MEDIC ST 6020AHO - Psychiatry Selective VI Part 1

Teaching Hospitals - Semester 1 - 2022

A Selective is a Specialist/Community or Ambulatory Placement. Each Selective is 4 weeks in duration. Students must do a Selective in Medicine, Primary Care, Psychiatry and Surgery. Students must take at least one rural-based Selective (with the exemption of International students who are not required to do a rural placement). Note 1: Students that have already fulfilled their 4 weeks rural total (Commonwealth requirement before graduation) may wish to apply for a rural Selective exemption. Selective selection is from a pre-determined list of available Selectives. Individual "once-off/self-created" Selectives may be negotiated (interstate/overseas) for student's Medicine, Surgery, Primary Care OR Psychiatry Selective. Only ONE self-created Selective may be created in Year 6. The self-created Selective must be approved by the relevant Discipline before it can be accepted. Note 2: Some students may be required to complete a directed elective in place of their Medicine or Surgery Selective, based on decisions made at the Year 5 Board of Examiners.

  • General Course Information
    Course Details
    Course Code MEDIC ST 6020AHO
    Course Psychiatry Selective VI Part 1
    Coordinating Unit Medicine
    Term Semester 1
    Level Undergraduate
    Location/s Teaching Hospitals
    Contact 4 week placement to be located at teaching hospitals and the AHMS
    Available for Study Abroad and Exchange N
    Prerequisites MBBS5 In addition to all previous years core courses, or by approval of the Dean of Medicine
    Restrictions Available to MBBS students only
    Course Description A Selective is a Specialist/Community or Ambulatory Placement. Each Selective is 4 weeks in duration. Students must do a Selective in Medicine, Primary Care, Psychiatry and Surgery.

    Students must take at least one rural-based Selective (with the exemption of International students who are not required to do a rural placement).

    Note 1: Students that have already fulfilled their 4 weeks rural total (Commonwealth requirement before graduation) may wish to apply for a rural Selective exemption.
    Selective selection is from a pre-determined list of available Selectives.
    Individual "once-off/self-created" Selectives may be negotiated (interstate/overseas) for student's Medicine, Surgery, Primary Care OR Psychiatry Selective. Only ONE self-created Selective may be created in Year 6. The self-created Selective must be approved by the relevant Discipline before it can be accepted.

    Note 2: Some students may be required to complete a directed elective in place of their Medicine or Surgery Selective, based on decisions made at the Year 5 Board of Examiners.
    Course Staff

    Course Coordinator: Dr Catherine Toben

    Course Coordinator

    Catherine Toben | PhD
    Lecturer/ MBBS Yr 6 Psychiatry Selective Coordinator

    Discipline of Psychiatry
    Level 6, AHMS
    Cnr North Tce & George St, University of Adelaide  SA   5005
    Ph : +61 8 8313 7318
    Email: catherine.toben@adelaide.edu.au

    Course Timetable

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

    The timetable for this course varies and students need to liaise with their clinical preceptor to develop a timetable that
    ensures learning and assessment requirements are achieved.
    Students are required to attend emergency department placements as per their timetable.
    Students will be advised of the timing of tutorials during their rotation.

  • Learning Outcomes
    Course Learning Outcomes
    1.      have experience of managing common conditions in specialist, community or ambulatory settings
    2.      have practice in settings other than in teaching hospital wards
    3.      be active learners, self-directed learners and have a fostering of evidence based medicine
    4.      understand the scientific basis of diagnosis and management in the relevant discipline, i.e. integration with relevant basic sciences
    5.      understand the health care systems, including urban and rural locations
    6.      have exposure to changes in the health system
    7.      have exposure to the use of cost effective investigation and management
    8.      have opportunities to work with a range of health care providers
    9.      experience using information technology as part of their work

    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1,4,5,

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    6,7

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    8

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    9

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    1

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    TBA

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    TBA

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3,8
  • Learning Resources
    Required Resources
    There are no required resources. Recommended resources will be advised as appropriate.

    Recommended Resources
    General Texts

    A Primer of Clinical Psychiatry 2nd edition (David Castle Darryl Bassett Joel King Andrew Gleason, 2013 Elsevier Australia)

    Foundations of Clinical Psychiatry (Sidney Bloch, Stephen A. Green, Aleksandar Janca, Philip B. Mitchell, Michael Robertson, Melbourne University Press 4th Ed 2017)

    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 (6th ed.).
    Saunders Elsevier: London, 2018

    Psychopharmacology

    Psychotropic Expert Group. Therapeutic guidelines: psychotropic (version 8). Therapeutic Guidelines
    Limited: Melbourne, 2021.

    Stahl SM. Stahl’s essential psychopharmacology. Neuroscientific basis and practical applications (3rd
    Ed). Cambridge University Press: New York, 2008.

    Further references 

    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

    RANZCP Clinical Practice Guidelines https://www.ranzcp.org/publications/Guidelines-and-resources-for-practice

    ANZJP (Australian & New Zealand Journal of Psychiatry, RANZCP)

    Australasian Psychiatry (A second journal of the RANZCP)

    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, 2014.


