2019-2020 M3/M4 Course Syllabi
Psychiatry
COURSE NUMBER:
20 02 02
TITLE:
ELECTIVE CHILD PSYCHIATRY ACTING INTERNSHIP -ICE
The student will provide clinical care to children with psychiatric disorders(i.e., ADHD, bipolar disorder, sexual abuse, etc.) under the supervision of the attending physician.
PREREQUISITES:
26920371 (FAMILY MEDICINE CORE CLKSP), 26931373 (INTERNAL MEDICINE CORE CLKSP), 26940373 (NEUROSCIENCE CORE CLKSP), 26946374 (OBSTETRICS/GYN CORE CLKSP), 26961373 (PEDIATRICS CORE CLKSP), 26963371 (PSYCHIATRY CORE CLKSP), 26980373 (SURGERY CORE CLKSP)

Must have successfully completed the third year of medical school.
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
0
CREDIT WEEKS:
8
DOMESTIC VISITING:
YES
INTERNATIONAL VISITING:
NO
GRADED:
Honors/High Pass/Pass/Fail
COURSE QUALIFICATIONS:
ICE
COURSE TYPE:
Clinical
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES
COURSE LENGTH:
4 wks
DIRECTOR:
Daniel Nelson, MD
Daniel.Nelson@cchmc.org
636-0807
CCHMC College Hill Campus, Kelly Woods office
ADMINISTRATIVE SUPPORT PERSON:
Sonya Kirkland
Sonya.Kirkland@uc.edu
558-5052
Stetson, 3230A
INSTRUCTOR:
Daniel Nelson, MD
SITE(S):
CCHMC - College Hill Campus
UC Psychiatry at Ridgeway
MAX ENROLL:
1 
ROTATIONS:
Rotation Dates Max
1 07/08/2019 - 08/02/2019 1
2 08/05/2019 - 08/30/2019 1
3 09/03/2019 - 09/27/2019 2
4 09/30/2019 - 10/25/2019 1
5 10/28/2019 - 11/22/2019 1
6 11/25/2019 - 12/20/2019 1
7 01/06/2020 - 01/31/2020 1
8 02/03/2020 - 02/28/2020 1
9 03/02/2020 - 03/27/2020 1
10 03/30/2020 - 04/24/2020 1
11 04/27/2020 - 05/22/2020 1
12 05/25/2020 - 06/30/2020 0

NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)
WORKING HOURS:
8:00 a.m. - 6:00 p.m. Monday - Friday
REPORT 1ST DAY:

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Clinical Experience - Inpatient
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Patient Presentation--Faculty
  • Patient Presentation--Learner
  • Research
LEARNING ENVIRONMENT POLICIES:
UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.
ORIENTATION:
Elective director
TEACHING:
40% Attending Physician
30% Senior Resident
20% Other Allied Health Professional(s)
10% Mental health specialist; attending physician, etc
FEEDBACK:
Elective director
ASSESSMENT:
FINAL GRADE:
80% Clinical work performance evaluations
15% Attitude, e.g., professionalism, motivation etc
5% Topic presentation
GRADE ASSIGNED BY: Course director

OBJECTIVES

Attitudes :
Be open to engaging in experiences in exploring pathways to becoming a healing physician as evidenced by acknowledging the effective and cognitive perspective of the patient/and-or/ family members.
Curricular Resources :

Author

Glenn Gabbard                                          Psychoanalytic Psychotherapy

 

Charles Brenner, MD                                An Elementary Textbook of

                                                                        Psychoanalysis

 

William Ester II, EdD                                 Clinical Hypnosis with Children

   and Donald J. O’Grady

 

D. Corydon Hammond, PhD                     Handbook of Hypnotic Suggestions

                                                                        and Metaphors                                                                  Metaphors

 

Richard H. Mikesel, Don-David                 Integrating Family Therapy

   Lusteriman and Susan H. McDaniel

 

Shawn Christopher Shea, MD                  Psychiatric Interviewing, the Art of

                                                                        Understanding

 

Harry A. Wilmer, MD                                 Practical Jung - Nuts and Bolts of

                                                                        Jungian Psychotherapy

Knowledge/Skills:

1.   Perform a mental status exam on children.

2.   Generate differential diagnoses.

3.   Identify and perform basic therapeutic interactions:  individual psychotherapy; group psychotherapy; family psychotherapy; hypnotherapy; couples therapy; systems theory - interventions.

4.   Understand and differentiate among various theoretical approaches:  Psychodynamic, Gestalt, Jungian, CTB, Systems.

5.   Perform a psychiatric assessment on children 0-11 years and their families.

6.   Engage in therapeutic interaction - individual, group, family; observe and begin therapeutic interaction/intervention with co-therapist support.

7.   Undertake treatment planning - collaboration with multidisciplinary team.

8.   Select psychopharmacologic interventions/strategies for children and families.

 

Main Course Topics :

        Child and adolescent bipolar disorder

        Reactive attachment disorder

        Post traumatic stress disorder

        Child/adolescent sexual abuse

        Attention deficit hyperactivity disorder

Objectives:

Other Resources - Audiovisuals:
Tapes & DVD's of psychotherapy & diagnostic cases
Other Resources - Computer resources:
Literature searches - Search Databases:  MD Consult, Medline, etc.
Other Resources - Other :

EEG

Psychological testing

Procedures:

1.   Perform play therapy.

2.   Observe hypnotherapy.

SAMPLE WEEK

Monday:
8:00AM 9:00AM Residential Rounds
9:00AM 12:00PM Evaluation of Patients & Group Psychotherapy Evaluations
12:00PM 1:00PM Conference with Residents or Attend Administrative Meeting
1:00PM 5:00PM Outpatient Clinic
Tuesday:
8:00AM 9:00AM Unit Rounds
9:00AM 12:00PM Evaluation of Patients & Group Psychotherapy Evaluations
12:00PM 1:00PM Journal Club
1:00PM 3:00PM Therapeutic Preschool Program
3:00PM 5:00PM Research Meeting
Wednesday:
8:00AM 9:00AM Unit Rounds
9:00AM 10:30AM Evaluation of Patients & Group Psychotherapy Evaluations
10:30AM 11:30AM Psychiatry Grand Rounds
11:30AM 12:30PM Lunch
12:30PM 4:00PM Tuberosis Sclerosis Clinic
4:00PM 5:00PM Research Meeting
Thursday:
8:00AM 9:00AM Unit Rounds
9:00AM 11:00AM Evaluation of Patients & Group Psychotherapy Evaluations
11:00AM 1:00PM Research Meeding
1:00PM 5:00PM Psychopharmacology Outpatient Clinic
Friday:
8:00AM 9:00AM Unit Rounds
9:00AM 11:00AM Evaluation of Patients & Group Psychotherapy Evaluations
11:00AM 12:00PM Psychotherapy Course
12:00PM 1:00PM Residential Patient Rounds
1:00PM 5:00PM Reading/Psychotherapeutic Interventions or see Research Patients
SCHEDULE NOTE:

ATTENDANCE AND ABSENCE POLICY

 

Session Attendance for M4 Students

  • Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
  • Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
  • AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
  • Excused Absences - The following will be considered excused absences:
    • Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
    • Personal illness, accident or a major catastrophic event
    • Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
  • Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
  • The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
  • The following items are explained in detail in the Medical Student Handbook:
    • Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.




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