Health Fairs as a Unique Teaching Methodology

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

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

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
Pages (from-to)48-51
Number of pages4
JournalTeaching and Learning in Medicine
Volume11
Issue number1
StatePublished - Dec 1 1999
Externally publishedYes

Fingerprint

Health Fairs
Teaching
Students
methodology
Patient Education
health
student
Health Promotion
Vision Screening
Learning
Papanicolaou Test
education
Preventive Medicine
Social Welfare
community service
publicity
Patient Satisfaction
Medical Students
Health Education
health promotion

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Fournier, A. M., Harea, C., Ardalan, K., & Sobin, L. (1999). Health Fairs as a Unique Teaching Methodology. Teaching and Learning in Medicine, 11(1), 48-51.

Health Fairs as a Unique Teaching Methodology. / Fournier, Arthur M.; Harea, Cristina; Ardalan, Katherine; Sobin, Lucia.

In: Teaching and Learning in Medicine, Vol. 11, No. 1, 01.12.1999, p. 48-51.

Research output: Contribution to journalArticle

Fournier, AM, Harea, C, Ardalan, K & Sobin, L 1999, 'Health Fairs as a Unique Teaching Methodology', Teaching and Learning in Medicine, vol. 11, no. 1, pp. 48-51.
Fournier AM, Harea C, Ardalan K, Sobin L. Health Fairs as a Unique Teaching Methodology. Teaching and Learning in Medicine. 1999 Dec 1;11(1):48-51.
Fournier, Arthur M. ; Harea, Cristina ; Ardalan, Katherine ; Sobin, Lucia. / Health Fairs as a Unique Teaching Methodology. In: Teaching and Learning in Medicine. 1999 ; Vol. 11, No. 1. pp. 48-51.
@article{658a3966a52c4e5dab4fe42e95930483,
title = "Health Fairs as a Unique Teaching Methodology",
abstract = "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.",
author = "Fournier, {Arthur M.} and Cristina Harea and Katherine Ardalan and Lucia Sobin",
year = "1999",
month = "12",
day = "1",
language = "English",
volume = "11",
pages = "48--51",
journal = "Teaching and Learning in Medicine",
issn = "1040-1334",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Health Fairs as a Unique Teaching Methodology

AU - Fournier, Arthur M.

AU - Harea, Cristina

AU - Ardalan, Katherine

AU - Sobin, Lucia

PY - 1999/12/1

Y1 - 1999/12/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=0033439051&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0033439051&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:0033439051

VL - 11

SP - 48

EP - 51

JO - Teaching and Learning in Medicine

JF - Teaching and Learning in Medicine

SN - 1040-1334

IS - 1

ER -