PubMed · 13984169
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M STILLERMAN. 1963. A demonstration project in programmed instruction.. https://doi.org/10.1111/j.2164-0947.1963.tb01929.x
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In the late 1950s three men in the Department of Psychiatry at Washington University School of Medicine in St. Louis, MO, Drs. Eli Robins, Sam Guze and George Winokur, developed sets of criteria, based on published data and their own research, for the diagnosis and treatment of mental disorders. They also presented data on how to validate these diagnoses. They termed their endeavor, "The medical model for psychiatric disorders." Residents were taught how to use criteria to diagnose and treat psychiatric patients. Besides clinical interviewing, the emphasis was on published data, critical literature reading and research, either basic or clinical, always using structured interviews. All residents were required to do psychiatric research, supervised by one of the full-time staff. Besides the three above, there were many other faculty members who were actively engaged in teaching and research, but they all adhered to the above model. Repetition was the most important aspect of learning. It was an exciting time to be there and that enthusiasm led to many of the trainees continuing to be committed to academic careers and the others, to a very high standard of psychiatric care. In addition, it led to the development of DSMIII and beyond, a host of validated structured interviews, a method for testing new drugs, a method for validating psychiatric diagnoses, an emphasis on the importance of genetics to psychiatry, and many important clinical findings.
On May 24-25, 2005 in Ann Arbor, Michigan, the US Environmental Protection Agency, the National Institute of Environmental Health Sciences, and the University of Michigan sponsored a technical workshop on the topic of connecting social and environmental factors to measure and track environmental health disparities. The workshop was designed to develop a transdisciplinary scientific foundation for exploring the conceptual issues, data needs, and policy applications associated with social and environmental factors used to measure and track racial, ethnic, and class disparities in environmental health. Papers, presentations, and discussions focused on the use of multilevel analysis to study environmental health disparities, the development of an organizing framework for evaluating health disparities, the development of indicators, and the generation of community-based participatory approaches for indicator development and use. Group exercises were conducted to identify preliminary lists of priority health outcomes and potential indicators and to discuss policy implications and next steps. Three critical issues that stem from the workshop were: (a) stronger funding support is needed for community-based participatory research in environmental health disparities, (b) race/ethnicity and socioeconomic position need to be included in environmental health surveillance and research, and (c) models to elucidate the interrelations between social, physical, and built environments should continue to be developed and empirically tested.