Download MRCPsych Course Handbook-2016-17-for

The School of Psychiatry
MRCPsych Course
2016-17
Correct 31/08/2015
1
TABLE OF CONTENTS
1. Introduction
4
1.1. Course aims
4
1.2. Course educational principles
4
1.3. Course management committee
5
1.4. Course content/structure
5
1.5. Course timetable
6
1.6. Course venue (s)
7
1.7. Course delivery format/methods
7
1.8. Trainees attendance requirements on the course
8
1.9. Course quality assurance measures
9
1.10. Course contacts
9
2. Modules
11
2.1. Non-Clinical
11
A. Psychology
11
B. Human development
14
C. Psychopharmacology
16
D. Basic neurosciences
18
E. Classification and Assessments in Psychiatry
21
F. Organisation of psychiatric services
23
2.2. Clinical
25
A. General adult psychiatry
25
B. Old age psychiatry
28
C. Psychotherapy
31
D. Child adolescent psychiatry
33
E. Forensic psychiatry
36
F. Substance misuse/addictions
39
G. Psychiatry of learning disabilities
42
F. Critical review/biostatistics/research methods
45
2
2.3. Core psychiatric skills development
47
3. Appendix
49
3.1. Trainee’s feedback form
49
3.2. MRCPsych course -CEP- time table
50
3.3. MRCPsych course -LEP- time table
55
3.4. General guidance relating to ELIS/SLS in both CEP and LEP Components
61
3.5. General guidance to College Tutors relating to ATPS (like TEP, JCP, CS etc) in LEP
62
3.6. Chair’s Feedback Form for ATPS (like TEP, JCP, CS etc) in LEP
63
3.7. Trainee’s Reflection Form for ATPS (like TEP, JCP, CS etc) in LEP
64
3
1. INTRODUCTION
The School of Psychiatry, Wales Deanery welcomes all the core trainees in psychiatry on the
MRCPsych course for the training year 2016-17.
The course has been started last year i.e. in the training year 2015-16 due to the withdrawal
of the long established MSc Psychiatry/MRCPsych course by the Cardiff University for the
core trainees in psychiatry in Wales.
1.1.
COURSE AIMS:
The course primarily aims to provide the core trainees in psychiatry with an appropriate and
effective educational support in the preparation for their MRCPsych exams.
But, with effect from this training year, it additionally aims to provide the core trainees a
sound knowledge and, to an extent, essential skills base for their efficient clinical practice at
this level while setting a sound platform for their further specialty training in the discipline
of psychiatry.
1.2.
COURSE EDUCATIONAL PRINCIPLES:
The course, with effect from this training year, is, therefore, intending to:

provide core trainees with a broad overview of the discipline of psychiatry while
attending to the details relevant to their current clinical practice levels as well as for
passing their MRCPsych exams

help core trainees in linking together the various elements of their learning on the
core training program

encourage core trainees in taking personal responsibility for their learning through
active participation in various learning opportunities during their core training as
well as effective self-directed learning
4
1.3.
COURSE MANAGEMENT COMMITTEE:
The process of the course development, delivery and quality assurance is overseen by the
course management committee constituted by the Head of School of Psychiatry and chaired
by the Taught Courses Director (also the Course Lead) at the School.
The committee is consisted of the Head of School of Psychiatry, the Deputy Head of School
of Psychiatry, the Course Lead, the Course Administrator, the Quality Lead in the School, all
the College Tutors in Psychiatry in Wales, the Academic Lead on the core training program, a
few subject experts/trainers/PG organisers, core trainee’s representatives, higher trainee’s
representatives etc
The committee meets once every 3 months, but more frequently if needed, with a set
agenda on each occasion and minutes of each meeting are circulated to all by the Course
Administrator.
1.4.
COURSE DECELOPMENT AND ITS CONTENT/STRUCTURE:
The course consists of various educational modules, non-clinical and clinical, developed (by
the course lead and Dr I Priyadarshani, SpR in West Wales) in line with the Royal College
core psychiatry training curriculum and/or MRCPsych exam syllabus as accessible on the
College website (http://www.rcpsych.ac.uk/traininpsychiatry/examinations.aspx). The process of
developing the course has involved an active consultation with the College Tutors in
Psychiatry in Wales, the Academic Lead on the core training program, a few subject
experts/trainers/PG organisers, core trainee’s representatives, higher trainee’s
representatives etc. In addition, advice has also been sought by the Quality Lead in the
Deanery and in the School of Psychiatry besides guidance at each step by the Head of School
of Psychiatry.
The course modules are divided into 3 parts as under;
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Course
Part-A
Part-B
Part-C
Module
Exam
Relevance
Psychology
M-PS-W
Human development
M-HD-W
Psychopharmacology
M-PH-W
Basic neurosciences
M-BN-W
Classification & assessment in psychiatry
M-CS-W
Organisation of psychiatric services
M-PO-W
General Adult Psychiatry (Rehabilitation, Liaison and
Perinatal Psychiatry)
M-GA-W
Old Age Psychiatry (MHSOP)
M-OA-W
Psychotherapy
M-PY-W
Child and Adolescent Psychiatry
M-CA-W
Forensic Psychiatry
M-FP-W
Substance Misuse/Addictions
M-AD-W
Psychiatry of Learning Disability
M-LD-W
Critical Review/Biostatistics/Research Methods
M-CR-W
Core Psychiatry Skills Development (Communication,
Clinical, CASC, Exam & Others)
M-SD-W
For
Paper-A
CT-1
Paper-B
CT1
CT2
CASC
CT1-3
These modules, especially the clinical modules, will be having, in line with the intended aims
and/or principles of the course;
 Central Educational Program (CEP) component; delivered to core trainees in
psychiatry (primarily CT1s and CT2s) in Wales at the School level
 Local Educational Program (LEP) component; delivered to core trainees at the UHB
(University Health Boards across Wales) level during their clinical placements, in
addition to their structured learning on their clinical placements
1.5.
COURSE TIMETABLE
6
 Central Educational Program (CEP) component; will be delivered one full day,
mostly on Wednesdays or Thursdays (please see the timetable in appendix for
details), on a fortnightly basis for core training year 1 and 2 i.e. CT1s and CT2s
trainees, please see the time table in the appendix, (CT3 trainees are expected to
attend selected teaching days, as marked ‘for all trainees’ in the time table in the
appendix, on the Course but they can also attend any of the teaching days for CT2s
if they intended so), from the first week of October 2016 till the end of June 2017
 Local Educational Program (LEP) component; will be delivered under the supervision
of the college tutors in their respective UHBs, once a week pro rota covering
trainees at various levels of training, on an average 1-3 hours a week, as shown in
the time table in the appendix
1.6.
COURSE VENUE(s)
 Central Educational Program (CEP) component; will be delivered mainly at the PG
Centre in the Royal Glamorgan Hospital, Cwm Taff UHB in the training year 2016-17
except from 07 October to 30 November 2016 and then from 01 to 29 March 2017
when it will be at PG Centre in the Princess of Wales Hospital, Abertawe Bro
Morgannwg UHB (please see the contact details for both venues at the end); core
trainees, based in North Wales, will be accessing it live (either at a common site or
the PG Centres at their site of placement i.e. Wrexham, Rhyl, Bangor etc, as
communicated/advised to trainees by the College Tutor in North) via video-link
 Local Educational Program (LEP) component; will be delivered at the PG Centre in
UHBs where the core trainees are doing their clinical placements
1.7.
COURSE DELIVERY FORMAT/METHODS
The course delivery framework for these modules, in line with the intended aims and/or
principles, will include;

Expert Led Interactive Sessions (ELIS); expert (senior psychiatrist like consultant,
SpR, associate specialist, experienced speciality doctor etc) lectures with the addition
7
of an interactive problem/clinical vignette based discussion or exam practice session
using MCQs and/or EMIs relevant to the topic; in the delivery of most of the
modules; both in CEP and LEP

Simulated Learning Sessions (SLS); expert led; in the delivery of clinical and core
psychiatry skills development modules; both in CEP and LEP

Active Trainee Participation Sessions (ATPS); like case presentation (CP-20/30
minutes, using a clinical case relevant to the module), journal club presentation (JCP15/20 minutes, using a publication relevant to the module, can be other than from
the suggested list for each module in the Course Book), trainee’s educational
presentation (TEP-15 minutes maximum, on a topic relevant to the module), case
based discussion groups (CBD; including psychotherapy based groups) etc; relevant
to the course modules; by trainees with senior facilitation; mainly in LEP and
occasionally in CEP

Guided Self Learning (GSL); by trainees as guided with reference to various modules;
includes relevant pre-reading, accessing The Royal College Trainee Online (TrOn)
modules, relevant web resources etc
1.8.
TRAINEES ATTENDANCE REQUIREMENTS ON THE COURSE
Attendance of core trainees, CT1s and CT2s, will be recorded, both in CEP and LEP, and
shared with relevant College Tutors in the UHBs for their ARCP process (besides being
signed off for the completion of module by the respective college tutor in the UHB).
Trainees, CT1s and CT2s, are expected to attend all the planned days/sessions as part of CEP
and LEP. If a trainee is unable to attend CEP then the reason should be logged with the
course administrator in advance (or on the day in the event of unforeseen non-attendance)
while for LEP it should be with the relevant college tutor in the UHB.
Trainees, mainly CT1s and CT2s, will need to provide their Certificates of Attendance (issued
by the Course Administrator for their attendance on each module on CEP after the trainee
has his/her module is being signed off for completion by the respective college tutor in the
UHB) at their ARCP.
8
The School of Psychiatry, in line with the Royal College guidance, expects that trainees, CT1s
and CT2s, must achieve an overall/on a whole (involving both CEP and LEP components)
course attendance level of 70% & above while at least 50% on each module (excluding GSL).
Less Than Full-Time Trainees (LTFT) are expected to attend each part of the Course over the
period of 18-24 months as adequate as per their agreed WTE.
1.9.
COURSE QUALITY ASSURANCE MEASURES/PROCESSES
Each ELIS and SLS session will have trainee’s feedback, using an online/paper based form
(see appendix), which trainees need to submit on the day or within the next 48 hours to the
Course Administrator. Trainee’s participation in this process will be monitored by the Course
Administrator on a regular basis. Any observed non-participation on part of trainees will be
communicated by the Course Administrator to their respective College Tutors on a
monthly/6 weekly basis and will also be taken into account while issuing their attendance
certificates on the course.
In addition, Mock Exams will be carried out at the end of the course or at the end of each
module. Trainees Mock Exam results and, more importantly, the College Exams pass rates
will be collated by the Course Administrator annually as a quality assurance measure.
Further, trainee’s feedback through trainee’s representatives on the Course Management
Committee will be collated every 3 or 6 months and will also be used as an ongoing review
of the course quality.
Moreover, random internal quality reviews, at the School or Deanery levels, during the
current training year with independent external expert’s reviews in the following training
year i.e. 2017-18, which will be made available to the Head, School of Psychiatry and to the
Course Management Committee, to oversee the course quality in line with Royal College
and/or GMC Guidelines for Educational/Course Standards. For this purpose, it is anticipated
that expert lectures on CEP component of the Course would be video recoded.
1.10. COURSE CONTACTS
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Course Administrator
Jennie Ross
Specialty Training Manager
Wales Deanery / PGMDE
Cardiff University
1st Floor, Neuadd Meirionnydd,
Heath Park, Cardiff
CF14 4YS
Tel: 02920-687490
E-mail: [email protected]
Course Lead
Dr Najeeb Khalid
East Vale CMHT,
Cardiff & Vale YHB
19-Stanwell Road, Penarth
CF64 2EZ
Tel: 02920-710203
Email:
[email protected]
Course Venue
PG Centre
The Royal Glamorgan Hospital
Cwm Taf HB
Ynysmaerdy
Llantrisant
Pontyclun
CF72 8XR
Tel: 01443-443443
E-mail:
Course Venue
PG Centre
The Princess of Wales Hospital
Abertawe Bro Morgannwg
UHB
Coity Road, Bridgend
CF31 1RQ
Tel: 01656 752752
E-mail:
College Tutors
In each UHB
Module Leads
As specified in the Course Book
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2. COURSE MODULES
2.1. NON-CLINICAL
A. PSYCHOLOGY (M-PS-W):
Intended Learning Objectives:



