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March 2012 Foundation Programme Taster Templates in Psychiatry
March 2012
Foundation
Programme Taster
Templates in
Psychiatry
Introduction
As part of its 5 year recruitment strategy, the Royal College of Psychiatrists is committed to increasing exposure to psychiatry in the Foundation Programme. It is anticipated that
there will be an increase in the number of F1 and F2 posts in psychiatry over the next few years. However, it will remain the case that not all Foundation Doctors will be able to do a psychiatry placement. Another way to enhance exposure to psychiatry is to increase
access to taster weeks in psychiatry and a commitment to do this is part of the recruitment strategy.
To facilitate this we have asked each of the Royal College of Psychiatrists’ Faculties and Sections to produce a template for a taster week in its specialty. We would like to request
that Consultant Psychiatrists around the UK offer taster weeks for foundation doctors using the appropriate template below. Those willing to offer a taster week should liaise with their
local Foundation School and Training Programme Directors. These templates should not be seen as prescriptive but as offering guidance to colleagues
who wish to offer a taster week. It is important that tasters are individually tailored to the need of the foundation doctor undertaking them. In particular, it may be desirable to offer
a ‘hybrid’ taster encompassing more than one psychiatric specialty. This is perfectly acceptable but we would still recommend using a template along similar lines to those we have produced.
We hope that this will increase access to taster weeks in psychiatry and be beneficial in
terms of recruitment to the specialty. Thank you for your help with what we believe will be an important initiative.
Dr Tom Brown Associate Registrar (Recruitment)
March 2012
How to set up a Foundation Programme
Taster in Psychiatry
Taster sessions are an accepted component of the Foundation Programme to allow FY
doctors to explore career options before making an application for speciality training. National Recruitment to all specialities opens several months prior to August before the
completion of FY2. The timing of CT1 recruitment in psychiatry combined with a relatively small number of
psychiatry placements in the Foundation Programme means that some doctors who wish to explore psychiatry as a career option have been unable to complete a FY psychiatry
placement to inform an application for speciality training.
It may be possible for 5 days to be carried forward by FY1 doctors for taster sessions in the course of the 2 year Foundation Programme.
Foundation School/Deanery
A wide range of doctors will potentially be involved in PGME in psychiatry with psychiatry generally not having strong representation at TPD level within Foundation schools nationally. This presents a potential challenge in terms of the quality management and
evaluation of any taster sessions in psychiatry. Ideally, there should be a single point of contact for taster sessions in psychiatry for each foundation school to ensure monitoring
and evaluation of these placements occurs in a systematic way. The named individual should have a well developed understanding of speciality training in
psychiatry in addition to a good network of contacts within the foundation school and speciality school. This individual should be known to Foundation TPDs within a named
deanery as well as the TPD faculty of the deanery speciality school of psychiatry. Information about the single point of contact needs to be widely disseminated throughout the trusts to all named clinical supervisors for FY doctors, and on the Foundation and
Speciality school websites within each deanery.
Placement Many FY doctors who wish to complete a taster session may have a limited understanding
of the speciality and be unclear about what exactly may be available locally. The taster is for a maximum of 5 days.
The placements are often bespoke as FY doctors may have to take isolated days to accommodate shift working in their core placement or may wish to work across more than
one clinical area in the course of the taster experience.
A face to face meeting with the FY doctor is probably the most appropriate way to agree the content of the taster sessions. This allows the consultant to explore the FY doctors’ previous experience as an undergraduate, trainee’s level of commitment to enter speciality
training, areas of personal interest and to appraise the FY doctor of local opportunities that may be available. As a speciality our capacity to take the education and training of doctors
seriously should be showcased at every stage of contact with potential trainees so this meeting is important.
Undergraduate exposure to specialist areas of clinical psychiatry is variable across medical schools. Active consideration of experiences in a taster session that will compliment prior
undergraduate exposure or may allow the FY doctor a more in depth opportunity to revisit a highly valued placement from medical school. It is important that local training strengths
How to set up a Foundation Programme
Taster in Psychiatry
are maximised. The consultant involved must be able to suggest and foster innovative
placements that can be constructed locally.
