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An administrative and curricular model for behavioral science teaching

M F Hartings, M A Counte

    Journal of Medical Education
    |October 1, 1977
    PubMed
    Summary

    This study compares faculty organization models for teaching behavioral science in medical schools. It proposes a model curriculum for integrating behavioral science concepts throughout the first two years of medical education.

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    Area of Science:

    • Medical Education
    • Behavioral Science
    • Curriculum Development

    Background:

    • Faculty organization models for teaching behavioral science in medical schools vary.
    • Existing models impact curricular structure and content significantly.

    Purpose of the Study:

    • To review and compare faculty organization models for behavioral science in medical education.
    • To describe variations on existing models for a new medical college's behavioral science curriculum.
    • To address key issues in organizing behavioral science education for effectiveness and integration.

    Main Methods:

    • Comparative review of existing faculty organization models.
    • Description of significant variations within a new medical college's curriculum.
    • Analysis of recurrent issues in behavioral science curriculum design and administration.

    Main Results:

    • Identified variations in faculty organization impact curricular structure and content.
    • Addressed challenges in organizing behavioral scientists for curricular effectiveness.
    • Outlined strategies for comprehensive and integrated behavioral science curriculum delivery.

    Conclusions:

    • A proposed model curriculum spans the first two years of medical education.
    • The curriculum introduces fundamental concepts, behavioral skills, human development, and pathology.
    • Special topic seminars are included for a broad spectrum of behavioral science knowledge and skills.

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