Integrating the social and behavioral sciences in an undergraduate medical curriculum: The UCSF essential core
Integrating the social and behavioral sciences in an undergraduate medical curriculum: The UCSF essential core
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DOI：
10.1097/00001888-200401000-00004
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发表时间：
2004-01-01
影响因子：
7.4
通讯作者：
Adler, N
中科院分区：
文献类型：
--
作者：
Satterfield, JM;Mitteness, LS;Adler, N
近几十年来戏剧性的全球移民模式永远改变了美国人民的种族、民族、社会和文化构成。与此同时，美国人口中疾病和风险因素的分布模式正在发生变化，这种变化突出了生活方式、行为以及社会和经济差异在疾病发生和结果中的作用。医学院的课程必须让学生做好准备，以应对这些人口统计现实。加州大学旧金山分校(UCSF)于2001年9月推出了重新设计的课程，以早期和持续的方式整合了社会、行为和生物医学科学教育。传统的两年基础科学+两年临床轮换的本科医学结构被分成三个阶段的模式取代：基本核心、临床核心和高级研究。作者总结了社会和行为科学在加州大学旧金山分校基本核心课程中的作用-前16个月的指导分为几个完整的模块，每个模块都以临床病例为中心。介绍了基本主题领域(例如，行为变化、健康差异)、内容说明(例如，生物心理社会模型简介、医学文化)和过程考虑(例如，整合、内容顺序、评估)。还讨论了特殊的挑战和限制。
Dramatic global-migration patterns over recent decades have forever changed the racial, ethnic, social, and cultural makeup of the people of the United States. Simultaneously, the patterns of disease and risk factor distribution within the U.S. population are changing in ways that accentuate the role of lifestyle, behavior, and social and economic differences in the onset and outcomes of disease. Medical school curricula must prepare students to address these demographic realities. The University of California, San Francisco's (UCSF's) redesigned curriculum, launched in September 2001, integrates social, behavioral, and biomedical science education in an early and sustained way. The traditional undergraduate medical structure of two years of basic science plus two years of clinical rotations was replaced with a model divided into three stages spanning four years: the Essential Core, the Clinical Core, and Advanced Studies. The authors summarize the role of the social and behavioral sciences in the UCSF Essential Core-the first 16 months of instruction divided into integrated blocks, each centered on clinical cases. Basic thematic areas (e.g., behavior change, health disparities), content illustrations (e.g., Introduction to the Biopsychosocial Model, The Culture of Medicine), and process considerations (e.g., integration, content order, evaluations) are presented. Special challenges and limitations are also discussed.