Health Fairs as a Unique Teaching Methodology

Arthur M. Fournier, Cristina Harea, Katherine Ardalan, Lucia Sobin

Research output: Contribution to journalArticlepeer-review

14 Scopus citations


Background: This article describes community-based, student-run health fairs and discusses how students learn, through a variety of processes, strategies for patient education, prevention, and community service. Description: Medical student volunteers organize themselves into committees and spend the year prior to each fair addressing the logistics, financing, publicity, and training required for a community-based health fair. On the day of the fair, students provide an array of patient education, health promotion, and health screening services. Later, students return to a follow-up fair to review with patients results of laboratory studies. Evaluation: In 1997, two hundred thirteen 1st- and 2nd-year students and 18 voluntary faculty provided health education and preventive services to 703 patients, including 450 blood pressure checks, 203 vision screenings, 71 Pap smears and breast exams, and 77 immunizations. Patient satisfaction was high: 93% of patients rated the experience as good or excellent. Conclusion: The health fair mode has proven to be an excellent way to teach clinical, organizational, patient education, and preventive medicine skills to 1st- and 2nd-year students. The methodology relies heavily on service learning, peer teaching, and learning through responsibility.

Original languageEnglish (US)
Pages (from-to)48-51
Number of pages4
JournalTeaching and learning in medicine
Issue number1
StatePublished - 1999
Externally publishedYes

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Health Fairs as a Unique Teaching Methodology'. Together they form a unique fingerprint.

Cite this