Wessex Core Psychiatry Course 2019-2020 HANDBOOK...

Edition 11 (16/07/2019)

WessexCore Psychiatry

Course2019-2020

COURSE HANDBOOK

Health Education England WessexSchool of Psychiatry

Edition 11 (16/07/2019)

Wessex School of Psychiatry Course for Core Specialty Trainees

Course Handbook 2019-2020

Introduction

This course was devised especially for you as a Wessex Core Specialty Training trainee in Psychiatry and has been running since September 2009.

This Course Handbook has been written by members of the course development group for trainees, module leads, course facilitators, administrative staff and trainees’ educational supervisors. In it we describe the course and its special features, its overall purpose and basic structure, how it will run, and the educational principles (or philosophy) on which it is based.

We strongly recommend that you read it in conjunction with other important documents relating to the course, particularly: The curriculum for Core Specialty Training published by the Royal College of Psychiatrists and the College syllabus on which the MRCPsych examination is based http://www.rcpsych.ac.uk/traininpsychiatry/corespecialtytraining/curricula.aspx The handbooks for each of the modules that make up the course http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/ Handbook for facilitators http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/ Guidance notes for educational supervisors http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/

The course has its own website: http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/which contains electronic versions of this handbook and other documents relating to the course.

http://www.rcpsych.ac.uk/traininpsychiatry/corespecialtytraining/curricula.aspx

http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/








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Aims of the course

The course has several purposes, which we see as closely interrelated, in that we intend that it will enable you: to practise psychiatry at the highest possible standard, safely and at a level that is appropriate to your year of training and to prepare you for further specialist training in the future to link together various elements of your work, such as your clinical practice, your meetings with your educational supervisor, your personal study, and your revision for the MRCPsych examination to cover the College curriculum and examination syllabus to pass the MRCPsych examination

Each of these aims, on its own, is entirely laudable. However, the course aims to integrate them, making your postgraduate education a rewarding, fulfilling and, we hope, enjoyable experience. We very much believe that ‘the whole is greater than the sum of the parts’. This is a basic premise of the course.

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The principles behind the course

As you can already see, we believe that you will become a better clinician as you ‘integrate’ (that is, make connections between) the various otherwise separate strands of your working life. The course addresses this head on.

The course has been devised on sound educational principles. Fundamentally, we recognise that we can’t learn what there is to know about psychiatry for you – but we can provide (and, in the way we have planned the course, have attempted to find effective ways of providing) educational opportunities to help you do this effectively (i.e. so that your practice develops and is more soundly based) and efficiently (in the quickest possible time and in the most timely way).

Of course, all of this means that you have to do something too! You will see as you read through this handbook, and you will know from presentations the organisers will give about the course, that success rests on what you put into it. You are a vital, and active, part of the process.

This is not just educational good sense. It’s also necessary. Psychiatry, like all clinical specialties, is changing rapidly. New treatment options are becoming available. Alternative medications, some of them increasingly powerful, are being developed. Service configurations are being altered, some in the face of financial constraints, others for social and humanistic reasons, some because the research evidence points in a particular direction. Many services have already moved out of hospitals into a community setting. Most are multi-agency. Very significantly for this course, we recognise that the world of psychiatry you will inherit will not only be new; it will be different from that of your current senior colleagues. Increasingly, in many instances, you won’t be able to ask someone else what to do because they simply won’t know. You will have to find it out – to work it out – for yourself. What is more, psychiatric practice will be changing round you as you continue through your career. The things you learn now might soon be outdated. This course is designed not just for you to learn a lot about Psychiatry (and to pass the exam) but also to develop your capacity to go on learning and developing your practice for the rest of your career.

