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The School of Psychiatry

MRCPsych Course
2016-17

Correct 31/08/2015

TABLE OF CONTENTS
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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

2.3. Core psychiatric skills development 47


3. Appendix 49

3.1. Trainee’s feedback form 49


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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

1. INTRODUCTION

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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

1.3. COURSE MANAGEMENT COMMITTEE:

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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;

Course Module Exam For

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Relevance

Part-A Psychology M-PS-W Paper-A CT-1


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 M-GA-W Paper-B CT1


Perinatal Psychiatry)

Part-B Old Age Psychiatry (MHSOP) M-OA-W CT2


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


Part-C Core Psychiatry Skills Development (Communication, M-SD-W CASC CT1-3
Clinical, CASC, Exam & Others)

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

 Central Educational Program (CEP) component; will be delivered one full day,
mostly on Wednesdays or Thursdays (please see the timetable in appendix for

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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 of
an interactive problem/clinical vignette based discussion or exam practice session

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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 (JCP-
15/20 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.

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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

Course Administrator Jennie Ross Tel: 02920-687490


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Specialty Training Manager E-mail: rossj@cf.ac.uk
Wales Deanery / PGMDE
Cardiff University
1st Floor, Neuadd Meirionnydd,
Heath Park, Cardiff
CF14 4YS

Course Lead Dr Najeeb Khalid Tel: 02920-710203


East Vale CMHT, Email:
Cardiff & Vale YHB Najeeb.Khalid@wales.nhs.uk
19-Stanwell Road, Penarth
CF64 2EZ

Course Venue PG Centre Tel: 01443-443443


The Royal Glamorgan Hospital E-mail:
Cwm Taf HB
Ynysmaerdy
Llantrisant
Pontyclun
CF72 8XR

Course Venue PG Centre Tel: 01656 752752


The Princess of Wales Hospital E-mail:
Abertawe Bro Morgannwg UHB
Coity Road, Bridgend
CF31 1RQ

College Tutors In each UHB

Module Leads As specified in the Course Book

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2. COURSE MODULES
2.1. NON-CLINICAL
A. PSYCHOLOGY (M-PS-W):
Intended Learning Objectives:
 To develop an adequate understanding and knowledge base in basic (and social) psychological concepts, processes and/or theories
 To develop an understanding of the relevance of these basic psychological concepts, processes and/or theories to psychiatric practice
 To develop a basic understanding of socio-cultural aspects relevant to psychiatry

Content and Delivery Structure:

Topics CEP LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

Learning theories and their relevance in psychiatry × Learning Theory

Basic principles of (auditory & visual) perception and the relevance to perceptual disturbances × ×

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 × × Emotion

Stress (concept and theories), coping mechanisms and the mental illness 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 × ×

Theories of interpersonal behaviour and the relevance to ASD & personality disorders × ×

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Social influences and human behaviour × Social influence

Dynamics of social identity and intergroup behaviour × ×

Psych-social theories for understanding aggression × Aggression

Social factors and their relevance to mental disorders × ×

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 × Ethics and philosophy in psychiatry

The sociology of residential institutions 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.

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

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 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

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

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 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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

Basic concepts, theories and study of human development with relevance to psychiatry × ×

Early emotional development and family context and the clinical relevance × × × ×

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 × × Normal aging

Signed off by the College Tutor

Suggested reading/reference list:


 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
 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
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 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

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

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Content and Delivery Structure:

Topics CEP LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules

Basic pharmacokinetics × × Pharmacokinetics-1

Basic pharmacodynamics 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
 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

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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

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 LEP GSL

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ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

The cellular anatomy of the CNS The types of cell in the nervous system
General functional anatomy of brain and its relevance to psychiatric disorders × Functional anatomy of brain
The major neurochemical pathways and their relevance to psychiatric disorders × The major neurochemical pathways

Basic neuronal physiology and its relevance in psychiatry × ×

Cerebral physiology and its relevance to neurodevelopmental models of psychiatric disorders × ×

Neuroendocrine physiology and its disturbance in psychiatric disorders × × ×

Physiology of sleep and arousal and its relevance in psychiatry × × ×

EEG and its clinical applications The EEG

Neurotransmitters and their relevance to psychopharmacology × Neurotransmitters

Neuro-receptors and their relevance to psychopharmacology Neuro-receptors

Neuropathology of Dementias (Alzheimer, FTD, Pick’s, Lewy body, Parkinson’s) × 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

