Balis / Wurmser / McDaniel The Behavioral and Social Sciences and the Practice of Medicine

The Psychiatric Foundations of Medicine
1. Auflage 2013
ISBN: 978-1-4831-8290-2
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 848 Seiten

The Behavioral and Social Sciences and the Practice of Medicine: The Psychiatric Foundations of Medicine compiles the contributions of all disciplines that are relevant to the behavioral, psychological, social, and humanistic aspects of medicine, including the contributions of clinical psychiatry that constitute an integral part of the healing art and science of medicine. This book consists of seven parts. Parts I and II deal with the cross-sectional dimensions of the infraorganismic, organismic, and supraorganismic organization of behavior. The biological substrates of behavior, emotions, cognitive functions, and psychodynamic views of personality are also elaborated. The contributions of behavioral and social science to the practice of medicine are presented in Parts III to VII. This publication is specifically written for medical students and physicians.

Autoren/Hrsg.

Balis, George U.

Wurmser, Leon

McDaniel, Ellen

Leseproben

Preface
The Psychiatric Foundations of Medicine is a modern textbook of psychiatry written specifically for medical students and physicians. In its comprehensive scope, it contains the contributions of all the disciplines that are relevant to the behavioral, psychological, social, and humanistic aspects of medicine, as well as the contributions of clinical psychiatry that constitute an integral part of the healing art and science of medicine. The necessity for creating this textbook emerged from our recognition of the lack of a comprehensive textbook of psychiatry that is exclusively oriented toward meeting the educational needs of medical students and the continuing educational requirements of physicians. In spite of the plethora of established as well as newly introduced textbooks of psychiatry, there is no such book that meets these demands. This awareness if based on our extensive experience in the field of undergraduate psychiatric education and is shared by many of our colleagues in other medical schools of this country. Psychiatric education in the medical schools of this country is in the midst of rapid change, which represents not only intrinsic adaptations of medical education to new developments in the field of psychiatry but also outside influences of emergent social conditions and government policies. In searching for a definition of the educational emphasis and scope in our changing psychiatric curricula, we are experiencing a compelling need for anticipating the future in a precipitiously evolving field that offers few constancies as directional guidelines. In formulating educational goals, departments of psychiatry are influenced by the changing milieu of medical education, the emerging new societal demands of health care services, and the challenge of the unmet needs in medicine. Thus, the pressing community expectations for community-oriented systems of continuous and comprehensive health care and for new roles and patterns of medical practice have necessitated drastic reorganization of medical curricula. Furthermore, with the ever-expanding boundaries of the field of psychiatry and the recent progress in the behavioral and social sciences, medical educators are becoming increasingly aware of the need for adjusting the medical curriculum to current and anticipated shifts in orientation. Contributions of the behavioral and social sciences and clinical psychiatry relevant to the practice of medicine must be appraised and communicated in the curricula. It is the general consensus among medical educators in the United States that the overall goal of undergraduate psychiatric education is to assist students in developing an understanding of and an appreciation for the application of behavioral and psychiatric principles in patient care and health maintenance. More specifically, the curriculum aims to assist the student to (1) acquire a foundation of knowledge regarding the psychological, sociological, and humanistic aspects of the practice of medicine based on the study of the behavioral and social sciences and clinical psychiatry; (2) master basic interpersonal skills relevant to the management and treatment of patients with medical or emotional illness, or both; (3) emulate attitudes and values which enhance the professional roles and practices that physicians have toward their patients and their community. These goals have served as the general guidelines in determining the scope and depth of this textbook. The basic philosophies and organizing principles for this textbook reflect the current trends in medical education and the recent developments in the field of psychiatry, with an emphasis on the emerging themes that characterize the evolving status of the practice of medicine in this country. However, the major principles for organizing its content defines a comprehensive scope of subject matter, as determined by the recommendations of the American National Board of Medical Examiners, the trends in the curricular reorganization of our medical schools, and the prevailing philosophies of American medical educators. Drawing from our experience in developing a model behavioral-social science and psychiatry undergraduate program at the University of Maryland Medical School, we have been particularly