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In every branch of medicine, the physician must, to some degree at least, combine scientific knowledge with technical skill and apply both with sensitivity and respect for the sick person. In the best physicians, those cognitive, competent, and compassionate components are carefully balanced to serve the best interests of the patient. In no field of medicine is the balance more crucial than in family practice. Here, the physician openly offers himself as healer not of a part of the patient, but of the patient, himself, and his family. No other specialty claims so broad a span of responsibility, nor, on that account, does any other specialty incur as wide a range of moral responsibilities. While it is not defensible for the narrower specialties to ignore compassion, they can often achieve their ends by knowledge and competence alone. But the very claim of family medicine to uniqueness rests on its claim to balance head, heart, and hand. Without that balance, family medicine becomes a deception and a danger to those it purports to serve. It is for these reasons that, in the first issue of a new journal devoted to family practice, I have chosen to emphasize the education of the physician in the three dimensions of head, heart, and hand. The time seems propitious for another attempt to reorder medical education along more "humanistic" lines. The recent GPEP report,' while it contains nothing new for the "medical education watchers," nonetheless calls again for such a reordering. The parallel recognition by the American Board of Internal Medicine of a need for educating residents in "humanism"-however loosely the Board has defined it-is further evidence of an awakened consciousness to some of the deficiencies of graduate ed~ca t i on .~ Similar

Balancing Head, Heart, And Hand In The Physician's Education: A Special Task For Family Practice