SOM Elective Brochure

Electives Type:  Clinical

Elective Title
A/I Consultation & Inpatient Child Psychiatry in Austin
Course Number
Prerequisites: Successful completion of Year 3 
      Additional Requirements:
C-Form is required to be submitted to Judy Terlik at
Responsible Faculty Director:
Jessica Tsourmas M.D. and Julie Alonso-Katzowitz, MD
Other Faculty:
Sonia Krishna, MD Megan White, MD
Location to Report on First Day
Contact Judy Terlik at or (512) 324-7860
Periods Offered
NOT including Period 12 (June), NOT including the holiday vacation Period 13 (Dec)
Maximum Enrollment

 1. The student will learn to evaluate patients with a wide range of child and adolescent psychiatric disorders in the diverse settings of an inpatient service and Consultion/Liaison service. 2. The studentís interests in the practice and academics of child and adolescent psychiatry will be nurtured by faculty and residents. 3. The student will become a member of evaluative and therapeutic teams at each site and participate in medication assessments and brief therapy.

 1. The student will be able to competently do and write up a child and adolescent psychiatric evaluation and do 1-2 full evaluations each week. 2. The student will follow, give therapies, and evaluate for medication management, and write progress notes on assigned patients. 3. The student will know the major classifications of medications used in child and adolescent psychiatry and will demonstate knowledge of their indications, interactions and side effects. 4. The student will understand and exhibit proper prfessionalism and be able to discuss the boundary issues particular to child and adlescent psychiatry.

Description of course activities
 The student will spend time at the Dell Children's Medical Center and Shoal Creek Hosipital evaluating inpatient consultations from pediatricians, pediatric sub-specialists, pediatric surgery, and pediatric surgery sub-specialists. The student will do initial psychiatric evaluations and follow up visits. He/she will participate in treatment teams to plan and effect pharmacologic, psychotheraputic, and systemic interventions. The student will be given assigned readings to report on and will participate in didactic conferences.

Type of students who would benefit from the course
 Fouth year students interested in psychiatry and pediatrics as a career. Visiting students should submit an application through VSAS: Select UTMB at Galveston as the host institution and indicate you wish to take PSYU-4018 on the application.

Weekly Schedule
  Clinical Activities (please insert estimated schedule here)
  Day of Week AM PM
  Monday 8:00 5:00
  Tuesday 8:00 5:00
  Wednesday 8:00 5:00
  Thursday 8:00 5:00
  Friday 8:00 5:00
  Average number of patients seen per week: 5-10  
  Call Schedule:   none  

  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?
    3-5 times/week by faculty; daily by residents
  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?
    Pediatric Morning Case Conference
  B. Frequency / duration of presentation(s)?
    2 times in rotation
  C. Format - What guidelines are set for the student's presentation?
    literature review - oral
  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)?
    Daily as required by patient care
  B. Format - What guidelines are set for the student's written work?
    Patient history, psychiatric assessment and mental status exam. Daily progress notes in SOAP format.
  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.?
    Content related to type of patient seen
  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)?
    Student should demonstrate appropriate curiosity for relevant topics and clincal cases in child and adolescent psychiatry. This is to be demonstrated in lectures, seminars, and on clinical rounds.

6.  Other Modes of Evaluation
  Please explain below.
    Students are evaluated daily on a 1:1 basis by their attending(s) and/or fellows. Students will be evaluated by 2-3 attendings and 2-3 fellow. Presentations to be evaluated by attendings and treatment team.
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.
    Daily supervision of student with feedback on presentations, treatment plans, and written daily progress notes. During treatment team rounding the student will be the sole presenter on their patient, allowing for specific formative feedback.
B. List advanced clinical skills that a student will be assured an opportunity to practice.
    Direct work with an attending or fellow on their patients, as opposed to working under an intern or resident. This will require advanced mental status examination skills and sole responsibility for the formulation of more extensive treatment plans. Faculty will select patients to ensure that the student is working with complex mental illnesses and with patients who provide challenges to the mental health delivery system.
C. List other advanced clinical skills that a student may be exposed to depending on clinical case availability.
    Management of eating disorders, learning disorders, learning disorders, substance use disorders, supportive psychotherapy, and management of medically complicated psychiatry patients.
  D. How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?
    Students will be responsible for seeing patients and presenting their findings to the treatment team. First year learners work with a resident or fellow to solidify their formulations and thinking prior to presentation, and have the benefit of working with the resident or fellow as they conduct their own evaluation. A/I's will follow patients and directly report to attendings, ensuring that they take the lead on assessing their condition and recommending treatments.
  E. How will this course help prepare a student enter an internship in this field or a related field?
    Expose the student to management of mental illness, formulation of treatment plan, interacting with mental health support services. Also expose student to working with nurses, therapists, and others.
  F. How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
    Face to face meeting at midpoint of rotation. Constructive instruction to address deficiencies/weaknesses identified.
  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.
    Close interaction with one or two faculty members on daily M-F basis. Close interaction with residents and fellows as well.