and substance abuse) do demonstrate a proclivity for integration into clinical clerkships. In addition, it would be desirable to know the correlation between overall student satisfaction with specific topics listed in Table 2-2c and other variables, such as the number of hours those topics are taught (Table 2-2a) and the frequency with which the topics are reinforced throughout the 4 years of medical education (Table 2-2b).

APPROACHES OF SELECTED MEDICAL SCHOOLS TO INTEGRATING BEHAVIORAL AND SOCIAL SCIENCE CONTENT INTO THEIR CURRICULA

To supplement information on curricular content and pedagogic methods available in the published literature, the committee conducted brief, ad hoc surveys of four selected medical schools. (For a more-detailed discussion of the methods used to obtain data on behavioral and social science content in medical school curricula, see Appendix A.) The four schools were the University of California, San Francisco, School of Medicine; University of Rochester School of Medicine; Ohio State University College of Medicine and Public Health; and University of North Carolina School of Medicine.

The survey was designed to obtain more in-depth information on the behavioral and social science content in medical school curricula today and to gather further information on useful approaches being taken by medical schools to incorporate such content. Given the constantly changing nature of medical school courses and curricula, the committee believed it important to communicate directly with a sampling of schools to obtain detailed information on their most recent experience with enhancing behavioral and social science content in their curricula. The contacted schools did not constitute a random sample, but became known to the committee in the course of its work as schools with different and substantial achievements in the incorporation of behavioral and social science topics into their curricula. The committee was, however, particularly impressed with the behavioral and social science curricula at the University of Rochester and the University of California, San Francisco. Box 2-1 lists schools with such programs as identified in the literature and through websites. Although this is not an exhaustive list, it does provide a small inventory of schools that can be contacted for more detail on the present state of their instruction in the behavioral and social sciences.

The above four schools were asked to complete a brief written questionnaire and identify a knowledgeable individual at their institution from whom supplemental information could be elicited in a telephone interview. (For a copy of the questionnaire, see Appendix A.) The resulting information is presented in Boxes 2-2 through 2-5. The charts following each box detail the behavioral and social science education provided at each of the schools. It should be noted that the information presented is strictly descriptive and not intended to be representative;



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