To develop an adequate understanding and knowledge base in basic (and social) psychological concepts, processes and/or theories
To develop an understanding of the relevance of these basic psychological concepts, processes and/or theories to psychiatric practice
To develop a basic understanding of socio-cultural aspects relevant to psychiatry
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
Learning theories and their relevance in psychiatry
Basic principles of (auditory & visual) perception and the relevance to perceptual disturbances
CP
GSL
TEP
×
CBD
TrOn Modules/Reading list
Learning Theory
×
Basics of attention & information processing and the relevance to mental disorders
×
×
Attention & information processing
Basic concepts in understanding memory function and the relevance to memory disorders
×
×
Thought, concepts & principles, and the relevance in psychiatry
×
×
Bio-psycho-social theories of motivation and the relevance in psychiatry
×
×
Emotion, basic concepts & theories, and the relevance to mental disorders
×
×
Stress (concept and theories), coping mechanisms and the mental illness
Emotion
Stress
States and levels of awareness, sleep and the relevance in psychiatry
×
States and levels of awareness
Personality, theories and assessments and the relevance in psychiatry
×
Personality
Attitudes; components and measurement
×
11
×
Theories of interpersonal behaviour and the relevance to ASD & personality disorders
×
Social influences and human behaviour
Dynamics of social identity and intergroup behaviour
×
Social influence
×
Psych-social theories for understanding aggression
Social factors and their relevance to mental disorders
×
×
×
Aggression
×
×
Family dynamics and mental illness
Family life in relation to major mental illness
Ethnic diversity and the relevance to mental health
×
The mental health of ethnic minorities
Sick role and illness behaviour
The social role of doctors
Ethics and philosophy in psychiatry
×
The sociology of residential institutions
Ethics and philosophy in psychiatry
The social history of mental health institutions
Signed off by the College Tutor
Suggested reading/reference list:










Gross, R. D. (2005); Psychology; the Science of Mind and Behaviour (5th Edition); Hodder Education: London
Marcus, Munafo. (2002); Psychology for the MRCPsych (2nd edition); Hodder Arnold: London
Gupta D, Gupta R (2000); Psychology for psychiatrists Whurr Publishers. Reite M, Weissberg M, Ruddy J (2009) Clinical manual for evaluation and treatment of
sleep disorders; American Psychiatric Publishing
Thambirajah MS (2004); Psychological basis of psychiatry, ch.12; Elsevier Churchill Livingstone
Bhugra D, Cross S (2010); Cultural Psychiatry. In: Psychiatry: An evidence-based text, Puri BK, Treasaden I (eds); Edward Arnold Ltd
Atkinson RL, Atkinson RC, Smith EE, et al (1999); Hilgard’s introduction to psychology (13th edn); Harcount College Publishers
Rogers, A & Pilgrim, D, (2005); A sociology of mental health and Illness (3rd Edition); Open university Press: Maidenhead
Hewstone, M. (1988); Introduction to Social Psychology: A European Perspective; Oxford: Blackwell
Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
12
Suggested papers for JCP:





Bandura A, Ross D, Ross SA (1961); Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63: 575–582
Huesmann LR, Moise-Titus J, Podolski CL, et al (2003); Longitudinal relations between children’s exposure to TV violence and their aggressive and violent
behavior in young adulthood: 1977–1992.Developmental Psychology, 39: 201–221
Armstrong T, Olatunji BO (2009); What they see is what you get: eye tracking of attention in the anxiety disorders. American Psychological Association
Posner MI, Petersen SE (1990); The attention system of the human brain. Annual Review of Neuroscience, 13: 25–42
Berry JW (1997); Immigration, acculturation and adaptation. Applied Psychology: an international review, 46: 5–68
Suggested topics for trainee’s presentations (TEP):





Learned helplessness theory of depression
High expressed emotions and schizophrenia
Psychoanalytical approach to human personality
Sleep deprivation and its effects
Psychology of punishment
13
B. HUMAN DEVELOPMENT (M-HD-W):
Intended Learning Objectives:




To develop adequate knowledge base relating to the process of normal human (biological, psychological and social) development from infancy to old age
To be able to appreciate a deviation in the stages of normal human development if an indication of mental illness
To have a basic understanding of the stages of cognitive & emotional development and their relevance to mental health problems
To understand the influences of cultural, economic and other factors on the process of human development
Content and Delivery Structure:
Topics
CEP
ELIS
Basic concepts, theories and study of human development with relevance to psychiatry
×
Early emotional development and family context and the clinical relevance
×
LEP
ELIS
JCP
CP
GSL
TEP
CBD
TrOn Modules/Reading list
×
×
×
×
Cognitive development models and temperament - relevance in psychiatry
Development of temperament-1
Moral and social development and their relevance to mental illnesses
Development of social competence and morals
Emotional development in adolescence and its clinical relevance
×
Development of Temperament-4
Sexual development in adolescence and its clinical relevance
×
×
×
Adult life: life events/stresses and adaptations and relevance in psychiatry
×
×
×
Studying the process and impacts of normal aging
×
Signed off by the College Tutor
Suggested reading/reference list:

Marcus, Munafo. (2002); Psychology for the MRCPsych (2nd edition); Hodder Arnold: London
14
×
Normal aging







Gupta D, Gupta R (2000); Psychology for psychiatrists Whurr Publishers. Reite M, Weissberg M, Ruddy J (2009) Clinical manual for evaluation and treatment of
sleep disorders; American Psychiatric Publishing
Thambirajah MS (2004); Psychological basis of psychiatry, ch.12; Elsevier Churchill Livingstone
Atkinson RL, Atkinson RC, Smith EE, et al (1999); Hilgard’s introduction to psychology (13th edn); Harcount College Publishers
Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Glisky E (2007); Brain Aging: Models, Methods, and Mechanisms; (on web: http://www.ncbi.nlm.nih.gov/books/NBK3885/)
Suggested papers for JCP:



Verhaeghen P, Cerella J. Aging, executive control, and attention: a review of meta-analyses. Neurosci Behav Rev.2002;26:849
Sharda M. Foster NE. Hyde KL. (2015); Imaging Brain Development: Benefiting from Individual Variability; J Exp Neurosci; 9(Suppl 1):11-8
Sanger KL. Dorjee D. (2015); Mindfulness training for adolescents: A neurodevelopmental perspective on investigating modifications in attention and emotion
regulation using event-related brain potentials; Cogn Affect Behav Neurosci;15(3):696-711
Suggested topics for trainee’s presentations (TEP):




Bowlby’s attachment theory and its clinical relevance
Adolescent crisis and its clinical relevance
Mid-life crisis and its clinical relevance
The process of bereavement
15
C. PSYCHPHARMACOLOGY (M-PH-W):
Intended Learning Objectives:



To develop an adequate knowledge and understanding the principles of pharmacokinetics and pharmacodynamics relating to drugs used in psychiatry
To develop adequate knowledge and understanding of mechanisms of action, indications, effects, side-effects, drug interactions, principles of rational prescription
etc relating to drugs used in psychiatry
To develop adequate knowledge and understanding of action, indications, methods, side-effects etc relating to ECT and other stimulation treatments in psychiatry
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
Basic pharmacokinetics
JCP
×
CP
GSL
TEP
×
Basic pharmacodynamics
CBD
TrOn Modules
Pharmacokinetics-1
Pharmacodynamics-1
Antidepressant drugs
×
Antipsychotic drugs
×
×
×
×
Mood stabilising drugs
×
×
×
×
Anxiolytics and hypnotics
×
×
×
Adverse drug reactions
ECT and other brain stimulation treatments in psychiatry
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:

Stahl MS, (2013); Stahl's Essential Psychopharmacology – Neuroscientific basis and practical applications, (4th edn); Cambridge University Press
16
×
×







Leung W, Passmore K (2004); Essential Notes in Basic Sciences for the MRCPsych; Radcliffe Publishing Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Taylor D, Paton C, Kapur S (2015); The Maudsley Prescribing Guidelines in Psychiatry (12th edn); Wiley-Blackwell
Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Abraham, R (2012); ECT (4th ed); Oxford University Press
Kellner, CH (2012); Brain stimulation in psychiatry; Cambridge university press


The Royal College of Psychiatrists; (2004; Seminars in psychopharmacology; paperback
Suggested papers for JCP:




Pouget JG, Shams TA, Tiwari AK, Müller DJ (2014); Pharmacogenetics and outcome with antipsychotic drugs; Dialogues Clin Neurosci;16(4):555-66
Jann MW (2014); Diagnosis and treatment of bipolar disorders in adults: a review of the evidence on pharmacologic treatments; Am Health Drug
Benefits;7(9):489-99
Rosenblat JD, Kakar R, McIntyre RS; (2015); The Cognitive Effects of Antidepressants in Major Depressive Disorder: A Systematic Review and Meta-Analysis of
Randomized Clinical Trials; Int J Neuropsychopharmacol;19(2)
Eitan R, Lerer B; (2006); Nonpharmacological, somatic treatments of depression: electroconvulsive therapy and novel brain stimulation modalities; Dialogues
Clin Neurosci;8(2):241-58
Suggested topics for trainee’s presentations (TEP):




Plasma drug levels and therapeutic response in psychiatric practice
Neuroleptic malignant syndrome (NMS)
Benzodiazepines withdrawal: assessment and management
Lithium toxicity: assessment and management
17
D. BASIC NEUROSCIENCES (M-BN-W):
Intended Learning Objectives:


To develop an adequate understanding and knowledge base relating to basic neurosciences (anatomy, physiology, chemistry, pathology etc) underpin the clinical
psychiatry
To develop a working knowledge of the relevance of this understanding to clinical psychiatric practice
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
CP
GSL
TEP
The cellular anatomy of the CNS
×
The major neurochemical pathways and their relevance to psychiatric disorders
Functional anatomy of brain
The major neurochemical pathways
×
Basic neuronal physiology and its relevance in psychiatry
×
×
×
×
Neuroendocrine physiology and its disturbance in psychiatric disorders
Physiology of sleep and arousal and its relevance in psychiatry
TrOn Modules/Reading list
The types of cell in the nervous system
General functional anatomy of brain and its relevance to psychiatric disorders
Cerebral physiology and its relevance to neurodevelopmental models of psychiatric disorders
CBD
×
×
×
×
×
×
EEG and its clinical applications
The EEG
Neurotransmitters and their relevance to psychopharmacology
×
Neuro-receptors and their relevance to psychopharmacology
Neurotransmitters
Neuro-receptors
Neuropathology of Dementias (Alzheimer, FTD, Pick’s, Lewy body, Parkinson’s)
×
18
Neuropathology -1
Neuropathology of HIV-brain disease
×
×
Basic concepts and techniques in molecular genetics
×
×
Genetics of psychiatric disorders
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:








Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Fear C; (2004); Essential Revision Notes in Psychiatry for MRCPsych; Pass Test
Leung W, Passmore K; (2004); Essential Notes in Basic Sciences for the MRCPsych; Radcliffe Publishing Ltd
Stahl SM; (2013); Stahl's Essential Psychopharmacology: Neuroscientific Basis and Practical Applications (4th edn); Cambridge University Press
Folstein M, David A, Fleminger S, et al; (2012); Lishman's Organic Psychiatry: A Textbook of Neuropsychiatry; Wiley Blackwell

The Royal College of Psychiatrists; (1998); Seminars in basic neurosciences;
(on web: www.rcpsych.ac.uk/usefulresources/publications/seminarsseries/basicneurosciences.aspx

The Royal College of Psychiatrists; (1998); Seminars in Psychiatric Genetics;
(on web: www.rcpsych.ac.uk/usefulresources/publications/seminarsseries/psychiatricgenetics.aspx
Suggested papers for JCP:



Chiapponi C, Piras F, et al; (2016); GABA System in Schizophrenia and Mood Disorders: A Mini Review on Third-Generation Imaging Studies; Front
Psychiatry;19;7:61
Marco EM, Velarde E, et al; (2016); Disrupted Circadian Rhythm as a Common Player in Developmental Models of Neuropsychiatric Disorders; Curr Top Behav
Neurosci; (E-pub ahead of print)
Scott AIF; (2007); Monitoring electroconvulsive therapy by electroencephalogram: an update for ECT practitioners; Advances in Psychiatric Treatment; 13: 298304
19


Bakhshi K, Chance SA; (2015); The neuropathology of schizophrenia: A selective review of past studies and emerging themes in brain structure and
cytoarchitecture; Neuroscience; 303:82-102
Goes FS; (2016); Genetics of Bipolar Disorder: Recent Update and Future Directions; Psychiatr Clin North Am; 39(1):139-55
Suggested topics for trainee’s presentations (TEP):




The clinical correlation of the anatomy of basal ganglia and the limbic system
Hypothalamic-pituitary-adrenal axis (HPA) and relevance to psychiatric disorders
Dopamine hypothesis of schizophrenia
Genetic counselling and its relevance in psychiatric practice
20
E. CLASSIFICAION AND ASSESSMENT IN PSYCHIATRY (M-CS-W):
Intended Learning Objectives:




To develop an adequate understanding and knowledge base relating to the existing classification systems in psychiatry
To develop an understanding of bio-psycho-social aetiological model of psychiatric disorders
To develop a working knowledge of assessment, psychiatric and physical, process in psychiatric practice
To develop a working knowledge of risk assessment process and rating scales used in psychiatric practice
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
Classification systems in psychiatry
×
×
Bio-psycho-social aetiological model in the assessment of psychiatric disorders
×
Basic descriptive and dynamic psychopathology
×
Neuroimaging and its applications in psychiatry
×
Principles and the process of risk assessment in psychiatric practice
×
Rating scales used in psychiatric research and practice
×
CP
GSL
TEP
CBD
TrOn Modules/Reading List
×
×
×
×
×
×
×
×
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:





Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
ICD-10 (version-2016); World Health Organization; (on web: apps.who.int/classifications/icd10/)
21


DSM-V (2015); American psychiatry Association; (on web: www.dsm5.org)
Baer L, Blais MA (2010); Handbook of clinical rating scales and assessment in Psychiatry and mental health; New York: Humana press
Suggested papers for JCP:



Leucht S, Kane JM, et al (2006); Linking the PANSS, BPRS, and CGI: clinical implications; Neuropsychopharmacology; 31(10):2318-25
Stein DJ, Lund C, Nesse RM; (2013); Classification systems in psychiatry: diagnosis and global mental health in the era of DSM-5 and ICD-11; Curr Opin Psychiatry;
26(5):493-7
Singh JP, Serper M, Reinharth J, Fazel S; (2011); Structured assessment of violence risk in schizophrenia and other psychiatric disorders: a systematic review of
the validity, reliability, and item content of 10 available instruments; Schizophr Bull; 37(5):899-912
Suggested topics for trainee’s presentations:




General principles and framework of a psychiatric formulation
Physical assessments/investigations in psychiatric practice
HCR-20: a risk assessment tool
Hamilton rating scale for depression
22
F. ORGANISATION OF PSYCHIARIC SERVICES (M-PO-W):
Intended Learning Objectives:




To develop an adequate working knowledge relating to multidisciplinary service delivery framework in psychiatry
To develop an adequate working knowledge relating to multidisciplinary care planning in psychiatry
To develop a working knowledge of ethical (seclusion, confidentiality etc) and medico-legal (civil and criminal) aspects in psychiatric practice
To development cultural diversity relating to clinical presentation of psychiatric disorders in practice
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
Principles of multidisciplinary service delivery framework in psychiatry
×
×
Principles and the process of multidisciplinary care planning in psychiatry
×
CP
GSL
TEP
CBD
TrOn Modules/Reading list
×
×
×
×
Ethical and medico-legal aspects in psychiatric practice
×
×
×
Transcultural psychiatry
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:




Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Brendan D, Kellt BD, (Due June 2016); Mental Illness, Human Rights and the Law; The Royal college of Psychiatrists

Brindle N, Branton T,Stansfield A, Zigmond T (2015); A clinician's Brief Guide to the Mental Capacity Act (2nd edn); The Royal college of Psychiatrists

Bhugra D, Bhui K (2011); Textbook of Cultural Psychiatry; Cambridge University Press
23
Suggested papers for JCP:




Jordans MJ, Chisholm D et al; (2016); Indicators for routine monitoring of effective mental healthcare coverage in low- and middle-income settings: a Delphi
study; Health Policy Plan; (E-pub ahead of print)
Burns T, Knapp M, et al; (2001); Home treatment for mental health problems: a systematic review; Health Technol Assess;5(15):1-139
Redlich F, Mollica RF. (1976); Overview: Ethical issues in contemporary psychiatry; Am J Psychiatry;133(2):125-36
Mills MJ, O'Keefe AM. (1983); Legal issues in outpatient treatment; J Clin Psychiatry;44(6 Pt 2):33-40
Suggested topics for trainee’s presentations:




Civil rights of patient with mental disorder
Principles and the process of assessment of mental capacity
Mental illness and driving: duty of the doctor
When to breach confidentiality
24
2. COURSE MODULES
2.2. CLINICAL
A. GEN ADULT PSYCHIATRY (M-GA-W):
Intended Learning Objectives:







To gain an understanding of the epidemiology, the aetiology/risk factors, the pathophysiology, the clinical presentation, the assessment process, the principles of
management, the prognosis etc of depressive disorders, bipolar disorders, schizophrenia and like disorders, anxiety disorders (including OCD), stress related
disorders (including PTSD), psychosexual disorders, eating disorders etc in adult life
To gain a working knowledge of mental disorders relating to pregnancy and child birth
To gain a working knowledge of the assessment and management of the acute psychiatric emergencies/crisis
To gain a working knowledge of the assessment and management of psychiatric conditions in patients with physical illness
To gain a working knowledge of neuropsychiatric mental disorders
To gain a working knowledge of the principles and the process of rehabilitation of patients with mental disorders
To gain an overview of the principles of the key legislation framework relating to general adult psychiatry like MCA, MHA, the DoLS etc
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
CP
Depressive disorders
×
×
×
Bipolar disorders
×
×
×
Anxiety disorders and OCD
Schizophrenia and like disorders
×
×
Somatisation & Dissociative disorders
×
×
×
×
Disorders secondary to stress (including PTSD, adjustment disorders)
×
Eating disorders
×
25
GSL
TEP
CBD
TrOn Modules/Reading list
×
×
×
×
×
×
×
×
×
×
×
×
×
Psycho-sexual disorders
×
×
Personality disorders
×
×
×
Neuropsychiatric disorders
×
×
×
×
Adult liaison psychiatry: principles and practices
×
×
×
MHA and MCA: relevance to gen adult psychiatry
×
×
Assessment and management of serious self-harming and suicidal behaviours in patients
×
×
Rehabilitation psychiatry: principles and practices
×
×
Perinatal psychiatry; principles and practices
×
Crisis resolution and home treatment (CRHT): principles and practices
×
×
×
×
×
×
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:












Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Holloway F, Kalidindi S, Killaspy H, Roberts G. (2015). Enabling recovery: the principles and practice of the rehabilitation psychiatry (2 nd ed); The Royal college of
Psychiatrists
Henshaw C, Cox J, Barton J. (2009). Modern management of perinatal psychiatric disorders; The Royal college of Psychiatrists
Folstein M, David A, Fleminger S, et al; (2012); Lishman's Organic Psychiatry: A Textbook of Neuropsychiatry; Wiley Blackwell
Brendan D, Kellt BD, (Due June 2016); Mental Illness, Human Rights and the Law; The Royal college of Psychiatrists
Brindle N, Branton T,Stansfield A, Zigmond T (2015); A clinician's Brief Guide to the Mental Capacity Act (2nd edn); The Royal college of Psychiatrists
The Royal College of Psychiatrists; (2007); Seminars in General Adult Psychiatry (2nd ed); paperback
The Royal College of Psychiatrists; (2012); Seminars in Liaison Psychiatry (2nd ed); paperback
The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
26
Suggested papers for JCP:









Muneer A. (2016). Staging Models in Bipolar Disorder: A Systematic Review of the Literature. Clin Psychopharmacol Neurosci;14(2):117-30
Trivedi MH, McGrath PJ, Fava M, et al. (2016). Establishing moderators and biosignatures of antidepressant response in clinical care (EMBARC): Rationale and
design. J Psychiatr Res; 78:11-23
Zeller SL, Citrome L. (2016). Managing Agitation Associated with Schizophrenia and Bipolar Disorder in the Emergency Setting. West J Emerg Med; 17(2):165-72
Bossie CA, Alphs LD, Correll CU. (2015). Long-acting injectable versus daily oral antipsychotic treatment trials in schizophrenia: pragmatic versus explanatory
study designs. Int Clin Psychopharmacol; 30(5):272-81
Takeuchi H, Suzuki T, Remington G, Uchida H. (2015). Antipsychotic Polypharmacy and Corrected QT Interval: A Systematic Review. Can J Psychiatry; 60(5):21522
Xiao H, Yang Y, Xi JH, Chen ZQ. (2015). Structural and functional connectivity in traumatic brain injury. Neural Regen Res; 10(12):2062-71
Kessler RM, Hutson PH, Herman BK, Potenza MN. (2016). The neurobiological basis of binge-eating disorder. Neurosci Biobehav Rev; 63:223-38
Lieberman JA, Stroup TS, et al. (2005). Clinical Antipsychotic Trials of Intervention Effectiveness Investigators Effectiveness (CATIE) of antipsychotic drugs in
patients with chronic schizophrenia. N Engl J Med; 353(12):1209-1223
Jones PB, Barnes TRE, et al. (2006). A randomized controlled trial of effect on quality of life of second generation versus first generation antipsychotic drugs in
schizophrenia. Arch Gen Psychiatry; 63:1079–1087
Suggested topics for case presentations (CP):




A case with possible or definite delirium
A case with a neuropsychiatric condition
A case presenting with a recurrent depressive disorder, bipolar disorder, schizophrenia, eating disorder, personality disorder etc
A case under the care of CRHT
Suggested topics for trainee’s presentations (TEP):






Sleep disorders
Prescribing in pregnancy
Medical complications of eating disorders
Metabolic side-effects of antipsychotics
Lithium: mechanism of action, effects, toxicity
Clozapine: mechanism of action, effects, side-effects and monitoring
27
B. OLD AGE PSYCHIATRY-MHSOP (M-OA-W):
Intended Learning Objectives:





To gain an overview of the assessment of an older person with specific emphasis on cognitive assessment
To gain an understanding of the epidemiology, the aetiology/risk factors, the pathophysiology, the clinical presentation, the assessment process, the principles of
management, the prognosis, the impact on carers etc of dementia in Alzheimer’s disease and common neuro-degenerative disorders including Vascular Dementia,
Lewy Body Dementia, Fronto-Temporal Dementia, CJD, Huntington’s Disease, Dementia in Parkinson’s Disease
To gain an overview of the epidemiology, the aetiology/risk factors, the pathophysiology, the clinical presentation, the assessment process, the principles of
management, the prognosis of delirium
To gain an overview of the epidemiology, the aetiology/risk factors, the pathophysiology, the clinical presentation, the assessment process, the principles of
management, the prognosis of mood disorders, psychosis, anxiety disorders etc in later life
To gain an overview of the principles of the key legislation framework relating to the care of older adults like MCA, MHA, the DoLS, LPA etc
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
CP
×
×
GSL
TEP
CBD
TrOn Modules/Reading List
Alzheimer’s Dementia
×
Non Alzheimer’s Dementia
×
Acute Confusional state/Delirium
×
Old age liaison psychiatry
×
Mood disorders in elderly
×
×
×
×
×
Psychotic disorders in elderly
×
×
×
×
×
×
×
Neurotic/Adjustment disorders in elderly
×
×
×
×
×
×
×
×
Risk Assessment in elderly
×
×
Mental Capacity Act and DoLS
×
×
28
×
×
×
×
×
Service framework in Old Age psychiatry
×
×
Signed off by the College Tutor
Suggested reading/reference list:





Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Folstein M, David A, Fleminger S, et al; (2012); Lishman's Organic Psychiatry: A Textbook of Neuropsychiatry; Wiley Blackwell
Brendan D, Kellt BD, (Due June 2016); Mental Illness, Human Rights and the Law; The Royal college of Psychiatrists

Brindle N, Branton T,Stansfield A, Zigmond T (2015); A clinician's Brief Guide to the Mental Capacity Act (2nd edn); The Royal college of Psychiatrists

The Royal College of Psychiatrists; (1998); Seminars in Old Age Psychiatry;
(on web: www.rcpsych.ac.uk/usefulresources/publications/seminarsseries/oldagepsychiatry.aspx

The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
Suggested papers for JCP:








Murphy, E. and Kapur, N. et al (2012) Risk factors for repetition and suicide following self harm in older adults: multicentre cohort study. BJPsych, 200:399-404
Crugel, M. and Paton, G. et al (2012) Antipsychotics in people with dementia; frequency of use and rationale for prescribing in a UK mental health service. The
Psychiatrist, 36:165-169
Beynon, R. et al (2012) Is MRI better than CT for detecting a vascular component to dementia? A systemic review and meta-analysis. BMC Neurology, 1-10
Meagher, D. and Adamis, D. et al (2012) Features of subsyndromal and persistent delirium. BJPsych, 200:37-44
Juurlink D. et al. (2006) The risk of suicide with selective serotonin reuptake inhibitors in the elderly. Am J Psychiatry, 163:813–821
Brodarty, H. Sachdev, P. et al (2003) Long-term outcome of late onset schizophrenia; five-year follow-up study. BJPsych, 183:213-219
Montgomery, S. and Chatamra, K. et al (2008) Efficacy and safety of pregablin in elderly people with generalised anxiety disorder. BJPsych, 193:389-394
Palmer, B. Savla, G. et al (2013) Changes in capacity to consent over time in patients involved in psychiatric research. BJPsych, 202:454-458
Suggested topics for case presentations (CP):

A case of Alzheimer’s Dementia
29




A case with possible or definite delirium
A case with any neurodegenerative disorder
A case of an older person presenting with a mood disorder or psychotic disorder
A case highlighting interesting medico legal issue in an older patient
Suggested topics for trainee’s presentations (TEP):






Sleep disorder in later life
Psychosexual disorders in old age
The management of behavioural and psychological symptoms of Dementia
Delirium versus dementia
ECT in elderly
Factors affecting the choice of anti-psychotic in the elderly
30
C. PSYCHOTHERAPY (M-PY-W): (Module Lead: Dr M Qamruddin; E-mail: [email protected])
Intended Learning Objectives:




To gain a basic understandings of the general principles of psychotherapeutic interventions
To be able to understand and/or describe the psychological formulation of clinical phenomena in practice
To gain an understanding of the common indications, basic characteristics/principles, techniques, effectiveness etc of various psychotherapeutic interventions like
psychodynamic psychotherapy, psychoanalysis, supportive psychotherapy, cognitive and behavioural therapies, group therapies, couples and family therapies,
psychoeducational interventions, behavioural interventions etc.
To be able to appropriately refer patients for formal psychotherapies while also able to deliver brief and supportive therapies where appropriate
Content and Delivery Structure:
Topics
CEP
ELIS
LEP
ELIS
JCP
CP
TEP
×
General principles and evidence base of psychotherapeutic interventions
×
×
×
Cognitive and behavioural therapies
×
×
×
Psychodynamic/analytical therapies
×
×
Group therapy: psychodynamic and others
×
Other psychotherapeutic models: IPT, CAT, DBT etc
×
×
×
Trauma focused therapies
×
×
×
Family therapy
×
Psychotherapeutic assessment and formulation
31
CBD
TrOn Modules/Reading list
×
×
×
×
×
×
×
×
×
×
Signed off by the College Tutor
GSL
×
×
×
Suggested reading/reference list:





Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Atkinson RL, Atkinson RC, Smith EE, et al (1999); Hilgard’s introduction to psychology (13th edn); Harcount College Publishers
Gabbard GO. (2007). Oxford Textbook of Psychotherapy; Oxford University Press

The Royal College of Psychiatrists; (2007); Seminars in psychotherapies; paperback

The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
Suggested papers for JCP:





Clarke et al. (2013). Cognitive analytic therapy for personality disorder: randomised controlled trial. BJPsych; 202:129-134
Lorentzen et al. (2013). Comparison of short- and long-term dynamic group psychotherapy: a randomised clinical trial. BJPsch; 203:280-287
Batement & Fonagy. (2009). Randomized Controlled Trial of Outpatient Mentalization-Based Treatment Versus Structured Clinical Management for Borderline
Personality Disorder. Am J Psychiatry; 166:1355–1364
Bamelis et al. (2014). Results of a Multicenter Randomized Controlled Trial of the Clinical Effectiveness of Schema Therapy for Personality Disorders. Am J
Psychiatry; 171: 305 – 322
Hazell CM, Hayward M, Cavanagh K, Strauss C. (2016). A systematic review and meta-analysis of low intensity CBT for psychosis. Clin Psychol Rev; 45:183-92
Suggested topics for case presentations (CP):




A case that highlights aspects of psychiatric history and developmental history that indicate appropriateness of a referral to psychotherapy
A case that highlights factors that suggest good or bad prognostic signs for a therapy outcome
A case of patient with PTSD who has had/is having therapy for this
A case of patient with Emotionally Unstable Personality Disorder who has had/is having psychological therapy for this
Suggested topics for trainee’s presentations (TEP):




Development of psychodynamic concepts by Freud
Important aspects of psychiatric history to include in a referral for therapy
Positive predictors of engagement with psychotherapy
Relative contraindications or adverse effects of psychotherapy
32
D. CHILD AND ADOLESCENT PSYCHIATRY (M-CA-W):
Intended Learning Objectives:



To gain a working knowledge of the process of assessments of children & young people and how it may be different to that in Adult Mental Health
To gain a working knowledge of the epidemiology, the aetiology/risk factors, the pathophysiology, the clinical presentation, the assessment process, the principles
of management, the prognosis etc of ADHD, ASD, attachment disorders, anxiety disorders, OCD, affective disorders, psychosis, eating disorders, substance misuse,
tics/Tourette’s etc in and children & adolescents
To have an understanding of legal frameworks with respect to children and how the law interacts with children
Content and Delivery Structure:
Topics
CEP
ELIS
Service framework, principles of assessment and treatment in CAMHS
LEP
GSL
ELIS
JCP
CP
TEP
CBD
TrOn Modules/Reading list
×
×
×
×
×
Autistic Spectrum Disorder
×
×
×
×
×
ADHD
×
×
×
×
×
×
×
×
×
×
×
Child Abuse and protection
×
Attachment and anxiety disorders
×
Conduct disorders
×
Affective (mood) disorders
×
Psychotic disorders
×
×
OCD, Tics and Tourette
×
×
Eating disorders
×
Substance Misuse and Addiction
×
33
×
×
×
×
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:



Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd

Turk J, Graham PJ, Verhulst FC. (2007). Child and Adolescent Psychiatry: A Developmental Approach (4th ed). Oxford University press

Dulcan MD, Mina K. (2015). Dulcan’s textbook of Child and Adolescent Psychiatry. Amer Psychiatric Pub Inc

