Kimball C P
Bibl Psychiatr. 1979(159):23-31. doi: 10.1159/000402627.
The author describes a curriculum in which the emphasis is on teaching of medical students a general systems approach to health and illness from the first year of medical school through the fourth year. In the first year, a three-part course in behavioral science includes: Introduction to the Patient; Social and Ethical Issues in Medicine; Exercises in Decision-Making; and a didactic lecture series, Determinants of Behavior. This is followed in the second year by a course in psychopathology taught from environmental, psychological and social perspectives. The third-year clerkship emphasizes a liaison approach where students return to the medical and surgical services to work-up patients from a broad multidimensional perspective. The formal program in psychiatry and behavioral science is supported by more than 40 electives in human development, biological, social and psychological psychiatry, including behavior. During these phases the student has experience in working as a member of a team. She/he approaches the health of an individual in terms of the life phase of the individual, the present life of the individual, his/her past experiences, previous personality, reaction to the current illness phenomenon while following the illness through the hospital phase of the present illness, studying coping and adaptational processes.
作者描述了一种课程体系，该体系强调从医学院第一年到第四年，向医学生传授一种关于健康和疾病的通用系统方法。在第一年，行为科学的三门课程包括：患者导论；医学中的社会和伦理问题；决策练习；以及一系列教学讲座“行为的决定因素”。第二年接着是一门从环境、心理和社会角度讲授的精神病理学课程。三年级的临床实习强调一种联络方法，即学生回到内科和外科科室，从广泛的多维度视角对患者进行检查。精神病学和行为科学的正式课程得到了40多门关于人类发展、生物、社会和心理精神病学（包括行为学）选修课的支持。在这些阶段，学生有作为团队成员工作的经验。她/他从个体的生命阶段、个体的当前生活、其过去经历、先前性格、对当前疾病现象的反应等方面来考虑个体的健康状况，同时在当前疾病的住院阶段跟踪病情，研究应对和适应过程。
