SOCIAL-SCIENCE EDUCATION AS A COMPONENT OF MEDICAL-TRAINING

The broad view of health espoused by the World Health Organization is now generally accepted by medical educators. Implicit in the new parad igm is a recognition of multiple determinants of health and of shiftin g divisions of professional responsibilities among providers. As a con sequence, the importance of social and behavioural science education a s a foundation to medical training is increasingly appreciated. At the same time medical programmes are under pressure to contend with the e xplosion of knowledge in basic biomedical and life sciences and with t echnological innovation. Curricula are being submerged in facts, causi ng medical schools to look for innovative teaching models that feature more flexible approaches to the diverse body of knowledge supporting professional practice. Independent learning methods are being explored and revised teaching programs are being organized around coordinating themes, such as aging, human development and environmental health. Fu ture programmes must be designed to encourage multiprofessional approa ches while fostering awareness of the important interplay between heal th care (both curative and preventive) and social/behavioural science. Within the curriculum students should be offered options that include sociology, child growth and development, gerontology, medical anthrop ology, psychology, medical geography, health economics, political scie nce and related subthemes. More important than the inclusion of any sp ecific discipline is the creation of an environment in which future ph ysicians may be exposed to critical thinking across a wide range of th emes that characterize the social and cultural context for medical pra ctice. Such enquiry is also likely to drive a closer relationship betw een medical schools and their parent universities within which the soc ial science expertize resides. Success will see a welcome development from a symbiotic relationship to one which is more clearly synergistic with the potential to stimulate broad improvements in health services . The goal of improved training in social and behavioural sciences is important to the future of medical education as well as to the public' s health and it is essential that leadership emerge at this time.