Planning and integrating a behavioural sciences curriculum

This paper describes methods of planning and integrating an introductory course in human behaviour for first-year medical students, from a primary care perspective. The conceptual model is based on a synthesis of the literature on stress, stress responses and human development. An experiential component integrates didactic material and clinical experience. The teaching methods are based on formats, such as grand-rounds, used by postgraduate doctors. Specific techniques are described to integrate the diverse components of the curriculum: timing of learning experiences; training of academic staff; preparation of patient volunteers; and use of student representatives.