Beyond Broca's area: why undergraduate neuroscience education matters
Rev. med. (Säo Paulo)
;
98(4): 238-240, jul.-ago. 2019.
Artículo
en Inglés
| LILACS, Educa
| ID: biblio-1023523
ABSTRACT
Patients with psychiatric illness often present a unique challenge to medical students in contrast to some medical conditions, in which patients may seem to be stricken by a disease, patients with certain psychiatric illnesses may seem complicit with the illness. Questions of free will, choice, and the role of the physician can quickly become overwhelming. This may result in students feeling helpless, disinterested, or even resentful. Here we argue that integrating a modern neuroscience perspective into medical education allows students to conceptualize psychiatric patients in a way that promotes empathy and enhances patient care. Specifically, a strong grasp of neuroscience prevents the future physician from falling into dualistic thinking in which the psychosocial aspects of a patient's presentation are considered beyond the realm of medicine. The value of incorporating neuroscience into a full, biopsychosocial formulation is demonstrated with the case example of a "difficult patient."
Texto completo:
Disponible
Índice:
LILACS (Américas)
Asunto principal:
Estudiantes de Medicina
/
Neurociencias
/
Educación de Pregrado en Medicina
/
Área de Broca
Idioma:
Inglés
Revista:
Rev. med. (Säo Paulo)
Año:
2019
Tipo del documento:
Artículo
País de afiliación:
Estados Unidos
Institución/País de afiliación:
Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University/US
/
Department of Psychiatry, Yale School of Medicine/US
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