Many FY doctors will be keen to get exposure to academic psychiatry; a meeting with local academic trainees to discuss the integrated clinical academic training pathway may be useful.
Established training FY placements can also be utilised if this is appropriate. Remember
the time available for the taster is very limited so utilise it well! Undergraduate exposure is often dominated by inpatient psychiatry in GAP placements so encourage the FY doctors to
consider career opportunities across the 6 CCTs in psychiatry and to appreciate the interface between the speciality and general hospital and primary care, psychiatry and the criminal justice system and newer services like early intervention, Autism/ADHD, specialist
eating disorders to name a few. Many FY doctors may appreciate an opportunity to shadow a senior trainee out of hours and attend a Mental Health Act assessment.
A suggested list of contacts for the taster can be agreed at the face to face meeting with the consultant facilitating the introductions to the taster supervisor(s) and HR. The rest of
the organisation should be left to the trainee. As the FY doctor is likely to have a different employer if in a FY placement in an acute trust, there will be a need to inform HR in the
named mental health trust who may wish to provide an honorary contract for the duration of the taster session and inform the DME.
It is crucial that inspiring and enthusiastic supervisors are identified for these placements. The deanery speciality school should have objective information about the quality of clinical
supervisors and should be closely involved in the identification of appropriate supervisors for taster sessions. Identification of a committed speciality trainee to act as a’ buddy’ or mentor for the FY doctor during and after the placement should be considered to provide
ongoing advice and support.
Evaluation The named consultant responsible for arranging the taster should make contact with the FY
doctor and taster supervisor(s) afterwards to obtain feedback for the purpose of quality management and improvement of the taster placements.
FY doctors will require evidence of completion of the taster sessions. The following are appropriate. These are only suggestions:
Reflective account of placement with support of supervisor
Placement report from supervisor with a template developed for this feedback to include attendance, aptitude, commitment to speciality and areas of future development. As a speciality we must aspire to select the brightest and best suited
so these tasters must be professional Feedback from multi-disciplinary team members about FY doctor
WPBA carried out during placement – e.g. CBD, mini CEX
Appendix F of The UK Foundation Programme Reference Guide (2010), ‘Embedded taster experiences template’, also provides useful information on tasters. This can be downloaded at
http://www.foundationprogramme.nhs.uk/index.asp?page=home/keydocs#c&rg.
Dr Ann Boyle
Foundation Programme Taster Template Academic Psychiatry
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Introduction to Academic Psychiatry Academic Clinical Psychiatry combines research, teaching and clinical work. This combination provides a unique opportunity to ask interesting questions and try to answer
them informed by clinical practice. Hence, the questions and answers have the patient at their heart. Sometimes the questions may be fundamental to understanding the brain and
how it works and how brain mechanisms may lead to mental illness; or they may relate to how we can understand human behaviour at an individual or societal level. Questions may arise about how we can evaluate and improve treatments for patients with mental illness.
All research requires the acquisition of research skills, some of which are general, such as
statistics, and some, specialised such as in genetics, epidemiology, neuroimaging, mathematical modelling, economics, psychology, social sciences, clinical trial methods and many others. All good research is disciplined and hard work, but immensely rewarding,
and satisfies a basic human instinct to push back frontiers into the unknown, as well as satisfying the great reward of knowing that society and patients will benefit from that
knowledge. Once results are analysed, we are in a position to communicate the work to the outside
world, providing opportunities for honing expert writing skills and presenting at conferences to varying audiences around the world. This is a great privilege, and provides an
opportunity to meet experts as part of one’s work. Because of the need to keep up to date and ahead of the crest of knowledge, academics
are well placed to teach. And here, the opportunity to impart knowledge to and inspire the next generation of doctors is immensely rewarding, as well as ensuring that we as teachers
are kept on our toes by the searching questions from students. Clinical academics are employed by the University, and work closely with NHS colleagues,
but are usually able to benefit from more flexibility in their clinical work than full-time NHS colleagues. Thus many clinical academics contribute a clinical service that matches their
research interests, by, for instance, running specialist services that can offer novel investigations or treatments. Clinical academics may contribute to the service in a variety of other ways, including in management and providing advice to other organisations such
as to the wider NHS, Government agencies and charitable organisations, grant-giving bodies etc. Hence, one’s career is open to many opportunities and developments that use
the valuable skills acquired during a career in clinical academia.
