SUPPORT FOR INNOVATIVE CHILD HEALTH CURRICULA
AROUND THE WORLD
Hillman, Donald and
Elizabeth, University of Ottawa, Canada
Objective: To support development of
relevant, practical problem-oriented community-based child health curricula
for undergrad and postgrad education
Methods: Since 1969 the authors had
the opportunity of sharing paediatric curriculum development with
colleagues in East and South Africa, South America and Asia by facilitating
curricular development and revisions that:
l
support relevant knowledge,
skills and attitudes to meet priority child health needs of communities
served.
l
establish an academic base
and support operational research in PHC.
l
facilitate the local
production of health learning materials that include the new issues of
Paediatrics of the 21st century (Universal Child Health Curriculum-lPA)
Results:
l
PHC teaching integrated into
the existing curricula in Laos, Guyana, Malaysia, East and South Africa
l
Priority child health
problems identified using Morley Criteria for building Priori
community-based paediatric learning strategies strengthened.
l
PHC Manual for medical
students and other health professionals published and used by 11 African
medical schools.
Conclusions:
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PHC should be an integral
part of Social/Community Paediatric
l
Training in the prevention
and management of local priority health problems and Essential National
Child Health Research must be recognized as vital components to equitable
child and development.
l
The local production and
frequent updating of appropriate health learning materia supports the
involvement and commitment offacuity and students to meet health needs and
strengthen the capacity of their country's health program.
l
The powerful role of
community experience to strengthen the values of idealism, altruism and
service in future doctors was noted in most programs... however, the reward
system of many international faculties of Medicine continues to favour the
research scientist and gives little credit to excellence in teaching and
service.
A radical change in this value system and the
support of faculty members as role models and mentors for personal
qualities as well as professional competence and research is needed to
support appropriate values and attitudes of our students.