Study Guide
Department of Psychiatry
Psychiatry and Social Dysfunction
2025
Block chair:
Prof N Khamker
Co-chair:
Dr Z. Tsolekile- DeWet
Module code: GNK 581
© 2023 University of Pretoria
Table of Contents
1. Module Calendar
1
1.1 Theoretical Contact Sessions and weekly timetable
1
2. Introduction
7
2.1. Welcome ............................................................................................................................. 7
2.2. Educational approach
7
2.3 Learning in the Discipline
8
2.4 Absence
8
2.5 Professional integrity and Honesty
9
3. Administrative information
9
3.2 Study material and purchases .............................................................................................. 11
∙
ACCESS TO THE WEB PAGE
11
4. Module information
11
4.1 Purpose of the module ........................................................................................................ 11
4.2 Articulation with other modules in the programme ............................................................. 12
4.3 Learning presumed to be in place ....................................................................................... 12
4.4. Overall competencies/module outcomes ............................................................................ 13
4.5 Module overview & structure ............................................................................................. 14
4.6 Credit map .......................................................................................................................... 43
4.7 Assessment opportunities ................................................................................................... 43
4.8 Administration regarding assessment results ....................................................................... 45
4.9 End of semester examinations and Promotion ..................................................................... 45
5. General Academic Regulations and Student Rules………………………………………………………………….49
● 1. Module Calendar
● 1.1 Theoretical Contact Sessions
All lectures (contact sessions) will take place on campus. Lectures will take place in Tswelopele room 4 unless otherwise specified.
MONDAY
13/01
13/01/2025
17/01/2025
TUESDAY
14/01
Orientation
WEEK 1
14:00-14:30
14:30-15:00
Prof N Khamker
Dr Z Tsolekile-De Wet
Psychiatric symptoms & signs
Dr MP Nkondo-Ndaba
15:00-15:30
15:30-17:00
20/01/2025
24/01/2025
WEEK 2
14:00-15:00
15:00-15:30
15:30-16:00
16:00-17:00
WEDNESDAY
15/01
Assessment & diagnostic
classification
Dr Z Tsolekile -DeWet
Schizophrenia spectrum & other
psychotic disorders
Prof N Khamker &
Dr Z Tsolekile-DeWet
THURSDAY
16/01
Schizophrenia spectrum & other
psychotic disorders
Pharmacotherapy:
Antidepressants
Substance related & addictive
disorders
Dr AUD Sibanyoni
Prof N Khamker &
Dr Z Tsolokile-DeWet
Psychiatric disorders due to other
medical conditions
Dr M Joubert
20/01
Depressive disorders
Dr D Naicker
FRIDAY
17/01
Neurocognitive disorders
Prof C Kotze
21/01
22/01
Bipolar & related disorders
Dr D Naicker
Depressive disorders in children
Prof D van der Westhuizen/
Dr W Botha
Pharmacotherapy: Mood Stabilisers
Electroconvulsive therapy
Dr AUD Sibanyoni
23/01
Progress Test
Computer labs
(13:30-16:30)
24/01
Suicide and family murders
Dr T.Palliweni-Zwane
Sleep-wake disorders
Dr M Joubert
Prof G Lippi
Prof Lippi
27/01/202531/01/2025
1
03/02/202507/02/2025
WEEK 3
14:00-14:30
15:00-17:00
MONDAY
03/02
Progress test feedback
Prof N Khamker
Dr Z Tsolekile De Wet
TUESDAY
04/02
Anxiety disorders
Prof PM Joubert/
Dr KB Mogase/
Dr L Mgweba-Bewana
Anxiety disorders
WEDNESDAY
05/02
Anxiety disorders in children:
Separation anxiety disorder
Prof D van derWesthuizen/
Dr W Botha
10/02
11/02
Obsessive-compulsive & related
disorders
Prof PM Joubert/
Dr KB Mogase/
Dr L Mgweba-Bewana
12/02
10/02/202514/02/2025
WEEK 4
14:00-14:30
The aggressive person
Dr MP Nkondo-Ndaba
Dissociative disorders
Prof C. Krüger
Public health: Mental illness
epidemiology
15:00-16:00
Personality disorders
Prof PM Joubert/
Dr KB Mogase/
Dr L Mgweba-Bewana
THURSDAY
06/02
Trauma- & stressor-related disorders
Prof PM Joubert/
Dr KB Mogase/
Dr L Mgweba-Bewana
13/02
14/02
Intellectual Disability
Dr TG Magagula
The Mental Health Care Act & other
related issues
Prof FB Sokudela
Public health: Mental health
promotion & policy
Prof FB Sokudela
TUESDAY
18/02
Interviewing skills &
psychoeducation
Ms TGN Mtetwa
Dr I Swanepoel
Ms M Fernihough
(A-Mo)
WEDNESDAY
19/02
Interviewing skills &
psychoeducation
Ms TGN Mtetwa
Dr I Swanepoel
Ms M Fernihough
Autism spectrum disorders
Dr TG Magagula
16:00-17:00
WEEK 5
14:00-16:00
16:00-17:00
Discussion of Block Test
Prof N Khamker/
Dr Tsolekile De Wet
Dr Phashe
Prof C Krüger
17/02/202521/02/2025
FRIDAY
07/02
Somatic symptom & related
disorders
Prof PM Joubert/
Dr KB Mogase/
Dr L Mgweba-Bewana
MONDAY
17/02
Feeding & eating disorders in
childhood & adolescence
Dr T Moeketsi
Cognitive Behavioural therapy
Prof G Grobler
Ethics of psychiatry
Prof CW van Staden &
Prof G Grobler
(Mp-Z)
Attention deficit hyperactivity
disorder (ADHD)
Prof D vdWesthuizen/
Dr T Moeketsi
THURSDAY
20/02
FRIDAY
21/02
SELF-STUDY
BLOCK TEST
(Computer Labs, Prinshof Campus)
(Mp-Z)
Ethics of psychiatry
Prof CW van Staden &
Prof G Grobler
(A-Mo)
2
Details of daily timetables
WEEK 1
PSYCHIATRIC SYMPTOMS & SIGNS
TIME
14:30 - 17:00
MONDAY 13/01
Psychiatric symptoms & signs.
ASSESSMENT & DIAGNOSTIC CLASSIFICATION
TUESDAY 14/01
Psychiatric assessment of adults.
DSM 5 diagnosis.
Psychiatric assessment of children & adolescents.
Diagnostic classification.
PSYCHIATRIC DISORDERS DUE TO OTHER MEDICAL CONDITIONS
TIME
14:00 - 16:00
TUESDAY 14/01
Discussion of HIV & psychiatry.
Discussion of Psychiatric conditions due to medical conditions.
Case studies about psychiatric conditions due to medical conditions
SCHIZOPHRENIA SPECTRUM AND OTHER PSYCHOTIC DISORDERS
TIME
14:00 - 17:00
WEDNESDAY 15/01
Introduction; diagram of symptomatology
of schizophrenia; core questions about
patients with schizophrenia; discussion of
typical and atypical antipsychotics.
neuroleptic induced movement disorders.
THURSDAY 16/01
The role of the general practitioner in
the management of a patient with
schizophrenia; discussion of other
schizophrenia spectrum disorders;
discussion about other schizophrenia
spectrum disorders.
SUBSTANCE-RELATED AND ADDICTIVE DISORDERS
TIME
14:00-15:30
FRIDAY 17/01
Substance use disorders; substance intoxication; substance withdrawal; substance
induced disorders.
Evaluation; psychoeducation & emergency management
NEUROCOGNITIVE DISORDERS
TIME
FRIDAY 1/01
15:30 – 17:00
Neurocognitive Disorders.
WEEK 2
DEPRESSIVE DISORDERS, BIPOLAR DISORDERS & RELATED TOPICS
TIME
14:00
15:00
15:30-17:00
MONDAY 20/01
Major depressive disorder
(MDD). Clinical picture,
DSM 5 criteria, aetiology,
epidemiology.
General guidelines for
management of MDD.
Persistent depressive disorder;
premenstrual dysphoric disorder;
substance/medication-induced
depressive disorder and
depressive disorders due to
another medical condition
Pharmacotherapy
Antidepressants
of
MDD:
TUESDAY 21/01
Bipolar & related
disorders: Clinical
picture, DSM 5 criteria,
aetiology,
epidemiology.
Guidelines for
management of
bipolar & related
disorders.
Pharmacotherapy of
Bipolar Disorder: Mood
stabilizers
WEDNESDAY 22/01
Depressive disorders in
children: Major depressive
disorder
Electroconvulsive therapy
DISSOCIATIVE DISORDERS
TIME
14:00 – 15:30
FRIDAY 24/01
Dissociative disorders.
SLEEP-WAKE DISORDERS
TIME
16:00 – 17:00
FRIDAY 24/01
Sleep-wake disorders.
WEEK 3
ANXIETY DISORDERS
MONDAY 03/02, TUESDAY 04/02
(14:30 - 17:00)
Introduction;
Handing out of workbooks;
Anxiety disorders.
WEDNESDAY 05/02
(14:00-15:00)
Anxiety disorders in children & adolescents –
separation anxiety disorder.
OBSESSIVE-COMPULSIVE AND RELATED DISORDERS
TIME
15:00 – 17:00
WEDNESDAY 05/02
Obsessive-compulsive and related disorders.
TRAUMA - AND STRESSOR-RELATED DISORDERS
TIME
14:00 – 17:00
THURSDAY 06/02
Trauma - and stressor-related disorders.
4
SOMATIC SYMPTOM AND RELATED DISORDERS
TIME
14:00 – 17:00
FRIDAY 07/02
Somatic symptom and related disorders.
WEEK 4
THE AGGRESSIVE PERSON
TIME
14:00 – 15:00
MONDAY
10/02
The aggressive person; causes and management.
PERSONALITY DISORDERS
TIME
15:00 – 17:00
MONDAY 10/02
What is a personality disorder?
