phase 3 psychiatry name … · phase 3 psychiatry . ... kaplan & sadock's concise textbook...
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Phase 3 Psychiatry Name …………………………………………..Student Number ………………………. Hospital for Clinical Placement …………………….…………………………………… Welcome to your 8-week term in psychiatry. This logbook is to be completed during the two placements and handed in to the site supervisor on the last day of term. The term includes four full days of lectures all of which will be held in the Black Dog Lecture Theatre at Prince of Wales Hospital. The term will consist of two clinical placements at your teaching hospital, notionally one in a general service and one on a more specialised service. The placements will be allocated on your first day at the teaching hospital. These clinical attachments are to be marked on the PSYCHIATRY LEARNING PLAN – Attachment Grading Sheet. You should register two learning plans on e Med and forward the email confirmation of your registration numbers to the Student Coordinator ([email protected]) during the term as well as to your site administrator. There is a tutorial program at each hospital consisting of tutorials about interviewing patients with mental disorders and tutorials based on various set topics (listed below). It is expected that you will do the set reading for each topic prior to the tutorial. Articles to supplement the tutorials are found on eMed and give an indication of the knowledge you should have on the topic at the end of the course. Schizophrenia Mood Disorders Anxiety Disorders Drug & Alcohol Child & Adolescent Disorders Organic/Old Age Disorders Cognitive Evaluation Psychiatry in the General Hospital Attendance and adequate participation at the set topic tutorials must be signed off by the tutor at the end of each tutorial. To facilitate learning throughout the term, you will be required to complete a short answer question (Weeks 2-7 inclusive), at a set time. You will sit together in a room and be given 15 minutes to answer the question. The topic for the short answer question will not necessarily relate to the tutorial topic for that week. Short answers will be marked out of 10 and are worth 24% of your final mark. Conversion of marks will be done by the School. The topics examinable each week by short answers will be: Week 2 – Schizophrenia and psychotic disorders Week 3 - Mood Disorders Week 4 - Anxiety Disorders Week 5 - Drug & Alcohol Week 6 - Child & Adolescent Week 7 - Psychogeriatrics/Neuropsychiatry/Cognitive Evaluation or any other topic During your first clinical placement you will also be required to write up one case history. This must be submitted via eMed by close of business on the final day of week 4. You should then note the number of your submission and forward this and the assignment submission form to your clinical attachment site supervisors and copy this email to the Student Coordinator, Judy Andrews ([email protected]) For details on the case history see the guidelines in the Couse Guide on eMed. The case history is marked out of 10 and contributes 20% of your overall course grade.
Observed experiences: Students should observe eight of the following procedures. Each procedure should be documented in half a page mentioning background, procedure, comment then marked and signed off by the clinician you watched. This should be done at the time of doing the observation.
· Observe consultant interview · Day patient attendance · Child and adolescent assessment · Rehabilitation assessment · Magistrate or mental health review tribunal · Attend a home visit · Psychogeriatric assessment · Acute assessment in ED/PEC · Medication group · Outreach service · Forensic psychiatry experience (e.g. prison visit /
court visit / forensic psychiatry assessment etc.)
