MEDIC ST 4017BHO - Psychiatry Part 2

Teaching Hospitals - Semester 2 - 2017

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 4017BHO
    Course Psychiatry Part 2
    Coordinating Unit Medicine
    Term Semester 2
    Level Undergraduate
    Location/s Teaching Hospitals
    Units 4
    Contact attachments, common program & research
    Available for Study Abroad and Exchange N
    Prerequisites Year 3 MBBS Exam
    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: Dr Scott Clark

    Dr Scott Clark
    Clinical Academic
    Discipline of Psychiatry
    scott.clark@adelaide.edu.au
    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
    1) Professionalism: Attendance, Reliability, Responsibility, Respect, Boundaries, Confidentiality, Self-directed learning
    2) Knowledge base
    a) Major groups of disorders: Mood, Psychotic, Anxiety, Personality, Eating, Somatoform, delirium and dementia, neuropsychiatric syndromes
    b) Theories: Biological, Psychological, Psychodynamic
    c) Management: Psychopharmacology, Psychotherapies, Social interventions
    d) Legislation: Mental Health Act 2009, Guardianship and Administration Act 1993
    3) Clinical skills
    a) Phenomenology & terminology, empathy, interviewing skills (process & content, transference and counter transference),
    b) Use of structured assessment and management model: History, examination (physical, cognition & mental state), synthesis (diagnostic reasoning, formulation, risk assessment), communication (case presentation, documentation, referral), teamwork
    4) Independent & critical thinking (including integrative thinking & thinking in perspective)
    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
    1,3,4
  • Learning Resources
    Required Resources
    All online lecture notes and multimedia resources are available via the year 4 psychiatry CANVAS website.
    Recommended Resources
    RECOMMENDED 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.

    PSYCHOPATHOLOGY
    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

    PSYCHOPHARMACOLOGY
    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.

    REFERENCES
    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 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.
    Workload

    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 evenings per rotation where students are rostered to attend the Emergency Department.
    Learning Activities Summary
    Details will be made available on MyUni.
    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
    Students must complete a log book of activities during the rotation. A case report comprises 30% of the student’s final mark. Clinical exams comprise 70% of the student’s final mark – these exams are held at Lyell McEwin Hospital in the final week of the rotation. Full assessment details are included on the Canvas website.
    Assessment Detail
    Students must pass a phenomenolgy 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) a case report (30% of total mark)
    b) clinical exams comprising 4 stations: 2 OSCE stations, a short case, and a knowledge viva. Each of the 4 exam stations are 7 minutes duration.
    Submission
    Details will be made available on MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    GS8 (Coursework Grade Scheme)
    Grade Description
    CN Continuing
    FNS Fail No Submission
    NFE No Formal Examination
    F Fail
    NGP Non Graded Pass
    P Pass
    C Credit
    D Distinction
    HD High Distinction
    RP Result Pending

    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 (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.
  • 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.

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.