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Results for “Behavioral Sciences”

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At least 19 recordsLinked to original sources
PubMed1978

Preclinical laboratory course in dental behavioral science: changing human behavior.

Dental health professionals are frequently frustrated when they present preventive or therapeutic regimens to patients. This paper describes an approach to the teaching of behavioral science designed to familiarize the dental student with applying behavioral change techniques to dental problems. Ninety-nine second-year dental students participated in the two-credit course. Students were taught in six groups, each led by a clinician-behavioral scientist team. The behavioral science materials were presented in five slide-tape programs developed by the authors. The key to the course was a behavior change project in which each student identified a problem, designed an intervention strategy, and attempted to manage the problem using the behavioral techniques presented.

Behavior Therapy↗
PubMed1977

Behavioral science in family practice: an ethical imperative.

Behavioral science confronts at least three major problems within American medicine that must be overcome if the family physician of the future is to receive an adequate graduate education and maintain his professional integrity. Through increasing specialization, the once unified biological perspective of man was severely fragmented, and with increasing emphasis on the science of medicine, the disease process was objectified and reified. Twentieth century man joined his myth of technological mastery with medicine's desire to eliminate pain and suffering. This gave rise to the idea that life could be medically managed and existential dilemmas anesthetized. To overcome these problems behavioral science has two ethical issues to address in family medicine. First, behavioral science must restore the physician's sense of personhood by recognizing the person of the physician as the primary diagnostic and therapeutic "tool" of family practice. Second, behavioral science must help family practice refocus its professional responsibility on the social problems of the day. This will happen through a critical review of the custodial aspects of the physician's role and an emphasis on role innovation. Approaches to these two ethical issues at the Medical University of South Carolina family practice residency are described.

Behavioral Sciences↗
PubMed1979

Behavioral science and family practice: a status report.

The purpose of this study was to assess the current status of behavioral science instruction in family practice residency training programs. The primary areas of interest were: (1) characteristics of those who teach behavioral science (number of persons teaching behavioral science by discipline and academic degree, number and percent of time behavioral science personnel employed, work responsibilities, academic unit responsible for instruction, description of those who provide inservice training in behavioral science ), (2) the relative importance of various behavioral science topics as perceived by faculty/staff (21 topics), and (3) preferred methods of instruction. The data revealed a wide variety of persons involved in behavioral science instruction, a strong emphasis placed on communication and counseling skills, and similar, but not innovative, teaching methods used for behavioral science instruction.

Behavioral Sciences↗
PubMed1977

Developing behavioral science for a family practice residency.

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.

Behavioral Sciences↗
PubMed1978

Teaching behavioral sciences to medical students. Education or training?

Accepted paradigms in medical behavioral science education are development, conflict and defense, and disease. Teaching under these paradigms blurs distinctions between preclinical and clinical education, and between education and training--most commonly by including an introduction to clinical psychiatry in preclinical courses. Such approaches may provide students with technical skills at the expense of their developing conceptual bases for continuing self-education. We developed a first-year behavioral sciences course using the paradigm of symbolic function and language. This paradigm can organize knowledge that underlies clinical skills involved in talking with patients and establishing an effective physician-patient relationship. Believing that fostering knowledge should be the primary goal of preclinical education, we emphasized primary sources and classics. Our goal was to encourage analysis and synthesis rather than memorization; evaluating such higher taxonomic levels of education is extraordinarily difficult.

Behavioral Sciences↗
PubMed1979

Family practice residents' perceptions of behavioral science training, relevance, and needs.

Fifty-six family practice residents representing programs in 23 different states were surveyed concerning their training experience in behavioral science. Questions covered three basic areas of concern: experiential content, subsequent relevance to family practice, and suggestions for curriculum improvement at the residency level. The results point out definite knowledge of medical psychology, psychiatric consultation to medical patients, and practical intervention skills. Suggestions are made concerning curriculum development in behavioral science which (1) emphasize some new areas of concern raised by the residents, (2) recommend a more practical, integrated approach beginning in the medical school training, and (3) emphasize a dual approach requiring skills in medical psychology and skills more traditionally subsumed under the "mental health" field.

Behavioral Sciences↗
PubMed1977

Behavioral science research: ethical and policy implications.

Problems centered about protection of human subjects in behavioral science research are discussed. Difficulties in obtaining truly informed consent are noted. It is concluded that the risks involved to subjects are minimal in this field of research. The use of deception in psychological research is discussed along with the necessity of appropriately debriefing the subject. The use of institutional committees to protect subjects' rights is contrasted with the bureaucratic review processes of the government. It is concluded that, in the absence of evidence to the contrary, the local institutional review process is likely to induce greater cooperation from investigators in protecting subjects' rights.

Behavioral Research↗