Embedding Behavioral and Social Sciences across the Medical Curriculum: (Auto) Ethnographic Insights from Medical Schools in the United Kingdom

Adams

Abstract

<jats:p>Key concepts and theories that are taught in order to develop cultural competency skills are often introduced to medical students throughout behavioral and social science (BSS) learning content. BSS represents a core component of medical education in the United Kingdom. In this paper, we examine, through (auto)ethnographic data and reflections, the experiences of BSS in medical education. The empirical data and insights have been collected in two ways: (1) through long-term ethnographic fieldwork among medical students and (2) via autoethnographic reflexive practice undertaken by the co-authors who studied, worked, examined, and collaborated with colleagues at different UK medical schools. Our findings indicate that despite BSS constituting a mandatory, essential component of the medical curriculum, medical students did not always perceive BSS as useful for their future practice as doctors, nor did they find it to be clinically relevant, in comparison to the biomedical learning content. We suggest that it is paramount for all stakeholders to commit to cultivating and developing cultural competency skills in medical education, through robustly embedding BSS learning content across the undergraduate medical curriculum. We conclude with recommendations for a wide range of educational practices that would ensure a full integration of BSS in the medical curriculum.</jats:p>

Citation

Adams. (2022). Embedding Behavioral and Social Sciences across the Medical Curriculum: (Auto) Ethnographic Insights from Medical Schools in the United Kingdom. Societies, 101 - 101. https://doi.org/10.3390/soc12040101

• Acceptance Date: Jun 23, 2022
• Publication Date: Jun 30, 2022
• Journal: Societies
• Publisher: MDPI
• Pages: 101 - 101
• DOI: https://doi.org/10.3390/soc12040101
• Keywords: medical education; qualitative research; sociology; anthropology; psychology; curriculum development; health inequalities; critical incident; hidden curriculum; disciplinary knowledge
• Publisher URL: https://www.mdpi.com/2075-4698/12/4/101/htm