to implementing curricula change and approaches to overcoming these barriers should be considered.
To address the tasks described above, the committee met five times between December 2002 and October 2003, and cast a broad net to capture the relevant information. It held public meetings with medical schools and other organizations to explore and discuss relevant information regarding the status of teaching behavioral and social science in medical schools. The committee also reviewed and considered information from the published literature, medical school websites, and a variety of other sources. (See Appendix A for details regarding the methods that the committee used to address the statement of task.)
Each chapter of this report responds to one of the three tasks listed above. Chapter 2 reviews and describes currently available information on the incorporation of the behavioral and social sciences into undergraduate medical education. Included is a brief historical overview of curriculum changes in medical schools. Chapter 3 expands on the importance of including the behavioral and social sciences in medical school curricula. It also presents the 26 priority topics identified by the committee, along with the rationale for their selection. Included as well is a description of the type of content that would enable medical students to demonstrate competency in these areas. Chapter 4 provides an overview of successful strategies for creating and sustaining curriculum change in multiple areas of medical education. These strategies are discussed as they apply to behavioral and social science content and are accompanied by an analysis of the influence of national examinations on curricular content.