Psychologists in medical schools.

Describes the results of a survey conducted by the Committee on Psychology in Medical Schools for the Education and Training Board of the American Psychological Association, utilizing 84 reports from medical schools in 1967-1969 period. Psychology's growth in medical school has followed no standard pattern, but has developed in unique fashion at each school as a function of local constellations of factors. The great expansion of psychology in medical schools has occurred in the last 2 decades, but the period of rapid growth has now ended. While psychology is still most often based within the department of psychiatry, greater diversity of locations is found in schools where psychology was established more recently. Teaching is a major function of medical school psychologists. Their main teaching contribution is to medical education, but they are also involved at all levels of psychological education. Research, which covers the full range of psychological interests, and clinical services, which are beginning to reach out into the community, are the other main functions of medical school psychologists. The satisfactions found in the medical school as a professional environment relate to the vast array of clinical populations, research facilities, and disciplines available there. Dissatisfactions are primarily a result of inadequate recognition as an independent discipline. Overwhelmingly, medical school psychologists desire a more autonomous position for psychology, most often through the mechanism of an independent department of psychology. Other mechanisms recommended are the behavioral sciences department and the "single faculty model" in which 1 university department provides psychological training to all the schools of the university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools.

Describes developments at a medical school on which H. A. Witkin et al (1972) based their article on approaches to the problem of autonomous organization and function of psychologists in medical schools. The Rush-Presbyterian-St. Luke's Medical Center established the Department of Psychology and Sciences of Society. The Department is independent and autonomous; it embraces all psychologists and social scientists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools: Comment.

Comments on the article by S. Williams and J. L. Kohout (see record 1999-10642-004) which presented data from a large survey of psychologists employed by medical schools and concluded that there is a growing marginalization of the psychologists' role in medical schools. The authors note that it is unfortunate that Williams and Kohout based their conclusions on limited evidence from their own survey and disregarded preexisting literature. The authors discuss methodological similarities and differences between their own survey conducted in 1994 and the survey of Williams and Kohout that have direct bearing on the interpretation of the results. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in Canadian medical schools.

Conducted a national survey of 67 psychologists holding academic appointments in 16 Canadian medical schools. The number of psychologists, their professional activities and work attitudes, and the organizational models of psychology at the medical schools were examined. Results indicate major differences in the average number of psychologists at Canadian and US medical schools. However, among the 2 groups of psychologists, a number of strong similarities in work activities and attitudes were found. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools in 1997.

The activities, income, and medical staff membership and limitations on that membership for psychologists working in U.S. medical school settings in 1997 were examined. A total of 1,938 psychologists responded to a survey conducted by the Research Office of the American Psychological Association, in conjunction with the Association of Medical School Psychologists. Some of the most salient findings were that (a) the largest number of psychologists was involved in research activities, (b) just over half of medical school psychologists were required to generate all or part of their own income through clinical work and research, and (c) the majority of these psychologists were members of a medical staff but were not extended full medical staff privileges. These and other results are discussed in the context of academic rank, tenure status, and other relevant factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools: The trials of emerging political activism.

Psychology in medical education has a history of about 75 years. Although there has been communication among psychologists in this applied field, such communication has been informal, except for a series of conferences during the past 40 years. The Association of Medical School Professors of Psychology now has formal status and is affiliated with the Association of American Medical Colleges, the organization that is primarily responsible for the direction of medical education in the United States. Growth in numbers from relatively few faculty members to approximately 3,000 is a positive direction. Yet, the independence of the field continues to be a problem, although contributions by psychologists to medical education have been clearly demonstrated. Some of the variables associated with accomplishments, obstacles, and future directions in the emerging political activism of psychologists in schools of medicine are summarized. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Attaining medical staff membership and privileges for psychologists: A case study.

The profession of psychology has grown substantially over the last 20 years, yet throughout the United States, there are disparities in practice expansion. One notable disparity is in the domain of hospital practice. Why do psychologists lack parity in various hospital settings? The purpose of this article is to draw attention to the issue of professional inequities psychologists face in inpatient medical facilities, and to question why more has not been achieved. The article provides a theoretical foundation in support of full medical staff membership for psychologists, key principles or “how to” guide for obtaining medical staff membership, and a case example that describes an innovative, primary care solution that worked in a large hospital system. The article concludes with a frank look at obstacles that psychologists continue to face and discussion regarding how to navigate these barriers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hospital privileges and staff membership for psychologists.

Contends that little is known about the extent and limits of psychologists' practice in a hospital. Psychologists are often naive about the privileges granted in hospitals and the organizational structures that must be confronted to produce change. Such issues are addressed within the context of the importance to the discipline of pursuing increased autonomy in hospitals. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical education: 1976.

Chief psychologists in the 115 schools of medicine in the US were surveyed (100% response rate) with a mail questionnaire and asked to list all psychologists holding academic appointments at the medical school. They also were asked to indicate the number of these psychologists who were full-time and part-time and the number of them who received budgetary support from the school of medicine. Data from this survey were compared with data from J. D. Matarazzo and R. S. Daniel's 1957 survey and N. N. Wagner and K. L. Stegeman's 1964 survey. Overall results show that 2,336 psychologists now hold academic positions in schools of medicine, as compared to 993 in 1964 and 346 in 1955. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical education: 1964.

Questionnaire responses from 84 of the 87 medical schools in the US were supplemented with telephone conversations with representatives of the 3 schools who had not replied. A table indicates the number of psychologists in each medical school in 1964 as compared with 1955. "The total is now 993, an increase of 187% over the 1955 total of 346." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in schools of medicine in 1977: An overview.

A questionnaire survey of psychologists working at medical schools revealed (a) an increase in the number of psychologists employed, (b) improved status and employment of females, (c) attitudes about organizational structures, and (d) an increase in degree programs in psychology at medical schools. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists for the public schools: A training program.

"Psychological services in the public schools face a demand there is no hope of meeting in the foreseeable future… . Our concept of training at Peabody… has grown out of a belief that psychology's contribution to the schools might well lie in the three not unrelated aspects of the field… current knowledge of human behavior, skills in interpersonal relations, and research ability." The school psychologist curriculum is described. Students "take basic courses in experimental, personality theory, developmental, learning, measurement, and social psychology." Emphasis is placed on research training and training in clinical skills. "The core seminar makes heavy use of the experiences students acquire in the demonstration-training center which Peabody has established in a nearby town as a central aspect of the program." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career status and satisfaction of women psychologists in medical schools.

Through a questionnaire survey of 794 medical school psychologists, it was found that (a) there has been an increase in the number of women since 1964, but it is not proportionate to the number of qualified women in the labor force; (b) women generally had lower rank and salaries than men; and (c) there were no significant differences between the sexes in job satisfaction. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in schools of medicine: 1955, 1964, and 1977.

Comparisons of results of 3 national surveys of psychologists in medical schools show that although many of their characteristics remained the same, increases in age and seniority were accompanied by increases in academic rank. Research continues to be done largely with mental health collaborators, as opposed to nonpsychiatric physicians, and to occupy more of the full-time PhD's and MA's time than any other activity. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Medical education change: a detailed study of six medical schools

This article reports a comparative case study of six selected USA medical schools, undertaken to identify factors that facilitate or obstruct innovation in medical education. The findings suggest that the culture of each medical school results from a combination of intra-institutional and external factors. Together these forces influence substantially the fate of educational innovations. The institutional culture influences critical elements such as educational philosophy, leadership and resources provided in support of innovation. Equally important, the culture shapes the level and type of change a school considers and implements. The findings also suggest that the availability of resources and the creative impetus present in schools giving priority to research can benefit the educational goals and facilitate educational change.     

Psychologists in secondary schools in the 1990s: Current functions, training, and job satisfaction.

Surveyed 173 school psychologists serving secondary schools concerning their current roles and functions, training needs, and general job satisfaction. Results revealed that many school psychologists in secondary schools are providing a wide variety of services, including direct (e.g., counseling) and indirect (e.g., consultation) services. Approximately three-quarters of the Ss reported being satisfied with their work in secondary schools. Job satisfaction was related to increased time spent in intervention-related activities and decreased time spent in psychological assessment activities. Data reflected encouraging findings regarding the scope of school psychological services in secondary settings but also underscored the need for diversified training of school psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools—professional issues for the future: How are rank and tenure associated with productivity and satisfaction?

The authors surveyed a random sample of 293 psychologists employed as faculty members in medical schools to evaluate professional activities, academic productivity, and work satisfaction. A relatively high response rate (62%) was obtained. Medical school psychologists devoted significant amounts of time to clinical service (30%) and research (34%). Overall satisfaction was relatively high, and participants expressed substantial enthusiasm regarding the future of psychology in medical schools. When differences were examined by tenure track and academic rank, psychologists on the tenure track and full professors displayed the highest levels of productivity and satisfaction. This pattern continued when medical school psychologists ranked their satisfaction in relation to physician colleagues and faculty in university departments of psychology. Results are discussed within the context of the rapidly evolving health care delivery system and the future of psychologists in medical schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)