Syllabus
I.
MPSY 800, Psychiatry Clerkship
II.
Core Clerkship in Psychiatry – 7.5 Credits
III.
Fall and Spring
III.
Course Directors and Coordinators
College Station Campus
Course Director
Name
Darlene McLaughlin, MD
Email
DMcLaughlin@medicine.tamhsc.edu
Phone
979-774-8200
Office location
TAMHSC – COM
Department of Psychiatry &
Behavioral Health
8441 State Hwy 47, Suite 1100
Bryan, TX 77807
Office hours
By appointment
Campus
Bryan, TX
AY 2014-2015
Course Coordinator
Rachel DeLeon
deleon@medicine.tamhsc.edu
979-845-1582
TAMHSC – COM Clinical Campus
St. Joseph Regional Health Center
2801 Franciscan
Bryan, TX 77802
By appointment
Bryan, TX
Temple Campus
Name
Email
Phone
Office location
Office hours
Campus
Clerkship Director
K. Davis Baylan, MD
kdavisbaylan@sw.org
254-724-3874
Scott & White Mental Health Clinic
Department of Psychiatry
2401 S. 31st Street, Temple, TX 76508
By appointment
Temple, TX
Clerkship Coordinator
Tina Miller
timiller@sw.org
254-724-3874
By appointment
Temple, TX
Round Rock Campus
Name
Email
Phone
Office location
Office hours
Campus
Clerkship Director
Victor Garza, MD
VGarza@medicine.tamhsc.edu
713-449-5049
A&M Health Science Center
N404L, 4th Floor
3950 A.W. Grimes Blvd
Round Rock, TX 76574
By appointment
Victor Garza, MD
Clerkship Coordinator
Kasey Cleghorn
cleghorn@medicine.tamhsc.edu
512-341-4917
A&M Health Science Center
N306J, 3rd Floor
3950 A.W. Grimes Blvd
Round Rock, TX 76574
By appointment
Round Rock, TX
Dallas Campus
Name
Email
Phone
Office location
Clerkship Director
Sidney Kelt, MD
sakelt79@me.com
972-709-1961 ext. 6
Thorntree Psychiatric Associates
1
Clerkship Coordinator
Melanie Ester
Melanie.Ester@baylorhealth.edu
214-820-2233
Baylor University Medical Center
2/16/16
Syllabus
4300 MacArthur Avenue, Suite 260
Dallas, TX 75209
Office hours
Campus
By appointment
Dallas, TX
AY 2014-2015
3500 Gaston Avenue
Roberts Hospital, Suite 1013
Dallas, TX 75246
By appointment
Dallas, TX
V. Course Description (from HSC Course Catalogue) and Overview
http://www.tamhsc.edu/education/catalog/
The goals of the clerkship are to:
1. Obtain a complete psychiatric history, recognize relevant physical findings, and perform a
complete mental status exam
2. Identify psychopathology, formulate accurate differential and working diagnosis and develop
appropriate assessment and treatment plans for persons with neuropsychiatric symptoms
3. Conduct an interview in a manner that facilitates information gathering and formation of a
therapeutic alliance
4. Use laboratory testing, imaging tests, psychological tests and consultation to assist in the
diagnosis of persons with neuropsychiatric symptoms
5. Discuss the structure of the mental health system and legal issues important in the care of
psychiatric patients
6. Summarize the indications, basic mechanisms of action, common side effects, and drug
interactions of each class of psychotropic medications and demonstrate the ability to select and
use these agents to treat neuropsychiatric symptoms
7. To work effectively with other health professionals
8. Maturation in clinical and personal development
VI. Course Objectives and Evaluation Method
Upon completion of the course, students will be able to:
(COM Competency Based Learning Objectives: http://medicine.tamhsc.edu/academicaffairs/curriculum/objectives/)
Course Objective
COM
Competency
Based Learning
Objectives
Taught
Evaluation
(T)
and/or
Evaluated
(E):
i. PSYCHIATRIC HISTORY, PHYSICAL, AND THE MENTAL STATUS EXAMINATION
The student will be able to:
1. elicit and clearly record a complete psychiatric
PC1
T, E
case write-ups,
history, including the identifying data, chief
OSCE, observed,
complaint, history of the present illness, past
clinical evaluation,
psychiatric history; medications (psychiatric and
interim evaluation
nonpsychiatric), general medical history, review
ICS1
T, E
observed, clinical
of systems, substance abuse history, family
evaluation, interim
history, and personal and social history for the
evaluation
common psychiatric diagnosis.and
2
2/16/16
Syllabus
nonpsychiatric), general medical history, review
of systems, substance abuse history, family
history, and personal and social history for the
common psychiatric diagnosis.
AY 2014-2015
ICS3
T, E
observed, clinical
evaluation, interim
evaluation
PROF4
T, E
observed, clinical
evaluation, interim
evaluation
PC1
T, E
case write-ups,
observed, clinical
evaluation, interim
evaluation
ICS1
T, E
observed, clinical
evaluation, interim
evaluation
PROF4
T, E
3. discuss the effect of developmental issues on the
assessment of patients
PC1
T, E
observed, clinical
evaluation, interim
evaluation
case write-ups,
observed
4. elicit, describe, and precisely record the
components of the mental status examination,
including: general appearance and behavior,
motor activity, speech, affect, mood, thought
processes, thought content, perception, sensorium
and cognition, judgment, and insight with
appropriate mental status examination terms
5. make a clear and concise case presentation
ICS5
T, E
case write-up,
observed
PC1
T, E
ICS3
T,E
case write-up,
OSCE, clinical
evaluation, interim
evaluation
OSCE, observed,
interviews
6. recognize physical signs and symptoms that
accompany classic psychiatric disorders (e.g.,
tachycardia and hyperventilation in panic
disorder)
PC3
T, E
case write-up,
observed, interviews
PC6
T, E
case write-up, OSCE
7. access for the presence of general medical illness
in psychiatric patients, and determine the extent to
which a general medical illness contributes to a
patient’s psychiatric problem.
PC1
T, E
case write-up,
interviews, OSCE,
clinical evaluation,
interim evaluation
PC2
E
observed
PC6
T
observed
PC2
T, E
observed
2. recognize the importance of, and be able to obtain
and evaluate historical data from multiple sources
(family members, community mental health
resources, past medical records, etc.)
8. recognize and identify the effects of psychotropic
medication in the physical examination
ii. DIAGNOSIS, CLASSIFICATION, AND TREATMENT PLANNING
Using his or her knowledge of psychopathology, diagnostic criteria, and epidemiology, the
student will be able to:
1. Use the DSM-5 in evaluating patients
MK4
3
T, E
Case write-up,
observed, clinical
evaluation, interim
2/16/16
Syllabus
AY 2014-2015
evaluation
PC4
T, E
Case write-up,
interviews, OSCE
2. State the typical signs and symptoms of the
common psychiatric disorders listed in the
appendix
PBLI1
E
Clinical evaluation,
interim evaluation
MK2
T, E
3. Formulate a differential diagnosis for major
presenting problems of the common psychiatric
disorders
PC3
T, E
Observed, OSCE,
NBME, quizzes,
midterm exam
Case write-up,
observed
4. Formulate a plan for psychiatric and medical
evaluation of the common psychiatric disorders
MK5
T,E
PC7
T, E
PC15
T, E
SBP1
T, E
MK3
T, E
Case write-up,
observed
PC1
T, E
PC2
T, E
Observed, SOAP
notes, interim
evaluation
Observed
6. Develop an individualized treatment plan for each
patient of the common psychiatric disorders
PC4
T, E
Case write-up,
interviews, OSCE,
clinical evaluation,
interim evaluation
7. Compare and contrast and give examples of the
common psychiatric disorders
MK2
T, E
MK4
T, E
PC3
T, E
PC8
T, E
MK5
T, E
ICS2
T, E
Observed, NBME,
midterm exam
Observed, NBME,
midterm exam
Case write-up,
interview, observed,
OSCE
NBME, interim
evaluation
NBME, clinical
evaluation, interim
evaluation
Interviews, observed
,OSCE, clinical
evaluation, interim
evaluation
5. Assess changes in clinical status and mental status
and alter hypotheses and management in response
to changes of the common psychiatric disorders
