Behavioral Science Curriculum

Module author: Kaylee Jackson, PhD

Module expert: Katherine Bergs, PhD, LMFT

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module highlights the function of professional organizations for family medicine and behavioral science faculty.

Organizations are often responsible for regulating, advocating, and guiding family medicine as a profession; therefore, behavioral science faculty need to be familiar with these organizations.

Moreover, as behavioral science faculty roles can be isolative, it is important to utilize resources and develop professional networks in and outside of family medicine.

Successful integration within behavioral science and family medicine organizations can improve behavioral science faculty’s job satisfaction and performance.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Outline key family medicine organizations and special interest groups (SIGs)
• Outline key behavioral science organizations and SIGs

Module author: Tori Avina-Heinl, MA, IMFT-S

Module experts: Allison Bickett, PhD, and Linda Myerholtz, PhD

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module provides an overview of the ACGME’s requirements pertinent for behavioral science faculty scope of practice, core training outcomes are included as these describe required behavioral health competencies for graduating residents, and behavioral science faculty credentials and prior training experiences will be discussed.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Explain behavioral faculty's roles and scope of practice within family medicine

Module author: Tori Avina-Heinl, MA, IMFT-S

Module experts: Randall Reitz, PhD, and Meredith Williamson, PhD, ABP

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module summarizes and reviews the key roles of behavioral science faculty within family medicine programs and reviews the ethical guidelines for behavioral health roles in comparison to the medical ethical guidelines. It explores the culture of medicine, how that differs from the culture of behavioral health, and how to establish and maintain boundaries as a BS faculty.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Summarize multiple key roles of behavioral faculty in family medicine training
• Review professional standards and ethical  guidelines for interprofessional healthcare teams, including behavioral science faculty 
• Summarize common ethical dilemmas related to boundary crossings encountered by behavioral science faculty 
• Review models for navigating common ethical dilemmas and boundary crossings that BS faculty encounter

Module author: Meredith Williamson, PhD, ABPP

Module experts: Terri Wall, PhD, and Christopher Haymaker, PhD

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module will present organizations and bodies that oversee family medicine accreditation and governance. It will present the process of learner evaluation and explain review and remediation/due process procedures. The module will also summarize competency-based medical education, present and define support activities, eg coaching, mentoring, advising. Finally, it will outline the role of BS faculty within these processes.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Outline organizations and governing bodies that oversee family medicine accreditation and governance
• Summarize competency-based medical education
• Overview of remediation, probation, termination/non-renewal
• Outline the behavioral science faculty role within the family medicine evaluation process

Module author: Natalie Pilipenko, PhD, ABPP

Module experts: Kathleen Ashton, PhD, ABPP, and Christopher (Chris) Hunter, PhD, ABPP

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module outlines efforts towards integration of BH services within primary care (PC) settings. It explains the continuum of integration within PC as well as the rationale and evidence behind integration efforts. Finally, this module outlines characteristics of three main models of integrated health care - Screening, Brief Intervention and Referring to Treatment (SBIRT), Collaborative Care Model (CoCM), and Primary Care Behavioral Health (PCBH) model. The module concludes with a list of resources for behavioral science and family medicine faculty who are interested in promoting behavioral health integration within family medicine training.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Outline rationale behind integration of behavioral health (BH) within primary care and medical settings
• Explain the continuum of integration within primary care settings
• Discuss 5As and GATHER models integration in primary care settings
• Present three main models of behavioral health integration in the United States

Module author: Meredith Williamson, PhD, ABPP

Module expert: Brandon Williamson, MD

Module technical developers: Kaytlyn Batson and Denise Martinez, MPH

This module covers different types of FM residency settings and describes special considerations across these settings. Modules also describe various roles that BS faculty may need to take on, based on the type/unique characteristics of the FM residency setting.

This module is based on current Milestones as of 2025. Note that this information may change with the future release of the Accreditation Council for Graduate Medical Education’s (ACGME) Milestones for Family Medicine training.

Module Learning Goals

• Increase knowledge of funding source for FM residency programs and FM residency program settings
• Describe special considerations related to rural and underserved FM residency program settings
• Understand unique characteristics of the BS faculty roles as dedicated by the FM residency program settings