SynthesisGlobal health action2022
Medical educators' perspectives on the barriers and enablers of teaching public health in the undergraduate medical schools: a systematic review.
Synthesis in Global health action, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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Who cites it
8 citing papers in PubMed.
- Assessment of faculty members' perceptions towards community-oriented health professions education in Egypt: a concurrent convergent mixed-methods study.BMC medical education · 2026Article
- Learning about Inclusion Health in undergraduate medical education: a scoping review.BMJ open · 2025Article
- Neurology Undergraduate Medical Education: A Scoping Review.European journal of neurology · 2025Article
- Evaluating medical education in Brazil: analysis of the National Student Performance Exam 2023.Frontiers in medicine · 2025Article
- Enhancing Reflective Practice Using Prompts in Online Submission of Case Reports (OSCAR): An Exploratory Study Among Medical Students in Rural Longitudinal Integrated Clerkships.Perspectives on medical education · 2024Article
- What influences Indonesian medical educators' intentions to teach public health? A qualitative study.Korean journal of medical education · 2023Article
- The effect of training medical students in the community area in the midst of the Covid-19 pandemic in China: a community-based study.BMC medical education · 2023Article
- Application of artificial intelligence to the public health education.Frontiers in public health · 2022Review
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHaving relevant public health content in the undergraduate medical curriculum is critical to preparing medical doctors for emerging health issues and increased public health roles. Medical educators are central to this effort.
objectiveThis systematic review synthesises the most relevant and up-to-date evidence on medical educators' perspectives regarding the barriers and enablers on incorporating public health teaching in the undergraduate medical curricula.
methodsSeven databases were searched for articles published between 1 January 2010 and 31 December 2021. Articles were included if they were available in full-text English or Indonesian language, peer-reviewed, and focused on medical educators' perspectives on teaching public health in the undergraduate medical curricula. Findings were integrated to answer the review question using thematic analysis.
resultsTwenty-nine articles were included in the final review. Three major themes emerged: (i) space in the medical curricula, (ii) confidence/capabilities of medical educators, and (iii) institutional support. Overcrowded curricula, lack of consensus about the scope and level of public health to incorporate into teaching, ensuring the quality and the relevance of content with what is required in real practice, as well as inadequate institutional support are major challenges in teaching public health to medical students.
conclusionsIntegrating public health into other subjects is largely seen as a solution. This requires strong institutional support in the form of financial, logistic, and technical support; structured training for medical educators on how to incorporate the content into their subjects; and a recognition of the important role that public health educators play.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.