How do personality disorders develop?
Defence mechanisms associated with various personalities
Personality traits vs personality disorders
Overview of personality disorders
Managing personality pathology appropriately in a general practitioner context
SUICIDE THE MENTAL HEALTH CARE ACT & OTHER RELATED LEGAL ISSUES
TIME
14:00-15:00
TUESDAY 11/02
Suicide and Family Murders
15:00 – 17:00
Overview Of legislation with reference to psychiatric issues;
An interactive discussion on:
● The management of a person with symptoms resembling mental illness in
terms of the Mental Health Care Act No 17 of 2002 and the Regulations.
● The admission & management of a Mental Health Care User in
terms of the Mental Health Care Act No 17 of 2002 and the Regulations.
PUBLIC HEALTH
TIME
WEDNESDAY 12/02
14:00 – 15:30
Mental illness epidemiology:
Epidemiology of common psychiatric disorders.
Global burden of disease due to mental illness.
Disease frequency & prevalence.
Measures of association.
Mental health promotion & policy
Promotion of mental health.
Mental health & related policies.
15:30 - 17:00
INTELLECTUAL DISABILITY
TIME
14:00 – 15:30
THURSDAY
13/02
Intellectual disability;
case presentation.
AUTISM SPECTRUM DISORDERS
5
TIME
15:30 – 17:00
TIME
15:30 – 17:00
THURSDAY
13/02
Autism spectrum disorders;
case presentation.
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
FRIDAY
14/02
Attention deficit hyperactivity disorder (ADHD);
case presentation.
WEEK 5
FEEDING AND EATING DISORDERS IN CHILDHOOD AND ADOLESCENCE
TIME
14:00 - 15:30
15:30-17:00
MONDAY
17/02
Anorexia nervosa; bulimia nervosa;
binge-eating disorder;
avoidant/restrictive food intake disorder;
case presentation.
Cognitive Behavioural Therapy (CBT)
ETHICS OF PSYCHIATRY & INTERVIEWING SKILLS & PSYCHO-EDUCATION
TUESDAY 18/02
WEDNESDAY 19/02
(14:00 – 17:00)
(14:00-17:00)
Interviewing skills;
Interviewing skills;
Psycho-education.
Psycho-education.
TUESDAY 18/02
WEDNESDAY 19/02
(14:00 – 17:00)
(14:00-17:00)
Problem cases 1-5 for group discussion.
Problem cases 1-5 for group discussion.
6
● 2. Introduction
2.1. Welcome
Dear student, welcome to Block 15 and the Department of Psychiatry. We trust that students’
experience of the block and rotation within the Department will be a fruitful, insightful and enriching
learning experience.
The purpose/aim/objective of this block is to introduce concepts of mental illness so as to enable
students to skilfully and competently manage a patient with a psychiatric disorder.
Despite psychiatry having evolved into a highly sophisticated branch of medicine, it remains a
discipline that deals holistically with the person behind the illness or disorder. Psychiatry has made
major advances over the past decades. This is reflected in the HPCSA’s recognition of psychiatry as
the fifth major clinical specialty.
It is now generally agreed, all over the world, that psychiatry should occupy a major position in the
medical curriculum. There are three reasons for this :(1)
●
Psychiatry’s generalised approach stresses the unity of body and mind;
●
Skills learned in psychiatry are useful to all medical practitioners;
●
Psychiatric problems are common among patients seen by doctors working in all disciplines of
medicine.
In primary care, a quarter to a third of all disorders are of a psychiatric nature. These patients often
present with physical symptoms. Taking into account the limited number of psychiatrists available
in South Africa, as well as the population density, all future doctors should know more about
psychiatric problems. At present a high proportion of these disorders are not identified or are
mismanaged, leading to considerable distress, disability and wasteful expenditure.
(1) Sartorius N, Costa de Silva A. Core curriculum in psychiatry for medical students. Medical Education 1999;33:204-211.
● 2.2. Educational approach
This Block employs blended and hybrid teaching, learning and assessment approaches. Every contact
session (theoretical, skills, clinical site), on-line tasks, case studies contribute to your professional
development and learning. Whilst the theoretical sessions and logbook covers a major part of the
syllabus, this is by no means exhaustive. As an adult student, you are expected to supplement the
teaching and learning with additional resources. You will have to apply and integrate your previous
and newly gained knowledge into theory and practice. The entire focus will be on an authentic learning
experience, and you will take ownership of your own learning.
Online teaching and learning: Continuous student engagement in the online environment is essential
for successful learning. Although it is understandable that circumstances may not always be always
conducive for student engagement, it remains your responsibility as a student to ensure continuous
engagement in this module.
7
● 2.3 Learning in the Discipline
As a mature and responsible student, we expect that you will actively participate in your own learning.
This implies that you will prepare for and attend all contact sessions (face-to-face or virtual). That you
will participate in and contribute to class discussions and group activities and where tutorials have
been arranged, attend those sessions as well.
Preparation expected of you will vary depending on the type of session and the content that we will
discuss. It is therefore of the utmost importance, that you look at your study units (nr 18) and prepare
accordingly.
Important: It is your responsibility to ensure that you have access to a device (preferably a laptop) and
data to attend online sessions, engage with the content and complete the required activities and
assignments. Please click here for more information.
The theoretical component of the block will be presented face-to-face, therefore preparation for class
is vital. This encourages student engagement and interaction with content, peers, and lecturers.
Quality instruction requires students to come to classes prepared, as this enables teaching to build
actively on common prior knowledge.
As a future doctor and (we believe) 2026 UP-graduate, we expect certain professional and ethical
behaviour from you as a student. Professionalism is embedded in who you are and forms part of your
clinical assessment. This includes empathy towards your patients as well as respect towards
patients/clients and their family members, lecturers, and fellow students. We therefore expect a
professional appearance (dress code) or uniform that is appropriate and respectful towards the
patients and the community while adhering to infection control and occupational health and safety
protocols. Students MUST wear a nametag while in uniform and in the clinical environment.
Familiarize yourself with the Patients’ Rights Charter and the Batho Pele Principles.
● 2.4 Absence
Attendance to all theoretical teaching sessions is strongly recommended. Interpersonal and ethical
skills sessions are practical sessions and attendance is therefore, along with all activities during your
practical rotation, compulsory as per policy of the Health Professions Council of South Africa (HPCSA).
The Department of Psychiatry enforces the policy of the School of Medicine about students not
completing an entire training block. The School of Medicine does not support missing days or block
activities for personal reasons that do not have the support of the School of Medicine.
Any under-graduate student who misses a day of the block must provide a reason.
Students must contact the Department to obtain explicit advance approval for any planned absence
from the block/rotation. Legitimate reasons for absence include illness (with a medical certificate),
family death (with proof provided) or attendance at a sanctioned (by the Chair of the School of
Medicine) congress, academic meeting, sporting event or leadership course.
Unanticipated absences for illness or emergency must be communicated to the Department (see
contact details below) and the group leader as promptly as possible. Students must also hand-in or
send a sick certificate within 72 hours of the illness to:
Mrs.H.A.Fourie
Department of Psychiatry, Weskoppies Hospital, Auditorium Building, Room 1.13
(012) 319 9720
erna.fourie@up.ac.za
If students are unable to complete a block, if more than 20% of the block is missed, they must return
at the stipulated time as indicated by the University to redo the entire block.
If students are absent for more than two days for any reason during the rotation, they will be required
to make up missed time. It is your responsibility to view the recording (if available), submit activities
8
and/or catch up on any theoretical work or clinical skills missed because of your absence. It is also
your responsibility to arrange for a suitable time to complete the missed skills workshop.
● 2.5 Professional integrity and Honesty
You are now a member of the healthcare profession and therefore, in line with our profession’s Code
of Conduct, the expectations of honesty and integrity for you as an individual are extremely high.
Any unethical behaviour, copying or cheating will be dealt with according to the University’s
disciplinary policies and procedures.
On the first day of the rotation in the Department students will be given a logbook with which they
must monitor their attendance of activities by getting signatures to prove attendance. Note: forging
of signatures is a criminal offence. Please note that only the student may make entries into his/her
logbook – any other handwriting in the logbook will be considered fraudulent. The person testing
you in the specific skill or chairing the session you are attending is the person who must sign the
logbook.
A registrar at Weskoppies Hospital may, for example, not sign off a session at one of the private
hospitals. It is strongly recommended that the skills be signed off immediately as facilitators are
often unavailable when needed later.
Please Note: Specimen signatures are collected from all those who are permitted to sign the
logbooks. When a logbook is evaluated, signatures in the logbook will be assessed. Unfortunately,
this elaborate system is necessary to detect forged signatures. Disciplinary steps will be taken against
students whose logbooks contain forged signatures, as per the regulations of the University.
● 3. Administrative information
Please consult this study guide AND the ClickUp-page, should you need any information regarding
contact details or class-schedules.
Please contact the administrative assistant, Mrs. Erna Fourie for any enquiries. If she is not available
for any reason, the departmental administrator, Mr. Stephen James may be contacted. Both Mrs.
Fourie and Mr. James have offices at Weskoppies Hospital, Auditorium Building. If an issue cannot be
resolved via this route, the relevant lecturer may be contacted during office hours.
