Lesson 1Medical and medication history: thyroid, anaemia, neurologic symptoms, medication/substance interactions, and red-flag conditionsThis section structures medical and medication history taking relevant to psychiatry. It highlights thyroid, anaemia, neurologic and autoimmune signs, current medications, interactions, substances, and red-flag conditions requiring 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 questioningThis section teaches functional assessment across work, school, home, and social domains. It covers ADLs, instrumental tasks, cognitive functioning, absenteeism, presenteeism, and role performance, linking impairment to diagnosis and care planning.
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)This section trains clinicians to screen for bipolar spectrum disorders. It reviews past hypomanic and manic symptoms, duration, impact, mixed features, and use of the MDQ, while highlighting common pitfalls and strategies to 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 probesThis section covers systematic inquiry into sleep, appetite, weight, and energy. It emphasises circadian rhythm, chronotype, shift work, and sleep hygiene, linking patterns to mood, anxiety, and medical conditions to guide treatment planning.
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 probesThis section develops skills for detecting psychotic symptoms. It covers hallucinations, delusions, thought disorder, negative symptoms, and insight, using sensitive probes and collateral data to 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 verificationThis section structures substance use history taking, including alcohol, drugs, and prescribed medications. It teaches CAGE and AUDIT-C use, timeline follow-back, pattern recognition, withdrawal risk, and collateral verification to 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 interpretationThis section focuses on core mood assessment questions and validated scales. Learners will use PHQ-9 and HAM-D, explore mood, anhedonia, guilt, and somatic symptoms, and interpret scores in context to guide diagnosis and 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)This section details focused questioning for anxiety, panic, and agitation. Learners will practise using GAD-7 and PHQ-A items, differentiate worry from panic, assess impairment, and integrate scale scores into clinical decision making.
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 behaviour, protective factors, and safety planningThis section guides structured suicide and violence risk assessment. It covers ideation, intent, plans, means, preparatory acts, past attempts, protective factors, acute stressors, and collaborative safety planning, including 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 usefullyThis section explains when and how to obtain collateral information from family, primary care, employers, and others. It emphasises consent, privacy laws, focused questions, record requests, and integrating collateral data into the clinical formulation.
Indications for seeking collateral inputObtaining consent and explaining purposeFocused questions for family and caregiversRequesting and reviewing medical recordsReconciling conflicting collateral reports
