This study is characterized as a qualitative research, type action research as part of the doctoral research project in 2014. In this research were studied issues re- lated to prevention and promotion of health of the elderly in their community context, through Popular Education in Health, from the Extension Project activ- ities ‘Popular Education and Health Care for the Family’ (PEPASF), which oper- ates since 1997 in outlying communities in the municipality of João Pessoa-PB. This extension project aims to build a commitment process, responsibility and complicity with the causes, projects and community needs and families, devel- oping activities ranging from meetings and appearances with the leaders and so- cial movements, to the intersubjective relationship and building links between residents and the extension. Among the activities, those that stand out are the home visits, held weekly, in an interdisciplinary manner, by pairs of students, and the elderly group.
A BSTRACT : The environmental education and health is one of the major axes of the Moroccan school curriculum, giving us the opportunity to assess the interlinkages between knowledge and behaviors taught students about the environment and health in schools. From an analysis of the curricula of Life Sciences and Earth qualifying secondary school , and a study via a questionnaire for secondary pupils qualifying , it was noted the existence of attitudes to health risks and behaviors that do not respect the environment.
Discussion: Challenges of HealthEducation In order to sufficiently guarantee each and every individual person’s health skills and decrease differences in people’s health behavior and attitudes, the position of healtheducation and healtheducation teachers should be strengthened at school. Teachers need readiness to encounter diverse pupils and skills for supporting their well-being at social, emotional, and physical level. All these should be paid more attention to already during teacher training. Caring teacherhood (Määttä & Uusiautti, 2011; 2012; Uusiautti & Määttä, 2013ab) and sincere wish to strengthen pupils’ positive resources, provide experiences of success, and boost pupils’ trust in their skills and importance of their choices might be even more important than mastery of the contents of the school subject of healtheducation (see also Basch & Sliepcevich, 1983; Paldanius & Määttä, 2011). On the other hand, teachers’ in-service training can be especially fruitful when it comes to the increasing knowledge of healtheducation (Leone & Maurer-Starts, 2007). Health educators are required to have special professionalism and competence that is strengthened both along with their training and work experience (Happo, Määttä, & Uusiautti 2012; Paloste, Uusiautti, & Määttä, 2011).
to form around the ‘legitimised’ fat discrimination in the UK is part of a more widespread aim of rationing health care provision on the NHS. This will impact most on those who are least able to access the networks of economic, social and cultural capital in order to maintain their health. This is implicit in the notion of being a good, active citizen, meaning that the individual is faced with “millions of individual decisions, at millions of points in time” (Blair, 2006, 4). This is far from a simple process, however, since every single one of these decisions is influenced by a myriad of different facets ranging from friends and peers through to the family, the school and state delivered health messages. With such a multitude of possibilities the UK Government has felt it necessary to introduce Citizenship Education and healtheducation in schools to enable individuals to make the ‘right’ choice (limited as that may be). The empirical material in this study has revealed that children still often choose not to follow this advice and often resist and subvert healtheducation messages. The relationship between individuals and the state, although mediated through institutional spaces such as the family home, the school and the community, still allows for the agency of the individual in making certain decisions. Understanding how individuals negotiate this process of “structured individualisation” (Roberts, 1997; Valentine and Skelton, 2003) is the key to understanding why children do not always follow the advice given in state health messages.
Kyla is the founder of the Petaluma Loves Active Youth (PLAY) program at the Petaluma Health Center. The PLAY program is a health and exercise curriculum that provides parents and chil- dren with integrative nutrition education, farm-based education, and cooking skills, as well as eight weekly Petaluma Bounty Farm produce boxes. It is a timely health intervention that em- powers children and their families to make healthier choices, lead more active lives, and seek out support when needed.
INGHE is concerned about the actual organization of medical schools and aims to open a national debate on medical education, global healtheducation and “ healtheducation ” in a wider sense. As members of INGHE we believe that teaching global health means introducing a new way to think and act concerning health while “ aiming to produce change in the community and in the whole society, and bringing evidence into practice, thus reducing the know-do gap ” . This is the rea- son why INGHE, which began its work considering only medical educa- tion, recognises the necessity to take into consideration educational paths of the diverse professions involved in the safeguarding and pro- motion of health.
The life cycle can not be consolidated only with the appearance of chronological age, it is much larger and also incorporates elements such as feelings, which also lead to the construction of a care of yourself, lifelong, despite ups and downs and constant resizes before frustrations and longings (Mosquera, Stobäus, & Timm, 2009), of developing personal qualities such as resilience (Timm, Mosquera, & Stobäus, 2008; Sousa, Miranda, Lara Nieto, & Pain, 2014; Sousa, 2006; Sousa & Rodrigues Miranda, 2015). Below we analyze some elements of Emotional Education of Adults, which represent the Psychology of Health and Positive Psychology today and how they can help us to open horizons for a richer and more promising existence.
