No abstract available.
Behavioral Sciences*

Last one quarter century has witnessed the enlightenment of social and behavioral science in medicine. The aims of incorporating social and behavioral science in medical education are to equip future physicians with nonbiomedical clinical competencies. The contents of this "soft science of medicine" include mind-body interactions in health and disease, patient behavior, physician role and behavior, physician-patient interactions, social and cultural issues in health care, helath policy and economics, etc. Up to now, the integration of social and behavioral science in medical school curriculum are of less than satifaction due to several barriers. By broadening the perspectives of various domains of social and behavioral science and by collaborating with the professionals from other fields of medicine, psychiatrists should potentially play important roles in educational leadership.
Behavioral Medicine* ; Behavioral Sciences ; Curriculum* ; Delivery of Health Care ; Education, Medical ; Humans ; Interpersonal Relations ; Leadership* ; Physician's Role ; Psychiatry* ; Schools, Medical

Last one quarter century has witnessed the enlightenment of social and behavioral science in medicine. The aims of incorporating social and behavioral science in medical education are to equip future physicians with nonbiomedical clinical competencies. The contents of this "soft science of medicine" include mind-body interactions in health and disease, patient behavior, physician role and behavior, physician-patient interactions, social and cultural issues in health care, helath policy and economics, etc. Up to now, the integration of social and behavioral science in medical school curriculum are of less than satifaction due to several barriers. By broadening the perspectives of various domains of social and behavioral science and by collaborating with the professionals from other fields of medicine, psychiatrists should potentially play important roles in educational leadership.
Behavioral Medicine* ; Behavioral Sciences ; Curriculum* ; Delivery of Health Care ; Education, Medical ; Humans ; Interpersonal Relations ; Leadership* ; Physician's Role ; Psychiatry* ; Schools, Medical

OBJECTIVE: To determine the changes in dental anxiety, state anxiety, and trait anxiety levels of patients and their parents after 3 months of active orthodontic treatment. METHODS: We evaluated 120 patients and one parent of each patient. State Anxiety (STAI-S), Trait Anxiety (STAI-T), and Corah's Dental Anxiety Scale (DAS) were administered before orthodontic treatment (T1) and after 3 months of treatment (T2). Differences in scores between T1 and T2 were compared using paired-sample t-tests and the relationship between the scores of the DAS and the STAI were analyzed using a bivariate two-tailed Pearson correlation test. RESULTS: Dental anxiety and state anxiety levels decreased among the patients after adjustment to orthodontic treatment (p < 0.001). However, 3 months of treatment was not sufficient to decrease the anxiety levels of parents (p > 0.05). Patient trait anxiety affected patient state anxiety and dental anxiety (p < 0.01). Additionally, a significant correlation was found between patient dental anxiety and parent dental anxiety (p < 0.05). CONCLUSIONS: Dental anxiety and state anxiety levels decrease after patients become familiar with their orthodontist and they became accustomed to orthodontic treatment. However, 3 months is not a sufficient length of time to decrease parental anxiety levels.
4-Acetamido-4'-isothiocyanatostilbene-2,2'-disulfonic Acid ; Anxiety ; Behavioral Sciences ; Compliance ; Dental Anxiety ; Humans ; Parents

The meaning of the study is in the following points. The first is to find the linguistic development of children through IQ test. The second is to find the family fostering factor for the linguistic development. For these meaning tills study will have the following aims. 1) To judge the similarly agreement between the children lexical ability with the teachers evaluation to the children. 2) To compare the gender differences if lexical abilities between the urban with the rural. 3) To find the family fostering factors for the children linguistic development. The collection data has been from April 13, 1999 to April 27. The subjects for this study were two grade of elementary school, which is located in Kcity and Orural a chosen students (273). teachers(5). parents (176). The instruments used for this study were IQ test by Korea Behavioral Science institute and family fostering environment 25 items. Teachers linguistic evaluation. The data analysis was done using Pearson's Correlation Coefficient, t-test, ANOVA using SPSS/pc program, This study found following results. 1) The similarly agreement degree between children lexical abilities with teachers comprehending evaluation male r=.745, female r=0.809 The similarly agreement degree between children lexical abilities with teachers expressing evaluation, male r= .657, female r=797(p .0l) 2) In comparing of the gender difference of urban, the femail is a little high than male (t = .5065), but the especial point is more large difference in male than in female. In comparing of the gender difference of rural. the female is especial high than the male(t= -4.411),(p .0l) 3) The higher factor of influencing the linguistic development is the breast-feeding(r=-.3279) in all the gender(p .01). So that the brast-feeding better than cow's milk, mother better than the other family members in feeding, 6~8months better than one or two years in feeding term.
Behavioral Sciences ; Child ; Female ; Foster Home Care* ; Humans ; Korea ; Linguistics* ; Male ; Milk ; Mothers ; Parents ; Statistics as Topic

