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Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula PDF

169 Pages·2004·4.05 MB·English
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http://www.nap.edu/catalog/10956.html We ship printed books within 1 business day; personal PDFs are available immediately. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula Patricia A. Cuff, Neal Vanselow, Editors, Committee on Behavioral and Social Sciences in Medical School Curricula ISBN: 0-309-53001-6, 168 pages, 6x9, (2004) This PDF is available from the National Academies Press at: http://www.nap.edu/catalog/10956.html Visit the National Academies Press online, the authoritative source for all books from the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council: • Download hundreds of free books in PDF • Read thousands of books online for free • Explore our innovative research tools – try the “Research Dashboard” now! • Sign up to be notified when new books are published • Purchase printed books and selected PDF files Thank you for downloading this PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department toll- free at 888-624-8373, visit us online, or send an email to Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html Improving Medical Education Enhancing the Behavioral and Social Science Content of Medical School Curricula Committee on Behavioral and Social Sciences in Medical School Curricula Board on Neuroscience and Behavioral Health Patricia A. Cuff and Neal A. Vanselow, Editors Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Insti- tute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. This study was supported by Award No. N01-OD-4-2139, Task Order No. 112, and Grant No. 046078 between the National Academy of Sciences and the National Institutes of Health, Office of Behavioral and Social Science Research and The Robert Wood Johnson Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the organi- zations or agencies that provided support for this project. International Standard Book Number 0-309-09142-X (Book) International Standard Book Number 0-309-53001-6 (PDF) Library of Congress Control Number: 2004105404 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334- 3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. For more information about the Institute of Medicine, visit the IOM home page at: www.iom.edu. Copyright 2004 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of recorded history. The serpent adopted as a logotype by the Institute of Medicine is a relief carving from ancient Greece, now held by the Staatliche Museen in Berlin. Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html “Knowing is not enough; we must apply. Willing is not enough; we must do.” —Goethe Adviser to the Nation to Improve Health Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Bruce M. Alberts is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Wm. A. Wulf is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Academy of Sci- ences to secure the services of eminent members of appropriate professions in the exami- nation of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Insti- tute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Acad- emies and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. Wm. A. Wulf are chair and vice chair, respectively, of the National Research Council. www.national-academies.org Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html COMMITTEE ON BEHAVIORAL AND SOCIAL SCIENCES IN MEDICAL SCHOOL CURRICULA NEAL A. VANSELOW (Chair), Tulane University Health Sciences Center ROBERT DAUGHERTY, JR., University of South Florida College of Medicine PEGGYE DILWORTH-ANDERSON, School of Public Health, Health Policy and Administration, and Center for Aging and Diversity/Institute on Aging, University of North Carolina at Chapel Hill KAREN EMMONS, Harvard School of Public Health; Dana-Farber Cancer Institute EUGENE K. EMORY, Department of Psychology and Department of Psychiatry and Behavioral Sciences, Emory University DANA P. GOLDMAN, RAND Corporation; University of California Los Angeles School of Medicine and School of Public Health TANA A. GRADY-WELIKY, University of Rochester School of Medicine and Dentistry THOMAS S. INUI, Regenstrief Institute for Health Care; Indiana University School of Medicine DAVID M. IRBY, University of California San Francisco School of Medicine DENNIS H. NOVACK, Drexel University College of Medicine NEIL SCHNEIDERMAN, University of Miami Behavioral Medicine Research Center HOWARD F. STEIN, Department of Family and Preventive Medicine, University of Oklahoma Health Sciences Center Board on Neuroscience and Behavioral Health Liaisons BRUCE MCEWEN, Alfred E. Mirsky Professor, Harold and Margaret Milliken Hatch Laboratory of Neuroendocrinology, The Rockefeller University, New York RHONDA ROBINSON-BEALE, Blue Cross and Blue Shield of Michigan IOM Project Staff (starting in 2003) PATRICIA A. CUFF, Study Director BENJAMIN HAMLIN, Research Assistant JUDITH ESTEP, Senior Program Assistant IOM Project Staff (ending in 2003) LAUREN HONESS-MORREALE, Study Director OLUFUNMILOLA O. ODEGBILE, Research Assistant ALLISON BERGER, Program Assistant v Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html IOM Board on Neuroscience and Behavioral Health Staff ANDREW M. POPE, Director ROSA POMMIER, Finance Officer TROY PRINCE, Administrative Assistant (starting in 2003) CATHERINE A. PAIGE, Administrative Assistant (ending in 2003) vi Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html Independent Report Reviewers This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures ap- proved by the NRC’s Report Review Committee. The purpose of this indepen- dent review is to provide candid and critical comments that will assist the institu- tion in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confiden- tial to protect the integrity of the deliberative process. We wish to thank the fol- lowing individuals for their review of this report: David B. Abrams, Brown University Nancy E. Adler, University of California, San Francisco William Branch, Emory University F. Daniel Duffy, American Board of Internal Medicine Neil J. Elgee, The Ernest Becker Foundation of the University of Washington Marti Grayson, New York Medical College William M. McDonald, Wesley Woods Health Center of Emory Healthcare Joseph P. Newhouse, Harvard University Susan Scrimshaw, University of Illinois at Chicago Lu Ann Wilkerson, University of California, Los Angeles Although the reviewers listed above have provided many constructive com- ments and suggestions, they were not asked to endorse the report’s conclusions or recommendations nor did they see the final draft of the report before its release. vii Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html viii INDEPENDENT REPORT REVIEWERS The review of this report was overseen by Charles E. Phelps, Provost, Univer- sity of Rochester, New York, appointed by the National Research Council and the Institute of Medicine, who was responsible for making certain that an inde- pendent examination of this report was carried out in accordance with institu- tional procedures and that all review comments were carefully considered. Re- sponsibility for the final content of this report rests entirely with the authoring committee and the institution. Copyright © National Academy of Sciences. All rights reserved. Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula http://www.nap.edu/catalog/10956.html Preface There are a number of compelling reasons for all physicians to possess knowl- edge and skill in the behavioral and social sciences. Perhaps most important is that roughly half of the causes of mortality in the United States are linked to social and behavioral factors. In addition, our nation’s population is aging and becoming more culturally diverse. Both of these trends highlight the need for enhanced physician capabilities in the behavioral and social sciences. Knowledge from these disciplines helps physicians understand the role of stress in both their patients’ and their own lives and provides them with coping strategies. Moreover, many believe that competence in these areas is an important element in promot- ing humane medical practice. Cognizant of important new research findings in the behavioral and social sciences and believing that all medical students should receive up-to-date instruc- tion in these disciplines, the Office of Behavioral and Social Science Research of the National Institutes of Health and The Robert Wood Johnson Foundation asked the Institute of Medicine to conduct a study to accomplish three purposes: • Review the current approaches used by medical schools to incorporate the behavioral and social sciences into their curricula. • Develop a list of prioritized topics from the behavioral and social sciences for possible future inclusion in those curricula. • Consider the barriers to incorporation of behavioral and social science content into medical school curricula, and suggest strategies for overcoming these barriers. ix Copyright © National Academy of Sciences. All rights reserved.

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