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Comprehensive coverage of prevention-related topics in the curricula of medical schools is important for the training of future physicians; however, the changes needed in educational programs to include such topics are likely to challenge many institutions. Faculty members are central to the successful adoption of any new curricular paradigm, yet many of the impediments to change are also likely to be found within the faculty ranks. Achieving major curricular change requires institution leaders to define a new vision and allocate sufficient resources to support faculty efforts. Appropriate steps should be taken to actively involve the faculty early in the process of change and to recruit stakeholders from within the faculty ranks to play prominent roles. The educational models should be based on educationally and scientifically sound underpinnings that will facilitate acceptance of the models by the faculty, and faculty members must be offered appropriate opportunities to develop the skills to successfully implement the models. A school-wide faculty development program should address organizational development, instructional development, and personal development. The expertise needed to design and implement these activities may be secured from within or outside the institution. Individuals who have played key roles in the curricular change process must be rewarded and given appropriate recognition for their contributions. These steps will help in the successful integration of prevention-related topics into the curriculum, which will add a much-needed dimension, resulting in students' being better prepared to address the needs of their patients and the community.

(C) 2000 by the Association of American Medical Colleges