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  • Course data
    Introduction
    Course Registration
    Peer Corner
    Pre-Test
    Module 1: Lesson 1: Disorders in Childhood and Adolescence
    Clinical Practice Guidelines for Assessment of Children and Adolescents
    Culture and Psychopathology: New Perspectives on Research, Practice, and Clinical Training in a Globalized World.
    Disruptive Behavior Disorders Child with Oppositional Patterns and/or Aggressive Patterns Interfering with Functioning in Home, School, or with Peers.
    Clinical Practice Guidelines for the Management of Conduct Disorder.
    School-Aged Children Who are not Progressing Academically: Considerations for Pediatricians.
    Mental Health and Academic Performance: A Study on Selection and Causation Effects from Childhood to Early Adulthood.
    Clinical Practice Guidelines for Assessment of Children and Adolescents.
    Learning Disability
    Diagnosis and Treatment of Developmental Dyslexia and Specific Learning Disabilities: Primum Non Nocere
    GPs’ Suspicion of Child Abuse: How does it Arise and What is the Follow-up?
    Case Study 1: 12. y.o. Boy demonstrating symptoms of behavioral disorder
    Evaluation of the Child with Global Developmental Delay and Intellectual Disability
    Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents
    Module 1: Lesson 2: Geriatric Psychiatry
    Helpful Approaches to Older People Experiencing Mental Health Problems: A Critical Review of Models of Mental Health Care
    The Geropsychiatric Interview- Assessment and Diagnosis
    Interface Between General Adult and Old Age Psychiatry
    Mood Disorders in the Elderly: Prevalence, Functional Impact, and Management Challenges
    Suicide in Older Adults
    Elderly and Polypharmacy: Physiological and Cognitive Changes
    Social Isolation and Loneliness in Older Adults: Review and Commentary of a National Academies Report
    Diagnosis and Management of Elder Abuse by Family Physician
    Case Study 2: Psychiatric Disorders in the elderly
    Identified Mental Disorders in Older Adults in Primary Care: A Cross-Sectional Database Study
    Geriatric Psychopharmacology: How Pharmacokinetic and Pharmacodynamic Changes Affect Prescribing
    Module 1: Lesson 3: Cognitive Disorders
    Clinical Aspects of Neurobehavioral Symptoms of Dementia
    DSM-5
    Cognitive Impairment Evaluation and Management
    Developing Guidelines for the Translation and Cultural Adaptation of the Montreal Cognitive Assessment: Scoping Review and Qualitative Synthesis
    DSM-5
    Clinical Practice Guidelines for Management of Delirium in Elderly
    Clinical Neurology and Epidemiology of the Major Neurodegenerative Diseases
    Neuropsychiatric Symptoms in Mild Cognitive Impairment: An Update on Prevalence, Mechanisms, and Clinical Significance
    Cognitive Impairment Evaluation and Management
    Amnesia: Definition, Main Models, Classifi Cations, Neurobiological Profiles and Clinical Treatments
    Chapter 5: Dementia & Amnestic Disorder
    Seven Reversible Causes of Dementia in Older Adults
    Activity 1: Discussion Forum 1 (100 minutes)
    Module 1: Lesson 4: Dissociative and Amnestic Disorders
    What Are Dissociative Disorders?
    Dissociation as a Trauma-Related Phenomenon
    Transient Global Amnesia: Current Perspectives
    Classic and Recent Advances in Understanding Amnesia
    MODULE 6: DISSOCIATIVE DISORDERS
    Case Study 3: Female patient presenting symptoms of amnesia
    DSM 5
    Trauma Related Dissociation: An Introduction
    United States of amnesia: rescuing memory loss from diverse conditions
    Amnesia
    Module 1: Lesson 5: Psychosis Spectrum Disorders
    Clinical Presentation
    The Clinical Characterization of the Patient with Primary Psychosis Aimed at Personalization of Management
    Evidence-Based Approach to Psychosis in the Emergency Department
    Structure of the Psychotic Disorders Classification in DSM-5
    Canadian Guidelines for the Assessment and Diagnosis of Patients with Schizophrenia Spectrum and Other Psychotic Disorders
    Psychosis in Children and Adolescents
    Subclinical Psychosis in Adult Migrants and Ethnic Minorities: Systematic Review and Meta-Analysis
    Psychotic Disorders in Late Life: A Narrative Review
    Shamanism and the Psychosis Continuum
    Rethinking the Course of Psychotic Disorders: Modelling Long-term Symptom Trajectories
    From Onset and Prodromal Stage to a Life-Long Course of Schizophrenia and Its Symptom Dimensions: How Sex, Age, and Other Risk Factors Influence Incidence and Course of Illness
    Clinical Practice Guidelines for the Management of Schizophrenia in Children and Adolescents
    Schizophrenia: Etiology, Pathophysiology and Management - A Review
    Towards a Public Health Approach to Psychotic Disorders
    Schizophrenia
    Activity : Discussion Forum 2 (100 minutes)
    Case Study 4: 35 y.o Patient with Psychotic Spectrum Disorder
    Psychotic Spectrum Disorders: Definitions, Classifications, Neural Correlates and Clinical Profiles
    The Clinical Course of Schizophrenia in Women and Men-a Nation-Wide Cohort Study
    The Synaptic Pruning Hypothesis of Schizophrenia: Promises and Challenges
    Psychosis
    Module 1: Lesson 6: Personality Disorders
    Understanding Patient Personality in Medical Care: Five-Factor Model
    Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5
    Personality Disorder: A Disease in Disguise
    European Guidelines for Personality Disorders: Past, Present and Future
    Principles of Care for People with a Personality Disorder
    A therapist’s Guide to Brief Cognitive Behavioral Therapy
    Comorbidity and Treatment in Older Psychiatric In-patients—A Retrospective Study in a Chinese Psychiatric Hospital
    Familial Risk and Heritability of Diagnosed Borderline Personality Disorder: A Register Study of the Swedish Population
    Genetic and Environmental Influences on Conduct and Antisocial Personality Problems in Childhood, Adolescence, and Adulthood
    Relationship Pattern of Personality Disorder Traits in Major Psychiatric Disorders: A Cross-Sectional Study
    How Do Stress Exposure and Stress Regulation Relate to Borderline Personality Disorder?
