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If Freud had not been a doctor …

  • Patricia Hughes (a1)
Abstract

If psychoanalytic psychotherapy is to be part of the undergraduate medical curriculum, it must be well taught, and demonstrably relevant to the training of doctors. Psychotherapy teachers have a responsibility to devise a syllabus which is clear and relevant and to provide teaching which stimulates and engages the students so that they learn by thinking and understanding. An outline of a syllabus for medical students is included and one seminar as an illustration of interactive learning is described.

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Copyright
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
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General Medical Council (1993) Tomorrow's Doctors.
Firth-Cozens, J. (1987) The stresses of medical training. In Stress in Health Professionals (eds. Payne, and Firth-Cozens, ). New York: John Wiley & Sons.
Hill, D. A., Guinea, A. I. & McCarthy, W. H. (1994) Formative assessment: a student perspective. Medical Education, 28, 394399.
Newble, D. I. & Jaeger, K. (1993) The effects of assessments and examinations on the learning of medical students. Medical Education, 17, 165171.
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BJPsych Bulletin
  • ISSN: 0955-6036
  • EISSN: 1472-1473
  • URL: /core/journals/bjpsych-bulletin
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If Freud had not been a doctor …

  • Patricia Hughes (a1)
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