Sunday, October 31, 2010
Psychiatry Past Papers, CPSP (IMM & FCPS-II & MCPS & MD)
Please post here past papers or send to pakpsych@gmail.com
Post:
Post:
- Past written papers of Psychiatry (IMM & FCPS-II & MCPS & MD)
- clinical cases presented in exams
- viva
- stations
An Outline of training for FCPS in Psychiatry (3rd and 4th Yr)
An Outline of Structured Training Programme (STP) for FCPS in Psychiatry (3rd and 4th Year of Training)
Movadat H Rana,Saeed Farooq,Muhammad Iqbal Afridi
Source: http://www.jpps.com.pk/display_articles.asp?d=239&p=art
A candidate is expected to attain the laid down level of competence by the end of each specified period as defined in table 1:
10.Psychotherapies: Evaluation for psychotherapy, Combined pharmacotherapy and psychotherapy, Supportive Therapy, Group therapy, Family therapy, Marital therapy, Interpersonal psychotherapy, Cognitive therapy and Behavior therapy.
7. Owen D, House A, Worrall A. Research by trainees. A strategy to Improve standards of education and supervision. Psychiatric Bull 1995; 19: 337-40.
Key words: Structured Training Programme (STP), College of Physicians and Surgeons Pakistan (CPSP), Psychiatry.
Movadat H Rana,Saeed Farooq,Muhammad Iqbal Afridi
Source: http://www.jpps.com.pk/display_articles.asp?d=239&p=art
INTRODUCTION
The College of Physicians and Surgeons Pakistan (CPSP) for the first time started propagating the process of setting up of formal structured training programmes in the late 1990’s. This was supported by workshops on Structured Training Programmes (STP) for the trainers organized by the Department of Medical education of CPSP in various disciplines. The most recent step in this regard was the CPSP’s announcement of a residency programme to further formalize and structure the training for Fellowship in various disciplines1.
The Faculty of Psychiatry of CPSP produced the first document in this regard in 2007, which was accepted by the Department of Medical Education of CPSP as a model STP. The detailed booklet presenting the STP for FCPS Intermediate Module, published by CPSP, is now available in print2. The broad parameters that inspired the document published by CPSP, similar to that for Intermediate Module, are presented in this paper for reflection, critique and raising debate on this important issue and welcome any suggestions and comments.
A typical structured training programme encompasses a preparation period with defined entry requirements, predetermined objectives based on a curriculum defined by an authoritative body, with assessments and feedback to the trainee and an exit from training defined by a certificate of completion of training1,3. All STPs are inspired by a one or another learning philosophy, that range from the traditional model to behavioural and modern approaches based on the cognitive approach.
The STP developed by the Faculty of Psychiatry of CPSP seeks its inspiration from the cognitive and constructivist approaches to learning. An experiential learning strategy is emphasized by this STP4. A heavy emphasis is laid on the significance of attitudes and ethical practices and inculcation of professionalism5. This is in addition to the already existing importance attached to the domains of knowledge and psychomotor skills in account of the unique demands of the field of mental health. Although the importance of skills in undertaking quality research amongst trainees in all disciplines is established6, 7 but it has been given special significance in this STP.
This is the second part of the structured training programme (STP) based on the 3rd and 4th years training leading to FCPS psychiatry (Part 1, published in J Pak Psych Soc 2008;5:58-64). The document encourages the residents to undertake learning and teaching opportunities amongst each other and also to learn by facilitating other members of the mental health team i.e. nursing staff, social workers and psychologists. For the first time, portfolios on each resident’s representative work are recommended as an important formative assessment tool to help trainees to record their achievements. These portfolios are expected to be maintained mutually by the residents as well as the supervisors. A special effort has been made to introduce assessment tools (formative and summative), to assess all the three learning domains i.e. knowledge, skills and attitudes, that fulfil all the criteria of a good examination. In view of the unique demands of the profession, an extra competency level ‘ability to teach and critically evaluate’ has been added. The last two levels of competency will be emphasised in particular in this phase of the training.
Structured Training Programme (STP):
FCPS in Psychiatry
Structured Training Programme (STP) includes learning objectives (knowledge, skills and attitudes), essential learning experience, competence levels expected, syllabus and assessment techniques for examining at the CPSP. The aims of STP for FCPS in Psychiatry are as following:1, 2
1. To provide a standardized model for structuring training at different centres.
2. To outline the learning objectives of training in aspects of knowledge, skills and attitude.
3. To provide a competency based core curriculum and suggest preferred learning modalities.
4. To describe the minimum requirements for eligibility to appear in the CPSP examination for FCPS in Psychiatry.
5. To describe the processes of training and monitor the performance of trainees and thus regulate training opportunities at approved centres.
6. To describe tools of assessment (both internal and external) so that candidates could work and prepare for the final assessment by the College.
SPECIFIC LEARNING OBJECTIVES
At the end of the FCPS Psychiatry, the candidates should be able to acquire the following attributes in the three domains of learning:
1. KNOWLEDGE
a. Formulate a diagnostic and management plan using medical, neurological, anthropological, psychological and social aspects of psychiatric disorders
b. Critically evaluate and discuss contemporary issues in psychiatry
c. Undertake appropriate assessment and management in the fields of adult, child, geriatric, organic, and liaison psychiatry
d. Adequately use the knowledge about the cross cultural aspects of psychiatry in his/ her interactions with patients
e. Appropriately use pharmacological, physical and non-pharmacological methods of treatment
f. Appropriate use of articles of the Mental Health Act 2001 in forming forensic opinions
g. Formulate plans to respond to major mental health challenges faced by the community
2. SKILLS
Written Communication Skills:
a. Make a diagnostic formulation of a patient.
b. Update medical records in clear, concise and accurate manner
c. Formulate forensic assessments in the light of the relevant rules and instructions of Mental Health Act 2001.
d. Demonstrate competence in medical writing
Interpersonal Communication Skills:
a. Establish professional relationships with patients and their relatives and or caregivers in order to obtain a history, conduct a physical examination and provide appropriate management
b. Demonstrate use of appropriate language and clear communication in seminars, bedside sessions, out patients, e-communication and other work situations
c. Demonstrate competence in presentation skills in clinical, academic and professional settings
d. Demonstrate the skills and art of effective communication with patients in therapeutic and professional interactions.
Examination Skills:
a. Demonstrate the skills of effectively and smoothly carrying out the detailed physical, neurological and psychiatric examination and detect presence or absence of neurological, physical and psychpathological signs.
b. Interpret general physical, systemic and mental state examinations to formulate diagnosis, differential diagnosis and management strategies.
Patient Management Skills:
a. Interpret and integrate the history and examination findings and arrive at an appropriate differential diagnosis and final diagnosis.
b. Demonstrate competence in problem identification, analysis and management of the problem at hand by the use of appropriate resources, and interpretation of investigation results.
c. Prioritize clinical problems for the start of interventions.
d. Use evidence-based pharmacologic and psychosocial interventions.
e. Able to formulate and execute management of complex cases with multisystem disorders.
f. Independently conduct supportive psychotherapy, group therapy, behaviour therapy and other evidence based psychotherapies or psychotherapeutic interventions.
g.Able to independently use and teach electroconvulsive therapy and other physical / biological therapeutic interventions.
