Psychiatry Clerkship

Total Contact Hours:

342 hours

Director:

Brenda Roman, M.D., Director, Medical Student Education, and Professor, Psychiatry

Description:

The Clinical Clerkship in Psychiatry builds upon education in Biennium I which included courses in human development and psychopathology. It serves the primary purpose of providing the training and education to enable students to acquire basic skills for dealing with psychiatric aspects of primary care medicine.  Secondarily, an understanding of the theoretical basis of handling psychiatric problems in clinical practice is a prerequisite.  Finally, professional attitudes and behaviors are sine qua non requirements of acceptable clinical practice. 


Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1

C2, C3

P1, P2, P3

Demonstrate the ability to perform a psychiatric mental status examination and a mini-mental status examination

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation

Resident Evaluation

Oral Exam

Resident formative feedback

Inpatient faculty formative feedback

Clerkship Director Formative Feedback

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

Didactics

K1, K2, K3

C1, C2, C3

P1, P2, P3

Demonstrate the ability to organize clinical data from psychiatric interviews and mental status exams to diagnose and treat these psychiatric illnesses:

  • Major Depression
  • Bipolar Disorder
  • Dysthymia
  • Panic Disorder
  • Generalized Anxiety Disorder
  • PTSD
  • OCD
  • Schizophrenia
  • Schizoaffective Disorder
  • Personality Disorders
  • Substance Use Disorders
  • Cognitive Disorders
  • Somatoform Disorders
  • ADHD

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation Resident Evaluation

TBL IRAT/GRAT

NBME Shelf Exam

Oral Exam

4th year OSCE

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Clerkship Director Formative Feedback

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

Patient Logs

K1, K2, K3

C1, C2, C3

P1, P2, P3

Determine which laboratory tests are medically indicated based upon patients' psychiatric presentations

  • Determine when laboratory test are indicated to check patients' compliance and responses to psychiatric medications

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation Resident Evaluation

TBL IRAT/GRAT

NBME Shelf Exam

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

K1, K2, K3

C1, C2, C3

P1, P2, P3

Demonstrate the ability to develop psychiatric formulation and courses of patients’ psychiatric illnesses in regard to:

  • biological factors
  • psychological factors
  • social factors
  • spiritual factors
  • patients' strengths and weaknesses

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation

Oral Exam

Resident Evaluation

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

Didactics

K1, K2, K3

C1, C2, C3

P1, P2, P3

Demonstrate the ability to recognize psychiatric emergencies among general medical patients, including:

  • suicidal thinking
  • homicidal thinking
  • signs of mental decompensation
  • impulsivity
  • dangerously poor judgment
  • lethal side effects to medications
  • neuroleptic malignant syndrome
  • neurotoxic or cardiotoxic responses
  • overdosage

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation

TBL IRAT/GRAT

NBME Shelf Exam

Oral Exam

Resident Evaluation

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Clerkship Director Formative Feedback

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

Didactics

K1

C1, C2, C3

P1, P2, P3

Demonstrate the ability to recognize neurological disorders with psychiatric symptom presentations

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation

Resident Evaluation

TBL IRAT/GRAT

NBME Shelf Exam

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

K1, K2, K3

C1, C2, C3

P1, P2, P3

Demonstrate knowledge about medical and medical-legal interventions

  • psychiatric referrals
  • involuntary commitment
  • judgments of medical incompetence

Observed Interview

Psychiatric Assessment

Inpatient evaluation

Outpatient evaluation

Resident Evaluation

TBL IRAT/GRAT

NBME Shelf Exam

Resident formative feedback

Inpatient faculty formative feedback

TBL GAPP

Reading assignments

Case presentations Inpatient care

Outpatient care

Role modeling

Didactics

K1,K3

P3

Demonstrate effective skills in navigating the medical literature to find answers to clinical care questions, utilizing:

  • Formulation of a clinical question
  • Search of the relevant knowledge resources to find evidence that addresses the questions and critical appraisal of the retrieved evidence, making judgments about its validity, importance, and applicability to the clinical situation
  • Integration of this retrieved and appraised evidence, along with other knowledge, into sound clinical decisions

CAT project

Clerkship Director Evaluation

CAT project

Inpatient care

Outpatient care

K2, K3

C1, C2,

P2

Establish professional relationships and effective communication with patients and their families.

Inpatient evaluation

Outpatient evaluation

Clerkship Director Evaluation

Resident evaluation

Inpatient formative feedback

Outpatient formative feedback

Resident formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling

Additional Experiences in Community

C2, C3

P2

Establish professional relationships and effective communication with other health care team members.

Inpatient evaluation

Outpatient evaluation

Clerkship Director Evaluation

Resident evaluation

TBL (GAPP)

Inpatient formative feedback

Outpatient formative feedback

Resident formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling

Additional Experiences in Community

K2, K3

C2, C3

P2

Work effectively with the broad, interdisciplinary team involved in patient care and appropriately incorporate their unique care skills.

 

 

 

 

Inpatient evaluation

Outpatient evaluation

Resident evaluation

Clerkship Director evaluatio

Inpatient formative feedback

Outpatient formative feedback

Resident formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling

P2, P3

Demonstrate the ability to act:

  • with honesty and integrity while maintaining ethical duties to patients and others
  • in a manner that is dependable, dedicated and punctual 
  • with patience, altruism and equanimity

Inpatient evaluation

Outpatient evaluation

Resident evaluation

Clerkship Director evaluation

TBL GAPP

Inpatient formative feedback

Outpatient formative feedback

Resident formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling

K1

C2

P3

Demonstrate the ability to acquire and soundly manage knowledge, including:

  • Acknowledging when they don’t know something and asking questions of others, where and when appropriate to do so
  • Carrying out reading directed by patient circumstances or other important topics
  • Effectively managing knowledge resources
  • Sharing the yield of these learning efforts with others on the team, i.e. teaching and advocacy

Inpatient evaluation

Outpatient evaluation

Resident evaluation

Clerkship Director Evaluation

CAT project

TBL GAPP

Inpatient formative feedback

Outpatient formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling

 

 

C2, C3

P1, P2, P3

Demonstrate the ability to seek out and listen to feedback on performance, accept it positively, and respond to it constructively by improving performance.

Inpatient evaluation

Outpatient evaluation 

Resident evaluation

Clerkship Director Evaluation

TBL GAPP

Inpatient formative feedback

Outpatient formative feedback

Resident formative feedback

Clerkship Director Formative Feedback

Inpatient care

Outpatient care

Role modeling