Syakurah Rizma Adlia, Adzani Shabrina Yunita, Saltike Alzena Dwi, Ramadhini Dhiya Silvi
Department of Public Health Sciences and Community Medicine, Faculty of Medicine, Sriwijaya University, Palembang, Indonesia.
J Educ Health Promot. 2018 May 3;7:63. doi: 10.4103/jehp.jehp_129_17. eCollection 2018.
Providing health promotion and communication learning opportunities for medical students practising their theoretical information into action, addressing the health problems, and trying to find suitable and feasible interventions is very much neededto learn and experience directly about healthrelated behavior in the community. Health promotion practice of PRECEDE-PROCEED model, is used as the foundation of this Family Outreach and Empowerment Program (FOEP). This study aims to implement and evaluate FOEP as an effective health promotion learning model for undergraduate medical students.
Two hundred and forty-four medical students joined the program for the whole weeks. The reports were evaluated to assess their activities throughout the process. Evaluation was done using the assessment checklists based on PRECEDE-PROCEED framework. Data collected from the assessment will be processed and analyzed using the IBM SPSS Statistics 22 program.
Two hundred and forty-four report's has been evaluated, the report's scores in the category very good is 136, good 64, enough 26, bad 12 and very bad 6. The main problem in FOEP is behavior (37,6%) and the most alternate intervention choosen is education (232).
The most intervention used by students for FOEP was education because it has been proven that can demonstrate feasibility, effectivity, increase knowledge control, and self-efficacy among disease.
Student's reports was already satisfied.
为医学生提供健康促进和交流学习机会，使其将理论知识付诸实践，解决健康问题，并尝试找到合适且可行的干预措施，对于直接学习和体验社区中的健康相关行为非常必要。PRECEDE-PROCEED模型的健康促进实践被用作本家庭外展与赋权项目（FOEP）的基础。本研究旨在实施并评估FOEP作为本科医学生有效的健康促进学习模式。
244名医学生参加了为期一整周的项目。对报告进行评估以评估他们在整个过程中的活动。评估使用基于PRECEDE-PROCEED框架的评估清单进行。从评估中收集的数据将使用IBM SPSS Statistics 22程序进行处理和分析。
已评估244份报告，报告成绩在“非常好”类别中的有136份，“好”的有64份，“足够”的有26份，“差”的有12份，“非常差”的有6份。FOEP中的主要问题是行为（37.6%），最常选择的替代干预措施是教育（232次）。
学生在FOEP中使用最多的干预措施是教育，因为事实证明它具有可行性、有效性，能增强对疾病的知识掌控和自我效能感。
学生的报告已令人满意。
