An administrative and curricular model for behavioral science teaching

Various models of faculty organization for teaching behavioral science in medical schools have been advanced. Three of these are reviewed and compared with regard to their effects of curricular structure and content. Some significant variations on existing models are described in the context of a behavioral science curriculum in a new medical college. Several recurrent issues are addressed: How shall behavioral scientists be organized for maximum curricular effectiveness? How shall a curriculum be organized and administered to provide comprehensive yet integrated presentation of a broad spectrum of behavioral science knowledge and skills? What might constitute a model curriculum in the behavioral sciences? A basic science curriculum is described which spans the first two years of medical education, introducing students to fundamental concepts, behavioral skills, human development, behavioral pathology, and special topic seminars.