Skills in Research:
a. Undertake literature search and collect evidence based database and standard guidelines for use in clinical practice and research.
b. Compile, interpret and discuss a research and write a dissertation / an article based on original research in a peer reviewed journal, in light of the instructions on the subject by CPSP.
c. Interpret and use results of various research articles to improve clinical practice and research.
Administrative and Managerial Skills
a. Practice administrative and managerial skills in running a psychiatry unit
b. Organize educational, training and research activities
c. Able to carry out a departmental audit
3. ATTITUDES
Towards Patients:
a. Establish a therapeutic relationship with all patients
b. Demonstrate commitment to the bio-psychosocial model in the assessment and management of the patients
c. Demonstrate sensitivity, empathy and understanding while performing physical and mental state examination.
d. Consistently show consideration of the interests of the patient and the community paramount and always above personal interest
e. Adhere to principles of medical ethics in general and mental health ethics in particular.
f. Exhibit highest standards of professionalism and adherence to the core values of the medical profession, through the practice of integrity, respect for patients, colleagues, seniors and juniors, compassion, honour, altruism, excellence and humanism.
g. Demonstrate ability to work as a team member as well as a leader .
Towards Self Development:
a. Demonstrate consistent respect for every human being irrespective of ethnic background, culture, socioeconomic status and religion.
b. Deal with patients in a non discriminatory and prejudice free manner.
c. Deal with patients with honesty, equity and compassion.
d. Demonstrate flexibility and willingness to adjust appropriately to changing circumstances.
e. Foster the habit and principles of self education and reflection in order to constantly update and refresh knowledge and skills and as a commitment to continuing education.
f. Recognize stress in self and others.
g. Deal with stress and support medical colleagues and allied health workers.
h. Handle self criticism or criticism by colleagues or patients constructively.
i. Obtain and value a second opinion on clinical matters.
j. Demonstrate effectiveness as member of the team, as well as a leader
Towards Society:
a. Exhibit sensitivity towards the social, ethical and legal aspects of health care provision.
b. Offer cost effective professional services.
c. Make earnest efforts to remove myths and misconceptions and stigma against the mentally ill prevailing in the society.
ESSENTIAL LEARNING EXPERIENCES
The residency programme should include learning exercises and opportunities leading to the ability to organize family intervention sessions and small group therapy sessions, use statistical packages such as SPSS for Windows to compile data and interpret it, critically evaluate scientific articles in the journals, practice administrative and managerial skills required to run an indoor and outdoor psychiatric facility, undertake a standard medical audit and complete and submit Dissertation to RTMC at CPSP before the end of 3rd year / submit articles for publication.
COMPETENCE LEVEL EXPECTED OF A TRAINEE IN PSYCHIATRY FOR 3RD AND 4TH YEAR OF FCPS
SYLLABUS
1. Child and Adolescent Psychiatry: Normal development of child, Classification of childhood Psychiatric Disorders, Psychiatric assessment of children, Pervasive developmental disorders, Hyper-kinetic disorders, Conduct disorders, Anxiety disorder, Disorders of elimination, Mental sub-normality and Child abuse.
2. Geriatric Psychiatry: Psychological issues of aging, Mood disorders in elderly, Anxiety disorders in elderly, Psychotic disorders in elderly, Abuse and neglect of elderly, Neuropsychiatric disorders, Primary and secondary pre-senile and senile dementias, Organization of community services for elderly and Rehabilitation.
3. Forensic Psychiatry: Mental health Act, Administrative Management of Psychiatric cases, Forensic Psychiatric Syndromes, Psychiatrists’ role in court, Management of violence and risk assessment, Psychiatric report and Terrorism.
4. Public Mental Health (Community Psychiatry) including knowledge and skills of organising and evaluating a community mental health programme and knowledge of the National Programme of Mental Health in Pakistan.
5. Normal Human Sexuality and Sexual & Gender Identity Disorders
6. Personality disorders
7. Psychological factors affecting medical conditions: History, classification, and current trends, Gastrointestinal disorders, Obesity, Cardiovascular disorders, Respiratory disorders, Endocrine and metabolic disorders, Psycho-cutaneous disorders, Stress, infectious diseases and psychiatry, Behaviour and immunity and Psycho-oncology.
8. Additional conditions that may be focus of attention: Treatment compliance, Adult antisocial behaviour and criminality and Borderline intellectual functioning and academic problems.
9. Special areas of study: Addictionology, Psychiatry and reproductive health, Genetic counselling, Death, dying and bereavement and Psycho-trauma
ASSESSMENT
This STP recommends a system of internal assessment by the training institution using a formative approach and a summative assessment organised by the College at the end of the training period.
1. INTERNAL ASSESSMENT BY THE TRAINING INSTITUTION
The formative methods that are recommended for use as part of the internal assessment organised by the training institution are:
a. Portfolio-Based Assessment
Supervisor and the resident are recommended to jointly maintain a portfolio containing the training programs, weekly work schedule and the following documents:
• Specimen Formulations and Management Plans developed by Trainee
• Internal Assessment results
• Presentations made in journal clubs and seminars
• Salient features of feedback sessions by consultant / supervisor on histories, formulations and psychotherapy sessions
• Salient features of feedback sessions on internal assessment performance
• Clinical audit reports
• Ongoing assessment record particularly of attitudes and scores on professionalism parameters.
b. Written and Clinical
Local training institutes should conduct Six-monthly or Annual assessments on the pattern of FCPS exams to give practice to the trainees .
A suggested format is as follows:
• Written (33%) Paper 1: MCQs: One best type and Extended Matching Type Paper 2: 10 SEQs
• Clinicals (34%) One Long Case, Three Short Cases (Psychiatry, Medicine, Neurology), Structured Viva / TOACS OR OSCE
• Attitude: Professionalism: (33%)
c. Feedback Sessions
Detailed feedback sessions for the residents may be regularly organised. These may be based on their ongoing clinical performance, attitudes, and performance in the quarterly or six monthly assessments. These sessions should also include a feedback by the resident on the supervisor as well as the training institution. Reflections of the trainee as well as the supervisors in these sessions are recommended to be formalised and recorded. Where ever feasible 360 degree appraisal system may be put into place to ensure a comprehensive and a structured all-inclusive feedback.
d. Assessment of Attitudes and Professional Character Development
This system of assessment of ethics and attitudes is a continuation of the process initiated at the start of the FCPS training on induction into the STP. As during the Intermediate Module all trainees must once again be communicated the importance and significance of this aspect of training. A total of 33% marks in the internal assessment may be allocated to this domain. Any student showing deterioration or inability to come up to the required standards must be counselled adequately by his/ her supervisor and a record of the same placed in the portfolio. An Inability to improve or change in the behaviour or attitude over the next 12 weeks may be communicated to the Head of the Department, local tutor, and or the RTMC of CPSP (Table 2). 
