ABSTRACT
To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, health professions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the health professions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes.
Subject(s)
Community Health Planning/organization & administration , Competency-Based Education , Health Occupations/education , Curriculum , Education, Graduate , Humans , Internship, Nonmedical , Models, Educational , Virginia , WashingtonABSTRACT
Since biological responses to high sustained Gz (HSGz) are determined largely by field intensity and duration of exposure, a series of experiments was arranged to emphasize the effects of field intensity. Male Rhode Island Red chickens were given a single standard exposure of 1 min to a field, which increased from 5-18 +Gz for the series. Acceleration-induced changes were observed in heart rate during and after the treatment, and in lymphocyte frequency and body mass maintenance subsequently. Generally, there was an increasing bradycardia and lymphopenia, which was proportional to field strength. Above 13 G, normal growth and even the maintenance of a pre-treatment body mass were impaired.
