11: Defining learning outcomes within a community based intervention   Chapter 12: Does the taught curriculum reflect clinical practice and clinical need   Chapter 13: Facilitators and teachers – are learning outcomes pragmatic?   Part Four: Practical approaches to health promotion for medical and health professional teachers   Introduction   Chapter 14: Same objectives, different students - promotion student health   Chapter 15: Health promotion teaching – some examples of sessions and programmes   Chapter 16: Topics or principles – health promotion under other names   Chapter 17: Health promotion resources – what is available and what defines quality   Part Five: Assessment and pragmatism - reflecting cognisant of relevance to wider learning, student need and equitable opportunities   Introduction   Chapter 18: Assessment in high stakes vocational courses – some principles and problems   Chapter 19: Assessing health promotion learning outcomes – what is assessable?   Chapter 20: Does health promotion teaching make a difference to students, teachers, patients and populations   Chapter 21: The future challenges – emerging epistemologies, changing health issues and uncertainties  

 Dr Kathy Boursicot   Dr Bev Daily   Prof Alan Maryon Davis   Dr Ann Deehan   Dr Peter Duncan   Prof Stephen Gillam   Dr Craig Hassed   Prof Markus Herrmann   Dr Tangerine Holt   Prof Brian Jolly   Dr Aliya Kassam   Professor Albert Lee   Dr Gillian Maudsley   Dr Nisha Mehta   Dr Pat Nolan   Dr Emily Rigby   Dr Angela Scriven   Richard Shircore   Associate Prof Marc Soethout   Prof Jane Wills   Jo Reynolds   Tim Swanwick   Dr Ann Wylie  

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