influenced by the philosophy that medical students should be able to receive a preparation in this field as thorough as that which they receive in other major medical disciplines. However, the thoroughness of this preparation does not imply the training of a minispecialist in psychiatry but the broad education of a physician in a field that permeates every aspect of medical practice. In this regard, we have attempted to construct an educational series that allows the student to grow intellectually and professionally through critical understanding and scientific insight rather than through the acquisition of technical knowledge of facts and theories. We have further followed an unfolding sequence of organization, which is unique for a textbook of psychiatry, and which parallels the progression of a standard medical curriculum in behavioral-social science and psychiatry. We have included numerous topics and issues, which to our knowledge have never appeared in a textbook of psychiatry, in an effort to emphasize aspects of the field relevant to the practice of the non-psychiatrist physician—aspects significant to a holistic view of man* in health and illness. In view of the great diversity and fluidity of theories in this field, we have been guided by a pluralistic approach that tends to emphasize common grounds and unifying principles without neglecting to give adequate representation to the contributions of every major discipline and school of thought. Special effort was made to choose topics that cut across disciplines or particular theories in order to present a comprehensive, integrated, multidisciplinary, and holistic view of human behavior. The textbook has been organized into six volumes in an evolving sequence, fitting the structural development of a standard curriculum. Each volume presents a progression of concepts that will enable the student to develop the various components of competence as he progresses in medical school through an exposure to unfolding intellectual stimulations, clinical experiences, and appropriate contexts of professional socialization. Volume 1, Dimensions of Behavior, provides the general background of the field and lays the foundations of the origins of behavior. The volume is divided into six parts. Parts I and II are introductory and present the historical development of psychological thinking in medicine and the evolving status of psychiatry in the contemporary scene, with an emphasis on the need for a new medical model. They further attempt to sketch a general conceptualization of human behavior that transcends the disciplinary boundaries of biological and psychosocial sciences, through an introduction into the philosophical and epistemological approaches to studying man and his behavior. By including an introduction into the general systems theory of biosystems, it is hoped that the student interested in the holistic understanding of man will recognize and appreciate the usefulness of a unifying paradigm that bridges the fragmented conceptualization of the multidimensional phenomena that pertain to the life sciences. Part III deals with the longitudinal dimension of the evolutionary organization of behavior, including the phylogenetic organization of the central nervous system, the adaptation and evolution of behavior, as well as extrapolations from ethological and laboratory animal studies relevant to the understanding of human behavior. Parts IV through VI deal with the longitudinal dimension of the developmental organization of behavior. After the presentation of the biological foundations of development, including the ontogenesis of the central nervous system and the genetic determinants of behavior, part V reviews the various theories of personality development, including cognitive, motivational, psychoanalytic, and psychosocial theories. Part VI presents the developmental stages of man, from infancy to adulthood. Volume 2, The Behavioral and Social Sciences and the Practice of Medicine, consists of seven parts. Parts I and II deal with the cross-sectional dimensions of the infraorganismic, organismic, and supraorganismic organization of behavior, which constitute the scope of the behavioral and social sciences. Included are the biological substrates of behavior, emotions, cognitive functions, and psychodynamic views of personality, as well as communicational, interpersonal, social, and cultural aspects of behaviors, including family and social organizations. A general systems theory approach to understanding behavior is given as a means of providing a measure of unification of these diverse disciplinary fields. Parts III through VII present the contributions of behavioral and social science to the practice of medicine. Part III deals with the various facets of the doctor-patient relationship, with special emphasis on the contractual, psychodynamic, interpersonal, and placebogenic aspects of this interaction. Part IV focuses on patient interviewing, and includes a review of research in this area, as well as basic principles of medical and psychiatric interviewing. Part V presents issues concerning patient care within the context of social institutions, governmental policies and regulations, and other social aspects of the organization and delivery of health services, with an emphasis on meeting mental health needs. Part VI deals with aspects of the physician in relation to society, with a focus on values and ethics in...