3.1 Staff
Department
Name
Psychiatry
Erna Fourie
Psychiatry
(Administrative Assistant
Stephen James
Telephone
Email
(012) 319 9720 erna.fourie@up.ac.za
972099979720
(012) 319 9755 stephen.james@up.ac.za
9755
9
BLOCK CHAIR & LECTURING STAFF 2022
DEPARTMENT
Department of Psychiatry
Public Health Medicine
LECTURER
Prof FB Sokudela
(Head
of
Department
Psychiatry)
Prof N Khamker
(Block Chair)
Dr Z Tsolekile-DeWet
(Co-chair)
Dr AUD Sibanyoni
Dr T Moeketsi
Prof GP Grobler
Dr M Joubert
Prof PM Joubert
Prof C Kotzé
Prof C Krüger
Prof G Lippi
Dr TG Magagula
Dr K Mogase
Dr L Mgweba-Bewana
Dr MP Nkondo-Ndaba
Dr T Palliweni-Zwane
Prof D vd Westhuizen
Dr W Botha
Dr D Naicker
Prof CW van Staden
Ms TGN Mtetwa
Dr I Swanepoel
Ms M Fernihough
Dr Phashe
TELEPHONE
(012) 319-9720
ADDRESS
Weskoppies Hospital
E-MAIL ADDRESS
erna.fourie@up.ac.za
(012) 319-9811
Weskoppies Hospital
erna.fourie@up.ac.za
(012-319-9720)
Weskoppies Hospital
tsolekiledewet@gmail.com
(012) 319-9720
(012-319-9720)
(012) 354-3191
(012) 319-9722
(012) 3199744
(012) 319-9878
(012) 319-9720
(012) 319-9842
(012) 319-9720
(012) 319-9720
(012) 319-9720
(012 319-9720)
(012) 319-9720
(012) 319-9720
(012 354-3191)
(012 354-3191)
(012) 319-9720
(012) 319-9762
(012) 319-9805
(012) 319-9778
(012) 356-3264
Weskoppies Hospital
Weskoppies Hospital
Steve Biko Academic Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Weskoppies Hospital
Steve Biko Academic Hospital
Steve Biko Academic Hospital
Weskoppies Hospital
Weskoppies: Psychology Division
Weskoppies: Psychology Division
Weskoppies: Psychology Division
School of Health Systems & Public Health
erna.fourie@up.ac.za
tshepisom@moeketsione.co.za
sbahpsychiatry@gmail.com
drmarindajoubert@gmail.com
pierre.joubert@up.ac.za
carla_kotze@yahoo.com
christa.kruger@up.ac.za
gian.lippi@up.ac.za
gladys30200@yahoo.com
kmogase@live.co.za
lihle.mgweba-bewana@up.ac.za
mp.nkondo@gmail.com
erna.fourie@up.ac.za
erna.fourie@up.ac.za
sbahpsychiatry@gmail.com
sbahpsychiatry@gmail.com
werdie.vanstaden@up.ac.za
mtetwathandazile@gmail.com
info@ispractice.co.za
melissa.fernihough@up.ac.za
10
3.2 Study material and purchases
The PowerPoint lectures (where appropriate) as well as all the recorded Blackboard Collaborate
sessions will be posted on ClickUp. Note that PowerPoints contain only the essential and basic
information and do not replace the contact session or your prescribed material.
Copyright, fair use and infringements: Please remember that all content created by the lecturer
(including PowerPoint presentations and online recordings) are the legal property of the University of
Pretoria and are for your personal use (as a student). When you access the content, you agree per
implication to NOT share or distribute it. Transgression of this privilege will be dealt with according to
UP-policy.
A list of prescribed and recommended textbooks as well as journal articles, protocols and guidelines
that you will need, are published on ClickUP and listed under each study Unit. However, the primary
textbook (that we will use most often) is:
i.
●
OPTIONAL STUDY MATERIAL
i.
ii.
●
Burns J, Roos JL. editors. South African Textbook of Psychiatry. 2nd ed. Cape Town.
Oxford University Press; 2015.
Baumann SE. editor. Primary Care Psychiatry: A practical guide for southern Africa.
2nd ed. Cape Town: Juta; 2014.
Sadock BJ, Sadock VA, Ruiz P. editors. Kaplan & Sadock’s synopsis of psychiatry:
behavioural sciences/clinical psychiatry. 11th ed. Philadelphia. Wolters Kluwer; 2015.
ACCESS TO THE WEB PAGE
URL: http://www.library.up.ac.za/health/blocks/block15/block15.htm
● 4. Module information
4.1 Purpose of the module
Block 15 is a block devoted to mental illnesses – How do they present? How are they evaluated? How
are they diagnosed? How are they categorized? How are they managed and treated? What is the
effect of mental illnesses on families and communities?
The purpose/aim/objective of this block is to introduce concepts of mental illness so to enable
students to skilfully and competently manage a patient with a psychiatric disorder.
Despite psychiatry having evolved into a highly sophisticated branch of medicine, it remains a
discipline that deals holistically with the person behind the illness or disorder. Psychiatry has made
major advances over the past decades. This is reflected in the HPCSA’s recognition of psychiatry as
the fifth major clinical specialty.
It is now generally agreed, all over the world, that psychiatry should occupy a major position in the
medical curriculum. There are three reasons for this :(2)
● Psychiatry’s generalised approach stresses the unity of body and mind;
●
Skills learned in psychiatry are useful to all medical practitioners;
●
Psychiatric problems are common among patients seen by doctors working in all disciplines of
medicine.
In primary care, a quarter to a third of all disorders are of a psychiatric nature. These patients often
present with physical symptoms. Taking into account the limited number of psychiatrists available
in South Africa, as well as the population density, all future doctors should know more about
psychiatric problems. At present a high proportion of these disorders are not identified or are
mismanaged, leading to considerable distress and disability.
This block/module has been designed to align with the outcomes expected/stipulated for a
Bachelor of Medicine and Surgery (MBChB) degree by the South African Qualifications Authority
(SAQA) (http://allqs.saqa.org.za/showQualification.php?id=5557). Furthermore, the block/module
incorporates many of the core competencies as are set out by the CanMEDS framework that
describes the abilities physicians require to effectively meet the health care needs of the people
they serve (http://canmeds.royalcollege.ca/en/framework). This alignment with the SAQA
outcomes and CanMEDS core competencies are within the context of training/teaching in the field
of psychiatry.
On completion of this block a student should have gained the knowledge & skills to properly evaluate,
diagnose, treat and manage patients with various psychiatric disorders.
(2) Sartorius N, Costa de Silva A. Core curriculum in psychiatry for medical students. Medical Education 1999;33:204211.
This study guide contains all information regarding the format and expectations for the next 5 weeks.
It includes the weekly timetables, contact details and learning outcomes that students have to meet.
Students must please consult their study guide on a daily basis and use it when preparing for a contactsession. (virtual or face-to-face).
A wide range of topics will be covered during the 5-week period (refer to 5-week grid). This block has
been developed according to the South African Qualifications Authority (SAQA) critical outcomes
based education.
4.2 Articulation with other modules in the programme
This block draws on students’ knowledge of anatomy, physiology, embryology, pharmacology and
from certain blocks where the content taught is closely related to that of this block – for example,
Block 2. Students are referred to content taught, and knowledge acquired in previous blocks and
activities, since this block builds on that which has been taught and learned. For every study unit in
the study unit section, students are referred to previously completed specific blocks and activities
where their content is closely related to that of the specific study unit being taught in this block. It is
the students’ responsibility to ensure that they are familiar with the content. Contact-time cannot
be used to revise work that has already been covered.
4.3 Learning presumed to be in place
The educational objectives of Block 15 are described under the headings of ‘Knowledge’, ‘Skills’ and
‘Attitudes’:(3)
Knowledge objectives:
These include knowledge of psychiatric symptoms and syndromes, psychological aspects of medical
disorders and psychosocial issues, including stigmatisation. Psychiatric symptoms and syndromes and
their treatment are taught and learned in the context of an integrated biological, psychological and
social approach.
Skills objectives:
The skills required by medical students range from those with which they only need to be fimiliar with
(in the sense of being aware that they are practised by others, like dynamic psychotherapy), to those
skills which students should be able to perform by themselves, like examination of the mental state.
Attitude objectives:
The acquisition of appropriate attitudes is of primary importance in practising medicine. Most of the
attitudes listed below have been emphasised in previous blocks, but should be translated into
corresponding action as you near the end of the curriculum.
Attitudes concerned with medical practice in general.
Students should:
● Recognise that the profession of medicine requires lifelong learning;
●
Show capacity for critical thinking and constructive self-criticism;
●
Be able to tolerate uncertainty and be open minded to the views of others;
●
Be able to work constructively with other health professionals.
Attitudes towards patients and their families.
Students should:
● Respect patients and understand their feelings;
●
Recognise the necessity of good doctor-patient relationships;
●
Appreciate the value of the developmental approach to clinical problems emphasising the stages
of the life cycle and longitudinal perspective of illness;
●
Recognise the importance of the family and the wider environment of the patient.
Attitudes towards psychiatry as a medical discipline
Students should:
● Recognise the value of psychiatry as a medical discipline;
●
Integrate humanistic, scientific and technological aspects of knowledge of psychiatry;
●
Recognise the importance of the promotion of mental health and the prevention of psychiatric
disorders.
(3) Metz, TJ, Stoelinga, GBA, Pels Rijcken, EH & Van den Brand. 1994. Training of doctors in the Netherlands: objectives of
undergraduate medical education. University of Nijmegen.
4.4. Overall competencies/module outcomes
The learning outcomes and associated assessment criteria that you need to reach are specified below
and include learning outcomes per study unit, your preparation as well as your learning activities. It
is imperative that you do not fall behind, but that you stay on schedule.
Core concepts in psychiatry include the history taking and mental state examination of the psychiatric
patient; psychiatric symptoms and signs; interpersonal skills and psychoeducation; and ethics related
to psychiatry – all of which are formally covered during the afternoon lecture programme, either
through lectures or practical sessions. Terminology unique to psychiatry is summarised in a glossary
in the prescribed textbook. Some of these terms are explained in more detail during the lecture on
psychiatric symptoms and signs.
4.5 Module overview & structure
Unit overview: Psychiatric symptoms and signs
Module
outcome(s)
aligned
with this
unit
Psychiatric
symptoms
and signs
Unit objective (assessment
criteria)
Prepare
Engage
Consolidate
Materials/ resources
Describe the psychiatric
Read the section on
Attend the in-person lecture on
Answer the single
Prescribed textbook-
symptoms and signs related to
depressive disorders in
the topic, engage in topic
best answer
Burns J, Roos JL. South
general behaviour and
prescribed textbook:
discussion and seek clarification
questions in the
African Textbook of
psychomotor activity,
“Textbook of Psychiatry,
where necessary.
augmentative
Psychiatry 2nd ed. Cape
Define mood and affect
Burns/Louw” Chapter 7
study material that
Town. Oxford University
and relevant definitions in
is on Click-UP
Press; 2015.