For all these reasons, the overriding educational model on which this new course is based requires that YOU research (enquire into) your own emerging clinical practice. This means you looking at what you do and how you do it, exploring the options, finding out what others suggest are good ways forward, and (this is the crucial point) you developing your professional judgement. When you are a senior clinician, you will be faced with situations of complexity and uncertainty where your juniors ask you for help. You’ll know then (as your seniors know now) that sometimes there won’t be a ‘right’ answer, only one that is ‘best’ in the circumstances you find yourself in. There might not even be an answer at all. All you might be able to do is ‘to cope’. That’s why ‘judgement’ lies at the heart of professional practice. And there won’t be someone around to tell you what to do! You will need to be a ‘self-directed learner’. But you can’t put that off until you have a senior position. You need to develop it now. The very first time you are on call you will quite probably have to use your judgement, even if it’s to decide whether or not to call on someone else for support. This course is designed to help you do that, and to become that self-directed learner.

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The overall course structure

The course involves meetings on alternate Thursdays throughout the year and runs on 15 days each year overall.

There are three years to the course. The course for Core Trainees (Integrated Module) in the first year (CT1s) runs every year. The course for CT2s and CT3s (Specialty Modules) is combined and has a rolling programme that repeats every two years.

The course is divided into several ‘modules’. Each module addresses a key area of your clinical practice, and is made up of various ‘topics’. All this relates to the College curriculum and the syllabus for the MRCPsych examination. Appendix 1 shows the programme for this year and Appendix 2, that for the entire three years of the course.

The structure of a module

Each module has been allocated a certain amount of time depending on how this is reflected in your clinical placements and the length of each placement. The time allocation also reflects the emphasis given to a particular clinical discipline or knowledge area in the College syllabus, which in turn is reflected in the details of the examination (such as how many questions are devoted to the different topics).

We suggest that you look in detail at the module currently running to see how this works out in practice.

Perhaps the best way to describe how the course works is to look at ‘a day in the life of a module’ and what this involves. The concept is this:

Each module is divided up into a series of topics, and each topic lasts ‘a day’ – two half-days that is. Each ‘day’ begins, in effect, after lunch on a Thursday afternoon and ends before lunch on a Thursday morning a fortnight later. So, in effect, the topic lasts two weeks overall, where two half-days are spent actually attending the course.

This perhaps now makes more sense of one of the key principles of the course – to link together your clinical work and your weekly educational supervision with what you are studying on the course. The hope is that this not only makes the topics you will be studying on the course more relevant (and interesting) but also that it will help you develop your clinical practice.

We’ll describe below what actually happens during this time but before that here’s something about exam preparation.

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Preparation for the MRCPsych exam

An important aim of the course is to enable you to pass the MRCPsych exam, which is a crucial stepping stone in your progression through your specialty training. This is how the course is arranged to deal with that.

First, the topics that are presented in the modules have been ‘mapped’ against the College curriculum and exam syllabus: (http://www.rcpsych.ac.uk/traininpsychiatry/corespecialtytraining/curricula.aspx) by the members of the course planning team. Having said this, not all of the syllabus is (or ever can be by any course) ‘covered’ in a course: there just isn’t time. This means that you will have to deal with some things through your own private study (as always). The course design shows what this will entail (i.e. the topics that the course won’t cover). You’ll see below that we have some suggestions as to how you might go about this.

The course will though, provide time for you to work on preparation for the exam. This will be the first session of the morning for Part A, that is, between 09.00-10.30: see diagram, Appendix 2. For Part A of the course, the first term is largely Communication Skills, with two exam preparation sessions; the main exam preparation sessions will commence from the end of January 2020. For Part B, exam preparation is integrated into the course topics and will take place primarily within the Advanced Communication Skills session at the beginning of the morning.

Information about the Psychotherapy section of the curriculum can be found at;http://www.rcpsych.ac.uk/traininpsychiatry/corespecialtytraining/curricula.aspxDetails of the programme for the exam preparation sessions will be made available at the first session.



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Making the most of your time on the course

Your ‘learning set’As we’ve already said, each new topic starts after lunch on a Thursday. Following a general introduction to the topic (often with the whole group meeting together and probably by the module lead) you will then meet in your study group (which we have called a ‘learning set’ for reasons that will become clear shortly).

Your facilitatorsIn your ‘learning set’ you will begin by discussing the brief you will have been given by the ‘facilitators’ for that day. ‘Facilitators’ are people (senior trainees, staff grade doctors, Associate Specialists and Consultants) who have volunteered to do this work and are there to help guide you through the module’s ‘topic of the day’ and what is expected of you, see Handbook for Facilitators which you can find at; (http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/). It’s worth saying at this point that facilitators aren’t there to ‘teach’ you, in the conventional sense of the word. They are there to help more with the ‘process’ rather than the ‘content’ of the course.