    Electronic Based References

    eCentreClinic
    http://www.ecentreclinic.org

    SANE Australia
    http://www.sane.org/
       
    Beyond Blue
    http://www.beyondblue.org.au/index.aspx?

    Headspace
    http://www.headspace.org.au/

    Orygen Youth Health
    http://tc.oyh.org.au/

    Schizophrenia Research Forum
    http://www.schizophreniaforum.org/

    Bipolar Disorder
    http://www.bipolar.com.au/
     
    Royal Australian and New Zealand College of Psychiatrists
    (RANZCP)
    http://www.ranzcp.org/
     
    Moodgym
    http://www.moodgym.anu.edu.au

    Suicide Prevention
    http://www.suicideprevention.com.au/

    Black Dog Institute
    http://www.blackdoginstitute.org.au/
         
    Positive Psychology
    http://www.ppc.sas.upenn.edu/

    Online Learning
    Material for the course will also be provided through the MBBS Program website: http://curriculum.medicine.adelaide.edu.au/index.asp
    or  MyUni  https://myuni.adelaide.edu.au/webapps/login/

    eMedici   http://emedici.com

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Students will be allocated to a supervisor in each service and, under his/her direction, will participate in clinical work during the four week period.  This may include assessment of acute admissions as well as any emergency situations that may arise. 

    Teaching and learning methods may vary depending upon which setting students are allocated to.

    Tutorials will also be provided to students.

    Emergency Psychiatry
    Emergency psychiatry forms a part of the rotation and experience. Students are required to accompany the on-call registrar for either 1 evening (5pm - 10 pm) and 1 weekend day (9am - 2 pm),  OR 2 weekend days (9am - 2pm),  OR 2 evenings nights (5pm - 10 pm).

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workload for the individual students will vary from week to week but may include clinic sessions, community visits, ward rounds,
    ward work, tutorials, and private study and may involve after hours and weekend work.

    Learning Activities Summary
    The structure of the program is set out in the student handbook.

    Specific Course Requirements
    Students will be allocated to a variety of psychiatry settings including but not limited to community psychiatry, acute
    psychiatry services, emergency psychiatry services, psychiatry for the elderly, postnatal psychiatry, child and adolescent psychiatry and rural psychiatry.

    There is also the opportunity for students to create their own rural Psychiatry Selective. 

    All students will be required to do some after-hours work (see above). Any other requirements will be advised.

  • 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
    Assessment will comprise the following:

    Assessment Task Task Type Weighting Course Learning Outcome
    10 min Presentation  Summative 10%
    Case Presentations x 4 Summative 10%
    Supervisor Report/Selective assessment form (clinical placement assessment) Summative/ hurdle 65%
    3 NPS MedicineWise modules Summative/ hurdle 0%
    16 Multiple Choice Questions associated with tutorials Summative 15%
    Powerpoint Presentation and Student Seminar Presentation
    All students are required to prepare a 10 minute powerpoint presentation on a mental health topic of their choice. There will be a seminar at the end of each rotation where all students will present their work. The presentation must be relevant to mental health, but the format and content is up to the student. They may present a case with a discussion of some interesting aspect of the case, talk about something that has been in the media, present an article or some published research, describe the information available on the internet about a particular topic, or (briefly) review atopic. They may present relevant material from psychology, sociology and related disciplines if they wish. Marking criteria for assessment is available in the student handbook.

    Case Presentations
    Students are required to present four cases to their supervisor or their nominated delegate (e.g.
    registrar). The  marking sheet is available in the student handbook. 

    Supervisor Report (Selective Assessment Form)
    This form will be completed with your supervisor and represent a hurdle in successfully passing the selective.

    NPS MedicineWise modules
    The NPC modules are interactive case-based modules that are intended to encourage and increase confidence in rational prescribing. These modules represent a hurdle to successfully passing the selective.

    The 3 learning modules include the following:

    • Acute mania in bipolar disorder
    • Depression in adolescents
    • Insomnia
    Multiple Choice Questions 
    The 2 online quizzes are intended to help integrate knowledge from both 5 face to face and 3 online presentations. For each presentation 2 MCQs worth 1 point each will be assigned. This means for a total of 8 presentations there will be 16 points worth of MCQs.

    Academic Progression Requirements
    To pass this course and the Final (Sixth Year) MBBS Assessment Part 1 and Part 2 courses, students must obtain

    • a satisfactory result in the components of the summative assessment in semesters 1 and 2
    • complete the 3 NPC MedicineWise modules
    If a student fails one course or placement, they must undertake a remedial course or placement and must obtain a pass.

    If a student fails two courses or placements, they will fail the year and must repeat the entire year.

    Assessment Related Requirements
    Final assessment is based on the Year 6 Selectve Assessment.

    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.

    In addition, the University has developed a Scope of Practice document which outlines appropriate activites for Year 6 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and here.

    Assessment Detail
    Further details are available in the Year 6 Assessment Document - Part A and B
    Submission
    Details of the case presentation, powerpoint presentation and seminar submissions will be made available at the beginning of the clinical attachment.
    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.

    Details of the case presentation, powerpoint presentation and seminar submissions will be made available at the beginning of the clinical 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.