Paul R. McHugh and Phillip R. Slavney
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Most successful teachers of psychiatry bring two skills to bear for the benefit of their students. The first is a clear grasp of the discipline—its concepts, information base, and practices. The second is an appreciation of the discursive methods by which knowledge is effectively transmitted. We shall examine these issues in this chapter because we believe that a lack of a conceptual structure—what to teach—and an indifference towards pedagogical methods—how to teach—thwart the education of psychiatrists. We shall conclude by describing the structure, goals, and specific components of the residency programme at the Johns Hopkins University School of Medicine to exemplify how we apply our principles.
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