· ECT · CBT · Family therapy · Psychoeducation · Consultation liaison assessment · Drug and alcohol assessment · Neuropsychiatric assessment · Cognitive evaluation · Attendance at outpatient clinic · Any other relevant experience that is approved
by your supervisor
The clinical interview and viva will be held in Week 8. Students should be examined by two examiners (including at least one psychiatrist). In metropolitan sites students will be rotated to one of the other teaching hospitals for the viva examination. In the rural sites the viva examination will be at the student’s home hospital. The format for the viva should be as follows: Format: Approx. 50 minutes
30 minutes - student patient interview
2 minutes – thinking time
5 minutes - student to present a summary of the case to examiners including: history/mental state/diagnosis/formulation
14 minutes - questions from examiners covering issues to do with history/mental state/diagnosis/formulation and clinical management
Overall course assessment marking scale The final mark for the Psychiatry course is based on the following assessments (weightings in brackets):
Marks Clinical Attachments/Learning Plan (incorporating observed experiences and tutorial participation). Overall F/P Mark to be given by site supervisor 26 Case History 20 1 question each in week 2-7 (marked out of10) i.e. 6 short answer questions These marks will be converted to a score out of 4 by the School 24 Clinical viva 30 Criteria for Failing Term: 1. An Unsatisfactory grade on the learning plan 2. Unsatisfactory (outright fail) grade for the clinical viva after resit examination 3. Total mark less than 50
Topic Resources Learning Objectives Schizophrenia & psychosis Attendance
□ Satisfactory Participation
□ ……………………
Tutors initial
Sadock, B.J. and Sadock, V.A. (2008). Kaplan & Sadock's concise textbook of clinical psychiatry (3rd ed.). Philadelphia, PA.: Lippincott Williams & Wilkins. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d Sadock, B.J., Sadock, V.A. and Ruiz, P. (2009). Kaplan & Sadock's comprehensive textbook of psychiatry (9th ed.). Philadelphia, PA.: Lippincott Williams & Wilkins http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01412563/9th_Edition/5&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/EDITORS%5b1%5d Howes, O.D., Murray, R.M. (2014). Schizophrenia: an integrated sociodevelopmental-cognitive model. Lancet, 383 (9929),1677-1687. doi:10.1016/S0140-6736(13)62036-X. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://www.sciencedirect.com/science/article/pii/S014067361362036X Metabolic monitoring algorithm for young persons prescribed antipsychotic medication http://www.heti.nsw.gov.au/Global/HETI-Resources/psychiatry/Psychiatry%20Posit%20Cardio%20Metabolic%20Algorithm%2011.pdf ORYGEN Youth Health Psychosis factsheets (series of 4) http://oyh.org.au/our-services/training-resources/free-downloads-youth-mental-health-resources/fact-sheets Media article on a family’s perspectives on the experience of schizophrenia http://www.carlagrossetti.com/two-of-us-norbert-and-richard-schweizer/
a) To discuss symptoms in schizophrenia and other psychoses (positive; negative; mood)
b) To consider common comorbidities in schizophrenia and other psychoses (alcohol and other substance misuse; physical health) and the need to be holistic in approach
c) To appreciate common risk issues (vulnerability to exploitation; suicidal thoughts and acts; risk to others)
d) To be sensitive to impact on family; to provide patient-centred and family-centred care
Topic Resources Learning Objectives
Mood Disorders Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Sadock, B.J. and Sadock, V.A. (2008). Kaplan & Sadock's concise textbook of clinical psychiatry (3rd ed.). Philadelphia, PA.: Lippincott Williams & Wilkins – Chapter 12 (Mood disorders) http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d Mitchell, P. B., Ball, J. R., Best, J. A., Gould, B. M., Malhi, G. S., Riley, G. J., Wilson, I. G. (2006). The management of bipolar disorder in general practice. The Medical Journal of Australia, 184 (11), 566-570. http://www.mja.com.au/public/issues/184_11_050606/mit10096_fm.pdf
a) To be confident in the assessment and diagnosis of depression, mania and bipolar disorder
b) To be able to undertake an assessment of risk in somebody with a mood disorder
c) To understand the main treatment
options for mood disorders
d) To be able to discuss diagnosis, treatment and prognosis of mood disorders with patients and their relatives
Topic Resources Learning Objectives
Anxiety Disorders Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Andrews, G. et al (2014) Management of Mental Disorders (5th ed.). Chapter 4. Pages 153-165 and 180-209. Sadock, B.J. (2008 )Kaplan & Sadock's concise textbook of clinical psychiatry. Philadelphia: Lippincott Williams & Wilkins. Chapter 13 (Anxiety Disorders) http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d
Andrews, G., Hunt, C. (1998). Treatments that work in anxiety disorders. Medical Journal of Australia, 168(5), 26-32. http://primoa.library.unsw.edu.au/primo_library/libweb/action/search.do?vid=UNSWS&fn=search&vl(freeText0)=DigiTool_Alma104264
a) To understand how anxiety can present in clinical practice, particularly how symptoms fit within the Cognitive-Behavioural Therapy model.
