Johnson A H
J Fam Pract. 1977 Apr;4(4):681-4.
Too frequently the behavioral sciences have been conceived as another specialty from which will be derived new techniques to extend the physician's armamentarium. The doctor/patient relationship as well as referrals and consultations have been assumed to be reducible to ritualized protocols and treatments. The personality of the physician and his interpersonal style both with patients and colleagues have often been ignored as being beyond the purview of professional concern. Yet the person of the physician is subject to the influence of colleagues and patients as well as their factual reports. Traditionally, the physician has not received training to allow him/her more objectively to understand the dynamic social processes through which health care planning is formulated, delivered, and received. With such social skills training the physician is in a better position to understand the dynamic processes within the family itself. Both health-care teams and families exhibit similar problems with parental authority, sibling rivalry, differential learning styles, and different career priorities. It is, therefore, essential that an adequate behavioral science program be structured to include learning experiences in which the physician can gain a greater awareness of self, interpersonal style, professional role, and group dynamic processes. Simulated health-care team exercises and encounter groups are two avenues through which such learning can be approached.
行为科学常常被视为另一个专业领域，有望从中衍生出新的技术，以扩充医生的医疗手段。医患关系以及转诊和会诊都被认为可以简化为程式化的流程和治疗方法。医生的个性以及他与患者和同事的人际风格常常被忽视，被认为超出了专业关注的范围。然而，医生本人会受到同事、患者及其实际报告的影响。传统上，医生没有接受过相关培训，无法更客观地理解医疗保健规划的制定、提供和接受所经历的动态社会过程。通过这样的社交技能培训，医生能够更好地理解家庭内部的动态过程。医疗团队和家庭在父母权威、手足竞争、不同的学习方式以及不同的职业优先事项等方面都存在类似的问题。因此，必须构建一个适当的行为科学项目，使其包含各种学习体验，让医生能够更好地认识自我、人际风格、职业角色以及群体动态过程。模拟医疗团队演练和会心团体是实现这种学习的两条途径。