Format of the Week The programme will enable foundation trainees to choose from a wide range of clinical
specialties of psychiatry within Academic Departments. Foundation trainees will be assigned to a designated academic as their mentor and guided through the programme.
The foundation trainee will have the opportunity to observe and join in discussion with a variety of activities which may include the following:
Research meetings with research presentations
Research studies being performed within the research group
Grand Round Case Presentations
Foundation Programme Taster Template Academic Psychiatry
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Journal Club discussions
Academic Seminars
MDT meetings led by a clinical academic
Community visits shadowing a clinical academic consultant and/or senior trainee
Shadow an Academic Clinical Fellow, or Clinical Lecturer in a clinical, teaching or
research setting
Observe psychiatry teaching in seminars and in clinics led by academics
Learning Outcomes
The following learning outcomes will be achieved:
To experience and observe a range of research activities, including research projects being performed, data analysis, research presentations. To observe clinical academics in a range of teaching and clinical settings across a range of clinical
specialties depending on local interests and your choice of specialty.
To gain an understanding of the principles of research and its practice as applied to
psychiatry. To understand the importance of teaching. To understand something of the questions that arise in the practice of clinical psychiatry and how they might be addressed.
To know some of what a clinical academic does; some of the clinical conditions they may treat; some relevant issues about mental illness and treatment.
To be given an opportunity to observe an interview with patients.
Foundation Programme Taster Template Academic Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Child and Adolescent Psychiatry
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Format of the Week Foundation doctors with no prior exposure to Child and Adolescent Psychiatry
To make the most of the placement, the foundation doctor should undertake some preparatory reading such as;
Dogra N, Parkin A, Gale F & Frake C (2009) A multidisciplinary handbook of child and adolescent mental health for front-line professionals.2nd edition. Jessica Kingsley
Publishers, London
Dogra N (2011) Child and Adolescent Psychiatry in Dogra N, Cooper S & Lunn B (2011) Ten teachers: Psychiatry. Hodder Stoughton: London
Foundation doctors who may have received lectures but no clinical experience
The learning objectives will be met through clinical observations, discussion with clinical staff and reading of the above materials. The clinical observations need to be structured with clear tasks for the foundation doctors which are then followed up in discussion. It is
also helpful if the different clinical observations are linked; for example the foundation doctor may observe three children with ADHD. The clinical teacher can maximise the value
of the observations by asking the foundation doctor to consider what the cases had in common, what was different about them and how the interviewer engaged with the three different cases. This enables them to link the symptoms they have read about with what is
seen in practice (and also how much variation there is in practice). They would through the same interview also be able to identify how the interviewer engages with children and
which of these might be useful to them (as any strategy has to be congruent with them as an individual). The learning needs to be structured to ensure that the learning outcomes can be met and structuring also allows prior learning to be built upon. For example, asking
the foundation doctor to identify the symptoms shown by the clinical cases enables the foundation doctor to apply their reading. It can also be helpful to have access to recorded
materials should clinical cases not attend or not give permission for foundation doctors to attend.
