MEDIC ST 4017AHO - Psychiatry Part 1

Teaching Hospitals - Semester 1 - 2020

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.

  • General Course Information
    Course Details
    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 Staff

    Course Coordinator: Associate Professor Scott Clark

    Course Coordinator: Dr Natalie Mills

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    See CANVAS website
  • Learning Outcomes
    Course Learning Outcomes
    On 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,    
        neuropsychiatric syndromes
    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
        risk assessment
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    All online lecture notes and multimedia resources are available via the year 4 psychiatry CANVAS website.
    Recommended Resources
    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 (4th ed). Melbourne University Press: Melbourne, 2017.

    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 7). Therapeutic Guidelines Limited: Melbourne, 2013.
    Stahl SM. Stahl’s essential psychopharmacology. Neuroscientific basis and practical applications (4th Ed). Cambridge University Press: New York, 2013.

    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 (6th Ed). American Psychiatric Publishing: Arlington, 2016.
    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 Learning
    All online lecture notes and multimedia resources are available via the year 4 Psychiatry CANVAS website
  • Learning & Teaching Activities
    Learning & Teaching Modes
    During 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 Summary
    Details will be made available on CANVAS.
    Specific Course Requirements
    Access to the year 4 psychiatry CANVAS website.
    Small Group Discovery Experience
    The predominant learning method for the MBBS Program is small group discovery learning.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Full assessment details are included on the Canvas website.

    Assessment Task Task Type Assessment Weighting
    Hurdle Requirement
    Learning Outcomes  Assessed
    1. Phenomenology Quiz Formative


    No 3
    2. Activity Logbook Summative 20% No 1
    3. Clinical Case Report Summative 40% No 2, 3, 4
    4. Ward (Clinical Supervisor) Report Summative & Formative 40% Yes 1, 2, 3, 4

    Due to the current COVID-19 situation, modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

    1. Phenomenology Quiz - no change
    2. Activity Logbook - this will now be REPLACED with: Virtual Portfolio (ECT, Family meeting, role of psychologist, role of occupational therapist) (20%)
    3. Clinical Case Report - this will now be REPLACED with: Simulated video long case report x 3.  Scores derived for history taking and assessment, differential diagnosis and forumation, treatment plans (30%)
    4. Ward (Clinical Supervisor) Report - this will now be REPLACED with: MCQ/SAQs (50%)

    Refer to MyUni for further detailed  updates.

    To pass this course and the Fourth Year MBBS Examination Annual Examination Part 2 course, students must obtain:

    • a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and 
    • a satisfactory performance in the examinations overall
    • End of semester OSCE examinations (Short case and OSCE stations) and written examinations will also contain psychiatry content covering learning objectives 2-4.
    If an overall borderline grade is achieved in the examinations, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

    Academic Progression Requirements
    Progression from one year to the next in the MBBS is dependent on the student successfully completing a compulsory annual examination course in which a full year’s learning is assessed.

    To successfully complete the MEDIC ST 4000AHO and MEDIC ST 4000BHO Fourth Year MBBS Exam Part 1 and Part 2 courses, the student must pass the end of year examinations and have successfully completed all year level component courses (24 units).

    IF a student fails the compulsory examination course no passing grade will be received for any core medical studies courses.

    IF a student has not completed all required MEDIC ST units of the year they must successfully complete an appropriate remedial course of the same or greater value as specified in Term 4 of the same academic year.

    Assessment Related Requirements
    It is compulsory for students to attend clinical placements and their specific activities in line with the principles and guidelines outlined in the Medical Student Clinical Hours document.

    Exemptions to mandatory clinical placement 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 Detail
    Phenomenology Quiz (due in week 1): This quiz will be used to test and measure student’s understanding of key Phenomenology concepts and must be completed by the end of week 1 of the rotation.

    Activity Logbook: The logbook contains a list of experiences including: Ward rounds, case presentations, patient interviews, ward group activities, allied health assessments (occupational therapy or psychology), family/carer meetings, registrar tutoroials, consult liasion psychiatry, community psychiatry, electroconvulsive therapy, intensive care psychiatry (PICU), drug and alcohol services (DASSA), emergency psychiatry (after hours)

    Clinical Case Report: Students are requested to assess and follow a patient across their rotation and develop a case report following the Maudsley psychiatric history structure including a diagnostic and risk formulation, initial managment plan, progress and prognosis. 

    Ward Report: This report will be completed by student’s clinical supervisor at the completion of their rotation. It will include details of competencies achieved as observed from the student during their placement.

    Details will be made available on CANVAS.
    Course Grading

    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.
  • Student Feedback

    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 ( 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.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

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