MEDIC ST 6020BHO - Psychiatry Selective VI Part 2
Teaching Hospitals - Semester 2 - 2024
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General Course Information
Course Details
Course Code MEDIC ST 6020BHO Course Psychiatry Selective VI Part 2 Coordinating Unit Medical Studies Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 3 Contact 4 week placement to be located at teaching hospitals and the AHMS Available for Study Abroad and Exchange N Prerequisites MEDIC ST 6000A, MEDIC ST 6015AHO, MEDIC ST 6016AHO, MEDIC ST 6017AHO, MEDIC ST 6018AHO, MEDIC ST 6019AHO, MEDIC ST 6020AHO, MEDIC ST 6021AHO, MEDIC ST 6022AHO, or by approval of the Dean of Medicine Restrictions Available to MBBS students only Assessment To be advised at the start of the year Course Staff
Course Coordinator: Dr Catherine Toben
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
The timetable for this course varies and students need to liaise with their clinical preceptor to develop a timetable that ensures learning and assessment requirements are achieved. Students are required to attend emergency department placements as per their timetable. Students will be advised of the timing of tutorials during their rotation. -
Learning Outcomes
Course Learning Outcomes
1 Have experience of managing common conditions in specialist, community or ambulatory settings. 2 Have practice in settings other than in teaching hospital wards. 3 Be active learners, self-directed learners and have a fostering of evidence based medicine. 4 Understand the scientific basis of diagnosis and management in the relevant discipline, i.e. integration with relevant basic sciences. 5 Understand the health care systems, including urban and rural locations. 6 Have exposure to changes in the health system. 7 Have exposure to the use of cost effective investigation and management. 8 Have opportunities to work with a range of health care providers. 9 Experience using information technology as part of their work. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,4,5, Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
6,7 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
8 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
9 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
3,8 -
Learning Resources
Required Resources
There are no required resources. Recommended resources will be advised as appropriate.
Recommended Resources
General Texts
A Primer of Clinical Psychiatry 2nd edition (David Castle Darryl Bassett Joel King Andrew Gleason, 2013 Elsevier Australia)
Foundations of Clinical Psychiatry (Sidney Bloch, Stephen A. Green, Aleksandar Janca, Philip B. Mitchell, Michael Robertson, Melbourne University Press 4th Ed 2017)
Psychopathology
Casey P and Kelly B. Fish’s clinical psychopathology. Signs and Symptoms in Psychiatry (3rd ed).
Gaskell, London, 2007
Oyebode F. Sims’ Symptoms in the Mind. An introduction to Descriptive Psychopathology (6th ed.).
Saunders Elsevier: London, 2018
Psychopharmacology
Psychotropic Expert Group. Therapeutic guidelines: psychotropic (version 8). Therapeutic Guidelines
Limited: Melbourne, 2021.
Stahl SM. Stahl’s essential psychopharmacology. Neuroscientific basis and practical applications (3rd
Ed). Cambridge University Press: New York, 2008.
Further references
Diagnostic and Statistical Manual of Mental Disorders, Fifth edition (DSM-5). American Psychiatric
Association: Arlington, 2013
The ICD-10 Classification of Mental and Behavioural Disorders. World Health Organization: Geneva,
1992
RANZCP Clinical Practice Guidelines https://www.ranzcp.org/publications/Guidelines-and-resources-for-practice
ANZJP (Australian & New Zealand Journal of Psychiatry, RANZCP)
Australasian Psychiatry (A second journal of the RANZCP)
Gelder MG, López-Ibor JJ, Andreasen NC. New Oxford textbook of psychiatry (2nd Ed). Oxford
University Press: Oxford, 2012.
Black DW, Andreasen NC. Introductory textbook of psychiatry (6th Ed). American Psychiatric
Publishing: Arlington, 2014.
Electronic Based References
eCentreClinic
http://www.ecentreclinic.org
SANE Australia
http://www.sane.org/
Beyond Blue
http://www.beyondblue.org.au/index.aspx?
Headspace
http://www.headspace.org.au/
Orygen Youth Health
http://tc.oyh.org.au/
Schizophrenia Research Forum
http://www.schizophreniaforum.org/
Bipolar Disorder
http://www.bipolar.com.au/
Royal Australian and New Zealand College of Psychiatrists
(RANZCP)
http://www.ranzcp.org/
Moodgym
http://www.moodgym.anu.edu.au
Suicide Prevention
http://www.suicideprevention.com.au/
Black Dog Institute
http://www.blackdoginstitute.org.au/
Positive Psychology
http://www.ppc.sas.upenn.edu/Online Learning
Material for the course will also be provided through the MBBS Program website: http://curriculum.medicine.adelaide.edu.au/index.asp or MyUni https://myuni.adelaide.edu.au/webapps/login/
eMedici http://emedici.com -
Learning & Teaching Activities
Learning & Teaching Modes
Students will be allocated to a supervisor in each service and, under his/her direction, will participate in clinical work during the four-week period. This may include assessment and management of patients in chronic, acute and emergency settings.
Teaching and learning methods may vary depending upon which setting students are allocated to.
Tutorials will also be provided to students.
Emergency Psychiatry
Emergency psychiatry forms a part of the rotation and experience. Students are required to accompany the on-call registrar for either 1 evening (5pm - 10 pm) and 1 weekend day (9am - 2 pm), OR 2 weekend days (9am - 2pm), OR 2 evenings nights (5pm - 10 pm).
