Building a Benign Behavioral-Science Course

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Abstract
For nearly two decades medical schools throughout the English-speaking world have been adding behavioral-science courses to their curricula. At first there was widespread concern that such courses could create problems for medical education and, indeed, for medical practice itself. Some worried that courses in behavioral sciences would prove so interesting as to create an unhealthy demand for updating the rest of the medical curriculum. Others feared that these courses might so enhance the sensitivity, broaden the knowledge and increase the interviewing skills of future doctors that the very presence of such students might threaten the ego structures of staff members . . .

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