Goodman R, Scott S. (2012). Child and Adolescent Psychiatry (3rd ed); Wiley-Blackwell (Also as Free download on web:
http://www.youthinmind.info/py/yiminfo/GoodmanScott3.py)

The Royal College of Psychiatrists; (2005); Seminars in Child Adolescent Psychiatry (2nd ed); paperback

The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)

The The Royal College of Psychiatrists; (2012). Junior MARSIPAN; (on web: www.rcpsych.ac.uk/usefulresources/collgereports/cr/cr168.aspx)
Suggested papers for JCP:








Ougrin D, Tranah T, Leigh E, Taylor L, Asarnow JR. (2012). Practitioner Review: Self-harm in adolescents. Journal of Child Psychology and Psychiatry;539(4):337–
350
Ptacek R, Stefano GB, et al. (2016). Attention deficit hyperactivity disorder and disordered eating behaviors: links, risks, and challenges faced. Neuropsychiatr
Dis Treat; 12:571-9
Park HR, Lee JM, et al. (2016). A Short Review on the Current Understanding of Autism Spectrum Disorders. Exp Neurobiol; 25(1):1-13
The MTA Cooperative Group. (1990). A 14-Month Randomized Clinical Trial of Treatment Strategies for Attention-Deficit/Hyperactivity Disorder. Arch Gen
Psychiatry; 56(12): 1073-1086
Goodyer I, Dubicka B, et a. (2007). Selective serotonin reuptake inhibitors (SSRIs) and routine specialist care with and without cognitive behaviour therapy in
adolescents with major depression: randomised controlled trial. BMJ; 335:142
Minnis H1, Reekie J, et al. (2007). Genetic, environmental and gender influences on attachment disorder behaviours. Br J Psychiatry; 190:490-5
Katzman DK. (2005). Complications in adolescents with anorexia nervosa: A review of the literature. International Journal of Eating Disorders;37: S1, S52–S59
Paul M. (2004). Decision-making about children’s mental health care: ethical challenges. Advances in Psychiatric Treatment;10: 301–311
34
Suggested topics for case presentations (CP):





A case that highlights the multi-disciplinary/multiagency nature of work, bio-psychosocial formulation and multi-axial formulation in Child and Adolescent
Psychiatry
A case of ADHD that highlights points in assessment, use of questionnaires, multisource information gathering, differential diagnoses and formulation, the key
diagnostic features with reference to ICD10/DSMV criteria, the key points in the assessment and intervention pathway etc
A case of ASD that highlights points in assessment, use of questionnaires, multisource information gathering, differential diagnoses and formulation, the key
diagnostic features with reference to ICD10/DSMV criteria, the key points in the assessment and intervention pathway etc
A case of anxiety/mood disorder that highlights the key diagnostic features, clinical presentation, aspects of management (including risk assessment) etc with
reference to NICE guidance
A case of eating disorder that highlights the key diagnostic features, clinical presentation, aspects of management (including physical assessments) etc with
reference to NICE and MARSIPAN Guidance
Suggested topics for trainee’s presentations (TEP):






Risk assessment formulation in children and adolescents
Indications of inpatient care in children and adolescents
Types of child abuse and their recognition in practice
The drug treatment options in ADHD
Treatment of sleep disorders in ASD
Asperger’s syndrome
35
E. FORENSIC PSYCHIATRY (M-FP-W):
Intended Learning Objectives:
• To develop an understanding of the structure and organisation of the criminal justice system as well as forensic (secure) mental health services
• To develop an understanding of the types of offences committed by mentally disordered offenders suffering with schizophrenia, affective disorder, personality disorder,
substance misuse, epilepsy, neurodevelopmental disorders etc
• To develop an understanding of the aetiology of certain crimes including violent offences, sex offences, criminal damage and fire-setting
• To develop an understanding of the medico-legal concepts, the principles of medico-legal report writing and the use of psychiatric defences in Court
Content and Delivery Structure:
Topics
CEP
ELIS
Basic structure and organisation of the forensic psychiatry services including in prison
LEP
ELIS
JCP
×
×
CP
GSL
TEP
CBD
TrOn Modules/Reading list
×
×
Crime and Mental Illness: the relationship
×
×
×
×
×
Psychiatry and Criminal Justice system: the working interface
×
×
×
×
×
The principles and the process of violence risk assessment
×
×
×
×
Medico-Legal Concepts and/or aspects in psychiatric practice
×
×
×
×
×
Medico-legal report writing and use of psychiatric defences in Court
×
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:



Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
36






Simon RI, Gold LH. (2010). A textbook of Forensic Psychiatry (2nd ed). American Psychiatric Publishing Inc.
Brendan D, Kellt BD, (Due June 2016); Mental Illness, Human Rights and the Law; The Royal college of Psychiatrists
Brindle N, Branton T,Stansfield A, Zigmond T (2015); A clinician's Brief Guide to the Mental Capacity Act (2nd edn); The Royal college of Psychiatrists
The Royal College of Psychiatrists; (1995); Seminars in Practical Forensic Psychiatry;
(on web: www.rcpsych.ac.uk/usefulresources/publications/seminarsseries/practicalforensicpsychiatry.aspx
The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
Eastman N, Gwen Adshead G. (2012). Forensic Psychiatry (Oxford Specialist Handbook); Oxford University press
Suggested papers for JCP:









Fazel S, Danesh J. (2002). Serious mental disorder in 23,000 prisoners: a systematic review of 62 surveys. Lancet; 359: 545 – 50 Shaw J, Baker D, Hunt IM et al. (2004). Suicide by prisoners: national clinical survey. BJPsych; 184: 263 – 7
Appelbaum PS, Robbins PC, Monahan J. (2000). Violence and delusions: data from the MacArthur violence risk assessment study. Am J Psychiatry; 157 (4): 566 –
72
Roberts ADL, Coid JW. (2010). Personality disorder and offending behaviour: findings from the national survey of male prisoners in England and Wales. J
Forensic Psychiatry and Psychology; 21: 221 – 37
Sarkar J & Di Lustro M. (2011). Evolution of secure services for women in England. Advances in Psychiatric Treatment; 17: 323 – 31
Rose J, Cutler C, Tresize K et al. (2008). Individuals with an intellectual disability who offend. Br J Developmental Disabilities: 106: 19 – 30
Oakley C, Hynes F, Clark T. (2009). Mood disorders and violence: a new focus. Advances in Psychiatric Treatment: 15: 263 – 70
Elbogen EB & Johnson SC. (2009). The intricate link between violence and mental disorder: results from the national epidemiological survey on alcohol and
related conditions. Archives of General Psychiatry; 66(2): 152 – 161
Bluglass R. (1995). Preparing a medico-legal report. Advances in Psychiatric Treatment; 1: 131 -137
Suggested topics for case presentations (CP):




A case presenting a mentally-disordered offender with history of either violence, sex offences, arson etc
A case that highlights the use of any of the psychiatric defences like Fitness to plead; mutism and deafness; criminal responsibility; diminished responsibility;
amnesia and automatism etc
A case that highlights a patient’s progression through the criminal justice system to hospital
A case that highlights any special syndrome in relation to forensic psychiatry like morbid jealousy, erotomania, Munchausen or Munchausen by proxy
Suggested topics for trainee’s presentations (TEP):
37






Special syndromes: morbid jealousy, erotomania, Munchausen, Munchausen by proxy etc
Psychiatric disposals pathways for mentally disordered offenders
The levels of security in a forensic therapeutic environment
The biology of crime including genetics, gender, age, ethnicity, disability etc
Human rights legislation and its effects on psychiatric practice like articles 5 / 6 / 8
Medico-legal concepts like Mens rea, Actus reus, Criminal responsibility etc
38
F. SUBSTANCE MISUSE/ADDICTIONS (M-AD-W): (Module Lead: Dr R Rao; E-mail: [email protected])
Intended Learning Objectives:
•
•
•
•
•
•
To gain a working knowledge of the service framework with the basic principles of assessment & management in substance misuse/addictions services
To develop working knowledge of epidemiology, aetiology, assessment, diagnosis and treatment of people with alcohol problems
To develop the working knowledge of epidemiology, aetiology, assessment, diagnosis and treatment of people with substance misuse/addiction problems
To develop working knowledge of principles of opioid substitution treatment
To develop understanding of key aspects in the diagnosis and management of patients with dual diagnosis
To gain knowledge of some of the basic concepts and principles of motivational interviewing
Content and Delivery Structure:
Topics
CEP
ELIS
The service framework and the basic principles of assessment & management in substance misuse/addictions services
LEP
ELIS
JCP
×
×
CP
GSL
TEP
CBD
TrOn
Modules/Reading
list
×
×
The epidemiology, aetiology, assessment, diagnosis and treatment of alcohol abuse/dependence
×
×
×
×
×
The epidemiology, aetiology, assessment, diagnosis and treatment of psychoactive substance abuse/dependence
×
×
×
×
×
The key aspects in the diagnosis and management of patients with dual diagnosis
×
×
×
×
×
The basic concepts and principles of motivational interviewing
×
×
×
×
Signed off by the College Tutor
Suggested reading/reference list:


Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
39



Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Nutt D, Nestor L. (2013). Addiction. Oxford University Press
Brady KT, Galanter M, Kleber HD. (2015). A textbook of substance misuse treatment. American Psychiatric Publishing Inc.


The Royal College of Psychiatrists; (1994); Seminars in alcohol and drug misuse; paperback
The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
Suggested papers for JCP:







Anton RF, O'Malley SS, et al. (2006). Combined pharmacotherapies and behavioural interventions for alcohol dependence: the COMBINE study: a randomized
controlled trial. Jama; 295(17): 2003-2017.
Strang J, Metrebian N, et al. (2010). Supervised injectable heroin or injectable methadone versus optimised oral methadone as treatment for chronic heroin
addicts in England after persistent failure in orthodox treatment (RIOTT): a randomised trial. Lancet; 375(9729): 1885-1895.
Weaver T, Madden P, et al. (2003). Comorbidity of substance misuse and mental illness in community mental health and substance misuse services. Br J
Psychiatry;183: 304-313
Strang J. (2012). Medications in recovery re-orientating drug dependence treatment: National Treatment Agency (www.nta.nhs.uk)
Michalak A, Biała G. (2016). Alcohol dependence; neurobiology and treatment. Acta Pol Pharm; 73(1):3-12
Quednow BB, Herdener M. (2016). Human pharmacology for addiction medicine: From evidence to clinical recommendations. Prog Brain Res; 224:227-50
Albertson TE, Chenoweth JA, et al. (2016). The Changing Drug Culture: Emerging Drugs of Abuse and Legal Highs. FP Essent; 441:18-24
Suggested topics for case presentations (CP):




A case that highlights alcohol problems with psychical or psychiatric comorbidities
A case of someone with polysubstance misuse
A case that highlight physical complications of injecting substances, comorbidities, and related risks
A case of a person who had significant substance misuse problem +/- comorbid mental illness who has recovered and resources employed to effect and maintain
this recovery
Suggested topics for trainee’s presentations (TEP):