8. State the epidemiology and prevalence of the
common psychiatric disorders
9. State the etiology, course of illness, and prognosis
of the common psychiatric disorders
4
Case write-up,
observed, clinical
evaluation, interim
evaluation
Case write-up,
observed
Case write-up,
observed
Observed
2/16/16
Syllabus
AY 2014-2015
ICS3
T, E
Observed
MK3
T, E
Case write-up
MK4
T, E
PC4
T, E
PC15
T, E
ICS2
T, E
ICS3
T, E
PC6
T,E
PC13
T,E
NBME, interim
evaluation
Case write-up,
OSCE, interviews,
observed
Case write-up,
observed
Interviews,
observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, Mid-term
exam, NBME,
quizzes
Observed, clinical
evaluation, interim
evaluation
PROF1
T, E
PROF2
T, E
PROF3
T, E
PROF4
T, E
2. Identify his or her emotional responses to patients
PROF8
T, E
3. Identify strengths and weaknesses in his or her
interviewing skills
PBLI1
E
PBLI2
E
PBLI1
T,E
10. Discuss nonpharmacologic and behavioral
treatments for the common psychiatric disorders
11. Discuss the indications for psychiatric
hospitalization, including the presenting problem
and its acuity, risk of danger to patient or others,
community resources, and family support
iii. INTERVIEWING SKILLS
The student will be able to:
1. Demonstrate respect, empathy, responsiveness, an
concern regardless of the patient’s problems or
personal characteristics
4. Discuss the prior perceptions (Objectives 2 & 3)
with a colleague or supervisor to improve
interviewing skill
5
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
2/16/16
Syllabus
5. Identify verbal and nonverbal expressions of
affect in a patient’s responses, and apply this
information in assessing and treating the patient
6. Demonstrate the following interviewing skills:
appropriate initiation of the interview; establishing
rapport; the appropriate use of open-ended and
closed questions; techniques for asking “difficult”
questions; the appropriate use of facilitation,
empathy, clarification, confrontation, reassurance,
silence, summary statements; soliciting and
acknowledging expression of the patient’s ideas,
concerns, questions, and feelings about the illness
and its treatment; communicating information to
patients in a clear fashion; appropriate closure of
the interview
7. State and avoid the following common mistakes in
interviewing technique: interrupting the patient
unnecessarily, asking long, complex questions;
using argon; asking questions in a manner
suggesting the desired answer; asking questions in
an interrogatory manner; ignoring patient verbal
or nonverbal cues; making sudden inappropriate
changes in topic; indicating patronizing or
judgmental attitudes by verbal or nonverbal cues
(e.g. calling an adult patient by his or her first
name, questioning in an oversimplified manner,
etc.); incomplete questioning about important
topics
8. Demonstrate sensitivity to student-patient
similarities and differences in gender, ethnic
background, sexual orientation, socioeconomic
status, educational level, political views, and
personality traits
AY 2014-2015
PBLI2
T,E
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Interviews, OSCE,
observation
PBLI1
T, E
ICS1
T, E
PC1
T, E
ICS1
T, E
Interviews,
observed, clinical
evaluation, interim
evaluation
PBLI1
T, E
Observed, clinical
evaluation, interim
evaluation
PBLI1
T, E
Interviews,
observed, clinical
evaluation, interim
evaluation
PROF4
T, E
Observed, clinical
evaluation, interim
evaluation
T, E
Case write-up,
observed, NBME,
OSCE, quizzes,
midterm exam,
clinical evaluation,
interim evaluation
NBME, observed,
quizzes, midterm
exam, clinical
evaluation, interim
evaluation
iv. DIAGNOSTIC TESTING
The student will be able to:
1. State the indications for, and limitations of, the
MK4
tests that are used to evaluate the neurophysiologic
function of persons with neuropsychiatric
symptoms (e.g., thyroid function tests,
electroencephalogram, rapid plasmin regain test,
toxicologies, testing for the human
immunodeficiency virus (HIV)
PC5
6
T, E
2/16/16
Syllabus
2. Discuss the use of, and indications for,
neuroimaging in psychiatry
3. List the psychiatric medications that require blood
level monitoring and discuss the indications for
blood level monitoring for these medications
4. State the indications & limitations of and employ
common psychometric screening tools
PCI5
T, E
MK4
T, E
PC5
T, E
PC15
T, E
MK4
T, E
PC5
T, E
MK3
T,E
PC2
T,E
PC14
T,E
AY 2014-2015
NBME, midterm
exam, clinical
evaluation, interim
evaluation
Case write-up,
observed, NBME,
OSCE, midterm
exam, quizzes
Case write-up,
observed, NBME,
OSCE, clinical
evaluation, interim
evaluation
Case write-up,
observed, NBME,
OSCE, clinical
evaluation, interim
evaluation
Case write-up,
NBME, midterm
exam, clinical
evaluation, interim
evaluation
Case write-up,
observed, NBME,
midterm exam,
clinical evaluation,
interim evaluation
Observed, NBME,
Midterm exam
Observed, clinical
evaluation, interim
evaluation, OSCE
Observed, clinical
evaluation, interim
evaluation, OSCE
v. COMMUNITY AND FORENSIC PSYCHIATRY
The student will be able to:
1. Define the term catchment area
2. List the psychiatric services each community
mental health center must provide
3. Define deinstitutionalization and discuss its
effects on patients and on the community
7
MK5
T,E
Observed
SBP1
T,E
SBP3
T,E
SBP5
T,E
SBP1
T,E
SBP3
T,E
SBP1
T,E
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
2/16/16
Syllabus
4. discuss the process of admission to a psychiatric
hospital, specifically a) the implications of
voluntary vs. involuntary commitment status; b)
the principles of civil commitment; and c) the
process for obtaining a voluntary or involuntary
commitment and a physician's role in obtaining it
SBP2
T,E
Observed, clinical
evaluation
SBP4
T,E
ICS3
T,E
PROF1
T,E
PROF3
T,E
PROF2
T,E
Observed, clinical
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed
SBP1
T,E
Observed
ICS3
T,E
SBP4
T,E
PROF1
T,E
ICS3
T,E
PROF1
T,E
PROF3
T,E
PROF10 T,E
5. summarize the elements of informed consent,
determination of capacities (e.g., to consent to
treatment, to manage funds), and the role of
judicial or administrative orders for treatment
6. discuss the duty to warn
7. define the right to treatment and the right to
refuse treatment
PROF1
T
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
n/a
PROF3
T
n/a
PROF10 T,E
8. discuss when and how a physician must protect
the safety of a child or an elderly person who
may be the victim of physical or sexual abuse or
neglect
9. discuss the economic impact of chronic mental
illness on patients and their families, including
the effect of discriminatory insurance coverage
10. discuss the financial and psychosocial burden of
chronic mental illness to family members.
PROF10 T
PROF3 T,E
PROF10 T,E
SBP4
T,E
SBP5
T,E
ICS3
T,E
PROF4
T,E
PROF10 T,E
8
AY 2014-2015
n/a
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
2/16/16
Syllabus
AY 2014-2015
v. PSYCHOPHARMACOLOGY
Electroconvulsive Therapy (ECT)
The student will summarize:
1. indications, physiologic effects, and side effects
of ECT
2. clinical situations in which ECT may be the
treatment of choice
3. pretreatment assessment, including conditions
requiring special precautions
4. the medical care of the patient before, during, and
after ECT treatment
9
ICS3
T,E
Observed, clinical
evaluation, case
interview
PC4
T,E
PC7
T,E
PC1
T,E
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups
PC4
T,E
PC1
T,E
PC2
T,E
PC5
T,E
PC8
T,E
MK1
T,E
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam and
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups
Observed, clinical
evaluation, case