Understand the terms used to
define mood and affect.
glossary section
Additional material:
Boland R, Verduin ML,
Understand the concepts of
Ruiz P editors. Kaplan &
thought flow and thought form
amp; Sadock’s synopsis of
Define the abnormalities in
psychiatry: 12th ed.
thought form
Study material on the
Describe symptoms related to
topic, available on Click15
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
perceptions
UP
Powerpoint slides
Unit overview: Assessment & diagnostic classification
Module
outcome(s)
aligned with
this unit
Overview of the
Assessment of
psychiatric
disorders &
diagnostic
classification
according to the
DSM 5 - TR
Unit objective (assessment
criteria)
Describe & demonstrate understanding of
different components of a full psychiatric
evaluation which include:
● Initial greeting & observation
● Demographics
● History
● Mental status examination
● Physical examination
● Special investigations
● Summary
● Diagnosis
● Sources of collateral information
Prepare
Engage
Read the sections on
assessment &
diagnostic
classification in
Chapters 2, 7, 8 & 9 of
the prescribed
textbook - Burns J,
Roos JL. editors. South
African Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
Attend the face to
face lecture on the
topic. Engage in
topic discussion and
seek clarification
where necessary
Consolidate
Answer the single
best answer (SBA)
and short answer
questions
Demonstrate knowledge and understanding
of how psychiatric diagnosis are made
according to the Diagnostic and Statistical
Manuel of Mental Disorders (DSM 5)
Materials/ resources
Prescribed textbook Burns J, Roos JL. editors.
South African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Additional material:
Boland R, Verduin ML,
Ruiz P. editors. Kaplan &
Sadock’s synopsis of
psychiatry: 12th ed.
Wolters Kluwer; 2022.
Study material on the
topic, available on ClickUP:
PowerPoint slides
16
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Psychiatric disorders due to other medical conditions
Module
outcome(s)
aligned with this
unit
Psychiatric
disorders due to
other Medical
conditions
Unit objective (assessment
criteria)
●
●
●
●
●
Students should have
the ability, knowledge
and skills of the
following:
DSM 5 criteria for all
psychiatric disorders
due to other medical
conditions.
Signs in the psychiatric
evaluation that will
prompt this diagnosis.
Most common medical
conditions that can
cause psychiatric
symptoms.
Principles of managing
Prepare
Engage
Lecture notes
available on click up
prior to the lecture.
Formal lecture
Articles available on
click up.
Consolidate
Progress test.
A case study will be
available on click in the
form of a mock test.
Materials/ resources
Lecture notes available on
click up prior to the lecture.
Articles available on click up.
Read the relevant chapters in
the prescribed textbook
Read the relevant
chapters in the
prescribed
textbook.
17
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
psychiatric disorder due
to other medical
conditions.
Unit overview : Schizophrenia spectrum & other psychotic disorders
Module outcome(s)
aligned with this
unit
Unit objective (assessment criteria)
Delusional disorder
●
Brief psychotic
disorder
●
Schizoaffective
disorder
●
Schizophreniform
disorder
●
Schizophrenia
Psychotic disorder
due to AMC
Substance/mediation
induced psychotic
disorder
●
Know the DSM 5 - definitions & criteria of
Schizophrenia spectrum & other psychotic
disoders.
Diagnose Schizophrenia spectrum & other
psychotic disorders.
Formulate a differential diagnosis of
Schizophrenia Spectrum & other psychotic
disorders.
Describe the diagnostic markers associated
with Schizophrenia spectrum & other
psychotic disorders.
Compare different schizophrenia spectrum
and other psychotic disorders (ie
distinguishing features of each disorder
according symptoms, duration and level of
impairment.
Prepare
Engage
Consolidate
Materials/ resources
Read the section on
eating disorder in
Chapter 11 of the
prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University
Press; 2015.
Attend the face to
face lecture on the
topic. Engage in
topic discussion
and seek
clarification where
necessary
Answer the
single best
answer (SBA)
and short
answer
questions
Prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University Press;
2015.
Additional material:
Boland R, Verduin ML,
Ruiz P. editors. Kaplan
& Sadock’s synopsis of
psychiatry: 12th ed.
Wolters Kluwer; 2022.
Study material on the
topic, available on
ClickUP:
PowerPoint slides
18
Catatonia
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Other/Unspecified
schizophrenia &
related disorders
●
●
●
●
●
Discuss cormobidities associated with
Schizophrenia spectrum and other
psychiotic disorders.
Discuss course and prognosis schizophrenia
spectrum and other psychotic disorders.
Know the management of schizophrenia
spectrum & other psychotic disorders in
general practice and psychiatric setting,
including biopsychosocial interventions.
Inform & guide the patient & family
appropriately (psycho-education
Rehabilitation
Unit overview: Pharmacotherapy of Antipsychotics
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Pharmacotherapy:
Antipsychotics
● Understand
basic
background
physiology
of
synapses
and
neurotransmitters
● Understand the pharmacodynamics
of the different categories of
antipsychotics
● Understand and manage the most
common and life-threatening sideeffects of the typical and atypical
antipsychotics:
❖ Acute Dystonia
❖ Neuroleptic Malignant syndrome
❖ Extrpyramidal side effects
❖ Metabolic syndrome
Prepare
Engage
Consolidate
Materials/ resources
● Read the section on
antipsychotics in
Chapter 35 of the
prescribed textbook Burns J, Roos JL.
editors. South
African Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
● Attend the inperson lecture on
the topic, engage
in topic
discussion and
seek clarification
where necessary
● Answer the single
best answer
questions in the
augmentative study
material that is on
Click-UP
● Prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
● Study material on the
topic, available on
Click-UP:
● Single best answer
questions
19
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
❖ Explain the choice and use of specific
antipsychotics in particular clinical
situations
Unit overview: Substance related and addictive disorders
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Substance related
● Describe the classification of substance- related
and addictive
disorders according to the DSM VTR
disorders
● Understand the neurochemical/ anatomical
changes associated with substance use.
● Understand the approach in taking a substance
use history- screening, scales used for each
substance use disorder if applicable
● Describe intoxication and withdrawal for the
different substances
Prepare
Engage
Consolidate
Materials/ resources
Read the section on
Alcohol- related
disorders and Other
substance-related and
addictive disorders in
Chapters 20 and 21of
the prescribed textbook
- Burns J, Roos JL.
editors. South African
Attend the inperson lecture
on the topic,
engage in topic
discussion and
seek
clarification
where
necessary
Answer the single
best answer
questions in the
augmentative
study material
that is on ClickUP
Prescribed textbook - Burns
J, Roos JL. editors. South
African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Additional material:
20
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
● Biopsychosocial management of each of the
substance use disorders
● Name and describe the specific substance
related disorders including: Alcohol,
Stimulants, Cocaine, Cannabis, Opioids,
Hallucinogens, Inhalants, Sedatives, Nicotine,
Caffeine, Gambling.
● Describe Alcohol withdrawal delirium including
the symptoms and management of this
condition
● Describe Opioid overdose and management
● Describe harm reduction strategies
● Describe medical complications associated with
substance use.
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University Press;
2015.
Boland R, Verduin ML,
Ruiz P editors. Kaplan
& Sadock’s Synopsis of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
Block13:
Nervous System
Study material on the
topic, available on
Click-UP.
Block17:
Traumatology
PowerPoint slides
Unit overview : Neurocognitive Disorders
Module
outcome(s)
aligned with
this unit
Unit objective (assessment
criteria)
Prepare
Neurocognitive
disorders
● Describe the clinical presentation ,
cause and a diagnostic approach of
neurocognitive disorders (incl.
delirium, mild and major
neurocognitive disorder).
Read recommended
articles / videos and
textbook chapter
Prepare for class by
reading through
Engage
Discuss case
examples
Consolidate
Case studies
Block tests
Question and answer
session based on
material presented
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Materials/ resources
Prescribed textbook Burns J, Roos JL. editors.
South African Textbook
of Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
21
● Describe the risk factors including
modifiable risk factors associated
with developing neurocognitive
disorders.
● Demonstrate the ability to identify
delirium and to exclude potential
reversible causes of mild/major
neurocognitive disorders
● Describe the non-pharmacological
and pharmacological management
approaches to neurocognitive
disorders.
provided PowerPoint
presentation
Additional material:
Boland R, Verduin ML,
Ruiz P editors. Kaplan
& Sadock’s Synopsis
of Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
Study material on the
topic, available on
Click-UP.
PowerPoint slides
Unit overview: Depressive disorders
Module
outcome(s)
aligned
with this
unit
Unit objective (assessment
criteria)
Prepare
Engage
Consolidate
Materials/ resources
22
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Depressive
and related
disorders
Knowledge, diagnoses and
Read the section on
Attend the in-person lecture on
Answer the single
application of
depressive disorders in
the topic, engage in topic
best answer
DSM-5 criteria including
prescribed textbook:
discussion and seek clarification
questions in the
specifiers and of the clinical
“Textbook of Psychiatry,
where necessary.
augmentative study
features of the different
Burns/Louw” Chapter 12
material that is on
ClickUP
depressive disorders
Understanding the pathogenesis
and bio-psycho-social treatment
and management of depressive
disorders
Prescribed textbook Burns J, Roos JL. editors.
South African Textbook
of Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
Additional material:
Boland R, Verduin ML,
Ruiz P editors. Kaplan
& Sadock’s
Synopsis of Psychiatry:
12 th ed. Wolters
Kluwer; 2022.
Study material on the
topic, available on
Click-UP.