How ‘content’ is dealt withWe should also re-emphasise that the ‘content’ of the course won’t be ‘presented’ through the more common approach of ‘lectures’. Rather, the content will be made available through recommended reading (from books and journals you either hold your own copies of or can access through library services – see below, page 14), and at times through being given printed copies of material that otherwise might be difficult to get hold of or is of particular significance for the particular topic you are studying or the module itself.

So partly your ‘job’ will be to find out a lot of ‘the content’ for yourself! (One of the educational principles here is that much of what you are told you will forget but that most of what you study for yourself you will remember.)

Discussing your ‘tasks’In your ‘learning set’, with the ‘tasks’ you will have been given (which will differ from what has been given to other learning sets on the same topic), you will then discuss amongst yourselves how you could go about finding out how to deal with the tasks. Some of these tasks will involve you finding a suitable case in your own clinical work (when you are back there) that is relevant to the topic. On occasions the module planners might provide you with a ‘paper-and-pencil’ case if they believe it might be difficult for you to find one or if the topic requires a particular clinical focus

In your learning set you will need to elect a leader for the topic. We hope you will rotate this round the group as the module proceeds. The facilitators for ‘the day’ will be there to help with any questions you might have.

Making a study planBefore the end of this first session you will be asked to give your facilitators a copy of your study plan for the next two weeks, i.e. the work you will all do in the time between now and your return.



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The masterclassFollowing your initial discussion, the topic will be ‘expanded’, often by a special presentation – a masterclass – given by someone, either from Wessex or beyond, who is well versed in, or has particular interest concerning, the topic. For some modules, this session might involve a visit or some other special activity - details will be made available for each module by the module lead.

During the intervening fortnightAs we’ve already said, the ‘topic’ doesn’t stop then! Your ‘researching’ of it carries on through what you will be doing for the rest of the fortnight.

In devising your study plan in your learning set, you will have agreed what each of you will do to contribute, as a group, towards dealing with the tasks you have been set for the particular topic of that module. Your job now is to work on what you agreed to do. This might involve different things for different members of the learning set. However, there will be some things that everyone will do. Here are some examples:

Linking what you are studying for this topic to aspects of your everyday clinical work. Of course, the module might be on ‘Adult’ psychiatry when you are currently on an ‘Old Age’ placement. You might need to use your ingenuity here. The course organisers hope that you will find some aspect of your current clinical practice that will ‘fit’ with the topic you are researching. Details will be made available for each module by the module lead.

Discussing what you are currently studying on the course with your educational /clinical supervisor. One of the course planners’ aims is to link what happens on the course with your weekly hour-long meeting with your supervisor: it is, after all, a College requirement that you meet regularly with your supervisor in this way. A routine topic for conversation, then, can be ‘this is what we are studying at the moment on the course’. Your supervisor will have been briefed about the course and given details about the topics you are studying. Issues arising from the course might be discussed further (not least, as you might prefer to raise them with your supervisor or have reflected on what was discussed and come up with questions or dilemmas). Also, the supervision session is an ideal opportunity for both you and your supervisor to think of issues that could usefully be discussed at the next meeting of your learning set. Your portfolio will be a good resource for recording all of these discussions, a useful basis for discussions between you and your supervisor, and (as described below) an element in the assessment of your progress. We have made these suggestions to Educational Supervisors (see Handbook for Educational Supervisors which you can find at http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/)



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Communicating as a learning set during the two weeks between the course sessions. Meetings of learning sets outside of the formal arrangements for the course can be very useful - these could be in person or virtual meetings. In particular, they make it possible for you to tell the others how you are getting on with your part of your group’s tasks, and also to discuss any difficulties you might be having – someone else in the group might be able to help you whilst you still have some time to do something about it. We hope that the tasks that the module leads set will ‘stretch’ you – i.e. take you further with your studies than you might otherwise go – and a meeting of the learning set in between sessions would be a chance for you, as a group, to stretch yourselves.

