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Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula
FIGURE A-2 Results of electronic multiple-database search. The numbers in parentheses indicate the number of articles found in each database. The second number in parentheses (refined) indicates the number of articles that remained after nonrelevant articles had been eliminated. The following search terms were used: Medical, Faculty, Education, Undergraduate, Behavioral Sciences, and Social Sciences. Articles with the following terms as a primary focus were eliminated from the search to create the refined results: Distance Education, Informatics, Forensic/Autopsy, Residency, Health Professions other than physician, Medical Subspecialties, Career Planning, Nuclear Medicine, Master of Business Administration, and Bioterrorism. The search was limited by language (English) and year (1995–2003).
ited number of medical schools using a two-step data collection method. Four schools were selected and surveyed based on initial information that indicated their behavioral and social science program could serve as an example of current approaches being used. The survey consisted of two parts: a brief questionnaire completed by an official of the medical school, followed by a telephone interview with that individual. The four schools surveyed were Ohio State University College of Medicine; University of California, San Francisco, School of Medicine; University of Rochester Medical Center; and University of North Carolina School of Medicine.
MODIFIED DELPHI PROCESS
The committee used a modified Delphi process to establish the priority topics delineated in Chapter 3. The initial step was to establish a list of all possible topics in the behavioral and social sciences that could be included in a curriculum for medical students (see Box A-2). The topics on this list varied in subject area, specificity of material, and level of relevance to undergraduate medical school education. Background materials that aided in establishing the original list encompassed (1) relevant, evidence-based articles and reports in the literature; (2) presentations to the committee by content experts and medical school representatives; (3) literature and other material from the Association of American Medical Colleges and the Liaison Committee on Medical Education; (4) considerations related to the health of the public, driven mainly by root causes of morbidity and