Widening Horizons in Medical Education A Study Of The Teaching Of Social And Environmental Factors Ipdf电子书版本下载

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PART Ⅰ 1

CHAPTER Ⅰ．INTRODUCTION AND STATEMENT OF PRINCIPLES 3

Basic Knowledge To Be Taught 6

Teaching the Basic Knowledge 8

Teaching Attitudes and Skills 10

Attitudes 10

Skills 11

The Physician-Patient Relationship 11

Interviewing 12

Teamwork and the Use of Consultants 13

Recording 14

Clinical Opportunities for Medical-Social Teaching 15

Summary 16

CHAPTER Ⅱ．PRACTICAL APPLICATION IN MEDICAL TEACHING 18

ANALYSIS OF THE DATA 19

DATA FROM VISITS 19

Premedical Training 19

Orientation to the Medical Course 20

The Place of Medical-Social Teaching in the Curriculum 21

Methods of Teaching 22

Classroom and Bedside Teaching 23

Lectures and Clinic Demonstrations 23

History-Taking 23

Ward Teaching 24

Conferences 28

Special Projects and Exercises 29

Summary of Case Project Teaching—Auspices 29

Year of Instruction 29

Number of Students Assigned to a Case 31

Selection of Cases 31

Study Guide 31

Continuity of Student Experience 31

Discussion Seminars 32

Social Service Participation 32

General Pattern 33

Variations in the Pattern 34

Other Teaching Exercises 38

Planned Changes in the Curriculum 39

Summary 39

CHAPTER Ⅲ．CONCLUSIONS AND RECOMMENDATIONS 42

Conclusions 42

Recommendations 44

PART Ⅱ 49

CHAPTER Ⅳ．COMMITTEE ORIGIN AND ORGANIZATION 49

Background of the Formation of the Joint Committee 49

Committee Membership，Project Committee，Study Team 54

Listing of the Schools Visited 56

Guide Used by Study Teams at the Time of the Survey 57

Text of the Letter of Inquiry 58

Schools Replying to the Letter 59

CHAPTER Ⅴ．DETAILS OF EXISTING METHODS AND TECHNIQUES 62

DATA FROM REPLIES TO LETTER OF INQUIRY 62

Schools with Apparently Well-Defined Programs of Medical-Social Teaching 62

Boston University School of Medicine 62

Duke University School of Medicine 63

University of Rochester School of Medicine and Dentistry 63

Schools in Which Students Were Said To Be Held Responsible for Knowing the Social and Environmental Factors in Their Cases 64

University of Georgia School of Medicine 64

University of Texas School of Medicine 64

Schools in Which Students Are Held Responsible for Planning the Care of the Patient as It Relates to the Social and Environmental Factors 64

University of Virginia Department of Medicine 64

Bowman Gray School of Medicine 64

Schools in Which Instruction Is Given Concerning Community Resources 65

University of Montreal Faculty of Medicine 65

University of Louisville School of Medicine 65

New York Medical College 65

Schools with Special Departments for Medical-Social Teaching 65

University of Manitoba Faculty of Medicine 66

McGill University Faculty of Medicine 66

University of Illinois College of Medicine 66

Special Methods of Medical-Social Teaching 67

Case Study Projects 67

University of Maryland School of Medicine 67

Syracuse University College of Medicine 67

Western Reserve University School of Medicine 68

Home Visits 68

Creighton University School of Medicine 68

Dalhousie University Faculty of Medicine 69

University of Nebraska School of Medicine 69

Extramural Teaching 70

Georgetown University School of Medicine 70

University of Wisconsin Medical School 70

Social Service Participation 70

The Tulane University of Louisiana School of Medicine 70

University of Pittsburgh School of Medicine 71

University of Oregon Medical School 71

University of Buffalo School of Medicine 71

DATA FROM VISITS 71

Premedical Requirements 71

Selection of Students 72

Orientation 73

Preclinical Teaching of Social and Environmental Factors 75

Methods of Clinical Teaching 76

Classroom and Bedside Teaching 76

Lectures and Clinic Demonstrations 76

History-Taking 80

Ward Teaching 85

Conferences 92

Special Projects and Exercises 95

Single Department Project—Harvard Medical School 97

Meharry Medical College 108

Iowa State University College of Medicine 116

Special Project Combined with Domiciliary Care--Tufts College School of Medicine 121

University of California Medical School 124

Special Project with Particular Emphasis on Social Agencies—Stanford University School of Medicine 127

Special Project with Unusually Active Social Service Participation—Yale University School of Medicine 136

Vanderbilt University School of Medicine 146

Special Project with Complete Social Service Direction—University of Pennsylvania School of Medicine 156

Special Project with Continuity—Long Island College of Medicine 160

Cornell Medical College 167

New York University College of Medicine 174

Special Project with Home Visits by Student and Social Worker—New York University College of Medicine 176

Special Project under Joint Departmental Auspices—Washington University School of Medicine 183

Integrated Instruction in a Teaching Hospital 191

CHAPTER Ⅵ．ROLE OF THE SOCIAL WORKER IN MEDICAL-SOCIAL TEACHING 203

Fundamental Requirements 204

Usual Channels of Teaching 205

Summary 213

BIBLIOGRAPHY 214

REFERENCES 214

HISTORY OF THE TEACHING OF SOCIAL AND ENVIRONMENTAL FACTORS IN MEDICINE 215

GENERAL 217

INDEX 223