The remarks I have to offer will center about objectives—what psychology in the medical curriculum can be expected to do. Two things should be expected of it before all others: It should give the student knowledge about the psychologic technics at his disposal in dealing with his professional problems. Further, it should give him that orientation of personality toward his profession which will cause him to treat, not diseases merely, but sick persons.
Although the best college teaching of psychology has moved far in the direction of the goal from where it was in my undergraduate days, it still seems fair to assume that in these respects the students even in the most exacting medical schools are starting from scratch. However, given the cultural background and above all the level of intelligence, quantitatively seldom below the upper 5 per cent, which characterizes medical students in first class schools, the clinical
WELLS FL. PSYCHOLOGY IN MEDICAL EDUCATION. Arch NeurPsych. 1936;35(3):631–638. doi:10.1001/archneurpsyc.1936.02260030203010
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