interview, case write
ups
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
Observed, clinical
evaluation, NBME,
2/16/16
Syllabus
MK2
T,E
PC3
T,E
ICS3
T,E
PROF6
E
AY 2014-2015
midterm exam,
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
Observed, clinical
evaluation, case
interview, case write
ups, NBME,
midterm exam,
lecture quizzes
vi. COLLABORATION
The student will:
1. participate as a member of a multidisciplinary
patient care team
PROF10 E
2. demonstrate respect for, and appreciation of, the
contributions of others participating in patient
care
ICS3
E
PROF6
E
PROF10 E
3. participate in a family meeting with other
members of the treatment team
PROF6
T,E
PROF10 T,E
4. participate in discharge planning and referral of a
patient to an ambulatory setting or to another
inpatient facility; request a consultation, in
writing or by phone, from a practitioner of
another specialty
10
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation
ICS3
T,E
ICS3
T,E
PROF6
T,E
Observed, clinical
evaluation
PROF10 T,E
Observed, clinical
evaluation
2/16/16
Syllabus
5. work collaboratively in the care of a patient with
physicians of other health care specialties and
other health care disciplines
ICS3
T,E
PROF6
T,E
PROF7
T,E
PROF10 T,E
AY 2014-2015
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
vii. ATTITUDES, PERSPECTIVES, AND PERSONAL DEVELOPMENT
The student will:
1. summarize his or her strengths and weaknesses in
interviewing skills, assessment, and management
of persons with psychiatric disorders
PBL11
T,E
PROF10 E
2. solicit, utilize, and provide constructive criticism
PBL12
E
PBL14
T,E
PROF10 E
3. demonstrate respect and empathy for patients,
colleagues, and supervisors
PROF2
T,E
PROF4
T,E
PROF5
T,E
ICS3
T,E
PBL11
E
PBL14
E
5. accept that some patients and colleagues are not
cooperative and likable and that some patients
and colleagues will not like the student
ICS3
T,E
PROF8
T,E
6. perform clinical tasks (including soliciting
assistance) under the pressure of difficult
situations
ICS1
T,E
PROF8
T,E
4. request consultation and supervision when
knowledge, attitudes, or skills are insufficient for
a given patient's care
11
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation, interim
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
2/16/16
Syllabus
AY 2014-2015
evaluation
PROF11 E
PROF12 E
7. demonstrate comfort, concern, and responsibility
in the care of psychiatrically ill persons
8. obtain information from the psychiatric and
general medical literature
9. refute myths about psychiatric illness, psychiatric
patients, psychiatric treatments, and mental
health practitioners
10. comment on the value of prompt and enthusiastic
response to requests for consultation
11. discuss a patient incorporating multiple
perspectives (i.e., biological, psychological,
developmental, and social)
ICS3
T,E
PROF4
T,E
PBL14
T,E
PBL16
T,E
SBP2
T
ICS3
T,E
PROF6
T,E
PBL14
T,E
PBL16
T,E
ICS3
T,E
MK3
T,E
PROF4
E
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation, student
presentation
Observed, clinical
evaluation, Student
presentation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation
Observed, clinical
evaluation, case
write ups
Observed, clinical
evaluation
VII. Attendance Policy
 Be on time for all activities.
 Every Department adheres to attendance policies as set forth in the College of Medicine Student
Handbook. Absences will be allowed for the following reasons (For the complete list, please see the
complete list in the Student Handbook):
o Death in the family.
o Critical illness within the immediate family (i.e. spouse, child, mother, father, sibling)
o Legal proceedings.
o Personal illness.
 In case of illness or other circumstances where you will not be able to participate in required
activities, you must follow the following directions for reporting your absences:
12
2/16/16
Syllabus
AY 2014-2015
o
If you are absent due to illness please notify your appropriate Program Coordinator and the
faculty you are scheduled to work with. Please make sure to complete the webform listed
below.
o For an absence other than illness please put the request using the webform prior to your
absence. If approved, you are responsible for notifying your attending.
 Scheduled classes and conferences are mandatory and take precedence over any clinical or surgical
activity.
 The Departments encourage student participation in extracurricular activities such as AMA and
TMA or official College of Medicine activities. .Please complete the webform listed below with
information regarding your extracurricular activities.
 Students will be allowed a maximum of two personal days per year. These days can be used for
personal business, friends’ weddings, etc. but, only with permission of the Clerkship Director of the
rotation that you are on. Medical Students are required to send their request for apersonal day
through the process described below. You may not use one of these days during any type of exam
or OSCE.
It is the students responsibility to submit the online Phase III (M3) Absence form
http://medicine.tamhsc.edu/current/absence-forms/m3-absence.html to request an absence or personal day
for any reason. Absences and personal days may or may not be approved by the Clerkship Director and/or
other applicable staff.
Students are allowed up to two personal days during their third year rotation. Personal days must be
approved in advance and approval is not guaranteed, but will depend on the activities of the team and the
number of students off on any given day.
Please note that these personal days may not be taken during an OSCE exam, NBME or other scheduled
exam (no half days or hour counts are permitted).
Absences, regardless excused or unexcused, totaling 10% or more of the days for a clerkship will require
counseling and the development of a remediation plan. If absences exceed 20% of the days required for a
clerkship, the student may be required to repeat the clerkship before being promoted to the fourth year. If
absences exceed 20% of the days for two clerkships, the student may be required to repeat the entire year
as determined by the Student Promotions Committee. Unauthorized absences will result in a failure of the
clerkship, academic probation or dismissal by the Student Promotions Committee.
For a complete description of the absence and personal day policy please see the Student Handbook
(http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf).
VIII. Policies and Procedures (generic information for all campuses)
Orientation: Introduction to Interviewing:
The ability to conduct a satisfactory interview is one of the primary objectives of this clerkship. In
addition to the didactic/case conferences, students will receive instruction on effective patient
interviewing during their Orientation. Important concepts such as empathy and interpersonal
boundaries will be discussed. Students will also be expected to learn the key components of a
comprehensive mental status exam. On orientation day, faculty will review the components of the
Mental Status Examination, the principles of effective interviewing, and boundaries of the doctorpatient relationship.
Professional Behavior
 Dress professionally
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 Address your patients as Dr., Mr., Mrs., etc. unless on Pediatrics then first names may be used.
 Introduce yourself as a student doctor. The highest standards of professional conduct, such as
honesty and integrity in relations with patients, colleagues, and staff is expected at all times.
Patient Confidentiality


