Health education after COVID-19: A time to revisit, revamp, and revitalize? - 30/03/23
Doi : 10.1016/j.ajic.2022.11.018
Malay Mody, MPH a, b, Kyle J. Gontjes, MPH b, c, ⁎ 
a Department of Physiology & Biophysics, Case Western Reserve University School of Medicine, Cleveland, OH
b Center for Research & Innovations in Susceptible Populations, University of Michigan Medical School, Ann Arbor, MI
c Department of Microbiology & Immunology, University of Michigan Medical School, Ann Arbor, MI
⁎Address correspondence to Kyle Gontjes, MPH, Department of Microbiology & Immunology, University of Michigan Medical School, 109 Zina Pitcher Pl., Rm. 3248, Ann Arbor, MI, 48109.Department of Microbiology & ImmunologyUniversity of Michigan Medical School109 Zina Pitcher Pl., Rm. 3248Ann ArborMI48109
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Highlights |
• | Health education is critical to promoting health literacy during formative years. |
• | Current health curricula represent reactive models of health. |
• | We advocate for use of proactive and multi-component models of health. |
• | The infectious disease community should be at the forefront of health education. |
• | Now is the time to revisit, revamp, and revitalize health education curricula in the United States. |
Plan
| Funding/support: Kyle J. Gontjes is supported by the National Human Genome Research Institute (training grant no. T32-HG000040) at the National Institutes of Health. e National Institutes of Health. |
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| Conflicts of interest: None to report. |
© 2022
Association for Professionals in Infection Control and Epidemiology, Inc.. Publié par Elsevier Masson SAS. Tous droits réservés.
Vol 51 - N° 4
P. 466-468 - avril 2023 Retour au numéro
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