ABSTRACT
The effects of psychosocial education on undergraduate medical students were evaluated in an open trial. Undergraduate medical students were exposed to psychosomatic medicine and, in particular, holistic medicine as part of their undergraduate medical education. Almost all students (94.9%) reported addressing “extramedical” clinical problems with a holistic approach (n=98). Psychological, social, and economic problems were mentioned in 64.3%, 50.0%, and 5.1% of reports, respectively. Problems in relationships between members of the medical staff and patients were included in 37.8% of reports. Self-evaluation with the Egogram Check Lists by students who had undergone clinical practice revealed scores of “Critical Parent, ” “Nurturing Parent, ” “Adult, ” “Free Child, ” and “Adapted Child” of 2.59 1.57, 4.59±1.89, 4.79±1.54, 4.85±1.64, and 4.65±1.64, respectively (n=82). “Adult” scores were higher after clinical practice than before (n = 32, p<0.02, Student's paired t-test). Clinical practice seemed to help students mature and become better able to cope with problems objectively. Education in psychosomatic medicine is an important component of undergraduate medical education.