b) To be able to differentiate between different anxiety disorders, including generalized anxiety, panic disorder, social phobia, health anxiety, obsessive-compulsive disorder and post-traumatic stress disorder.
c) To understand common co-morbidities which occur with anxiety disorders.
d) To have a basic understand of both pharmacological and non-pharmacological methods of managing anxiety.
Topic Resources Learning Objectives Drug & Alcohol Attendance
□ Satisfactory Participation
□ ……………………
Tutors initial
NICE (2011) Alcohol-use disorders: diagnosis, assessment and management of harmful drinking and alcohol dependence. National Institute for Health and Care Excellence (NICE) clinical guideline 115 (pages 1 – 34) http://www.nice.org.uk/guidance/cg115/resources/guidance-alcoholuse-disorders-diagnosis-assessment-and-management-of-harmful-drinking-and-alcohol-dependence-pdf Duncan Raistrick (2000). Management of alcohol detoxification. Advances in Psychiatric Treatment , vol. 6, pp. 348–355 http://apt.rcpsych.org/content/6/5/348.full.pdf Sadock, B.J. (2008). Kaplan & Sadock's concise textbook of clinical psychiatry (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. – Chapter 9 (Substance related disorders) http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d
a) For the students to understand the sub-speciality of Addiction Medicine and know about the different pathways into this field of medicine
b) For the students to be aware of the
physiological effects of different classes of substances that can be abused
c) To ‘create’ a patient history in a bio-
psycho-social framework and use this to chart a management plan.
Topic Resources Learning Objectives
Child/Adolescent Disorders Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Caron, C. & Rutter, M. (1991). Comorbidity in Child Psychopathology: Concepts, Issues and Research Strategies. Journal of Child Psychology and Psychiatry, 32 (7), 1063-1080. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://dx.doi.org/10.1111/j.1469-7610.1991.tb00350.x Levy, F. (2014). Child and Adolescent Changes to DSM-5. Asian Journal of Psychiatry, 11, 87-92. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://www.sciencedirect.com/science/article/pii/S1876201814000884 Levy, F. (2014). DSM-5, ICD-11, RDoC and ADHD diagnosis. Australian and New Zealand Journal of Psychiatry, 48 (12), 1163-1164. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://anp.sagepub.com/content/48/12/1163.full.pdf+html
a) Be able to understand the process of assessing children with mental health problems
b) Be able to formulate a differential diagnosis for common childhood presentations
c) Understand current diagnostic issues and controversies
d) Be aware of treatment options in Child and Adolescent Psychiatry
Topic Resources Learning Objectives
Organic/Old Age Disorders Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Brodaty, H., Connors, M. and Pond, D. (2014, October 10). How to Treat: Dementia. Australian Doctor, 27-34. Introduction to Old Age Psychiatry – powerpoint Depression, Dementia, Delirium-Three Frontal Lobe Syndromes – powerpoint Sadock, B.J. and Sadock, V.A. (2008). Kaplan & Sadock's concise textbook of clinical psychiatry (3rd ed.). Philadelphia, PA.: Lippincott Williams & Wilkins. – Chapter 7 (Delirium, Dementia, and Amnestic and Other Cognitive Disorders and Mental Disorders Due to a General Medical Condition) http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d Sachdev, P. Neuropsychiatric disorders. Sydney : Neuropsychiatric Inst. Prince of Wales Hospital. http://searchfirst.library.unsw.edu.au/primo_library/libweb/action/search.do?vid=UNSW&fn=search&vl(freeText0)=UNSW_DigiTool85531 Sachdev, P. & Mohan, A. (2013). Neuropsychiatry: Where are we and where do we go from here? Mens Sana Monograph, 11, 4-15. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://search.proquest.com/docview/1346632602?accountid=12763