'Social competence' is understood in behavioral science and developmental psychology to be a bundle of diverse social skills that are necessary for appropriate social adaptation. However, a physician's social competence in our healthcare context should be understood as clinically necessary skills that are not directly related to understanding of the natural sciences essential for clinical practice. In Korea, such 'non-science competencies' have long been ignored by both doctors and laypeople in their understanding of medicine as a discipline. However, the clinical practice should embrace the centrality of humane and social elements, without which medicine could not exist. Our research team has proposed 6 competencies in light of the current Korean healthcare context and circumstances: understanding of the related law and healthcare system, professionalism and ethics, leadership, self-management, communication, and understanding of the humanities. These competencies are important to current medical practice in Korea and should be developed and promoted among doctors in the present and future. Of course, these competencies are not absolutely fixed or unchangeable. They should be re-interpreted or modified as time passes and the healthcare context changes. However, for the time being, these competencies will provide some guidance for educating doctors and promoting dialogue among related stakeholders in the healthcare field.
Behavioral Sciences ; Delivery of Health Care ; Ethics ; Humanities ; Humans ; Jurisprudence ; Korea ; Leadership ; Mental Competency ; Natural Science Disciplines ; Psychology ; Self Care

The purpose of this study is to develop the list of core skill and knowledge in clinical practice of neuropsychiatry. The author consider some aspects in preparing for developing the list of core skill and knowledge of neuropsychiatry. The author examined the status of the clinical practice in universities briefly, and we presented some practical problems about the extent of clinical practice of neuropsychiatry, the goals and principles of developing the target of study, the target of clinical practice of neuropsychiatry, and some examples of skill and knowledge and attitude by referencing 'Korean Journal of Medical Education', 'Workshop reports in Korean Neurosychiatric Association' and 'OSCEs in psychiatry'. We pointed out the problem that whether behavioral science, diagnosis, 'patients, doctor and society' (PDS), and communication were included in clinical practice of neuropsychiatry or in other subjects and emphasized. We could discuss about 60 OSCE lists in Psychiatric department of University of Cambrige including examining cranial nerve, fundoscopy, interpreting ECG, calling the on-call consultant, requesting an EEG, discussing an MRI brain scan report, assessing suicide risk, and assessing testamentary capacity. In the examples of attitude and skill, the process of establishing rapport and giving empathy is as follow. If the students are well aware and carrying out the process, they will be respectable medical doctors. 1) Establish a rapport with the patient : Greet the patient by name, shake the patient's hand and smile. Introduce yourself warmly. Be courteous. make the patient comfortable and at ease. Explain the purpose of the contact. Ask permission to take a history or to do an examination. Thank the patients for co-operating. 2) Empathy : Remember that the patient is as human as you are. If you believe that the patient is as important as you are, you are mistaken. The patient is more important than you are. Your career depends on how well you can get on with patients and make them feel good about you. for their medical care, you are just one of the many choices. Hence, be sensitive and show warmth, empathy, concern and consideration for the patient.'s feelings. Try to see how you would have felt if you were in the patient's shoes. Convey your understanding and acceptance of the patient's situation. Explain them. Respect the patient's dignity. Do not ignore questions from the patient. Ask permission to speak to partner, children or parents if indicated. We anticipated that fine lists were developed by active progression of developing lists of skill and knowledge after our investigation.
Behavioral Sciences ; Brain ; Child ; Consultants ; Cranial Nerves ; Diagnosis ; Electrocardiography ; Electroencephalography ; Empathy ; Hand ; Humans ; Magnetic Resonance Imaging ; Neuropsychiatry* ; Parents ; Shoes ; Suicide

The purpose of this study is to develop the list of core skill and knowledge in clinical practice of neuropsychiatry. The author consider some aspects in preparing for developing the list of core skill and knowledge of neuropsychiatry. The author examined the status of the clinical practice in universities briefly, and we presented some practical problems about the extent of clinical practice of neuropsychiatry, the goals and principles of developing the target of study, the target of clinical practice of neuropsychiatry, and some examples of skill and knowledge and attitude by referencing 'Korean Journal of Medical Education', 'Workshop reports in Korean Neurosychiatric Association' and 'OSCEs in psychiatry'. We pointed out the problem that whether behavioral science, diagnosis, 'patients, doctor and society' (PDS), and communication were included in clinical practice of neuropsychiatry or in other subjects and emphasized. We could discuss about 60 OSCE lists in Psychiatric department of University of Cambrige including examining cranial nerve, fundoscopy, interpreting ECG, calling the on-call consultant, requesting an EEG, discussing an MRI brain scan report, assessing suicide risk, and assessing testamentary capacity. In the examples of attitude and skill, the process of establishing rapport and giving empathy is as follow. If the students are well aware and carrying out the process, they will be respectable medical doctors. 1) Establish a rapport with the patient : Greet the patient by name, shake the patient's hand and smile. Introduce yourself warmly. Be courteous. make the patient comfortable and at ease. Explain the purpose of the contact. Ask permission to take a history or to do an examination. Thank the patients for co-operating. 2) Empathy : Remember that the patient is as human as you are. If you believe that the patient is as important as you are, you are mistaken. The patient is more important than you are. Your career depends on how well you can get on with patients and make them feel good about you. for their medical care, you are just one of the many choices. Hence, be sensitive and show warmth, empathy, concern and consideration for the patient.'s feelings. Try to see how you would have felt if you were in the patient's shoes. Convey your understanding and acceptance of the patient's situation. Explain them. Respect the patient's dignity. Do not ignore questions from the patient. Ask permission to speak to partner, children or parents if indicated. We anticipated that fine lists were developed by active progression of developing lists of skill and knowledge after our investigation.
Behavioral Sciences ; Brain ; Child ; Consultants ; Cranial Nerves ; Diagnosis ; Electrocardiography ; Electroencephalography ; Empathy ; Hand ; Humans ; Magnetic Resonance Imaging ; Neuropsychiatry* ; Parents ; Shoes ; Suicide