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 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: 298-
304
 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

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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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading List

Classification systems in psychiatry × × ×

Bio-psycho-social aetiological model in the assessment of psychiatric disorders × × ×

Basic descriptive and dynamic psychopathology × ×

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Neuroimaging and its applications in psychiatry × × ×

Principles and the process of risk assessment in psychiatric practice × × × ×

Rating scales used in psychiatric research and practice × × × ×

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/)
 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

21
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

Principles of multidisciplinary service delivery framework in psychiatry × × × ×

Principles and the process of multidisciplinary care planning in psychiatry × × ×

Ethical and medico-legal aspects in psychiatric practice × × ×

Transcultural psychiatry × × ×

22
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

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

23
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 LEP GSL

24
ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

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 × × × ×

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.

25
 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)

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):215-22
 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

26
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
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading List

Alzheimer’s Dementia × × × ×

Non Alzheimer’s Dementia × × × ×

27
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 × × × × ×

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
28
 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
 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

29
C. PSYCHOTHERAPY (M-PY-W): (Module Lead: Dr M Qamruddin; E-mail: Mohtasim.Qamruddin@wales.nhs.uk)
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

General principles and evidence base of psychotherapeutic interventions × × × × ×

Cognitive and behavioural therapies × × × ×

Psychodynamic/analytical therapies × × × ×

Group therapy: psychodynamic and others × ×

30
Other psychotherapeutic models: IPT, CAT, DBT etc × × × × ×

Trauma focused therapies × × × ×

Family therapy × ×

Psychotherapeutic assessment and formulation × × × ×

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
 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
31
 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

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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

Service framework, principles of assessment and treatment in CAMHS × × × × ×

Autistic Spectrum Disorder × × × × ×

ADHD × × × × ×

Child Abuse and protection × × × × ×

Attachment and anxiety disorders × × × ×

32
Conduct disorders × ×

Affective (mood) disorders × × × ×

Psychotic disorders × ×

OCD, Tics and Tourette × ×

Eating disorders × × ×

Substance Misuse and Addiction × ×

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 (4 th 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
33
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

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

34
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

Basic structure and organisation of the forensic psychiatry services × × × ×


including in prison

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

35
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
 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
36
 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):

 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

37
F. SUBSTANCE MISUSE/ADDICTIONS (M-AD-W): (Module Lead: Dr R Rao; E-mail: Ranjini.Rao@wales.nhs.uk)
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn


Modules/Reading
list

The service framework and the basic principles of assessment & management in substance misuse/addictions services × × × ×

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 × × × ×

38
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
 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

39
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
 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

40
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 LEP GSL

ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list

The service framework in LD × × × ×

Introduction to LD and common Syndromes × × × ×

Pharmacotherapy in LD × × × × ×

Psychopathology in LD × ×

Challenging behaviour in LD × × × ×

Autism × × × × ×

Physical Disorders in LD × ×

41
LD and the Law × ×

The principles of assessment and treatment in patients with LD ×

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):

42
 A case that highlights the multi-disciplinary/multiagency nature of work, bio-psychosocial formulation and multi-axial formulation in a patient with LD
 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

43
H. CRITICAL REVIEW/BIOSTATISTICS/RESEARCH METHODS (M-CR-W): (Module Lead: Dr I Collings; E-mail: Ian.Collings2@wales.nhs.uk)
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 GSL

ELIS SLS ATPS CBD 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

Suggested reading/reference list:

44
 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

2. COURSE MODULES

45
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 LEP

ELIS SLS ATPS ELIS/SLS ATPS

Motivational interviewing based communication skills: principles and practice in various clinical settings/contexts × × ×

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

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

46
 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

47
3. APPENDIX

3.1. Trainee Feedback Form for ELIS/SLS

Topic:

Lecturer:

Date:

Please provide feedback on the session as below:

Poor Below Average Above Excellent (5)


(1) Average (2) (3) Average (4)

- 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?

