Index
A
AAMC, see Association of American Medical Colleges
Accidents and injuries, 65
see also Violence
curricular database, 7
Curriculum Management and Information Tool (CurrMIT), 26
Liaison Committee on Medical Education (LCME), 7, 20, 26, 27-31, 50, 121
AIDS, see HIV infections
Alcohol use and abuse, 2, 59, 64, 77, 78
Alternative medicine, see Complementary and alternative medicine
American Association of Colleges of Osteopathic Medicine, 7, 50
Assessment methodologies
see also Tests and testing;
U.S. Medical Licensing Examination
committee study at hand, methodology, x, 1, 5, 9, 27-28
Curriculum Management and Information Tool (CurrMIT), 6, 7, 26-31, 51
databases covering, 1, 7, 21, 26-27, 31-32, 51
faculty development, 93
faculty qualifications, 12, 13, 20, 92
formal curriculum change process
evaluation, 95-96
needs assessment, 94
for integrated course content, 22
medical students’ understanding of behavioral/social science, 11, 97-98
specific university curricula, 37
Association of American Medical Colleges (AAMC), 6, 7, 9, 55, 121
database of curricula, 26, 31, 50-51
Attitudes and beliefs
see also Depression and anxiety;
Stress, psychosocial
patients, 125
physicians, 8, 10, 16, 23-24, 53, 66-67, 69-70 , 125-126
financial incentives, 85-86
health policy and economics, 84
toward pain, 60-61
“soft” behavioral/social sciences, 89
student satisfaction with curricula content, 30, 32, 95
Awards
B
Barriers to curricular change, see Policy issues,
barriers to curricular change
Behavioral risk factors, 2, 3, 4, 8, 15-16, 23, 53, 59-60, 63-67, 124-125, 128-129
see also Nutrition;
Stress, psychosocial
accidents and injuries, 65
alcohol use and abuse, 2, 59, 64, 77, 78
biopsychosocial model omits, 17, 23
diet, 28
economic incentives affecting, 85
sexual behavior, 48, 59-60, 64-65
as topic to be included in curricula, 1, 10, 11, 55, 56, 58, 63-67
violence, general, 65
C
CAM, see Complementary and alternative medicine
Canada, 26
Career development programs, 2, 12, 87-94, 133
Carnegie Foundation, 21
Chronic conditions, 2, 4, 10, 15, 56, 58, 59, 63, 64, 65, 67, 73
pain, 61
Communication skills, 4, 8, 23, 24, 29, 53, 128
see also Physician–patient interactions
collegial communications, 77
committee curricular recommendations, 56, 74-76, 130
counseling, 8, 23, 42, 54, 76, 77
cultural competence, 56, 80-81, 126
decision making and, 8, 53, 76, 78
specific university curricula, 34, 38, 42, 46
Community health, 127
committee curricular recommendations, 56, 73-74, 130
specific university curricula, 34, 38-40, 42, 44, 46
Complementary and alternative medicine (CAM), 10, 56, 79, 81-82
Continuing medical education, 8, 41, 53, 126
see also Faculty development
graduate medical education, x, 8, 53
Cost and cost-effectiveness, 3
as topic to be included in curricula, 10, 83, 85-86
Counseling by physicians, 8, 23, 42, 54, 76, 77
Cultural factors, see Sociocultural factors
Curriculum development awards, 2, 12, 91, 96-97
Curriculum Management and Information Tool (CurrMIT), 6, 7, 26-31, 51
D
Databases
assessment methodologies, 1, 7, 21, 26-27, 31-32, 51
committee recommendations, 50-51
curricular content, 1, 6, 7, 20-21, 26, 31, 50-51
Curriculum Management and Information Tool (CurrMIT), 6, 7, 26-31, 51
Decision making
clinical epidemiology, 28-29
informed consent, 31
patient-centered care, 16, 35, 41, 53, 76, 78
patient–physician communication and, 8, 53, 76, 78
see also Sociocultural factors
diversity of U.S. population, ix, 4, 10, 11, 17-18, 126
committee curricular recommendations, 10, 11, 56, 57, 58, 68, 69, 72, 79-82, 130