Foundation doctors who have had some clinical experience of child mental health
The attachment should include an opportunity to attend:
Multidisciplinary team meeting (to observe team functioning and then have an opportunity to discuss the issues that help achieve the outcomes outlined)
Referral meeting as through this process they can learn about the types of referrals
received by CAMHS and how CAMHS handles them
Meeting with members of the multidisciplinary team should enable the foundation
doctor to identify roles of others and also roles of other agencies
If they have had considerable exposure they could through a joint interview lead an assessment or part of a whole assessment – this would enable them to apply their
learning
Case discussion or a discussion of the placement as a whole. A clinician can ask the
foundation doctor to identify the range of social and familial factors they have come
Foundation Programme Taster Template Child and Adolescent Psychiatry
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across that have had an influence on the presentations they have seen. The advantage of having a seminar/discussion with the foundation doctor is that it enables the trainer to assess if the learning outcomes have been met
Learning Outcomes Foundation doctors with no prior exposure to Child and Adolescent Psychiatry
It is unlikely that the learning outcomes can be met through the clinical placement alone and in the short time available (which is usually a week). The outcomes can only be met
by integrating prior learning with the clinical placement. Prior to the clinical placement foundation doctors should undertake some basic reading to ensure that they have basic
knowledge of child development and the multifactorial aetiology of child mental health. This is more fact based and therefore preparatory reading will enhance the clinical experience. By the end of a week, foundation doctors should be able to recognise:
the common psychiatric disorders of childhood, including their presentation, likely
aetiology and management
the effects of interaction between child and family upon the disorders of childhood
the continuity in development throughout the lifespan; development is a feature
highlighted in child psychiatry
describe the assessment of a child or young person for mental health problems
the psychological components of childhood problems, and understand that these are not necessarily pathological (including physical health problems)
Foundation doctors who may have received lectures but no clinical experience
To link the theoretical learning with the clinical realities
Using the observations of one of their clinical cases be able to justify the diagnosis and management
Through clinical observation identify effective engagement skills with young people
and their families
Identify strategies that will be useful to them when working with children in any area
of medicine Foundation doctors who have had some clinical experience of child mental health
Describe the range of services available to children with mental health problems
Describe the range of problems that present to child mental health services
Evaluate the advantages and disadvantages of non-specialist approach to child
mental health problems
Differentiate between child mental health problems that can be dealt with in a primary care context and those that need more specialist interventions
Undertake a basic child mental health assessment
Evaluate the impact of societal and familial factors on child mental health problems
Foundation Programme Taster Template Child and Adolescent Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Eating Disorders Psychiatry
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Introduction to Eating Disorders Psychiatry The treatment and management of eating disorders is a small, important and exciting branch of psychiatry that deals with patients with severe anorexia nervosa, bulimia nervosa
and their variants. These patients commonly have physical health problems as a result of their eating disorder, and many have other mental illness too, so the specialty requires an
integrated approach and skills in managing a broad range of sequelae. Anorexia nervosa has the highest mortality of any mental disorder.
Psychiatrists specialising in the treatment of eating disorders work across the age range and in community, day patient and inpatient settings.
Format of the Week
The week will offer the opportunity to undertake the following:-
Be given a guided tour of a specialist eating disorders unit and a discussion about the nature of eating disorder services
Interview individuals under supervision
Participate in multidisciplinary team reviews, particularly highlighting risk assessment and risk management strategies
Be involved in the assessment of a new case or a newly admitted patient
See patients in community settings
There may be additional opportunities for the following:
Attendance at care plan review meetings with patients and their families
Attendance as an observer in a group therapy session
Sharing a meal with patients on the inpatient unit
Attendance at a training or research meeting
Learning Outcomes
Understand the role and function of psychiatrists working in eating disorders and a multidisciplinary team
Understand the nature of eating disorders services within the range of generic services
Have an opportunity to be involved in the assessment of patients and present these to a senior clinician
Understand the significance of risk assessment and risk management in the psychiatry of eating disorders
Understand the main physical health problems experienced by patients with eating disorders and how to manage them
Understand the career pathway and opportunities in eating disorders psychiatry, both
clinically and academically
Foundation Programme Taster Template Eating Disorders Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Forensic Psychiatry
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Introduction to Forensic Psychiatry Forensic psychiatry is a small, important and exciting branch of psychiatry that deals with the assessment and management of psychiatric patients who present high risks to others
and have either committed serious offences or are too dangerous to be managed in generic services. Forensic psychiatry is frequently practised in secure hospitals, in prisons and in
specialist community forensic teams.
