These Learning Outcomes have been adapted from the University of Edinburgh킠School of Medicine킠Psychiatry Programme and are suitable for undergraduate study.

SEE ALSO: [Psychiatry Resources] and [Psychiatry Guidelines]

Curricula for other levels and from other sources are listed here:

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    Level C

    RCPsych Postgraduate Curriculum

    more info full description    link view external resource

    The Royal College of Psychiatrists manages post-graduate exams in the UK and maintains a competency-based curriculum. There is a core module covering; then a number of speciality modules. The revised competency based킠curricula for Core and Specialist킠Psychiatry Training have been킠approved by the General Medical Council in킠Jun... read more

The successful student will be able to:

Identify key parts of the patientí¢’‚¬’„¢s story to build a psychiatric history, including a narrative of the patientí¢’‚¬’„¢s experience.

Interpret findings at mental state examination [including cognitive assessment], eliciting common psychopathology.

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    Level ALevel BLevel C

    Less than 10 mins

    Newcastle Mental State Examination Videos

    more info full description    link view external resource

    This site is aimed at providing teaching materials to Newcastle University medical students. It is a very good collection of videos of different aspects of the Mental State Examination. See more from the team. Whilst aimed at medical students it is being used by a range of health professionals, other groups who come into contact with patient... read more
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    Level ALevel B

    30-60 mins

    Mental State Examination in Ghana

    more info full description    link view external resource

    These videos using psychiatrist and medical students as simulated patients and interviewers were prepared by Dr. Celice McDermott, MSc BSc MB ChB MRCPsych, then Visiting Lecturer, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Three patients are interviewed with a range of psychiatric conditions in a typical West African context.

Demonstrate enhanced communication skills in complex and challenging situations, with both patients and carers.

Evaluate where stigma affects the views of society, health care professional and patients. Critique how this affects clinical care.

Categorise symptoms and signs according to established systems. Construct a differential diagnosis and formulation.

Identify aspects of risk to both the patient and others. Develop a risk management plan. Apply knowledge of the Criminal Justice System to patient management.

Compare the roles of other mental health professionals and service providers; across the primary, secondary, voluntary and informal domains.

Synthesise succinct clinical information for record keeping and inter-professional communication.

Appraise the principles of the Mental Health Act, identify the criteria for detention and give examples from practice.

Describe in detail, recognise and distinguish common psychiatric disorders, according to a biopsychosocial model. Construct a biopsychosocial management plan for common psychiatric disorders within the main sub-specialities.

  • Addiction
  • Child, Family and Adolescent
  • Forensic
  • General Adult
  • Intensive Care
  • Learning Disability
  • Liaison
  • Medical Psychotherapy
  • Older Adult
  • Perinatal
  • Rehabilitation

Within their wider medical practice they will be able to:

Recognise and respond to킠psychological and behavioural aspects of health, illness and disease; and utilise these concepts in day-to-day clinical practice. Analyse the bi-directional relationship between medical illness and psychological symptoms.

Routinely evaluate the psychological factors affecting patientsí¢’‚¬’„¢ beliefs about, and responses to, illness from the individual to societal level.

  • Distinguish illnesses which are primarily psychological in origin (such as somatoform disorders) from those where distinct pathology is identified, and recommend appropriate treatments.
  • Discuss adaptation to major life changes (such as bereavement or receiving a terminal diagnosis) and consider the abnormal adjustments that might occur in these situations.
  • Produce biopsychosocial treatment plans, understanding the importance of psychological components (such as reassurance).

Consider the psychological factors affecting behavioural change and concordance with treatment.

Written by Dr Rob Waller, Honorary Senior Clinical Lecturer, Division of Psychiatry, University of Edinburgh

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