    Challenges in Diagnosing Factitious Disorder
    Case Study 5: 30 y.o. woman admitted to Inpatient Psychiatry Care
    Personality and Psychopathology
    Short-Term Versus Long-Term Mentalization-Based Therapy for Outpatients with Subthreshold or Diagnosed Borderline Personality Disorder: A Protocol for a Randomized Clinical Trial
    Module 1: Lesson 7: Somatoform Disorders, Factitious Disorder and Malingering
    Somatoform Disorders
    Malingering
    Challenges in Diagnosing Factitious Disorder
    Activity : Discussion Forum 3 (100 minutes)
    Somatization: Signs and Symptoms
    Illness Anxiety Disorder (Hypochondria, Hypochondriasis)
    Differentiating Factitious from Malingered Symptomatology: the Development of a Psychometric Approach
    Clinical Practice Guideline Psychotherapies for Somatoform Disorders
    Module 2: Lesson 1: Anxiety Disorders
    Global, regional and national burden of anxiety disorders from 1990 to 2019: results from the Global Burden of Disease Study 2019
    Diagnosis and Management of Anxiety Disorders
    Assessment and Treatment of Anxiety Among Children and Adolescents
    Classification of Comorbidity in Obsessive–Compulsive Disorder: A Latent Class Analysis
    Posttraumatic Stress Disorder in Adults: Epidemiology, Pathophysiology, Clinical Manifestations, Course, Assessment, and Diagnosis
    Treatment of Anxiety Disorders
    Anxiety: Insights into Signs, Symptoms, Etiology, Pathophysiology, and Treatment
    Case study 6: 25 y.o. patient with anxiety disorder.
    Anxiety Disorders
    Biobehavioral Assessment of the Anxiety Disorders: Current Progress and Future Directions
    Comorbidities in Obsessive-Compulsive Disorder Across the Lifespan: A Systematic Review and Meta-Analysis
    Prevalence of Posttraumatic Stress Disorder in Acute Trauma Patients
    Module 2: Lesson 2: Mood Disorders
    Any Mood Disorder
    Comorbidity of Depression with Physical Disorders: Research and Clinical Implications
    Unipolar Depression in Adults: Assessment and Diagnosis
    Bipolar Disorder
    Mood Disorder
    Which Behavioral Health Screening Tool Should you Use—and When?
    DSM-5
    Mood Disorders Statistics
    Suicide Risk in Bipolar Disorder: A Brief Review
    Patient-Reported Outcomes in Major Depressive Disorder with Suicidal Ideation: A Real-world Data Analysis Using Patients Like Me Platform
    Core Components and Strategies for Suicide and Risk Management Protocols in Mental Health Research: A Scoping Review
    The Care of Patients With Complex Mood Disorders
    Mood Disorder
    Case Study 7: 18 y.o patient with mild depression
    Prevalence of Depression in the Community from 30 Countries between 1994 and 2014
    Major Depressive Episode: Is It Bipolar I or Unipolar Depression?
    The 2020 Mood Disorders Clinical Practice Guidelines: Translating Evidence into Practice with Both Style and Substance
    Suicide Risk and Mental Disorders
    Association Between Level of Suicide Risk, Characteristics of Suicide Attempts, and Mental Disorders Among Suicide Attempters
    Assessment and Management of Patients at Risk for Suicide: Synopsis of the 2019 U.S. Department of Veterans Affairs and U.S. Department of Defense Clinical Practice Guidelines
    Psychotherapeutic inteventions for depression: which work best?
    Module 2: Lesson 3: Eating Disorders
    What Are Eating Disorders?
    Obesity and Eating Disorders in Children and Adolescents: The Bidirectional Link
    Eating disorders
    Eating Disorders: Overview of Prevention and Treatment
    DSM 5 Criteria for Eating Disorders
    Early Detection of Eating Disorders in General Practice
    Case study 8: 14 y.o patient with history of an eating disorder.
