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Can there be anyone in medicine who prefers sickness to health? In medical school it can sometimes seem that way. This textbook and companion teacher's guide are intended for instructors committed to teaching clinical prevention, but whose students may be equally committed to clinical pathology and its treatment.
These George Washington University clinical faculty offer a perfectly reasonable solution. If, so they have reasoned, students learn best in the clinical years through case studies, why not use that technique in helping them acquire skills in disease prevention? While this is not an original idea in teaching prevention, as committed clinicians they bring it off in quite convincing style.
The editors waste no time in confronting a familiar problem: how to introduce the terminology and methods of public health analyses into the curriculum. They implicitly recognize that too much of a good thing could ruin their intentions. A clever tactic is
Arnold CB. Putting Prevention Into Practice: Problem Solving in Clinical Prevention. JAMA. 1988;260(7):1007–1008. doi:10.1001/jama.1988.03410070135059
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