Initial Health Training and the Health of Underprivileged Populations
Faya, Jean
Initial Health Training and the Health of Underprivileged Populations - 2003.
47
In France and across the globe, there are many underprivileged individuals, and their health status is often very fragile and unstable. The medical profession has to take a central position to confront these questions based upon its professional ethics, in terms of guidelines and duties. Medical professionals need to be prepared for tackling this problem. Based upon a survey carried out, this article demonstrates that medical students are indeed demanding this type of training. Future doctors must learn how to use specific tools and know how to integrate their activity in a public health approach, through multi-disciplinary work. This is precisely the role and responsibility of the University, as stated by the World Health Organization in the Arizona Charter and the creation of the UNISOL (University Solidarity) network. At present, many of the French medical schools offer courses on this subject in the third year, but it is placed too far down the line from the initial medical training, which also has the mission of presenting the student with different types and ways of practicing medicine. French universities have very limited direct contact with disadvantaged communities, and links with various health organisations which do deal with these communities are often lacking. However, there are many universities and medical schools abroad which have developed and established that which they refer to as “Community-oriented Medical Education”. It therefore appears to be important that new educational axes engage the University in its institutional duty and social response especially towards those who are in need the most.
Initial Health Training and the Health of Underprivileged Populations - 2003.
47
In France and across the globe, there are many underprivileged individuals, and their health status is often very fragile and unstable. The medical profession has to take a central position to confront these questions based upon its professional ethics, in terms of guidelines and duties. Medical professionals need to be prepared for tackling this problem. Based upon a survey carried out, this article demonstrates that medical students are indeed demanding this type of training. Future doctors must learn how to use specific tools and know how to integrate their activity in a public health approach, through multi-disciplinary work. This is precisely the role and responsibility of the University, as stated by the World Health Organization in the Arizona Charter and the creation of the UNISOL (University Solidarity) network. At present, many of the French medical schools offer courses on this subject in the third year, but it is placed too far down the line from the initial medical training, which also has the mission of presenting the student with different types and ways of practicing medicine. French universities have very limited direct contact with disadvantaged communities, and links with various health organisations which do deal with these communities are often lacking. However, there are many universities and medical schools abroad which have developed and established that which they refer to as “Community-oriented Medical Education”. It therefore appears to be important that new educational axes engage the University in its institutional duty and social response especially towards those who are in need the most.
Réseaux sociaux