Lesson 1Documentation templates and medico-legal considerations for outpatient geriatric psychiatryDis lesson explore practical ways to write notes for outpatient geriatric psychiatry, stressing clear writing, noting risks, capacity, informed consent, and legal protections to cut down liability and support good, strong care.
Structuring di geriatric psychiatry noteDocumenting risk, capacity, and consentHandling late-life safeguarding concernsUse of templates and checklistsCommon medico-legal pitfallsCommunication wid primary care and familyLesson 2Standardized screening tools: selection, administration, and scoringDis cover choosing right screening tools, proper way to use dem, scoring, and understanding results, paying mind to culture, language, and sense factors, and how to mix results into diagnosis thinking and ongoing clinic watching.
Selecting tools by clinical questionStandardized administration proceduresScoring rules and cutoffsAccounting for education and cultureTracking change over timeCommunicating results to patientsLesson 3Assessing activities of daily living (ADL) and instrumental ADL (IADL)Dis outline practical methods to check basic and instrumental activities of daily living, understand functional drop, and connect findings to diagnosis, risk, and care planning, including driving, money matters, and medicine handling.
Core ADL domains and rating scalesKey IADL tasks in late lifeLinking function to cognition and moodAssessing driving and community safetyFinancial and medication managementUsing functional data in care plansLesson 4Interpreting Mini-Cog, Geriatric Depression Scale (GDS-15), and Montreal Cognitive Assessment (MoCA) resultsDis provide step-by-step guide on using and understanding Mini-Cog, GDS-15, and MoCA, knowing limits, false positives and negatives, and how to mix scores wid clinical judgment and extra information.
Administering di Mini-Cog correctlyUsing and scoring di GDS-15MoCA domains and scoring nuancesAdjusting for education and languagePatterns suggesting delirium or dementiaExplaining results to patients and familiesLesson 5Identifying atypical presentations: psychomotor slowing, apathy, and masked affectDis focus on spotting unusual or quiet signs of psychiatric illness in older people, including psychomotor slowing, apathy, and hidden affect, and telling dem from normal aging, depression, dementia, and medicine effects.
Clinical features of psychomotor slowingDistinguishing apathy from depressionMasked affect and cultural factorsMedication and neurological mimicsUse of collateral to clarify changesImplications for diagnosis and treatmentLesson 6Comprehensive history taking: psychiatric, medical, social, functional, and medication reviewDis detail a organized, quick way to take history from older people, mixing psychiatric, medical, social, functional, and medicine data, while handling time, cognitive problems, and many informants in busy clinic places.
Structuring di initial interviewEliciting psychiatric symptom historyMedical and neurological comorbiditiesSocial, family, and support contextFunctional status and role changesMedication and substance reviewLesson 7Assessment of sleep, appetite, weight change, and sensory deficitsDis review systematic check of sleep, appetite, weight change, and sense deficits, showing dia diagnostic value, links to mood and cognition, and practical ways for history taking, measuring, and first management planning.
Characterizing insomnia and hypersomniaAppetite and weight change patternsScreening for malnutrition and frailtyVision and hearing assessment basicsSleep, mood, and cognition linksWhen to refer for further evaluationLesson 8Focused physical and neurological exam elements for older adultsDis summarize focused physical and neurological exam parts most important for geriatric psychiatry, including walk, motor, sense, and extrapyramidal signs, and how to write findings and decide when to get more medical help.
Vital signs and general inspectionGait, balance, and falls assessmentScreening neurological examinationExtrapyramidal and tremor assessmentSigns of delirium and acute illnessWhen to refer to neurology or geriatricsLesson 9Collateral sources and interviewing caregivers: structured questions for daughters/partnersDis explain how to get and mix extra information from caregivers, wid organized question sets for daughters, partners, and others, while handling confidentiality, conflict, burden, and different views on di patient.
When and why collateral is essentialPreparing caregivers for di interviewStructured questions for daughtersStructured questions for partnersReconciling conflicting accountsAddressing caregiver burden and distress