At the next sessionThe topic will be ‘concluded’ on the morning of the next session. You will begin this by meeting in your learning set and reporting back to your colleagues what you have learnt from the tasks you had agreed to deal with. When you have all done this, you as a group will prepare to feedback to the rest the main points you have come up with, together with any useful suggestions you might make for them about understanding the topic. Then the whole year group will meet together to receive your learning set’s feedback and those of the others. What you feed back will be collated by the facilitators (who will be the same people as the previous afternoon) and put on the course website. As with sharing the role of being the leader of the learning set, we hope you will share out the job of feeding back your findings. You might use this opportunity for an assessment of your presentation skills. Details will be made available for each module by the module lead.

Before the morning ends, you will have about 15 minutes to write up your own conclusions – your learning points – from your work on the topic. Your notes can form the basis for some reflective writing for your portfolio. This will also be a time for you to complete an ‘end-of-topic’ evaluation sheet, which will help the organisers with their further development of the course. There will also be an opportunity for the team leaders for the topic to receive feedback from the lead facilitator.

Advanced Communication skills session (Part B only)The morning will start with an Advanced Communication skills session. This may be linked to the topic that has been being studied. It will be based around clinical scenarios, and you will be split into groups to work through the scenarios, supported by the Advanced Communication skills facilitators. The topic of the scenarios will often be circulated in advance, to allow time for preparation, and there will be time for feedback on the key points of each scenario at the end of the session. This session will help to develop your communication skills, as well as prepare you for CASC and ST interviews.

Your learning portfolioWe have already said that your learning portfolio is a good place to record your discussions with your educational supervisor, both generally as well as concerning the course. It is also an important place for you to write about your work on the course.

A course requirement is for you to keep records of your work in this way – about your discussions in your learning set, the work you do on your own and your reflections on all of this, together with your learning points from masterclasses.

Your portfolio will form part of your assessment leading to satisfactory completion of each year’s attendance at the course. As part of this, we will ask your educational supervisor to

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follow your progress on the course by reviewing from time to time your portfolio, and to comment on this when they submit their supervisor’s report as part of the Annual Competence Review Process (ARCP).

The course organisers and module leads may also review a sample of all trainees’ portfolios for quality assurance purposes and to moderate educational supervisors’ assessments of their trainees’ work.

The topic ends at lunchtime, and in the afternoon another topic begins or, if the current module has now ended, another module.

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Some of the details

IntroductionAt the start of the course, the first morning will be an introduction to this way of working.

Allocation to learning setsYou are allocated to a learning set and will be informed about this at the course introduction. Allocation is broadly on a ‘geographical’ basis, with others who work or live near you. As we said above, this will help you to meet together in between the course sessions.

Attendance at the course sessionsYou will be expected to attend each of the sessions, and for the whole day 09:00 to 16:45. You will be asked to sign in and out, and attendance records will be kept. We see course attendance as being the same as ‘being at work’, since it is ‘your work’ at that time. We wouldn’t want this to become an issue, and trust you to be professional about it. This is not an ‘employment’ or ‘disciplinary’ matter. It is because everyone needs to contribute to the work being undertaken. Your absence makes others’ work more difficult. You are expected to inform the postgraduate centre in advance of any planned absence such as annual leave or night shifts.

PunctualityYou are asked to turn up on time. This is absolutely essential. Again, as with attendance, this is for two reasons – first, being at the course is part of your professional work; second, you need to be there on time to help your colleagues learn.

SanctionsAbsence from the course, recurrent lateness or early departure will be advised to your Educational/Clinical Supervisor. Arrival after 09:30 will be recorded as absence from the session. Course attendance of at least 70% is a requirement of the ARCP.

Sickness absenceIf you are sick on a course day, please let the Postgraduate staff know as soon as possible so that they can advise your Learning Set. You must also advise your work base of your absence using your normal sickness reporting procedure.