Principles of opioid substitution treatment
Concepts of harmful use/dependence and recovery in addiction services
The role of voluntary agencies that are frequently associated with alcohol and drug services
Alcohol Related Brain Damage
40








Foetal alcohol syndrome
Alcohol withdrawal syndrome with seizures
Delirium Tremens
Medical complications of alcohol misuse
Prescribing substitutes in pregnancy
Psychosis and illicit substances
Drug interactions with opioid substitution medications
Harm minimisation
41
G. PSYCHIATRY OF LEARNING DISABILITY (M-LD-W):
Intended Learning Objectives:






To gain a working knowledge of the basic principles and the process of assessments in patients with learning disabilities
To gain a working knowledge of the epidemiology, the aetiology/risk factors, the pathophysiology, the psychiatric comorbidity, the assessment process, the
principles of management, the prognosis etc of intellectual disability
To gain an awareness of the clinical characteristics of reasonably common biological conditions associated with intellectual disability such as Down Syndrome,
fragile-X syndrome and foetal alcohol syndrome
To gain an awareness how the presentation and treatment of mental disorders differs in ID population
To gain a working knowledge of the aetiology and management of challenging behaviours
To gain an awareness of differences in offending behaviours in ID population and their management
Content and Delivery Structure:
Topics
CEP
ELIS
The service framework in LD
LEP
CP
ELIS
JCP
×
×
×
×
×
×
×
×
Introduction to LD and common Syndromes
×
×
Pharmacotherapy in LD
×
×
Psychopathology in LD
×
Challenging behaviour in LD
×
×
×
Autism
×
×
×
×
The principles of assessment and treatment in patients with LD
CBD
TrOn Modules/Reading list
×
×
×
×
×
×
×
42
×
TEP
×
Physical Disorders in LD
LD and the Law
GSL
Risk assessment in patients with LD
×
Signed off by the College Tutor
Suggested reading/reference list:









Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins.
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Woodbury-Smith M. (2015). Clinical Topics in Disorders of Intellectual Development. The Royal College of Psychiatrists
The Royal College of Psychiatrists. (2001). DC-LD: Diagnostic criteria for psychiatric disorders for use with adults with learning disabilities/mental retardation
(OP48): paperback
Goodman R, Scott S. (2012). Child and Adolescent Psychiatry (3rd ed); Wiley-Blackwell (Also as Free download on web:
http://www.youthinmind.info/py/yiminfo/GoodmanScott3.py)
The Royal College of Psychiatrists; (2003); Seminars in Psychiatry of Learn Disabilities (2nd ed); paperback
The Royal College of Psychiatrists; CPD online modules; (on web: www.psychiatrycpd.co.uk; need subscription)
Suggested papers for JCP:







Xenitidis K, Paliokosta E, Maltezos S, Pappas V. 92007). Assessment of mental health problems in people with autism. Advances in Mental Health and Learning
Disabilities; 1 (4): 15-22
Eng B, Addison P, Ring H. (2013). A guide to intellectual disability psychiatry assessments in the community. Advances in Psychiatry Treatment; 19:429-436
Cooper SA, Smiley E, et al. (2007). Mental ill-health in adults with intellectual disabilities: prevalence and associated factors. Br J Psychiatry; 190 (1): 27-35
Hurley AD. (2006). Mood disorders in intellectual disability. Current Opinion in Psychiatry; 19(5): 465-469.
Cooper SA, Melville CA, Enfield SL. (2003). Psychiatric diagnosis, intellectual disabilities and Diagnostic Criteria for Psychiatric Disorders for Use with Adults with
Learning Disabilities/Mental Retardation (DC-LD). J Intellectual Disability Research; 47 (1): 3-15
Unwin GL, Deb S. (2008). A multi-centre audit of the use of medication for the management of behavioural problems in adults with intellectual disabilities. Br J
Learning Disabilities; 36(2): 140-143
Hall I. (2000). Young offenders with a learning disability. Advances in Psychiatry Treatment; 6:278-285
Suggested topics for case presentations (CP):

A case that highlights the multi-disciplinary/multiagency nature of work, bio-psychosocial formulation and multi-axial formulation in a patient with LD
43


A case presentation of a patient with intellectual disability presenting with behavioural problems
Case presentation of local patient with intellectual disability presenting with offending behaviour problems
Suggested topics for trainee’s presentations (TEP):





Risk assessment in a patient with a moderate Learning disability who is presenting with self-injurious behaviour
The roles of a community ID nurse, speech and Language therapist and an Occupational therapist in the ID team
A review of Frith Guidelines on management of Patients with ID that present with Aggressive or Self Injurious behaviours
The pathway of a person with intellectual disability following a recent fire setting incident
The Disability Discrimination Act and its impact on patients and clinicians
44
H. CRITICAL REVIEW/BIOSTATISTICS/RESEARCH METHODS (M-CR-W): (Module Lead: Dr I Collings; E-mail: [email protected])
Intended Learning Objectives:

To develop an adequate working knowledge relating to retrieving and critically appraising (based on study designs, basic biostatistics and research methods
employed etc) the existing evidence as well as how to effectively use and/or monitor it i.e. the best evidence in clinical practice
Content and Delivery Structure:
Topics
CEP
ELIS
SLS
GSL
ATPS
TrOn
Modules/Reading
list
Introduction to Evidenced Based Medicine, Critical Appraisal and Causal Inference
×
Statistical Methods, Inference and Tests
×
Measurement in Psychiatry
×
Cross-Sectional Surveys and National Statistics
×
×
×
Case Control Studies
×
×
×
Cohort Studies
×
Ecological Studies
×
Randomized Controlled Studies
×
×
Systematic Reviews and Meta-Analyses
×
×
Signed off by the College Tutor
45
×
CBD
×
×
×
×
×
×
×
×
Suggested reading/reference list:


















Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
Freeman C, Tyrer P. (2006). Research methods in psychiatry (3rd ed); The Royal college of Psychiatrists
Reddy MV. (2015). Statistical Methods in Psychiatry Research and SPSS; Apple Academic Press
Ghaemi SN. (2009). A clinician guide to statistics and epidemiology in mental health; Cambridge University Press
Oakley C, Coccia F, Masson N, et al. (2011). Recipes for audit in psychiatry; The Royal college of Psychiatrists
Sackett DL, Richardson S, Rosenberg W, et al. (1997). Evidence-based medicine. How to practise and teach EBM; London: Churchill-Livingstone
Taylor CB. (2009). How to practice evidence based psychiatry; American Psychiatric Publishing Inc
www.trickcyclists.co.uk/index.php/mrcpsych-notes
Greenhalgh, T (2000) How to Read a Paper: the basics of evidence based medicine 2nd ed. BMJ Books
Rothman K.J. (2002) Epidemiology: An Introduction. Oxford University Press: New York
Brown, T, Wilkinson, G (eds) (2005) Critical Reviews in Psychiatry. 3rd Edition. Gaskell: London
Kirkwood BR, Stern JAC. (2003). Essential Medical Statistics 2nd ed. Blackwell Science: Malden, Mass
Sainsbury P. (1955). Suicide in London. London: Chapman and Hall
Wilkinson RG. (1992). Income distribution and life expectancy. BMJ 304; 165-168
http://www.cochrane-net.org/openlearning/HTML/mod0.htm (The Cochrane Collaboration open learning material)
Suggested topics for JCP:



O’callaghan E, Sham P, et al. (1991). Schizophrenia after prenatal exposure to 1957 A2 influenza epidemic. Lancet; 337; 1248-50
Sackett DL. Cook RJ. (1995). The number needed to treat: a clinically useful measure of treatment effect. BMJ; 310, 452-454
Hotopf, M, Churchill, R, Lewis, G (1999) The pragmatic randomised controlled trial in psychiatry. Br J Psychiatry; 175: 217-223
46
2. COURSE MODULES
2.3. CORE PSYCHIATRIC SKILLS DVELOPMENT (M-SD-W)
Intended Learning Objectives:


To gain working knowledge and develop competency relating to core psychiatric clinical skills
To gain working knowledge and develop competency in the principles of motivational interviewing based communication skills
Content and Delivery Structure:
Topics
CEP
Motivational interviewing based communication skills: principles and practice in various clinical settings/contexts
LEP
ELIS
SLS
ATPS
×
×
×
ELIS/SLS
MSE and risk assessment in various clinical contexts
×
Cognitive assessment
×
Psychiatric formulation using bio-psychosocial aetiological model
×
Assessment of capacity
×
Assessment under section-5 (2)
×
Physical assessment (including neurological)
×
Informed consent for ECT
×
Medicolegal report writing
×
CASC skills
×
Signed off by the College Tutor
47
×
×
ATPS
×
Suggested reading/reference list:





Cowen P, Harrison P, Burns T (2012); Shorter Oxford Textbook of Psychiatry (6th edn); Oxford University Press
Sadock BJ, Sadock VA (ed.), Ruiz P (ed.) (2009); Kaplan and Sadock’s comprehensive textbook of psychiatry (9th revised edn); Lippincott Williams & Wilkins
Wright P, Stern J, Phelan M. (2012); Core Psychiatry (3rd ed); Saunders Ltd
Puri B, Hall A, Ho R (2013); Revision Notes in Psychiatry (3rd edn); CRC Press
www.trickcyclists.co.uk/index.php/OSCES and casc-exam
Suggested topics for SLS/group working:



To communicate with patient/simulating actor in various clinical context as per given scenario using OARS skills of MI based communication
To assess patient/simulating actor in various clinical context as per given scenario testing various skills
To prepare and appear MOCK (theory and CASC) exams
Suggested ATPS:

To write psychiatric report under consultant supervision for patients der detention for the purpose of manager’s hearing, MHRT etc
48
3. APPENDIX
3.1. Trainee Feedback Form for ELIS/SLS
Topic:
Lecturer:
Date:
Please provide feedback on the session as below:
Poor
(1)
Below
Average (2)
- the quality of the content
of the lecture
- the style of lecturing
- the relevance to your exam
needs/preparation
- the relevance to your
clinical practice
What 3 things you would suggest for improvement?
49
Average
(3)
Above
Average (4)
Excellent (5)
3.2. MRCPsych COURSE-CEP (Central Educational Program) COMPONENT
TIME TABLE
(FOR CT1/ FOR CT2 (and CT3 if wanted) /FOR CT3/ALL CORE TRAINEES)
Date
9:30 – 10:30
10:30 – 11:30
11:30 – 12:30
13:15 – 14:15
14:15 – 15:15
15:15 -16:15
September 2016
28/09/2016
M-SD-01: Motivational Interviewing based Communication Skills
(Wednesday)
(Good Practice Simulation-GPS)
(From 9:00 am)
Singleton
Postgraduate
Centre, SA2 8QA
(and Singleton
Chapel from late
morning onwards)
By Dr M Qamruddin
October 2016
07/10/2016
(Friday)
Seminar Room 8,
PG Centre, POW,
Bridgend
11/10/2016
(Tuesday)
M-CS-02: Principles
and the process of risk
assessment in
psychiatric practice
M-CS-03: Basic descriptive and dynamic
psychopathology
M-OA-01: Alzheimer’s dementia
M-OA-02: Acute
confusional
states/delirium
Seminar Room 8,
50
M-CS-06: Rating
scales used in
psychiatric practice
and research
M-CS-04: Neuroimaging and its applications in
psychiatry
M-OA-09: Psychotic Disorders in elderly
M-OA-08: Risk
assessment in elderly
PG Centre, POW
Bridgend
18/10/2016
(Tuesday)
M-PH-03:
Antidepressants
M-PH-04:
Antipsychotics
M-PH-05: Mood
Stabilisers
M-PH-06: Anxiolytics
& Hypnotics
M-PH-08: ECT & Other brain stimulation
treatments in Psychiatry
Seminar Room 8,
PG Centre, POW
Bridgend
November 2016
09/11/2016
M-OA-07: Mood Disorders in Elderly
M-OA-12: Mental
Capacity and DOL’s
Assessment
M-OA-03: Non-Alzheimer’s Dementia
M-OA-04: Old age
liaison-psychiatry
M-GA-11: Adult Liaison (Emergency) Psychiatry:
principles and practices
M-GA-05: Disorders
secondary to stress
including PTSD and
adjustment disorders
M-GA-01: Depressive
Disorders
M-GA-13: Assessment
and management of
serious self-harming &
suicidal behaviours in
psychiatric practice
(Wednesday)
Seminar Room 8,
PG Centre, POW
Bridgend
16/11/2016
(Wednesday)
Seminar Room 8,
PG Centre, POW
Bridgend
18/11/2016
(Friday)
GPS Training
CT2s
M-GA-09: Personality
Disorders
GPS Training
CT3s
Seminar room 3,
Cochrane Building,
Cardiff
51
23/11/2016
(Wednesday)
M-PY-01: General principles and evidence base
for psychotherapeutic interventions
M-PY-02: Group therapy (psychodynamic and
others)
M-GA-04: Schizophrenia and like Disorders
M-GA-02: Bipolar
Disorders
M-PY-03: Family therapy
Seminar Room 8,
PG Centre, POW
Bridgend
30/11/2016
M-SD-01: Motivational Interviewing based Communication Skills (Good
Practice Simulation-GPS)
(Wednesday)
Seminar Room 8,
PG Centre, POW
Bridgend
December 2016
08/12/2016
CASC - MOCK Exam
(Thursday)
(from 9:00 am to 4:30 pm)
(Dr O Minhas and Team)
Sports and Social
Club, UHW CF14
4XW
08/12/2016
M-PY-04: Psychodynamic/analytical therapies
M-PY-02: Other therapy
models like IPT, CAT,
DBT etc
M-PY-05: Cognitive Behavioural Therapy
M-PY-04: Trauma
focused therapies
M-GA-14: Rehabilitation psychiatry: principles
and practices
M-GA-12: Mental
Health and Mental
Capacity Acts: relevance
to gen adult psychiatry
M-GA-07: Eating Disorders
M-GA-10:
Neuropsychiatry
(Neuropsychiatric
disorders/conditions)
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
16/12/2016
(Friday)
52
Seminar Room 3 &
4, PG Centre
RGH
January 2017
12/01/2017
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
19/01/2017
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
26/01/2017
M-CR-01: Introduction
to Evidenced Based
Medicine, Critical
Appraisal and Causal
Inference
M-CR-02: Statistical
Methods, Inference and
Tests
M-GA-16: Community
including CRHT
service: principles and
practices
M-GA-15: Perinatal psychiatry: principles and
practices
M-CA-07: Mood disorders
M-CR-03: Measurement
in Psychiatry
M-CA-09: OCD, Tics &
Tourette
M-CR-04: CrossSectional Surveys and
National Statistics
M-CR-05: Case
Control Studies
M-PO-04: Transcultural Psychiatry: cultural
diversity in presentation of psychiatric
disorders
M-CR-06: Cohort
studies
M-PO-03: Ethical and
medicolegal Aspects in
psychiatric practice
M-CA-08: Psychotic
disorders
M-CA-06: Conduct disorders
M-PS-12: Dynamics of
social identity and
intergroup behaviour
M-PS-04: Conceptual understanding of memory
function and its relevance to memory disorders
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
February 2017
16/02/2017
(Thursday)
M-PS-02: Basic principles of perception and
relevance to perceptual disturbances
M-PS-06: Theories of
motivation and
relevance to psychiatry
Seminar Room3 &
4, PG Centre, RGH
53
23/02/2017
M-CA-02: Autistic Spectrum Disorders
M-CA-03: ADHD
M-CA-05: Neurotic (attachment/anxiety)
disorders in children
M-CA-10: Eating
Disorders in children
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
March 2017
15/03/2017
(Wednesday)
M-PS-05: Concepts and
principles of thought
process and its
relevance in psychiatry
Seminar Room 8,
PG Centre, POW
Bridgend
21/03/2017
M-PS-11: Attitude:
components and
measurement
M-PS-16: Social factors
and their relevance to
mental disorders
M-PS-12: Theories of interpersonal behaviour and relevance to ASD and
personality disorders
GPS Training
CT1s.
GPS Training
CT3s
(Tuesday)
Seminar room 7,
Cochrane Building,
Cardiff
22/03/2017
(Wednesday)
M-CR-08: Randomized
Controlled Studies
M-CR-09: Systematic
Reviews and MetaAnalyses
M-CR-07: Ecological
Studies
M-SD-01: Motivational Interviewing based Communication Skills (Good
Practice Simulation-GPS)
Seminar Room 8,
PG Centre, POW
Bridgend
April 2017
13/04/2017
(Thursday)
M-HD-01: Concepts, theories and studying
human development with relevance to
psychiatry
M-HD-02: Early
emotional development
& family context and its
54
M-HD-03: Sexual
development in
adolescence and its
M-HD-04: Adult life: life events/stresses and
adaptations with relevance in psychiatry
Seminar Room 3 &
4, PG Centre, RGH
20/04/2017
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
27/04/2017
(Thursday)
Seminar Room 3 &
4, PG Centre, RGH
clinical relevance in
psychiatry
clinical relevance
M-LD-02: Introduction to LD and common
Syndromes
M-LD-03:
Pharmacotherapy in LD
M-LD-06: Autism
M-BN-05: Cerebral physiology and its relevance
to neurodevelopmental models of psychiatric
disorders
M-BN-07: Physiology of sleep & arousal and its
relevance in psychiatry
M-LD-05:
Challenging behaviour in LD
M-BN-13: Basic concepts and techniques in
molecular genetics
May 2017
11/05/2017
M-LD-04: Psychopathology in LD
M-LD-08: LD and the
Law
M-BN-14: Genetics of Psychiatric Disorders
M-BN-12:
Neuropathology of HIV
brain disease
M-FP-02: Crime and Mental Illness
M-FP-04: The principles
and process of violence
risk assessment
M-LD-01: Service
frame work in LD
M-LD-07: Physical Disorders in LD
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
18/05/2017
(Thursday)
Seminar Room 3 &
4 PG Centre, RGH
25/05/2017
(Thursday)
Seminar Room 3 &
4, PG Centre
55
M-PS-W: Psychology
&
M-HD-W: Human Development
Modules Tutorial
M-FP-03: Psychiatry and Criminal Justice
System: the working interface
M-FP-06: The use of
psychiatric defences
and medicolegal report
writing
RGH
June 2017
05/06/2017
(Monday)
Seminar room 3,
Cochrane Building
08/06/2017
GPS Training
GPS Training
CT1s
CT2s
M-SD-09: Medico-legal Report Writing
M-SD-01: Motivational Interviewing Based Communication Skills (Good
Practice Simulation-GPS)
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
15/06/2017
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
22/06/2017
M-AD-02: The epidemiology, aetiology,
assessment & management relating to alcohol
abuse/
dependence
M-AD-05: Motivational
interviewing in
addiction psychiatry
MOCK EXAM - CT1s
Sports and Social
Club, UHW CF14
M-FP-04: Key aspects
in diagnosis and
management of
patients with dual
(diagnosis) disorders
MOCK EXAM - CT2 (CT3-if they wanted to appear)
(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
06/07/2016
(Thursday)
M-AD-03: The epidemiology, aetiology,
assessment & management relating to
psychoactive substances abuse/
Dependence
CASC - MOCK Exam
(from 9:00 am to 4:30 pm)
(Dr O Minhas and Team)
56
4XW
57
3.3. MRCPsych COURSE-LEP (Local Educational Program) COMPONENT
TIME TABLE
Month & Year
Weeks
Module
Session-1: ELIS/SLS (60 mins)
Session-2: ATPS (60 mins)
Session-3: Other (as per the UHB
locally existing PG Program)
August 2016
Induction Program
(as planned at each
UHB)
M-SD-W:
Core Psychiatry Skills
Development
Incorporating topics (especially for CT1s, GPs, FY2 etc) from this module into the local induction program,
besides providing a brief introduction to MRCPsych course LEP Component, like;
M-SD-02: Mental state examination as part of standard psychiatric assessment
M-SD-06: Assessment under section 5(2) as part of introduction to MHAct
The suggested methods of delivery would be ELIS and/or SLS
(PS: Refer to Module Details or the Course Handbook for any clarity in this relation)
September
2016
Week-1; beginning
from 05/09/2016
M-SD-W:
Core Psychiatry Skills
Development
M-SD-02: Risk assessment in
psychiatry in various clinical
contexts
TEP: Preferably by CT1/GP/FY2,
up to 4, each 15 minutes,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning
from 12/09/2016
M-SD-03/05: Cognitive and
capacity assessment in general
but in particular in elderly
JCP: Preferably by CT2/CT1, up
to 3, each 20 minutes,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-3; beginning
from 19/09/2016
M-SD-08: Informed consent to
treatment like ECT
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity -
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-4; beginning
from 26/09/2016
M-SD-07: Physical assessments
in psychiatry
CS: By CT1 and CT2, up to 2-3,
each 20-30 minutes,
CME lectures/
Balint-CBD groups/
58
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
October 2016
November 2016
Week-1; beginning
from 03/10/2016
M-CS-W:
Classification and
assessment in
psychiatry
M-CS-01-2: Classification
systems and bio-psycho-social
aetiological model of
assessment in psychiatry
TEP: Preferably by CT1/GP/FY2,
up to 4, each 15 minutes,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning
from 10/10/2016
M-OA-W:
Old age psychiatry
M-OA-10: Service framework in
old age psychiatry
TEP: up to 2, each 15 minutes,
& JCP: up to 1, Preferably by
CT2/GP/FY2,
Week-3; beginning
from 17/10/2016
M-PH-W:
Psychopharmacology
M-PH-07: Psychotropic drug
interactions or reactions
JCP: Preferably by CT1/GP/FY2,
up to 3, each 20 minutes,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-1; beginning
from 07/11/2016
M-OA-W:
Old age psychiatry
M-OA-07: Anxiety/adjustment
disorders in elderly
Week-2; beginning
from 14/11/2016
M-GA-W:
Gen adult psychiatry
M-GA-03: Anxiety Disorders and
OCD
CS: Preferably by CT2, up to 2-3,
each 20-30 minutes, chaired by
SG/SpR/Consultant, choosing
cases as suggested for the
Module
CS: By CT1 and CT2, up to 2-3,
each 20-30 minutes,
Week-3; beginning
from 21/11/2016
M-PY-W:
Psychotherapy
M-PY-08:
Principles of psychotherapeutic
assessment and formulation
TEP: up to 2, each 15 minutes,
& JCP: up to 1, Preferably by
CT2/GP/FY2,
Week-4; beginning
from 28/11/2016
M-GA-W:
Gen adult psychiatry
M-GA-05: Somatisation &
Dissociative Disorders
JCP: Preferably by CT1/CT2, up
to 3, each 20 minutes,
59
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
December 2016
January 2017
February 2017
Week-1; beginning
from 05/12/2016
M-PY-W:
Psychotherapy
M-PY-08:
Principles of psychotherapeutic
formulation
CS: Preferably by CT2, up to 2-3,
each 20-30 minutes,
Week-2; beginning
from 12/12/2016
M-GA-W:
Gen adult psychiatry
M-GA-08: Psychosexual
Disorders
TEP: Preferably by CT1/CT2, up
to 4, each 15 minutes,
Week-1; beginning
from 09/01/2017
M-CA-W:
Child and adolescent
psychiatry
M-CA-01: CAMHS-service
framework, principles of
assessment and treatment
TEP: up to 2, each 15 minutes,
& JCP: up to 1, Preferably by
CT2/GP/FY2,
Week-2; beginning
from 16/01/2017
M-PO-W:
Organisation of
psychiatric services
M-PO-01-2: Principles of
multidisciplinary service
delivery/care planning in
psychiatry
TEP: up to 2, each 15 minutes,
& JCP: up to 1, Preferably by
CT1/GP/FY2,
Week-3; beginning
from 23/01/2017
M-CA-W:
Child and adolescent
psychiatry
M-CA-04: Child abuse and
protection
CS: Preferably by CT2, up to 2-3,
each 20-30 minutes,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-1; beginning
from 13/02/2017
M-PS-W:
Psychology
M-PS-03: Attention &
information processing and its
relevance to mental disorders
JCP: Preferably by CT1/GP/FY2,
up to 3, each 20 minutes,
Week-2; beginning
from 20/02/2017
M-CR-W:
Critical review/
Biostats/Research
methods
JCP: up to 3, each 20 minutes,
Preferably by CT2/GP/FY2,
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
60
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
March 2017
April 2017
May 2017
Week-1; beginning
from 13/03/2017
M-PS-W:
Psychology
M-PS-07: Theories of emotion
and its relevance to mental
disorders
TEP: Preferably by CT1/GP/FY2,
up to 4, each 15 minutes,
Week-2; beginning
from 20/03/2017
M-CR-W:
Critical review/
Biostats/Research
methods
M-CR-09: Principles and the
process of audit
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-1; beginning
from 10/04/2017
M-PS-W:
Human development
JCP: Preferably by CT1/GP/FY2,
up to 3, each 20 minutes,
CS: By CT1/GP/FY2, up to 2-3,
each 20-30 minutes,
Week-2; beginning
from 17/04/2017
M-LD-W:
Psychiatry of learning
disability
M-LD-09: The principles of
assessment and treatment in
patients with LD
TEP: up to 2, each 15 minutes,
& JCP: up to 1, Preferably by
CT2/GP/FY2,
Week-3; beginning
from 24/04/2017
M-BN-W:
Basic neurosciences
M-BN-04: Basic neuronal
physiology and its clinical
relevance in psychiatry
JCP: Preferably by CT1/GP/FY2,
up to 3, each 20 minutes,
Week-1; beginning
from 08/05/2017
M-LD-W:
Psychiatry of learning
disability
M-LD-10: The risk assessment in
patients with LD
CS: Preferably by CT2, up to 2-3,
each 20-30 minutes,
Week-2; beginning
from 15/05/2017
M-BN-W:
Basic neurosciences
M-BN-06: Neuroendocrine
physiology and its disturbance
in psychiatric disorders
TEP: Preferably by CT1/GP/FY2, up
to 4, each 15 minutes,
61
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
June 2016
Week-3; beginning
from 20/05/2017
M-FP-W:
Forensic psychiatry
M-FP-01: Forensic Psychiatry
Services Framework
CS: Preferably by CT2/CT3, up to 23, each 20-30 minutes,
Week-1; beginning
from 05/06/2017
M-FP-W:
Forensic psychiatry
TEP: up to 4, each 15 minutes,
Preferably by CT2/CT3,
JCP: up to 3, each 20 minutes,
Preferably by CT2/CT3,
Week-2; beginning
from 12/06/2017
M-AD-W:
Substance
misuse/addictions
M-AD-01: The service
framework, basic principles of
assessment and treatment in
addiction psychiatry
CS: Preferably by CT2/CT3, up to 23, each 20-30 minutes,
Week-3; beginning
from 19/06/2017
M-AD-W:
Substance
misuse/addictions
TEP: up to 4, each 15 minutes,
Preferably by CT2/CT3,
JCP: up to 3, each 20 minutes,
Preferably by CT2/CT3,
62
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
CME lectures/
Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
3.4. General guidance relating to ELIS/SLS in both CEP and LEP Components