a) To understand how mental health disorders may present in older adults and the various components of a complete assessment
b) To understand the different types and the main treatment options for dementia
c) Be able to consider organic causes of common psychiatric presentations
d) To understand differences in aetiology, presentations, treatments and multidisciplinary management of psychiatric conditions in old age
e) To be aware of conditions peculiar to late life such as senile squalor, paranoid states and late-onset schizophrenia
f) To be able to investigate a psychiatric patient for ‘organicity’
g) To be able to perform a competent bedside cognitive assessment of a patient
Topic Resources Learning Objectives
Cognitive Evaluation Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Sadock, B.J., Sadock, V.A. and Ruiz, P. (2009). Kaplan & Sadock's comprehensive textbook of psychiatry (9th ed.). Philadelphia, PA.: Lippincott Williams & Wilkins. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01412563/9th_Edition/5&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/EDITORS%5b1%5d Chapter 10, in particular 'Diagnosis and Clinical Features', 'Laboratory Examination and Pathology' and ‘Differential Diagnosis' in 10.3 (Dementia) and tables 10.3-1, 10.3-3, 10.5-2 and 10.5-5 Chapter 2.1 (The Neuropsychiatric Approach to the Patient) for those interested in an overview of Neuropsychiatry Mini-Mental State Examination, Addenbrooke’s Cognitive Examination Revised, and Frontal Assessment Battery available for students and tutors in eMed http://emed.med.unsw.edu.au/Map.nsf/0/F5B77293D1493C99CA257DB0000B32AD?OpenDocument
a) Understand how to approach the assessment of a patient presenting with a cognitive complaint: relevant history, examination, bedside tests, laboratory/neuroimaging investigations
b) Recognise the differential diagnoses that can cause patients to present with cognitive complaints including common psychiatric (e.g. depression, anxiety), medical (e.g. endocrine, neurological, delirium), and degenerative (e.g. Alzheimer's dementia, vascular dementia) disorders
c) Be familiar with the Mini-Mental State Examination (MMSE), Addenbrooke's Cognitive Examination Revised (ACE-R), Frontal Assessment Battery (FAB), and other commonly used cognitive tests
d) Recognise the importance of confounders affecting cognitive assessment (e.g. assessment timing, medication effects, interview setting)
e) Recognise the limitations of cognitive assessment tools (e.g. ceiling effects, practice effects)
Topic Resources Learning Objectives
Psychiatry in the general hospital Attendance
□ Satisfactory Participation
□
…………………… Tutors initial
Sadock, B.J. and Sadock, V.A. (2008). Kaplan & Sadock's concise textbook of clinical psychiatry (3rd ed.). Philadelphia, PA.: Lippincott Williams & Wilkins. – Chapters 24 (Psychosomatic Medicine) and 25 (Consultation-Liaison Psychiatry) http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=booktext&D=books2&AN=01337673/3rd_Edition/3&XPATH=/OVIDBOOK%5b1%5d/METADATA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d Harvey, S.B. & Ismail, K. (2008). Psychiatric aspects of chronic physical disease. Medicine, 36 (9), 471 - 474. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://dx.doi.org/10.1016/j.mpmed.2008.07.003 Mitchell, P.B., Harvey, S.B. (2014). Depression and the older medical patient – When and how to intervene. Maturitas (79) 153-159. http://er.library.unsw.edu.au/er/cgi-bin/eraccess.cgi?url=http://dx.doi.org/10.1016/j.maturitas.2014.05.010 Information sheet: Consent to medical or dental treatment. NCAT Guardianship Division – Fact Sheet. January 2014. http://www.ncat.nsw.gov.au/agdbasev7wr/_assets/ncat/m771022l8/information%20sheet%20-%20consent%20to%20medical%20or%20dental%20treatment.pdf Hotopf, M. (2005). The assessment of mental capacity. Clinical Medicine, 5 (6), 580-584. http://www.clinmed.rcpjournal.org/content/5/6/580.full.pdf+html