Module leadsA list of the current module leads is shown on the website through the following link. http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/psychiatry-training/core-psychiatry/



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Some definitions

Many elements are linked in the training process:

Role of Educational Supervisor

Ensure the overall progress of a trainee through a defined period of training which may cover a number of placements. It includes responsibility for regular appraisals. The collation of work based assessments outcomes and reviews of the e-portfolio. The provision of careers support and advice as required. Support to the trainee in linking the course to clinical practice.

Role of Clinical supervisor

The overall aim of clinical supervision is to ensure that the trainee is safe to carry out the clinical work he/she is expected to do within the department and that he/she progresses within this training post/module. This will include direct input to workplace based assessments. Clinical supervision occurs often and includes informal feedback to a trainee as well as discussing objectives and recording progress on a more formal basis. Liaises closely with the Educational Supervisor.

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Trainees’ role

Take the lead as a professional and take an active part in their own development, setting objectives and developing a personal learning plan. They should be able to identify their learning needs and also to be able to recognise their own level of competence. These should form the basis of discussions within educational and clinical supervision. This should also include some discussions linking the Core Psychiatry course to clinical practice.

Facilitator

The facilitators will be experienced clinicians who work with the groups throughout the topic to support their learning.

Lead facilitator

There will be a named lead facilitator for each topic who will be present for that topic. It is their responsibility to:

ensure that a work plan is received from each group at the end of the initial session ensure that the sessions run to time introduce the speaker and format of the Masterclass allow time for reflection at the end of the topic encourage trainees to complete the feedback forms.

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Library and IT facilitiesYou will have access to Library facilities in your own local area and you will be able to use the library at Tom Rudd Unit on course days. You should ensure that you have a NHS Athens account: this is a username and password which allows you to use information resources paid for by the NHS. All NHS staff are entitled to an NHS Athens account.

Your Learning Set will have a laptop, with internet access, to use in the Education Room on course days.

Some useful websites are: http://www.library.nhs.uk/ and http://www.evidence.nhs.uk/ - locate libraries, search for articles / books / other publications, register for an Athens account, “My Library” facility

http://www.swims.nhs.uk - catalogue of what is available (books, journals, audiovisual, etc) in all libraries in the south west

https://www.rcpsych.ac.uk/training/exams/preparing-for-exams - will help you learn more about what you need to do to prepare for each exam

Basingstoke, Southampton, Winchester and South West Hampshire: http://www.hantshealthcarelibrary.nhs.uk/ - links to a range of resources and databases. You can also register for an Athens account here.

Dorset:East Dorset NHS Library Service, Haven Road, Canford Cliffs, [email protected]

Isle of Wight: http://www.iow.nhs.uk/Working-With-Us/oliveira-library/[email protected]

Portsmouth: https://www.porthosp.nhs.uk/Library/homepage.htm Salisbury:Beechlydene, Fountain Way, Salisbury SP2 7EPEducation Centre, Salisbury District Hospital, Salisbury SP2 8BJ [email protected]

Reading listYou will be given a reading list in the handbook for each of the modules that make up the course.

http://www.library.nhs.uk/

http://www.evidence.nhs.uk/

http://www.swims.nhs.uk/

https://www.rcpsych.ac.uk/training/exams/preparing-for-exams

http://www.hantshealthcarelibrary.nhs.uk/

mailto:%[email protected]

http://www.iow.nhs.uk/Working-With-Us/oliveira-library/oliveira-library.htm

mailto:[email protected]

https://www.porthosp.nhs.uk/Library/homepage.htm


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Evaluation and further development of the courseThe organisers of the course are committed to ongoing evaluation. We would like to get to know as clearly as possible how it is working for you, and what you think about it, e.g. what's good about it, and what needs to be changed for another time. A feedback sheet will be issued at the end of each topic, which for most modules will be before the lunch break. We would be very grateful if you could give this as much thought as possible and give us your honest, i.e. considered and constructive, comments and hand it in at the close of that session. Your feedback will be absolutely crucial for the on-going development of the course.

The course has been well received nationally and has formed the basis of the development of other courses. We acknowledge that it can be hard work and challenging: however this has been rewarded in improved clinical performance and in exam success – our pass rates have been consistently equal to or above national rates.

