Teaching evidence-based prevention and health promotion to medical students: the experience of the Faculty of Medicine, University of Geneva
Laura Müller, Elsa Gaillard, Francesco Branca, Emilien Jeannot, Anahita Fazel Dehkordi, Dagmar Haller-Hester, Mathieu Nendaz, Antoine FlahaultAbstract
Background and aims
Prevention is central to primary care medical practice, yet integrating preventive activities alongside clinical care within a single consultation remains a persistent challenge. Knowledge of evidence-based preventive and health promotion interventions (EBPHPI) should be taught early in medical education. This study examined how EBPHPI are incorporated into the University of Geneva undergraduate medical curriculum (2024/2025), using U.S. Preventive Services Task Force Grade A, B, and D recommendations as a reference framework.
Methods
We searched the institutional online curriculum mapping platform to identify courses addressing 57 selected U.S. Preventive Services Task Force recommendations, grouped by topic and level of prevention. Of 1224 courses available in the platform, 572 were eligible and included in the analysis.
Results
Fifty-six of 57 recommendations were taught in the curriculum, and 123 of the 572 courses examined taught at least one recommendation. The most frequently taught recommendations closely mirrored Switzerland’s 10 disability-adjusted life year risk factors and causes of death. Cardiovascular disease was the most frequently covered theme; oral health was the least. The curriculum emphasized particularly primary prevention—notably smoking cessation and healthy lifestyles. EBPHPI was taught longitudinally across bachelor’s and master’s levels within a multidisciplinary framework.
Conclusions
Each discipline should continue embedding prevention into its teaching; as an educational strategy, we recommend developing a dedicated longitudinal course on EBPHPI to consolidate knowledge across the curriculum.