DISSERTATION: Every FCPS Part 2 trainee should submit a certificate of approval of dissertation / publication of articles, based on original research by Research & Training Monitoring Cell (RTMC).
ASSESSMENT BY CPSP:
Written: Paper 1 and 2 comprising of Ten SEQs.
Clinicals: One Long Case and Fifteen Task Oriented Assessment of Clinical Skills (TOACS) Stations.
Table of Specification
The table of specifications for the final examination will consist of the following:
WRITTEN:
Paper 1: Ten Short Essay Questions: Adult Psychiatry, Child and Adolescent Psychiatry and Psychogeriatrics
Paper 2: Ten Short Essay Questions: Liaison Psychiatry, Organic Psychiatry, Public Mental Health, Psychogeriatrics, Forensic Psychiatry, Therapeutics including Psychotherapies, Addictionology / Substance abuse, Eating Disorders, Psychosexual Disorders, Reproductive Health, Psychotrauma.
CLINICALS:
One Long Case: Clinical interview and assessment of a complex psychiatric management issue, its formulation, followed by a discussion on diagnosis, management, prognosis and modern guidelines, and recent advances
on the issue.
Fifteen TOACS stations: Interactive stations (Observed): Eight
Non-interactive Stations (Unobserved): Seven
Proposed Table of Specification for TOACS:
Observed Stations:
Station 1: Outdoor Assessment Skills: Adult Psychiatry
Station 2: Making a Liaison Psychiatric Assessment / Decision-making
Station 3: Emergency Assessment / Intervention: Adult Psychiatry
Station 4: Communication / Teaching Skills
Station 5: Public Mental Health / Administrative / Management/Organisational Skills
Station 6: Use of a Non Pharmacological Intervention /Physical Method of Treatment
Station 7: Neurological/ Medical Assessment and Management / Decision making
Station 8: Child and Adolescent Psychiatry / Psychogeriatrics
Unobserved Stations:
Station 9: Psychotherapy
Station 10: Psychometric/ Radiological / Laboratory / Electrophysiological Investigations
Station 11: A diagnostic dilemma
Station 12: Interpretation / Critique of a Published Research Article
Station 13: Use of Standardised Guidelines / Evidence –based Medicine
Station 14: Therapeutics Station 15: Forensic Assessment / Specialised areas in psychiatry
CONCLUSION
As mentioned earlier the details of the STP are now available at the CPSP. However, an outline is presented in this paper for reflection, critique and raising debate on this important issue. Traditionally, relatively little attention is paid to the laying down of measurable objectives of training programme and defining modalities of matching assessments methods. In a developing country like Pakistan it is even more difficult in view of the limitations posed by feasibility and resource constraints. The College of Physicians and Surgeons has always taken a lead in overcoming these constraints by playing a pioneering role in developing a clear vision in organizing its training programmes. The STP prepared by the faculty of Psychiatry is a testimony to the same approach. The newly launched Residency Programme of CPSP based on similar STPs shows the College’s will and commitment to improve the training and assessment methods in the country and make them the envy of institutions in the West. The document on STP in Psychiatry is presented here to welcome any suggestions and comments to improve the training experience of the trainees further and seek guidance from the mental health fraternity to develop the training process further.
REFERENCES
1. Rana MH, Farooq S, Ali S, Afridi MI. An Outline of Structured Training Programme(STP) for FCPS in Psychiatry (Intermediate Module). J Pak Psych Soc 2008;5:58-64.
2. College of Physicians and Surgeons. Structured Training programme for FCPS Psychiatry: Intermediate Module. College of Physicians and Surgeons Karachi, Pakistan; April 2008.
3. Trainee Forum. What is structured training? [Online] 1997 [Cited on 2008 October 01] Available from: URL:
http://cancerweb.ncl.ac.uk/cancerweb/ trainees/ doc/ structur.html.
4. Bruning RH, Schrow G, Ronning R. Cognitive psychology and instruction. 2nd ed. New York: Prentice-Hall, 1995.
5. Elton L. Strategies to enhance student motivation: a conceptual analysis. Studies in Higher Educ 1996; 21:57-68.
6. Bassaw B, Roff S, McAleer S, Roopnarinesingh S, DeLisle J, Teelucksingh S, et al. Student’s perspective on the educational environment, Faculty of Medical Sciences, Trinidad. Medical Teacher 2003; 25: 522-6.
ABSTRACT
This is the second part of a series of documents outlining structured training programme (STP) for Fellowship in Psychiatry of College of Physicians and Surgeons, Pakistan. This outline focuses on 3rd and 4th year of residency. It has been prepared to facilitate the FCPS postgraduate trainees as well as their trainers in making the training and the process of assessment standardised, consistent, and transparent. The unique emphasis in this STP on internal assessment, through the use of innovative and high fidelity, valid, and reliable tools such as portfolios, extended matching and one best type MCQs, and OSCEs is highlighted. A renewed emphasis on ethics and inculcation of professionalism through a process of active feedback and reflection during training is the key feature of the document. A proposed list of important topics based on current trends in psychiatry that need to be covered in the knowledge domain, with a list of competencies and skills that are to be acquired during training is included. The STP is being presented with an aim to receive feedback from trainees, trainers and mental health professionals on the document.
An outline of training for IMM in Psychiatry (FCPS)
An outline of STRUCTURED TRAINING PROGRAMME(STP) for FCPS in psychiatry (Intermediate Module)
Debate Article :: Page 58
Movadat H Rana, Saeed Farooq, Sohail Ali, Muhammad Iqbal Afridi
Source: http://www.jpps.com.pk/display_articles.asp?d=197&p=art
ABSTRACT
There is an increasing emphasis on structural training programme based on identifying competency in the field of medical education. The College of Physicians and Surgeons Pakistan (CPSP) has started developing residency programmes in various disciplines to formalize and structure the training based on modern educational principles. Ther faculty of Psychiatry of CPSP took the lead in developing the first structured training programme. Structured training programme implies a training period with defined entry requirements and clear objectives that follow a curriculum with assessment and feedback as an integral part of the programme. We present the briad outline of a structured training programme for intermediate module which is being implemented by CPSP. The aim is to raise the awareness about CPSP programmes and invite feedback from the readers.
INTRODUCTION
The history of training in psychiatry, in Pakistan has not been much different from the development of the specialty over the last sixty one years. While the practice of psychiatry was heavily rooted in British tradition, most of its exponents were trained exclusively in United Kingdom. It took more than thirty years to produce the first locally trained Fellow of the College of Physicians and Surgeons Pakistan in the discipline in Psychiatry. By 1990 there were only five FCPS qualified psychiatrists in the country. While it reflected the reliance for training in psychiatry on West, another dimension of this state was the lack of any formal training programmes in this field. The only exception probably was the Grading diploma in psychiatry conducted by the Armed Forces Postgraduate Medical College in Rawalpindi. It was in late 1990’s that the process of setting up of formal structured training programmes was propagated by the College of Physicians and Surgeons Pakistan.
