Behavioral scientists' views on work environment, roles, and teaching.

BACKGROUND

In earlier years, the majority of behavioral scientists in family medicine were physicians. Recent data suggest that the vast majority now come from disciplines outside of medicine. Little is known about how behavioral scientists view their work environments, which roles and teaching approaches are used most often, and if these variables change among groups with different amounts of experience.

METHODS

Data from a survey mailed to 384 family practice residencies addressed four objectives, to: 1) collect behavioral scientists' demographic data, 2) assess behavioral scientists' perceptions of their work environments, 3) measure frequency of use of teaching approaches, and 4) measure frequency of assuming different roles among groups with different amounts of experience.

RESULTS

Behavioral scientists from 214 of the 384 surveyed programs responded, for a total response rate of 56%. An additional 15 program directors (4%) reported no behavioral scientist on their faculty. Relative time allocation for various roles was the same in the three experience groups; the most emphasis was placed on consultation and teaching. One-on-one teaching was the teaching modality used most frequently. Case-based teaching was used more in experienced groups. Behavioral scientists felt strongly supported by faculty and moderately supported by residents.

CONCLUSIONS

This study's results offer insight into how behavioral scientists spend their time and the teaching approaches they use most frequently. The relationship between behavioral scientists' years of experience and teaching approaches is examined. Behavioral scientists stay in their jobs longer and feel more included than their earlier cohorts in family medicine.