Russell Andrew, van Teijlingen Edwin, Lambert Helen, Stacy Rosie
Department of Anthropology, University of Durham, 43 Old Elvet, Durham DH1 3HN, UK.
Med Educ. 2004 Apr;38(4):409-17. doi: 10.1046/j.1365-2923.2004.01798.x.
The increasing importance accorded the social and behavioural sciences in medical education presents opportunities for developing new and innovative forms of teaching and learning in this field. Yet social and behavioural scientists often feel isolated and marginalized. This research was designed to build a network of such practitioners to share and compare current practice, and to develop better models and resources.
Questionnaire survey and workshop discussions describe current practice among social and behavioural scientists in UK medical education, and identify current and future issues.
Most UK medical curricula feature a significant social and behavioural science component, often in multidisciplinary contexts. Questions of core content, and how this relates to desired learning outcomes, particularly in the attitudinal sphere, remain unresolved. Identity problems result from differing perspectives of medics and social and behavioural scientists, staffing constraints, assessment regimes, and relationships with external examiners.
This project identified barriers and opportunities for providing adequate training in the social and behavioural sciences in medical schools. Some of the barriers are common to higher education generally. Through our network, a database of core cases and assessments can be developed that would be available to all for teaching purposes.
Social and behavioural scientists involved in medical education show commonality and difference in the extent and scope of their input. While they have made great progress, there remains much to achieve.
社会科学和行为科学在医学教育中的重要性日益凸显，这为该领域开发新的创新教学形式提供了机遇。然而，社会科学和行为科学家常常感到孤立和被边缘化。本研究旨在建立一个此类从业者网络，以分享和比较当前的实践，并开发更好的模式和资源。
通过问卷调查和研讨会讨论来描述英国医学教育中社会科学和行为科学家的当前实践，并确定当前和未来的问题。
英国大多数医学课程都设有重要的社会科学和行为科学部分，且通常处于多学科背景下。核心内容问题以及其与期望的学习成果（尤其是在态度方面）的关联仍未得到解决。身份问题源于医学专业人员与社会科学和行为科学家的不同观点、人员配备限制、评估制度以及与外部考官的关系。
该项目确定了在医学院校提供充分的社会科学和行为科学培训的障碍与机遇。其中一些障碍在高等教育中普遍存在。通过我们的网络，可以开发一个核心案例和评估数据库，供所有人用于教学目的。
参与医学教育的社会科学和行为科学家在其投入的程度和范围上既有共性也有差异。虽然他们已经取得了很大进展，但仍有许多工作要做。