a) To understand the ways in which mental health problems commonly present in the general hospital wards
b) To understand that all doctors (not just psychiatrists) need to be able to identify and manage comorbid mental health problems
c) To appreciate the complexities around diagnosing depression and/or anxiety in the setting of co-morbid physical health problems
d) To understand how to assess capacity and the legal framework for providing medical care in the absence of patient consent
Observation 1 (background, procedure, comment): tutors initial
Observation 2 (background, procedure, comment) tutors initial
Observation 3 (background, procedure, comment): tutors initial
Observation 4 (background, procedure, comment) tutors initial
Observation 5 (background, procedure, comment): tutors initial
Observation 6 (background, procedure, comment) tutors initial
Observation 7 (background, procedure, comment): tutors initial
Observation 8 (background, procedure, comment) tutors initial
EXA
MP
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W
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Stu
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Clin
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Sup
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R
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cap
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Lear
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Str
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·
Und
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biop
sych
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P- =
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= 65
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stud
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per
form
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as t
hese
are
disc
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the
port
folio
exa
m a
t the
end
of P
hase
3. T
hank
you
!
Gra
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The
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phas
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pro
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for t
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form
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ach
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to
thos
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portf
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ach
capa
bilit
y ar
e de
taile
d in
the
expe
ctat
ions
for t
he g
radu
ate
capa
bilit
ies f
or th
e re
leva
nt
phas
e. T
he sp
ecifi
c ex
ampl
es in
the
stat
emen
ts b
elow
are
illu
stra
tive
only
; the
y sh
ould
not
be
inte
rpre
ted
as e
xpan
ding
or r
epla
cing
the
rele
vant
ass
essm
ent c
riter
ia
for a
n as
sign
men
t or p
roje
ct.
P+ A
ddre
sses
the
asse
ssm
ent c
riter
ia a
t a st
anda
rd th
at e
xcee
ds w
hat i
s nor
mal
ly c
onsi
dere
d sa
tisfa
ctor
y fo
r stu
dent
s in
the
rele
vant
pha
se o
f the
pro
gram
. Thi
s gr
ade
repr
esen
ts a
cle
ar d
istin
ctio
n or
hig
h di
stin
ctio
n. T
his l
evel
of p
erfo
rman
ce in
volv
es th
e ch
arac
teris
tics o
f a P
per
form
ance
, but
mig
ht a
lso
dem
onst
rate
an
unex
pect
ed le
vel o
f exp
ertis
e, o
rigin
ality
, dep
th o
f tho
ught
, int
egra
tion
and/
or u
nder
stan
ding
. Dep
endi
ng o
n th
e as
sess
men
t crit
eria
and
the
task
this
gra
de c
ould
re
cogn
ise
that
the
stud
ent’s
wor
k: d
emon
stra
tes a
hig
h le
vel o
f int
egra
tion
or u
nder
stan
ding
; prio
ritis
es c
ompe
ting
issu
es a
ppro
pria
tely
, lin
ks se
emin
gly
unre
late
d as
pect
s of a
cas
e th
roug
h an
und
erst
andi
ng o
f the
und
erly
ing
biom
edic
al o
r soc
ial s
cien
ces;
ext
rapo
late
s fro
m a
par
ticul
ar u
nder
stan
ding
to a
new
con
text
- or
from
a
parti
cula
r cas
e or
pla
n of
man
agem
ent t
o a
new
cas
e or
pla
n - m
akin
g ap
prop
riate
mod
ifica
tions
in th
e pr
oces
s.