48
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)

Singleton (From 9:00 am)


Postgraduate
By Dr M Qamruddin
Centre, SA2 8QA
(and Singleton
Chapel from late
morning onwards)

October 2016

07/10/2016 M-CS-02: Principles M-CS-03: Basic descriptive and dynamic M-CS-06: Rating scales M-CS-04: Neuroimaging and its applications in
and the process of risk psychopathology used in psychiatric psychiatry
(Friday) assessment in practice and research
psychiatric practice
Seminar Room 8,
PG Centre, POW,
Bridgend

11/10/2016 M-OA-01: Alzheimer’s dementia M-OA-02: Acute M-OA-09: Psychotic Disorders in elderly M-OA-08: Risk
confusional assessment in elderly
(Tuesday) states/delirium
Seminar Room 8,
PG Centre, POW

49
Bridgend

18/10/2016 M-PH-03: M-PH-04: M-PH-05: Mood M-PH-06: Anxiolytics M-PH-08: ECT & Other brain stimulation
Antidepressants Antipsychotics Stabilisers & Hypnotics treatments in Psychiatry
(Tuesday)

Seminar Room 8,
PG Centre, POW
Bridgend

November 2016

09/11/2016 M-OA-07: Mood Disorders in Elderly M-OA-12: Mental M-OA-03: Non-Alzheimer’s Dementia M-OA-04: Old age
Capacity and DOL’s liaison-psychiatry
(Wednesday) Assessment
Seminar Room 8,
PG Centre, POW
Bridgend

16/11/2016 M-GA-11: Adult Liaison (Emergency) Psychiatry: M-GA-05: Disorders M-GA-01: Depressive M-GA-09: Personality M-GA-13: Assessment
principles and practices secondary to stress Disorders Disorders and management of
(Wednesday) including PTSD and serious self-harming &
adjustment disorders suicidal behaviours in
Seminar Room 8,
psychiatric practice
PG Centre, POW
Bridgend

18/11/2016 GPS Training GPS Training


CT2s CT3s
(Friday)

Seminar room 3,
Cochrane Building,
Cardiff

23/11/2016 M-PY-01: General principles and evidence base M-PY-02: Group therapy (psychodynamic and M-PY-03: Family therapy
for psychotherapeutic interventions others)
(Wednesday)

50
Seminar Room 8,
PG Centre, POW
Bridgend

30/11/2016 M-GA-04: Schizophrenia and like Disorders M-GA-02: Bipolar M-SD-01: Motivational Interviewing based Communication Skills (Good
Disorders 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 M-PY-05: Cognitive Behavioural Therapy M-PY-04: Trauma
models like IPT, CAT, DBT focused therapies
(Thursday) etc

Seminar Room 3 &


4, PG Centre
RGH
16/12/2016 M-GA-14: Rehabilitation psychiatry: principles M-GA-12: Mental M-GA-07: Eating Disorders M-GA-10:
and practices Health and Mental Neuropsychiatry
(Friday) Capacity Acts: relevance (Neuropsychiatric
to gen adult psychiatry disorders/conditions)
Seminar Room 3 &
4, PG Centre
RGH

51
January 2017

12/01/2017 M-CR-01: Introduction M-CR-02: Statistical M-CR-03: Measurement M-CR-04: Cross- M-CR-05: Case M-CR-06: Cohort
to Evidenced Based Methods, Inference and in Psychiatry Sectional Surveys and Control Studies studies
(Thursday) Medicine, Critical Tests National Statistics
Appraisal and Causal
Seminar Room 3 & Inference
4, PG Centre
RGH
19/01/2017 M-GA-16: Community M-GA-15: Perinatal psychiatry: principles and M-PO-04: Transcultural Psychiatry: cultural M-PO-03: Ethical and
including CRHT practices diversity in presentation of psychiatric medicolegal Aspects in
(Thursday) service: principles and disorders psychiatric practice
practices
Seminar Room 3 &
4, PG Centre
RGH
26/01/2017 M-CA-07: Mood disorders M-CA-09: OCD, Tics & M-CA-08: Psychotic M-CA-06: Conduct disorders
Tourette disorders
(Thursday)

Seminar Room 3 &


4, PG Centre
RGH
February 2017

16/02/2017 M-PS-02: Basic principles of perception and M-PS-06: Theories of M-PS-12: Dynamics of M-PS-04: Conceptual understanding of memory
relevance to perceptual disturbances motivation and social identity and function and its relevance to memory disorders
(Thursday) relevance to psychiatry intergroup behaviour

Seminar Room3 &


4, PG Centre, RGH
23/02/2017 M-CA-02: Autistic Spectrum Disorders M-CA-03: ADHD M-CA-05: Neurotic (attachment/anxiety) M-CA-10: Eating
disorders in children Disorders in children
(Thursday)

