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Discipline of Psychiatry
Level 4, Eleanor Harrald Building
Royal Adelaide Hospital
The University of Adelaide
SA 5005

Year 6

Course Co-Ordinator:   Dr Sarah Cohen-Woods

Course objectives

  • To master competence in knowledge of cognate disciplines that are relevant to psychiatry, including the study of the doctor-patient relationship
  • To attain clinical skills in clinical psychiatry adequate for the first post-graduate year
  • To master the integration of clinical sciences and the evidence base of medicine with clinical practice in psychiatry
  • To master competence in knowledge and clinical application of ethical and medical-legal issues as they relate to the practice of psychiatry
  • To develop an appreciation of the clinical role of teams and an understanding of systems issues as they relate to clinical psychiatry
  • To develop an appreciation of the assessment of families and an understanding of the role of family issues as they relate to clinical psychiatry
  • To develop an understanding of public health, epidemiology, community and social systems as they relate to mental health


The Sixth Year Teaching Programme

In the sixth year, the psychiatry teaching programme closely integrates clinical teaching and experience with patients with tutorials and assessments.  In the sixth year, the clinical placements are formulated on a student internship model in a variety of community and hospital settings.  Students are placed directly with a team and work on a daily basis with one-to-one supervision from a post-graduate trainee in psychiatry, in addition to the consultant preceptor.  Tutorials are focused around clinical issues and are confined to four half days of the 6 week attachment.  Assessment is based on the SCAP assessment form.  Students are also invited to submit an essay that includes a critical review of the literature in relation to a case series or a case that they have seen while on their clinical attachment.  The HK Fry Prize is awarded each year for the best psychiatry essay.

The teaching is structured in such a way as to combine clinical exposure with the theoretical knowledge. This implies an active model of learning. The exposure to patients with major abnormalities of their mental state focuses the students' skills in recognizing disturbances of cognition and affect, and enhances their ability to carry out an observational mental state examination.  In the sixth year, skills acquired from the fourth year psychiatry programme are thus refined and consolidated.