Psychologists’ Contributions to Medical Education and Interprofessional Education in Medical Schools

William N. Robiner; Barry A. Hong; Wendy Ward

doi:10.1007/s10880-020-09730-8

Psychologists’ Contributions to Medical Education and Interprofessional Education in Medical Schools

William N. Robiner, Barry A. Hong, Wendy Ward

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

Recognition of the importance of behavioral and psychological phenomena has grown. Patients and physicians are receptive to psychological insights and processes in health and healthcare. Psychologists serve in diverse roles in medical schools, spanning activities such as didactics, rounds, precepting, supervising, mentoring, participating in educational projects, directing courses, and serving on educational committees. They address multiple content areas fundamental to medicine. Their participation in medical education and professional development activities for faculty are well-regarded. As healthcare becomes more interprofessional, with services delivered via interprofessional teams, opportunities for psychologists to contribute to, and play leadership roles in, interprofessional education (IPE) are expanding. It is critical that psychologists seize them. This article reviews psychologists’ historic roles in medical education and provides a snapshot of their educational, faculty development, and IPE activities based on the 2017 survey of members of the Association of Psychologists in Academic Health Centers and their colleagues.

Original language	English (US)
Pages (from-to)	666-678
Number of pages	13
Journal	Journal of Clinical Psychology in Medical Settings
Volume	28
Issue number	4
Early online date	Jun 20 2020
DOIs	https://doi.org/10.1007/s10880-020-09730-8
State	Published - Dec 2021

Bibliographical note

Funding Information:
The authors wish to thank Dr. Lisa Ramirez Shah of the Department of Psychiatry at MetroHealth and Case Western Reserve University School of Medicine for her contributions to the poster presented at the 2019 APAHC conference that addressed these topics. They also acknowledge the efforts of Laura Daniels, Ph.D. of the Virginia Tech?Carilion?Department of Family & Community Medicine related to the survey design, implementation, and analysis.

Publisher Copyright:
© 2020, Springer Science+Business Media, LLC, part of Springer Nature.

Keywords

Academic health center
Faculty
Interprofessional education
Medical education
Medical school
Psychologist

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/s10880-020-09730-8

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abstract = "Recognition of the importance of behavioral and psychological phenomena has grown. Patients and physicians are receptive to psychological insights and processes in health and healthcare. Psychologists serve in diverse roles in medical schools, spanning activities such as didactics, rounds, precepting, supervising, mentoring, participating in educational projects, directing courses, and serving on educational committees. They address multiple content areas fundamental to medicine. Their participation in medical education and professional development activities for faculty are well-regarded. As healthcare becomes more interprofessional, with services delivered via interprofessional teams, opportunities for psychologists to contribute to, and play leadership roles in, interprofessional education (IPE) are expanding. It is critical that psychologists seize them. This article reviews psychologists{\textquoteright} historic roles in medical education and provides a snapshot of their educational, faculty development, and IPE activities based on the 2017 survey of members of the Association of Psychologists in Academic Health Centers and their colleagues.",

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Psychologists’ Contributions to Medical Education and Interprofessional Education in Medical Schools

Abstract

Bibliographical note

Keywords

UN SDGs

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