THE CURRENT CONCERN WITH THE RELATIONSHIPS of psychoanalysis to changes in medical and psychiatric training programs reflects the intense ferment that is taking place not only in medical and psychiatric education, but also in medical and psychiatric practice. It also reflects the emerging maturity and status of psychoanalysis as a basic discipline in the array of medical sciences. The general questions that have traditionally dominated this area have dealt primarily with the role of psychiatry in general medical education, or have focused on the difficulties and problems inherent in the teaching of psychotherapy as such. Previous attempts to discuss the problems inherent in the teaching of psychoanalytic concepts in medical or psychiatric education have inevitably gravitated in these directions. The fact that psychoanalytic ideas have become so solidly embedded in psychodynamic teaching and that such a basically psychodynamic approach serves as the