TY - ECHAP
KW - Behavioral Medicine
KW - Clinical Methods Training
KW - core competencies
KW - educational program design
KW - Educational Program Planning
KW - Evidence Based Practice
KW - evidence-based teaching
KW - health care consultant toolkit
KW - Health Care Psychology
KW - Human
KW - Inservice Training
KW - integrated care
KW - Integrated Services
KW - Medical Education
KW - Physicians
KW - practicing providers
KW - primary care providers
KW - primary care team
KW - Primary Health Care
KW - Teaching Methods
KW - teaching tools
KW - training
KW - Trends
KW - Work Teams
AU - Jason Satterfield
AU - Simone K. Madan
A1 - 
AB - Medical education is in the midst of major changes. Over 50% of US medical schools are currently revising their curricula, and nearly all residency programs are evolving to meet new skill-based competency requirements. In large part, these changes reflect an awareness of the evolving health care needs of an increasingly diverse and aging population. Now, more than ever, physicians must understand and utilize social and behavioral factors in health and health care. Unfortunately, practicing providers may find themselves "behind the curve" in both biomedical science and in the more integrative and interdisciplinary ways of thinking about health and disease. Training primary care providers in integrated behavioral health can be a rewarding, challenging, and frustrating experience full of important possibilities. To teach successfully requires a meaningful understanding of trends in medical education and the evolving medical culture and a passionate, evidence-based belief in the value of behavioral science in medical education. This chapter first reviews the importance of understanding the role of behavior in health and how integrated behavioral health interventions benefit both health care providers and patients. Second, a brief description of the medical culture provides the context needed to design effective educational programs matching prevailing medical attitudes and including "evidence-based teaching." Finally, both process and content examples of select core competencies and teaching strategies demonstrate how essential attitudes, knowledge, and skills can be taught to a primary care team. Each section is followed by a listing of teaching tools and resources for further skill development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)(chapter)
BT - The primary care toolkit: Practical resources for the integrated behavioral care provider
C4 - This grey literature reference is included in the Academy's Literature Collection in keeping with our mission to gather all sources of information on integration. Grey literature is comprised of materials that are not made available through traditional publishing avenues. Often, the information from unpublished resources can be limited and the risk of bias cannot be determined.
C5 - Grey Literature; Education & Workforce; Measures
CY - New York, NY, US
JF - The primary care toolkit: Practical resources for the integrated behavioral care provider
N2 - Medical education is in the midst of major changes. Over 50% of US medical schools are currently revising their curricula, and nearly all residency programs are evolving to meet new skill-based competency requirements. In large part, these changes reflect an awareness of the evolving health care needs of an increasingly diverse and aging population. Now, more than ever, physicians must understand and utilize social and behavioral factors in health and health care. Unfortunately, practicing providers may find themselves "behind the curve" in both biomedical science and in the more integrative and interdisciplinary ways of thinking about health and disease. Training primary care providers in integrated behavioral health can be a rewarding, challenging, and frustrating experience full of important possibilities. To teach successfully requires a meaningful understanding of trends in medical education and the evolving medical culture and a passionate, evidence-based belief in the value of behavioral science in medical education. This chapter first reviews the importance of understanding the role of behavior in health and how integrated behavioral health interventions benefit both health care providers and patients. Second, a brief description of the medical culture provides the context needed to design effective educational programs matching prevailing medical attitudes and including "evidence-based teaching." Finally, both process and content examples of select core competencies and teaching strategies demonstrate how essential attitudes, knowledge, and skills can be taught to a primary care team. Each section is followed by a listing of teaching tools and resources for further skill development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)(chapter)
PB - Springer Publishing Co
PP - New York, NY, US
PY - 2009
SN - 9780387789705 (Hardcover); 9780387789712 (Electronic)
SP - 77
EP - 93
EP - 
T1 - The primary care consultant toolkit: Tools for behavioral medicine training for PCPs in integrated care
T2 - The primary care toolkit: Practical resources for the integrated behavioral care provider
T3 - The primary care toolkit: Practical resources for the integrated behavioral care provider.
TI - The primary care consultant toolkit: Tools for behavioral medicine training for PCPs in integrated care
U1 - Grey Literature; Education & Workforce; Measures
U4 - This grey literature reference is included in the Academy's Literature Collection in keeping with our mission to gather all sources of information on integration. Grey literature is comprised of materials that are not made available through traditional publishing avenues. Often, the information from unpublished resources can be limited and the risk of bias cannot be determined.
VO - 9780387789705 (Hardcover); 9780387789712 (Electronic)
Y1 - 2009
ER -