Redesigning Behavioral/Social Science Medical Curricula

描述（由申请人提供）：社会因素和生活方式行为对美国的发病率和死亡率有实质性的影响，然而医学教育并没有充分地使医生能够解决这些问题。受过更好训练的未来医生将能够利用行为和社会科学知识和技能，与患者合作，减少这些因素的不良影响。北卡罗来纳大学医学院在行为和社会科学教学方面有着卓越的传统。这些主题的许多基本原则在前两年的课程中得到了解决，但临床应用和技能发展，特别是在行为科学方面，没有得到解决。我们缺乏一个贯穿整个课程的系统和综合的方法，从课堂上的基础科学水平到临床环境中的技能发展水平。医学院要求在一个5年项目期间拨款120万美元，通过所有4年的医学生课程重新设计和大力加强行为和社会科学的教学。我们的五个具体目标是：1)建立一个领导团队，充分利用我们相当多的教师专家；2)制定可衡量的学习目标框架，从原则到技能，强调慢性病管理、疾病预防和健康差距；3)利用教育发展办公室在课程设计、实施和评估方面的专业知识，将社会医学系、家庭医学系和教育发展办公室的专家与办事员/课程主任联系起来，创建和实施新课程；4)通过教师发展，提高校园和外部教师、居民和社区辅导员教授和示范这些新课程组成部分的能力；5)与其他学校合作，在全国范围内传播已经开发和测试的最成功的策略，并共同制定学生评估策略，用于鼓励国家医学检查委员会在这些领域进行更多的测试。这个机会出现在一个关键的时刻，因为我们的课程正在进行重大修订，需要增加新的材料。学校管理部门和相当数量的教师完全致力于拟议的变化。因此，我们的毕业生应该是更有效的医生。

DESCRIPTION (provided by applicant): Social factors and lifestyle behaviors contribute substantiality to morbidity and mortality in the US and yet medical education does not adequately equip physicians to address these issues. Better trained future physicians will be able to reduce the ill effects of such factors by using behavioral and social science knowledge and skills, working in partnership with patients. The University of North Carolina School of Medicine has a tradition of excellence in behavioral and social sciences teaching. Many of the fundamental principles of these topics are addressed in the first two years of the curriculum, but the clinical applications and skill development, particularly in the behavioral sciences, are not. We lack a systematic and integrated approach across the entire curriculum that reaches from the basic science level in the classroom to the skills development level in clinical settings. The School of Medicine is requesting $1.2 million over a 5-year project period to redesign and substantially strengthen teaching of the behavioral and social sciences through all 4 years of the medical student curriculum. Our five specific aims are: 1) to build a Leadership Team and fully engage our considerable faculty experts; 2) to develop a framework of measurable learning objectives, from principles to skills, that emphasizes chronic disease management, disease prevention and health disparities; 3) to link faculty experts from the Departments of Social Medicine, Family Medicine and the Office of Educational Development with clerkship/course directors to create and implement new curricula, utilizing Office of Educational Development expertise in curriculum design, implementation and evaluation; 4) through faculty development, to enhance the capacity of campus and external faculty, residents, and community preceptors to teach, and model, these new curricular components; and 5) in partnership with other schools, to launch a major national dissemination of the most successful strategies that have been developed and tested, and to collectively develop student evaluation strategies that can be used to encourage the National Board of Medical Examiners to test more in these domains. This opportunity comes at a critical time because our curriculum is in the midst of major revisions that invite the addition of new material. The school administration and a substantial number of faculty are fully committed to the proposed changes. As a result, our graduates should be more effective physicians.