Hartings M F, Counte M A
J Med Educ. 1977 Oct;52(10):824-33. doi: 10.1097/00001888-197710000-00005.
Various models of faculty organization for teaching behavioral science in medical schools have been advanced. Three of these are reviewed and compared with regard to their effects of curricular structure and content. Some significant variations on existing models are described in the context of a behavioral science curriculum in a new medical college. Several recurrent issues are addressed: How shall behavioral scientists be organized for maximum curricular effectiveness? How shall a curriculum be organized and administered to provide comprehensive yet integrated presentation of a broad spectrum of behavioral science knowledge and skills? What might constitute a model curriculum in the behavioral sciences? A basic science curriculum is described which spans the first two years of medical education, introducing students to fundamental concepts, behavioral skills, human development, behavioral pathology, and special topic seminars.
医学院校中已经提出了多种教授行为科学的教师组织模式。本文对其中三种模式进行了回顾，并就其对课程结构和内容的影响进行了比较。在一所新建医学院的行为科学课程背景下，描述了现有模式的一些显著变化。探讨了几个反复出现的问题：行为科学家应如何组织以实现课程效果最大化？课程应如何组织和管理，以全面且综合地呈现广泛的行为科学知识和技能？行为科学的示范课程可能由哪些部分组成？本文描述了一门基础科学课程，该课程贯穿医学教育的前两年，向学生介绍基本概念、行为技能、人类发展、行为病理学以及专题研讨会。
