Full course description
The Psychomedical Problems (PMP) cluster has been renewed in various areas in the 2013-2014 curriculum and has been refined in recent years. These innovations stem from the long-standing intention of the Department of Psychiatry & Neuropsychology to set up a psychiatry learning trajectory in curricular education at the FHML that runs as a continuum from the first academic year in the bachelor's degree up to and including the psychiatry new style in the master. In this continuum, the emphasis in the first two years of study is on the healthy psychological functions (eg. learning, memory, mood) and in the third year on the recognition of psychopathology of the most common psychiatric disorders. In addition, in year 3 there is ample attention for disruptions in neurobiological control systems and for the foundations of pharmacological and non-pharmacological treatments for psychiatric disorders.
The cases in the third year were developed with the intention to illustrate how disruptions in healthy brain functions (for example the reward system) can lead to specific symptomatology, which can be linked to psychological complaints (eg. anhedonia in depression or craving for addiction). The various lectures and practicals (including mental status examination, neuroanatomy) provide in-depth additions to these themes. Through the patient contacts in the clinical teaching outlets, students can practice the mental status examination and diagnostic skills with patients in psychiatric settings.
Mental Status Examination
Acquire knowledge and learn general psychiatric skills (including reporting) with special focus on mental status examination (MSE).
Several psychopathological phenomena are described in each task/case description. The aim is to learn and recognize these terms and to be able to apply them in conducting a Mental Status Examination during the EOC groups.
Acquire knowledge of biological, psychological and social factors (according to the biopsychosocial model) that underlie the various psychiatric disorders, with a strong emphasis on basic neurobiological control systems and learning theoretical concepts with regard to psychological functions and the associated psychiatric symptomatology.
DSM 5 categories and terminology should be avoided as much as possible. The emphasis will be on basic psychological control systems (eg perception, affect regulation, anxiety, reward / learning, conditioning) and their neurological basis, starting with the neuroanatomical areas involved, their interconnections, neurotransmitter systems involved, possibly. neuropeptides and hormones.
Diagnostics and treatment (clinical reasoning)
Acquire knowledge of psychiatric epidemiology and clinical reasoning for the purpose of differential diagnosis and the pharmacological and non-pharmacological treatment of mental disorders.
From the understanding of these control systems it becomes useful to:
Discuss the impact of genetic and environmental factors on these control systems in a developmental and lifetime perspective and the possible matching psychological dysfunction and psychopathology, ultimately leading to the possibility of drawing a descriptive diagnostic conclusion.
Discuss preventive and intervention strategies:
Discuss non-drug therapies with regard to the physiological / psychological dysfunctions involved, which form the basis of the case, including psycho-education, function-oriented treatment and the appropriate forms of psychotherapy; i.e. CBT, system therapy, client-centered and psychodynamic psychotherapy, i.e. in particular discussion of the psychological theories regarding complaints / symptoms.
Discuss the social consequences of having a psychiatric disorder, such as: cooperation with police in care avoiders and drug policy in the Netherlands. In addition, a first introduction to mental health care in the Dutch healthcare system.
Stahl S Stahl’s Essential Psychopharmacology 4th ed. Baer M Neuroscience, exploring the brain, 3rd ed. Bak M. et al. The Psychiatric Interview ('VIG-boek').
- A.A. Duits