The Department of Medical education of CPSP which is also the Regional WHO Collaborating Centre ran series of workshops for the trainers and Structured Training Programmes (STP) in various disciplines started to find place in the various postgraduate training institutions of the country. To take the concept a step further, CPSP has recently announced a residency programme to further formalize and structure the training for Fellowship in various disciplines.
The Faculty of Psychiatry at the CPSP took the lead in developing the first document that was accepted by the Department of Medical Education of CPSP as a model STP. The detailed STP has been published by CPSP as a booklet and is now available in print1.
Structured training implies a training period with defined entry requirements, predetermined objectives that follow a curriculum defined by an authoritative body, with assessments and feedback to the trainee and an exit from training defined by a certificate of completion of training2.The Structured Training Programme (STP) described in this paper follows the cognitive approach to learning and a constructivist model of curriculum3. These two approaches use principles of androgogy or adult learning that encourage a learner centered, active and experiential learning modes as compared to the traditional curricular philosophies3. Learning strategies are suggested that emphasise the significance of attitudes and reflect professionalism and ethical practices4. This emphasis is at par with domains of knowledge and psychomotor skills on account of the obvious significance of affective domain of learning in the field of mental health. The significance attached to skills in undertaking quality research amongst trainees in psychiatry is widely recognized5,6, but it has been given special significance in this STP.
The broad parameters that inspired the document published by CPSP are presented in this paper for reflection and critique. We have omitted certain components of the STP which are important but due to brief nature of this article can not be presented here. We aim to raise debate on this important issue and welcome any suggestions and comments.
The Department of Medical education of CPSP which is also the Regional WHO Collaborating Centre ran series of workshops for the trainers and Structured Training Programmes (STP) in various disciplines started to find place in the various postgraduate training institutions of the country. To take the concept a step further, CPSP has recently announced a residency programme to further formalize and structure the training for Fellowship in various disciplines.
The Faculty of Psychiatry at the CPSP took the lead in developing the first document that was accepted by the Department of Medical Education of CPSP as a model STP. The detailed STP has been published by CPSP as a booklet and is now available in print1.
Structured training implies a training period with defined entry requirements, predetermined objectives that follow a curriculum defined by an authoritative body, with assessments and feedback to the trainee and an exit from training defined by a certificate of completion of training2.The Structured Training Programme (STP) described in this paper follows the cognitive approach to learning and a constructivist model of curriculum3. These two approaches use principles of androgogy or adult learning that encourage a learner centered, active and experiential learning modes as compared to the traditional curricular philosophies3. Learning strategies are suggested that emphasise the significance of attitudes and reflect professionalism and ethical practices4. This emphasis is at par with domains of knowledge and psychomotor skills on account of the obvious significance of affective domain of learning in the field of mental health. The significance attached to skills in undertaking quality research amongst trainees in psychiatry is widely recognized5,6, but it has been given special significance in this STP.
The broad parameters that inspired the document published by CPSP are presented in this paper for reflection and critique. We have omitted certain components of the STP which are important but due to brief nature of this article can not be presented here. We aim to raise debate on this important issue and welcome any suggestions and comments.
Structured Training Programme (STP) Intermediate Module
Structured Training Programme (STP) includes objectives, syllabus, topics, training activities, preferred modes of information transfer and assessment techniques for examining at the College of Physicians and Surgeons, Pakistan. The constructivist curricular philosophy is employed in this structured training programme, that ensures a conceptual link between prior knowledge of the trainee in psychiatry acquired in MBBS and FCPS Part 1 and all subsequent sets of knowledge acquired during the intermediate module training years. A theme based approach aimed at a learner committed to active, experiential and problem solving learning is suggested. The learning objectives are separately outlined for knowledge, skills and attitudes which are linked to modes of information transfer and assessment methods. The curriculum also explains the learning objectives for different rotations which are mandatory for completing this training programme.
The training programme strongly advocates various forms of formal and informal models of collecting and sharing information. The trainees are advised to explore opportunities to discover data base through sources that go beyond textbooks and journals including internet, videos, conferences, workshops and symposia etc. They must develop the capacity to create learning environment in a multi disciplinary approach.
The training programme strongly advocates various forms of formal and informal models of collecting and sharing information. The trainees are advised to explore opportunities to discover data base through sources that go beyond textbooks and journals including internet, videos, conferences, workshops and symposia etc. They must develop the capacity to create learning environment in a multi disciplinary approach.
AIMS
The aims of Structured Training Programme for Intermediate Module of Psychiatry are:
1. To provide a standardized model for structuring training at different centres.
2. To outline the learning objectives of training in aspects of knowledge, skills and attitude.
3. To provide a detailed syllabus of psychiatry incorporating behavioural sciences (psychology, sociology, anthropology); neurobiological sciences; and clinical aspects.
4. To provide a competency based core curriculum and suggest preferred learning modalities.
5. To describe the minimum requirements for eligibility to appear in the CPSP examination for intermediate module.
6. To describe the processes of training and monitor the performance of trainees and thus regulate training opportunities at approved centres.
7. To describe tools of assessment (both internal and external) so that candidates could work and prepare for the final assessment by the College.
1. To provide a standardized model for structuring training at different centres.
2. To outline the learning objectives of training in aspects of knowledge, skills and attitude.
3. To provide a detailed syllabus of psychiatry incorporating behavioural sciences (psychology, sociology, anthropology); neurobiological sciences; and clinical aspects.
4. To provide a competency based core curriculum and suggest preferred learning modalities.
5. To describe the minimum requirements for eligibility to appear in the CPSP examination for intermediate module.
6. To describe the processes of training and monitor the performance of trainees and thus regulate training opportunities at approved centres.
7. To describe tools of assessment (both internal and external) so that candidates could work and prepare for the final assessment by the College.
LEARNING OBJECTIVES
The learning objectives of the Intermediate Module in the three domains of learning are as follows:
A. KNOWLEDGE:
a. Distinguish Normality from Abnormality in the light of the concept of mental health.
b. Discuss anthropological, social and psychological determinants of normal development.
c. Relate the interplay of biological factors with psychosocial factors in the genesis of mental illness and disability.
d. Discuss the clinical features in phenomenological terms.
e. Use standard systems of classification including ICD and DSM for clinical diagnosis.
f. Request and justify laboratory, radiological, electrophysiological, psychometric and social investigations.
g. Use neurobiological, psychological and social theories in clinical assessment and management.
h. Identify common neurological and medical disorders relevant to psychiatric practice and refer appropriately.
i. Plan and implement treatment of common psychiatric disorders based on evidence.
j. Update knowledge with recent literature.
k. Employ basic principles of research methodology.
b. Discuss anthropological, social and psychological determinants of normal development.
c. Relate the interplay of biological factors with psychosocial factors in the genesis of mental illness and disability.
d. Discuss the clinical features in phenomenological terms.
e. Use standard systems of classification including ICD and DSM for clinical diagnosis.
f. Request and justify laboratory, radiological, electrophysiological, psychometric and social investigations.
g. Use neurobiological, psychological and social theories in clinical assessment and management.
h. Identify common neurological and medical disorders relevant to psychiatric practice and refer appropriately.
i. Plan and implement treatment of common psychiatric disorders based on evidence.
j. Update knowledge with recent literature.
k. Employ basic principles of research methodology.
