Admission requirements
See Brightspace for the admission requirements.
Only national students can apply.
Description
Please check this flyer for all the information you need.
In this minor, students are challenged to think about future developments and innovations within lifestyle medicine and primary health care. The minor includes topics across the lifespan related to maternal- and youth health care, general practice and elderly care medicine. This includes classes on maternal healthcare and the first 1000 days of life, population health management, lifestyle medicine, chronic disease and multimorbidity, disease self-management, climate impact of health care, syndemics, cultural aspects of disease and advance care planning.
Students will be asked to contemplate their role and responsibilities as future (primary care) physicians, and will learn about and reflect on state-of-the-art scientific developments. To do so, the minor adopts a problem-based approach, integrating a variety of themes in primary care case histories from the earliest moment of life to old age. The subject is taught through assignments and tutorials that use video excerpts and debating, as well as clinical activities and discussions with care providers and patients. Knowledge and skills towards motivational interviewing and cultural skills are developed via advanced skills workshops. The mini-internships will take place in general practice, elderly care medicine, and youth care/midwifery practice. In duos, students will write and present a Lifestyle medicine intervention and evaluation plan, selecting a topic related to chronic disease or the first 1000 days of life.
Course objectives
General learning objectives concerning academic and scientific development. The student is:
Able to report on the epidemiology of a (public) health problem in the target population
Able to research determinants of the health problem, and develop a logic model
Able to research behavior change techniques, and develop a logic model of change
Able to translate a logic model of change in feasible intervention elements
Able to find relevant literature about the topic and related evaluation methods in PubMed
Able to reflect critically on the adequacy of research methods used and the validity of the conclusions drawn in the literature found
Able to determine the scientific rigour and quality of (eHealth) interventions
Able to pitch the results of a scientific search and appraisal
Able to write an evaluation proposal in English in the form of a scientific report
Able to design a scientific presentation and present results of evaluation proposal
Specific learning objectives concerning academic and scientific development (the list below provides a summary of the learning objectives, all learning objectives specified per educational activity can be found in this course book)
After this minor, the student is aware of:
Population health management: Understand the different concepts of population health management, its major developments and different applications in practice
First 1000 days of life: Explain why the first 1000 days in life are crucial for transgenerational health outcomes, and how lifestyle and (lifestyle) interventions in this period might impact the quality of life and health outcomes of mothers and their offspring
Chronic disease: Explain the incidence, prevalence, pathophysiology, diagnosis and treatment of the top three chronic diseases in primary care practice (diabetes mellitus, cardiovascular disease and COPD)
eHealth: explain what eHealth is, which eHealth interventions are available, how they can be researched, and how its implementation in primary care practice might be impacted.
(eHealth) interventions for chronic disease: Explain what (eHealth) interventions are available to prevent or treat diabetes mellitus, cardiovascular disease, and COPD), and explain the intervention mechanisms that lead to effectivity.
Self-management: explain what self-management is, why it is important for prevention and treatment, and name examples of (eHealth) self-management interventions currently being used in primary care practice
Lifestyle: Explain why lifestyle (e.g., nutrition, physical activity) is essential for health throughout the life course and can name examples of interventions that can promote these lifestyle behaviours.
Ageing: Understand the process and determinants of (healthy) ageing, and can provide a multi-dimensional view of the ageing process
Syndemics: Understand the concept of syndemics and how to explore these combined medical and social problems.
Psycho-social/ cultural perspective on health and illness: Employ a psycho-social and cultural perspective on health and illness, and explain why cultural skills are needed to adequately communicate with a diverse patient population in primary care
Motivational interviewing (MI): understand what MI is, can use basic MI techniques in short consultations, and can explain how MI can benefit consultations in primary care
Reflect on themes in practice: can explain and reflect on how various themes from the half minor take shape in the clinical interaction between care provider and patient.
Timetable
All course and group schedules are published on MyTimeTable.
The exam dates have been determined by the Education Board and are published in MyTimeTable.
It will be announced in MyTimeTable and/or Brightspace when and how the post-exam feedback will be organized.
Mode of instruction
Lectures and working groups
Advanced skills workshops
Online learning modules
Clinical and research illustrations
Mini-internships in various settings
Preparative study assignments
Assessment method
Knowledge exam (20%)
Lifestyle medicine intervention pitch (20%)
Evaluation proposal (40%)
Presentation evaluation proposal (20%)
Reading list
For the complete reading list for the bachelor of Medicine, see the Study Materials List GNK 2024-2025.
Registration
Information about the registration process can be found on the Brightspace course Half Minors.
Contact
R.M.J.J. van der Kleij PhD, Assistant professor
Public Health & Primary Care, LUMC
m.j.j.van_der_kleij@lumc.nl
J.J. Aardoom PhD, Senior researcher
Public Health & Primary Care
j.j.aardoom@lumc.nl
A. Versluis PhD, Senior researcher
Public Health & Primary Care, LUMC
a.versluis@lumc.nl
A. Zijp
Public Health & Primary Care, LUMC
a.zijp@lumc.nl
M.E. Numans, MD, PhD Professor
Public Health & Primary Care , LUMC
m.e.numans@lumc.nl
Remarks
100% Attendance is compulsory during the half minor. In case of absence, students should inform the teacher and the coordinator by contacting the minor coordinators. In the case of a short absence, the student must submit a make-up assignment. In the case of more prolonged absences, the student will fail the minor. Absence at formative assessments must be compensated with a make-up assignment.