specific university curricula, 34, 36-37, 38, 43, 46
Demonstration projects, 13
Depression and anxiety, 25-26, 59, 60, 61, 62, 67, 71, 76
Diseases and disorders, 60
see also Behavioral risk factors;
End-of-life care;
Pain management;
Palliative care;
Stress, psychosocial
chronic, 2, 4, 10, 15, 56, 59, 64, 65, 73
chronic stress, 58, 59, 60, 61, 63
Drug abuse, see Substance abuse
E
Economic factors, 1
see also Awards;
Cost and cost-effectiveness;
Health policy and economics
biopsychosocial model omits, 17
funding changes, impacts on curricula, 13
funding for curriculum development, 12-13, 87, 88, 89, 90
curriculum demonstration projects, 13, 97
curriculum development awards, 2, 12, 91, 96-97
faculty, career development awards programs, 12, 87-88, 91-94
faculty development, general 93, 96
formal curriculum change process, 95, 96
funding for teaching and assessment skills, 88
health insurance, lack of, 84, 128-129
inequalities, impact on care, 56, 79-80, 86, 126-127, 129
as topic to be included in curricula, 1
committee recommendations, 10, 11-13, 56, 57, 83-86, 130, 131
specific university curricula, 35, 39, 43, 47
End-of-life care
see also Palliative care
committee curricular recommendations, 77, 130
specific university curricula, 35, 38, 43, 46
Epidemiology, 130
specific university curricula, 35, 38, 43, 46, 47
Ethics
committee curricular recommendations, 4, 10, 24-25, 56, 68-69
financial incentives, response to, 85-86
informed consent, 31
specific university curricula, 34, 43, 44
Ethnic groups, see Minority groups
Exercise, see Physical activity/inactivity
F
Faculty cooperation/resistance, x, 12, 49, 50, 54, 87, 89
attitudes toward behavioral/social sciences, 89
Faculty development, 49, 87-94, 132
assessment techniques, 93
career development programs, 2, 12, 87-88, 91-94
continuing medical education, 92-94
leadership, 5, 12, 87-88, 89, 90, 91-92, 94-95, 132
career development awards programs, 2, 12, 87-88, 91-94
teaching and assessment skills, funding, 88, 89-90
Faculty qualifications, 12, 13, 20, 22, 89, 92
Family medicine, 62-63
committee curricular recommendations, 58, 130
domestic violence, 35, 38, 43, 47, 127, 130
specific university curricula, 35, 38-40, 42, 43, 47, 48
Foreign countries, see International perspectives
Funding
changes, impacts on curricula, 13
curriculum development, 12-13, 87, 88, 89, 90
career development awards programs, 12, 87-88, 91-94
demonstration projects, 13, 97
faculty development, general, 93, 96
formal curriculum change process, 95, 96
teaching and assessment skills, 88
G
Graduate medical education, x, 8, 53
H
Health policy and economics, 128-129
see also Cost and cost-effectiveness;
Economic factors;
Funding
biopsychosocial model omits, 17
committee study, charge, ix-x, 5, 19-20
committee study methodology, x, 131
health insurance, 84, 128, 129
inequalities, 56, 79-80, 86, 126-127, 129
as topic to be included in curricula, 1
committee recommendations, 10, 11-13, 56, 57, 83-86, 130, 131
specific university curricula, 35, 39, 43, 47
Health Resources and Services Administration, 96
Historical perspectives, 20, 21-22, 24
behavioral risk factors, 15
integrated curriculum, 20, 21-22, 33
life-cycle theories, 60
variations in care, 86
HIV infections, 59-60
Human development/life cycle, 60, 124-125, 131
see also End-of-life care
specific university curricula, 35, 43, 47
I
Injuries, see Accidents and injuries
Insurance, see Health insurance, lack of
International perspectives, 5
Canada, 26
United Kingdom, 86
L
Leadership, 5, 12, 87-88, 89, 90, 91-92, 94-95, 132
career development awards programs, 2, 12, 87-88, 91-94
