Published two years after a special IOM committee first met to consider social and behavioral science curricula for medical students (see HABIT, Dec. 23, 2002), the report’s authors conclude that it’s hard to know exactly how many medical students are receiving such training, what kind of techniques are being used to teach social and behavioral science and what obstacles stand in the way of the curriculum.

To remedy this, the committee recommends a new national database of medical school social and behavioral curricula, overseen by NIH’s Office of Behavioral and Social Science Research and carried out by the Association of American Medical Colleges. The NIH and other public and private funders should also establish social and behavioral career and curriculum development awards, according to the committee.

The report lists 26 main topics from the social and behavioral sciences that should be taught in at least the first four years of medical school, falling under the broad headings of mind-body interactions in health and disease, patient behavior, physician role and behavior, physician-patient interactions, social and cultural issues in health care, and health policy and economics. To reinforce the importance of these topics, they should be prominently placed on the U.S. Medical Licensing Exam, the report says.

“Understanding that behavior can be changed and that proven methods are available to facilitate such change allows physicians to provide optimal interventions — behavioral and nonbehavioral — to improve the health of patients,” the committee concluded.

To read the report, “Improving Medical Education: Enhancing the Behavioral and Social Science Content of Medical School Curricula,” go here.