SOM Elective Brochure

Electives Type:  Clinical

Elective Title
Psychiatric Inpatient Service Elective at Seton Shoal Creek in Austin
Course Number
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Successful completion of Psychiatry Clerkship.
Responsible Faculty Director:
Lisa Carchedi, M.D.
Other Faculty:
Keith Garcia, MD Kim Kjome, MD Linda Funderburg, MD Leigh Brown, DO
Location to Report on First Day
6th floor Shoal Creek @ 8:00AM
Periods Offered
NOT including Period 12 (June), including the holiday vacation Period 13 (Dec)
Maximum Enrollment

 1. To develop oneís clinical ability in diagnosing, assessing, and treating a variety of psychiatric patients who are acutely ill and require inpatient treatment. 2. To develop an appreciation and increased understanding of psychopathology, psycho-pharmacology and somatic treatments. 3. To assume the role of primary caregiver for psychiatric patients while under direct supervision

 Students will participate in the role of senior medical student on the inpatient psychiatry treatment team. Independent responsibilities approaching the level of intern/resident will be proportional to a studentís interest, drive and abilities. Students will assess their patients daily and have full input on the treatment team as a primary caregiver.

Description of course activities
 Senior students receive individualized clinical inpatient experiences under supervision as part of a multidisciplinary treatment team that includes attending and resident(s) psychiatrists and 3rd year medical students. Senior students will be mentored to their strengths and coached on areas where they feel they need assistance for career and professional development. That students master concepts such as bio-psycho-social formulation and treatment planning will prove them superior clinicians whether they become a psychiatrist or not. Those senior medical students who want a broader view of psychiatry can be accommodated on a case-by-case basis. As senior students are expected to be more autonomous than 3rd year students, they will have time to focus on specialized topics (e.g. ECT, child, or consultation-liaison psychiatry) if desired. Please contact the course coordinator for more information.

Type of students who would benefit from the course
 Students interested in neurology, psychiatry, internal medicine, or family medicine as a career. To enroll, UTMB students should submit a C-form to Tricia M. McElligott via e-mail at fax at 512-324-7988 for approval. Visiting students should submit an application through VSAS: Select UTMB at Galveston as the host institution and indicate you wish to take PSYU 4013 on the application.

Weekly Schedule
  Clinical Activities (please insert estimated schedule here)
  Day of Week AM PM
  Monday 7:30AM 5:30PM
  Tuesday 7:30AM 5:30PM
  Wednesday 7:30AM 5:30PM
  Thursday 7:30AM 5:30PM
  Friday 7:30AM 5:30PM
  Saturday n/a n/a
  Sunday n/a n/a
  Average number of patients seen per week: 10-12 per day  
  Call Schedule:   n/a  

  Research Activities (please insert estimated schedule here)
  Activity Hours per Week
  Faculty contact time

  Self-directed study

  Data collection/analysis


Method of student evaluation
Check all that apply - complete appropriate section(s) only:
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
    Daily - students are expected to attend and participate in daily rounds.
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Faculty and/or Resident
  B. Frequency / duration of presentation(s)?
    Based on complexity of patients
  C. Format - What guidelines are set for the student's presentation?
    Will distribute guidelines for oral and written presentation at the start of the rotation.
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    Based on number of patients seen
  B. Format - What guidelines are set for the student's written work?
    Complete H&Pís & Mental Status exams. Daily Progress notes.
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Related to cases.
  F. Audience - Who assesses the studentís written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
    Students will be expected to participate in patient care. Students will attend Grand Rounds, Journal Club, & Psychotherapy lectures.

6.  Other Modes of Evaluation
  Please explain below.
    Studentsí interviewing, diagnostic planning, and treatment implementation skills will be directly assessed by their attending physician and residents.
7.  If this course is an Acting Internship, please complete the following:
  A. Specify how the student will be given formative feedback on their clinical skills.
B. List advanced clinical skills that a student will be assured an opportunity to practice.
C. List other advanced clinical skills that a student may be exposed to depending on clinical case availability.
  D. How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?
  E. How will this course help prepare a student enter an internship in this field or a related field?
  F. How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
  G. Acting Internship students often seek letters of recommendation following their experience. How many different faculty are they likely to encounter during this course? What is the usual number of working days they can expect to encounter the same individual faculty member? Describe the degree of supervision and interaction with faculty vs. residents or other providers.