In this article we introduce modern statistical machine learning and bioinformatics approaches that have been used in learning statistical relationships from big data in medicine and behavioral science that typically include clinical, genomic (and proteomic) and environmental variables. Every year, data collected from biomedical and behavioral science is getting larger and more complicated. Thus, in medicine, we also need to be aware of this trend and understand the statistical tools that are available to analyze these datasets. Many statistical analyses that are aimed to analyze such big datasets have been introduced recently. However, given many different types of clinical, genomic, and environmental data, it is rather uncommon to see statistical methods that combine knowledge resulting from those different data types. To this extent, we will introduce big data in terms of clinical data, single nucleotide polymorphism and gene expression studies and their interactions with environment. In this article, we will introduce the concept of well-known regression analyses such as linear and logistic regressions that has been widely used in clinical data analyses and modern statistical models such as Bayesian networks that has been introduced to analyze more complicated data. Also we will discuss how to represent the interaction among clinical, genomic, and environmental data in using modern statistical models. We conclude this article with a promising modern statistical method called Bayesian networks that is suitable in analyzing big data sets that consists with different type of large data from clinical, genomic, and environmental data. Such statistical model form big data will provide us with more comprehensive understanding of human physiology and disease.
Bayes Theorem ; Behavioral Sciences ; Computational Biology ; Data Interpretation, Statistical ; Dataset ; Gene Expression ; Humans ; Learning ; Logistic Models ; Machine Learning* ; Models, Statistical ; Physiology ; Polymorphism, Single Nucleotide ; Statistics as Topic* ; Systems Biology

OBJECTIVES: To survey the behavioral science education in Korean medical schools and to develop a standard syllabus for behavioral science course. SUBJECTS: Professors who are in charge of behavioral science course in 32 medical schools in 1996. METHODS: To develop a standard syllabus of behavioral science course for medical school Delphi technique was used. A questionnaire was mailed to each professor who was in charge of the behavioral science course in 32 medical schools to ask about the course objectives and contents and educational method in January 1996 and 27 questionnaires were completed and returned. The course objectives and syllabi of 27 medical schools were listed and mailed to the same professors to check his/her opinion on the necessity of each item for the behavioral science course. Twenty-three questionnaires were returned and analyzed. The opinion of 23 respondents on each objective and syllabus were listed again and mailed back to the respondents and asked to check if he/she agree with the other respondents' opinion. Nineteen questionnaires were collected. From this results a standard syllabus was developed. RESULTS: We recommend that educational objectives of behavioral science course for medical students include understanding of human behavior in biologic, psychologic and sociocultural contexts, understanding of the relationship between body and mind (stress and diseases), acquiring techniques for establishing doctor-patient relationship, and acquiring knowledge and skill for holistic approach to patient care. Recommendable syllabi for behavioral science course are medicine and behavioral science (basic principles of human behavior), body and mind, growth and development, family and health, medical care and society and culture, illness behavior, physician's identity, doctor-patient relationship, communication (clinical interview), and psychologic aspects of human behavior. We recommend that the behavioral science course be offered in the first and second grades of medical students, be integrated into the medical curriculum to link better with clinical courses. Duration of course needs to be expanded from 25.2 hours on the average at present to at least 48 hours. To improve the effectiveness of behavioral science education, it is necessary to develop various teaching methods such as small group discussion, panel discussion, case study, role play and clinical practicum. It is recommended that behavioral science be taught by a team consisted of behavioral scientists and physicians with behavioral science background including psychiatrists instead of by psychiatrist alone.
Behavioral Sciences* ; Curriculum ; Surveys and Questionnaires ; Delphi Technique ; Education* ; Growth and Development ; Humans ; Illness Behavior ; Patient Care ; Postal Service ; Psychiatry ; Schools, Medical* ; Students, Medical ; Teaching