Student leaders as partners for change: Thousands of health professional students from across Canada came together in 2005 to form the National Health Sciences Students’ Association as a grassroots movement to champion interprofessional education. Drawing on a network of 22 university/college-based chapters and over 20 health professions, student leaders design and deliver local academic, social and community service programmes that promote collaborative practice. The Association’s University of Toronto chapter, for example, hosted a series of social events coinciding with the university’s interprofessional ‘Pain Week’ curriculum. The Dalhousie University chapter recruited hundreds of health professional students to participate in a breast cancer charity run while learning about, from and with one another. [italics added] The local chapter at the University of British Columbia partnered with its provincial Ministry of Health to coordinate innovative health programming for elementary and high school students.
as they like, but rather to finance infrastructure, including to improve service delivery. According to administrative guidelines for spending SIP funds (DIRD 2013), 40 per cent of funding under all three programs is meant to be spent on ‘health services improvement’ and ‘education services improvement’ (20 per cent each). This equates to 40 per cent of K1.5 billion, or about K700 million a year. This is a huge amount: it is more than four times the amount that provinces receive through their function grants for health and education (K150 million).
Health Becomes You, a worksite wellness program created for the Clark County School District employees, was chosen as silver winner for the School Employee Wellness Award Program in 2013 by the Directors of Health Promotion and Education (DHPE). This is awarded annually to select school employee wellness programs for their excellence in planning and implementing school employee wellness programs that promote employee health and lead to improved productivity and lower health care costs. This comprehensive program includes on-site biometric screenings, Health Risk Assessment, 1-on-1 consults with a health educator,
implementation plan that works best for their school and staff. Principals should determine whether their school staff or an outside consultant will provide sexual healtheducation instruction. Any school may retain the services of an outside consultant, who has been approved by the Health and Wellness Materials Review Committee (HWMRC) to supplement its sexual healtheducation program or courses. If an outside consultant is unable to provide all of the components of sexual healtheducation as outlined in the NSES, the principal must ensure that trained school instructors or another approved consultant cover the remaining topics to fulfill the CPS Sexual HealthEducation Policy requirements for instruction. A listing of approved providers and supplemental materials is provided during Sexual HealthEducation Training, can be obtained through the OSHW or
Graduates from this Programme will know how to use best evidence medical education to make informed decisions for improving the standards of undergraduate, postgraduate and continuing health professions education (medical, dental, nursing and allied health) in Pakistan and abroad.
In the UK, the General Medical Council clearly stipulates that upon completion of training, medical students should be able to discuss the principles underlying the development of health and health service policy, including issues relating to health economics. In response, researchers from the UK and other countries have called for a need to incorporate health economics training into the undergraduate medical curricula. The Health Economics education website was developed to encourage and support teaching and learning in health economics for medical students. It was designed to function both as a forum for teachers of health economics to communicate and to share resources and also to provide instantaneous access to supporting literature and teaching materials on health economics. The website provides a range of free online material that can be used by both health economists and non-health economists to teach the basic principles of the discipline. The Health Economics education website is the only online education resource that exists for teaching health economics to medical undergraduate students and it provides teachers of health economics with a range of comprehensive basic and advanced teaching materials that are freely available. This article presents the website as a tool to encourage the incorporation of health economics training into the undergraduate medical curricula.
Under this arrangement, education, and therefore curriculum development, was until recently the responsibility of the States. With a lack of direct control from the Federal government, State Education Departments were free to pursue their own curricular agendas. Partly as a consequence of this, diversity was a feature in curricula across the various states (Vickers, 2008). An example of this diversity at the HPE level was the naming of the subject. In Victoria, the subject was known as Health and Physical Education (HPE); in New South Wales, it was called Personal Development, Health and Physical Education (PDHPE); in South Australia, it was Health and Personal Development (HPD); and in Tasmania it was called Health and Wellbeing. This lack of uniformity across the various States/Territories occurred not only in the naming the subject, but could also be seen in differences in curriculum. It emphasised some of the difficulties that potentially could occur when the national curriculum body considered the starting point of HPE for each State/Territory. This served to illustrate the difficulty of attempting to bring together the various State versions of HPE under the umbrella of the Australian Curriculum. Of primary importance was the difficulty of competing demands between the States and the outcomes that could be achieved. Grumet and Yates (2011, as cited in Brennan 2011) claimed that when there is competition, there is the possibility that the needs of one party could be thwarted or muted in order to address the needs of another.
