The request of our secretary for a contribution to this meeting suggested to me an extension of my discussion1 on the psychobiologic level of medical facts (presented two years ago in San Francisco and published in The Journal of the American Medical Association, 1915), a consideration of my present plan of teaching psychopathology and psychiatry and of some principles characteristic of the plan. No real physician is altogether specialist and no real specialist fails to define his share as part of the great problem of helping the sick and troubled patient. The psychiatrist may at last say that he has found himself. Instead of being singled out from the rest of physicians as what used to be called an asylum man, pure and simple, he has found his sphere in the special study of the patient as a person, the special study of the total activities and total behavior, the kind of thing which cannot be singled out as merely the function of any one detachable organ, not even of the brain by itself.
Progress in Teaching PsychiatryAdolf Meyer, M.D., Baltimore. JAMA. 2017;318(10):968. doi:10.1001/jama.2017.10486