All aspects of patient care are confidential. This includes the electronic medical data base,
paper information/chart and lab. Do not access inappropriately.
Do not discuss patient care in hallways, stairwells, elevators, etc.
Information regarding any Objective Structured Clinical Exam (OSCE) or National Board Shelf
exam will not be discussed, copied, disseminated or shared by students.
Schedules
Students will receive their schedules from their appropriate campus. Students should check email
periodically for updates and schedule changes.
Who to See If You Have a Problem
During the clerkship various situations may develop for which you may need assistance. If general
information is desired, educational materials are required, or general problems develop, your first
contact will be the departmental TAM COM Program Coordinator for assistance. Any specific
administrative problems which are encountered during the clerkship should be promptly directed to the
Department Clerkship. Students are welcome to contact the above individuals or any member of the
Department Faculty for information, advice, or consultation.
In cases where you do not feel that issues are being resolved within the departmental lines, please
contact the Office of Student Affairs.
IX. Learning Materials and Activities
Course materials are available online in Blackboard, https://tamhsc.blackboard.com/ within the
PSY800, Psychiatry Clerkship
Textbooks (Recommended Resources)
Title: DSM 5 Diagnostic and Statistical Manual of Mental Disorders
Author: American Psychiatric Association
Edition/Copyright: 5th edition (June 2013)
Publisher: Amer Psychiatric Pub
ISBN: ISBN 978-0890425541
*available via Psychiatry Online (see instructions below)
Title: Kaplan and Sadock’s Synopsis of Psychiatry
Author: Benjamin J. Sadock , Virginia A. Sadock
Edition/Copyright: 10th edition
Publisher: Lippincott Williams & Wilkins
ISBN: 978-0781773270
*available via Books @Ovid (see instructions below)
Title: First Aid for the Psychiatry Clerkship
Author: Latha Stead, Matthew Kaufman, Jason Yanofski
Edition/Copyright: 3rd edition (March 18, 2011)
Publisher: McGraw-Hill Medical
ISBN: 978-0071739238
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*available via First Aid Test Prep Ebooks (see instructions below)
Title: Lange Question &Answer Book of Psychiatry, 10th Edition
Author: Sean Blitzstein
Edition/Copyright: 10th
Publisher: McGraw-Hill Companies, Inc
ISBN: 978-0071703451
Title: The American Psychiatry Publishing Textbook of Substance Abuse Treatment
Author: Marc Galantar
Edition/Copyright: Fourth
Publisher: American Psychiatry Publishing, Inc.
ISBN: 978-158562764
Title: Principles of Addiction Medicine
Author: Richard K Ries, MD, Shannon C. Miller, MD, FASAM, FAPA, CMRO,
David A Fiellin, MD, Richard Saitz, MD, MPH, FACP, FASAM
Edition/Copyright: Fourth
Publisher: Lippincott Williams & Wilkins
ISBN: 9780781774772
Website: admsep.org
ADMSEP Clinical Skills Initiative eModules and Brief Video Clips
E-books/resources:
Psychiatry Online
Books@Ovid
First Aid Test Prep
Available through MLS library:
 http://guides.library.tamu.edu/medicine
 “E-books”
 Select specific reference (ex, “Psychiatry Online”, “Books@Ovid”, “First Aid Test Prep”
X. Grading and Remediation Policies
The final course grade will be based on the following:
Grade Component
Clinical
NBME Shelf Exam
OSCE
Observed Interview & Written Case Report
Encounter/Procedure Log
Midterm Exam
Presentation
Quizzes
Honor
Percentage or Points Value
40%
30%
20%
10%
P/F
P/F
P/F
P/F
Grading Scale
The student must meet at least two (2) of the following:
 NBME
> 93
 Clinical Score
> 93
 OSCE Score
> 95
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Pass
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 Honors in Professionalism*
70-89
< 70
*If the student does not have honors in Professionalism yet qualifies for Honors in Psychiatry by
meeting two of the other three criteria, the student must not have any reported problems in
Professionalism.
College Station
Clinical Grade Calculation
All Clinical Evaluations are averaged equally.
Dallas
Clinical Grade Calculation
Grading Conference to determine clinical evaluation grade. (Individual evaluations from
faculty who cannot attend are considered during the conference.)
Round Rock
Clinical Grade Calculation
All Clinical Evaluations are averaged equally.
Temple
Clinical Grade Calculation
Grading Conference with faculty and residents to determine clinical evaluation grade.
AIM
Clinical Grade Calculation
All Clinical Evaluations are averaged equally.
In addition to clerkship specific grading information listed here, all Phase III Grading and
Remediation policies will be followed.”
XI. Course Schedule (include in Appendices if available): Schedules will be distributed by campus.
XII. Patient Encounter Logs: (N/A if this does not apply)
Diagnosis
Depressive Disorders (Obj 1,2,3,4)
Anxiety Disorders (Obj 1,2,3,4)
Psychotic Disorders (Obj 1,2,3,4)
Bipolar Disorders (Obj 1,2,3,4)
Neurocognitive Disorder (other than
delirium) (Obj 1,2,3,4)
Delirium (Obj 1,2,3,4)
Alcohol Use Disorders (Obj 1,2,3,4)
Minimum # of Encounters
4
2
2
1
1
1
1
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Substance Use Disorders (Other than
Alcohol) (Obj 1,2,3,4)
1
Personality Disorders (Obj 1,2,3,4)
ECT (Obj 6)
2
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XIII. Important Legal Information and Policies
a. TAMHSC E-mail Access and FERPA
TAMHSC is communicating all official information to students through the students’ TAMHSC e-mail
accounts. Please check the account frequently during the semester for updates.
This course is supported with web-based and/or e-mail activities. In order to take advantage of these
additional resources and participate fully in the course, you have been assigned an e-mail address by the
Texas A&M Health Science Center. This e-mail address is for internal use only, so that faculty may
communicate with you and the entire class. By registering for this course, you are agreeing to allow your
classmates to have access to this e-mail address. Should you have any questions, please contact the
Office of the Registrar at 888-523-2905.
The Family Educational Rights and Privacy Act of 1974 (FERPA), which the HSC complies fully, is
intended to protect the privacy of education records, to establish the rights of students to inspect and
review their education records and to provide guidelines for the correction of inaccurate or misleading
data through informal and formal hearings. Students also have the right to file complaints with the Family
Educational Rights and Privacy Act Office of the Department of Education in Washington, D.C.,
concerning alleged failures by the HSC to comply with the act.
b. Students with Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact the Disability Services Office at 979-845-1637 or visit the website
http://disability.tamu.edu/. Any student with a disability who needs accommodation should inform the
instructor at the beginning of the course.
c. Professionalism and integrity Statement (Academic Honesty and Plagiarism)
All TAMHSC students are required to comply with the student code of conduct and the academic
integrity and honesty standards published in each component’s Student Handbook. Disciplinary action
will be taken in accordance with the policies of each component. Students found guilty of Academic
Dishonesty will receive an “F”/Unsatisfactory in the course.
As commonly defined, plagiarism consists of presenting as one's own the ideas, words, writings, etc.,
which belong to another. In accordance with this definition, you are committing plagiarism if you copy
the work of another person and turn it in as your own work, even if you should have the permission of
that person. Plagiarism is one of the worst academic violations, for the plagiarist destroys the trust among
colleagues without which academic communication cannot be safely conducted.
d. Mistreatment of Students
The College of Medicine is committed to providing a positive learning environment in which students can
meet their academic goals based on mutual respect in the teacher/learner relationship. Both parties must
be sensitive to the needs of others and differences in gender, race, sexual orientation, religion, age or
