"Should religiosity be included in the medical history"?
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Biomedical subjects
Publications and source records attributed to A H Keller.
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Courses in medical ethics (and other humanities) have been introduced into the curricula of many medical schools, but formal attention to ethics and the value dimensions of medical practice have been largely absent from a crucial phase of medical education and socialization--the residency. In this paper the scope of ethics is identified in terms of the normal professional experiences of a family physician. The author describes in detail the six educational objectives and the instructional methods that form the basis of the ethics/human values curriculum in the Department of Family Practice residency program, Medical University of South Carolina.
The development of behavioral science in a family practice residency has first to be structured around a statement of purpose and adequate goals. These goals can only be implemented when the purely custodial function of the medical profession is rejected and the ethical responsiblity of the physician to society is allowed to direct the role innovations that must be incorporated. It is the person of the physician as a diagnostic and therapeutic tool that must be cultivated. The curriculum presented has included behavioral science conferences, a one-month behavioral science rotation, a two-month orientation program, behavioral science clinical attendings, and a personal counseling program for each resident throughout the three years of training. To be complete, such a program requires the further refinement of behavioral objectives that allow reliable evaluation and redefinition by residents and faculty.