Seminar Room 3 &

52
4, PG Centre
RGH
March 2017

15/03/2017 M-PS-05: Concepts and M-PS-11: Attitude: M-PS-16: Social factors M-PS-12: Theories of interpersonal behaviour and relevance to ASD and
principles of thought components and and their relevance to personality disorders
(Wednesday) process and its measurement mental disorders
relevance in psychiatry
Seminar Room 8,
PG Centre, POW
Bridgend
21/03/2017 GPS Training GPS Training
CT1s.
(Tuesday) CT3s

Seminar room 7,
Cochrane Building,
Cardiff
22/03/2017 M-CR-08: Randomized M-CR-09: Systematic M-CR-07: Ecological M-SD-01: Motivational Interviewing based Communication Skills (Good
Controlled Studies Reviews and Meta- Studies Practice Simulation-GPS)
(Wednesday) Analyses

Seminar Room 8,
PG Centre, POW
Bridgend
April 2017

13/04/2017 M-HD-01: Concepts, theories and studying M-HD-02: Early M-HD-03: Sexual M-HD-04: Adult life: life events/stresses and
human development with relevance to psychiatry emotional development development in adaptations with relevance in psychiatry
(Thursday) & family context and its adolescence and its
clinical relevance in clinical relevance
Seminar Room 3 & psychiatry
4, PG Centre, RGH
20/04/2017 M-LD-02: Introduction to LD and common M-LD-03: M-LD-06: Autism M-LD-05:
Syndromes Pharmacotherapy in LD Challenging behaviour in LD
(Thursday)

53
Seminar Room 3 &
4, PG Centre
RGH
27/04/2017 M-BN-05: Cerebral physiology and its relevance M-BN-07: Physiology of sleep & arousal and its M-BN-13: Basic concepts and techniques in
to neurodevelopmental models of psychiatric relevance in psychiatry molecular genetics
(Thursday) disorders
Seminar Room 3 &
4, PG Centre, RGH
May 2017

11/05/2017 M-LD-04: Psychopathology in LD M-LD-08: LD and the M-LD-01: Service M-LD-07: Physical Disorders in LD
Law frame work in LD
(Thursday)

Seminar Room 3 &


4, PG Centre
RGH
18/05/2017 M-BN-14: Genetics of Psychiatric Disorders M-BN-12: M-PS-W: Psychology
Neuropathology of HIV &
(Thursday) brain disease M-HD-W: Human Development
Modules Tutorial
Seminar Room 3 &
4 PG Centre, RGH
25/05/2017 M-FP-02: Crime and Mental Illness M-FP-04: The principles M-FP-03: Psychiatry and Criminal Justice M-FP-06: The use of
and process of violence System: the working interface psychiatric defences
(Thursday) risk assessment and medicolegal report
writing
Seminar Room 3 &
4, PG Centre
RGH
June 2017

05/06/2017 GPS Training GPS Training

(Monday) CT1s CT2s

54
Seminar room 3,
Cochrane Building
08/06/2017 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 M-AD-02: The epidemiology, aetiology, M-AD-05: Motivational M-AD-03: The epidemiology, aetiology, M-FP-04: Key aspects
assessment & management relating to alcohol interviewing in assessment & management relating to in diagnosis and
(Thursday) abuse/ addiction psychiatry psychoactive substances abuse/ management of
dependence Dependence patients with dual
Seminar Room 3 & (diagnosis) disorders
4, PG Centre
RGH
22/06/2017 MOCK EXAM - CT1s MOCK EXAM - CT2 (CT3-if they wanted to appear)

(Thursday)
Seminar Room 3 &
4, PG Centre
RGH
06/07/2016 CASC - MOCK Exam

(Thursday) (from 9:00 am to 4:30 pm)

(Dr O Minhas and Team)


Sports and Social
Club, UHW CF14
4XW

55
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 M-SD-W: Incorporating topics (especially for CT1s, GPs, FY2 etc) from this module into the local induction program,
(as planned at each Core Psychiatry Skills besides providing a brief introduction to MRCPsych course LEP Component, like;
UHB) Development
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 Week-1; beginning M-SD-W: M-SD-02: Risk assessment in TEP: Preferably by CT1/GP/FY2, CME lectures/
2016 from 05/09/2016 Core Psychiatry Skills psychiatry in various clinical up to 4, each 15 minutes, Balint-CBD groups/
Development contexts Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

