We draw the same conclusion about the curriculum. A coherent curriculum will provide a set of graded clinical experiences with progressive responsibilities under supervision. These clinical experiences should be combined with didactic exercises that illuminate basic principles. In fact, licensing boards and residency review committees demand such curricula. No-one denies the value of such oversight in that it guarantees—to the student and the public alike—residency programmes that are reasonably comparable. The mistake is to confuse the satisfaction of regulations with an education. The essence of an education is supplied by neither an endorsed schedule nor a diversified setting. Excellent teaching can occur whenever committed teachers and eager students meet in the daily practice of psychiatry.

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