A conceptual model for attitude assessment in all areas of medical education

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Abstract
In most medical schools attitudinal goals are confined to special courses in the curriculum and, as such, remain isolated. Failure to attend to both psychosocial and physical factors of disease are compounded by faculty failure to integrate both principles into teaching strategies. Here a conceptual model is proposed to ensure that psychosocial factors, age, and physical illness are all considered in the planning of educational units. Examples are given of skill impairment pitfalls that, when included in a patient-management problem (PMP), allow faculty to assess potential student attitudinal bias and identify students for additional learning experiences. Further application of this model can help educators plan course work in order to narrow the present gulf between the physical and behavioral sciences.

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