PSYCHIATRY – EVENTS

POST GRADUATE TEACHING

Post Graduate Weekly Academic Activity Schedule

PG Admission year 2020-2021 (Weekly)

UNDERGRADUATE TEACHING

• LECTURE CLASSES
• CLINICAL CLASSES

• Demonstration of cases done to posted students on following topics daily

1. History taking
2. Case demonstration

                a. Mood disorders

                b. Neurotic/anxiety disorders

                c. Psychotic disorders

                d. Substance use disorders

                e. Childhood psychiatric disorders

                 f. Delirium/Dementias

3. Case Presentation/Case Demonstration
4. Extra-pyramidal symptoms assessment
5. Review of cases

CRRI TRAINING

ACADEMIC SCHEDULE Timing 2.30 to 3.30 pm (Every week)

Students at the end of their clinical posting and CRRI training are encouraged to provide feedback on faculty on time sense, class control, subject knowledge, Use of AV aids.

A. CLINICAL DEMONSTRATION INVOLVING PATIENTS

• All students are oriented on interviewing, therapeutic skills, patient doctor relationship, and confidentiality during bed side rounds.
• Every batch of CRRIs is allowed to present on topics relevant to consultation liaison psychiatry.
• The Interns are expected to present a case in detail and discussion pertaining to history clarification, interpreting psychopathology is done on a regular basis.

B. USING ROLE PLAY FOR BETTER UNDERSTANDING

• This method is used to teach interview techniques, disclosing a bad news, Psycho educating about mental illness; getting consent for Electroconvulsive therapy. The students are given topic for role play at the start of clinical posting.
• The topics chosen include establishing rapport with the patients, interviewing techniques, explaining the diagnosis, Breaking bad news, Psycho educating the caregivers, Discussing drug indications and side effects.
• Time duration for role play would be 20 minutes. Instructions are given so that one student assumes the therapist position and the other student the client position along with a relative or care giver.
• Students actively participate in role play and feedback at the end of the session is given on general attitude, approach to the topic, verbal and non verbal skills, therapeutic skills and sensitivity to needs of the patients and overall content. Peer feedback is also given and self feedback by the participants on their overall experiences is also collected.

C. CLINICAL SCENARIOS DISCUSSED ALONG WITH, QUIZZES AND SURPRISE TESTS

• QUIZ AND BUZZ SESSIONS Video based puzzles, movies and mental illness and case based scenarios are other techniques that are employed during routine theory sessions. A live demo of clinical interviewing and standardized interviewing videos are shown to them and discussions are made to elicit psychopathology from the videos.
• SMALL GROUP DISCUSSIONThis is done during their clinical posting on clinical topics such as suicide, alcohol dependence, depression. Case scenarios of different clinical presentation of same condition are read out to the students and discussion facilitated by questions at the end.
• SYMPOSIUM Every batch of CRRIs is allowed to present on topics relevant to consultation liaison psychiatry. Some of the common topics that are given touch on all forms and kinds of mental illnesses.

D. DEBATES AND SKITS FOR AWARENESS PROGRAMMES.

E. AUDIO AND VIDEO CLIPS FOR IMPROVED PERCEPTION OF VARIOUS CLINICAL CONDITIONS.

A structured questionnaire for observing the history elicitation and interviewing skills of students and CRRIS is formulated. They are encouraged to talk to the patient during ward rounds and feedback is given based on the areas that are observed by the consultant. All students are oriented on interviewing, therapeutic skills, patient doctor relationship, and confidentiality during bed side rounds.

FEEDBACK AND EVALUATION

1. We have weekly regular review meetings regarding clinical learning and teaching and the valuable inputs from the faculty are enforced in the upcoming weeks as part of evaluation.
2. To enlighten ourselves on the recent advances we have periodic journal clubs and seminars with aim to promote continuous improvement.
3. We periodically assess the feedbacks and upgrade ourselves in areas of deficits pertaining to difficult areas.
4. We also use these feedbacks effectively to innovate new teaching methodologies, improve student teacher interaction and to modify our evaluation pattern