Before we review these fundamental issues of psychiatric education we shall first address some perennial but less crucial matters of setting, curriculum, and 'orientation' in psychiatric education. Although we will describe our own psychiatric residency programme in some detail, we hold that excellent psychiatric education can occur wherever teachers and students meet to care for patients together in a structured fashion. The programmes may be organized around principles of thought derived from any orientation—if that orientation is acknowledged, is candidly discussed between students and faculty, and demonstrably leads to progress. Setting, curriculum, and orientation are the elements, not the essence, of an educational programme.
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