Skip to main content
Top

Tip

Swipe om te navigeren naar een ander hoofdstuk

2019 | OriginalPaper | Hoofdstuk

2. Life course approach in obstetrics and gynaecology for patient care, education and research

Auteurs : Dr Sam Schoenmakers, Bart C. J. M. Fauser, Dr Mary E. W. Dankbaar, Carina G. J. M. Hilders, MD, PhD Professor Vincent W. V. Jaddoe, Leon F. A. G. Massuger, Joris A. M. van der Post, Eric A. P. Steegers

Gepubliceerd in: Textbook of Obstetrics and Gynaecology

Uitgeverij: Bohn Stafleu van Loghum

share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Summary

The life course approach in obstetrics and gynaecology respects the continuum of a woman’s life. The continuum is a one-way direction, which already starts preconceptionally with gametogenesis in the parental reproductive organs and is followed by consecutive life course stages, such as conception, foetal and placental growth and development, menopause and geriatric aging. Each individual’s life course is unique. Therefore, the life course approach should be personalized and context-based, providing an individualized path towards healthy aging, with specific attention for prevention, the social environment and the next generation. A life course-long healthcare approach necessitates reorganisation of the current health care system, research and medical training programmes, involving integration and transcendence of transmural and multidisciplinary care as well as crossing medical, paramedical and social domains.
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Woordenlijst
Non-communicable disease (NCD)
Chronic disease tending to be of long duration and slow progress, non-infectious and non-transmissible. They are the result of a combination of genetic, physiological, environmental and behavioral factors. The main types of NCDs are cardiovascular disease, chronic respiratory disease, diabetes and cancer. Importantly, people in low- and middle-income countries are disproportionately affected by NCDs (more than three quarters of global NCD deaths; approximately 32 million persons)
Omics
Refers to a field of study in biology ending in -omics, such as genomics, metabolomics and transcriptomics. It aims at the collective characterization and quantification of pools of biological molecules that translate into the structure, function, and dynamics of an organism or organisms
Transmural chain of care
Interfaces between primary, secondary and tertiary care in medicine. Various institutions and health professionals work together on particular care pathways
Societal valorisation
Application of new scientific discoveries and technology for the advantage of the wellbeing and health of patients within hospitals but also for the community at large
Context-based medicine
Individual patients’ care by which healthcare professionals adjust the practice of shared decision making to fit within the context of the individual patient. This indicates practicing medicine beyond the local implementation of external knowledge and purely evidence based medicine. Healthcare professionals coordinate actively joint decision making within the context of the patient and the social environment and focus on paying attention to listening instead of solely providing information
Literatuur
go back to reference Bates T. Managing technological change. San Francisco: Jossey-Bass; 2000. Bates T. Managing technological change. San Francisco: Jossey-Bass; 2000.
go back to reference Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. JAMA [Internet]. 2008;300(10):1181–96. CrossRef Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. JAMA [Internet]. 2008;300(10):1181–96. CrossRef
go back to reference Dankbaar MEW. Serious Games and Blended Learning; Effects on performance and motivation in medical education [Internet]. Rotterdam: Erasmus University Rotterdam, the Netherlands; 2015. Dankbaar MEW. Serious Games and Blended Learning; Effects on performance and motivation in medical education [Internet]. Rotterdam: Erasmus University Rotterdam, the Netherlands; 2015.
go back to reference Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest [Internet]. 2013;14(1):4–58. CrossRef Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest [Internet]. 2013;14(1):4–58. CrossRef
go back to reference Graaf JP de, Steegers EA, Bonsel GJ. Inequalities in perinatal and maternal health. Curr Opin Obstet Gynecol. 2013;25(2):98–108. CrossRef Graaf JP de, Steegers EA, Bonsel GJ. Inequalities in perinatal and maternal health. Curr Opin Obstet Gynecol. 2013;25(2):98–108. CrossRef
