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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; 5 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 9 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 10 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