ABSTRACT
This chapter explores the possibilities of how curricula can achieve the goal of enabling students to gain basic knowledge and skills for promoting health, without having had exposure to explicitly defined health promotion content. Health promotion is eclectic, drawing on many research and practice paradigms, with interventions being based on a synthesis of evidence and skills. Modifiable determinants of health and disease may be acted upon as follows: medical and pharmacological intervention, reference to implementation of policy and screening others also likely to be at risk. The term behavioural science is far reaching and may include health promotion, explicitly or implicitly. Human rights and ethics teaching offer further ways of exploring health promotion. During clinical work students need to attend to personal and patient hygiene, display aseptic techniques, communicate appropriately with the patient, fellow students, teachers and colleagues and consider the impact of any of these activities on the well-being of the patient.
