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Patrick Remington, University of Wisconsin-Madison, School of Medicine & Public HealthAssociate Dean for Public Health and Professor of Population Health Sciences

Call for Abstracts
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Abstract Deadline: October 16, 2012 at 11:59 pm

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Academic prevention operates at the interface of higher education, clinical prevention, and public health, meaning prevention educators must keep current on events and trends in multiple arenas. Economic conditions, political debates, new technologies, evolving pedagogies, changing accreditation standards, and expanding definitions of academic scholarship are creating both new challenges and new opportunities for prevention faculty and practice professionals.

We invite you to be part of the dialogue by participating in Teaching Prevention 2013. The two-day conference will feature a faculty development workshop, three plenary sessions, 10 oral presentation sessions, and a poster presentation and networking session. All activities will focus on thinking creatively about the knowledge, skills, infrastructure, and resources needed to practice and promote academic prevention.


Presenters are asked to submit abstracts for:
  1. Oral Presentation Only 
  2. Oral or Poster Presentation 
  3. Poster Presentation Only

Abstract presenters are required to register for the meeting. Oral presentations are expected to be 20 minutes in length plus Q&A. Poster presentations will be displayed during the evening poster reception on March 11. 

Abstracts must be 400 words or less and must address one of the four meeting topic areas:

1)  Developing and Delivering Courses and Learning Experiences

  • Adapting face-to-face courses for online or blended format delivery
  • Incorporating materials from online curriculum repositories (e.g. Merlot, MedEdPortal, PERC) or online webinar archives into courses
  • Creating active learning experiences and assessing student performance
  • Developing learner competence in communication, collaboration, and cross-cultural interaction (e.g., interacting with patients, interacting with community partners)
  • Developing learner competence in locating, reading, and synthesizing research studies
  • Teaching health informatics: managing clinical and population health data sources

2)  Developing and Administering Curricula and Academic Programs

  • Building academic public health departments
  • Partnering with clinics and community health centers for public health education
  • The importance of prevention education in meeting program accreditation standards and preparing students for certification exams
  • Program evaluation planning for CEPH accreditation
  • Funding opportunities for prevention education and research activities
  • Engaging community partners for service learning opportunities

3) Turning Faculty Teaching and Student Learning Into Educational Scholarship

  • Publishing teaching materials in online curriculum repositories
  • Disseminating outcomes from community partnerships, service learning, and educational research
  • Documenting education activities for the promotion and tenure process
  • Assessing education activities for the promotion and tenure process
  • Faculty development in educational scholarship

4)  Preparing health professionals for prevention practice

  • Trends in higher education and impact on prevention education
  • Changes in public health and health care systems and how to prepare health professionals for prevention practice
  • Implications of the Affordable Care Act for prevention practice and public health
  • Teaching health care professionals to practice in interprofessional settings


Contact Vera S. Cardinale, MPH at

1001 Connecticut Avenue, NW Suite 610  |  Washington, DC 20036

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