Format of the Week
The week will offer the opportunity to undertake the following:-
Be given a guided tour of a secure forensic facility and a discussion about the nature of forensic services
A personal safety briefing
The opportunity to interview individuals under supervision
Participate in multidisciplinary team reviews, particularly highlighting risk assessment
and risk management strategies
Be involved in the assessment of a new case or a newly admitted patient, either for the
purposes of deciding on admission or for the purposes of preparing formal reports to third parties such as Tribunals or Court, and preparing care plans
There may be additional opportunities for the following:
Visits to a prison in order to undertake assessments under supervision
Observe a Mental Health Review Tribunal for those detained under specialist forensic Mental Health Act Section
Visit a local Court, either Magistrates or Crown, to observe the proceedings in relation to
a forensic psychiatric patient and receive instruction on the interface between legal and psychiatric systems
Learning Outcomes
Understand the role and function of forensic psychiatrists and a multidisciplinary team
Understand the nature of forensic psychiatric services within the range of generic
services
Understand the links between forensic services and the Criminal Justice System
Have an opportunity to be involved in the assessment of several forensic patients and present these to a senior clinician
Understand the significance of risk assessment and risk management in psychiatry
Understand the career pathway and opportunities in forensic psychiatry, both clinically and academically
Foundation Programme Taster Template Forensic Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template General Psychiatry
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Introduction to General Psychiatry
General psychiatry deals with mental illness in the 18-65 age groups though patients who have had mental illness in their adult life usually continue to remain with General Adult services beyond the age of 65. There are several specialist areas within General Psychiatry
including the following:
Community psychiatry
In-patient psychiatry
Crisis Resolution and Home Treatment Team
Early Intervention Team – (early diagnosis and treatment of psychotic disorders)
Assertive Outreach Team – (for chronic, revolving door, non-engaging patients)
Rehabilitation and Recovery Team – (for chronic patients with functional disability)
Consultation-Liaison Psychiatry (general hospital psychiatry)
Some places have other subspecialties such as Perinatal psychiatry, Neuropsychiatry etc.
Format of the Week The week will offer the opportunity to undertake the following:-
Shadowing designated mentor/buddy (Trainee doctor)
Shadowing SpR/Consultant in Out-patients’ clinic or home visit for new patient
assessment
Attending a Crisis Team Allocation meeting followed by home visits for new referral
assessment and a follow-up appointment
Visiting a Psychiatric Intensive Care Unit (PICU) or Enhanced Care Ward round
Shadowing a Liaison team staff member in Accident and Emergency
Attending a Mental Health Review Tribunal/Managers’ Hearing
Attending an Academic Meeting/Meeting with Research Team
Community visits with a CPN/shadowing Approved Mental Health Professional (AMHP)
Shadowing Diversion At Point of Arrest (DAPA) team member
Question and Answer Session/Reflection/Discussion of interesting cases with a Lead Consultant
Learning Outcomes
Assessment and management of patients with common mental illness such as mood
disorders, schizophrenia in community and in-patient settings
Basic understanding of the importance of therapeutic engagement
Awareness of risk factors and principles of risk assessment in patients with common
psychiatric disorder
Foundation Programme Taster Template General Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Liaison Psychiatry
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Introduction to Liaison Psychiatry Liaison psychiatry is the branch of psychiatry which specialises in the mental health problems of people who have physical health problems, or who present with physical
symptomatology. The combination of physical and mental health problems is associated with vastly increased rates of morbidity and mortality. Liaison psychiatry therefore holds a
key position on the interface of psychiatry and the rest of medicine. As such, it is an endlessly fascinating and important branch of psychiatry.
Format of the Week
The week will offer the opportunity to undertake the following:-
Introduction to a multidisciplinary liaison psychiatry team, membership of that team
for the week, and attendance at team meetings
Observation of assessments undertaken by members of the team
Observation of joint working with physical health teams
The completion of at least one assessment, under supervision, of a patient referred
to the team
Observation of the process of referral to other services
There may be additional opportunities for the following:
Attendance at training sessions delivered by members of the multidisciplinary team
Observation of joint clinics in which the liaison team participate
Observation of liaison team outpatient clinics
Observation of work with people with somatisation disorders
Learning Outcomes
Understand the role and function of liaison psychiatrists and the multidisciplinary team
Understand the nature of liaison psychiatric services within the range of generic
services
Understand the processes involved in linking people in to other mental health
services
Understand that mental and physical health are inextricably linked
Understand some of the issues involved in working with physical health teams
Have the opportunity to make assessments, and to present the cases to senior members of the team
Gain a greater understanding of somatisation problems
Foundation Programme Taster Template Liaison Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Medical Psychotherapy
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Introduction to Medical Psychotherapy
Psychotherapists are psychiatrists who are doctors of the mind and doctors of the body. We integrate the delivery of talking therapies with other effective biopsychosocial interventions developed from a meaningful evidence base. We promote the therapeutic
value of relationships and the meaningful application of knowledge from the neurosciences. We seek to make a difference to the lives of patients, to the lives of their families and to
raise the quality of health service provision. We have a range of skills that are particularly helpful for patients who present with complex difficulties such as personality disorders, medically unexplained symptoms, and those who are hard to help because of their stressful
impact on health care professionals. Psychotherapy is a very engaging and very satisfying career that can be developed in a range of settings working with a wide range of patients.
