Incorporating Sexual and Reproductive Health Care in the Medical Curriculum in Developing Countries
Bibliographic record
Abstract
Medical educators have a responsibility to train physicians and other health professionals in the core competencies needed to improve the sexual and reproductive health of their communities. Yet sexual and reproductive health care is significantly under-represented in the basic educational curriculum for medical and other health professionals, as well as in continuing medical education and professional development programmes for practising physicians and other health professionals. The Commonwealth Medical Association Trust is developing a model curriculum on sexual and reproductive health that can be integrated into undergraduate medical education and used with appropriate amendments for continuing medical education. This paper outlines topics for inclusion in the curriculum and three strategies for incorporating core components of sexual and reproductive health in the curriculum—by developing themes that can be integrated into the general curriculum in a multi-disciplinary fashion, adding free-standing modules as electives, and delegating cross-cutting issues such as gender issues and adolescent reproductive health to courses run by other departments. It argues for the use of problem-solving and case-based learning methodologies, as well as lectures, as the best way to teach health professionals how to provide information, counselling and support for sexual and reproductive health, as well as to cover the range of prevention and treatment needs of women and men seeking these services.RésuméLes éducateurs médicaux doivent doter les médecins et autres professions de la santé des compétences nécessaires pour améliorer la santé génésique de leurs communautés. Pourtant, les soins de santé génésique sont nettement sous-représentés dans le programme d'études des personnels médicaux et de santé, ainsi que dans l'éducation permanente et les programmes de perfectionnement professionnel pour les médecins et autres personnels de santé en activité. Le Commonwealth Medical Association Trust prépare un modèle de curriculum en soins génésiques pouvant être utilisé par les écoles de médecine et, avec quelques changements, par l'éducation permanente. L'article décrit une méthodologie de définition du curriculum et trois stratégies pour inclure des éléments essentiels de santé génésique dans le curriculum—en développant des thèmes qui peuvent être intégrés dans le programme général de manière multidisciplinaire, en ajoutant des modules indépendants comme options, et en incluant des questions transversales comme les spécificités de chaque sexe et la santé génésique des adolescents dans des cours dispensés par d'autres départements. Il préconise l'utilisation de méthodologies d'apprentissage fondées sur la solution de problèmes et les études de cas, ainsi que les conférences, comme la meilleure manière d'apprendre aux professionnels de la santé à fournir des informations, des conseils et un appui en santé génésique, ainsi que de couvrir l'éventail des besoins de prévention et de traitement des femmes et des hommes recherchant ces services.ResumenLos educadores en medicina tienen la responsabilidad de capacitar a los médicos y otros profesionales de la salud para atender y mejorar la salud sexual y reproductiva de sus comunidades. Sin embargo, la atención en salud sexual y reproductiva está sub-representada en los planes de estudio básicos de medicina y las otras profesiones de la salud, y en los programas de desarrollo profesional y de perfeccionamiento para médicos y otros profesionales de la salud. The Commonwealth Medical Association Trust está elaborando un plan de estudios modelo de salud sexual y reproductiva que puede ser integrado en la educación médica de pregrado y adaptado para los programas de perfeccionamiento. Este artı́culo describe una metodologı́a para elaborar un plan de estudios y tres estrategias para incorporar los componentes centrales de la salud sexual y reproductiva en dicho plan, al desarrollar temas que se pueden integrar en el plan de estudios general de manera multidisciplinaria, agregando módulos independientes como materia electiva, y delegando los temas transversales —tales como la perspectiva de género y la salud reproductiva adolescente— a cursos impartidos por otros departamentos. Aboga a favor del uso de metodologı́as de aprendizaje basadas en la resolución de problemas y el estudio de casos, además de exposiciones orales, como las mejores formas de enseñar a los profesionales de la salud cómo prestar servicios de información, consejerı́a y apoyo, y cubrir además la gama de necesidades de prevención y tratamiento de las mejores y hombres que acuden a los servicios de salud sexual y reproductiva.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".