P A
ddre
sses
the
asse
ssm
ent c
riter
ia a
t a st
anda
rd th
at is
satis
fact
ory
for s
tude
nts i
n th
e re
leva
nt p
hase
of t
he p
rogr
am. O
ne o
r tw
o as
pect
s may
not
be
wel
l don
e,
but t
he st
anda
rd is
still
con
side
red
to b
e sa
tisfa
ctor
y. T
his g
rade
repr
esen
ts a
goo
d pa
ss o
r a c
redi
t. D
epen
ding
on
the
asse
ssm
ent c
riter
ia a
nd th
e ta
sk, t
his g
rade
co
uld
reco
gnis
e th
at th
e st
uden
t’s w
ork:
ans
wer
s the
que
stio
n; m
akes
a g
ood
argu
men
t; dr
aws o
n re
leva
nt e
vide
nce;
show
s som
e se
lect
ivity
and
judg
men
t in
deci
ding
wha
t is i
mpo
rtant
and
wha
t is n
ot; r
epor
ts a
nd in
terp
rets
clin
ical
det
ails
with
due
rega
rd to
the
avai
labl
e ev
iden
ce a
nd a
n ap
prop
riate
und
erst
andi
ng o
f the
un
derly
ing
soci
al a
nd b
iom
edic
al sc
ienc
es; a
nd/o
r pro
pose
s bro
adly
eff
ectiv
e m
anag
emen
t pla
ns.
P- A
ddre
sses
the
asse
ssm
ent c
riter
ia a
t a st
anda
rd th
at is
bar
ely
satis
fact
ory
for s
tude
nts i
n th
e re
leva
nt p
hase
of t
he p
rogr
am. T
his g
rade
repr
esen
ts a
low
or
conc
eded
pas
s. Th
e w
ork
dem
onst
rate
s an
unde
rsta
ndin
g of
one
or a
few
bas
ic a
spec
ts, b
ut th
ese
are
unin
tegr
ated
and
do
not m
ake
a co
here
nt st
atem
ent o
r ar
gum
ent,
or fa
il to
add
ress
the
key
issu
e. W
ritte
n w
ork
may
rely
too
muc
h on
rete
lling
oth
er so
urce
s suc
h as
text
s and
lect
ure
note
s, w
ith li
ttle
evid
ence
that
the
stud
ent i
s cap
able
of t
rans
form
ing
thes
e in
to a
per
sona
l und
erst
andi
ng. A
pat
ient
cas
e re
port
mig
ht o
mit
sign
ifica
nt fe
atur
es, o
r be
inte
rpre
ted
with
out d
ue re
gard
to
the
avai
labl
e ev
iden
ce o
r with
out a
n ap
prop
riate
und
erst
andi
ng o
f the
und
erly
ing
soci
al a
nd b
iom
edic
al sc
ienc
es. A
man
agem
ent p
lan
may
con
tain
irre
leva
nt,
inef
fect
ive
or il
l-adv
ised
ele
men
ts.
F Th
is g
rade
is u
sed
whe
n th
e st
uden
t has
mis
unde
rsto
od th
e as
sess
men
t req
uire
men
ts, o
r fai
led
to a
ddre
ss th
e m
ost i
mpo
rtant
asp
ects
. Thi
s gra
de re
pres
ents
a
clea
r and
subs
tant
ial f
ailu
re, w
hich
wou
ld n
eed
maj
or w
ork
befo
re it
cou
ld b
e pa
ssed
, or w
hich
sugg
ests
a le
vel o
f per
form
ance
sign
ifica
ntly
bel
ow th
at e
xpec
ted
of st
uden
ts in
the
rele
vant
pha
se o
f the
pro
gram
.
