TY - JOUR
T1 - Health promotion and disease prevention in the education of health professionals: a mapping of European educational programmes from 2019
T2 - a mapping of European educational programmes from 2019
AU - Patja, Kristiina
AU - in 't Veld, Tessa Huis
AU - Arva, Dorottya
AU - Bonello, Marjorie
AU - Pees, Rana Orhan
AU - Soethout, Marc
AU - van der Esch, Martin
AU - Huis in ‘t Veld, Tessa
N1 - Funding Information: We want to thank Ms. Lucienne Berenschot from Ecorys for her contributions and also the Scientific Foundations of Education Research Program of the Hungarian Academy of Sciences for the contributions of our corresponding author (D.A.). Funding Information: Open access funding provided by Semmelweis University. This study was funded by the Consumers, Health, Agriculture and Food Executive Agency (Chafea) in years 2018–2020. Service contract: 2017 71 24. Publisher Copyright: © 2022, The Author(s).
PY - 2022/12/1
Y1 - 2022/12/1
N2 - Background: Health professionals face barriers in carrying out effective health promotion and disease prevention. To indicate what are the needs for curriculum development in educational programmes, this study aims to provide an overview of how various health professionals are currently trained in health promotion and disease prevention at different educational levels. Methods: In 2019, a descriptive mapping exercise was performed focusing on European programmes for different health and healthcare professionals at the three levels of education (undergraduate, postgraduate, and continuous professional development [CPD]). Data were collected by a self-developed online survey that was distributed using a modified snowball method. Results: A total of 186 educational programmes of 17 different health professionals were analysed, implemented in 31 countries (60% were undergraduate, 30% postgraduate and 10% CPD programmes). Nearly all programmes indicated that expected outcomes were defined on knowledge (99%), skills (94%) and behaviours/attitudes (89%) regarding health promotion and disease prevention. A multidisciplinary approach was reported to be applied by 81% of the programmes. Traditional teaching methods such as lectures (97%) and assignments (81%) were dominant, while e-learning was less frequently used (46%). Digitalization in health promotion and digital health coaching were the least addressed topics in most programmes. Conclusions: Health promotion and disease prevention are reported at all surveyed levels of education for a broad spectrum of health professionals. Educational programmes cover contents on knowledge, skills, and behaviours. There is a need for capacity building and joint development in health promotion education. Specifically, there is a need to include digitalisation and novel teaching in the educational programmes of health promotion and disease prevention.
AB - Background: Health professionals face barriers in carrying out effective health promotion and disease prevention. To indicate what are the needs for curriculum development in educational programmes, this study aims to provide an overview of how various health professionals are currently trained in health promotion and disease prevention at different educational levels. Methods: In 2019, a descriptive mapping exercise was performed focusing on European programmes for different health and healthcare professionals at the three levels of education (undergraduate, postgraduate, and continuous professional development [CPD]). Data were collected by a self-developed online survey that was distributed using a modified snowball method. Results: A total of 186 educational programmes of 17 different health professionals were analysed, implemented in 31 countries (60% were undergraduate, 30% postgraduate and 10% CPD programmes). Nearly all programmes indicated that expected outcomes were defined on knowledge (99%), skills (94%) and behaviours/attitudes (89%) regarding health promotion and disease prevention. A multidisciplinary approach was reported to be applied by 81% of the programmes. Traditional teaching methods such as lectures (97%) and assignments (81%) were dominant, while e-learning was less frequently used (46%). Digitalization in health promotion and digital health coaching were the least addressed topics in most programmes. Conclusions: Health promotion and disease prevention are reported at all surveyed levels of education for a broad spectrum of health professionals. Educational programmes cover contents on knowledge, skills, and behaviours. There is a need for capacity building and joint development in health promotion education. Specifically, there is a need to include digitalisation and novel teaching in the educational programmes of health promotion and disease prevention.
KW - Disease prevention
KW - Education
KW - Health professionals
KW - Health promotion
KW - Non-communicable diseases
KW - Teaching methods
UR - http://www.scopus.com/inward/record.url?scp=85141654285&partnerID=8YFLogxK
U2 - https://doi.org/10.1186/s12909-022-03826-5
DO - https://doi.org/10.1186/s12909-022-03826-5
M3 - Article
C2 - 36369021
SN - 1472-6920
VL - 22
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 778
ER -