MEDIC ST 4017AHO - Psychiatry Part 1
Teaching Hospitals - Semester 1 - 2019
General Course Information
Course Code MEDIC ST 4017AHO Course Psychiatry Part 1 Coordinating Unit Medicine Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Attachments, common program & research Available for Study Abroad and Exchange N Prerequisites MEDIC ST 3000A/B, MEDIC ST 3101A/B, MEDIC ST 3102AHO/BHO, MEDIC ST 3103A/B, MEDIC ST 3104A/B or by approval of the Dean of Medicine. Restrictions Available to MBBS students only Course Description The clinical attachments are a program of clinical education through a selection of placements so that students will be competent in history-taking, patient examination and management. This includes problem formulation, investigations, treatment (pharmacological and non-pharmacological), counselling, good communication skills, the practice of empathetic medicine and a sound knowledge base that allows diagnosis and management of common disorders to be carried out under appropriate supervision. Some students will have the opportunity to undertake their training for an extended period of time in a rural or remote setting.
Course Coordinator: Dr Scott Clark
Course Coordinator: Dr Natalie Mills
The full timetable of all activities for this course can be accessed from Course Planner.See CANVAS website
Course Learning OutcomesOn successful completion of this course the students will be able to:
1) Demonstrate Professionalism as evidenced by:
a) Meeting attendance requirements for placements and programs
b) Displaying reliability and responsibility in completing required tasks
d) Showing respect for patients, staff and other students
e) Maintaining appropriate boundaries and confidentiality
f) Self-directed learning
2) Knowledge base as demonstrated by a sound understanding of:
a) Major groups of psychiatric disorders: Mood, Psychotic, Anxiety, Personality, Eating, Somatoform, delirium and dementia,
b) Major theories: Biological, Psychological, Psychodynamic
c) Basic psychiatric management including: Psychopharmacology, Neurostimulation, Psychotherapies, Social interventions
d) Key Legislation including: Mental Health Act 2009, Guardianship and Administration Act 1993
3) Clinical skills as demonstrated by:
a) A sound understanding of basic psychiatric phenomenology & terminology
b) The capacity to display empathy in clinical encounters
c) Competent interviewing skills including: appropriate conduct of an interview, adequate detail and organisation in history taking, and a
basic understanding of transference and counter transference principles
d) Use of a structured assessment model including: A Maudsley history structure, adequate aspects of physical examination and
assessment of organic differentials, competent mental state examination including the assessment of cognition, selection and accurate
interpretation of appropriate investigations
e) Data synthesis including: Development of valid DSM V primary, comorbid and differential diagnoses; biopsychosocial formulation and
f) Development of evidence based biopsychosocial management plans
g) Competent communication skills including: case presentation, documentation, referral, and teamwork
4) Independent & critical thinking (including integrative thinking & thinking in perspective) as demonstrated by:
a) Efficient consideration of multiple appropropriate diagnostic hypotheses when formulating complex cases
b) Ability to prioritise information in the context of the clinical presentation
c) Consideration of ethical dilemmas in psyhchiatry
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesAll online lecture notes and multimedia resources are available via the year 4 psychiatry CANVAS website.
Recommended ResourcesRECOMMENDED TEXTBOOKS FOR MBBS YR 4 PSYCHIATRY
1) Castle DJ, Basset D. A primer of clinical psychiatry (2nd ed.) Churchill Livingstone: Sydney, 2013.
or 2) Bloch S and Singh BS. Foundations of clinical psychiatry (3rd ed). Melbourne University Press: Melbourne, 2007.
Casey P and Kelly B. Fish’s clinical psychopathology. Signs and Symptoms in Psychiatry (3rd ed). Gaskell, London, 2007
Oyebode F. Sims’ Symptoms in the Mind. An introduction to Descriptive Psychopathology (4th ed.). Saunders Elsevier: London, 2008
Psychotropic Expert Group. Therapeutic guidelines: psychotropic (version 6). Therapeutic Guidelines Limited: Melbourne, 2008.
Stahl SM. Stahl’s essential psychopharmacology. Neuroscientific basis and practical applications (3rd Ed). Cambridge University Press: New York, 2008.
Gelder MG, López-Ibor JJ, Andreasen NC. New Oxford textbook of psychiatry (2nd Ed). Oxford University Press: Oxford, 2012.
Black DW, Andreasen NC. Introductory textbook of psychiatry (5th Ed). American Psychiatric Publishing: Arlington, 2010.
Diagnostic and Statistical Manual of Mental Disorders, Fifth edition (DSM-5). American Psychiatric Association: Arlington, 2013
The ICD-10 Classification of Mental and Behavioural Disorders. World Health Organization: Geneva, 1992
Online LearningAll online lecture notes and multimedia resources are available via the year 4 Psychiatry CANVAS website
Learning & Teaching Activities
Learning & Teaching ModesDuring the first week of the rotation, all students attend an orientation week of lectures. After the first week, students attend placements at hospitals across Adelaide.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students will attend 9am to 5pm Monday to Friday. There will also be 2 sessions per rotation where students are rostered to attend an Emergency Department on a weekday evening or weekend day.
Learning Activities SummaryDetails will be made available on CANVAS.
Specific Course RequirementsAccess to the year 4 psychiatry CANVAS website.
Small Group Discovery ExperienceThe predominant learning method for the MBBS Program is small group discovery learning.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryStudents must complete a log book of activities during the rotation. Full assessment details are included on the Canvas website.
Activity logbook Summative 10% Clinical case report Summative
Knowledge viva and short case Summative 40% Ward (clinical supervisor) report Summative & Formative 20% Hurdle
Assessment Related RequirementsStudents must attend 90% of the core structured learning activities to achieve a pass in this course. Exemptions to mandatory attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinator and year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy.
Assessment DetailStudents must pass a phenomenology quiz in week one.
Students are required to complete a log book of activities.
Students day to day performance is assessed by local clinical preceptors and they must achieve a passing ward assessment mark.
Students must pass a formal assessment component including:a) 15% Presentation day
b) 15% 4 case presentations
c) 70% Selective assessment form (clinical placement assessment)
SubmissionDetails will be made available on CANVAS.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.Submission details will be outlined at the beginning of the attachment.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.The MBBS Program has a regular program of evaluation. In addition, student representatives are appointed to MBBS committees and are encouraged to report on issues of importance to students.
Students may access the University Health Practice, 61+ 08 83135050
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
The MBBS Program website has details on Student Well-being resources which can be accessed.
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Please read the MBBS Program Code of Conduct
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.