Presents a model linking health promotion, health education, and patient education. The bases for distinctions between health education, patient education, and clinical health promotion are examined. The linking elements of the model are patient role, relationships adopted, and focus of the encounter; i.e., disease process vs. disease management.…

Evaluation of professional performance in health promotion as well as the patient encounter itself should be placed in the broader context of the health care system as it occurs in the world. Integrating medical and non-medical aspects of care is a prerequisite to a good relationship with the patient. (Author/EMK)

This letter comments on other articles in this issue regarding clinical health promotion as the link between health promotion and patient education. Three criticisms are discussed: (1) the health illness continuum and the power of professional groups; (2) the theory practice gap; (3) the victim-blaming trap. (EMK)

Introduces computerized tailoring and provides a brief overview of its elements and applications as well as of the papers of this issue. The articles describe the application of behavioral change theories to this new approach, advantages of computer-tailored intervention over more general mass media approaches, their effectiveness and future…

Introductory exercise courses for sedentary, moderately overweight adults were developed. The underlying principles of the courses, their structure and contents, guidelines of instruction, and use of evaluation are described. Implementation of five weight-reduction courses and six exercise courses involving 209 participants is described;…