Pasarica Magdalena, Kay Denise, Bailey Monica, Daly Katherine, Yalim Asli C, Neely Laurie C, Díaz Desiree A, Asencio Denyi Canario, DeLeon Ardhys
Academic Health Science Center, University of Central Florida, Orlando, FL USA.
UCF College of Medicine, 6850 Lake Nona Blvd, Orlando, FL 32827-7408 USA.
Med Sci Educ. 2024 Dec 5;35(2):633-637. doi: 10.1007/s40670-024-02249-9. eCollection 2025 Apr.
A recent accreditation requirement for medical education calls for innovative approaches to creating a health promotion curriculum (HPC) and interprofessional education. We developed an interprofessional HPC focused on 10 evidence-based interventions (acceptance and commitment, active rest, emotional freedom, emotional intelligence, mindfulness, nutrition, physical activity, psychological detachment, sleep, yoga) that promote peer learning and skill enhancement with active, self-directed learning, practice activities, group interaction, and reflections for medical, nursing, physical therapy, social work, and counseling students. Quality improvement was performed using feedback from students and faculty. HPC was piloted with 552 learners, optimized, and redeployed with 132 learners. This approach and curriculum can be adopted by other institutions.
最近医学教育的一项认证要求呼吁采用创新方法来创建健康促进课程（HPC）和跨专业教育。我们开发了一个跨专业的HPC，重点关注10种循证干预措施（接纳与承诺、主动休息、情绪自由、情商、正念、营养、体育活动、心理超脱、睡眠、瑜伽），通过积极的自主学习、实践活动、小组互动以及医学、护理、物理治疗、社会工作和咨询专业学生的反思，促进同伴学习和技能提升。利用学生和教师的反馈进行质量改进。HPC在552名学习者中进行了试点，进行了优化，并在132名学习者中重新部署。其他机构可以采用这种方法和课程。