B. SKILLS
I. Communication Skills
a. Able to communicate effectively with patients and their families; colleagues and other health professionals.
b. Collect reliable and accurate information in form of a comprehensive history.
c. Able to maintain and update medical records including management plans clearly & precisely.
d. Able to compile and present accurate discharge summaries and appropriate referral notes.
e. Demonstrate competence in medical writing.
f. Demonstrate competence in presentation skills.
g. Provide informational care and counsel patients.
h. Able to teach medical students in undergraduate clinical training programmes.
b. Collect reliable and accurate information in form of a comprehensive history.
c. Able to maintain and update medical records including management plans clearly & precisely.
d. Able to compile and present accurate discharge summaries and appropriate referral notes.
e. Demonstrate competence in medical writing.
f. Demonstrate competence in presentation skills.
g. Provide informational care and counsel patients.
h. Able to teach medical students in undergraduate clinical training programmes.
II. Examination Skills
a. Perform accurate mental state examination in common and complex clinical conditions.
b. Conduct appropriate physical examination to assess medical conditions commonly presenting in psychiatric practice.
c. Perform a detailed neurological examination to assess neuro-psychiatric disorders.
b. Conduct appropriate physical examination to assess medical conditions commonly presenting in psychiatric practice.
c. Perform a detailed neurological examination to assess neuro-psychiatric disorders.
III. Patient Management Skills
a. Interpret and integrate the history and examination findings to arrive at an appropriate diagnosis and consider relevant differential diagnosis.
b. Demonstrate competence in identification, analysis and management of clinical problems by using appropriate resources.
c. Prioritize management strategies.
d. Use evidence-based & cost effective pharmacologic, psychological and social interventions.
e. Independently undertake counselling & informational care session.
f. Independently & safely administer electroconvulsive therapy.
g. Effectively administer respiratory and cardiac resuscitation.
b. Demonstrate competence in identification, analysis and management of clinical problems by using appropriate resources.
c. Prioritize management strategies.
d. Use evidence-based & cost effective pharmacologic, psychological and social interventions.
e. Independently undertake counselling & informational care session.
f. Independently & safely administer electroconvulsive therapy.
g. Effectively administer respiratory and cardiac resuscitation.
IV. Skills in Research
a. Undertake literature search and collect evidence to adopt guidelines for clinical practice.
b. Develop a synopsis or a research proposal using CPSP guidelines.
c. Interpret, summarise and use published research.
b. Develop a synopsis or a research proposal using CPSP guidelines.
c. Interpret, summarise and use published research.
V. Administrative and Managerial Skills
a. Undertake responsibilities to perform common administrative duties at place of work.
b. Organize basic educational and training activities.
c. Assist in organizing medical conferences, research activities and other multidimensional professional events.
d. Effectively contribute towards organizational affairs as member of team.
b. Organize basic educational and training activities.
c. Assist in organizing medical conferences, research activities and other multidimensional professional events.
d. Effectively contribute towards organizational affairs as member of team.
C. ATTITUDES
a. Establish professional doctor-patient relationships in practice.
b. Plan and deliver evidence based, cost effective and quality healthcare.
c. Demonstrate sensitivity and empathy in patient care.
d. Adhere to highest ethical standards in clinical work.
e. Exhibit high standards of professionalism in practice.
f. Respect legal framework of healthcare delivery.
g. Demonstrate consistent respect for patients irrespective of ethnic background, culture, socioeconomic status and religion so as to practice without prejudice or discrimination.
h. Demonstrate flexibility and willingness to adjust appropriately to changing circumstances.
i. Promote continuing professional development in order to constantly update clinical care.
j. Identify limitations of self and seek advice whenever required.
k. Recognize hazards of mental health profession; identify mental health issues in self & colleagues; and assist where possible.
l. Understand need for clinical audit and respond constructively to professional inquiries.
m. Develop the ability to work as an effective member of the team and lead when required.
2. Trainee Forum. What is structured training? [Online] 1997 [Cited on 2008 October 01] Available from: URL: http://cancerweb.ncl.ac.uk/cancerweb/ trainees/ doc/structur.html.
3. Bruning RH, Schrow G, Ronning R. Cognitive psychology and instruction. 2nd ed. New York: Prentice-Hall, 1995.
4. Elton L. Strategies to enhance student motivation: a conceptual analysis. Studies in Higher Educ 1996; 21:
57-68.
5. Bassaw B, Roff S, McAleer S, Roopnarinesingh S, DeLisle J, Teelucksingh S, et al. Student’s perspective on the educational environment, Faculty of Medical Sciences, Trinidad. Medical Teacher 2003; 25: 522-6.
6. Owen D, House A, Worrall A. Research by trainees. A strategy to Improve standards of education and supervision. Psychiatric Bull 1995; 19: 337-40
b. Plan and deliver evidence based, cost effective and quality healthcare.
c. Demonstrate sensitivity and empathy in patient care.
d. Adhere to highest ethical standards in clinical work.
e. Exhibit high standards of professionalism in practice.
f. Respect legal framework of healthcare delivery.
g. Demonstrate consistent respect for patients irrespective of ethnic background, culture, socioeconomic status and religion so as to practice without prejudice or discrimination.
h. Demonstrate flexibility and willingness to adjust appropriately to changing circumstances.
i. Promote continuing professional development in order to constantly update clinical care.
j. Identify limitations of self and seek advice whenever required.
k. Recognize hazards of mental health profession; identify mental health issues in self & colleagues; and assist where possible.
l. Understand need for clinical audit and respond constructively to professional inquiries.
m. Develop the ability to work as an effective member of the team and lead when required.
ESSENTIAL LEARNING EXPERIENCES
The minimum training period required to appear in the CPSP examination for Intermediate module is 2 years. This includes three mandatory rotations described below.
Medicine: 3 months
Neurology: 3 months
Clinical Psychology: 6 months
Medicine: 3 months
Neurology: 3 months
Clinical Psychology: 6 months
COMPETENCE LEVEL EXPECTED OF A TRAINEE IN PSYCHIATRY FOR INTERMEDIATE MODULE
A candidate is expected to attain the laid down level of competence by the end of each specified period as defined in table 1.
click to Enlarge
THE SYLLABUS
The minimum list of clinical problems that a trainee must learn to manage using the biopsychosocial model of assessment and care include the following:
• Separating normalcy of behaviour, normal reactions to stresses and life events from mental illness and morbidity.
• Compiling clinical data on biological, psychological, social and anthropological determinants of mental health and its aberrations.
• Assessment of personality, physical and mental state, and ability to translate them into clinical signs and phenomenological terms.
• Assessment and management of patients with a risk of violence and suicide.
• Patients with morbid sadness.
• Patients in morbid fear and panic.
• Persistent complainers and patients with unexplained medical symptoms
• Patients with altered states of consciousness
• Mute patients
• Deliberate self harm and drug overdose / Unprescribed use, abuse and misuse of drugs.
