Uniting the Formal and Informal Curriculum in a Behavioral and Social Science Int

将行为与社会科学学院的正式和非正式课程相结合

• 批准号: 8098581
• 负责人: Linda Ann Headrick
• 金额: $ 23.5万
• 依托单位: INDIANA UNIV-PURDUE UNIV AT INDIANAPOLIS
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-06-01 至 2016-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8098581
• 关键词: Alcohols; Area; Attention; Behavior; Behavioral; Belief; Cardiovascular Diseases; Caring; Cessation of life; Chronic Obstructive Airway Disease; Clinical; Collaborations; Communication; Complex; Data; Development; Diet; Dimensions; Disease; Economics; Education; Educational Curriculum; Educational process of instructing; Emotional; Ensure; Environment; Ethics; Evaluation; Faculty; Feedback; Fostering; Foundations; Future; Goals; Growth; Healed; Health; Health system; Healthcare; Heart Diseases; Hyperphagia; Indiana; Institute of Medicine (U.S.); Institution; Interpersonal Relations; Knowledge; Learning; Life Experience; Link; Malignant Neoplasms; Measurement; Medical Students; Mental Depression; Mentors; Methods; Missouri; Modeling; Non-Insulin-Dependent Diabetes Mellitus; Obesity; Outcome; Pain; Patient Care; Patients; Performance; Personality; Physicians; Psychological Factors; Research Infrastructure; Schools; Science; Self Perception; Smoking; Social Behavior; Stress; Students; Support System; System; Tobacco; United States; Universities; Work; behavioral/social science; clinical application; clinical practice; design; experience; healing; health care delivery; health care quality; improved; innovation; interest; medical schools; patient safety; programs; response; skills; social; theories

DESCRIPTION (provided by applicant): Uniting the Formal and Informal Curriculum in a Behavioral and Social Science Integrated Curriculum (BASSIC) II In the United States behavioral, social and psychological factors, such as a patient's diet, culture, support systems, prior life experiences and emotional responses, contribute to more than half of all causes of disease and death, including cancer, heart disease, chronic obstructive pulmonary disease, and type II diabetes. Knowledge of these complex contributors to disease has important implications for clinical practice and physician education. Physicians must understand the behavioral and social scientific (BSS) foundations of health and illness and be able to effectively apply this knowledge in clinical interactions. BSS-informed clinical practice requires both enhanced skills and approaches to patient care that foster strong interpersonal interactions and healing relationships. Indiana University School of Medicine (IUSM) and the University of Missouri School of Medicine (MUSOM) propose to work in partnership to change the way they educate future physicians in order to better prepare medical students to effectively incorporate and apply knowledge of the behavioral and social foundations of health and illness in patient care. Building on the BSS educational infrastructures and patient/relationship-centered approaches to care already in place at each institution, the Schools intend to create and disseminate an innovative three tiered program. They will enhance their students' BSS curriculum with learning experiences designed to enable the development of a patient/relationship-centered approach to health care that facilitates the effective application of BSS knowledge in clinical interactions. This curriculum will include increased student observation and reflection on behavioral and social factors related to health. It will also provide opportunities for students to strengthen their abilities to identify and embody behaviors consistent with BSS-informed care. The curriculum will serve as a counterpoint to the well-recognized negative impact that the clinical environment (informal curriculum) can have on the development of student interest in the range of factors that impact patient health. To enable this expanded student education a range of faculty development opportunities will be created and implemented to ensure the faculty at both institutions have the capacity to model, facilitate student BSS reflections and development, and mentor. The third tier, a program for institutional review and quality improvement specific to BSS aspects of patient care, will bring together key data points that have not yet been considered in aggregate. The overall goal of the proposed project is to create an institutional environment and culture at IUSM and MUSOM that actively uses theory and practices from the social and behavior sciences to develop student, physician and institutional capacity for improved BSS-informed patient care. PUBLIC HEALTH RELEVANCE: Uniting the Formal and Informal Curriculum in a Behavioral and Social Science Integrated Curriculum (BASSIC) II IUSM and MUSOM propose to develop a student, physician and institutional program of education that will improve the abilities of our physicians and health systems to provide care that is informed by the wide range of behavioral and social factors that influence patient health and illness. Recognizing that In the United States behavioral, social and psychological factors, such as a patient's diet, culture, support systems, prior life experiences and emotional responses, contribute to more than half of all causes of disease and death, including cancer, heart disease, chronic obstructive pulmonary disease, and type II diabetes, it is anticipated that this program will have a significant impact on quality of care and health outcomes at the respective institutions.

描述（申请人提供）：在美国，行为、社会和心理因素，如病人的饮食、文化、支持系统、以前的生活经历和情绪反应，导致了一半以上的疾病和死亡，包括癌症、心脏病、糖尿病和糖尿病。慢性阻塞性肺病和II型糖尿病。了解这些复杂的疾病因素对临床实践和医生教育具有重要意义。医生必须了解健康和疾病的行为和社会科学（BSS）基础，并能够在临床互动中有效地应用这些知识。BSS知情的临床实践需要增强的技能和方法，以促进强大的人际互动和愈合关系的病人护理。印第安纳州大学医学院（IUSM）和密苏里州大学医学院（MUSOM）提议合作，改变他们教育未来医生的方式，以便更好地培养医学生，有效地将健康和疾病的行为和社会基础知识应用于患者护理。在BSS教育基础设施和以患者/关系为中心的方法的基础上，每个机构都已经采取了护理措施，学校打算创建和传播一个创新的三层计划。他们将加强学生的BSS课程与学习经验，旨在使病人/关系为中心的方法，以促进BSS知识在临床互动的有效应用的医疗保健的发展。该课程将包括增加学生对与健康有关的行为和社会因素的观察和思考。它还将为学生提供机会，以加强他们的能力，以确定和体现行为符合BSS知情的护理。该课程将作为一个对比，公认的负面影响，临床环境（非正式课程）可以对学生的兴趣，影响病人健康的因素范围的发展。为了扩大学生教育，将创造和实施一系列教师发展机会，以确保这两个机构的教师有能力建立模型，促进学生BSS的反思和发展，并指导。第三层是针对患者护理的BSS方面的机构审查和质量改进计划，将汇集尚未总体考虑的关键数据点。拟议项目的总体目标是在IUSM和MUSOM创造一个机构环境和文化，积极利用社会和行为科学的理论和实践来培养学生，医生和机构的能力，以改善BSS知情的患者护理。 公共卫生相关性：在行为和社会科学综合课程（BASSIC）II IUSM和MUSOM联合正式和非正式课程建议开发一个学生，医生和教育机构计划，这将提高我们的医生和卫生系统的能力，提供护理，这是由广泛的行为和社会因素，影响病人的健康和疾病。认识到在美国，行为、社会和心理因素，如患者的饮食、文化、支持系统、以前的生活经历和情绪反应，占所有疾病和死亡原因的一半以上，包括癌症、心脏病、慢性阻塞性肺病和II型糖尿病，预计该方案将对各机构的护理质量和健康成果产生重大影响。