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MRCPsych Course
2016-17
Correct 31/08/2015
TABLE OF CONTENTS
1
1. Introduction 4
1.1. Course aims 4
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
C. Psychotherapy 31
D. Child adolescent psychiatry 33
E. Forensic psychiatry 36
F. Substance misuse/addictions 39
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
3
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.
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.
The course, with effect from this training year, is, therefore, intending to:
provide core trainees with a broad overview of the discipline of psychiatry while
attending to the details relevant to their current clinical practice levels as well as for
passing their MRCPsych exams
help core trainees in linking together the various elements of their learning on the
core training program
encourage core trainees in taking personal responsibility for their learning through
active participation in various learning opportunities during their core training as well
as effective self-directed learning
4
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.
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.
5
Relevance
Psychopharmacology M-PH-W
Basic neurosciences M-BN-W
These modules, especially the clinical modules, will be having, in line with the intended aims
and/or principles of the course;
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
Central Educational Program (CEP) component; will be delivered one full day,
mostly on Wednesdays or Thursdays (please see the timetable in appendix for
6
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
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
7
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
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
Attendance of core trainees, CT1s and CT2s, will be recorded, both in CEP and LEP, and
shared with relevant College Tutors in the UHBs for their ARCP process (besides being signed
off for the completion of module by the respective college tutor in the UHB).
Trainees, CT1s and CT2s, are expected to attend all the planned days/sessions as part of CEP
and LEP. If a trainee is unable to attend CEP then the reason should be logged with the
course administrator in advance (or on the day in the event of unforeseen non-attendance)
while for LEP it should be with the relevant college tutor in the UHB.
Trainees, mainly CT1s and CT2s, will need to provide their Certificates of Attendance (issued
by the Course Administrator for their attendance on each module on CEP after the trainee
has his/her module is being signed off for completion by the respective college tutor in the
UHB) at their ARCP.
8
The School of Psychiatry, in line with the Royal College guidance, expects that trainees, CT1s
and CT2s, must achieve an overall/on a whole (involving both CEP and LEP components)
course attendance level of 70% & above while at least 50% on each module (excluding GSL).
Less Than Full-Time Trainees (LTFT) are expected to attend each part of the Course over the
period of 18-24 months as adequate as per their agreed WTE.
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.
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.
10
2. COURSE MODULES
2.1. NON-CLINICAL
A. PSYCHOLOGY (M-PS-W):
Intended Learning Objectives:
To develop an adequate understanding and knowledge base in basic (and social) psychological concepts, processes and/or theories
To develop an understanding of the relevance of these basic psychological concepts, processes and/or theories to psychiatric practice
To develop a basic understanding of socio-cultural aspects relevant to psychiatry
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 × ×
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
Theories of interpersonal behaviour and the relevance to ASD & personality disorders × ×
11
Social influences and human behaviour × Social influence
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
The sociology of residential institutions The social history of mental health institutions
12
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
13
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
Basic concepts, theories and study of human development with relevance to psychiatry × ×
Early emotional development and family context and the clinical relevance × × × ×
Moral and social development and their relevance to mental illnesses Development of social competence and morals
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
15
Content and Delivery Structure:
Antidepressant drugs × ×
Antipsychotic drugs × × × ×
16
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
17
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
18
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
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
19
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
20
Neuroimaging and its applications in psychiatry × × ×
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
Transcultural psychiatry × × ×
22
Signed off by the College Tutor
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
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
24
ELIS ELIS JCP CP TEP CBD TrOn Modules/Reading list
Depressive disorders × × × ×
Bipolar disorders × × × × ×
Eating disorders × × × ×
Psycho-sexual disorders × ×
Personality disorders × × ×
Neuropsychiatric disorders × × × ×
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)
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
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
Alzheimer’s Dementia × × × ×
27
Acute Confusional state/Delirium × × ×
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
Psychodynamic/analytical therapies × × × ×
30
Other psychotherapeutic models: IPT, CAT, DBT etc × × × × ×
Family therapy × ×
ADHD × × × × ×
32
Conduct disorders × ×
Psychotic disorders × ×
Eating disorders × × ×
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
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
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
The service framework and the basic principles of assessment & management in substance misuse/addictions services × × × ×
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 × × × × ×
38
Signed off by the College Tutor
39
Suggested topics for trainee’s presentations (TEP):
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
Pharmacotherapy in LD × × × × ×
Psychopathology in LD × ×
Challenging behaviour in LD × × × ×
Autism × × × × ×
Physical Disorders in LD × ×
41
LD and the Law × ×
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
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
Measurement in Psychiatry × ×
Cohort Studies × × ×
Ecological Studies × × ×
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)
2. COURSE MODULES
45
2.3. CORE PSYCHIATRIC SKILLS DVELOPMENT (M-SD-W)
Motivational interviewing based communication skills: principles and practice in various clinical settings/contexts × × ×
Cognitive assessment ×
Assessment of capacity ×
CASC skills × ×
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 ATPS:
To write psychiatric report under consultant supervision for patients der detention for the purpose of manager’s hearing, MHRT etc
47
3. APPENDIX
Topic:
Lecturer:
Date:
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
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
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 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
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)
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
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)
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)
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
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
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
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
58
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
59
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
60
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
62
Date: ________________________
Module Link:
Name of Trainee:
1. Strongly disagree 2. Disagree 3. Neither agree or disagree 4. Agree 5. Strongly agree 6.NA
Feedback
3.7. Trainee’s Reflection Form for ATPS (like TEP, JCP, CS etc) in LEP
63
Date: ________________________
Chair:
Please reflect the learning session as below;
64