Closing the “know-do” gap: training public health professionals in eating disorders prevention via case-method teaching

Authors

  • S. Bryn Austin ScD,

    Corresponding author
    1. Department of Social and Behavioral Sciences, Harvard School of Public Health, Boston, Massachusetts
    2. Division of Adolescent and Young Adult Medicine, Boston Children's Hospital, Boston, Massachusetts
    3. Department of Pediatrics, Harvard Medical School, Boston, Massachusetts
    • Division of Adolescent and Young Adult Medicine, Boston Children's Hospital, 300 Longwood Ave., Boston, MA 02115
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  • Kendrin R. Sonneville ScD, RD, LDN

    1. Division of Adolescent and Young Adult Medicine, Boston Children's Hospital, Boston, Massachusetts
    2. Department of Pediatrics, Harvard Medical School, Boston, Massachusetts
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Abstract

Expansion of our societies' capacity to prevent eating disorders will require strategic integration of the topic into the curricula of professional training programs. An ideal way to integrate new content into educational programs is through the case-method approach, a teaching method that is more effective than traditional teaching techniques. The Strategic Training Initiative for the Prevention of Eating Disorders has begun developing cases designed to be used in classroom settings to engage students in topical, high-impact issues in public health approaches to eating disorders prevention and screening. Dissemination of these cases will provide an opportunity for students in public health training programs to learn material in a meaningful context by actively applying skills as they are learning them, helping to bridge the “know-do” gap. The new curriculum is an important step toward realizing the goal that public health practitioners be fully equipped to address the challenge of eating disorders prevention. © 2013 by Wiley Periodicals, Inc. (Int J Eat Disord 2013; 46:533–537)

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