The suggested list of areas to be covered to achieve the learning objectives outlined before are:
• Separating normalcy of behaviour, normal reactions to stresses and life events from mental illness and morbidity.
• Compiling clinical data on biological, psychological, social and anthropological determinants of mental health and its aberrations.
• Assessment of personality, physical and mental state, and ability to translate them into clinical signs and phenomenological terms.
• Assessment and management of patients with a risk of violence and suicide.
• Patients with morbid sadness.
• Patients in morbid fear and panic.
• Persistent complainers and patients with unexplained medical symptoms
• Patients with altered states of consciousness
• Mute patients
• Deliberate self harm and drug overdose / Unprescribed use, abuse and misuse of drugs.
The suggested list of areas to be covered to achieve the learning objectives outlined before are:
First Year
1. History taking, General Physical examination, Systemic Examination, Detailed Neurological Examination, Mental State Assessment
2. Phenomenology: Disorders of Consciousness, Thinking and Speech, Emotions, Perception, Memory
3. Classification of Psychiatric Disorders: ICD current version (comparison of categories and diagnostic criteria with current version of DSM)
4. Mental Health: Normality vs abnormality
5. Bio-Psycho-Social Model of Health Care
6. Ethics: The Hippocratic Oath, The issues of transference and counter-transference, Doctor-Patient relationship, Patient’s and Doctor’s rights, Peculiar ethical issues in psychiatry, Relationship with pharmaceutical industry, media and other social institutions
7. Professionalism
8. Biological Basis of Human Behaviour:
Neuroanatomical structures and associated syndromes, Neurochemical and Neurophysiological concepts, Psychoneuroendocrinology, Psy-choneuroim-munology, Chronobiology,
9. Statistics, epidemiology and research:
Incidence, Prevalence, Normative, Frequency, Types of Studies (Study designs), Reliability,
Validity, Type 1 and Type 2 Errors, Bias, Con-founders, Randomisation, Sample Size Calculation etc.
10. Behavioural Sciences: Psychology, Sociology, Anthropology
a. Psychology
• Perspectives in Psychology
• History of Psychology
• Learning, Memory, Perception, Intelligence, Consciousness and unconsciousness
• Thinking and language, Motivation, Emotions
• Personality development
• Childhood, Adolescence, Adulthood, Old age
• Cognitive, Social, Moral, Emotional, Sexual, Temperament
• Trait Theorists
• Developmental Theorists
• Schools of Psychopathology
Psychoanalytic, Psychodynamic, Cognitive, Interpersonal, Behavioural
• Psychological Assessment
• Psychometrics
• Assessment of personality (ability to choose, administer and interpret at least one projective and two non-projective personality assessment tools)
• Measurement and Rating of Anxiety, Depression, Schizophrenia and Mania Scales
• Use of psychometric tools in assessing organicity
b. Sociology
• Social Factors Influencing Human Development, Mental Health and Illness
• Social Class and Mental Disorders, Social causation theory, Drift Hypothesis, Segregation Hypothesis, Holmes and Rahe’s Social Risk factors, Therapeutic Community, Institutionalisation, Deinstitutionalisation
• Parenting and Child Rearing Practices, Impact of Discord, Violence, Child abuse, Divorce, Influence of Illness and Death on Child development.
• Social Theories of Weber, Marx, Durkheim, Foucault, Parsons, Goffman and Heberman
• Family, Family Types
• Social systems and stratifications
• Social change
• Gender differences, stereotyping, patriarchy, social roles and sexual harassment
• Relationship between culture, society, ethnicity, race, religion, attitudes and values — the pluralist model. Pathoplastic effects of culture and its impact on doctor patient relationship.
c. Anthropology
• The influence on mental health, and illness, of culture, society and environment.
• The evolutionary processes of civilisation, society, ethnicity, culture, language, ways of living and their influence on causing differences in thinking, conduct, perception of reality, and behaviour, across the world, in general and across Pakistan’s provinces in particular.
• Study of people in their natural habitats e.g. subcultures of deserts, river beds, mountainous terrains, coastal areas and plains of Pakistan
• Influence of the cultures and subcultures of Pakistan on presentation and treatment of psychiatric disorders
• Significance and influence of shrines, faith healers, charlatans, quacks and alternative medicine on mental health issues and their management
• Influence of culture on personality development, social roles, gender issues
• Culture bound syndromes: Dhaat Syndrome, Gas and Gola Syndrome, Possession state, Jin, Bhoot, Amok, Latah, Voodoo
• Cultural methods of psychotherapy and treatment of mental illness
11. Common Psychiatric Disorders: Anxiety, Depression, Psychosis, Somatisation Disorder
12. Anxiety disorders
• Generalized anxiety disorders
• Phobic anxiety disorders
• Panic disorders
• Mixed anxiety and depressive disorders
• Obsessive compulsive disorders
13. Management of Common Psychiatric Emergencies
2. Phenomenology: Disorders of Consciousness, Thinking and Speech, Emotions, Perception, Memory
3. Classification of Psychiatric Disorders: ICD current version (comparison of categories and diagnostic criteria with current version of DSM)
4. Mental Health: Normality vs abnormality
5. Bio-Psycho-Social Model of Health Care
6. Ethics: The Hippocratic Oath, The issues of transference and counter-transference, Doctor-Patient relationship, Patient’s and Doctor’s rights, Peculiar ethical issues in psychiatry, Relationship with pharmaceutical industry, media and other social institutions
7. Professionalism
8. Biological Basis of Human Behaviour:
Neuroanatomical structures and associated syndromes, Neurochemical and Neurophysiological concepts, Psychoneuroendocrinology, Psy-choneuroim-munology, Chronobiology,
9. Statistics, epidemiology and research:
Incidence, Prevalence, Normative, Frequency, Types of Studies (Study designs), Reliability,
Validity, Type 1 and Type 2 Errors, Bias, Con-founders, Randomisation, Sample Size Calculation etc.
10. Behavioural Sciences: Psychology, Sociology, Anthropology
a. Psychology
• Perspectives in Psychology
• History of Psychology
• Learning, Memory, Perception, Intelligence, Consciousness and unconsciousness
• Thinking and language, Motivation, Emotions
• Personality development
• Childhood, Adolescence, Adulthood, Old age
• Cognitive, Social, Moral, Emotional, Sexual, Temperament
• Trait Theorists
• Developmental Theorists
• Schools of Psychopathology
Psychoanalytic, Psychodynamic, Cognitive, Interpersonal, Behavioural
• Psychological Assessment
• Psychometrics
• Assessment of personality (ability to choose, administer and interpret at least one projective and two non-projective personality assessment tools)
• Measurement and Rating of Anxiety, Depression, Schizophrenia and Mania Scales
• Use of psychometric tools in assessing organicity
b. Sociology
• Social Factors Influencing Human Development, Mental Health and Illness
• Social Class and Mental Disorders, Social causation theory, Drift Hypothesis, Segregation Hypothesis, Holmes and Rahe’s Social Risk factors, Therapeutic Community, Institutionalisation, Deinstitutionalisation
• Parenting and Child Rearing Practices, Impact of Discord, Violence, Child abuse, Divorce, Influence of Illness and Death on Child development.
