How to integrate public health content in to medical training: a case study from University of Newcastle and University of New England Erica L James,1 Tazeen Majeed, 1 Kate Dundas, 1 Conor Gilligan, 1 Mark McEvoy, 1 Belinda Suthers,1 Stuart Wark2 1 University of Newcastle, NSW 2 University of New England, NSW CAPHIA 2018

Guidelines for what needs to be included in curricula

What happens in Australia? Need an MPH to be eligible to commence training – specialist training 3 years full time advanced training Master of Public health is an entry requirement

What happens in Australia? Population health Social determinants Advocacy ATSI health Screening, prevention Environmental and lifestyle risks Quality & safety Health systems Global health Domain 1: “Science and Scholarship” has EBM concepts like critical appraisal, formulation of RQ, selection of study designs

Case study from the Joint Medical Program (UON-UNE)

Spiral integrated curriculum e.g., global health, rural health

How we operationalised the AMC standards & scaffolded learning Step 1: Expand each domain into learning objectives

Align learning objectives according to levels of complexity and specificity hierarchical model used to classify educational learning objectives into levels of complexity and specificity

Identify opportunities to integrate content Via PBL/CBL

Identify opportunities to integrate content Via PBL/CBL As a self-directed content package Assessment package (MCQs, OSCE) Short expert video Online task + formative assess

Discussion The process described here ensures that public health content is included in the curriculum and is appropriately assessed throughout, allows teaching staff to simply and explicitly see where their teaching activity fits within the program, ensures appropriate reinforcement of important concepts, and ensures that teaching builds on previous knowledge (allowing students to achieve higher order outcomes such as critique and analyse)