Week-2; beginning M-SD-03/05: Cognitive and JCP: Preferably by CT2/CT1, up CME lectures/
from 12/09/2016 capacity assessment in general to 3, each 20 minutes, Balint-CBD groups/
but in particular in elderly Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

Week-3; beginning M-SD-08: Informed consent to CME lectures/ CME lectures/


from 19/09/2016 treatment like ECT Balint-CBD groups/ Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/ Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity - Any other local learning activity

56
Week-4; beginning M-SD-07: Physical assessments CS: By CT1 and CT2, up to 2-3, CME lectures/
from 26/09/2016 in psychiatry each 20-30 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

October 2016 Week-1; beginning M-CS-W: M-CS-01-2: Classification TEP: Preferably by CT1/GP/FY2, CME lectures/
from 03/10/2016 Classification and systems and bio-psycho-social up to 4, each 15 minutes, Balint-CBD groups/
assessment in aetiological model of Hot Audit/Sr Psychiatrist mtg/
psychiatry assessment in psychiatry Any other local learning activity

Week-2; beginning M-OA-W: M-OA-10: Service framework in TEP: up to 2, each 15 minutes, CME lectures/
from 10/10/2016 Old age psychiatry old age psychiatry & JCP: up to 1, Preferably by Balint-CBD groups/
CT2/GP/FY2, Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-3; beginning M-PH-W: M-PH-07: Psychotropic drug JCP: Preferably by CT1/GP/FY2, CME lectures/
from 17/10/2016 Psychopharmacology interactions or reactions up to 3, each 20 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

November 2016 Week-1; beginning M-OA-W: M-OA-07: Anxiety/adjustment CS: Preferably by CT2, up to 2-3, CME lectures/
from 07/11/2016 Old age psychiatry disorders in elderly each 20-30 minutes, chaired by Balint-CBD groups/
SG/SpR/Consultant, choosing Hot Audit/Sr Psychiatrist mtg/
cases as suggested for the Any other local learning activity
Module
Week-2; beginning M-GA-W: M-GA-03: Anxiety Disorders and CS: By CT1 and CT2, up to 2-3, CME lectures/
from 14/11/2016 Gen adult psychiatry OCD each 20-30 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-3; beginning M-PY-W: M-PY-08: TEP: up to 2, each 15 minutes, CME lectures/
from 21/11/2016 Psychotherapy Principles of psychotherapeutic & JCP: up to 1, Preferably by Balint-CBD groups/
assessment and formulation CT2/GP/FY2, Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

57
Week-4; beginning M-GA-W: M-GA-05: Somatisation & JCP: Preferably by CT1/CT2, up CME lectures/
from 28/11/2016 Gen adult psychiatry Dissociative Disorders to 3, each 20 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

December 2016 Week-1; beginning M-PY-W: M-PY-08: CS: Preferably by CT2, up to 2-3, CME lectures/
from 05/12/2016 Psychotherapy Principles of psychotherapeutic each 20-30 minutes, Balint-CBD groups/
formulation Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning M-GA-W: M-GA-08: Psychosexual TEP: Preferably by CT1/CT2, up CME lectures/
from 12/12/2016 Gen adult psychiatry Disorders to 4, each 15 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

January 2017 Week-1; beginning M-CA-W: M-CA-01: CAMHS-service TEP: up to 2, each 15 minutes, CME lectures/
from 09/01/2017 Child and adolescent framework, principles of & JCP: up to 1, Preferably by Balint-CBD groups/
psychiatry assessment and treatment CT2/GP/FY2, Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning M-PO-W: M-PO-01-2: Principles of TEP: up to 2, each 15 minutes, CME lectures/
from 16/01/2017 Organisation of multidisciplinary service & JCP: up to 1, Preferably by Balint-CBD groups/
psychiatric services delivery/care planning in CT1/GP/FY2, Hot Audit/Sr Psychiatrist mtg/
psychiatry Any other local learning activity

Week-3; beginning M-CA-W: M-CA-04: Child abuse and CS: Preferably by CT2, up to 2-3, CME lectures/
from 23/01/2017 Child and adolescent protection each 20-30 minutes, Balint-CBD groups/
psychiatry Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