June exam 2017 Paper A Total Wessex candidates

sitting exam 9

Pass 5 Fail 4

% Wessex pass rate 55.56% % National pass rate 49.80%

% National trainee pass rate 54.80% September exam 2017 CASC

Total Wessex candidates sitting exam 7

Pass 7 Fail 1


% National trainee pass rate 81.10% October exam 2017 Paper B


Pass 6 Fail 1


% National trainee pass rate 62.60% December exam 2017 Paper A


Pass 5 Fail 5

% Wessex pass rate 50% % National pass rate 53.60%

% National trainee pass rate 57.70% January exam 2018 CASC


Pass 4 Fail 1


% National trainee pass rate 65.50%

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January exam 2018 CASC Total Wessex candidates sitting

exam 5

Pass 4 Fail 1


% National trainee pass rate 65.50% April exam 2018 Paper B


Pass 3 Fail 3


% National trainee pass rate 62.10% June exam 2018 Part A


Pass 5Fail 7

% Wessex pass rate 33.3% % National pass rate 47.7

% National trainee pass rate 56.6 September exam 2018 CASC


Pass 5 Fail 1


% National trainee pass rate 79.7% October exam 2018 Part B


Pass 3 Fail 8


% National trainee pass rate 64.6% December exam 2018 Paper A

Total Wessex candidates sitting exam 3Pass 2Fail 1

% Wessex pass rate 75%% National pass rate 52.6

% National trainee pass rate 56.7January exam 2019 CASC


Pass 3 Fail 4


% National trainee pass rate 68.6% June exam 2019 Paper A


Pass 3 Fail 4


% National trainee pass rate 56.6%

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HELPIf you are having any difficulties with the course or want more information at any time, here is a contact list of people to help you.

Course Director: Dr Shelly Hogg [email protected]

Head of School of Psychiatry: Dr Amanda Taylor [email protected]

Directors of Medical Education/Clinical Tutors:Avon and Wiltshire Mental Health Partnership NHS Trust (Clinical Tutor) Dr Anthony Gahan [email protected] Dorset Healthcare University NHS Foundation Trust(DME) Dr Stuart Purcell [email protected](Clinical Tutor) Dr Prem Jeyapaul [email protected]

Isle of Wight Healthcare NHS Trust(DME) Dr Maria Lynch [email protected](Clinical Tutor) Dr Richard Braithwaite [email protected]

Solent Healthcare NHS Trust(DME) Dr Suyog Dhakras [email protected](Clinical Tutor) Dr Kayode Osanaiye [email protected]

Southern Health NHS Foundation Trust(DME) Dr Stefan Gleeson [email protected](Clinical Tutors): Dr Maja Meerten [email protected] Dr Martin Brown [email protected] Cynthia Gil-Rios [email protected] Ana Miorelli [email protected]

Core Training Programme Director: Dr Stephen Taylor Contact via Specialty Programme Co-ordinator [email protected]

Postgraduate Medical Education staff in Southampton:Nicky Adams, Postgraduate Medical Education CoordinatorSabina Gillman, Postgraduate Medical Education AdministratorAnn Smith, Postgraduate Medical Education [email protected]://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/

Your educational and clinical supervisor(s)

















http://intranet.southernhealth.nhs.uk/all-about-me/postgraduate-centre/

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Appendix 1

Core Psychiatry Course Schedule: September 2019 – January 2020

Core Psychiatry Course Schedule 2019-20Part A Part B1

CT1 trainees CT2-3 traineesThursdays Part/Week TimeModule Module

0900-1245 INTRODUCTION

1330-1530 Adult Mental Health Module05 September 2019 B1:1

1530-1630

Preparation for Higher Training

0900-1415 INTRODUCTION

12 September 2019 A:1

1415-1615 Integrated Psychiatry Module

0900-1000 Advanced Communication Skills

1000-1245 Adult Mental Health Module

1330-1530 Adult Mental Health Module19 September 2019 B1:2

1530-1630


0900-1030 Communication Skills



26 September 2019

A:2

1530-1630 Added Extra’s



1330-1530 Adult Mental Health Module03 October 2019 B1:3

1530-1630


0900-1030 Communication Skills 1030-1245 Integrated Psychiatry Module

1330-1530 Integrated Psychiatry Module10 October 2019 A:3




1330-1530 Adult Mental Health Module17 October 2019 B1:4

1530-1630




1330-1530 Integrated Psychiatry Module24 October 2019 A:4


31 October 2019 (Half Term)



1330-1530 Older Persons Mental Health Module07 November 2019 B1:5

1530-1630


0900-1030 Exam Preparation


1330-1530 Integrated Psychiatry Module14 November 2019 A:5


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1000-1245 Older Persons Mental Health Module

