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The appearance of a 600-page book, largely devoted to a factual presentation of psychiatry in medical education in the United States and Canada, is in itself a symbol of progress. Only a half-century ago the facts would hardly have taken more space than a 10- or 15-page article in a current periodical. The authors of the compilation have done their work carefully, according to plan, and the book should be catalogued as a worthy contribution to psychiatric research.
The book is divided into four parts. Particular credit is given to Adolf Meyer for his part in fostering the teaching of psychiatry. While it is true that Meyer was a great stimulus, it is also true that without Freud psychiatry would not be as rich to-day as it is. The authors have summarized the tenets of Meyer very clearly. It would have rounded out the discussion had they included the principles of Freud, for the authors write (p. 194) that 'we believe that the presentation of psychopathology based on the genetic-dynamic principles of psychobiology and supplemented by psychoanalytic concepts where they add to the development of this viewpoint is the most desirable approach.' They add: 'It is difficult to see how psychopathology can be taught without these psychoanalytic concepts.'
The second section, comprising six chapters, is an excellent inventory of psychiatric curriculums in the pre-clinical and clinical years.
The third section familiarizes the reader with psychiatric training for specialty practice. It would undoubtedly help the physician much to read this section, while he is considering where he should go and what methods he should be taught, in order to get the best training for his chosen specialty.
The fourth section constitutes a summary of future needs and developments. This is well done.
The book is an excellent contribution and a timely one, well written and comprehensive. It comes at a time when re-orientation is needed.