CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Culture, health, and science: A multidisciplinary liberal arts alternative to the public health major
Tác giả
Morgan L.M.; Knight S.; Gubrium A.C.
Năm xuất bản
2016
Source title
International Quarterly of Community Health Education
Số trích dẫn
1
DOI
10.1177/0272684X16628716
Liên kết
Tóm tắt
Since the 2003 call by the Institute of Medicine to educate undergraduates in public health, various models have emerged for incorporating public health into the liberal arts and sciences. One model is a professionalized public health major that uses core public health competencies to prepare a workforce of health professionals. A second model offers a broad-based public health major rooted in liberal arts principles, resisting the utilitarian trend toward human capital formation. A third model resists even the label of "public health," preferring instead to introduce undergraduates to many ways of analyzing human health and healing. The multidisciplinary Culture, Health, and Science Program, based on six key commitments for preparing liberal arts students to analyze health and respond to global health challenges, is offered as an alternative to the public health major. © The Author(s) 2016.
Từ khóa
Liberal arts; Public health major; Undergraduate health education
Tài liệu tham khảo
Leider J., Castrucci B., Plepys C., Et al., Characterizing the growth of the undergraduate public health major: U.s. 1992-2012, Public Health Rep, 130, pp. 104-113, (2015); Albertine S., Persily N., Riegelman R., Back to the pump handle: Public health and the future of undergraduate education, Liberal Educ, 93, pp. 32-39, (2007); Bernheim R., Botchwey N., Dillingham R., Intentionality and integration in undergraduate global public health education, Peer Rev, 10, pp. 16-19, (2008); Riegelman R., Albertine S., Undergraduate public health at 4-year institutions: It's here to stay, Am J Prev Med, 40, pp. 226-231, (2011); The LEAP Challenge: Education for A World of Unscripted Problems, (2015); Albertine S., From the guest editor, Peer Review, (2009); Petersen D., Albertine S., Plepys C., Et al., Developing an educated citizenry: The undergraduate public health learning outcomes project, Public Health Rep, 128, pp. 425-430, (2013); Framing the future: The second 100 years of education for public health, Recommended Critical Component Elements of An Undergraduate Major in Public Health, (2012); Wykoff R., Khoury A., Stoots J., Et al., Undergraduate training in public health should prepare graduates for the workforce, Front Public Health, 2, (2015); Hill D., Ainsworth R., Partap U., Teaching global public health in the undergraduate liberal arts: A survey of 50 colleges, Am J Trop Med Hyg, 87, pp. 11-15, (2012); Liberal education, American Association of Colleges and Universities Website, (2015); Willis P., Learning to Labor: How Working Class Kids Get Working Class Jobs, (1981); Accreditation Criteria: Standalone Baccalaureate Programs, (2014); Applicants; Wykoff R., Khoury A., Stoots J.M., Et al., Undergraduate training in public health should prepare graduates for the workforce, Front Publ Health, 2, (2014); Public Health Major, (2015); Vanderbilt University Center for Health, Medicine, and Society, (2015); Metzl J.M., Hansen H., Structural competency: Theorizing a new medical engagement with stigma and inequality, Soc Sci Med, 103, pp. 126-133, (2014); Aelion C.M., Gubrium A.C., Aulino F., Et al., Bridging graduate education in public health and the liberal arts, Am J Public Health, 105, pp. S78-S82, (2015); Albertine S., Undergraduate public health: Preparing engaged citizens as future health professionals, Am J Prev Med, 35, pp. 253-257, (2008); Baccalaureate public health accreditation for sbps, Presented at the American Public Health Association Meetings New Orleans, (2014); Tarasenko Y.N., Lee J.M., U.S undergraduate education in public health: Hot or not?, Front Public Health, 3, (2015); Cronon W., Only connect ' the goals of a liberal education, The Am Scholar, 4, pp. 73-80, (1998); A New Era of Growth: A Closer Look at Recent Trends in Health Professions Education, (2013); Shore C., Audit culture and illiberal governance: Universities and the politics of accountability, Anthropological Theory, 8, pp. 278-298, (2008); George L., Burris R., Can college accreditation live up to its promise?, American Council of Trustees and Alumni, (2002); Gaston P.L., Higher Education Accreditation: How It's Changing Why It Must, (2014); Wendy B., Undoing the Demos: Neoliberalism's Stealth Revolution, (2015); Lambert H., Accounting for ebm: Notions of evidence in medicine, Soc Sci Med, 62, pp. 2633-2645, (2006); Storeng K., Behague D., Playing the numbers game" evidence-based advocacy and the technocratic narrowing of the safe motherhood initiative, Med Anthropol Q, 28, pp. 260-279, (2014); White F., The imperative of public health education: A global perspective, Med Prin Pract, 22, pp. 515-529, (2013); Metzl J., Kirkland A., Against Health: How Health Became the New Morality, (2010); Humphreys D., Kelly P., How liberal arts and sciences majors fare in employment: A report on earnings and longterm career paths, American Association of Colleges and Universities, 31, (2014)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Review
Open Access
Nguồn
Scopus