Liaison Committee on Medical Education (LCME), 7, 20, 28, 50, 121
Hot Topics, 27-31
standards for curricula integration, 26
M
Mind–body interactions, 2, 3, 16, 124, 125
see also Stress, psychosocial
somatization, 10, 23, 24, 56, 58, 61-62, 120
as topic to be included in curricula, x, 1, 5, 10, 11, 55, 56, 57, 58
Minority groups
diversity of U.S. population, ix, 4, 10, 11, 17-18, 126
committee curricular recommendations, 10, 11, 56, 57, 58, 68, 69, 72, 79-82, 130
specific university curricula, 34, 36-37, 38, 43, 46
pain, perceptions of, 61
Models and modeling
behavioral change, 65-66
biomedical, 17
biopsychosocial, 6, 12, 16-17, 23, 41
career development awards program, 2, 12, 87-88
chronic care, 73
combined biomedical/biopsychosocial, 12, 16, 17
formal curriculum change process, 94-96
life-cycle theories, 60
pain, 60-61
N
National Board of Medical Examiners (NMBE), 2, 88, 97, 98
faculty development, 93
U.S. Medical Licensing Examination, 1, 13, 88
National Heart, Lung, and Blood Institute, 96
National Institutes of Health
career development awards programs, 2, 12, 92
curriculum development awards programs, 96-97
database covering behavioral/social science curricula, 7, 51
demonstration projects, 13
Nutrition, 59
specific university curricula, 44
O
Ohio State University, 34-35, 94-95
Organizational factors
see also Health policy and economics;
Time factors;
terms beginning “Faculty...”
collegial communications, 77
committee curricular recommendations, 72-73 , 83
formal curriculum change process, 94-96
leadership, 5, 12, 87-88, 89, 90, 91-92, 94-95 , 132
career development awards programs, 2, 12, 87-88, 91-94
P
Pain management, 3-4, 10, 17, 60-61, 125
see also End-of-life care
committee curricular recommendations, 58, 131
specific university curricula, 35, 39, 44, 47
Palliative care, 131
see also End-of-life care
specific university curricula, 35, 40, 44, 47
Patient behavior, 63-67
see also Behavioral risk factors
as topic to be included in curricula, 1, 10, 11, 55, 56, 57
Patient health education
specific university curricula, 35, 40, 44, 47
Physical activity/inactivity, 59, 64
Physician–patient interactions, 1, 7, 8, 53-54
see also Communication skills;
Counseling by physicians
attitudes of physician, 8, 10, 16, 23-24, 53, 66-67, 69-70, 125-126
toward pain, 60-61
cultural competence, 56, 80-81, 126
decision making, 8, 53, 76, 78
patient-centered care, 16, 35, 41, 53, 76, 78
problematic patients, 77, 78-79, 128
somatization, 61-62
as topic to be included in curricula, x, 1, 10, 11, 56, 57, 74-79
Physician role and behavior, 127, 128
attitudes, 8, 10, 16, 23-24, 53, 66-67, 69-70, 125-126
financial incentives, 85-86
health policy and economics, 84
collegial communications, 77
financial incentives, responses to, 85-86
as topic to be included in curricula, x, 1, 5, 10, 11, 56, 57, 68-74, 77
well-being, 10, 11, 23, 56, 70-71
Policy issues, barriers to curricular change, 87-98
see also Strategies for curriculum change
committee recommendations, 11-13, 50-51, 54
committee study, charge, ix-x, 5, 19-20
committee study methodology, x
complexity of integrated curricula, 24-25
databases inadequate, 1, 20, 25-28, 31-32, 50-51, 90
faculty cooperation/resistance, x, 12, 49, 50, 54, 87
attitudes toward behavioral/social sciences, 89
standardization lacking, 6-7, 26, 50, 88
see also Economic factors;
Health policy and economics;
Leadership;
Strategies for curriculum change
as topic to be included in curricula, x, 1, 5, 10, 11
Population-based medicine, 132
specific university curricula, 35, 40, 44, 48
