I N late 1966, the Education and Training Boardof APA appointed a Committee on Psychology in Medical Schools. The intent of the Board was to make a broad study of the development of psychology in professional schools, starting with an examination of psychology in medical schools and then moving on to psychology in other settings. The Board, in view of its mission, was interested in medical schools as training resources, and in possibly identifying new training models; however, the Board's concern extended beyond the educational sphere to questions of the utilization of psychologists within medical schools. There were still other questions of interest to the Board: How are psychologists faring as they live their lives "away from home base"? Might the information gained from this survey be useful to psychologists in medical schools by suggesting ways in which their own situations might be improved? What suggestions about organizational arrangements for psychology may be made to administrators setting up new medical schools? Against the serious and growing need for personnel trained at the subdoctoral level, might training resources for such personnel be identified in medical school settings? 1 The study reported here is the product of the work of the Committee on Psychology in Medical Schools, appointed by the Education and Training Board of APA in late 1966. At the time it was constituted, the Committee consisted of Ivan N. Mensh, Louis L. McQuitty, and Herman A. Witkin (Chairman). Louis D. Cohen later joined the Committee. McQuitty, who played an active role in organizing the survey, left the Committee before the study was completed, and Cohen was on sabbatical leave in Europe at the time this report was written, so they did not take part in its preparation.2 Requests for reprints of this article or for copies of the Committee's full report to the Education and Training Board should be directed to

23,077 psychologists responded to the 1968 National Register. The report presents descriptive statistics on state distribution, employment setting, work activity, subfield of psychology, and income data.

This projected increase of 113.6% over the next decade is far greater than the projected increase for all bachelor's and first professional degrees (54.6%; Chronicle of Higher Education, April 17, 1972). Although comparable percentage increases are expected at the graduate level, it seems doubtful that the graduate and professional schools can accommodate the sheer numbers of baccalaureates, or that the society has need for so many highly trained and specialized persons.Several studies conducted in the past decade indicate that postgraduate study is the norm: "A bachelor's degree recipient is more likely to anticipate post graduate study than a high school student is to anticipate college [Davis, 1964, pp. 42-43]"; by the end of 1963 almost 60 percent of the June 1958 college graduates had attended graduate or professional school (Sharp, 1970, p. 14); "Only a third of the alumni [male bachelors of 1948, 1953, 1958] stopped at the baccalaureate [Calvert, 1969, p. 20]." Baccalaureates in psychology have not been exempt from the trend toward higher education: a survey of Illinois baccalaureates for [1965][1966][1967][1968][1969][1970] showed that the majority (54%) had continued their education beyond the baccalaureate (Buchmann, Dubyk, & Sherman, 1970). A pilot project conducted by APA's Division 2 (Teaching of Psychology) in 1971 reported that 51% of the graduating majors planned postbaccalaureate education, 29% in psychology and 22% in other fields (Lunneborg, 1971).

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