PSYU-4030 - Diagnosing Simply Through Movies---Learning the DSM5 Through Popular Films and TV

PSYU-4030 - Diagnosing Simply Through Movies---Learning the DSM5 Through Popular Films and TV

Elective Type: career
    
Title
Diagnosing Simply Through Movies---Learning the DSM5 Through Popular Films and TV
Course Number
PSYU-4030
Duration/Weeks
3
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Contact Maricarmen Gonzalez-Montero (maricgon@utmb.edu).
Responsible Faculty Director:
Derek Neal, MD
Other Faculty:
Michael Stone, MD; Ruth Levine, MD; Lisa Falls, MD; Dwight Wolf, MD
Location to Report on First Day
Schedule will be emailed 1-2 weeks prior
Periods Offered
4, 6, 15
excluding holiday periods 9 & 10
Offered 100% Online
Maximum Enrollment
4

Goals
This elective will enable students to gain a better ability to diagnose patients with psychiatric illness using movies and films.

Objectives
By the end of the elective, students will: 1. Be able to describe the high points of the new Diagnostic and Statistical Manual of Mental Diseases. 2. Differentiate illustrations of the major psychiatric disorders as are portrayed in a variety of popular Hollywood movies 3. Differentiate illustrations of patients with a variety of different types of personality disorders as are depicted in Hollywood movies and be able to identify from observation which type of behavior adheres to the diagnostic criteria for which personality disorder. 4. Appreciate how emotions that can be evoked by movies can mirror the emotions evoked by patients with similar psychiatric condition.

Description of course activities
Students will spend time reading, watching films, and meeting with course faculty to discuss impressions. They will be expected to take notes on the material they read and the films. They will be given a collection of readings about the new DSM5 and will be expected to look for diagnostic criteria in the characters in the films. They will be expected to report, with each film, on the criteria that they do see and the criteria that they do not see. Films will be selected by both faculty and students.

Type of students who would benefit from the course
This course would be of interest to any student who is interested in the Humanities, whether they will be specializing in Psychiatry, Primary Care, and any other medical specialty. This course would be of particular interest to those students interested in Psychiatry.

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
  Monday
  Tuesday
  Wednesday
  Thursday
  Friday
  Saturday
  Sunday
   Average number of patients seen per week: 0  
   Call Schedule:   N/A  

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time 6
Self-Directed Study 15
Data-Collection/Analysis 10
Other

Method of Student Evaluation
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?
    N/A
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback
Other

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Faculty & Classmates
  B. Frequency / Duration of Presentation(s)?
    While there are no "formal" presentations, students will be expected to lead one discussion regarding an optional movie of their choice which depicts symptoms of mental illness. In addition, they are expected to participate in discussions facilitated by faculty. Meeting with faculty will take place after independently watching each film, approximately 3-4 times weekly.
  C. Format - What guidelines are set for the student's presentation?
    Students should be prepared to facilitate a discussion of the film they choose at the end of the rotation. They may do this in however they see fit but are not required to present materials. NOTE: Students should be prepared to present in an informal fashion their written critique of the film they choose at the end of the rotation. NOTE: There is no automatic required written assignment. However, a written assignment and an additional discussion with the course director will be required if there are more than 2 absences. Any more than 3 absences will result in initiation of protocol as outlined in the Academic Advancement Policy.
  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)?
    There may be one written assignment as mentioned above.
  B. Format - What guidelines are set for the student's written work?
    If a written assignment does become required, the student is to find at least one film that illustrates examples of a character with emotional or behavioral problems. The student will write and present a critique of that film discussing his/her perception of the psychopathology of the character and how the filmmaker illustrates it, whether it is in a sympathetic and balanced way or one that is in a biased and distorted fashion. Students should be prepared to discuss the film with the course director the last week of the elective. This paper will be a scholarly critique that will explore relevant scientific, psychiatric, social, cultural, and/or familial issues that can be elucidated from the film. The paper should be at least 1800 words in length and should include at least 5 references. It is to be single spaced, Arial font, size 12.
  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?
    5 references
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Student selected
  F. Audience - Who assesses the student’s written performance?
    Peer Assessment     Faculty Assessment     Other

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

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)?
    The student will be expected to participate and be prepared to discuss each movie. The student should be prepared to be able to describe the diagnostic criteria for whatever diagnosis the assigned movie portrays.

6.  Additional Costs
  Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".
    None

7.  Other Modes of Evaluation
  Please explain below.
   

8.  If this course is an Acting Internship, please complete the following:
  A. Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs). Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
Specify how the student will be given formative feedback on their clinical skills.
   
 
B.

Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.

List advanced clinical skills that a student will be assured an opportunity to practice.
   
 
C.

How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
   
 
D.

What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
   
 
E.

An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.

Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
   
 
F.

How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
   
 
G.

How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
   
 
H.

Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student’s abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.