Searight H Russell
J Med Humanit. 1994 Winter;15(4):221-32. doi: 10.1007/BF02273709.
The past 15 years have witnessed a call for allopathic medicine to incorporate psychosocial perspectives into education and clinical practice. While a biopsychosocial perspective has influenced academic medicine in areas such as primary care and psychiatry, its direct impact on clinical medicine has been questionable. One barrier to the incorporation of psychosocial information into medicine which has only recently received attention has been different cultural assumptions which govern medicine versus the social-behavioral sciences. These assumptions are examined in the context of four issues: knowledge paradigms, models of education, acculturation of psychosocial knowledge into medicine, and patient autonomy. This cultural analysis provides a vantage point for understanding similarities as well as points of divergence between psychosocial and biomedical knowledge and practice.
在过去的15年里，一直有人呼吁西医将社会心理视角纳入教育和临床实践。虽然生物心理社会视角在初级保健和精神病学等领域影响了学术医学，但其对临床医学的直接影响一直存在疑问。将社会心理信息纳入医学的一个障碍——直到最近才受到关注——是医学与社会行为科学所基于的不同文化假设。本文从四个问题的背景下审视了这些假设：知识范式、教育模式、社会心理知识融入医学的过程以及患者自主权。这种文化分析为理解社会心理知识与生物医学知识及实践之间的异同提供了一个有利视角。
