A large public health institute - one of the three at Tampere - handles the instruction in subjects related to behaviour and community medicine. The students meet patients already in the first term during the group instruction, take part in educational visits, and work for several different periods with the health and sick-care services. In the third year, 30 hours are devoted to a course on the doctor-patient relationship.
A survey is in progress of the training in geriatrics given in Europe, and the status of such training in the Nordic countries is reported here. The Nordic countries--particularly Sweden--have a fairly long tradition of basic training in geriatrics and the research possibilities are also comparatively good. But the distribution of professorships, university departments, and basic training in geriatric medicine are still uneven in the Nordic countries.
At the Nordic Federation of Medical Education congress on nutrition held at Lund in April 1991, it was agreed that nutrition should be allotted adequate space within the framework both of the preclinical and clinical curricula. A proposal was presented whereby a basic course in nutrition would be scheduled early in the general medical curriculum, together with clinical nutrition both integrated with other suitable clinical subjects and as a self-contained subject. The physician's role in a preventive capacity in the public health sector was discussed, as were research aspects of the subject.
A recent survey of medical management programmes at universities across the country showed manifest national differences to exist, both quantitative and qualitative. Using a questionnaire, the Swedish Society of Medical Management examined the programmes for physiotherapists, occupational therapists, social workers, nurses and physicians, with respect to such issues as leadership, self-awareness and communication, health economics, and administration. It was concluded that knowledge acquired differs between fields; that physiotherapy programmes tend to have a very didactic approach; that nurses are taught the importance of participation in developmental processes; that doctors are exposed to somewhat the same approach but to a large extent on a voluntary basis; and that social workers obtain good insight into the administrative skills necessary to their work. In the article it is concluded that students would benefit from orientation in the diverse approaches used in the other fields than their own, and that pooling of resources among different programmes might be a more economic alternative to current practice.