Lesson 1Medical and medication history: thyroid, anaemia, neurologic symptoms, medication/substance interactions, and red-flag conditionsThis section arranges medical and medication history taking that matters for psychiatry. It points out thyroid, anaemia, neurologic and autoimmune signs, current medicines, interactions, substances, and red-flag conditions needing quick medical check-up.
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 areas. It covers ADLs, daily tasks, cognitive functioning, missing work, being at work but not productive, and role performance, linking problems 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 looks at past hypomanic and manic symptoms, how long they lasted, their effect, mixed features, and use of the MDQ, while pointing out common mistakes and ways to avoid wrong diagnosis.
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 careful asking about sleep, appetite, weight, and energy. It stresses body clock rhythm, sleep type, shift work, and sleep habits, linking patterns to mood, worry, 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 builds skills for finding psychotic symptoms. It covers hallucinations, delusions, thought disorder, negative symptoms, and awareness, using gentle questions and other information to tell psychosis from mood or cultural issues.
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 arranges substance use history taking, including alcohol, drugs, and prescribed medicines. It teaches CAGE and AUDIT-C use, timeline follow-back, pattern spotting, withdrawal danger, and checking with others to make it more accurate.
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 main mood assessment questions and proven scales. Learners will use PHQ-9 and HAM-D, look into mood, loss of joy, guilt, and body symptoms, and explain 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 questions for anxiety, panic, and agitation. Learners will practise using GAD-7 and PHQ-A items, tell worry from panic, check impairment, and put scale scores into clinical decisions.
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 planningThis section guides proper suicide and violence risk assessment. It covers thoughts of suicide, intent, plans, means, preparing acts, past tries, protective factors, sudden stresses, and working together on safety planning, including key documentation.
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 get extra information from family, primary care, employers, and others. It stresses agreement, privacy laws, focused questions, record requests, and putting extra data into the clinical plan.
Indications for seeking collateral inputObtaining consent and explaining purposeFocused questions for family and caregiversRequesting and reviewing medical recordsReconciling conflicting collateral reports
