Social science education as a component of medical training

Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

“…Nonetheless, it is likely that teacher training focusing on these aspects would be a useful strategy to address this. We cannot expect students to learn to practice certain forms of behaviour when they observe the opposite in the wards, a view reinforced by Mcleod et al (3) who state that the creation of an environment conducive for learning is more important than the inclusion of a discipline. This is easier said than done; wards in hospitals in Sri Lanka, even in the large teaching hospitals, are busy, overcrowded, with limited resources.…”

Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

“…Nonetheless, it is likely that teacher training focusing on these aspects would be a useful strategy to address this. We cannot expect students to learn to practice certain forms of behaviour when they observe the opposite in the wards, a view reinforced by Mcleod et al (3) who state that the creation of an environment conducive for learning is more important than the inclusion of a discipline. This is easier said than done; wards in hospitals in Sri Lanka, even in the large teaching hospitals, are busy, overcrowded, with limited resources.…”

From theory to practice: improving the impact of health services research

“…It is in this circumstance that theory can guide health services researchers in understanding the causal linkages within an intervention. Further, students are educated in separate departments with little planned, formal activity across disciplines, which discourages co-operative approaches to research and service [33-35]. Education programs are not generally structured to facilitate the importance of inter-disciplinary strategies.…”

Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non‐specialist educators

“…The principle argument for the development at national level of a common curriculum is that it standardises content and quality across schools. This debate has run inconclusively for many years 12 and most recently has focused on the area of fitness for practice 13 …”

Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

“…Nonetheless, it is likely that teacher training focusing on these aspects would be a useful strategy to address this. We cannot expect students to learn to practice certain forms of behaviour when they observe the opposite in the wards, a view reinforced by Mcleod et al (3) who state that the creation of an environment conducive for learning is more important than the inclusion of a discipline. This is easier said than done; wards in hospitals in Sri Lanka, even in the large teaching hospitals, are busy, overcrowded, with limited resources.…”

From theory to practice: improving the impact of health services research

“…It is in this circumstance that theory can guide health services researchers in understanding the causal linkages within an intervention. Further, students are educated in separate departments with little planned, formal activity across disciplines, which discourages co-operative approaches to research and service [33-35]. Education programs are not generally structured to facilitate the importance of inter-disciplinary strategies.…”

Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non‐specialist educators

“…The principle argument for the development at national level of a common curriculum is that it standardises content and quality across schools. This debate has run inconclusively for many years 12 and most recently has focused on the area of fitness for practice 13 …”

Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

“…Nonetheless, it is likely that teacher training focusing on these aspects would be a useful strategy to address this. We cannot expect students to learn to practice certain forms of behaviour when they observe the opposite in the wards, a view reinforced by Mcleod et al (3) who state that the creation of an environment conducive for learning is more important than the inclusion of a discipline. This is easier said than done; wards in hospitals in Sri Lanka, even in the large teaching hospitals, are busy, overcrowded, with limited resources.…”

From theory to practice: improving the impact of health services research

“…It is in this circumstance that theory can guide health services researchers in understanding the causal linkages within an intervention. Further, students are educated in separate departments with little planned, formal activity across disciplines, which discourages co-operative approaches to research and service [33-35]. Education programs are not generally structured to facilitate the importance of inter-disciplinary strategies.…”

Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non‐specialist educators

“…The principle argument for the development at national level of a common curriculum is that it standardises content and quality across schools. This debate has run inconclusively for many years 12 and most recently has focused on the area of fitness for practice 13 …”