Objectives
Students should be able to:
- Recognise common presentations and understand the epidemiology of anxiety, bereavement, depression, eating disorders, schizophrenia, bipolar disorder & gender dysphoria in the primary care and community setting;
- Make competent assessment of severity of anxiety, bereavement, depression, eating disorders, schizophrenia, bipolar disorder & gender dysphoria disorder and making treatment decisions;
- Recognise some of the barriers to health seeking behaviour in anxiety, bereavement, depression, eating disorders, schizophrenia, bipolar disorder & gender dysphoria;
- Make competent application of the stepped-care/collaborative approach to the management of anxiety, bereavement, depression, eating disorders, schizophrenia, bipolar disorder & gender dysphoria in primary care.
General characterization
Code
24502
Credits
15
Responsible teacher
Professora Lucja Anna Kolkiewicz
Hours
Weekly -
Available soon
Total -
Available soon
Teaching language
English
Prerequisites
Average level use of English (understanding and writing skills).
Bibliography
- Baldwin DS, Anderson IM, Nutt DJ, Bandelow B, Bond A, Davidson JRT, den Boer JA, Fineberg NA, Knapp M, Scott J, Wittchen H-U. Evidence-based guidelines for the pharmacological treatment of anxiety disorders: recommendations from the British Association for Psychopharmacology. Journal of Psychopharmacology 2005; 19(6): 567-596;
- Baldwin DA, Aitchison K, Bateson A, Curran VH, Davies S, Leonard B, Nutt DJ, Stephens DN, Wilson S. Benzodiazepines: risks and benefits. A reconsideration. Journal of Psychopharmacology 2013; 27(11): 967-91;
- BarnesTRE Schizophrenia Consensus Group of the British Association for Psychopharmacology. Evidence-based guidelines for the pharmacological treatment of schizophrenia: recommendations from the British Association for Psychopharmacology. Journal of Psychopharmacology 2011; 0(0):346-388;
- Ivbijaro G (ed). Companion to Primary Care Mental Health. London: Radcliffe Publishing, 2012.
Teaching method
This CU will be based on:
- Lectures
- Face to face seminar sessions
- Small group work
- E-discussion
- E-learning
- Review of log
- Peer feedback
- Self-assessment feedback
Peer and reflective learning will be supported by structured lectures to provide up to date knowledge, face-to-face seminar sessions and small group work to review current evidence based guidelines, consolidate learning and develop skills. Practitioners will benchmark themselves against best practice.
Participants will have access to an electronic platform for lecture notes, presentations, reading materials, pre and post learning self-assessment materials to track progress & an e-discussion forum. Participants will be expected to complete practical homework tasks to consolidate theoretical learning and through Case Based Discussion (CBD).
Participants will keep a personal reflective learning log to map their progress.
Evaluation method
Self-assessment (25%), peer assessment (25%), faculty assessment (50%)
Subject matter
Common presentations, epidemiology, assessment of severity, barriers to health seeking behaviour, risk assessment, decision on the type of setting for deliver care and treatment, guidelines in the management of disorders in primary care and community setting in the following disorders / presentations / syndromes: anxiety, bereavement, depression, eating disorders, schizophrenia, bipolar disorder, gender dysphoria.
Programs
Programs where the course is taught:
