Psychologists’ Contributions to Medical Education and Interprofessional Education in Medical Schools

William N. Robiner, Barry A. Hong, Wendy Ward

Research output: Contribution to journalArticlepeer-review


Recognition of the importance of behavioral and psychological phenomena has grown. Patients and physicians are receptive to psychological insights and processes in health and healthcare. Psychologists serve in diverse roles in medical schools, spanning activities such as didactics, rounds, precepting, supervising, mentoring, participating in educational projects, directing courses, and serving on educational committees. They address multiple content areas fundamental to medicine. Their participation in medical education and professional development activities for faculty are well-regarded. As healthcare becomes more interprofessional, with services delivered via interprofessional teams, opportunities for psychologists to contribute to, and play leadership roles in, interprofessional education (IPE) are expanding. It is critical that psychologists seize them. This article reviews psychologists’ historic roles in medical education and provides a snapshot of their educational, faculty development, and IPE activities based on the 2017 survey of members of the Association of Psychologists in Academic Health Centers and their colleagues.

Original languageEnglish (US)
JournalJournal of Clinical Psychology in Medical Settings
StateAccepted/In press - 2020

Bibliographical note

Publisher Copyright:
© 2020, Springer Science+Business Media, LLC, part of Springer Nature.

Copyright 2020 Elsevier B.V., All rights reserved.


  • Academic health center
  • Faculty
  • Interprofessional education
  • Medical education
  • Medical school
  • Psychologist

PubMed: MeSH publication types

  • Journal Article

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