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Relevant behavioural and social science for medical undergraduates: a comparison of specialist and non‐specialist educators
Author(s) -
Peters Sarah,
Livia Andrea
Publication year - 2006
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2006.02562.x
Subject(s) - medical education , psychology , curriculum , discipline , underpinning , medicine , pedagogy , sociology , social science , civil engineering , engineering
Aim To compare what medical educators who are specialists in the behavioural and social sciences and their non‐specialist counterparts consider to be core concepts that medical graduates should understand. Background Previously perceived as ‘nice to know’ rather than ‘need to know’, the General Medical Council (GMC) now places behavioural and social sciences on the same need‐to‐know basis as clinical and basic sciences. Attempts have been made to identify what components of these topics medical students need to know; however, it remains unknown if decisions over programme content differ depending on whether or not educationalists have specialist knowledge of the behavioural and social sciences. Methods In a survey of medical educationalists within all UK medical schools, respondents were asked to indicate from a comprehensive list of psychological, sociological and anthropological concepts what they considered a minimally competent graduate should understand. Comparisons were made between the concepts identified by specialist behavioural and social science (BSS) educators and those without such training. Results Despite different disciplinary backgrounds, non‐specialist educators largely concurred with BSS specialist educators in the concepts they considered tomorrow's doctors should know about. However, among BSS specialists there remained disagreement on what BSS content was relevant for graduates. Differences reflect specialist knowledge and recognition of the role of theoretical underpinning of BSS and reveal gaps in non‐specialists knowledge. Conclusions Educationalists with formal training in the full range of behavioural and social sciences should be involved in the development of BSS curriculum content at both national and school levels.