Family and community medicine and the university. SESPAS report 2010

• Published in: Gaceta sanitaria Vol. 26 Suppl 1; p. 69
• Main Authors: Casado Vicente, Verónica, Bonal Pitz, Pablo, Cucalón Arenal, José Manuel, Serrano Ferrández, Elena, Suárez Gonzalez, Félix
• Format: Journal Article
• Language: Spanish
• Published: Spain 01.03.2012
• Subjects: Career Choice; Clinical Competence - standards; Community Medicine - education; Community Medicine - legislation & jurisprudence; Community Medicine - organization & administration; Curriculum - standards; Education, Medical - standards; Europe; Faculty, Medical; Family Practice - education; Family Practice - legislation & jurisprudence; Family Practice - organization & administration; Guidelines as Topic; Health Services Needs and Demand; Hospitals; Humans; International Cooperation; Medicine; Models, Organizational; National Health Programs - legislation & jurisprudence; National Health Programs - organization & administration; Patient-Centered Care; Primary Health Care - manpower; Schools, Medical - legislation & jurisprudence; Schools, Medical - organization & administration; Spain; Europe; Spain
• ISSN: 1578-1283

Family and community medicine is an academic subject, a medical specialty and a health profession with distinct dimensions: healthcare, teaching, research and management. In this discipline, the object of knowledge is the person, understood as a whole. Family medicine, as an academic subject, and primary care, as a health education setting, should be incorporated into the core graduate and postgraduate curricula. The absence of these elements leads to training bias and has major repercussions on quality, coordination and patient safety. The development of the Health Professions Act and the construction of the European Higher Education Area (EHEA) have created a favorable climate for the presence of this discipline in the university. Since the 1960s, family medicine has been consolidated as an academic subject with its own departments in almost all European universities, and a significant number of family physicians are teachers. A balance has been achieved between the hospital-based system (based on theory, disease, and the biological model) and the patient-centred model (based on problem solving, community-oriented and the bio-psycho-social model). The introduction of family and community medicine as a specific subject, and as a transverse subject and as an option in practicals, represents the adaptation of the educational system to social needs. This adaptation also represents a convergence with other European countries and the various legal requirements protecting this convergence. However, this new situation requires a new structure (departments) and faculty (professors and associate and assistant professors).