Two years ago in these pages, we articulated why we were no longer going to have a book review section in the journal. This issue, however, includes two reviews, and we are planning two more in coming issues.

We have made a temporary deviation from our policy because of the arrival of two publications of very special interest to all academic psychiatrists. In deciding to review these two books, we also decided to deviate from the usual format of limited space and a single reviewer.

The first book is a new psychopharmacology model curriculum produced by the American College of Psychopharmacology: A Model Psychopharmacology Curriculum for Psychiatric Residency Programs, Training Directors, and Teachers of Psychopharmacology. This curriculum, which is far more extensive than the usual model curriculum produced from time to time on a variety of topics, was prepared by some of the leading psychopharmacologists in the country. The curriculum represents a very high level attempt to pull together the state of the art in the most rapidly growing area of psychiatric clinical practice and to propose what a young psychiatrist should know and how it should be taught. We felt this made it unique and of special interest and relevance to our readership. In this issue, the reader will find a thoughtful review by Dr. Steven Dubovsky, himself an eminent psychopharmacologist who has also been a valued teacher of medical students and residents. In a subsequent issue, we plan to publish a review by a senior residency training director. In this manner, we hope that the field will be able to benefit from in-depth reviews from different perspectives, both of which are relevant to a decision to purchase and use this book in one's program.

The second book is the long-awaited Handbook of Psychiatric Education and Faculty Development, edited by Jerry Kay, Linda Pessar, and Edward K. Silberman. This book evolved from an effort to update the manual produced by one of our sponsoring organizations (the American Association of Directors of Psychiatry Residency Training) and separate efforts to produce similar manuals in medical student education and other aspects of academic psychiatry. This book covers it all: residency issues, medical student education issues, publishing for young academicians, how to develop a research career, administration, etc. Once again we felt the readership would benefit from two different perspectives, that of a senior academic psychiatry administrator and that of a "consumer of educational programs." In this issue, the reader will find a review by Dr. Kenneth Z. Altshuler, who has experienced in his long and distinguished career virtually every topic covered in this book. In a coming issue, we plan to publish a review by a junior academician who will look at this book and wonder if it can truly assist in career development.

We hope that our readership will benefit from this different approach in reviewing books of very special relevance to our field.