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The University of Southampton

MEDI4022 Psychiatry

Module Overview

This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Clinical Ethics & Law (CEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the CEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences. Our educational principles 1. We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching). 2. We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge). 3. We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains. Overall Structure of the course2 days Orientation and introduction, mostly in a group of 50 with some small group activity. • 6 weeks of clinical placement in a geographic “hub” where: • About 50% of time will be spent in a specific clinical team. • There will be a ½ day tutorial session a week in a group of 7 to 12. • There will be opportunities for exposure to the activity of other clinical teams. • 1 week of Family psychiatry (Child and Adolescent Mental Health and Systems): groups of 9 to 14. • Students are expected to keep a learning log • There are extensive curricular resources available on Blackboard • One day of assessment and a day of closure.

Aims and Objectives

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Describe and recognise the symptoms, signs, causes, and natural history of common psychiatric conditions
  • Demonstrate the ability to formulate a clear psychological understanding of a case, incorporating relevant cultural factors and consider the differential diagnosis
  • Devise an appropriate management plan (pharmacological, psychological and social) within a multidisciplinary team setting
  • Demonstrate conduction of an appropriate risk assessment in a range of clinical situations
  • Demonstrate the skills required to encourage behavioural change
  • Critically appraise the use of restraint in psychiatric settings and explore the circumstances where its use would and would not be ethically and legally justified
  • Critically examine potential conflicts that may occur when attempting to balance the interests of the individual, the family and the wider community
  • Discuss the extent to which resource issues should be considered when treating individual patients
  • Take responsibility for your learning; by effective use of tutorials, collaborative learning with peers and self-directed use of a range of learning materials (e.g. virtual cases, eLearning, etc.)
  • Demonstrate an ability to assess patients competently in a range of clinical settings, with an awareness of when to seek advice from colleagues
  • Recognise and appreciate the consequences of stigma for the patient, and understand possible methods of overcoming it
  • Demonstrate understanding of the effect of these disorders and the stigma associated with them on patients, their families and carers
  • Demonstrate the development of a critical and scientific approach to clinical practice in psychiatry and related disciplines
  • Reflect upon the risks to mental health faced by medical students and doctors and how these can be moderated
  • Demonstrate an understanding of ethical issues, including confidentiality, disclosure of information, consent, and patient autonomy in the psychiatric setting including presentations of children and adolescents
  • Demonstrate knowledge of the principles of physical, psychological and social treatments of these conditions, with reference to the relevant guidelines
  • Describe the impact of age, gender, ethnicity, culture, and treatment setting on the presentation and management of these disorders
  • Demonstrate understanding of the impact of psychological and physical factors on behaviour and how they may be modified
  • Describe the principles of detention and treatment under the Mental Health Act, and the Mental Capacity Act (including DoLS) and explore different situations where each would be applied in clinical practice
  • Explore the justifications used for treating patients who have capacity to make decisions without their consent
  • Demonstrate integration ofknowledge of the relevant basic sciences (neuroscience, psychology, sociology, pharmacology and epidemiology) with clinical practice
  • Demonstrate an ability to take a psychiatric history, including a drug and alcohol history, from patients, a history from an informant, and perform a mental state examination


The module syllabus is based upon the common conditions outlined in the learning outcomes section of this document. Common psychiatric conditions (referred to in learning outcomes 1to 5) are referred to in the syllabus and are listed below. The conditions marked with the asterisk are considered key conditions: • Addiction (alcohol, tobacco, illegal drugs);* • Anxiety Disorders; GAD, OCD, Phobias, Panic disorder* • Neurocognitive Disorders: Dementia, Delirium and Mild Cognitive Impairment;* • Neurodevelopmental disorders; Intellectual disability, ADHD, Autism, Attachment disorders* • Mood Disorders; Depression, Bipolar, Mania* • Psychotic Disorders: Schizophrenia and related disorders* • Eating Disorders • Personality Disorders • Post-Traumatic Stress Disorder • Somatization and Functional somatic symptoms

Learning and Teaching

Teaching and learning methods

The module will be taught through a range of learning and teaching strategies which will include: • Lectures to large groups • Large groups discussions and debates with buzz groups • Use of trigger videos and discussions • One to one tutorials • Small group tutorials • Apprenticeships in clinical teams • Temporary placements in Clinical teams • Observation of clinical practice • Interviews with simulated and expert patients • Role play • Teaching Assessment Clinics (using one-way mirrors) • Communication and interview skill workshops • Online virtual patients • Online questionaries’ and documentation • Self-directed learning Doctors work in shift patterns and rotas throughout much of their working lives and to prepare you for such working once you graduate, throughout your programme you will be expected to undertake placements in the evenings, at nights and at weekends. This will not be an onerous requirement and will be negotiated well in advance so that students with carers’ requirements will be able to ensure appropriate arrangements are in place for cover Within this module there may be some core/compulsory activities that will take place in the evenings, nights or weekends therefore students will commitments that will be affected by these should be pro-active in securing details of these activities well in advance of the start of the module. In addition, many non core learning opportunities will be available during these times and students are encouraged to take advantage of them

Independent Study95
Placement Hours280
Total study time375

Resources & Reading list

Cornelius Katona, Mary Robertson (2000). Psychiatry at a Glance. 

Soton Psychiatry.

Film library. 

Psychiatry chapters of medicine journals (updated September 2012). 

Blackboard. Resources for this module will be signposted to you through the Blackboard Page for this module. An indicative content is provided below, however the blackboard module and/or log book will provide the most up to date guidance on resources for this module. – log book

Burton (2006). Psychiatry. 


Assessment Strategy

ADDITIONAL ASSESSMENT OF THIS MODULE LEARNING As stated in the overview section the integrated nature of the BM programmes means that material learnt within this module is likely to be assessed in other modules. In particular material from this module are likely to be assessed in the following modules. • Year 4 Written Exams • Clinical Ethics and Law • Finals Assessment Further details: 1. A clinical attachment grade from the lead Tutor which will include the following compulsory elements: • Satisfactory attendance and professional behaviour. • Participation in Tutorial process. • Engagement in clinical processes. (This mark will take into account Tutor feedback, Clinical supervisor Feedback, Log book and any other evidence of engagement or feedback) 2. Case based discussion with another tutor around two out of six cases prepared by the student. The final mark will result from assessment of the clinical attachment and the case discussion. The student learning log will be used to facilitate the process of assessment and as evidence of having met the learning outcomes. Students will have to undertake three Assessments of Clinical Competence (ACC) during the attachment and will need to gain satisfactory marks in them to achieve exemption from ACC in the Year 5 exams. However, the ACC outcome will not be an integral element of the assessment of the module itself.


MethodPercentage contribution
Case Based Discussions 50%
Tutor evaluation 50%


MethodPercentage contribution
Supplementary activity 100%

Repeat Information

Repeat type: Internal

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