• Social Theories of Weber, Marx, Durkheim, Foucault, Parsons, Goffman and Heberman
• Family, Family Types
• Social systems and stratifications
• Social change
• Gender differences, stereotyping, patriarchy, social roles and sexual harassment
• Relationship between culture, society, ethnicity, race, religion, attitudes and values — the pluralist model. Pathoplastic effects of culture and its impact on doctor patient relationship.
c. Anthropology
• The influence on mental health, and illness, of culture, society and environment.
• The evolutionary processes of civilisation, society, ethnicity, culture, language, ways of living and their influence on causing differences in thinking, conduct, perception of reality, and behaviour, across the world, in general and across Pakistan’s provinces in particular.
• Study of people in their natural habitats e.g. subcultures of deserts, river beds, mountainous terrains, coastal areas and plains of Pakistan
• Influence of the cultures and subcultures of Pakistan on presentation and treatment of psychiatric disorders
• Significance and influence of shrines, faith healers, charlatans, quacks and alternative medicine on mental health issues and their management
• Influence of culture on personality development, social roles, gender issues
• Culture bound syndromes: Dhaat Syndrome, Gas and Gola Syndrome, Possession state, Jin, Bhoot, Amok, Latah, Voodoo
• Cultural methods of psychotherapy and treatment of mental illness
11. Common Psychiatric Disorders: Anxiety, Depression, Psychosis, Somatisation Disorder
12. Anxiety disorders
• Generalized anxiety disorders
• Phobic anxiety disorders
• Panic disorders
• Mixed anxiety and depressive disorders
• Obsessive compulsive disorders
13. Management of Common Psychiatric Emergencies
Second Year
1. Stress Related Disorders (Dissociative disorders, Adjustment Disorders, Acute and Chronic Stress Disorder, Acute stress reaction, PTSD, Grief reactions).
2. Mood disorders (Bipolar Affective disorders, Depression, Persistent mood disorder).
3. Schizophrenias and Schizoaffective Disorders
4. Drug Abuse ( Alcohol related disorders, Opioids, Anxiolytics and Hypnotics, Cannabis, Stimulants, Solvents, Inhalants)
5. Organic Psychiatry (Delirium, Dementia, Focal cerebral syndrome, Amnesias, Neuro-degenerative disorders, Cerebro-vascular syndromes, Intracranial infections, Brain tumors, Multiple sclerosis, Dyskinesias, Epilepsy, Sleep disorders, Mental retardation)
6. Non Pharmacological interventions (Counseling and other non-pharmacological interventions such as relaxation training and breathing, Exercises and stress management techniques, Crisis intervention, Supportive psychotherapy, Cognitive behavioral therapy, Couples and family therapy, Group therapy, Psychoanalytical psychotherapy, Behavioral techniques)
7. Electroplexy
8. Psycho-Pharmacology (Anxiolytics, Hypnotics, Anti-psychotics, Anti-parkinsonians, Anti-depressants, Mood stabilizers, Psycho-stimulants, Drug Interactions, Non-psychotropics with neuro-psychiatric effects)
2. Mood disorders (Bipolar Affective disorders, Depression, Persistent mood disorder).
3. Schizophrenias and Schizoaffective Disorders
4. Drug Abuse ( Alcohol related disorders, Opioids, Anxiolytics and Hypnotics, Cannabis, Stimulants, Solvents, Inhalants)
5. Organic Psychiatry (Delirium, Dementia, Focal cerebral syndrome, Amnesias, Neuro-degenerative disorders, Cerebro-vascular syndromes, Intracranial infections, Brain tumors, Multiple sclerosis, Dyskinesias, Epilepsy, Sleep disorders, Mental retardation)
6. Non Pharmacological interventions (Counseling and other non-pharmacological interventions such as relaxation training and breathing, Exercises and stress management techniques, Crisis intervention, Supportive psychotherapy, Cognitive behavioral therapy, Couples and family therapy, Group therapy, Psychoanalytical psychotherapy, Behavioral techniques)
7. Electroplexy
8. Psycho-Pharmacology (Anxiolytics, Hypnotics, Anti-psychotics, Anti-parkinsonians, Anti-depressants, Mood stabilizers, Psycho-stimulants, Drug Interactions, Non-psychotropics with neuro-psychiatric effects)
ASSESSMENT
Typically this STP recommends a system of internal assessment by the training institution using a formative approach and a summative assessment organised by the College at the end of the training period.
1. INTERNAL ASSESSMENT BY THE TRAINING INSTITUTION
The formative methods that are recommended for use as part of the internal assessment organised by the training institution are:
a. Portfolio-Based Assessment
Supervisor will maintain a portfolio on each trainee, containing the training programs, weekly work schedule and the following documents:
• Histories and formulations (specimen presented by each trainee).
• Test results /feedback from consultant.
• Presentations in journal clubs and seminars.
• Salient features of feedback sessions by consultant / supervisor on histories, formulations and psychotherapy sessions.
• Salient features of feedback sessions on internal assessment performance.
• Clinical audit reports.
• Ongoing assessment record particularly of attitudes and scores on professionalism parameters.
• Histories and formulations (specimen presented by each trainee).
• Test results /feedback from consultant.
• Presentations in journal clubs and seminars.
• Salient features of feedback sessions by consultant / supervisor on histories, formulations and psychotherapy sessions.
• Salient features of feedback sessions on internal assessment performance.
• Clinical audit reports.
• Ongoing assessment record particularly of attitudes and scores on professionalism parameters.
b. Written and Clinicals
Quarterly and annual assessments patterned
on the FCPS Intermediate Module format of exams may be conducted locally by the training institution to give practice to the trainees as well as provide dry runs for the subsequent external assessment by CPSP.
A suggested format is as follows:
• Written (33%) Paper 1: One best type MCQs, Paper 2: 10 SEQs
• Clinicals (34%) One Long Case, Three Short Cases (Psychiatry, Medicine, Neurology), Structured Viva / TOACS OR OSCE
• Attitude: Professionalism: (33%)
on the FCPS Intermediate Module format of exams may be conducted locally by the training institution to give practice to the trainees as well as provide dry runs for the subsequent external assessment by CPSP.
A suggested format is as follows:
• Written (33%) Paper 1: One best type MCQs, Paper 2: 10 SEQs
• Clinicals (34%) One Long Case, Three Short Cases (Psychiatry, Medicine, Neurology), Structured Viva / TOACS OR OSCE
• Attitude: Professionalism: (33%)
c. Feedback Sessions
Detailed feedback sessions for the trainees may be regularly organised. These may be based on their ongoing clinical performance, attitudes, and performance in the quarterly assessments. These sessions should also include a feedback by the trainee on the supervisor as well as the training institution. Reflections of the trainee as well as the supervisors in these sessions are recommended to be formalised and recorded. Where ever feasible 360 degree appraisal system may be put into place to ensure a comprehensive and a structured all-inclusive feedback. followed by a feedback by the trainees on the format, conduct and content of the exam as well as the examiners, should be organised.
