Robert Michels, M.D.Curriculum and NeurologyNeuroscience,r. Thomas M. Glick and his colleagues in their article âCurriculum in Neuroscience, Psychiatry, and Neurologyâ (pages 212-218) describe their course as an integrated curriculum, and their description of the curriculum indeed sounds excellentstimulating, intellectually challenging, and well integrated. Students like it and seem to learn from it, and faculty are enriched by it as well. It is, however, a course, not a full curriculum. The question of its relationship to the rest of the curriculum is only partially addressed here. Which functions have beenassigned to it, which are dealt with elseat[)The issue is of particular importance because of the historical prejudices against these paradigms in medicine. These prejudices continue, even though the care and treatment of a large number of psychiatric patients has yet to be affected by neuroscientific understanding and may never be. It would be unfortunate if students were given a subtle but powerful message thatthese patients, their problems, and theknowledge required to care for them are not part of modern scientific medicine. An analogy would be if students were to learn about the regeneration of neurons, but notthe principles of rehabilitation after centralwhere, all?to developis designed âun-derstanding of the mind
An Integrated Preclerkship Curriculum in Neuroscience, Psychiatry, and Neurology
Abstract
Robert Michels, M.D.Curriculum and NeurologyNeuroscience,r. Thomas M. Glick and his colleagues in their article âCurriculum in Neuroscience, Psychiatry, and Neurologyâ (pages 212-218) describe their course as an integrated curriculum, and their description of the curriculum indeed sounds excellentstimulating, intellectually challenging, and well integrated. Students like it and seem to learn from it, and faculty are enriched by it as well. It is, however, a course, not a full curriculum. The question of its relationship to the rest of the curriculum is only partially addressed here. Which functions have beenassigned to it, which are dealt with elseat[)The issue is of particular importance because of the historical prejudices against these paradigms in medicine. These prejudices continue, even though the care and treatment of a large number of psychiatric patients has yet to be affected by neuroscientific understanding and may never be. It would be unfortunate if students were given a subtle but powerful message thatthese patients, their problems, and theknowledge required to care for them are not part of modern scientific medicine. An analogy would be if students were to learn about the regeneration of neurons, but notthe principles of rehabilitation after centralwhere, all?to developis designed âun-derstanding of the mindPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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An Integrated Preclerkship Curriculum in Neuroscience, Psychiatry, and Neurology
Robert Michels
Follow Academic Psychiatry
, Volume 21 (4): 234
American Psychiatric Publishing, Inc (Journal) – Dec 1, 1997
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