Students attending an evening ED shift may negotiate with their supervisor to either leave their placement earlier that day to allow for a break between their placement and the ED shift, or to start their usual placement later in the day.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload for the individual students will vary from week to week but may include clinic sessions, community visits, ward rounds, ward work, tutorials, and private study and may involve after-hours and weekend work.Learning Activities Summary
Weekly clinical learning activities fluctuate across clinic sessions, community visits and ward rounds. Academic learning activities include tutorials, quizzes and a 10-minute presentation. Overall, these learning activities aim to provide students with comprehensive exposure to psychiatric practice in both routine clinical care and emergency situations, while promoting independent learning and professional development.
Specific Course Requirements
Students will be allocated to a variety of psychiatry settings including but not limited to community psychiatry, acute
psychiatry services, emergency psychiatry services, psychiatry for the elderly, postnatal psychiatry, child and adolescent psychiatry and rural psychiatry.
There is also the opportunity for students to create their own rural Psychiatry Selective.
Those students on a non-local selective are not required to attend the local face-to-face depression/anxiety/CBT session or complete the 2 ED shifts. However, local tutorial and presentation days are expected to be attended via live Zoom.
All students will be required to do some after-hours work (see above). Any other requirements will be advised. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Summary
Assessment will comprise the following:
Powerpoint Presentation and Student Seminar PresentationAssessment Task Task Type Weighting Course Learning Outcome 10 min Presentation Summative 10% Case Presentations x 4 Summative 10% Supervisor Report/Selective assessment form (clinical placement assessment) Summative/ hurdle 65% 3 NPS MedicineWise modules Summative/ hurdle 0% 16 Multiple Choice Questions associated with tutorials Summative 15%
All students are required to prepare a 10 minute powerpoint presentation on a mental health topic of their choice. There will be a seminar at the end of each rotation where all students will present their work. The presentation must be relevant to mental health, but the format and content is up to the student. They may present a case with a discussion of some interesting aspect of the case, talk about something that has been in the media, present an article or some published research, describe the information available on the internet about a particular topic, or (briefly) review atopic. They may present relevant material from psychology, sociology and related disciplines if they wish. Marking criteria for assessment is available in the student handbook.
Case Presentations
Students are required to present four cases to their supervisor or their nominated delegate (e.g. consultant or registrar not RMO).
The marking sheet is available in the student handbook.
Supervisor Report (Selective Assessment Form)
This form will be completed with your supervisor and represent a hurdle in successfully passing the selective.
NPS MedicineWise modules
The NPC modules are interactive case-based modules that are intended to encourage and increase confidence in rational prescribing. These modules represent a hurdle to successfully passing the selective.
The 3 learning modules include the following:
- Acute mania in bipolar disorder
- Depression in adolescents
- Insomnia
The 2 online quizzes are intended to help integrate knowledge from both 5 face to face and 3 online presentations. For each presentation 2 MCQs worth 1 point each will be assigned. This means for a total of 8 presentations there will be 16 points worth of MCQs.
Academic Progression Requirements
To pass this course and the Final (Sixth Year) MBBS Assessment Part 1 and Part 2 courses, students must obtain
- a satisfactory result in the components of the summative assessment in either semesters 1 and 2
- complete the 3 NPC MedicineWise modules
If a student fails two courses or placements, they will fail the year and must repeat the entire year.
Assessment Related Requirements
Final assessment is based on the Year 6 Selectve Assessment.
It is compulsory for students to attend clinical placements and their specific activities in line with the principles and guidelines outlined in the Medical Student Clinical Hours document.
Attendance: As with all Year 6 Selective placements, 95% attendance is expected. In the case of more than two days absence students are expected to notify the course coordinator (Dr Toben) as well as placement staff, and provide a medical certificate through SONIA - https://placementsonline.adelaide.edu.au/SoniaOnline/School.aspx?SchoolId=3. Prolonged absences will require remedial time at the end of the year.
In the event of prolonged absences, 2 ED shifts (half days) are required to be organised with your supervisors for each day over 2 days leave, to a maximum of 4 shifts per week missed. These extra shifts must occur out of hours in addition to normal hours on the ward and are in addition to the 2 existing Emergency Department shifts. ED shifts usually involve direct patient contact and are a great way to ensure equivalent exposure to psychiatry for adequate learning. The course coordinator (Dr Toben) is happy to discuss plans for those with long term illness; however, to adequately pass the ward mark, students will need to have attended their rotation for a meaningful amount to time to learn and be assessed.
Exemptions to mandatory clinical placement attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinator and year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy.
More specifically, leave during selective placements is discouraged, and will only be granted in exceptional circumstances. All planned leave (e.g. Med Convention, special leave for high level sporting or other academic commitments, personal leave) needs to be approved in a timely fashion so that make up time can be scheduled. Requests that require 1 or more weeks’ leave should be made early in the year as time can be made up during the semester break. There is no such opportunity after the semester break in the second half of the year. This means that requests for substantial leave in the second half of the year should be made in semester 1. Only in exceptional circumstances will late requests made after midyear break for substantial leave in semester 2 be considered. Applications for leave must be made by lodging a leave form with the Faculty Office at askhealthsc@adelaide.edu.au at least 15 days prior to the start of the proposed leave. Please check the leave policy for further information if needed.
In addition, the University has developed a Scope of Practice document which outlines appropriate activites for Year 6 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and here.
Assessment Detail
refer to assessment summarySubmission
Details of the case presentation, powerpoint presentation and seminar submissions will be made available at the beginning of the clinical placement.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
Details of the case presentation, powerpoint presentation and seminar submissions will be made available at the beginning of the clinical attachment. -
Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
The MBBS Program has a regular program of evaluation. In addition, student representatives are appointed to MBBS committees and are encouraged to report on issues of importance to students. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
The MBBS Program website has details on Student well-being resources which can be accessed.
Students may access the University Health Practice: 61+ 08 83135050 http://www.adelaide.edu.au/student/health/ -
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Please read the MBBS Program Code of Conduct -
Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