Understand grief vs MDD
PowerPoint slides
Unit overview: Pharmacotherapy of Antidepressants
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Prepare
Engage
Consolidate
Materials/ resources
23
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Pharmacotherapy,
including the
pharmacodynamics
and
pharmacokinetics
of antidepressants
● Understand basic background
● Read the section on
physiology of synapses and
antidepressants in
neurotransmitters
Chapter 35 of the
● Understand the
prescribed textbook
pharmacodynamics of the
- Burns J, Roos JL.
different categories of
editors. South
antidepressants
African Textbook of
● Give the name and dose range of
Psychiatry. 2nd ed.
an antidepressant in each category
Cape Town. Oxford
● Name the most common sideUniversity Press;
effects of these antidepressants
2015.
● Explain the choice and use of
● Watch the narrated
specific antidepressant in
PowerPoint video on
particular clinical situations
the topic that is
● Explain serotonin syndrome
available on clickUP
including the symptoms and signs
of the syndrome
● Explain the treatment of serotonin
syndrome
● Explain the term antidepressant
discontinuation syndrome
including the symptoms and signs
of this syndrome
● The management of
antidepressant discontinuation
syndrome
● Attend the inperson lecture
on the topic,
engage in topic
discussion and
seek clarification
where necessary
● Answer the single
best answer
questions in the
augmentative study
material that is on
ClickUP
● Refer to the correct
answer to each
question and the
related explanation
and make sure you
understand why that
is the best answer
● Listen to the podcast
on the topic that is on
ClickUP and make
sure you understand
how to use
antidepressants in
the clinical setting
● Prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
● Study material on the
topic, available on
ClickUP:
- PowerPoint slides
- Narrated
PowerPoint video
- Single best
answer questions
- Podcast
Unit overview: Depressive Disorders: Major Depressive Disorder(Child and Adolescent)
Module
outcome(s)
aligned with
this unit
Unit objective (assessment
criteria)
Prepare
Engage
Consolidate
Materials/ resources
24
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Depressive
disorders in
childhood and
adolescence
Distinguish between depressive
disorders and normal adolescent
behaviour .
Knowledge, skills, clinical features,
comorbid conditions and
differential diagnoses of the
depressive disorders that
commonly occur during childhood
and adolescence:
Major depressive disorder, (MDD),
Disruptive Mood Dysregulation
Disorder (DMDD), Persistent
depressive Disorder (PDD)
Understand how these conditions
differ from presentation in
adulthood.
Assess and manage depressive
disorders in children and
adolescents including the family
unit, using the bio- psychosocial
model.
● Read the available
lecture PowerPoint on
ClickUp.
● Read the DSM-5TR
criteria of Major
Depressive Disorder
and differential
diagnosis.
● Read the applicable
chapter in the
IACAPAP e-book.
● Read the case study
and Watch the
IACAPAP e-book WHO
video, by clicking on
the link provided.
● Classroom activity.
● Use the
PowerPoint lecture
for discussion
ClickUp
● Read the applicable
chapter in the
IACAPAP e-book.
● Read the case
study and Watch
the IACAPAP ebook WHO video,
by clicking on the
link provided.
● Lecture/PowerPoint notes.
● The prescribed textbook.
● IACAPAP e-book Case-studies
for self-training and
assessment.
● https://iacapap.org/_Resour
ces/Persistent/e7d7c9baad3
49c8618bdd6aa9aba849e2b
eb161c/E.1-Depression2015-update.pdf
● Video clip from the WHO:
https://www.who.int/healthtopics/depression#tab=tab_
1
●
Understand when to appropriately
refer to a paediatrician or mental
health care practitioner for further
assessment and management.
●
Unit overview: Electroconvulsive Therapy
25
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Module
outcome(s)
aligned with
this unit
Understanding of
the use of
Electroconvulsive
therapy (ECT) in
psychiatric
disorders
Unit objective (assessment criteria)
Prepare
Engage
Consolidate
Materials/ resources
● Describe what ECT is
● Understand the mechanism of ECT
● Describe the indications for ECT
● Describe the relative contraindications of
ECT
● Describe the side effects of ECT
● Have a brief understanding of other
neuromodulation treatmentsTranscranial magnetic stimulation, vagus
nerve stimulation, deep brain stimulation.
Read the section
Electroconvulsive therapy in
Chapter 36Pharmacological and other
treatments in psychiatry in
the prescribed textbook Burns J, Roos JL. editors.
South African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
● Attend the inperson lecture
on the topic,
engage in
topic
discussion and
seek
clarification
where
necessary
Answer the single
best answer
questions in the
augmentative
study material
that is on ClickUP
Refer to the
correct answer to
each question
and the related
explanation and
make sure you
understand why
that is the best
answer
● Prescribed textbook Burns J, Roos JL. editors.
South African Textbook
of Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
● Additional material:
Boland R, Verduin ML,
Ruiz P editors.
Kaplan & Sadock’s
Synopsis of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022
26
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Bipolar and related disorders
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Bipolar and
● Describe the different type of mood
related disorders
presentations clinically.
● Knowledge, diagnoses, classification and
application of all bipolar and related
disorders including the DSM 5 criteria
and specifiers.
● Epidemiology, aetiology and clinical
features of bipolar I and II disorders
● Comparing the clinical presentation of a
depressive episode and a manic episode
● Describe the differential diagnoses of
bipolar disorders.
● Biopsychosocial management of bipolar
disorders and each phase within bipolar
disorders.
Prepare
Engage
Consolidate
Materials/ resources
Read the section on
Bipolar disorders in
Chapters 13 and Chapter
36 of the prescribed
textbook - Burns J, Roos
JL. editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University Press;
2015.
Attend the inperson lecture on
the topic, engage in
topic discussion
and seek
clarification where
necessary
Answer the single
best answer
questions in the
augmentative
study material
that is on Click-UP
● Prescribed textbook Burns J, Roos JL. editors.
South African Textbook
of Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
● Additional material:
Boland R, Verduin ML,
Ruiz P editors.
Kaplan & Sadock’s Synopsis
of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
● Study material on the
topic, available on
Click-UP.
● Powerpoint slides
27
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Pharmacotherapy of Mood stabilisers
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Pharmacotherapy
● Describe the indications for the use of mood
including
stabilisers in general and the use of specific
pharmacodynamic
mood stabilisers in particular clinical
s and
conditions.
pharmacokinetics
● Name the categories of mood stabilisers.
of Mood stabilisers
● Describe the indications for the use of
individual mood stabilisers.
● Name the special investigations that need to
be conducted prior to commencing a patient
on a mood stabiliser and explain why they
are necessary .
● Name the special investigations that need to
be done when monitoring a patient on mood
stabilisers and explain why they are
necessary.
● Explain the most common side -effects of
each mood stabiliser.
● Know the dose ranges of the mood
stabilisers.
● With regards to lithium, explain the concepts
of dosing, narrow therapeutic index, trough
levels of serum lithium and monitoring of
lithium levels.
● Explain lithium toxicity including symptoms,
signs and treatment.
Prepare
Engage
Consolidate
Materials/ resources
Read the section on
mood stabilisers in
Chapter 35 of the
prescribed textbook Burns J, Roos JL.
editors. South
African Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
Watch the narrated
PowerPoint video on
the topic that is
available on click-UP
Attend the inperson lecture on
the topic, engage in
topic discussion
and seek
clarification where
necessary
● Answer the single
best answer
questions in the
augmentative
study material
that is on ClickUP
● Refer to the
correct answer to
each question
and the related
explanation and
make sure you
understand why
that is the best
answer
● Listen to the
podcast on the
topic that is on
Click-UP and
make sure you
understand how
to use
antidepressants
in the clinical
setting
● Prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
● Study material on the
topic, available on
Click-UP:
- PowerPoint slides
- Narrated
PowerPoint video
- Single best
answer questions
- Podcast
28
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Dissociative disorders
Module
outcome(s)
aligned with
this unit
Dissociative disorders
Unit objective
(assessment criteria)
Prepare
Read Chapter 19 in
Burns J, Roos JL.
editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University
Press; 2015.
Recognise the spectrum from
normal dissociation, through
traumatic dissociation, to
dissociative disorders;
Recognise dissociative
pathology in presenting
patients;
Engage
Attend the in-person
lecture on the topic,
engage in topic
discussion and seek
clarification where
necessary
Consolidate
Materials/ resources
Integrated discussion
● Prescribed textbook Burns J, Roos JL.
editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University
Press; 2015.
● Additional material:
Boland R, Verduin ML,
Ruiz P editors.
Kaplan & Sadock’s Synopsis
of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
● Study material on the
topic, available on
Click-UP.
● Powerpoint slides
Psycho-educate patients and
their families about the
consequences of complex
relational trauma;
Manage dissociative pathology
appropriately in a general
practitioner context.
29
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Sleep-wake disorders
Module
outcome(s)
aligned with
this unit
Unit objective (assessment criteria)
Sleep-wake
and related
disorders
Knowledge, DSM 5 diagnoses,
classification and application of:
●
Insomnia disorder,
●
Hypersomnolence
disorder,
●
Narcolepsy,
●
circadian rhythm sleep-
Prepare
Engage
1)Click-up lecture
notes
Attend the in-person
lecture on the topic,
engage in topic
discussion and seek
clarification where
necessary
2)Prescribed
textbook
wake disorders,
●
restless leg syndrome,
●
substance and medication
induced sleep disorder.
Knowledge of how medical
conditions and other psychiatric
disorders can impact on sleep.
Consolidate
Materials/ resources
● Prescribed textbook Burns J, Roos JL.
2)Mock test case studies
editors. South African
on click up
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University
Press; 2015.
● Additional material:
Boland R, Verduin ML,
Ruiz P editors.
Kaplan & Sadock’s Synopsis
of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
● Study material on the
topic, available on
Click-UP.
● Powerpoint slides
1)Progress test
Biopsychosocial management of
sleep-wake and related disorders.
