《Widening Horizons in Medical Education A Study Of The Teaching Of Social And Environmental Factors I》

PART Ⅰ1

CHAPTER Ⅰ．INTRODUCTION AND STATEMENT OF PRINCIPLES3

Basic Knowledge To Be Taught6

Teaching the Basic Knowledge8

Teaching Attitudes and Skills10

Attitudes10

Skills11

The Physician-Patient Relationship11

Interviewing12

Teamwork and the Use of Consultants13

Recording14

Clinical Opportunities for Medical-Social Teaching15

Summary16

CHAPTER Ⅱ．PRACTICAL APPLICATION IN MEDICAL TEACHING18

ANALYSIS OF THE DATA19

DATA FROM VISITS19

Premedical Training19

Orientation to the Medical Course20

The Place of Medical-Social Teaching in the Curriculum21

Methods of Teaching22

Classroom and Bedside Teaching23

Lectures and Clinic Demonstrations23

History-Taking23

Ward Teaching24

Conferences28

Special Projects and Exercises29

Summary of Case Project Teaching—Auspices29

Year of Instruction29

Number of Students Assigned to a Case31

Selection of Cases31

Study Guide31

Continuity of Student Experience31

Discussion Seminars32

Social Service Participation32

General Pattern33

Variations in the Pattern34

Other Teaching Exercises38

Planned Changes in the Curriculum39

Summary39

CHAPTER Ⅲ．CONCLUSIONS AND RECOMMENDATIONS42

Conclusions42

Recommendations44

PART Ⅱ49

CHAPTER Ⅳ．COMMITTEE ORIGIN AND ORGANIZATION49

Background of the Formation of the Joint Committee49

Committee Membership，Project Committee，Study Team54

Listing of the Schools Visited56

Guide Used by Study Teams at the Time of the Survey57

Text of the Letter of Inquiry58

Schools Replying to the Letter59

CHAPTER Ⅴ．DETAILS OF EXISTING METHODS AND TECHNIQUES62

DATA FROM REPLIES TO LETTER OF INQUIRY62

Schools with Apparently Well-Defined Programs of Medical-Social Teaching62

Boston University School of Medicine62

Duke University School of Medicine63

University of Rochester School of Medicine and Dentistry63

Schools in Which Students Were Said To Be Held Responsible for Knowing the Social and Environmental Factors in Their Cases64

University of Georgia School of Medicine64

University of Texas School of Medicine64

Schools in Which Students Are Held Responsible for Planning the Care of the Patient as It Relates to the Social and Environmental Factors64

University of Virginia Department of Medicine64

Bowman Gray School of Medicine64

Schools in Which Instruction Is Given Concerning Community Resources65

University of Montreal Faculty of Medicine65

University of Louisville School of Medicine65

New York Medical College65

Schools with Special Departments for Medical-Social Teaching65

University of Manitoba Faculty of Medicine66

McGill University Faculty of Medicine66

University of Illinois College of Medicine66

Special Methods of Medical-Social Teaching67

Case Study Projects67

University of Maryland School of Medicine67

Syracuse University College of Medicine67

Western Reserve University School of Medicine68

Home Visits68

Creighton University School of Medicine68

Dalhousie University Faculty of Medicine69

University of Nebraska School of Medicine69

Extramural Teaching70

Georgetown University School of Medicine70

University of Wisconsin Medical School70

Social Service Participation70

The Tulane University of Louisiana School of Medicine70

University of Pittsburgh School of Medicine71

University of Oregon Medical School71

University of Buffalo School of Medicine71

DATA FROM VISITS71

Premedical Requirements71

Selection of Students72

Orientation73

Preclinical Teaching of Social and Environmental Factors75

Methods of Clinical Teaching76

Classroom and Bedside Teaching76

Lectures and Clinic Demonstrations76

History-Taking80

Ward Teaching85

Conferences92

Special Projects and Exercises95

Single Department Project—Harvard Medical School97

Meharry Medical College108

Iowa State University College of Medicine116

Special Project Combined with Domiciliary Care--Tufts College School of Medicine121

University of California Medical School124

Special Project with Particular Emphasis on Social Agencies—Stanford University School of Medicine127

Special Project with Unusually Active Social Service Participation—Yale University School of Medicine136

Vanderbilt University School of Medicine146

Special Project with Complete Social Service Direction—University of Pennsylvania School of Medicine156

Special Project with Continuity—Long Island College of Medicine160

Cornell Medical College167

New York University College of Medicine174

Special Project with Home Visits by Student and Social Worker—New York University College of Medicine176

Special Project under Joint Departmental Auspices—Washington University School of Medicine183

Integrated Instruction in a Teaching Hospital191

CHAPTER Ⅵ．ROLE OF THE SOCIAL WORKER IN MEDICAL-SOCIAL TEACHING203

Fundamental Requirements204

Usual Channels of Teaching205

Summary213

BIBLIOGRAPHY214

REFERENCES214

HISTORY OF THE TEACHING OF SOCIAL AND ENVIRONMENTAL FACTORS IN MEDICINE215

GENERAL217

INDEX223