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首页> 外文期刊>Psychosomatic Medicine: Journal of the American Psychosomatic Society >Teaching psychosomatic (biopsychosocial) medicine in United States medical schools: survey findings.
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Teaching psychosomatic (biopsychosocial) medicine in United States medical schools: survey findings.

机译：在美国医学院教授心身（生物心理）医学：调查结果。

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OBJECTIVE: A survey of US medical schools regarding the incorporation of psychosomatic (biopsychosocial) medicine topics into medical school curriculum was conducted. The perceived importance and success of this curriculum, barriers to teaching psychosomatic medicine, and curricular needs were also assessed. METHODS: From August 1997 to August 1999, representatives of US medical schools were contacted to complete a survey instrument either by telephone interview or by written questionnaire. RESULTS: Survey responses were received from 54 of the 118 US medical schools contacted (46%). Responses were obtained from representatives of both public (57%) and private (43%) institutions. Only 20% of respondents indicated that their schools used the term "psychosomatic medicine"; the terms "behavioral medicine" (63%) and "biopsychosocial medicine" (41%) were used more frequently. Coverage of various health habits (eg, substance use and exercise) ranged from 52% to 96%. The conceptualization and/or measurement of psychosocial factors (eg, stress and social support) was taught by 80% to 93% of schools. Teaching about the role of psychosocial factors in specific disease states or syndromes ranged from 33% (renal disease) to 83% (cardiovascular disease). Coverage of treatment-related issues ranged from 44% (relaxation/biofeedback) to 98% (doctor-patient communication). Topics in psychosomatic medicine were estimated to comprise approximately 10% (median response) of the medical school curriculum. On a scale of 1 (lowest) to 10 (highest), ratings of the relative importance of this curriculum averaged 7 (SD = 2.5; range = 2-10). Student response to the curriculum varied from positive to mixed to negative. Perceived barriers to teaching psychosomatic medicine included limited resources (eg, time, money, and faculty), student and faculty resistance, and a lack of continuity among courses. Sixty-three percent of respondents expressed an interest in receiving information about further incorporation of topics in psychosomatic medicine into their school's curriculum. CONCLUSIONS: Results of this survey reveal variable coverage of specific psychosomatic medicine topics in the medical school curriculum and differential use of nomenclature to refer to this field. There is a need for further curricular development in psychosomatic medicine in US medical schools.
机译：目的：对美国医学院进行了一项关于将心身（生物心理社会）医学主题纳入医学院课程的调查。还评估了该课程的重要性和成功感，心身医学教学的障碍以及课程需求。方法：从1997年8月至1999年8月，通过电话采访或书面问卷与美国医学院的代表联系，以完成调查工具。结果：从所联系的118所美国医学院中的54所（46％）收到了调查反馈。公众（57％）和私人（43％）机构的代表都做出了回应。只有20％的受访者表示他们的学校使用了“心身医学”一词; “行为医学”（63％）和“生物心理医学”（41％）的使用频率更高。各种健康习惯（例如，吸毒和运动）的覆盖范围从52％到96％。 80％至93％的学校教授了社会心理因素（例如压力和社会支持）的概念化和/或测量。关于社会心理因素在特定疾病状态或综合症中的作用的教学范围从33％（肾脏疾病）到83％（心血管疾病）不等。与治疗有关的问题的覆盖范围从44％（放松/生物反馈）到98％（医患沟通）。据估计，心身医学的主题约占医学院课程的10％（中位反应）。从1（最低）到10（最高）的等级，该课程的相对重要性等级平均为7（SD = 2.5;范围= 2-10）。学生对课程的反应从正面到混合到负面。认识到心身医学教学的障碍包括有限的资源（例如时间，金钱和教职员工），学生和教职员工的抵制以及课程之间缺乏连续性。百分之六十三的受访者表示有兴趣接收有关进一步将心身医学主题纳入其学校课程的信息。结论：本次调查的结果表明医学院课程中对特定心身医学主题的覆盖范围可变，并且使用了不同的命名法来指代该领域。美国医学院校需要进一步开发心身医学课程。

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