A recent commentary  focused on diverse interpreta- tions and definitions of clinical and translational medicine. HealthEducation Specialists and health disparities researchers have a particular interest in translational health disparities research and community health. Health disparities have been defined as “systematic, plausibly avoidable health differences that adversely affect socially disadvantaged groups” (, p. S151). Health equity – the concept of social justice in health – thus involves addres- sing structural and societal barriers that get in the way of people being able to attain optimal health . The integra- tion of a “social mission” perspective  among clinical translational scientists has been prioritized, and it is im- portant for our public health colleagues to consider their own role in the translational research process. The phrase “from bench to bedside to curbside” is a common defin- ition of translational research among health disparities researchers . HealthEducation Specialists make
Global health at academic institutions: a growth industry As the field of global health emerges as its own academic and clinical discipline, medical schools in the U.S. are positioning themselves by establishing or strengthening related programs, centers, and institutes . These new entities are often charged with defining curricular and co-curricular opportunities, and their leaders are contributing to the discussion of competen- cies in global health [12–14]. An intraprofessional education committee of the Consortium of Universities for Global Health is providing important guidance in this area . A few schools are also taking a lead in the effort to disseminate this information without barriers, as exemplified by the freely available Global Health Delivery cases published by Harvard Business School, the open-access training modules by Unite for Sight, and all-access syllabi, readings, and taped lectures hosted by various U.S. universities or their open courseware partners such as EdX and Coursera. By broadening access, these new offerings are additionally helping to level the playing field in global healtheducation . In addition, a growing number of low- and middle-income countries, including (among many others) China, Thailand, Mexico, Rwanda, and South Africa, are now establishing their own global healtheducation centers and institutions [17, 18].
Financing health professional education entails the aggregate allocation of public and private resources to educational institutions. Public resources are mainly allocated by a country’s Ministry of Education and/or its Ministry of Health. Provincial and local/district governments can also devote part of their budget to finance educational institutions, but contributions from the latter to medical schools are usually low, except in the Western Pacific region (14). Governments’ financial support to health professional schools can take several forms, such as investment in infrastructure, equipment and operating revenues; (students, research and other) grants as well as different forms of contracting. Alternative sources of funding to public institutions can be grouped into three general categories. The first source is revenue generation or revenue replacement through the offering of paid services. The second category is student tuition. In Southeast Asia, the Americas and the Western Pacific region tuition is the most important source of income for 35% to 41% of medical schools and up to 50% of the Indian ones (14). The third source includes new types of investors, such as banks and new types of funders such as multilateral donors, foundations, expatriate nationals, alumni and professional bodies. The evidence suggests that the last source only represents a small percentage of all income sources, at least for medical schools (14).
Our searches identified a total of 44,054 citations. After screening titles and abstracts, we retrieved full text for 4072 studies focusing on different digital edu- cation interventions for health professions education. We identified 40 potentially eligible studies of which 21 studies were excluded for not meeting our inclu- sion criteria. Seventeen studies from 19 reports, com- prising of 14 individually randomised studies and three cluster randomised studies with 2382 partici- pants, were included (Fig. 1, Table 1) [16, 30–43, 46, 47]. One of the included cluster RCTs had three differ- ent reports . All seventeen included studies were published in English. Three studies focused on stu- dents (nursing students, medical students and emer- gency medicine students) while the remaining studies targeted post-registration healthcare professionals, mostly primary care physicians [30, 41, 47]. Except for one study from an upper middle-income country , all studies were from high-income countries with ten studies from the USA. Sample size ranged from 10 to 1054, with one third of studies having less than 50 participants. Ten studies reported that the interven- tion was delivered as part of a continuing medical education programme [16, 31, 33–36, 40, 42, 43, 46].
The goal of the Kinesiology Program at Santa Barbara City College is to prepare students to develop the fundamental understanding of the influence of human movement on the acquisition of physical skills, personal health and intellectual development. The study of Kinesiology is an academic discipline and an essential component of the general education process. Kinesiology contributes to the broader understanding of human development and the role that movement plays in cultural, social and personal expression. Students are advised to meet with an academic counselor to discuss the best combination of courses to take for their AA-T and to meet the requirements of the transfer institution to which they are intending to transfer. For example, requirements for the Baccalaureate Degree in Kinesiology vary from one institution to another. It is, therefore, essential to become familiar with the requirements of the institution a student plans to attend.
The health management course used the Atutor for teaching the students is a specialized course and some of the methodologies of teaching evolved over the period after taking the regular feedback on the online tool. The processes were created with the time. It has emerged as a process which facilitated the course effectively. The method used for the teaching has emerged with the rigorous of scientific method and references and the membership for the students was purely voluntary. This proved to be an effective tool to complement the regular class room teaching. It also reduces the burden of discussions, references, quizzes and so on and the instructor can concentrate much on the regular classes. There are literatures discussing only on the use of online tool for distant education. This paper showed the utility of such tools on the regular class room teaching.