Roughly half of all deaths in the United States are linked to behavioral and social factors. The leading causes of preventable death and disease in the United States are smoking, sedentary lifestyle, along with poor dietary habits, and alcohol consumption. To make measurable improvements in the health of Americans, physicians must be equipped with the knowledge and skills from the behavioral and social sciences needed to recognize, understand, and effectively respond to patients as individuals, not just to their symptoms. What are medical schools teaching students about the behavioral and social sciences? In the report, the committee concluded that there is inadequate information available to sufficiently describe behavioral and social science curriculum content, teaching techniques, and assessment methodologies in U.S. medical schools and recommends development of a new national behavioral and social science database. The committee also recommended that the National Board of Medical Examiners ensure that the U.S. Medical Licensing Examination adequately cover the behavioral and social science subject matter recommended in this report.

The Handbook of Psychiatric Education is a comprehensive, authoritative text that covers everything the educator needs to know about recruiting, teaching, supervising, mentoring, and evaluating students and trainees in psychiatry programs. This second edition is a total departure from the previous one, released more than 15 years ago, and constitutes an entirely original text rather than a revision. Under the direction of a new editor, who has many years of experience directing psychiatry training programs, as well as serving as president of the American Association of Directors of Psychiatric Residency Programs, the book's content has been expanded and completely updated by a stellar list of contributors with intimate knowledge of their topics. In addition to foundational knowledge about adult learning, professionalism, and supervision, the book explores essential topics such as residency recruitment, student advising, curriculum, assessment and evaluation, accreditation, financing, residency administration, and much more. Specifically, the book Outlines a scholarly approach to psychiatric education to avoid burnout caused by concurrent clinical and educational demands. This entails building a framework of goals, objectives, and resources; implementing methods to identify barriers, measure outcomes, and seek feedback; and laying the foundation for educational scholarship, which advances knowledge in psychiatric education via peer review and publication. Explores the burnout, depression, and suicide risks common among physicians, especially younger ones, and covers the new ACGME mandates that address faculty and resident wellness and mental health, as well as ways to enhance resilience by attending to stress over the residency trajectory. Examines the key components of psychotherapy supervision, from defining learning goals and establishing clear contractual obligations for each party to maintaining critically important boundaries within supervision to maintain healthy professional relationships and educational environments. Addresses diversity and inclusion in psychiatry training, first by examining the LCME accreditation standard introduced in 2009, next by considering the impact of recruiting international medical graduates, and finally by discussing holistic review, a flexible approach to increasing diversity and promoting equity in the GME recruitment process. Includes references to web-based content so that the reader may obtain the most current information about training and employ the book's principles in the context of those updated regulations and guidelines, maintaining the book's usefulness as the landscape changes with time. Beautifully written, down-to-earth, and full of the kind of practical knowledge it takes years to acquire firsthand, the Handbook of Psychiatric Education should be required reading for any faculty member assuming administrative educational responsibilities.

"A doctor can damage a patient as much with a misplaced word as with a slip of the scalpel." In this statement, from Lawrence J. Henderson, a famous physician whose name is part of the basic science of medicine, epitomizes the central theme of The Word as Scalpel. If words, the main substance of human relations, are so potent for harm, how equally powerful they can be to help if used with disciplined knowledge and understanding. Nowhere does this simple truth apply more certainly than in the behavior of a physician. Medical Sociology studies the full social context of health and disease, the interpersonal relations, social institutions, and the influence of social factors on the problems of medicine. Throughout its history, medical sociology divides naturally into two parts: the pre-modern, represented by various studies of health and social problems in Europe and the United States until the second World War, and the modern post-war period. The modern period has seen rapid growth and the achievement of the full formal panoply of professionalism. This engaging account documents the development of professional associations, official journals, and programs of financial support, both private and governmental. Written by a distinguished pioneer in medical sociology, The Word as Scalpel is a definitive study of a relatively new, but critically important field.

The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments. For better and sometimes for worse, HC functions as a powerful vehicle for learning and requires serious attention from health professions educators. This volume, of interest to medical and health professionals, educators, and students, brings together twenty-two new essays by experts in various aspects of HC. An introduction and conclusion by the editors contextualizes the essays in the broader history and literature of the field.

From clean drinking water, to seat belts, to immunizations, the impact of public health on every individual is undeniable. For undergraduates, an understanding of the foundations of public health is an essential step toward becoming an educated citizen. Public Health 101 provides a big-picture, population perspective on the determinants of health and disease and the tools available to protect and promote health. It examines the full range of options for intervention including use of the healthcare system, the public health system, and society-wide systems such as laws and taxation.

39 Medical sociology, on the other hand, is only beginning to be perceived as an established partner in medical education. What was still described in 1963 as its 'promise' (Reader, 1963) became a decade later the unequivocal assertion: 'Sociology has already contributed much to medicine ... has (in its work related to medicine) developed a distinct body of knowledge, and in fact, reached the position where it can contribute substantially to decision making in medicine'. (Kendall and Reader, 1972) As it has established its position, both as a legitimate sub-field of sociology as a collaborator with the medical professions, there is evidence of increasing attention by medical sociology to the applica tions of its knowledge. The literature reveals a remarkable degree of concern about its development. (Caudill, 1953; Clausen, 1956; Reader and Goss, 1959; Reader, 1963; Suchman, 1964; Graham, 1964; Bloom, 1965; McKin lay, 1972). Most of its continuing self-scrutiny, however, was - at least until recently - focused on the evaluation of its contribution to knowledge. We seem now to have found security in the legitimacy of this contribution, and to be turning to the effort to establish an organized dimension of applied social science - of which an example is seen in table 2.1. Williams, first in 1963 and again in 1972, sought to show how the knowledge of medical sociology was actually being applied. Hyman (1967) reviewed 'the uses of sociology for the problems of medicine'.

This book can be used by students, faculty, and administrators to enhance the process of medical education. Medical students can use it to develop and refine their learning skills, assess their individual learning needs, identify resources to meet these needs, and to prepare themselves for critical learning events and transitions. Faculty can use this book to understand the learning process and develop teaching skills, thereby providing a framework for critically assessing how they teach. Administrators can use it to expose inadequacies in the medical education process and to strengthen the teaching and learning environment. Certain chapters of this book could serve as required readings for a medical school course on learning. The development and implementation of such a course, and the commensurate application of the espoused principles of learning and teaching to the educational process, would signal true medical educational reform. It would signify that critical attention is being paid to those aspects of learning medicine thought to be crucial: reading the literature, self-directedness, critical thinking/problem solving, lifelong learning and creativity. Such a course would be as important as any basic science course or clinical rotation to the training of future physicians who would use these skills throughout their professional lives. The book could serve as a foundation for faculty development with medical educators. In this regard, Part One provides insight into how medical students learn and has significant implications for teaching. Parts Two and Three provide practical guidelines for teaching and curriculum development from a learner-cen-tered perspective.