These Learning Outcomes have been adapted from the University of Edinburgh School of Medicine Psychiatry Programme and are suitable for undergraduate study.
Curricula for other levels and from other sources are listed here:
- The Royal College of Psychiatrists manages post-graduate exams in the UK and maintains a competency-based curriculum. There is a core module covering; then a number of speciality modules. The revised competency based curricula for Core and Specialist Psychiatry Training have been approved by the General Medical Council in June 2010 to take e... read more
The successful student will be able to:
Identify key parts of the patient’s story to build a psychiatric history, including a narrative of the patient’s experience.
Interpret findings at mental state examination [including cognitive assessment], eliciting common psychopathology.
collectionLess than 10 minsThis site is aimed at providing teaching materials to Newcastle University medical students. It is a very good collection of videos of different aspects of the Mental State Examination. See more from the team. Whilst aimed at medical students it is being used by a range of health professionals, other groups who come into contact with patient... read more
- 30-60 minsThese videos using psychiatrist and medical students as simulated patients and interviewers were prepared by Dr. Celice McDermott, MSc BSc MB ChB MRCPsych, then Visiting Lecturer, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Three patients are interviewed with a range of psychiatric conditions in a typical West African context.
Demonstrate enhanced communication skills in complex and challenging situations, with both patients and carers.
Evaluate where stigma affects the views of society, health care professional and patients. Critique how this affects clinical care.
Categorise symptoms and signs according to established systems. Construct a differential diagnosis and formulation.
- 30-60 minsIn this interview Professor Sir David Goldberg [one of the key figures behind the development of ICD-10] talks to Dr Mark Salter about classification in psychiatry. Part of a series of podcasts from the Royal College of Psychiatrists.
Identify aspects of risk to both the patient and others. Develop a risk management plan. Apply knowledge of the Criminal Justice System to patient management.
Compare the roles of other mental health professionals and service providers; across the primary, secondary, voluntary and informal domains.
Synthesise succinct clinical information for record keeping and inter-professional communication.
Appraise the principles of the Mental Health Act, identify the criteria for detention and give examples from practice.
- 10-30 minsEach country has their own Act. Scotland's is regarded as one of the most comprehensive, patient-centred and useful, with a range of Orders and core underlying principles [the Millan Principles]. As well as the Act, learners should be aware of the Code of Practice [which tells you how it works in non-legal language], the Mental Welfare Commissio... read more
Describe in detail, recognise and distinguish common psychiatric disorders, according to a biopsychosocial model. Construct a biopsychosocial management plan for common psychiatric disorders within the main sub-specialities.
- Child, Family and Adolescent
- General Adult
- Intensive Care
- Learning Disability
- Medical Psychotherapy
- Older Adult
Within their wider medical practice they will be able to:
Recognise and respond to psychological and behavioural aspects of health, illness and disease; and utilise these concepts in day-to-day clinical practice. Analyse the bi-directional relationship between medical illness and psychological symptoms.
Routinely evaluate the psychological factors affecting patients’ beliefs about, and responses to, illness from the individual to societal level.
- Distinguish illnesses which are primarily psychological in origin (such as somatoform disorders) from those where distinct pathology is identified, and recommend appropriate treatments.
- Discuss adaptation to major life changes (such as bereavement or receiving a terminal diagnosis) and consider the abnormal adjustments that might occur in these situations.
- Produce biopsychosocial treatment plans, understanding the importance of psychological components (such as reassurance).
Consider the psychological factors affecting behavioural change and concordance with treatment.
Written by Dr Rob Waller, Honorary Senior Clinical Lecturer, Division of Psychiatry, University of Edinburgh