30
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Unit overview: Anxiety Disorders(Adult)
Module
outcome(s)
aligned
with this
unit
Anxiety
disorders
Unit objective (assessment criteria)
Prepare
Engage
Consolidate
Materials/
resources
● Describe and identify the constructs:
generalised anxiety, panic attack, and
phobia.
● Diagnose and describe the clinical
features of generalised anxiety disorder,
panic disorder, specific phobia, social
anxiety disorder, agoraphobia,
substance/medication induced anxiety
disorder, and anxiety disorder due to
another medical condition.
● Diagnose and describe the ‘other
specified anxiety disorder and what it is
used for.
● Describe what the diagnosis, ‘unspecified
anxiety disorder’ is used for.
● Describe and identify the differential
diagnoses of each anxiety disorder.
● Describe how each anxiety disorder is
worked-up to establish a diagnosis.
● Describe the complications of each
anxiety disorder.
● Read the available
lecture handouts on
ClickUp.
● Read the DSM-5 criteria
of the individual anxiety
disorders.
● Read the applicable
chapter in the
prescribed textbook.
● Watch the YouTube
videos, by clicking on the
links provided on ClickUp
Class room activity.
Use the discussion
page on Click-Up
● Read through the
DSM-5 criteria of the
individual disorders
again, but now
describe each of the
disorders for yourself
in terms of ‘core’ and
characteristic clinical
features in your own
words.
● Do the case studies
for self-training and
assessment on ClickUp
Prescribed textbook
- Burns J, Roos JL.
editors. South
African Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
Additional material:
Boland R, Verduin
ML,Ruiz P editors.
Kaplan & Sadock’s
Synopsis of
Psychiatry: 12 th ed.
Wolters Kluwer;
2022
Video links.
Case-studies for
self-training and
assessment.
31
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
● Describe the epidemiology, prognosis
and complication of each anxiety
disorder.
● Describe the best, evidence-based
biopsychosocial management for each
anxiety disorder and when to
appropriately refer.
Unit overview: Obsessive-Compulsive and Related Disorders
Module
Unit objective (assessment criteria)
outcome(s)
aligned
with this
unit
Obsessive● Describe and identify the constructs:
compulsive
obsession and compulsion.
and related
● Diagnose and describe the clinical features
disorders in
of obsessive-compulsive disorder, body
adults
dysmorphic disorder, hoarding disorder,
trichotillomania (hair-pulling disorder),
excoriation (skin-picking) disorder,
substance/medication induced obsessivecompulsive and related disorder and
obsessive-compulsive and related disorder
due to another medical condition.
● Understand and diagnose “other specified
obsessive-compulsive and related disorder’
and the use thereof.
● Describe and identify the differential
diagnoses of each obsessive-compulsive
and related disorder.
● Describe how each obsessive-compulsive
and related disorder is worked-up to
establish a diagnosis.
Prepare
● Read the
available lecture
handouts on
Click-Up.
● Read the DSM-5
criteria of the
individual anxiety
disorders.
● Read the
applicable
chapter in the
prescribed
textbook.
● Watch the
YouTube videos,
by clicking on the
links provided on
Click-Up
Engage
● Class room
activity.
● Use the
discussion
page on
Click-Up
Consolidate
● Read through the DSM-5
criteria of the individual
disorders again, but now
describe each of the
disorders for yourself in
terms of ‘core’ and
characteristic clinical
features in your own
words.
● Do the case studies for
self-training and
assessment on Click-Up
Materials/ resources
Lecture notes.
Video links.
Case-studies for selftraining and assessment.
Prescribed textbook Burns J, Roos JL. editors.
South African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Additional material:
Boland R, Verduin ML,
Ruiz P editors.
Kaplan & Sadock’s
Synopsis of Psychiatry: 12
32
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
● Describe the complications of each
obsessive-compulsive and related disorder.
● Describe the epidemiology and prognosis of
each obsessive-compulsive and related
disorder.
● Describe the best, evidence-based
biopsychosocial management of each
obsessive-compulsive and related disorder.
Unit overview: Trauma- and Stressor-Related Disorders
Module
Unit objective (assessment criteria)
outcome(s)
aligned with
this unit
Trauma- and
stressor-related
disorders.
● Describe and identify ‘trauma’ and
‘intrusion symptoms’ as relevant to
posttraumatic stress disorder and
acute stress disorder.
● Diagnose and describe the clinical
features of posttraumatic stress
disorder, acute stress disorder,
adjustment disorder and
prolonged grief disorder.
● Diagnose, ‘other specified traumaand stressor-related disorder’ and
‘unspecified trauma- and stressorrelated disorder’ including what
they are used for.
● Identify the differential diagnoses
of each trauma-and stressorrelated disorder.
● Describe how each trauma-and
stressor-related disorder is
th ed. Wolters Kluwer;
2022
Prepare
Engage
Consolidate
Materials/ resources
● Read the
available lecture
handouts on
Click-Up.
● Read the DSM-5
criteria of the
individual anxiety
disorders.
● Read the
applicable
chapter in the
prescribed
textbook.
● Watch the
YouTube videos,
by clicking on the
links provided on
Click-Up
● Class room activity.
● Use the discussion
page on Click-Up
● Read through the
DSM-5 criteria of the
individual disorders
again, but now
describe each of the
disorders for yourself
in terms of ‘core’ and
characteristic clinical
features in your own
words.
● Do the case studies
for self-training and
assessment on ClickUp
Lecture notes.
Video links.
Case-studies for selftraining and assessment.
Prescribed textbook Burns J, Roos JL. editors.
South African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Additional material:
Boland R, Verduin ML,
Ruiz P editors.Kaplan &
Sadock’s Synopsis of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022.
33
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
worked-up to establish a diagnosis.
● Describe the epidemiology,
prognosis and complication of
each trauma-and stressor-related
disorder.
● Describe the best, evidence-based
biopsychosocial management of
each trauma-and stressor-related
disorder.
Unit overview: Somatic Symptom and -Related Disorders
Module
Unit objective (assessment criteria)
outcome(s)
aligned
with this
unit
Somatic
Diagnose and describe the clinical features of:
symptom
● somatic symptom disorder,
and related
● illness anxiety disorder,
disorders
● functional neurological symptom
disorder (conversion disorder)
● psychological factors affecting other
medical condition
● factitious disorder.
Diagnose and describe the ‘other specified
somatic symptom and related disorders’
including unspecified somatic symptom and
related disorder’ and the use thereof.
Identify the differential diagnoses of each
somatic symptom and related disorder.
Describe how malingering is differentiated
from other somatic symptom and related
Prepare
Engage
Consolidate
Materials/ resources
● Read the available
lecture handouts
on Click-Up.
● Read the DSM-5
criteria of the
individual anxiety
disorders.
● Read the applicable
chapter in the
prescribed
textbook.
● Watch the YouTube
videos, by clicking
on the links
provided on ClickUp
● Class room
activity.
● Use the
discussion
page on ClickUp
● Read through the
DSM-5 criteria of the
individual disorders
again, but now
describe each of the
disorders for yourself
in terms of ‘core’ and
characteristic clinical
features in your own
words.
● Do the case studies
for self-training and
assessment on ClickUp
● Lecture notes.
● Video links.
● Case-studies for selftraining and assessment.
● The prescribed textbook.
34
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
disorders.
Describe how each somatic symptom and
related disorder is worked-up to establish a
diagnosis.
Describe the epidemiology, prognosis and
complications of each somatic symptom and
related disorder.
Describe the best, evidence-based
biopsychosocial management of each somatic
symptom and related disorder.
Unit overview: Separation Anxiety Disorder
Module
outcome(s)
aligned with
this unit
Unit objective (assessment
criteria)
Prepare
Engage
Consolidate
Materials/ resources
Separation
Anxiety and
related disorders
in child and
adolescent
population
Students should have the knowledge,
and ability to classify, distinguish and
diagnose:
● Read the available
lecture PowerPoint
on Click-Up.
● Read the DSM-5
criteria of
separation anxiety
disorder and
differential
diagnosis.
● Read the applicable
chapter in the
IACAPAP e-book.
● Read the case
study and Watch
the IACAPAP e-
● Classroom
activity.
● Use the
PowerPoint
lecture for
discussion ClickUp
● Read the DSM-5 criteria
of the separation anxiety
disorder and describe
the disorder for yourself
in terms of ‘core’ and
characteristic clinical
features in your own
words.
● See the case study and
short video for selftraining and on e-book
IACAPAP
● Textbook of Child and
Adolescent Mental
Health
● Lecture/PowerPoint
notes.
● IACAPAP e-book Video
links.
● IACAPAP e-book Casestudies for self-training
and assessment.
● The prescribed textbook.
● https://iacapap.org/_Res
ources/Persistent/a94ba
a1d381e935a4365ef2d3
421869c9ebc57f6/F.2SEPARATION-ANXIETY300812.pdf
●
35
Anxiety disorders from
developmentally normative fear and
anxiety example: Separation anxiety vs
separation anxiety disorder.
Anxiety symptoms should not be
attributable to the physiological effects of a
substance or medication or another medical
condition or not explained better by another
mental disorder.
Clinical features, differential diagnoses
and comorbid diagnoses of a
separation (SAD) anxiety disorder.
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Biopsychosocial assessment and
management of the child, parent, and
family, to exclude parental mental
health problems/anxiety role models
and adverse childhood experiences.
Refer appropriately to a paediatrician
or mental health care practitioner for
further assessment and management.
book video, by
clicking on the link
provided after
downloading the
IACAPAP e-book.
Unit overview: The aggressive person
Module
outcome(s)
aligned with
this unit
Unit objective (assessment criteria)
The aggressive
person
Describe the process of evaluating
Engage
Consolidate
Read the section on
Attend the in-person lecture
Answer the single
Prescribed textbook-
an aggressive person.
the aggressive person
on the topic, engage in topic
best answer
Burns J, Roos JL. South
List the clinical features that may be
in prescribed textbook:
discussion and seek
questions in the
African Textbook of
used to differentiate between
“Textbook of
clarification where
augmentative
Psychiatry 2nd ed. Cape
delirium and acute psychosis.