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disability. As outlined in the Standards of Conduct in the Teacher-Learner Relationship, belittlement,
intimidation and humiliation are unacceptable for effective learning and undermine self-esteem. Breaches
involving student mistreatment may result in a faculty or staff member being sanctioned or the loss of
faculty and/or staff appointment. The College of Medicine internal policy for dealing with claims of
student mistreatment or unprofessional behavior is described here. This policy addresses student
mistreatment involving College of Medicine employees. However, we realize that a student may
experience mistreatment from residents, affiliate staff, or patients. These instances will be discussed in
Section V of the document. Please access the policy at http://medicine.tamhsc.edu/dean/policies/studentpolicies/mistreatment-of-students.html for more information regarding reporting, resolution of claims,
appeals, and responsibilities. To report mistreatment via College of Medicine telephone hotline, dial
1(855)-397-9835. To report via web page, click http://medicine.tamhsc.edu/dean/policies/studentpolicies/form.html
e. Exposure and Occupational Hazard
The Needle Stick Policy for Medical Students may be accessed at:
http://medicine.tamhsc.edu/dean/policies/student-policies/needle-stick-policy.html
Note: More information is available on the aforementioned topics to all students in the online course
catalog and or on the College of Medicine website.
XIV. Appendices
Appendix A: College of Medicine Competency Based Learning Objectives
1. Medical Knowledge
Upon completion of the medical school curriculum, our students will be able to:
MK1 - Demonstrate knowledge of normal human structure and function at the organ‐system, tissue,
cellular and molecular level; and of the interaction of human systems in maintaining homeostasis
MK2 - Describe the basic mechanisms involved in the causation of human disease and their influence on
clinical presentation and therapy
MK3 - Demonstrate an understanding of how healthy lifestyles and psychosocial factors influence health
MK4 - Apply evidenced-based methods to clinical problem solving
MK5 - Demonstrate an understanding of the epidemiology of common diseases within a population and
the approaches which are useful in reducing their incidence and prevalence
MK6 - Demonstrate knowledge of common societal problems such as domestic violence and substance
abuse, including diagnosis, prevention, reporting, and treatment
II. Patient Care
Upon completion of the medical school curriculum, our students will be able to:
PC1 - Obtain both complete and system-focused medical histories that include psychosocial
determinates of health
PC2 - Perform both complete and system-focused physical examinations
PC3 - Develop appropriate differential diagnoses by integrating collected clinical information
PC4 - Develop contextual and individualized diagnostic and treatment plans based upon collected clinical
information
PC5 - Interpret the results of commonly used laboratory and radiologic studies
PC6 - Recognize common, immediately life‐threatening conditions and initiate therapy
PC7 - Formulate an initial management plan for critically ill patients
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PC8 - Demonstrate an understanding of the principles involved in the care of patients across the spectrum
of the human life cycle
PC9 - Perform technical procedures including: venipuncture and arterial puncture; insertion of
intravenous, central venous and urethral catheters; insertion of a nasogastric tube; lumbar puncture; basic
suturing; and basic airway management
PC10 - Discuss the principles of pain management and formulate a basic multidisciplinary care plan
PC11 - Assist in the provision of appropriate end‐of‐life care within a multidisciplinary team
PC12 - Educate patients in personalized health maintenance
PC13 - Perform basic health risk assessment and formulate appropriate screening plans
PC14 - Properly utilize clinical, laboratory, radiologic, and pathologic examinations to diagnose and treat
common maladies
PC15 - Formulate preventive, curative, rehabilitative, and palliative therapeutic strategies for common
disorders
III. Interpersonal and Communication Skills
Upon completion of the medical school curriculum, our students will be able to:
ICS1 - Demonstrate effective listening skills
ICS2 - Discuss diagnostic and treatment options in a manner comprehensible to the patient
ICS3 - Communicate effectively with patients, patients' family members, peers, and other members of the
health care team
ICS4 - Educate patients, patients' family members, peers, and other members of the health care team at an
appropriate level using appropriate technologies
ICS5 - Maintain accurate medical records
IV. Professionalism
Upon completion of the medical school curriculum, our students will be able to:
PROF1 - Demonstrate an understanding of legal and ethical principles governing the physician-patient
relationship
PROF2 - Display honesty, integrity and ethical behavior
PROF3 - Act in the patient's best interest and serve as a patient advocate
PROF4 - Treat patients and patients' family members respectfully and compassionately, regardless of age,
disability, gender, race, ethnicity, culture, religion, sexual preference, and socio‐economic status
PROF5 - Respect the privacy of patients
PROF6 - Work with other health professionals in a collaborative fashion
PROF7 - Demonstrate an awareness of leadership roles in medicine and society
PROF8 - Recognize potential conflicts of interest and demonstrate awareness of appropriate courses of
action
PROF9 - Demonstrate an understanding of peer review and the expectations of professional licensing
boards, including medical jurisprudence
PROF10 - Demonstrate knowledge of responsibilities to patients, peers, and other members of the health
care team
PROF11 - Respond to conflicts in a professional manner
PROF12 - Project a professional image in demeanor and personal appearance
V. Systems-Based Practice
Upon completion of the medical school curriculum, our students will be able to:
SBP1 - Apply knowledge of health care systems to improve and optimize patient care
SBP2 - Advocate for continuous quality improvement in patient care and patient safety
SBP3 - Demonstrate an understanding of cost containment principles and their application in the delivery
of health care
SBP4 - Demonstrate an understanding of the legal and regulatory frameworks governing the practice of
medicine which affect payment, reimbursement, referrals and incentives
SBP5 - Recognize various approaches to the organization, financing, and delivery of health care
SBP6 - Utilize information technology in providing medical care for individuals
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SBP7 - Recognize health care system deficiencies regarding social needs, access to care issues, and health
disparities when they arise and develop strategies for optimal care of each individual patient.
VI. Practice-Based Learning and Improvement
Upon completion of the medical school curriculum, our students will be able to:
PBLI1 - Identify and rectify deficiencies in their knowledge base and skill set
PBLI2 - Incorporate formative evaluation feedback into personal performance
PBLI3 - Accomplish learning and improvement goals with appropriate self‐directed activities
PBLI4 - Utilize information resources and available data to support life‐long learning
PBLI5 - Select, appraise, and utilize evidence from scientific studies related to clinical questions and
patients' health problems
PBLI6 - Demonstrate an understanding of the basic principles and importance of scholarly activity in the
practice of medicine
VII. Cultural Competence
Upon completion of the medical school curriculum, our students will be able to:
CC1 - Demonstrate an understanding of the manner in which diverse cultures and belief systems perceive
health and illness and respond to various symptoms, diseases, and treatments.
CC2 - Recognize and appropriately address gender and cultural biases in themselves, in others, and in the
process of health care delivery
Appendix B: Principles and Guidelines for Curriculum Development
Approved by Curriculum Committee: November 15, 2011