2
016 V
iva C
apab
ility E
valu
atio
n Ma
rk S
heet
Cl
inica
l Inte
rview
List
en at
tent
ively,
enga
ge p
atien
t and
main
tain
resp
ect -
initia
te se
ssion
app
ropr
iately
, goo
d us
e of
open
and
clos
ed qu
estio
ns, p
icks u
p ve
rbal
and
non-
verb
al cu
es, e
licits
pat
ient’s
per
spec
tive,
sens
itive
and a
voids
over
ly int
erro
gativ
e styl
e, re
spec
t bou
ndar
ies
F P-
P
P+
Elici
t a re
levan
t clin
ical h
istor
y of t
he p
rese
ntin
g illn
ess-
esta
blish
reas
on fo
r pre
sent
ation
, cou
rse a
nd n
ature
of s
ympt
oms,
dem
onstr
ate
clinic
al re
ason
ing in
the a
ppro
ach
to qu
estio
ning,
ask
s add
itiona
l que
stion
s req
uired
to es
tablis
h lik
ely d
iagno
sis a
nd in
form
trea
tmen
t opti
ons
F P-
P
P+
Gath
er re
levan
t oth
er h
istor
y and
relev
ant p
hysic
al ex
amin
atio
n an
d te
st re
sults
- ask
pat
ient a
bout
fami
ly &
socia
l sup
port,
cultu
ral &
life
style
facto
rs, e
mploy
men
t issu
es; e
licit r
eleva
nt p
ast m
edica
l and
fam
ily h
istor
y, as
well
as sp
ecific
risk
facto
r hist
ory w
here
app
ropr
iate
F P-
P
P+
Psyc
hiat
ric kn
owled
ge an
d pr
oblem
def
initi
on –
demo
nstra
tes t
hrou
gh th
eir se
quen
ce of
hist
ory t
aking
, inve
stiga
tion r
eque
sts a
nd
expla
natio
n to
the p
atien
t tha
t they
hav
e an
und
ersta
nding
of k
ey fe
atur
es o
f the
case
, inclu
ding
likely
and
impo
rtant
diffe
rent
ial di
agno
ses
F P-
P
P+
Safe
pra
ctice
: iden
tifies
and
resp
onds
to si
gns o
f pat
ient d
istre
ss, a
sks a
bout
a h
istor
y of s
elf-h
arm
and
other
dan
gero
us, a
ggre
ssive
or
harm
ful b
ehav
iour;
unde
rtake
s an
appr
opria
te ris
k ass
essm
ent
F
P-
P P+
Case
Pre
sent
atio
n an
d Ma
nage
men
t
Inte
rpre
t pat
ient h
istor
y and
clin
ical p
rese
ntat
ion
– ide
ntifie
s key
aspe
cts o
f pat
ient h
istor
y and
clini
cal p
rese
ntati
on, a
ble to
adeq
uatel
y de
scrib
e th
e men
tal st
ate
exam
inatio
n an
d ab
le to
pro
vide a
n ap
prop
riate
pro
vision
al dia
gnos
is an
d/or
list o
f diffe
renti
al dia
gnos
es
F P-
P
P+
Inte
rpro
fess
iona
l com
mun
icatio
n: cl
ear a
nd co
ncise
pres
enta
tion o
f find
ings,
able
to ex
plain
and j
ustify
conc
lusion
s and
man
agem
ent p
lan
in dis
cuss
ion, d
emon
strat
es ab
ility t
o re
cogn
ise an
d re
spon
d to
critic
al inf
orm
ation
, req
uires
mini
mal
prom
pting
to e
licit r
eleva
nt in
form
ation
F
P-
P P+
Ju
dgem
ent a
nd ap
proa
ch to
man
agem
ent:
reco
gnise
s cru
cial in
form
ation
, logic
al ap
proa
ch (e
.g. r
efini
ng d
iagno
sis, e
xplor
ing op
tions
in
treat
men
t), a
ppro
ach i
s app
ropr
iate
to th
e cli
nical
conte
xt, ad
apts
appr
oach
to ad
dition
al inf
orm
ation
F
P-
P P+
Ap
plica
tion
of p
sych
iatric
and
med
ical k
nowl
edge
: ap
plies
relev
ant k
nowl
edge
corre
ctly,
depth
of u
nder
stand
ing d
emon
strate
d in
clinic
al ap
proa
ch a
nd in
disc