Format of the week
1. The benefits of meaningfully relating are emphasised by attachments to:
Consultant medical psychotherapist and
ST 4-6 and
Expert by Experience
2. You will see and learn about:
Reflecting on the experiences and interactions of the taster week
Psychotherapeutic working within Multi Disciplinary Teams (MDTs)
Delivery of psychotherapy interventions in a range of community and residential
settings and across a wide range of mental health difficulties across the lifespan
Delivery of psychotherapy interventions in Primary Care settings and through the Improving Access to Psychological Therapies Programme (IAPT)
Therapeutic liaison with medical and surgical services in General Hospital settings
Consultation on work with complex cases to MDTs
Reflective Practice Groups for MDTs
3. You will learn from discussions with service users and their families on the
impact on their lives of:
Their mental health difficulties
Difficulties in getting help
Therapeutic Assessment
Communication of their diagnosis and prognosis
Therapeutic interventions
Being heard, understood and accepted as having a valid voice
Foundation Programme Taster Template Medical Psychotherapy
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4. You will observe, where realistically possible, and discuss:
Therapeutic Assessment meeting
Individual psychotherapy session
Group psychotherapy session
Family therapy session
‘Community meeting’
Balint Group for Psychiatrists
5. You will appreciate some theoretical and neuroscientific principles through:
Individual Teaching
Academic Programme attendance
Verbal discussion, written, multimedia and web based material that illustrates
helpful concepts and knowledge bases, the relevance of the neurosciences to the practice of psychotherapeutic interventions, and the knowledge base for the effective evolution of psychotherapeutic practice through evaluation in a range of
settings
Learning Outcomes The earning outcomes for this taster week are outlined above in the active structuring of
the week. It is a process of learning through experience – the most powerful form of learning throughout our lives.
Foundation Programme Taster Template Medical Psychotherapy
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Neuropsychiatry
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Introduction to Neuropsychiatry Brain/mind/behaviour relationships underpin the work of a neuropsychiatrist as well as an understanding of human relationships. The neuropsychiatrist deals with the effects of brain
disorder and dysfunction but also with those conditions (e.g. dissociative and somatoform disorders) which present as if they are due to brain disease. Neuropsychiatric practice
brings the psychiatrist not only into contact with fellow mental health workers but also with the full range of neuroscience colleagues. It develops both the doctor’s medical and psychological skills and understandings.
Format of the week The week provides an opportunity for foundation doctors to meet and interact with patients who are in neuropsychiatric settings. It will include generic experience of the assessment
and management of neuropsychiatric disorders. This could be achieved by working within any of the following or a combination of any of the following services:
Neuropsychiatry of epilepsy
Neuropsychiatry of acquired brain injury
Liaison neuropsychiatry
Memory Disorder services including amnestic syndromes and early onset memory
impairment
Sleep disorders
Movement disorders
Functional neurological disorders including Conversion/somatoform disorders
Neurodevelopmental disorders
Some experience in related specialisms such as brain imaging, neurophysiology (EEG) and neuropsychology will be of benefit
Learning Outcomes
To gain a greater insight into brain/behaviour relationships in disease and health
To know the common co-morbid psychiatric conditions in neurological settings
To understand the impact of psychiatric conditions on neurological illnesses and their outcome
To understand the many different factors which contribute to the development of neuropsychiatric disorders
To understand various common neuropsychiatric investigation tools
To view a range of services available to people with neuropsychiatric disorders
To gain understanding of the assessment of patients with common neuropsychiatric
conditions
To be familiar with common management principles for neuropsychiatric disorders using bio-psycho-social models
Foundation Programme Taster Template Neuropsychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Old Age Psychiatry
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Introduction to Old Age Psychiatry Old Age Psychiatry is the specialty within Mental Health which deals with people with all types of mental illness who are aged over 65. Although the diagnosis and management of
people with dementia is the most prominent part of an Old Age Psychiatrist’s work our job includes dealing with other forms of mental illness including depression, bipolar disorder
and psychosis, substance misuse, people in general hospitals and care homes and occasionally older people with learning disability or those in the criminal justice system. People are seen at home as outpatients, inpatients or in settings such as acute wards and
care homes. Many services also see people under the age of 65 who present with dementia.