Postgraduate education, see Graduate medical education
Pre-med education, see Undergraduate education
Preventive medicine and health maintenance, 132
see also Behavioral risk factors
Q
Qualifications, faculty, 12, 13, 20, 92
Quality of care, 130
inequalities, 56, 79-80, 86, 126-127, 129
specific university curricula, 35, 39, 43, 47
end-of-life care
pain management
palliative care
R
Research methodology
see also Databases;
Models and modeling
behavioral and social sciences defined, 5
committee study at hand, charge, ix-x, 1, 4-5 , 18, 20, 52, 87
committee study at hand, methodology, x, 1, 5, 9, 27-33, 54-55, 88-89, 119-133
modified Delphi process, 9, 55, 119, 121-123
Curriculum Management and Information Tool (CurrMIT), 6, 7, 26-31, 51
S
Sexuality and sexual behavior, 59-60, 64-65
specific university curricula, 48
Small-group teaching methods, 21, 24, 27, 38-49 (passim), 89-90, 95, 130-132
Sociocultural factors, x, 1, 16, 62-63, 126-127, 133
accountability and responsibility, 10, 56, 68, 72
alternative medicine, 10
attitudes of physicians, 23-24
complementary and alternative medicine (CAM), 10, 56, 79, 81-82
cultural competence, 56, 80-81, 126
current curricular situation, 29
diversity of U.S. population, ix, 4, 10, 11, 17-18, 126
committee curricular recommendations, 10, 11, 56, 57, 58, 68, 69, 72, 79-82, 130
specific university curricula, 34, 36-37, 38, 43, 46
inequalities, 56, 79-80, 126-127, 129
pain, 61
substance abuse as curricular topic, 23, 77, 78, 132
Somatization, 10, 23, 24, 56, 58, 61-62, 120
Standardization
curricular databases, 6-7, 26, 50
teaching methods, 26
U.S. Medical Licensing Examination, 1, 13, 88
Strategies for curriculum change, 87-98
see also Awards;
Faculty development;
Leadership;
Organizational factors;
Standardization
committee recommendations, 11-13, 50, 87
committee study, charge, ix-x, 5, 19-20
Stress, psychosocial, 2-3, 56, 58-59, 60, 61, 66-67
see also Pain management;
Violence
depression and anxiety, 25-26, 59, 60, 61, 62, 67, 71, 76
immune system effects, 58-59
physician well-being, ix, 10, 11, 23, 56, 70-71
somatization, 10, 23, 24, 56, 58, 61-62, 120
Substance abuse, 34
see also Alcohol use and abuse
biopsychosocial models, 23
committee curricular recommendations, 23, 77, 78, 132
specific university curricula, 23, 35, 40, 44, 48
T
Teaching methods
career development programs, 91-92, 93
databases covering, 7, 21, 27, 51
existing information inadequate, 1, 20, 25-26
faculty qualifications, 12, 13, 20, 22, 89, 92
formal curriculum change process, 94, 96
historical perspectives, 21
integration of behavior and social sciences into curricula, 33, 36-37
problem-based learning, 35, 38-49, 89-90, 130-132
small-group, 21, 24, 27, 38-49 (passim), 89-90 , 95, 130-132
specific university curricula, 34-49
Tests and testing
see also Assessment methodologies;
U.S. Medical Licensing Examination
faculty development, 93
formal curriculum change process, 95
medical students’ understanding of behavioral/social science, 11, 97-98
Theoretical models, see Models and modeling
Time factors
behavioral/social sciences curricula
hours taught, 5-6, 26, 28, 29, 31, 32, 34, 50
timing of integration, 8-9, 11, 29, 31, 32, 34-49 (passim), 130-132
formal curriculum change process, 95-96
other disciplinary curricula, hours taught, 9
Tobacco use, see Smoking
U
Undergraduate education, x, 7-8, 53, 123
United Kingdom, 86
University of California, San Francisco, 32, 36-40 , 93
University of North Carolina, 23, 45-49, 98
University of Rochester, 24-24, 32, 41-45
U.S. Medical Licensing Examination, 1, 13, 88, 97-98
V
Violence, 65
