A four-year behavioral science-psychiatry track in undergraduate medical education

Balis, George U.; Weintraub, Walter; Mackie, J

doi:10.1097/00001888-197411000-00005

Cited by 5 publications

(4 citation statements)

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“…These attempts have consisted of baccalaureate-MD programs (Norman and Calkins 1992), and programs combining internal medicine and pediatrics with primary care or family medicine (Roland et al 1975;Kaufman et al 1982;Brotherton et al 2001) and behavioral science-psychiatry (Balis et al 1974). In 1991, the W. K. Kellogg (Bland et al 2000) and Robert Wood Johnson (Colwill et al 1997;Lewin et al 1999) foundations initiated in selected medical schools curricular changes with similar objectives.…”

Section: Path 1: Interventions and Consultations Specialtiesmentioning

confidence: 99%

Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties

Benbassat

Baumal

2011

Adv in Health Sci Educ

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Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be eligible for undergraduate medical education programs of 4 years duration. Second, medical school applicants would be required to commit themselves to a medical specialty and choose one of four undergraduate paths: (1) "Interventions/consultations" path that would prepare its graduates for residencies in secondary and tertiary specialties, such as cardiology and surgery, (2) "continuous patient care" path for primary care specialties, such as family medicine and psychiatry, (3) "diagnostic laboratory medicine and biomedical research" path that would prepare for either laboratory-based careers, such as pathology, biochemistry and bacteriology, or research in e.g., immunology and molecular genetics, and (4) "epidemiology and public health" path that would include population-based research, preventive medicine and health care administration. Third, the content of each of these paths would focus on relevant learning outcomes, and medical school graduates would be eligible for residency training only in specialties included in their path. Hopefully, an early commitment to a medical specialty will reduce the duration of medical education, improve the regulation of physicians' workforce and adapt the curricular content to the future job requirements from medical school graduates.

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Section: Path 1: Interventions and Consultations Specialtiesmentioning

confidence: 99%

Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties

Benbassat

Baumal

2011

Adv in Health Sci Educ

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“…CAPP students are given preference by the Department of Psychiatry when applying for fellowships and jobs, are invited to professors' homes to socialize, and often develop close relationships with faculty members (12,13).…”

Section: The Cappmentioning

confidence: 99%

Recruitment into Psychiatry: Increasing the Pool of Applicants

1999

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“…The Combined Accelerated Program in Psychiatry (CAPP) has played an important role in the Maryland Plan's accomplishments. Established by the University of Maryland in 1970 as a reaction to the student movement of the 1960s, the CAPP offers twelve freshman medical students an enriched program of sequentially arranged seminars and clinical experiences lasting throughout the four years of medical school (Balis, Weintraub, and Mackie, 1974;Weintraub, Balis, and Mackie, 1974;Weintraub, Balis, and Donner, 1982). About half the graduates of this program choose psychiatry as their specialty; many have stayed on at the University of Maryland for their postgraduate work.…”

Section: Myths Exploded By the Maryland Planmentioning

confidence: 99%