Besides a consultant psychiatrist, SpR (trainee at ST4-6 level), associate specialist, a senior
speciality doctor etc would be an appropriate expert resource for ELIS/SLS for the purpose of
this Course, both in CEP and LEP components of the Course.

Each session, hourly or 2 hourly, should focus the intending learning objectives, in general
set for the module and as also elaborated in the MRCPsych Exam Syllabus, which is
accessible on the Royal College of Psychiatrist’s website via link below;
(http://www.rcpsych.ac.uk/traininpsychiatry/examinations.aspx). However, topic specific
learning objectives would also be developed soon and be available through the Course
Administrator to lecturers before the start of the Course.

Each session should aim for active participation of trainees by assuring an interactive
learning environment like encouraging questions, allowing trainees to share their
knowledge/experiences, using scenarios for establishing clinical utility/relevance of the
learning etc during the session. The session should also have, besides traditional lecturing,
exam practice built into it using MCQs (single best answer) or EMIs relevant to the topic.

For SLS sessions, trainees can be used as actors with their wilful agreement and provided a
clear elaboration of their roles and scenario context, ideally in writing. In addition, it is
essential for the expert to assure that there would be no negative feedback to
participating/volunteering trainees.

It is expected that the expert conducting the session would also remind trainees for marking
their attendance and also for providing the feedback.

It also expected that the expert would make his presentation/slides, used in the session, in
addition to any handouts/study material if an expert wish to handover to trainees, available
to the trainees via forwarding it, ideally before the session but can also soon after the
session, to the Course Administrator. In addition, it is anticipated, as a quality assurance
measure, the expert lectures on CEP would be video recorded. Further, each expert is
expected to declare to Course Administrator if he/she would object the use of their provided
lecture slides by any other expert for teaching on this Course if the future.

Lastly, to evolve a quality and adequate question bank for Mock Exams and also for exam
practice sessions if any, it is expected that each expert would submit to the Course
Administrator at least 2-3 MCQs and 1 EMI relevant to the topic within a week of their
delivered session. An examiner panel would then review these questions for quality prior to
any use.

Further, if any expert needs any support relating to their session, then should contact, well
in advance, the Course Administrator for CEP and the local College Tutor for LEP
components respectively.

Lastly, each expert would be provided a certificate and collated trainees’ feedback via
Course Administrator for CEP and via the College Tutor (or the nominated local PG Admin in
the UHB) soon after their session.
63
3.5. General guidance to College Tutors relating to ATPS (like TEP, JCP, CS etc) in LEP

Each session should have a designated chair.

For wider participation off colleagues in the learning process in the UHB, it is suggested that
to encourage/consider, besides consultants, SpRs (trainee at ST4-6 level), associate
specialists, senior speciality doctors, psychologists etc to chair these sessions.

The chair would be provided clear brief that they would be responsible not only for efficient
time management and/or smooth conduction of the session but also assumed to ensure the
experience as positive learning experience for trainee presenter with no hostility or negative
feedback towards the trainee presenter from the audience. In addition, the chair would
need to provide a constructive feedback to trainee presenter, using the specified form as in
appendix, at the end of the session.

The college tutors are expected to ensure participation of all trainees and timetable them
(including, besides core trainees, GP and FY2 as needed) for these sessions along with
provision of topics/cases/papers well in advance to trainee presenters.

For TEP session, each presentation should be 10 minutes with 5 minutes for Q & A.

For JCP session, each presentation should be 15 minutes with 5 minutes for Q & A.

For CS session, each presentation either 20 or 30 minutes with at least 10 minutes for
discussion.

The college tutors are expected they (or a nominated trainer, consultant or SpR) would be
assessing at least one JCP and CS for each core trainee as part of their WPBAs requirements
as set for each training level by the Royal College of Psychiatrists.

The college tutors are expected that they would remind trainees in attendance for marking
their attendance and also for completing their learning reflection form, as in appendix, for
the session as part of their learning record/portfolio.

It is expected that each trainee presenter and the sessions chair would be provided a
certificate via the College Tutor (or the nominated local PG Admin in the UHB) soon after the
session.
64
3.6. Chair’s Feedback Form for ATPS (like TEP, JCP, CS etc) in LEP
Date: ________________________
Active Trainee’s Participation Activity (please circle):
1. Case Presentation
2. Journal Club Presentation 3. Trainee’s Educational Presentation
Module Link:
Name of Trainee:
Level of training:
1. CT1
2. CT2
3. CT3
4. GP
5. FY2
Please provide the feedback as below;
1. Strongly disagree
2. Disagree 3. Neither agree or disagree 4. Agree 5. Strongly agree 6.NA
Feedback
The presentation had the standard/conventional format/structure
The information was presented and interpreted appropriately
There was a clear summary and/or conclusion
The presenter appeared well informed/researched about the topic
There made effective use of the audio-visual aids if available
Feedback on style of presentation and any suggestions for improvement:
65
3.7. Trainee’s Reflection Form for ATPS (like TEP, JCP, CS etc) in LEP
Date: ________________________
Active Trainee’s Participation Activity (please circle):
1. Case Presentation
2. Journal Club Presentation 3. Trainee’s Educational Presentation
Module Link:
Chair:
Please reflect the learning session as below;
1. Strongly disagree
2. Disagree 3. Neither agree or disagree 4. Agree 5. Strongly agree
Before
I have good knowledge and understanding of the topic
I understand the theoretical concepts/evidence base related to the topic
I am able to relate this knowledge to my clinical work
I am able to apply this knowledge within my clinical work
66
After