Editorial: Rethinking Medical Education About Mood Disorders

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I teach medical students as well as residents. Every 2 months in the didactic portion of our Family Practice Clerkship, I spend 3 hours describing how one’s approach to psychiatric illness must be different in primary care. We talk about how patients arrive in the exam room largely undifferentiated diagnostically and how proper assessment begins first with probing about symptoms. Then, as the context of the illness is ferreted out, more specific determinants of diagnosis become clear.​

Prim Care Companion J Clin Psychiatry 2000;2(1):4-5