In Response The Ideal Psychiatry Residency Training Program

There is little to be added in th e way of specifics to J ames Deming's review of the necessary ingredients for an ideal Resid ency T rain ing Program (I). He not only reviews the specific issues wh ich must be add ressed regard ing the " nuts and bolts " of training, but also emphas izes th e need for ph ase specificity of bo th clinical and didactic ex periences and th e need to view residency training fr om a developmental perspective. Rather than comment specifica lly on th e points Deming raises, I would like to address other ingred ients in residency training which are to be value d in th e ideal program. With th e exp losio n of kn owledge in the field over the last several decades, tra ining directors and facul ty, as well as t ra inees, are faced with enormous co nce r ns about how this infor ma tio n can be most usefull y present ed and integrated. My own bias places this task under th e rubric of needing to learn an appreciat ion for process. T his phenomenon is often discu ssed primari ly from th e perspective of psych otherapy practice, but I mean something di ffe rent here. T he biopsychosocial model encompasses a view th at in understand ing th