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:

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.

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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