Mental Health Recovery
Successful completion of Year 2
Additional Requirements: Successful completion of the Psychiatry Clerkship or by approval of the course director with recommendation by one other faculty in psychiatry. Contact Courtney Silberisen (firstname.lastname@example.org).
Responsible Faculty Director:
Joseph Shotwell, MD
to Report on First Day
1st day plan to meet virtually via Zoom. Course Director will email the student to set up date/time
including holiday period 8
Offered 100% Online
|The overall goal of the Mental Health Recovery elective is to focus on cases of mental health illness and recovery by reading books written from the perspective of someone living with a chronic mental illness. Goals for the elective are as follows:
1. Appreciate the social, emotional, and occupational impacts of living with chronic mental illness.
2. Recognize the challenges faced by individuals with mental illness as they navigate through complex healthcare systems.
3. Understand the importance of support and advocacy for individuals with chronic mental illness.
4. Recognize the subjective nature of the patient-physician experience and appreciate how patients may view this relationship differently than clinicians.
|Describe the various levels of psychiatric care for those suffering from mental illness.
Compare and contrast modern vs historical psychiatric care.
Identify barriers to effective psychiatric care within our current healthcare system.
Discuss patient autonomy vs court ordered psychiatric care for those with serious mental illness.
Identify resources for future patients to improve quality of life, sense of community, and education about mental illness.
|Description of course activities|
|The Mental Health Recovery elective will focus on cases of mental health illness and recovery by reading accounts of them. Students will sign up for the period, review the suggested readings (or suggest their own), and decide on a book they will read each week (~200 pages). After reading the book, please e-mail the course director a 1-2 page summary of what you learned from the reading. Students will meet virtually with the facilitator weekly to discuss the reading assignment. Discussion of the reading assignment will often lead to broader discussion of mental health treatment.
Suggested text readings (students can also suggest their own):
Darkness Visible, William Styron
No Color is My Kind, Thomas Cole
Devil in the Details: Scenes from an Obsessive Girlhood, Jennifer Traig
Girl Interrupted, Susanna Kaysen
Jesus the Village Psychiatrist, Donald Capps
Gracefully Insane, Alex Beam
Another Bullshit Night in Suck City, Nick Flynn
The Noonday Demon: An Atlas of Depression, Andrew Solomon
An Unquiet Mind, Kay Jamison
A Father’s Story, Lionel Dahmer
The Center Cannot Hold, Elyn Saks
American Psychosis: How the Federal Government Destroyed the Mental Illness Treatment System, E. Fuller Torrey
No One Cares About Crazy People by Ron Powers.
Students will spend 2-3 hours per week with faculty supervision and the rest of the 30 hours a week, the student will work on reading the assigned text and writing a summary of their reading assignment.
|Type of students who would benefit from the course|
|Any student who is committed to the field of psychiatry or to reducing the suffering of people with mental illness.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: N/A|
|Call Schedule: None|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Faculty in charge of the course|
|B.||Frequency / Duration of Presentation(s)?|
|Weekly supervision 2-3 hours per week.|
|C.||Format - What guidelines are set for the student's presentation?|
|Self-reflection regarding reading assignments|
|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)?|
|Weekly self-reflection both prompted and unprompted|
|B.||Format - What guidelines are set for the student's written work?|
|To complete reflections and required project during the time of the course.|
|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.?|
|Weekly 1-2 page reflective write up on assigned reading. Potential books have been suggested but student may select another book with approval of course director.|
|F.||Audience - Who assesses the student’s written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|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)?|
|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".|
|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.Specify how the student will be given formative feedback on their clinical skills.
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.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
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)?
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?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
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.