go back to reference Hattie J, Timperley H. The Power of Feedback. Rev Educ Res [Internet]. 2007 Mar 1 ;77(1):81–112. CrossRef Hattie J, Timperley H. The Power of Feedback. Rev Educ Res [Internet]. 2007 Mar 1 ;77(1):81–112. CrossRef
go back to reference Kuh DL, Wadsworth M, Hardy R. Women’s health in midlife: the influence of the menopause, social factors and health in earlier life. Br J Obstet Gynaecol. 1997;104(8):923–33. CrossRef Kuh DL, Wadsworth M, Hardy R. Women’s health in midlife: the influence of the menopause, social factors and health in earlier life. Br J Obstet Gynaecol. 1997;104(8):923–33. CrossRef
go back to reference Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res [Internet]. 2016;18(1):e2. CrossRef Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The effectiveness of blended learning in health professions: systematic review and meta-analysis. J Med Internet Res [Internet]. 2016;18(1):e2. CrossRef
go back to reference Merriënboer JJ van, Clark RE, Croock MB. Blueprints for complex learning: the 4C/ID-model. Educ Technol Res Dev [Internet]. 2002;50(2):39–61. CrossRef Merriënboer JJ van, Clark RE, Croock MB. Blueprints for complex learning: the 4C/ID-model. Educ Technol Res Dev [Internet]. 2002;50(2):39–61. CrossRef
go back to reference Mitchell GK, et al. Systematic review of integrated models of healthcare delivered at the primary-secondary interface: how effective is it and what determines effectiveness? Aust J Prim Health. 2015;21(4):391–408. CrossRef Mitchell GK, et al. Systematic review of integrated models of healthcare delivered at the primary-secondary interface: how effective is it and what determines effectiveness? Aust J Prim Health. 2015;21(4):391–408. CrossRef
go back to reference Paas F, Merrienboer JJG van, Gog TAJM van. Designing instruction for the contemporary learning landscape. APA Educ Psychol Handb. 2012;(October):335–57. Paas F, Merrienboer JJG van, Gog TAJM van. Designing instruction for the contemporary learning landscape. APA Educ Psychol Handb. 2012;(October):335–57.
go back to reference Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med [Internet]. 2006;81(3):207–12. CrossRef Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med [Internet]. 2006;81(3):207–12. CrossRef
go back to reference Sitzmann T, Kraiger K, Stewart D, Wisher R. The comparative effectiveness of web-based and classsroom instruction: a meta-analyses. Pers Psychol. 2006;59(3):623. CrossRef Sitzmann T, Kraiger K, Stewart D, Wisher R. The comparative effectiveness of web-based and classsroom instruction: a meta-analyses. Pers Psychol. 2006;59(3):623. CrossRef
go back to reference Spanjers IAE, Könings KD, Leppink J, Verstegen DML, Jong N de, Czabanowska K, et al. The promised land of blended learning: quizzes as a moderator. Educ Res Rev [Internet]. 2015;15:59–74. CrossRef Spanjers IAE, Könings KD, Leppink J, Verstegen DML, Jong N de, Czabanowska K, et al. The promised land of blended learning: quizzes as a moderator. Educ Res Rev [Internet]. 2015;15:59–74. CrossRef
go back to reference Steegers EA, et al. Societal valorisation of new knowledge to improve perinatal health: time to act. Paediatr Perinat Epidemiol. 2016;30(2):201–4. CrossRef Steegers EA, et al. Societal valorisation of new knowledge to improve perinatal health: time to act. Paediatr Perinat Epidemiol. 2016;30(2):201–4. CrossRef
go back to reference Stephenson J, Kuh D, Shawe J, et al. Why should we consider a life-course approach to women’s healthcare? Scientific Impact Paper No. 27. RCOG 2011. Stephenson J, Kuh D, Shawe J, et al. Why should we consider a life-course approach to women’s healthcare? Scientific Impact Paper No. 27. RCOG 2011.
go back to reference Wimmers PF, Splinter TAW, Hancock GR, Schmidt HG. Clinical competence: general ability or case-specific? Adv Heal Sci Educ. 2007;12(3):299–314. CrossRef Wimmers PF, Splinter TAW, Hancock GR, Schmidt HG. Clinical competence: general ability or case-specific? Adv Heal Sci Educ. 2007;12(3):299–314. CrossRef
Metagegevens
Titel
Life course approach in obstetrics and gynaecology for patient care, education and research
Auteurs
Dr Sam Schoenmakers
Bart C. J. M. Fauser
Dr Mary E. W. Dankbaar
Carina G. J. M. Hilders
MD, PhD Professor Vincent W. V. Jaddoe
Leon F. A. G. Massuger
Joris A. M. van der Post
Eric A. P. Steegers
Copyright
2019
Uitgeverij
Bohn Stafleu van Loghum
DOI
https://doi.org/10.1007/978-90-368-2131-5_2