Psychiatry,
necessary.
study material that
Town. Oxford University
is on Click-UP
Press; 2015.
Describe the steps taken in the
management of an aggressive
Prepare
Burns/Louw” Chapter
34
Materials/ resources
Additional material:
Boland R, Verduin ML,
patient.
Ruiz P editors. Kaplan &
List common medical causes
amp; Sadock’s synopsis of
36
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
associated with aggressive
psychiatry: 12th ed.
behavioural disturbances.
Study material on the
Understand the use of
topic, available on Click-
pharmacological interventions in the
UP
sedation of the aggressive person.
PowerPoint slides
Understand the legal and ethical
considerations when managing the
aggressive person.
Unit overview: Suicide and Family murders
Module
outcome(s)
aligned with
this unit
Suicide and family
murders
Unit objective (assessment criteria)
Prepare
Engage
Consolidate
Materials/ resources
● Define the concept of suicide and parasuicide
● Epidemiology of suicide
● Describe the methods of suicide
● Identify risk factors associated with suicide
● Risk assessment/evaluation of a suicidal patient
including the management.
● Psychiatric disorders and comorbid diagnoses
associated with suicide & family murder
● Read Chapter 34
on Suicide in the
prescribed
textbook - Burns
J, Roos JL. editors.
South African
Textbook of
Psychiatry. 2nd
ed. Cape Town.
Oxford University
Press; 2015.
● Attend the
in-person
lecture on
the topic
● Engage in
topic
discussion
● Seek
clarification
where
necessary
● Active
● Answer the
single best
answer
questions in the
augmentative
study material
that is on ClickUP
● Refer to the
correct answer
to each question
and the related
explanation and
Prescribed textbook - Burns
J, Roos JL. editors. South
African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Additional material:
Boland R, Verduin ML,Ruiz P
editors.Kaplan &
Sadock’s Synopsis of
Psychiatry: 12 th ed.
Wolters Kluwer; 2022
37
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
participation
in case
study
scenarios
make sure you
understand why
that is the best
answer
American Psychiatric A
Diagnostic and statistical
manual of mental disorders
: Dsm-5. Washington, DC:
American Psychiatric
Association Publishing; 2022
Study material on the topic,
available on Click-UP:
PowerPoint slides
Engage
Consolidate
Materials/ resources
Formal lecture
and discussions
Reading for the
assessment / test
Unit overview: The Mental Health Care Act (MHCA) and related matters
Module outcome(s)
aligned with this unit
Mental Health Care
Act
Unit objective
(assessment criteria)
Prepare
Knowledge, skills and
application of the following:
Students should
familiarise themselves
Mental Health Care Act 17,
2002 and its Regulations.
and the Criminal Procedure
Act 51, 1977 sections 77, 78
and 79
Determine & apply the
legislation for admission of a
psychiatric patient.
Sources:
-
The Mental Health Care
with Chapter 1 of the
Act, No. 17, 2002 and;
MHCA and Section 79 of
the regulations;
the Criminal Procedure
-
The Criminal Procedure
Act 51, 1977 – Sections
Act 51, 1977
77, 78 & 79;
-
Burns J, Roos JL.
Describe the legal process
38
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
concerning a person with a mental
illness involved in committing a
crime.
editors. South African
Textbook of Psychiatry.
2nd ed. Cape Town.
Oxford University
Press; 2015.
Unit overview : Mental Health Policy and Mental Health Promotion
Module
outcome(s)
aligned with this
unit
Mental Policy and
Mental Health
Promotion
Unit objective (assessment criteria)
Prepare
Engage
Consolidate
Materials/ resources
Mental Health and related policies completion of
this unit the student should have gained
knowledge and skills to:
Read the Introduction to
the Mental Health Policy
Framework;
Formal lecture
and
discussions
Apply principles of health promotion to mental
health.
Read the Public mental
health Chapter in the
textbook described
under ‘Materials’
Reading for
the
assessment
test
Burns J, Roos JL.
editors. South
African Textbook of
Psychiatry. 2nd ed.
Cape Town. Oxford
University Press;
2015.
Read, understand and interpret mental health and
related policies.
Ottawa Charter action areas to mental health
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Block 2 lecture notes
on ClickUP:
39
Analyse Basic policy with respect to Mental Health Policies
Public health
lectures:
Models related to behaviour change
What is public
health?
Describe mental health systems and policies in South Africa
Describe the key areas of the National Mental Health Policy
Framework and Strategic Plan 2013-2020 (RSA National
Dept.
Social determinants
of health/Health
promotion
of Health)
Evidence & policy
Apply the principles of the Human resources for Health
strategies that impact on mental health services.
Unit overview: Autism Spectrum Disorder (ASD)
Module
outcome(s)
aligned with
this unit
Autism spectrum
disorder
Unit objective (assessment
criteria)
Students should have the
knowledge, and ability to diagnose,
classify, specify and distinguish:
● Autism Spectrum Disorder,
clinical features, epidemiology,
Prepare
Engage
Consolidate
● Read the available
lecture PowerPoint
on Click-Up.
● Read the DSM-5
criteria of autism
spectrum disorder
● Classroom activity.
● Read the DSM-5 criteria
of the separation anxiety
disorder ,and describe
the disorder for yourself
in terms of ‘core’ and
characteristic clinical
Use the PowerPoint
lecture for
discussion Click-Up
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Materials/ resources
1.Kaplan and Sadock
textbook. Chapter 31
2. Diagnostic and
Statistical Manual of
Mental Disorders page
50-59
40
●
●
●
differential diagnoses and
comorbid diagnoses of ASD.
Outline the multi-modal
management of ASD.
List and explain the
investigations indicated for
baseline work- up for ASD.
Elaborate on the use of
medication in ASD
and differential
diagnosis.
● Read the applicable
chapter in the
IACAPAP e-book.
features in your own
words.
● See the case study and
short video for selftraining and on e-book
IACAPAP
Read the case study
and Watch the
IACAPAP e-book
video, by clicking on
the link provided
after downloading
the IACAPAP ebook.
3. Oxford textbook of
Psychiatry. Burns and
Roos.
● 4. Lecture/PowerPoint
notes.
● IACAPAP e-book Video
links.
● IACAPAP e-book Casestudies for self-training
and assessment.
Textbook of Child and
Adolescent Mental
Health
●
Unit overview: Intellectual Disability
Module
outcome(s)
aligned
with this
unit
Unit objective (assessment criteria)
Prepare
Engage
Intellectual
Disability
Student must be able to correctly make
● Read the available
lecture PowerPoint
on Click-Up.
● Read the DSM-5
criteria of
Intellectual
Disability
● Read the applicable
● Classroom activity.
Patient presentation
Use the PowerPoint
lecture for
discussion Click-Up
Case studies
the diagnosis of Intellectual Disability
according to the DSM 5.
Identify the severity levels of ID the
corresponding IQ scores.
Consolidate
Materials/ resources
1.Kaplan and Sadock
textbook. Chapter 31
o Case discussions
2. Diagnostic and
Statistical Manual of
Mental Disorders page
33-41
o Presentations
3. Oxford textbook of
Formative
o MCQ
41
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Explain the clinical features of ID
chapter in the
IACAPAP e-book.
Student should be able to elaborate on
Read the case study
and Watch the
IACAPAP e-book
video, by clicking on
the link provided
after downloading
the IACAPAP ebook.
the different etiological factors
associated with ID
Outline the multi-modal management of
ID.
o “Activity book”
o Logbook/patient
presentation
o Skills lab assessment
Summative o MCQ o SAQ
(integrated case-based
assessment)
Psychiatry. Burns and
Roos
4. IACAPAP e-textbook
(online)
Discuss primary, secondary and tertiary
prevention in relation to the treatment
of ID
Elaborate on differential and comorbid
conditions
Unit overview: Attention-Deficit/Hyperactivity disorder (ADHD)
Module
outcome(s)
aligned with
this unit
Unit objective
(assessment criteria)
Prepare
Engage
Consolidate
Materials/ resources
Attention Deficit
Hyperactivity
Disorder
Student should have the
knowledge, and ability to
diagnose, classify and
distinguish ADHD from;
developmentally normative
hyperactivity and impulsivity.
● Read the available
lecture PowerPoint on
Click-Up.
● Read the DSM-5
criteria of ADHD and
differential diagnosis.
● Classroom activity.
● Use the PowerPoint
lecture for
discussion Click-Up
● Read the DSM-5 criteria
of ADHD again and
describe the disorder for
yourself in terms of
‘core’ and characteristic
clinical features in your
● Lecture/PowerPoint
notes.
● IACAPAP e-book Video
links.
● IACAPAP e-book for selftraining and assessment.
42
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
ADHD symptoms that are
attributable to the physiological
effects of a substance or
medication or another medical
condition or not explained
better by another mental
disorder.
Clinical features, differential
and comorbid diagnoses of
ADHD
Biopsychosocial management
of the condition in the child,
parent, and family.
● Read the applicable
chapter in the
IACAPAP e-book.
● Read the case study
and Watch the
IACAPAP e-book video,
by clicking on the link
provided after
downloading the
IACAPAP e-book.
own words.
● See the short video
discussions for selftraining and on e-book
IACAPAP.
● Textbook of Child and
Adolescent Mental
Health
● The prescribed textbook.
● https://iacapap.org/_Res
ources/Persistent/2d2d6
90595b52c534211e8421
43d46293b223eae/D.1ADHD-2020.pdf
Exclude parental mental health
problems and adverse
childhood experiences.
Refer appropriately to a
paediatrician or mental health
care practitioner for further
assessment and management.
Unit overview: Feeding & eating disorders in childhood & adolescence
Module
outcome(s)
aligned with
this unit
Unit objective (assessment
criteria)
Prepare
Engage
Consolidate
Materials/ resources
43
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Diagnosis
and
management
of Feeding &
eating
disorders in
childhood &
adolescence
●
●
●
●
●
●
●
●
●
●
Know the DSM 5 definitions & criteria
of feeding and eating disorders.