2. ASSESSMENT BY CPSP:
Written: Paper 1 and 2 comprising of ten SEQs each
Clinicals: Twelve TOACS Stations
Clinicals: Twelve TOACS Stations
Table of Specification
Psychiatry: Intermediate Module: Written
Short Essay Questions (SEQs) Paper 1:
Ethics, Psychology, Sociology, Anthropology, Psychometry, Nonpharmacological Methods of Treatment and Psychotherapies
Short Essay Questions: 10
Biopsychosocial Model, Normality, Abnormality, Anthropological Determinants of Health & Disease--1
Social Influences on Health and Disease--1
Basic psychology (Learning, Motivation, Memory, Perception, Intelligence, Emotions, Thinking)--2
Personality Development and Types of Personality--1
Psychodynamic, Behavioural, Cognitive, Interpersonal Schools--2
Medical Ethics--1
Psychosocial Assessment, Psychometry, Lab/Radiological / electrophysiological Investigations and Tests--1
NPIs and Psychotherapy--1
Short Essay Questions: 10
Biopsychosocial Model, Normality, Abnormality, Anthropological Determinants of Health & Disease--1
Social Influences on Health and Disease--1
Basic psychology (Learning, Motivation, Memory, Perception, Intelligence, Emotions, Thinking)--2
Personality Development and Types of Personality--1
Psychodynamic, Behavioural, Cognitive, Interpersonal Schools--2
Medical Ethics--1
Psychosocial Assessment, Psychometry, Lab/Radiological / electrophysiological Investigations and Tests--1
NPIs and Psychotherapy--1
Short Essay Questions (SEQs) Paper 2:
Phenomenology, Neurobiological Basis of Behaviour, Clinical Psychiatry, Neurology and Medicine related to Psychiatry, Therapeutics including Physical Methods of Treatment (ECT etc).
Short Essay Questions: 10
Phenomenology, Psychopathology--1
Neurobiological Basis of Behaviour, Genetics--1
Emergency Psychiatry--1
Clinical Psychiatry--3
Neurology and Medicine--2
Therapeutics (Pharmacological, Physical and Psychological Methods of Treatment)--2
Short Essay Questions: 10
Phenomenology, Psychopathology--1
Neurobiological Basis of Behaviour, Genetics--1
Emergency Psychiatry--1
Clinical Psychiatry--3
Neurology and Medicine--2
Therapeutics (Pharmacological, Physical and Psychological Methods of Treatment)--2
CLINICALS:
Twelve TOACS stations:
Interactive stations (Observed)--Six
Non-interactive Stations (Unobserved)--Six
Table of Specification for TOACS:
Observed Stations:
Station 1: Medicine: General Physical Examination /Systemic Examination and interpretation of findings
Station 2: Neurology: Neurological Examination, findings, placement of site and type of lesion
Station 3: Emergency Psychiatry: Assessment, Management Plan
Station 4: Outdoor Assessment of a Clinical Problem
Station 5: Use of a Physical Method of Management
Station 6: Use of a Non Pharmacological Intervention
Unobserved Stations:
Station 7: Phenomenology and Psychopathology
Station 8: Use / Interpretation of a Psychometric Test
Station 9: Interpretation of Lab/Radiological/Imaging/Neurophysiological Test
Station 10: Interpretation / Critique of a Published Research Article
Station 11: Evidence – based Management Plan of a Common Psychiatric Problem
Station 12: Therapeutics
Non-interactive Stations (Unobserved)--Six
Table of Specification for TOACS:
Observed Stations:
Station 1: Medicine: General Physical Examination /Systemic Examination and interpretation of findings
Station 2: Neurology: Neurological Examination, findings, placement of site and type of lesion
Station 3: Emergency Psychiatry: Assessment, Management Plan
Station 4: Outdoor Assessment of a Clinical Problem
Station 5: Use of a Physical Method of Management
Station 6: Use of a Non Pharmacological Intervention
Unobserved Stations:
Station 7: Phenomenology and Psychopathology
Station 8: Use / Interpretation of a Psychometric Test
Station 9: Interpretation of Lab/Radiological/Imaging/Neurophysiological Test
Station 10: Interpretation / Critique of a Published Research Article
Station 11: Evidence – based Management Plan of a Common Psychiatric Problem
Station 12: Therapeutics
CONCLUSION
This structured training programme describes the essential components of trainming programme for intermediate module at the end of which, the trainee would be expected to master the skills and knowledge of basic sciences relevant to psychiatry and develop core clinical skills to progress to the final module of training. Similar structured training programmes have been developed by other faculties in the college. The faculty of psychiatry has tried to incorporate the input from various individuals and institutions in devising these structured training programmes. We want to involve the trainees and trainers in further inprovement of these structured training programmes. Journal of Pakistan Psychiatric Society provides us a valuable forum for raising the debate about these important issues. Through a process of continuous evaluation, improvement and creative thinking, we aim to develop FCPS as a qualification of highest caliber. We are sure that the input provided by the readers in these structured training programmes will help us achieve these aims.
REFERENCES
1. College of Physicians and Surgeons. Structured Training programme for FCPS Psychiatry: Intermediate Module. College of Physicians and Surgeons Karachi, Pakistan; April 2008.2. Trainee Forum. What is structured training? [Online] 1997 [Cited on 2008 October 01] Available from: URL: http://cancerweb.ncl.ac.uk/cancerweb/ trainees/ doc/structur.html.
3. Bruning RH, Schrow G, Ronning R. Cognitive psychology and instruction. 2nd ed. New York: Prentice-Hall, 1995.
4. Elton L. Strategies to enhance student motivation: a conceptual analysis. Studies in Higher Educ 1996; 21:
57-68.
5. Bassaw B, Roff S, McAleer S, Roopnarinesingh S, DeLisle J, Teelucksingh S, et al. Student’s perspective on the educational environment, Faculty of Medical Sciences, Trinidad. Medical Teacher 2003; 25: 522-6.
6. Owen D, House A, Worrall A. Research by trainees. A strategy to Improve standards of education and supervision. Psychiatric Bull 1995; 19: 337-40
Friday, October 29, 2010
Welcome to Psychiatry Trainees of Pakistan
This blog is created to communicate Psychiatry Trainees of CPSP, Pakistan.
Main objectives are:
--to produce friendy environment among trainees of different institutions
--to share study material
--to share e-books
--to share past papers (IMM, FCPS-II)
--to help new trainees
--to discuss difficult clincal cases
Only registered user can use this blog free of charge.
If you want to post any material please email to below address
and
For any Query or Suggestion please mail me:
pakpsych@gmail.com
Main objectives are:
--to produce friendy environment among trainees of different institutions
--to share study material
--to share e-books
--to share past papers (IMM, FCPS-II)
--to help new trainees
--to discuss difficult clincal cases
Only registered user can use this blog free of charge.
If you want to post any material please email to below address
and
For any Query or Suggestion please mail me:
pakpsych@gmail.com
Subscribe to:
Posts (Atom)