The purpose of the curriculum is to prepare an undifferentiated physician for the demands and
expectations of postgraduate training and medical practice in the 21st Century.
Principle I
Each curricular component has educational goals and objectives which in the aggregate are
specifically designed to meet the COM Curricular Goals and Objectives.
Principle II
Basic and Clinical Sciences are integrated throughout the curriculum.
Guideline 1
All curricular components are directed, designed and delivered by teams that include Basic
and Clinical Science faculty.
Guideline 2
Curricular components and student grades are not discipline or department based.
Guideline 3
Responsibility for curricular component design and delivery rests with the
course/block/clerkship directors with the support of the departments and approval of the central
curricular authority.
Principle III
The curriculum is competency-based, requires students to assume graduated responsibility for patient
care, and is consistent with the ACGME Core Competencies:
Patient Care
Medical Knowledge
Practice Based Learning and Improvement
Interpersonal/Communication Skills
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Systems Based Practice
Professionalism
Guideline 1
Achievement of competency is regularly assessed, documented utilizing specific outcome
measures, and is required for advancement.
Principle IV
Curricular content reflects the health risks and disease burdens on society experienced in the
context of the diverse components of our health care delivery system.
Guideline 1
Curricular components are based on the biopsychosocial model of disease.
Guideline 2
Preventive health care is emphasized throughout the curriculum.
Guideline 3
The curriculum assures student experience across the spectrum of health care settings
including ambulatory, inpatient, critical, and emergent.
Guideline 4
The curriculum includes a long term continuity of care experience.
Principle V
A personalized and nurturing faculty-student interaction is maintained at every level.
Principle VI
There is a shared expectation of preparation, active participation, and partnering in learning by
students and faculty.
Principle VII
The educational program is learner-centered, incorporating multiple methodologies and resources for
teaching and learning to meet the diverse needs of our students.
Principle VIII
Emphasis is placed on student self-directed learning with time provided for independent study.
Guideline 1
In components of the curriculum that are primarily classroom or laboratory-based:
 There are no more than twenty-four (24) contact hours per week.
 There are no more than ten (10) hours of traditional lecture per week.
 The contact hours that are not traditional lecture should be devoted to active learning.
Active learning is defined as content that requires active participation of students.
Examples include case-based learning, team-based learning, problem-based learning, small
group instruction, and any other format in which the students must actively participate
in the class.
 There is a predictable weekly contact hours template including three (3) free half days.
Guideline 2
In components of the curriculum that are primarily centered on patient care:
 There are no more than ten (10) hours of traditional lecture per week.
 Duty hours are defined as all clinical and academic activities related to the clerkship; i.e.,
patient care (both inpatient and outpatient), administrative duties relevant to patient care, the
provision for transfer of patient care, time spent in-house during call activities, and scheduled
activities, such as conferences. Duty hours do not include reading and preparation time
spent away from the duty site.
o Duty hours must be limited to 80 hours per week, averaged over a four-week
period, inclusive of all in-house call activities.
o Students must be provided with one day in seven free from all educational and
clinical responsibilities, averaged over a four-week period, inclusive of call.
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o Adequate time for rest and personal activities must be provided. This should
consist of a 8-hour time period provided between all daily duty periods and after inhouse call.
 On-call Activities:
o In-house call must occur no more frequently than every third night, averaged over a
four-week period.
o Continuous on-site duty, including in-house call, must not exceed 24 consecutive
hours. Students may remain on duty for up to six additional hours to participate in
didactic activities, transfer care of patients, conduct outpatient clinics, and
maintain continuity of medical and surgical care.
o No new patients may be accepted after 24 hours of continuous duty
At-home call (or pager call)
 The frequency of at-home call is not subject to the every-third-night, or
24+6 limitation. However at-home call must not be so frequent as to preclude rest and
reasonable personal time for each student.
 Students taking at-home call must be provided with one day in seven completely free
from all educational and clinical responsibilities, averaged over a four-week period.
 When students are called into the hospital from home, the hours students spend in-house
are counted toward the 80-hour limit.
Principle IX
The curriculum is designed to build lifelong learning skills in our students.
Principle X
Faculty is provided the necessary resources and tools to become effective teachers, including
generic and tailored faculty development programs based on a structured faculty evaluation
system and other defined needs.
Principle XI
The curriculum and its components are evaluated on a regular basis by a central authority
structured to work in the best interest of the curriculum as a whole to ensure continuous quality
improvement and achievement of the College of Medicine Curricular Goals and Objectives.
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Appendix C: Core Didactics
These will review the core material as it relates to psychiatric illness on the topics below. Weekly
quizzes and a Mid-Rotation Exam will be given on a pass/fail basis. Remediation will be assigned
for failing grades at the discretion of the Clerkship Director. Supporting material for applicable
didactics will be available via Blackboard Vista and/or one45. Students should read and prepare prior to
each discussion as directed by Clerkship Director.
Topics: Didactics/Case Conferences
Anxiety Disorders
Child and Adolescent Psychiatry
Eating Disorders
Ethics
Exam Review
Mood Disorders / Grief
Neuroanatomy Review (optional online - - see links below)
Neurocognitive Disorders
Neurodevelopmental Disorders
Neurology/Neuroscience Review
Obsessive-Compulsive and Related Disorders
Personality Disorders
Psychopharmacology
Psychotherapeutic Modalities of Psychiatry
Schizophrenia Spectrum and other Psychotic Disorders
Sexual Dysfunction
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Sleep-Wake Disorders
Somatic Symptom and Related Disorders
Substance Use Disorders
Trauma and Stress Related Disorders
Videos:
https://mediamatrix.tamu.edu:443/streams/257509/M3_Psychiatry_052709_0930.mov
Audio:
https://mediamatrix.tamu.edu:443/streams/257510/M3_Psychiatry_052709_0930.mp3
After you click on the above links you will be prompted to login to MediaMatrix.
In the pop-up window, type in the following information (in lower case!):
User Name: m3
Password: m3student
Click on “download” link to save the file to your computer.
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Appendix D: Interview Grade Form
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Appendix E: Case Write-up Grade Form
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TOTAL ______/50 points
DATE
EVALUATOR _______________________ STUDENT______________________________________
Initial Psychiatric Evaluation Note
The Psychiatric Evaluation should be a moderately detailed note, no longer than 3 pages (front and back).
If handwritten, it should be legible. It should look like a Resident Admission Note or a written
Psychiatric Consult note. Please make constructive comments.
------------------------------------------------------------------------------------------------------------------------------HISTORY OF PRESENT ILLNESS
The student should list:





Chief complaint (1 Point)
Identifying information – age, sex, marital status, race. (1 Point)
Stressors (1 Point)
Symptoms – onset and/or duration (0 to 4 Points)
o Including a survey of depressive, manic, psychotic symptoms, (as well as symptoms
of anxiety and dementia, if indicated).
Substance Abuse (1 Point)
PAST PSYCHIATRIC HISTORY (1 Point)
PAST MEDICAL HISTORY (1 Point)
CURRENT MEDICATIONS (1 Point)
Review of Systems (2 Points)
SOCIAL HISTORY (0 to 3 Points)

Chronological recount of patient’s childhood (including any history of abuse), education,
employment, relationships, current family, legal history, religious affiliation, etc.
FAMILY PSYCHIATRIC HISTORY (1 Point)
TOTAL ______/17 points
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MENTAL STATUS EXAM
Appearance (1 Point)

Grooming, Hygiene, Dress

Eye contact

Unusual physical characteristics (tattoos, piercings, jewelry, etc.)
Behavior (1 Point)

Psychomotor activity (agitation/retardation)

Level of cooperation during the interview
Speech (1 Point)

Rate, volume, tone, rhythm, prosody, fluency
Mood (1 Point)

Patient’s own words
Affect (1 Point)

Type of affect –(flat, blunted, restricted, constricted, labile, euthymic,
euphoric, dysphoric, etc.); Range of affect and congruency/appropriateness
Thought process (2 Point)

goal directed, circumstantial, tangential, flight of ideas (connected somehow), loose
associations
(unrelated topics), thought blocking, clanging, perseveration
Thought content

presence or absence of hallucinations (auditory, visual) (1 Point)

presence or absence of other psychotic symptoms (1 Point)

suicidal thoughts, intents, plans (2 Points)

homicidal thoughts, intents, plans (2 Points)
Orientation (1 Point)

To person, place, time.
o If case is not one in which a neurocognitive disorder is being considered may state:
“Grossly intact as observed indirectly in course of mental status examination"
instead of formal testing person, place, and time.
Concentration (1 Point)

Spelling reversals or serial 7’s, counting backwards from 20 to 0
o If case is not one in which a neurocognitive disorder is being considered may state:
"Grossly intact as observed indirectly in course of mental status examination"
instead of spelling reversals, serial 7's or counting backward from 20 to 0.
Memory (1 Point)

Immediate recall and short-term memory
o Student should ask 3 unrelated objects to remember and have the patient say these
back immediately and then after 4 to 5 minutes, If case is not one in which a
neurocognitive disorder is being considered may state "Grossly intact as observed
indirectly in course of mental status examination" instead of 3/3 immediate recall
and after four to five minutes.
Insight (1 Point)

