My former UC Berkeley classmates and I undertook a survey of medical school deans’
attitudes of health and human rights and its place in medical school curricula. Our
preliminary results were presented at the American Public Health Association 2006
National Conference. The abstract follows:

Valuing, vetting and visioning: Advancing health and human rights education in professional health

Wael Noor El-Nachef1, Jonathan Chevrier, MSc2, L. Emily Cotter, MPH2, Lisa Rahangdale, MD, MPH3,
Rohan Radhakrishna4, Sheri Weiser, MD, MPH5, and Vincent Iacopino, MD, PhD 6. (1) Feinberg School
of Medicine, Northwestern University, 303 East Chicago Avenue, Chicago, IL 60611, (2) School of Public
Health, University of California- Berkeley, 140 Warren Hall, Berkeley, CA 94720, (3) Department of
Obstetrics, Gynecology, and Reproductive Sciences, University of California- San Francisco, 1001 Potrero
Avenue, Ward 6D-8, San Francisco, CA 94110, (4) Joint Medical Program, University of California-
Berkeley/San Francisco, 570 University Hall, Berkeley, CA 94720, 785-220-4266,, (5)
Center for AIDS Prevention Studies, University of California- San Francisco, 50 Beale Street, Suite 1300,
San Francisco, CA 94105, (6) Physicians for Human Rights, 2 Arrow Street, Suite 301, Cambridge, MA

In 2002, the Health and Human Rights (HHR) Curriculum Project published a review of human rights
teaching in schools of public health, medicine, and nursing. The purpose of the review was to develop a
framework for discussions on future development of HHR curricula in graduate health education. Since this
time, events such as 9/11/01, Abu Ghraib, the Doha Declaration, and Hurricane Katrina have drastically
shifted public dialogue, as well as funding sources, around human rights. Other advances, including the
newly appointed UN Special Rapporteur on the Right to Health and growing global movements, such as the
People's Health Movement, necessitate the incorporation of concepts such as global equity and the right to
health into health professional curricula.

To assess changes that have occurred since the original HHR curriculum project review, a follow-up survey
of graduate health professional schools is currently being conducted. The purpose of this workshop is to
discuss the results of this analysis. This includes attempts to systematically incorporate HHR throughout
curricula, create HHR electives and certificate programs, develop HHR lecture series, establish HHR
internships, and secure sustainable funding. Beyond institutionalized attempts, student-initiated activities
such as film festivals, education and action weeks, and HHR organization affiliated chapters, have
furthered awareness and engagement in this field. The session will conclude with informants' suggestions
of how to advance HHR education at individual institutions including the development of online courses (
e.g. CME credits), case-based learning, and solicitation of funding for a national HHR education

Learning Objectives:

        Discuss the value of incorporating human rights principles and practice into public health, medical
         and nursing curriculum.
        Identify and critique five different methods currently used to promote health and human rights in
         health professional education.
        Articulate three potential approaches to advance future health and human rights education

Keywords: Human Rights, Education

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