ussio
n wi
th e
xam
iners,
app
roac
h dem
onstr
ates
lear
ning
from
clini
cal e
xper
ience
s and
inte
grat
es m
edica
l kno
wled
ge
F P-
P
P+
Safe
pra
ctice
: rec
ognis
es lif
e-th
reat
ening
or p
oten
tially
serio
us a
spec
ts, co
nside
rs p
otent
ial a
dver
se co
nseq
uenc
es of
acti
ons,
dem
onstr
ates
sa
fe ju
dgem
ent,
awar
e of e
thica
l and
/or l
egal
impli
catio
ns o
f acti
ons
F P-
P
P+
Exam
iner
’s Co
mm
ents
Ov
erall
Eva
luat
ion
(p
lease
note,
whil
e the
mar
ks pr
ovide
d abo
ve sh
ould
infor
m the
over
all ev
aluati
on, a
‘fail’
mark
in on
e or
mor
e com
pone
nt do
es no
t man
date
nor is
requ
ired f
or an
unsa
tisfac
tory o
vera
ll eva
luatio
n)
□ U
nsat
isfac
tory
with
serio
us co
ncer
ns (o
utrig
ht fa
il)
(stud
ent w
ill ha
ve to
repe
at the
clini
cal in
tervie
w an
d viva
exam
inatio
n befo
re be
ing ab
le to
pass
the P
sych
iatry
term)
□ U
nsat
isfac
tory
but
with
less
serio
us co
ncer
ns
(stud
ent w
ill be
give
n 50%
for t
he vi
va ex
amina
tion a
nd w
ill be
allow
ed to
pass
if the
y hav
e sa
tisfac
torily
comp
leted
all o
ther c
ompo
nents
of th
eir P
sych
iatry
term)
□ S
atisf
acto
ry
(stud
ent w
ill be
give
n a sc
ore b
ased
on th
e mar
ks pr
ovide
d abo
ve)
Stud
ent N
ame_
____
____
____
____
Stu
dent
No_
____
____
____
____
_
Exam
iner
1__
____
____
____
____
__ E
xam
iner
2__
____
____
____
____
F =
fail;
P- =
pass
grad
e; P
= cre
dit gr
ade;
P+ =
disti
nctio
n gra
de
F =
fail;
P- =
pass
grad
e; P
= cre
dit gr
ade;
P+ =
disti
nctio
n gra
de
Orientation to clinical placement Each student should have orientation at the attachment site that should include the following:
· Site layout
· Conduct on the site
· Patient consent/confidentiality
· Attendance requirements
· Clothing
· Personal safety and local procedures for interviewing patients
· Local procedures for the use of duress alarms
· Term requirements and assessments
· Fire evacuation procedures
· Other key pieces of information as relevant to each site
Orientation to the clinical placement was given by Date: Signature: I received orientation to my clinical placement at Hospital. Student’s signature: If a student’s clinical attachment is split over two sites e.g. St John of God, Justice Health, Sydney Clinic or Wesley Hospital they should also be given an orientation to the second site and have it signed off. Orientation to the clinical placement was given by Date: Signature: I received orientation to my clinical placement at Hospital. Student’s signature:
Head of School: Professor Philip Mitchell
Course Convenor: A/Prof Samuel Harvey
Student Coordinator: Judy Andrews
School of Psychiatry Ground Floor, G27 Black Dog Institute
Hospital Road Prince of Wales Hospital
Randwick 2031
Phone: 9382 4370 Fax: 9382 8151
Email: [email protected]
CRICOS Provider No. (UNSW): 00098G