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 ourFamily Practice Clerkship, I spend 3 hours describing how one’s approach to psychiatric illnessmust be different in primary care. We talk about how patients arrive in the exam roomlargely undifferentiated diagnostically and how proper assessment begins first with probingabout symptoms. Then, as the context of the illness is ferreted out, more specific determinantsof diagnosis become clear.