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 (j.andrews@unsw.edu.au) 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 (j.andrews@unsw.edu.au) 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

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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: j.andrews@unsw.edu.au

CRICOS Provider No. (UNSW): 00098G