February 2017 Week-1; beginning M-PS-W: M-PS-03: Attention & JCP: Preferably by CT1/GP/FY2, CME lectures/
from 13/02/2017 Psychology information processing and its up to 3, each 20 minutes, Balint-CBD groups/
relevance to mental disorders Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

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Week-2; beginning M-CR-W: JCP: up to 3, each 20 minutes, CME lectures/ CME lectures/
from 20/02/2017 Critical review/ Preferably by CT2/GP/FY2, Balint-CBD groups/ Balint-CBD groups/
Biostats/Research Hot Audit/Sr Psychiatrist mtg/ Hot Audit/Sr Psychiatrist mtg/
methods Any other local learning activity Any other local learning activity

March 2017 Week-1; beginning M-PS-W: M-PS-07: Theories of emotion TEP: Preferably by CT1/GP/FY2, CME lectures/
from 13/03/2017 Psychology and its relevance to mental up to 4, each 15 minutes, Balint-CBD groups/
disorders Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning M-CR-W: M-CR-09: Principles and the CME lectures/ CME lectures/
from 20/03/2017 Critical review/ process of audit Balint-CBD groups/ Balint-CBD groups/
Biostats/Research Hot Audit/Sr Psychiatrist mtg/ Hot Audit/Sr Psychiatrist mtg/
methods Any other local learning activity Any other local learning activity

April 2017 Week-1; beginning M-PS-W: JCP: Preferably by CT1/GP/FY2, CS: By CT1/GP/FY2, up to 2-3, CME lectures/
from 10/04/2017 Human development up to 3, each 20 minutes, each 20-30 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning M-LD-W: M-LD-09: The principles of TEP: up to 2, each 15 minutes, CME lectures/
from 17/04/2017 Psychiatry of learning assessment and treatment in & JCP: up to 1, Preferably by Balint-CBD groups/
disability patients with LD CT2/GP/FY2, Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-3; beginning M-BN-W: M-BN-04: Basic neuronal JCP: Preferably by CT1/GP/FY2, CME lectures/
from 24/04/2017 Basic neurosciences physiology and its clinical up to 3, each 20 minutes, Balint-CBD groups/
relevance in psychiatry Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

May 2017 Week-1; beginning M-LD-W: M-LD-10: The risk assessment in CS: Preferably by CT2, up to 2-3, CME lectures/
from 08/05/2017 Psychiatry of learning patients with LD each 20-30 minutes, Balint-CBD groups/
disability Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

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Week-2; beginning M-BN-W: M-BN-06: Neuroendocrine TEP: Preferably by CT1/GP/FY2, up CME lectures/
from 15/05/2017 Basic neurosciences physiology and its disturbance to 4, each 15 minutes, Balint-CBD groups/
in psychiatric disorders Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-3; beginning M-FP-W: M-FP-01: Forensic Psychiatry CS: Preferably by CT2/CT3, up to 2- CME lectures/
from 20/05/2017 Forensic psychiatry Services Framework 3, each 20-30 minutes, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

June 2016 Week-1; beginning M-FP-W: TEP: up to 4, each 15 minutes, JCP: up to 3, each 20 minutes, CME lectures/
from 05/06/2017 Forensic psychiatry Preferably by CT2/CT3, Preferably by CT2/CT3, Balint-CBD groups/
Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity
Week-2; beginning M-AD-W: M-AD-01: The service CS: Preferably by CT2/CT3, up to 2- CME lectures/
from 12/06/2017 Substance framework, basic principles of 3, each 20-30 minutes, Balint-CBD groups/
misuse/addictions assessment and treatment in Hot Audit/Sr Psychiatrist mtg/
addiction psychiatry Any other local learning activity

Week-3; beginning M-AD-W: TEP: up to 4, each 15 minutes, JCP: up to 3, each 20 minutes, CME lectures/
from 19/06/2017 Substance Preferably by CT2/CT3, Preferably by CT2/CT3, Balint-CBD groups/
misuse/addictions Hot Audit/Sr Psychiatrist mtg/
Any other local learning activity

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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.

3.5. General guidance to College Tutors relating to ATPS (like TEP, JCP, CS etc) in LEP

61
 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.

3.6. Chair’s Feedback Form for ATPS (like TEP, JCP, CS etc) in LEP

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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:

3.7. Trainee’s Reflection Form for ATPS (like TEP, JCP, CS etc) in LEP

63
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 After

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

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