Morley Christopher P, Rosas Scott R, Mishori Ranit, Jordan William, Jarris Yumi Shitama, Competencies Work Group Family Medicine/Public Health, Prunuske Jacob
a Department of Family Medicine and Department of Public Health & Preventive Medicine , SUNY Upstate University , Syracuse , New York , USA.
b Concept Systems, Inc. , Ithaca , New York , USA.
Teach Learn Med. 2017 Jul-Sep;29(3):255-267. doi: 10.1080/10401334.2016.1268964. Epub 2017 Mar 2.
Phenomenon: The integration of public health (PH) competency training into medical education, and further integration of PH and primary care, has been urged by the U.S. Institute of Medicine. However, PH competencies are numerous, and no consensus exists over which competencies are most important for adoption by current trainees. Our objective was to conduct a group concept mapping exercise with stakeholders identifying the most important and feasible PH skills to incorporate in medical and residency curricula.
We utilized a group concept mapping technique via the Concept System Global Max ( http://www.conceptsystems.com ), where family medicine educators and PH professionals completed the phrase, "A key Public Health competency for physicians-in-training to learn is …" with 1-10 statements. The statement list was edited for duplication and other issues; stakeholders then sorted the statements and rated them for importance and feasibility of integration. Multidimensional scaling and cluster analysis were used to create a two-dimensional point map of domains of PH training, allowing visual comparison of groupings of related ideas and relative importance of these ideas.
There were 116 nonduplicative statements (225 total) suggested by 120 participants. Three metacategories of competencies emerged: Clinic, Community & Culture, Health System Understanding, and Population Health Science & Data. Insights: We identified and organized a set of topics that serve as a foundation for the integration of family medicine and PH education. Incorporating these topics into medical education is viewed as important and feasible by family medicine educators and PH professions.
现象：美国医学研究所敦促将公共卫生（PH）能力培训融入医学教育，并进一步将公共卫生与初级保健相结合。然而，公共卫生能力众多，对于当前学员应采用哪些能力最为重要，尚无共识。我们的目标是与利益相关者进行一次小组概念映射练习，确定纳入医学和住院医师课程中最重要且可行的公共卫生技能。
我们通过Concept System Global Max（http://www.conceptsystems.com）使用小组概念映射技术，家庭医学教育工作者和公共卫生专业人员完成这样的表述：“对于正在接受培训的医生来说，一项关键的公共卫生能力是……”，列出1至10条陈述。对陈述列表进行编辑以消除重复及其他问题；利益相关者随后对陈述进行排序，并对其整合的重要性和可行性进行评分。使用多维缩放和聚类分析来创建公共卫生培训领域的二维点图，以便直观比较相关概念的分组以及这些概念的相对重要性。
120名参与者提出了116条不重复的陈述（共225条）。出现了三类能力元类别：临床、社区与文化、卫生系统理解以及人群健康科学与数据。见解：我们确定并组织了一组主题，作为家庭医学与公共卫生教育整合的基础。家庭医学教育工作者和公共卫生专业人员认为将这些主题纳入医学教育既重要又可行。