1330-1530 Older Persons Mental Health Module21 November 2019 B1:6

1530-1630




1330-1530 Integrated Psychiatry Module28 November 2019 A:6



1000-1245 Older Persons Mental Health Module

1330-1530 Substance Misuse Module05 December 2019 B1:7

1530-1630




1330-1530 Integrated Psychiatry Module12 December 2019 A:7



1000-1245 Substance Misuse Module

1330-1530 Substance Misuse Module19 December 2019 B1:8

1530-1630

Preparation for Higher Training26 December 2019 (Christmas

Break)

2 January 2020 (Christmas Break)



1330-1530 Integrated Psychiatry Module09 January 2020 A:8



1000-1245 Substance Misuse Module

1330-1530 Forensic Psychiatry Module16 January 2020 B1:9

1530-1630


0900-1030 Exam Preparation


1330-1530 Integrated Psychiatry Module23 January 2020 A:9



1000-1245 Forensic Psychiatry Module

1330-1530 Forensic Psychiatry Module30 January 2020 B1:10

1530-1630


Edition 11 (16/07/2019)

Appendix 2

Basic structure of Core Psychiatry Course Teaching Programme Part A Integrated Module

Time Week 10900-1030

Introduction

1030-1130

Thinking about Psychiatry

1130-1200

Psychotherapy Training Programme

1200-12301230-1315

Lunch

13.15-1400

Navigating the Year and Prepare for the Exams

1400-1415

Tea Break

1415-1630

Introduction to topic, masterclass and group work: Phenomenology

Time Week 2 Week 3 Week 40900-1030

Communication Skills/Exam Practice



1030-1100

Learning sets meet for further discussions,

preparation for ‘presentation’





1100-1230

Learning sets feedback to whole group and facilitators including time for discussion

Learning sets feedback to whole

group and facilitators including time for

discussion

Learning sets feedback to whole group and

facilitators including time for discussion

1230-1245

Feedback/Reflective practice



1245-1330

Lunch Lunch Lunch

1330-1530

New Topic/Masterclass/Set Group Work, allocate

tasks for following week





1530-1630

Added Extra’s Added Extra’s Added Extra’s

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Basic structure of Core Psychiatry Course Teaching Programme Part B Integrated Module

Time Week 10900-1030

Welcome to the Core Psychiatry Course Part B PsychopharmacologyWorking with Complexity module

1030-1115

Advanced Communication Skills

1115-1130

Break

1130-1230

Blind Date

1230-1330

Lunch

13.30-1530

Adult Mental Health Module

Introduction to topic, masterclass and group work:Management of Schizophrenia including Resistant Patients

1530-1630

Personal learning, development and reflection. Opportunity for self-study, small group study, CASC practice groups

Time Week 2 Week 3 Week 40900-1000

Advanced Communication Skills

– case based, interactive clinical

study

Advanced Communication Skills – case based, interactive

clinical study

Advanced Communication Skills – case based, interactive

clinical study

1000-1030







1030-1245

Learning sets feedback and plenary discussions



1245-1330

Lunch Lunch Lunch

1330-1530







1530-1630

Preparation for Higher Training, including timetabled events, small group study,

CASC practice groups, opportunity for self-

study

Preparation for Higher Training, including timetabled events, small group study, CASC practice groups, opportunity for self-study

Preparation for Higher Training, including timetabled events, small group study, CASC practice groups, opportunity for self-study

Wessex Core Psychiatry Course 2019-2020 HANDBOOK...

Documents

Transcript of Wessex Core Psychiatry Course 2019-2020 HANDBOOK...