Format of the Week
The week will encompass inpatient, community and if practical general hospital settings. There will be a mixture of patients with functional illness and those with dementia.
Exposure to medical and nursing input will be an important component and if practical the role of an AHP can be explored. The foundation doctor will spend some time with an
individual patient and family member or carer. For functional patients a foundation doctor might typically attend a ward meeting, case
conference or CPA discussion. The ward meeting has the advantage of exposure to a range of psychiatric presentations and the CPA to more in depth discussions about a particular
patient. The foundation doctor should interview an inpatient in more depth and/or observe an interview by a more senior trainee or consultant.
In the cases of people with dementia the foundation doctor will be an observer at the assessment of someone presenting with suspected early dementia and if possible a session
where the diagnosis is disclosed. A day in the community with an experienced CPN will be organised and (where possible) time spent with a carer. Foundation doctors will be attached if possible to a psychiatric liaison service (either nurse or doctor) in a general
hospital and/or a care home
Learning Outcomes
An understanding of the variety and complexity of people with functional illness
The ability to demonstrate the assessment of someone with suspected early dementia
The ability to demonstrate or discuss issues relating to diagnosis disclosure
The ability to demonstrate the spectrum of severity of dementia in the community
The ability to demonstrate the presentation and management of people with mental illness particularly dementia, delirium and depression in a general hospital setting
Foundation Programme Taster Template Old Age Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Perinatal Psychiatry
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Introduction to Perinatal Psychiatry Perinatal Psychiatry is a branch of General Psychiatry concerned with the prevention, detection and management of mental illness co-occurring or newly emerging in pregnancy
or the postnatal period and the assessment and facilitation of the mother-infant relationship and developmental needs of infants in the context of maternal mental illness.
Format of the week
In a week working with a perinatal mental health team, foundation doctors will have the opportunity to experience:
The assessment and management of pregnant and postnatal women with a range of
mental illnesses in inpatient, community and outpatient settings
The nature and range of treatments, and ways of working, on mother and baby units, to improve maternal ill health and mother-infant wellbeing
The roles of mental health and childcare professionals working in specialist perinatal mental health teams
The specific expertise of perinatal psychiatrists as specialists in team leadership, diagnosis, prescribing in pregnancy and breastfeeding, and assessment of the mother-infant relationship and infant development
Foundation doctors will gain this experience through:
Attendance at inpatient and community patient reviews
Shadowing the consultant or psychiatric trainee in day to day work
Attending an outpatient clinic and maternity liaison assessment
Taking a case history from women with maternal mental illness
Learning Outcomes
How pregnancy and childbirth can affect the course and risk of mental illness
The impact of mental illness, and its treatment, on pregnancy and the mother-infant
relationship
The role of psychiatrists in assisting women with mental illness to make decisions
about their treatment during pregnancy and the postpartum period
Foundation Programme Taster Template Perinatal Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Psychiatry of Learning Disability
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Introduction to Psychiatry of Learning Disability Psychiatry of Learning Disability provides a very broad based training which results in expertise in a range of fields including: neuropsychiatry; epilepsy; autism; communication;
leadership, developmental psychiatry and behavioural phenotypes. Psychiatrists who chose to work with people who have learning disability work across very different settings such
as: visiting people at home; outpatient clinics; epilepsy clinics; inpatient units, forensic services, and schools and colleges. Learning Disability Psychiatrists work within multidisciplinary teams and work closely with carers as well as working directly with people
with learning disability.
