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Their Function and Relevance in Medical Education

HERBERT WEINER, M.D.

Arch Gen Psychiatry. 1961;4(3):307-315.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

This paper attempts to examine a current trend in undergraduate medical education: the introduction of behavioral science courses in the curriculum of medical schools.^29,30,33 It will discuss the definition, relevance to medical education, aims and purposes of such a course and indicate the questions which first need to be asked before embarking on such innovation.¹¹ A detailed proposal for a behavioral science course is offered with a rationale for the inclusion of specific material.

Some Current Problems in Medical Education

About 10 years ago a group of eminent educators outlined minimum standards for preclinical courses in psychiatry. It was suggested that these courses include material on personality development and psychopathology to be given by clinicians.^9,17 Since that time there has been an increasing interest in broadening the scope of such courses to include behavioral science content. Some of the historical reasons for . . . [Full Text PDF of this Article]

Author Affiliations
NEW YORK

Assistant Professor of Psychiatry and Assistant Clinical Professor of Medicine (Neurology); Max, Martha, and Alfred M. Stern Fellow in Psychiatry, Albert Einstein College of Medicine.

The development of such a course was generously supported by a pilot grant (2M-6391) from the National Institutes of Mental Health, United States Public Health Service, and a Mental Health Career Teacher Fellowship (Dr. Weiner) from the same agency.

Footnotes
Submitted for publication Aug. 23, 1960.

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