Psychology in the medical curriculum: Redefining module content and delivery in a socially accountable manner

Ngcobo-Sithole, MB (Magnolia)
Nelson Mandela University, Psychology department, Summerstrand, 6001, Port Elizabeth

 

Submission type

Poster only

Scheduled

Poster Sessions 1 (15:15-15:45), 25-09-2019, 15:15 - 15:45

Keywords

Medical teaching, teaching psychology, curriculum development, psychological determinants of health

Summary

 

The need to incorporate clinically relevant aspects of psychology into undergraduate medical curricula has grown in the recent years. This growth, supported by a wealth of evidence-based research, demonstrates the importance of psychological factors in doctor-patient interaction, as well as in a range of medical illnesses and in adherence to medical treatment. In the literature, there is substantial evidence that psychology remains low in the hierarchy of importance in medical education, with most medical students identifying it as boring. This paper explores the possibility of replacing the teaching of psychology theories to medical students with the bio-psycho-socio-spiritual model. The idea is that all medical students must value the importance of psychology in their profession as future medical practitioners. Secondly, replacing psychology theories with the bio-psycho-socio-spiritual model ensures that there is more time spent in the teaching of applied psychology knowledge and skills. Thirdly, the bio-psycho-socio-spiritual model facilitates links between medical illnesses and psychology. Lastly, this can be viewed as not only one of the strategies to transform the teaching of psychology to the medical fraternity in a socially accountable manner, but can be seen as one of the initiatives to improve the health care system.

Auteurs