1. 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

2. Guidelines for what needs to be included in curricula

3. 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

4. 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

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

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

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

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

9. Identify opportunities to integrate content
Via PBL/CBL

10. 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

11. 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)