Lesson 1Medical and medication history: thyroid, anemia, neurologic symptoms, medication/substance interactions, and red-flag conditionsDis section structure medical an medication history takin relevant to psychiatry. It highlight thyroid, anemia, neurologic an autoimmune signs, current medications, interactions, substances, an red-flag conditions needin urgent medical workup.
Screening for systemic and endocrine illnessNeurologic symptoms and seizure historyMedication list, adherence, and side effectsSubstance, supplement, and interaction reviewRed-flag signs needing urgent evaluationLesson 2Functional assessment: occupational, social, cognitive functioning, ADLs, and workplace performance questioningDis section teach functional assessment cross work, school, home, an social domains. It cover ADLs, instrumental tasks, cognitive functionin, absenteeism, presenteeism, an role performance, linkin impairment to diagnosis an care plannin.
Evaluating work and school performanceAssessing social and family role functioningActivities of daily living and self-careInstrumental tasks and independent livingSubjective versus observed impairmentLesson 3Bipolar spectrum screening: past hypomanic/manic symptoms, duration, impact, and screening tools (MDQ)Dis section train clinicians fi screen fi bipolar spectrum disorders. It review past hypomanic an manic symptoms, duration, impact, mixed features, an use a di MDQ, while highlightin common pitfalls an strategies fi avoid misdiagnosis.
Eliciting past hypomanic and manic episodesAssessing duration, severity, and impairmentIdentifying mixed and rapid cycling featuresUsing and interpreting the MDQ in practiceDistinguishing bipolar from unipolar depressionLesson 4Sleep, appetite, weight, and energy inquiry with circadian and chronotype probesDis section cover systematic inquiry inna sleep, appetite, weight, an energy. It emphasize circadian rhythm, chronotype, shift work, an sleep hygiene, linkin patterns to mood, anxiety, an medical conditions fi guide treatment plannin.
Sleep onset, maintenance, and early awakeningNightmares, parasomnias, and sleep qualityAppetite, weight change, and eating patternsDaytime fatigue, anergia, and overactivityChronotype, shift work, and social jetlagLesson 5Psychotic symptoms and differential detection: hallucinations, delusions, thought disorder probesDis section develop skills fi detectin psychotic symptoms. It cover hallucinations, delusions, thought disorder, negative symptoms, an insight, usin sensitive probes an collateral data fi distinguish psychosis from mood or cultural phenomena.
Probing hallucinations across sensory modalitiesExploring delusional themes and convictionAssessing thought form and disorganizationIdentifying negative and cognitive symptomsDifferentiating psychosis from culture or traumaLesson 6Substance use history: structured questions (CAGE, AUDIT-C), timeline follow-back, patterns and collateral verificationDis section structure substance use history takin, includin alcohol, drugs, an prescribed medications. It teach CAGE an AUDIT-C use, timeline follow-back, pattern recognition, withdrawal risk, an collateral verification fi improve accuracy.
Opening nonjudgmental substance questionsUsing CAGE and AUDIT-C effectivelyTimeline follow-back for quantity and frequencyIdentifying withdrawal and overdose risksCollateral and records for substance historyLesson 7Core mood assessment questions and use of validated scales (PHQ-9, HAM-D) with interpretationDis section focus pon core mood assessment questions an validated scales. Learners will use PHQ-9 an HAM-D, explore mood, anhedonia, guilt, an somatic symptoms, an interpret scores inna context fi guide diagnosis an treatment response.
Open-ended mood and anhedonia questionsExploring guilt, hopelessness, and worthlessnessAdministering and scoring the PHQ-9Using the HAM-D in clinical settingsTracking treatment response over timeLesson 8Assessment of anxiety, panic, and agitation: targeted questions and screening tools (GAD-7, PHQ-A items)Dis section detail focused questionin fi anxiety, panic, an agitation. Learners will practice usin GAD-7 an PHQ-A items, differentiate worry from panic, assess impairment, an integrate scale scores inna clinical decision makin.
Openers for anxiety and worry narrativesCharacterizing panic attacks and triggersScreening with GAD-7: items and scoringUsing PHQ-A anxiety items in adolescentsAssessing agitation, restlessness, and distressLesson 9Risk assessment: suicidal ideation, intent, plan, means, preparatory behavior, protective factors, and safety planningDis section guide structured suicide an violence risk assessment. It cover ideation, intent, plans, means, preparatory acts, past attempts, protective factors, acute stressors, an collaborative safety plannin, includin documentation essentials.
Eliciting suicidal thoughts and communicationAssessing intent, plan, means, and accessReviewing past attempts and self-harm historyIdentifying risk and protective factorsDeveloping and documenting safety plansLesson 10Collateral information gathering: when to contact family, primary care, employers, and how to request records legally and usefullyDis section explain when an how fi obtain collateral information from family, primary care, employers, an others. It emphasize consent, privacy laws, focused questions, record requests, an integratin collateral data inna di clinical formulation.
Indications for seeking collateral inputObtaining consent and explaining purposeFocused questions for family and caregiversRequesting and reviewing medical recordsReconciling conflicting collateral reports
