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How Recent Medical School Graduates Evaluate the Clinical Relevancy of Their Behavioral Science Curriculum

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Abstract

Recent graduates of the University of South Carolina School of Medicine (n=108) evaluated the clinical relevancy of their behavioral science curriculum. The results indicate that a body of behavioral science data are clinically relevant to physicians regardless of their specialty. Additional behavioral science content areas are clinically relevant for practitioners in particular medical specialties. Suggestions are made for the role of behavioral science material in continuing medical education.

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Authors and Affiliations

  1. Department of Neuropsychiatry and Behavioral Science, University of South Carolina School of Medicine, Columbia, South Carolina, 29202, USA

    George R. Holmes Ph.D., Jeremy S. Musher M.D., Harry H. Wright M.D., Patrick T. Butterfield M.D., Elisabeth A. Cole & Mary E. Smith

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  1. George R. Holmes Ph.D.
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  2. Jeremy S. Musher M.D.
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  3. Harry H. Wright M.D.
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  4. Patrick T. Butterfield M.D.
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  5. Elisabeth A. Cole
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  6. Mary E. Smith
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Holmes, G.R., Musher, J.S., Wright, H.H. et al. How Recent Medical School Graduates Evaluate the Clinical Relevancy of Their Behavioral Science Curriculum. Acad Psychiatry 14, 17–20 (1990). https://doi.org/10.1007/BF03341847

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