Teaching Medical Sociology: Retrospection and Prospection

1. Front Matter

   Pages I-XII

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Teaching medical sociology: retrospection and prospection

      • Y. Nuyens

      Pages 3-12

   3. Introductory remarks

      • J. Vansteenkiste, A. P. Woudenberg

      Pages 13-19

3. Future Developments

   1. Front Matter

      Pages 21-22

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   2. Health care in the future

      • A. J. H. Thiadens

      Pages 23-35

   3. The profession of medical sociologist in the future: implications for training programs

      • S. Bloom

      Pages 37-60

   4. The medical profession in the future: implications for training programs

      • P. J. Thung

      Pages 61-70

4. The Current Status of Medical Sociology Training

   1. Front Matter

      Pages 71-72

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   2. The current status of medical sociology training in the U.S.A.

      • Hans O. Mauksch, Robert A. Day

      Pages 73-85

   3. Reflections on training in medical sociology for undergraduate students of sociology at the University of Warsaw

      • M. Sokolowska

      Pages 87-94

   4. Basic assumptions in medical sociology teaching in medical schools

      • E. G. Pattishall

      Pages 95-105

   5. Basic assumptions in teaching medical sociology in medical schools: the case of West Germany

      • M. Pflanz, J. Siegrist

      Pages 107-117

5. Educational Objectives

   1. Front Matter

      Pages 119-120

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   2. Medical sociology training for sociologists

      • M. Stacey

      Pages 121-139

   3. Medical sociology training for medical doctors

      • C. W. Aakster

      Pages 141-152

6. Description of Didactical Situations

   1. Front Matter

      Pages 153-153

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   2. Teaching methods and practical training in sociology departments

      • Margot Jefferys

      Pages 155-159

   3. Teaching methods and practical training in medical schools: the case of Maastricht

      • H. Philipsen

      Pages 161-170

7. Evaluation Methods of Educational Processes

   1. Front Matter

      Pages 171-171

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39 Medical sociology, on the other hand, is only beginning to be perceived as an established partner in medical education. What was still described in 1963 as its 'promise' (Reader, 1963) became a decade later the unequivocal assertion: 'Sociology has already contributed much to medicine ... has (in its work related to medicine) developed a distinct body of knowledge, and in fact, reached the position where it can contribute substantially to decision making in medicine'. (Kendall and Reader, 1972) As it has established its position, both as a legitimate sub-field of sociology as a collaborator with the medical professions, there is evidence of increasing attention by medical sociology to the applica­ tions of its knowledge. The literature reveals a remarkable degree of concern about its development. (Caudill, 1953; Clausen, 1956; Reader and Goss, 1959; Reader, 1963; Suchman, 1964; Graham, 1964; Bloom, 1965; McKin­ lay, 1972). Most of its continuing self-scrutiny, however, was - at least until recently - focused on the evaluation of its contribution to knowledge. We seem now to have found security in the legitimacy of this contribution, and to be turning to the effort to establish an organized dimension of applied social science - of which an example is seen in table 2.1. Williams, first in 1963 and again in 1972, sought to show how the knowledge of medical sociology was actually being applied. Hyman (1967) reviewed 'the uses of sociology for the problems of medicine'.

• attention
• curriculum
• decision-making
• development
• education
• evaluation
• knowledge
• medical profession
• medical sociology
• medicine
• profession
• science
• social science
• teaching
• university

• The Catholic University of Leuven, Belgium

  Yvo Nuyens, Janin Vansteenkiste

Policies and ethics