The health-promoting schools approach has gained momentum in the last decade with many jurisdictions providing guidelines and frameworks for general implementation. Although general agreement exists as to the broad strokes needed for effectiveness, less apparent are local implementation designs and models. The Battle River Project was designed to explore one such local implementation strategy for a provincial (Alberta, Canada) health promoting schools program. Located in the Battle River School Division, the project featured a partnership between Ever Active Schools, the school division and the local health authority. Case study was used to come to a greater understanding of how the health promoting schools approach worked in this particular school authority and model. Three themes emerged: participation, coordination and, integration.
The article considers main-directions of development of Moscow health care including implementation of program of modernization of metropolitan health care and three-level system of medical care support of population.
The five Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have a long tradition of collaboration in communicable disease epidemiology and control. The state epidemiologists and the immunisation programme managers have met regularly to discuss common challenges and exchange experiences in surveillance and control of communicable diseases. After the three Baltic countries (Estonia, Latvia and Lithuania) regained independence in 1991 and the Soviet Union dissolved, contacts were made across the old iron curtain in several areas, such as culture, education, business, military and medicine. Each of the Nordic communicable disease surveillance institutes started projects with partners in Estonia, Latvia, Lithuania or the Russian Federation. The projects were in such diverse areas as HIV surveillance and prevention, vaccination programmes and antibiotic resistance.
Prior to the early 1980s, two Winnipeg hospitals provided hemodialysis for all patients in Manitoba with chronic renal failure. Because no other hemodialysis centres existed, families were forced to relocate to the city. Because of these factors, the Manitoba Renal Failure Advisory Committee proposed the development of an outreach hemodialysis program. Under the auspices of the Health Sciences Centre in Winnipeg, this outreach program has evolved into the current Manitoba Local Centre Dialysis Program. Hemodialysis services are now available in an additional seven health care centres throughout Manitoba and northwestern Ontario. This program has benefited many and in some instances, families previously separated by distances of up to 500 miles have been reunited. Creativity has been one of the most essential ingredients in the evolution of this unique program.
The article substantiates the necessity to develop public health strategy considering the processes of demographic, social, economic progression of society. The core issue in these conditions is human capital and its component--health capital as an integral reflection of different characteristics of population. The definitions of these notions in a social hygienic aspect are presented. The main stages of development of the health strategy such as formation of strategic planning elements, human capital valuation, population health and health capital losses, evaluation of potential demand in medical technologies, medical organizational measures implementation and their input into development of human capital are considered. These positions are supported as determinants of effectiveness of health strategy.
The purpose of this study was to understand more completely the (tacit) curriculum design models of medical faculty. We report on two research questions: (1) Can medical faculty give an account of their curriculum design assumptions? and (2) What are their assumptions concerning curriculum design?
We conducted an explorative, qualitative case study. We interviewed educational decision makers at the three Danish medical schools and associate professors from different courses concerning curriculum design. We carried out four individual, in-depth interviews and four focus groups with 20 participants in all.
Only one decision maker had an explicit curriculum design model. However, all participants had assumptions concerning curriculum design. We displayed their assumptions as five essentially different and increasingly complex models: the method-driven, pragmatically driven content-driven, outcome-driven and vision-driven curriculum design models. In the five models, the role of learning outcomes differs. The differences range from a belief that learning outcomes are essential, to a belief that learning outcomes are unimportant, to a belief that learning outcomes are incompatible with higher education. Finally, we found that teachers do not necessarily play a clear, central role in curriculum design.