Behavioural science in the medical curriculum

Behavioural science

“…Earlier findings from this research have already been presented (Sheldrake and Reid, 1972; Sheldrake, 1973). These preliminary studies began by examining the attitudes that existed among staff towards the teaching of behavioural sciences, and particularly the content of behavioural sciences courses.…”

“…As an earlier paper has suggested (Sheldrake, 1973), the effects of courses are often far more complex than might be expected. Students’ expectations, here based on a very slim understanding of the subjects that go to make up the behavioural sciences, are modified by both the topics that comprise the course and those that are left out.…”

Exploring barriers to teaching behavioural and social sciences in medical education

“…Sheldrake’s 15 study of staff views towards B&SS in Edinburgh Medical School found that 40% of the staff involved felt that B&SS had little direct relevance to medical education. The literature has also shown that students’ understanding of the relevance of B&SS is often influenced by the timing of exposure to patients.…”

Cultural influences and patient behaviour: some experiences in the paediatric ward of a Nigerian hospital

“…Redlener & Scott (1979) further suggested that doctors should not ask the minister to 'tell the patient to cooperate' but should share the medical findings with the minister and show concern with healing the 'whole' person -in physiological, psychological, social and spiritual terms. A good background knowledge of behavioural sciences will enable the medical personnel to show more interest in the circumstances surrounding the patient (Maclean 1971, Block 1973, Najman et al 1978, Sheldrake 1973 and understand that the course and treatment of disease involves interaction between psychological, social and biological factors.…”