Diagnose feeding and eating
disorders.
Differential diagnosis of feeding and
eating disorders.
Describe the associated features
found in eating disorders.
Describe the diagnostic markers
associated with eating disorders.
Compare different eating and feeding
disorders.
Distinguish depressive features in
anorexia nervosa and depressive
disorders.
Discuss comorbidities associated with
eating disorders.
Discuss course and prognosis of
eating disorders.
Know the management of eating and
feeding disorders in general practice
and psychiatric setting, including
biopsychosocial interventions.
Read the section on eating
disorder in Chapter 22 of
the prescribed textbook Burns J, Roos JL. editors.
South African Textbook of
Psychiatry. 2nd ed. Cape
Town. Oxford University
Press; 2015.
Attend the face to face
lecture on the topic.
Engage in topic
discussion and seek
clarification where
necessary
Answer the single
best answer (SBA)
and short answer
questions
● Prescribed textbook Burns J, Roos JL. editors.
South African Textbook
of Psychiatry. 2nd ed.
Cape Town. Oxford
University Press; 2015.
● Additional material:
Boland R, Verduin ML, Ruiz P.
editors. Kaplan & Sadock’s
synopsis of psychiatry: 12th
ed. Wolters Kluwer; 2022.
IACAPAP e-textbook of child
and adolescent mental
health.
Study material on the topic,
available on Click-UP:
PowerPoint slides
Unit overview: Principles of cognitive behaviour therapy
Module
outcome(s)
aligned with this
unit
Unit objective
(assessment criteria)
Prepare
Engage
Consolidate
Materials/ resources
44
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
Cognitive
Behavioural
Therapy
Describe the principles
of cognitive therapy
theory.
Self-study:
Apply the principles of
cognitive theory to
depression, anxiety and
suicide behaviour.
Peer discussion:
Recognise and describe
some cognitive
distortions.
Review the resources
available
Formal lecture during
block 15
Complete the case
vignette supplied to
identify various
aspects of CBT
Discuss amongst peers in
a small group what you
understand CBT to be
Corsini RJ, Wedding, D.
Current psychotherapies Fifth
edition. 1995. F.E. Peacock
Publishers
Hofmann SG, Asmundson,
GJG. The science of cognitive
behavioral therapy. Academic
Press, 2017
Hofmann SG, Asnaani A, Vonk
IJJ, Sawyer AT, Fang A. The
efficacy of cognitive
behavioral therapy: A review
of meta-analyses. Cognitive
therapy and research. 2012.
36: 427-440
List the characteristics of
behaviour therapy
Illustrate the principles
of various types of
conditioning .
Butler AC, Chapman JE,
Forman EM, Beck AT. The
empirical status of cognitivebehavioral therapy: A review
of meta-analyses. Clinical
psychology review. 2006. 26
(1): 17-31
Illustrate the application
of CBT principles as a
general practitioner.
Wenzel A. Basic strategies of
cognitive behavioral therapy.
2017. 40 (4): 597-609
45
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
4.6 Credit Map (Time weighting)
This module carries a credit weighting of 34 credits. Credits are linked to the time STUDENTS have
to spend to reach THEIR outcomes for the module. One credit equals 10 hours of STUDENT
INPUT. This implies that STUDENTS should spend at least 340 hours (yes, 340!) working and
studying during this module.
Apart from the 73 contact hours (lecturing/class contact sessions/practicals), students will have to
spend about 267 hours on independent study, ClickUP activities, tutorial attendance,
assessment tasks, writing of tests and exams and other relevant activities necessary to master
the required outcomes for the module. See table with credit map below.
Students will also spend at least 85 hours in the clinical environment (hospital) for Workintegrated-learning (WIL). During those hours students will be exposed to patients, certain
clinical assessments, clinical work and academic activities related to patient care and the
subject of psychiatry. Please note that these hours are prescribed by the HPCSA, are thus
compulsory and are a requirement to progress to the following year.
Activity
Formal block lectures
Practicals
Rotation
(including patient care, clinical work,
tutorials, ward rounds, academic ward
rounds and participation at admissions
and outpatient departments)
Assessments
ClickUP access
Case study preparation
Independent work
(reading textbook, summarizing,
studying)
Proposed time spent on activity (in
hours)
67
6
85
8
10
10
154
TOTAL: 340
÷10 = 34 CREDITS
4.7. Assessment
In this module, assessment will consist of formal (scheduled) and informal (during contact-session,
bed-side teaching) assessments and assignments. All assessments and assignments will contribute to
your semester/ block mark. Assignments and assessments will consist of group activities or groupwork AND individual work and contributions. Unfortunately, if you missed an informal assessment (in
class), those marks will be forfeited, and the assessment cannot by rescheduled – that is why it is
crucial to attend all contact-sessions (virtual or on-campus).
Feedback on assessments will be provided, however perusal of tests cannot be allowed as questions
are in a data bank.
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GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
4.8. Assessment opportunities
All rules as it relates to assignments and assessment (honesty and integrity) still applies. In this
module assessment will consist of tests, exams and a real-life case study which needs to be handed in
at the end of the rotation. The progress test and block exam will consist of a combination of single
best answer questions and short questions which will be completed online at the computer skills
laboratories on the Prinshof Campus. The second exam will be in the same format as the progress and
block test. If a change in the
exam format is required, details will be communicated to affected students closer to the time of the
exams.
A student who misses the progress test and/or block exam, for any reason, (including illness, injury, personal
matters or special leave) must write the second exam. The reason for the missed test must be reported to Mrs.
Fourie, the Block Chair, the Undergraduate office and the Chair of the School of Medicine. If a student misses a
test or exam because of illness or injury, they need to produce a medical certificate from a qualified medical
practitioner. Illegitimate reasons for absence include holidays, missed flights, and events where permission to
be absent was not approved.
The case study must be submitted by the last Monday of the rotation. A signed plagiarism declaration form must
be included as part of the case study. If a student misses the deadline for submission because of illness or injury,
they need to produce a medical certificate from a qualified medical practitioner within 48 hours to Mrs. Fourie.
The student will then have an opportunity to submit the case study by the last day (Friday) of the practical
rotation. Late submission of case studies without a valid reason within the final week of the practical rotation
will be marked to a maximum of 50%.
Late submissions will not be accepted. Any student who does not submit a case study or submits it late will
receive zero for the assignment. Since the case study is used to determine a student’s practical rotation mark,
and the practical rotation has to be passed in order to pass the block, in essence, late or non-submission of a
case study by any student will result in that student having to repeat the rotation.
●
BREAKDOWN OF MARKS & WEIGHTING OF TESTS
Assessment
Progress Test
Practical rotation
● Log book
● Participation in
firms
● Written case
studies (15%)
● Block test
Assessing
- Clinical application of knowledge;
- Paper case studies, short questions,
single best answer questions;
- Management of patients.
A satisfactorily completed practical rotation
is a prerequisite to passing the block.
Composition of marks
25 %
- Attendance & participation in firms &
academic programme.
- Attendance; knowledge; skills; attitudes.
Must be satisfactorily completed
with signatures where applicable
for the rotation to be assessed as
having been completed
- One long case study of a real patient
with focus on diagnosis & management
in the primary health care setting.
- Clinical application of knowledge;
- Paper case studies, short questions,
single best answer questions;
- Management of patients.
15 %
60 %
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GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
● Block mark
100 %
The following assessment methods will be used to calculate the block mark:
i.
Progress test
A 120 min computer-based assessment resembling the format that can be expected
of the block test will be completed on Thursday 23/01/2025. (Computer skills labs,
Prinshof Campus)
The purpose of the test is to help students familiarize themselves with the block test
format and the type of evaluation questions that can be expected. Furthermore, the
results can help students compare their level of performance with that which is
expected in the block. Students who are struggling will then have the second half of
the block to take remedial action. At the same time lecturers can identify students
who are struggling and be available to assist these students to master the subject
matter.
ii.
Practical rotation
It is emphasised that the attendance of the clinical practical rotation is compulsory
according to the regulations of the Health Professions Council of South Africa and
the Faculty of Health Sciences, University of Pretoria.
iii.
Block exam
A 120 min computer-based assessment will be completed on Friday, 21/02/2025
(Computer skills labs, Prinshof Campus).
iv.
Second exam
A 1-hour exam to be written in June by students who still do not have a pass mark
following the block exam – date and venue to be confirmed nearer the date.
4.9 Administration regarding assessment results
The outcomes of the assessments will be posted in the ClickUp Grade centre.
Information regarding feedback on assessments and perusal will be distributed via the clickUp
announcement system. Please make sure that you read it daily.
End of semester examinations and Promotion
PROMOTION & CALACULATION OF FINAL MARKS
A block mark  50% is required to pass the block. Students who do not pass, will have
to write the second exam in June. A subminimum block mark of 40% must be attained in
order to qualify to write the second exam. The final mark will be calculated by adding the
block mark to the second exam mark – each of which will counts 50%. Students will
need to pass this exam in order to pass Block 15. Students who do not pass the block and those
who do not attain the subminimum block mark will have to repeat the block next year.
Promotion for this block is dependent on attendance of all tests, satisfactory completion of the
logbook) and a 65% or above block mark.
TEST & EXAM DATES
48
GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria
i.
ii.
Progress Test – 23/01/2025
Block Test –
21/02/2025
5. General Academic Regulations and Student Rules
general-academic-regulations-and-student-rules-2024_2024 (1).pdf
Ground rules for Class Whatsapp groups - 21 Oct 2024.pdf
uppr095765 Social media policy - 21 Oct 2024.pdf
uppr104440 Social Media Guidelines - 21 Oct 2024.pdf
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GNK 581 (Psychiatry and Social Dysfunction)
 2021 – Department of Psychiatry, Faculty of Health Sciences, University of Pretoria