Public Health Educators in Medical Schools (PHEMS) Special Interest Group

Background

The Public Health Educators in Medical Schools Special Interest Group (SIG) is a forum for public health professionals to:

  • Enhance public health education for medical students in the UK;
  • Provide peer support and share good practice with public health educators in UK medical schools; and
  • Engage with external organisations such as the General Medical Council and the Medical Schools Council, on public health curriculum, teaching and assessment etc in medical schools.

Group Members

  • Public Health Academics in Medical Schools; and
  • Public Health Specialists, Public Health Registrars, FPH members interested in undergraduate public health teaching.

Governance

The PHEMS SIG reports to the Faculty's Academic Research Committee and is chaired by Professor Veena Rodrigues*, Deputy Dean, Norwich Medical School, UEA: v.rodrigues@uea.ac.uk and Dr Ellie Hothersall, Head of MBChB, Dundee Medical School: e.hothersall@dundee.ac.uk.

*Veena will hand over her co-chair role in April 2021 to Dr Bharathy Kumaravel, Senior Clinical Lecturer, University of Buckingham Medical School: bharathy.kumaravel@buckingham.ac.uk. 

Past events

  • Planetary Health and Public Health Curricula in Medical Schools (June 2019)
  • Threshold concepts, troublesome knowledge and the hidden curriculum - implications for public health teaching and learning (July 2018)
  • Looking to the Future: Developments in Public Health Education & Training (July 2017)
  • Contemporary Public Health: Recognising Teaching Excellence (June 2016)

Recent Publications

1) PHEMS. Revised Undergraduate Public Health Curriculum for UK medical Schools: A Consensus Statement, London: FPH, 2019.

2) Gillam S, Rodrigues V and Myles P. Public health education in UK medical schools – towards consensus. J Public Health, 2015; 38 (3) 522-525; DOI: 10.1093/pubmed/fdv069 Available at: http://jpubhealth.oxfordjournals.org/content/early/2015/06/03/pubmed.fdv069.full.pdf
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3) Hothersall E, Rodrigues V, Morris G, McLachlan JC and McAleer S. Making it fit: Examining the Assessment of Contextual Knowledge and Understanding in the Positivist Assessment Modality of Medical Education. Proceedings of EduLearn20, the 12th International Conference (virtual) on Education and New Learning Technologies, July 2020; DOI: 10.21125/edulearn.2020.0780.

4) Kumaravel, B., Jenkins, H., Chepkin, S. et al. A prospective study evaluating the integration of a multifaceted evidence-based medicine curriculum into early years in an undergraduate medical school. BMC Med Educ 20, 278 (2020). Available at: DOI: 10.1186/s12909-020-02140-2

5) Kumaravel, B., Hearn, J.H., Jahangiri, L. et al. A systematic review and taxonomy of tools for evaluating evidence-based medicine teaching in medical education. SystRev 9, 91 (2020). Available at: DOI: 10.1186/s13643-020-01311-y

6) Neve H, Hothersall E and Rodrigues V. Exploring Threshold Concepts in Population Health. The Clinical Teacher, 2019; 17 (3): 292-7. https://doi.org/10.1111/tct.13087 

7) Sheringham J, Lyon A, Jones A, Strobl J and Barratt H. Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning, Journal of Public Health; 2016; 38 (3):e316–e324, https://doi.org/10.1093/pubmed/fdv140

8) Vyas A, Rodrigues V, Ayres R, Myles Puja, Hothersall E and Thomas H. Public health matters: innovative approaches for  engaging medical students. Medical Teacher, 2017; 39 (4):402-8. DOI: 10.1080/0142159X.2017.1294753; Available at:
http://www.tandfonline.com/eprint/XjaYazeY8U9yjRjcJFGw/full

 

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