Format of the Week No two taster days are likely to be the same. Here are some opportunities that may arise:
Sit in on a team meeting
Attending an outpatient clinic
Attending a specialist clinic for example epilepsy, genetics or autism
Attending a Care Programme Approach meeting
Talking to a family carer
Visiting people with learning disability in the community
Visiting a care home, day centre or college
Joining a community nurse, speech and language therapist, psychologist,
occupational therapist or social worker for the day
Learning Outcomes
Develop an understanding of the leadership role of a Learning Disability Psychiatrist
within the multidisciplinary team
Learn about the different roles of the multidisciplinary team and how it functions
Understand what is meant by learning disability and autism
Begin to develop an understanding of services for people with learning disability
Begin to develop an awareness of the communication issues that arise working with
people with learning disability and how these might be overcome
Begin to develop an understanding of the importance of taking collateral histories
from carers
Begin to develop an understanding of the epidemiology and presentation of mental illness and epilepsy in people with learning disability
Foundation Programme Taster Template Psychiatry of Learning Disability
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Rehabilitation Psychiatry
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Introduction to Rehabilitation Psychiatry Patients admitted for psychiatric rehabilitation are those with complex needs who require a longer period of inpatient care than most. The majority have a diagnosis of schizophrenia
with pronounced “negative” symptoms that effect their ability to organise and carry out the tasks we take for granted everyday e.g. self-care, washing, cleaning, shopping, cooking
etc. Many also have other problems too such as being unresponsive to first-line antipsychotic and other psychotropic medication, misusing substances (alcohol and illicit drugs) and disrupted family relationships and personality difficulties. These problems
complicate their recovery further.
Format of the Week The week will be structured to include an orientation session, attendance at hand over
meetings, community meetings with patients and staff, and CPA/care review meetings. There could also be individual teaching sessions with various members of the MDT, time
spent shadowing the ward doctor, and visits to other units/accommodation projects that make up the rehab care pathway.
Learning Outcomes
The clinical and functional problems associated with longer term psychoses and other complex mental health problems
The medical management of treatment resistant mental health conditions e.g. prescribing clozapine, prescribing mood stabilisers and augmentation strategies
The specific roles of members of the rehabilitation MDT
The evidence base for psychological interventions for people with a diagnosis of psychosis
The importance of activities in the treatment of negative symptoms of schizophrenia
The recovery approach and the characteristics of recovery orientated services
Institutionalising practices and how to avoid them
The “whole system approach” used in mental health rehabilitation including the care pathway (from inpatient units, to community based units, supported and
independent accommodation) and collaborative work with social care and third sector organisations in supporting social inclusion and recovery
Foundation Programme Taster Template Rehabilitation Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
Foundation Programme Taster Template Substance Misuse Psychiatry
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Introduction to Substance Misuse Psychiatry Substance Misuse Psychiatry deals with patients who are in treatment for alcohol and other drug misuse or dependency.
Format of the Week The week will enable foundation doctors to see the wide ranging physical, psychological and social impact of substance misuse on health. Foundation Doctors will be able to see
how health professionals help patients develop tools to deal with their addiction and minimise their risk of harm.
You will have the opportunity to sit in on a variety of activities which will vary depending on local services but may include:
Assessments of patients presenting to substance misuse services
Group therapy sessions, using one of the evidence-based approach
Clinics, including substitute prescribing and relapse prevention
Detoxification from opiates and/or alcohol
Blood borne virus clinics
Needle exchange services
Multi-disciplinary team meeting
Community visits and outreach services
Learning Outcomes
To know the difference between harmful/hazardous use and dependence on substances
To understand the effects of substance use on physical, psychological and social well-being
To investigate the many different factors which contribute to the development of substance use disorders
To explore the stages in the development of substance dependence, as well as
recovery
To view a range of services available to people with substance use disorders,
including those for harm minimisation
To gain confidence in the assessment of patients with substance use disorders
To interact with patients who are seeking help for substance use disorders to gain an
insight into their perspective on their difficulties
To be familiar with common management principles for addictions using bio-psycho-
social models
Foundation Programme Taster Template Substance Misuse Psychiatry
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Timetable
Day Time Location Duties
Monday am
pm
Tuesday am
pm
Wednesday am
pm
Thursday am
pm
Friday am
pm
Contact
Name
Email Address
Telephone Number
