Teaching Medical Sociology: Retrospection and Prospection

264 Pages·1978·7.839 MB·English

by  Y. Nuyens (auth.), Yvo Nuyens, Janin Vansteenkiste (eds.)

Teaching medical sociology
Proceedings from the International Seminar on Training Programs in
Medical Sociology, Leuven, Belgium, August 1976.
Teaching medical sociology:
retrospection and prospection
Edited by
Yvo Nuyens
Janin Vansteenkiste
The Catholic University of Leuven, Belgium
Springer-Science+Business Media, B.V.
ISBN 978-90-207-0719-9 ISBN 978-1-4757-1391-6 (eBook)
DOI 10.1007/978-1-4757-1391-6
Copyright © 1978 by Springer Science+B usiness Media Dordrecht
Originally published by Martinus NijhoffSocia1 Sciences Division in 1978
No part of this book may be reproduced in any form by print, photoprint, microfilm or
any other means, without written permission from the publisher.
Contents
List of contributors IX
PART ONE: Introduction 1
Teaching medical sociology: retrospection and prospection 3
Y. Nuyens
Introductory remarks 13
J. Vansteenkiste
A. P. Woudenberg
PART TWO: Future developments 21
1. Health care in the future 23
A. J. H. Thiadens
1.1. Introduction . . . 23
1.2. Passive health care 25
1.3. Transitional phase 31
1.4. Active health care 32
1.5. Summary and conclusion 35
2. The profession of medical sociologist in the future: impli-
cations for training programs . . . . . . . . . . . . . . 37
S. Bloom
2.1. Introduction . . . . . . . . . 37
0 • • • • o • • o o o • o • • • • •
202. Background data for understanding the occupational role of medical
sociology . . . . 0 0 • • • • • 0 0 0 0 • 0 0 • 0 • . 37
2030 The role of sociology in medicine . . . . . 0 0 0 • 0 0 0 0 0 0 0 40
2.40 The manpower of medical sociology: sources and training 0 . . . . 46
2050 The substance of medical sociology training: its relevance to outcome 54
206. Summary and conclusions . 0 . • . . • 0 0 0 0 0 0 0 0 0 0 0 56
o
VI
CONTENTS
3. The medical profession in the future: implications for train-
ing programs . . . . . . . . . . . . . . . . . . . . . 61
P.J. Thung
3.1. The 19th century origin of the medical profession 61
3.2. The medical profession as a thing of the past 63
3.3. Relevant developments in medical education 66
3.4. Conclusion . . . . . . . . . . . . . . . 69
PART THREE: The current status of medical sociology training 71
4. The current status of medical sociology training in the U.S.A. 73
Hans 0. Mauksch and Robert A. Day
4.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . 73
4.2. Health studies as incidental studies . . . . . . . . . 73
4.3. The role of key individuals, departments, schools and foundations 74
4.4. Emergence of medical sociology as a special field 76
4.5. The emergence of specific training programs . . . . . . . . . 77
5. Reflections on training in medical sociology for undergradu
ate students of sociology at the University of Warsaw 87
M. Sokolowska
6. Basic assumptions in medical sociology teaching in medical
schools 95
E. G. Pattishall
6.1. Background . . 95
6.2. Basic assumptions 99
6.3. Conclusion 104
7. Basic assumptions in teaching medical sociology in medical
schools: the case of West Germany . . . . . . . . . . 107
M. Pflanz and J. Siegrist
7.1. Historical background . . . . . . . . . . . . . . . . . . . 107
7.2. The institutionalization of medical sociology . . . . . . . . . . . . 109
7.3. Teaching medical sociology: basic assumptions and problems of realiza-
tion . . . . . . . . . . . . . . . . . . . . . . 111
7.4. Research policy and the identity of medical sociology . . . . . . . . 114
CONTENTS VII
PART FOUR: Educational objectives 119
8. Medical sociology training for sociologists 121
M. Stacey
8.1. Introduction 121
8.2. Objectives in teaching and learning 125
8.3. Approaches to teaching . . . . . 126
8.4. A main objective: to show interrelations between society and health care
systems ....................... . 127
8.5. General approach . . . . . . . . . . . . . . . . . . . 130
8.6. Sociology and its application: detachement and environment 134
8.7. Sociologists and workers . . . . . . . . . . . . . . 137
9. Medical sociology training for medical doctors 141
C. W. Aakster
9 .1. Introductory remarks . . . . . . . . . . . . . . . . . . . . . . . 141
9.2. Goals as dominant options . . . . . . . . . . . . . . . . . . . . 141
9.3. The newly (re-)formulmated objectives of medical schools in the Nether-
lands . . . . . . . . . . . . . . . . . . 142
9.4. The relevant environments of medical schools . . . . . . . . . . . 144
9.5. The transformation system of medical schools . . . . . . . . . . . 146
9.6. The realization of social disciplines-based objectives in medical educa-
tional systems . . . . . . . . . . . . . 149
9.7. Suggestions for a new education of doctors . . . . . . . . . . . . . 151
PART FIVE: Description of didactical situations 153
10. Teaching methods and practical training in sociology de-
partments . . . 155
Margot Fefferys
11. Teaching methods and practical training in medical
schools : the case of Maastricht 161
H. Philipsen
11.1. The new faculty . . . . . . . . . . . . . . 161
11.2. The characteristics of the educational program 163
11.3. Bottlenecks in the education system . . . . . 166
11.4. Implications for the teaching of medical sociology 169
VIII CONTENTS
PART SIX: Evaluation methods of eduational processes 171
12. Evaluation methods as instruments for improvement of
courses and programs 173
J. Daniels
12.1. Evaluation and the instrucitonal process . . . . . . . . . . . . 173
12.2. The full context of evaluation (formative and summative evaluation) 175
12.3. Formative course evaluation . . . . . 178
12.4. Recommendations for course evaluation . . . . . . . . 187
13. Evaluation methods as part of training programs 191
E. Nihoul
14. Curriculum construction: reflections on a workshop 209
J. Vansteenkiste
14.1. Introduction . . . 209
14.2. Indications for curriculum construction featuring the formulation of objec-
tives and the selection of content . . . . . . . . . . . 211
14.3. Situating the didactical method for curriculum construction 218
14.4. Analysis of the didactical method for hidden assumptions 224
14.5. Beyond the evident explanation of a workshop's 230
PART SEVEN: Evaluation of the seminar 233
15. Critical evaluation of the seminar 235
Derek Gill
15.1. New developments in medical eduation 237
15.2. Teaching medical sociology in medical schools 240
15.3. The developme11t of educational objectives . . 243
15.4. The teaching and development of medical sociology 245
15.5. The future of medical sociology . . . . . . . . . 252
PART EIGHT: Bibliography 257
16. A selected bibliography of recent articles 259
J. Vansteenkiste
Acknowledgements
The editors wish to express their gratitude and appreciation to:
The Ministry of Health;
The Ministry of Education ;
Nationaal Fonds vo<lr Wetenschappelijk Onderzoek;
Katholieke Universiteit Leuven;
Janssen Research Foundation, and Sabena.
for their financial support
The Research Committee on the Sociology of Medicine, International
Sociological Association; and World Health Organization, Regional
Office for Europe.
for their sponsorship
Multi-taalbureau (L. Verdegem); and Department of Sociology of the
Katholieke Universiteit Leuven (Mrs. Van Meerbeeck)
for their technical help.