Curriculum

The Mind (SMD 562)

Total Contact Hours: 35 hours

Course Director: Ryan C. Mast, D.O., Assistant Professor, Psychiatry

Course Description: Without leaving the "brain," this course is about psychopathology and modern therapies to help those with psychiatric disorders. Through presentations, live and/or video recordings of "real" patients who tell their stories, case discussions, and student interviews of psychiatric patients in the hospital, the student gains an appreciation of the pervasiveness of mental illness, its diagnostic complexity, and what are the evidence-based treatments.

Course Learning Goals, Assessment, Practice, and Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

Institutional Objectives

Learning Goals

Assessment Activities (graded)

Practice/Feedback  Activities (non-graded)

Teaching and Learning Activities

K1

C2, C3

P1, P2, P3

Given a case vignette determine the diagnosis by applying knowledge of the diagnostic criteria for the following disorders:  Mood Disorders, Anxiety Disorders, Psychotic Disorders, Personality Disorders, Substance Use Disorders, Cognitive Disorders, Somatoform Disorders, Dissociative Disorders, Eating Disorders. Paraphilias and Gender Identity Disorder, Pervasive Developmental Disorders, and Childhood Psychiatric Disorders.

Final MCQ

Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Online Tutorials

Notepack

Textbook Readings

Summary Charts

K1

C2, C3

P1, P2, P3

Given a case vignette of a patient with one of the following diagnoses, identify the prevailing biological theories for the diagnosis: major depression, bipolar disorder, panic disorder, PTSD, OCD, schizophrenia and the pervasive developmental disorders.

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Online Tutorials

Notepack

Textbook Readings

K1

C2, C3

P1, P2, P3

Given a case vignette of a patient with a psychiatric diagnosis, identify the most common, evidence-based treatments for that condition.  Includes both therapeutic agents and psychotherapies.

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Online Tutorials

Notepack

Textbook Readings

Summary Charts

K2

Given a case vignette of a patient with a psychiatric disorder, identify the potential confounding psychosocial factors for such disorders.

Final MCQ Exam

 

Live Lectures

Online Tutorials

Notepack

Textbook Readings

Summary Charts

Patients

K1, K3

C2, C3

P1, P2, P3

Given a case vignette of a patient with one of the following conditions, identify its etiology, pathogenesis, pathological changes and clinical features: of Alzheimer’s disease, Pick’s disease, Huntington’s disease, multiple system atrophy, Parkinson’s disease, motor neuron disease, and Friedreich’s ataxia

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Notepack

Textbook Readings

Neurodegenerative Lab

K1

Given a case of a patient with a possible sleep disorder, identify normal and abnormal stages of sleep and the common disorders.

Final MCQ Exam

Practice Exam

Online Tutorial

Notepack

Textbook Readings

K1

Given a case vignette of a patient with a learning or memory problem, identify the biological processes learning and memory and how disorders manifest.

Final MCQ  Exam

Practice Exam

Live Lectures

Notepack

Textbook Readings

K1, K2

C2, C3

P1, P2, P3

Given a case vignette of a patient who is at risk for suicide or homicide, identify the risk factors and explain how suicide and homicide impacts society.

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Notepack

Textbook Readings

Summary Charts

K1

C2, C3

P1, P2, P3

Given a case vignette in which a patient is given one or more psychotropic agents, identify their mechanisms of action, common side effects, contra-indications, and drug-drug interactions.

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Online Tutorials

Notepack

Textbook Readings

Summary Charts

Psychopharmacology Conferences

K1

C2, C3

P1, P2, P3

Given a case vignette of a patient who is mostly likely to be using a substance of abuse, identify what the most likely substance is based on clinical presentation and history, identify how that substance affects the nervous system, and identify how both intoxication and withdrawal occur and manifest. Agents include: CNS depressants, stimulants, opioids, sympathomimetics, cannabinoids, steroids, psychedelics, nicotine, and commonly prescribed drugs that can lead to abuse. 

Final MCQ Exam

TBL IRAT/GRAT

Practice Exam

TBL GAPP

Live Lectures

Online Tutorials

Notepack

Textbook Readings

Summary Charts

C2

After observing a video clip of a patient, write a thorough and accurate mental status examination.

Mental Status

Written Assignment

Practice

Mental Status Assignment

Live Lectures

Online Tutorials

Notepack

C2, C3

P2, P3

Demonstrate professionalism through the ability to be punctual and attend required events, complete written assignments in a timely fashion, be truthful, be courteous to patients, patients' families, staff, and colleagues, and demonstrate scholarship in the form of contributing to a positive learning environment, collaborating with colleagues, and performing self-assessment and self-directed learning

TBL peer feedback at end of Term 1

Term 1 Exam

 

 

Institutional Educational Objectives

Category addressed Definition
1. Institutional Objectives What does our institution want our graduates to do?
2. Learning Goals If your students mastered the content of your course, what would they be able to do?
3. Assessment Activities (graded)
4. Practice/Feedback Activities (non-graded)
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?
5. Teaching and Learning Activities How will students get the information they need to learn?

Knowledge and Lifelong Learning

  • K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
  • K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
  • K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.

Interpersonal and Communication

  • C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
  • C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
  • C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.

Professionalism, Advocacy, and Personal Growth

  • P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
  • P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
  • P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.
Last edited on 03/31/2015.