PART Ⅰ 1
CHAPTER Ⅰ．INTRODUCTION AND STATEMENT OF PRINCIPLES 3
Basic Knowledge To Be Taught 6
Teaching the Basic Knowledge 8
Teaching Attitudes and Skills 10
Attitudes 10
Skills 11
The Physician-Patient Relationship 11
Interviewing 12
Teamwork and the Use of Consultants 13
Recording 14
Clinical Opportunities for Medical-Social Teaching 15
Summary 16
CHAPTER Ⅱ．PRACTICAL APPLICATION IN MEDICAL TEACHING 18
ANALYSIS OF THE DATA 19
DATA FROM VISITS 19
Premedical Training 19
Orientation to the Medical Course 20
The Place of Medical-Social Teaching in the Curriculum 21
Methods of Teaching 22
Classroom and Bedside Teaching 23
Lectures and Clinic Demonstrations 23
History-Taking 23
Ward Teaching 24
Conferences 28
Special Projects and Exercises 29
Summary of Case Project Teaching—Auspices 29
Year of Instruction 29
Number of Students Assigned to a Case 31
Selection of Cases 31
Study Guide 31
Continuity of Student Experience 31
Discussion Seminars 32
Social Service Participation 32
General Pattern 33
Variations in the Pattern 34
Other Teaching Exercises 38
Planned Changes in the Curriculum 39
Summary 39
CHAPTER Ⅲ．CONCLUSIONS AND RECOMMENDATIONS 42
Conclusions 42
Recommendations 44
PART Ⅱ 49
CHAPTER Ⅳ．COMMITTEE ORIGIN AND ORGANIZATION 49
Background of the Formation of the Joint Committee 49
Committee Membership，Project Committee，Study Team 54
Listing of the Schools Visited 56
Guide Used by Study Teams at the Time of the Survey 57
Text of the Letter of Inquiry 58
Schools Replying to the Letter 59
CHAPTER Ⅴ．DETAILS OF EXISTING METHODS AND TECHNIQUES 62
DATA FROM REPLIES TO LETTER OF INQUIRY 62
Schools with Apparently Well-Defined Programs of Medical-Social Teaching 62
Boston University School of Medicine 62
Duke University School of Medicine 63
University of Rochester School of Medicine and Dentistry 63
Schools in Which Students Were Said To Be Held Responsible for Knowing the Social and Environmental Factors in Their Cases 64
University of Georgia School of Medicine 64
University of Texas School of Medicine 64
Schools in Which Students Are Held Responsible for Planning the Care of the Patient as It Relates to the Social and Environmental Factors 64
University of Virginia Department of Medicine 64
Bowman Gray School of Medicine 64
Schools in Which Instruction Is Given Concerning Community Resources 65
University of Montreal Faculty of Medicine 65
University of Louisville School of Medicine 65
New York Medical College 65
Schools with Special Departments for Medical-Social Teaching 65
University of Manitoba Faculty of Medicine 66
McGill University Faculty of Medicine 66
University of Illinois College of Medicine 66
Special Methods of Medical-Social Teaching 67
Case Study Projects 67
University of Maryland School of Medicine 67
Syracuse University College of Medicine 67
Western Reserve University School of Medicine 68
Home Visits 68
Creighton University School of Medicine 68
Dalhousie University Faculty of Medicine 69
University of Nebraska School of Medicine 69
Extramural Teaching 70
Georgetown University School of Medicine 70
University of Wisconsin Medical School 70
Social Service Participation 70
The Tulane University of Louisiana School of Medicine 70
University of Pittsburgh School of Medicine 71
University of Oregon Medical School 71
University of Buffalo School of Medicine 71
DATA FROM VISITS 71
Premedical Requirements 71
Selection of Students 72
Orientation 73
Preclinical Teaching of Social and Environmental Factors 75
Methods of Clinical Teaching 76
Classroom and Bedside Teaching 76
Lectures and Clinic Demonstrations 76
History-Taking 80
Ward Teaching 85
Conferences 92
Special Projects and Exercises 95
Single Department Project—Harvard Medical School 97
Meharry Medical College 108
Iowa State University College of Medicine 116
Special Project Combined with Domiciliary Care--Tufts College School of Medicine 121
University of California Medical School 124
Special Project with Particular Emphasis on Social Agencies—Stanford University School of Medicine 127
Special Project with Unusually Active Social Service Participation—Yale University School of Medicine 136
Vanderbilt University School of Medicine 146
Special Project with Complete Social Service Direction—University of Pennsylvania School of Medicine 156
Special Project with Continuity—Long Island College of Medicine 160
Cornell Medical College 167
New York University College of Medicine 174
Special Project with Home Visits by Student and Social Worker—New York University College of Medicine 176
Special Project under Joint Departmental Auspices—Washington University School of Medicine 183
Integrated Instruction in a Teaching Hospital 191
CHAPTER Ⅵ．ROLE OF THE SOCIAL WORKER IN MEDICAL-SOCIAL TEACHING 203
Fundamental Requirements 204
Usual Channels of Teaching 205
Summary 213
BIBLIOGRAPHY 214
REFERENCES 214
HISTORY OF THE TEACHING OF SOCIAL AND ENVIRONMENTAL FACTORS IN MEDICINE 215
GENERAL 217
INDEX 223