Clinical and public health education

How can public health academic departments best support access to good quality comprehensive health care?


Unger JP, Van Dessel P. Reorienting academic missions. In: Unger JP, De Paepe P, Sen K, Soors W, editors. International health and aid policies; the need for alternatives.Cambridge: Cambridge University Press, 2010:155-63.


An experience of continuous medical education mixing clinical and public health education with ex-cathedra teaching, in-service coaching, action and operational research (in Senegal)


Unger J.-P., Daveloose P., Bâ A., Toure Sene N. N., Mercenier P. Senegal Makes a Move towards the Goals of Alma Ata by Stimulating its Health Districts. World Health Forum1989; 10(3/4): 456-463.


An experimental program of continuous medical education for district medical officers combining clinical and public health concepts


Public Health Research and Training Unit of the ITM. The Training of District Medical Officers in the Organization of Health Services: a Methodology Tested in Senegal. Health Policy and Planning 1989; 4(2): 148-156.


Why is coaching so important in continuous medical education?


Unger J.-P., Ghilbert P., De Paepe P. e-Letter. Continuous medical education with(out) coaching? British Medical Journal4 May 2004;


A typology of medical knowledge and transmission methods specific to its categories in continuous medical education (in French)


Buron A., Unger J.-P., Van Damme W. L’apprentissage dans la formation d’adultes. Le cas de la formation des médecins généralistes. Ann Soc Belg Med Trop 1995; 75 Supplément 1: 13-25.


Why should clinical and public health education be combined (with examples from LMICs)? (in French)


Unger J.-P. Qu’attendre d’une amélioration de la formation des médecins généralistes dans les pays en développement ? Ann Soc Belg Med Trop1995; 75 Supplément 1: 7-12.