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June 6, 1972. PANEL ON THE ROLE OF PSYCHOANALYSIS IN PSYCHIATRIC EDUCATION. Morton Reiser, M.D., Chairman.
Dr. Reiser specified some areas for possible consideration in the discussion. 1, The relative importance of psychoanalysis in general psychiatric training. 2, Goals of incorporating psychoanalysis into residency as well as medical school and non-house training. 3, Administrative issues which might arise between separate administrations. 4, Evaluation of efficiency and effect of such training.
Dr. Marvin Stein spoke of the comprehensive functions performed by psychiatrists today in which links with various agencies and community groups appear to overshadow direct patient contact or care. He felt that psychoanalytic theory is important and essential in all training programs. Further, because of the current shortened hospital stay of patients, it is essential for residents to understand ego psychology and to evaluate ego functioning. He pointed out that individual psychoanalytically oriented psychotherapy, as well as milieu, group, and family therapy, utilize psychoanalytic concepts and techniques. As the clinical role of a psychiatrist is primary, training must include contributions of psychoanalysis, neurophysiology, neurochemistry, biology, sociology, and clinical psychiatry.
Dr. Milton Horowitz spoke of the analyst's role in the education of psychiatric residents in relation to data gathering, particularly in history taking. In psychoanalysis the critical life events provide a valuable perspective which then provides a framework for the understanding of character and certain symptoms, and gives renewed impetus to a tradition of medicine—the complete and accurate anamnesis with the hallmark of exquisite observation and description. This may contribute to spontaneous interpretation of the data by the patient and may strengthen certain other ego functions.
Dr. Lawrence Kolb described the unique situation at Columbia in which the psychoanalytic institute i