Patient’s understanding of illness and situation
Judgment (1 Point)

Patient’s plan to deal with illness
TOTAL ______/18 points
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DSM 5 DIFFERENTIAL DIAGNOSIS
The student may receive up to 6 total points for a differential diagnosis: 2 points for discussion of a
differential diagnosis and 4 points for an accurate and complete differential diagnosis.
DIAGNOSIS (4 points)
TREATMENT PLAN
The student should come up with a treatment plan. This should include any appropriate labs or medical
work-up, pharmacotherapy, and psychotherapy, as well as lifestyle changes. The treatment plan will be
worth up to 5 points, based on the level of depth and detail included.
(Example: For a patient with Major Depressive Disorder)
1. The patient will start on Celexa once a day, and we discussed the possible side-effects and
benefits (1 Point awarded)
2. The patient will have a TSH and CBC drawn to rule out underlying thyroid dysfunction and
anemia as possible causes for depressive symptoms. An antidepressant, Celexa once a day
will be started, and we discussed the possible side-effects and benefits. Also, the patient will
be referred for supportive psychotherapy to address __________ stressors. The patient was
encouraged to eat a proper nutritious diet and start walking 3 times a week for 30 minutes, for
exercise. (All 5 points awarded)
TOTAL ______/15 points
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Appendix F: Interim Evaluation Form
Interim Evaluation & Feedback Form
The purpose of this evaluation is to identify the student’s strengths and weaknesses so that adequate time
remains to correct problems and to give the students the opportunity to improve performance.
 This evaluation WILL NOT count towards the student’s final grade.
 A copy of this evaluation must be on file prior to receiving final grade.
STUDENT SELF REFLECTION:
Strengths
Weaknesses
FACULTY/ATTENDING FEEDBACK:
Objective
Needs
significant
improvement
Needs some
improvement
Progressing
well towards
standard
Definition of satisfactory performance
Knowledge base/
application of
knowledge
Knows most typical complex cases; much deeper and
consistent knowledge base, demonstrates ability to
integrate new evidence/knowledge into decisionmaking process.
Data gathering/
recording/
presentation
Concise history; includes pertinent positive/negatives;
picks up on history others missed; notes accurately
and concisely reflect day-to-day changes;
communicate independently
Uses resources of practice setting; applies medical
literature to clinical practice; able to use clinical
guidelines appropriately for common and some
complex cases.
Judgment in deciding when action needs to be taken
and to purpose and select options; 3 reasonable
options to diagnostic and therapeutic plans
Performs patient education and offers opportunity to
answer question; communicates not only with families
but also with nurses, social workers, consultants
Confident, able to work with each patients
circumstances and preferences, very motivated to
learn
Information
management
Problem Solving and
clinical reasoning
Communication
Professionalism
Confident, mature, a valued team member w/ active
role; good time management; acceptance of feedback
and demonstrates improvement
Attitude
Comments:
Review Patient Log
NO
Deficient
1
1
YES
Forward to
Director for
remediation plan.
Student Signature: _____________________________________Date: _____________
Faculty/Attending Signature: ____________________________Date: _____________
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Appendix G: Presentation
Presentation: Each student will give a 10-15 minute presentation about a psychiatrically related subject
the student finds interesting. The presentation may be about a patient’s diagnosis, medications, or
therapies. The topic of the presentation must be approved by the clerkship director no later than the
week before. The presentation must include information from at least three articles from the literature
and articles must be brought to the presentation.
MEDICAL STUDENT PRESENTATION
Student Name:
Presentation Topic:
Organization of information
Understanding of topic
Presentation media
Verbal presenting skills
Quality of articles
Time management
Points deducted if presentation > 15 minutes
Ability to handle questions
Handout (optional)
Final Presentation Grade (100 pt scale):
Pass
Fail
FACULTY SIGNATURE
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Appendix H: Psychiatry Study Topics
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Depressive disorders
o With & w/o melancholic features, psychotic features, atypical features, catatonic features,
seasonal pattern, and postpartum onset, general medical-surgical illness
Psychotherapy
Cognitive therapy
Couples therapy
Phototherapy
Anxiety disorder
o Panic d/o, agoraphobia, social phobia, specific phobias, generalized anxiety d/o,
posttraumatic stress d/o, acute stress d/o, obsessive-compulsive d/o, panic attacks vs panic d/o
Bipolar disorders
Neurocognitive Disorders – Delirium and subtypes of major neurocognitive disorders due to
Alzheimer’s disease, Frontotemporal lobar degeneration, Lewy body disease, Vascular disease,
Traumatic brain injury, substance/medication induced, HIV infection, Prion Disease, Parkinson’s
Disease, or another medical condition
Schizophrenia Spectrum and other psychotic disorders
Personality disorders
o Common features of personality d/o’s, neurobiological, genetic, developmental, behavioral,
and sociological theories of etiology of personality disorders (including association of
childhood abuse/trauma), hierarchical levels of defense and regression under stress, and
typical defense mechanisms used in personality disorders
o Biogenetic relationship that exist between certain Axis I & Axis II disorders
o Axis I psychiatric d/o that may present with personality changes
Substance use, including:
o Cocaine, Amphetamines, Hallucinogens, Cannabis, Phencyclidine, Barbiturates, Opiates,
Caffeine, Nicotine, Benzodiazepines, Alcohol
Neuropsychiatric symptoms
Suicide (clinical & demographic factors associated)
Lithium toxicity
Neuroleptic malignant syndrome
Anticholinergic delirium
Monoamine oxidase inhibitor-related hypertensive crisis
Seizure disorders
Somatic Symptom and Related Disorders
Sexual dysfunctions
o Sexual response cycles, STD’s, sexual dysfunctions, hypoactive sexual desire d/o, sexual
aversion d/o, male erectile d/o, female sexual arousal d/o, female & male orgasmic d/o,
premature ejaculation, dyspareunia and vaginismus
Sleep-Wake disorders
Child and Adolescent Psychiatry
Geriatric Psychiatry
o Clinical presentation of depression in elderly, psychotropic medications in elderly
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Community & Forensics Psychiatry
o “catchment area”, community mental health center, deinstitutionalization, psychiatric
hospitalization (voluntary vs. involuntary) civil commitment, informed consent, judicial
orders for treatment, duty to warn, discriminatory insurance coverage, financial &
psychosocial burden on family members
Psychopharmacology
o Anxiolytics, antidepressants, antipsychotics, mood stabilizers, anticholinergics,
electroconvulsive therapy
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