Some Problems in the Teaching of Psychosomatic Medicine

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Abstract
The part that social and emotional life plays in the response to stress and the course of illness has been recognized for ages. But the obstacles to the teaching of a “psychosomatic approach” to health and disease persist. This paper explores briefly the attitudinal, definitional, historical and structural factors which present as problems in attempts to teach a psychosomatic approach to medical diagnosis and practice. If there is a body of knowledge rightfully called psychosomatic medicine, and if it is important to appreciate, understand and utilize the psychosomatic approach in everyday clinical work with the whole patient, then new ways must be explored to accomplish this task. Suggestions are offered towards this objective.

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