    Eating Disorders: About More Than Food
    Evaluation of the Referral Process and Patterns to a Canadian Specialized Eating Disorders Treatment Program
    Module 2: Lesson 4: Sexual Disorders
    A Guide to Taking a Sexual History
    Clinical Practice Guidelines for Management of Sexual Dysfunction
    Paraphilias: From Diagnosis to Treatment
    Paraphilias and Paraphilic Disorders: Diagnosis, Assessment and Management
    What is Gender Dysphoria?
    Management of Gender Dysphoria in Adolescents in Primary Care
    Progression of Gender Dysphoria in Children and Adolescents: A Longitudinal Study
    Activity : Discussion Forum 4 (120 minutes)
    British Society for Sexual Medicine Guidelines on the Management of Erectile Dysfunction in Men—2017
    Gender Dysphoria
    Evaluation and Treatment of Gender-Dysphoric/Gender Incongruent Adults
    Gender Dysphoria in Adolescence: Current Perspectives
    Module 2: Lesson 5: Sleep Disorders
    The Assessment and Management of Insomnia: An Update
    Comorbid Insomnia and Psychiatric Disorders
    Sleep Disturbances, Psychiatric Disorders, and Psychotropic Drugs
    The ‘5 Principles’ of Good Sleep Health
    How Much Sleep Do I Need?
    Stages of Sleep
    Sleep Disorder
    Case Study 9 : A 40 y.o. patient with an undiagnosed sleeping disorder.
    Sleep Medicine: Insomnia and Sleep
    Module 2: Lesson 6: Substance Use Disorders
    Commonly Used Substance Use Disorder Screening Instruments
    DSM 5
    Understanding Dual Diagnosis: Substance Abuse and Mental Illness
    Mini Review: Socio-Cultural Influences on the Link Between ADHD and SUD
    Substance Use, Abuse and Dependence
    Commonly Used Drugs Charts
    Alcohol and other drugs compendium - NSW Health
    10 Ways to Manage Withdrawal
    “Know your Epidemic, Know your Response”: Epidemiological Assessment of the Substance Use Disorder Crisis in The United States
    DSM 5 Criteria for Substance Use Disorders
    DSM-5 Criteria for Substance Use Disorders
    Treatment Approaches for Drug Addiction DrugFacts
    Personalizing the Treatment of Substance Use Disorders
    Strategies to promote smoking cessation among adolescents
    Reducing Vaping Among Youth and Young Adults
    Adaptation in Delivering Integrated Care: The Tension Between Care and Evidence-Based Practice
    Physician Assessments of Drug Seeking Behavior: A Mixed Methods Study
    Managing Drug Seeking Behaviour in a General Practice
    Enhancing Motivation for Change in Substance Use Disorder Treatment
    Readiness to change among involuntarily and voluntarily admitted patients with substance use disorders
    Exploring gender differences among treatment-seekers who use opioids versus alcohol and other drugs
    Activity : Discussion Forum 5 (120 minutes)
    Case Study 10: The Case of the Drug seeking patient
    Exploring the Impact of Substance Use, Culture, and Trauma on American Indian Adolescents
    Module 2: Lesson 7: Adjustment Disorders
    Adjustment Disorder
    Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5
    Grief, Bereavement, and Adjustment Disorders
    Adjustment Disorder: Current Developments and Future Direction
    Activity : Discussion Forum 6 (100 minutes)
    Adjustment Disorder Diagnosis: Improving Clinical Utility
    Module 3: Lesson 1: Prevention
    Relationship Between Parenting Measures and Parents and Child Psychopathological Symptoms: A Cross-Sectional Study
    Socioeconomic Inequalities in Treatment of Individuals with Common Mental Disorders Regarding Subsequent Development of Mental Illness
    Gene–Environment Correlations and Causal Effects of Childhood Maltreatment on Physical and Mental Health: A Genetically Informed Approach
    Violent Aggression Predicted by Multiple Pre-Adult Environmental Hits
    Consequences of Non-Treatment
    Prevention and Early Intervention in Youth Mental Health: Is it Time for a Multidisciplinary and Trans-Diagnostic Model for Care?
    Monitoring Risk Assessment on an Acute Psychiatric Ward: Effects on Aggression, Seclusion and Nurse Behaviour
    Role of Various Lifestyle and Behavioral Strategies in Positive Mental Health Across a Preventive to Therapeutic Continuum
    Use of Acute Psychiatric Hospitalisation: A Study of the Factors Influencing Decisions to Arrange Acute Admission to Inpatient Mental Health Facilities
    Communicating About Substance Use in Compassionate, Safe and Non-Stigmatizing Ways
    Do You Really Need All of Those Medications?
    Appropriate Use of Psychotropic Medicines in Adult Social Care
    Grand Challenge in Psychopharmacology: Setting Priorities to Shape a Bright Future
    Case Study 11- Patient with a recent psychiatric diagnosis.
    Effects of Family Structure on Mental Health of Children: A Preliminary Study
    Socioeconomic Status Indicators and Common Mental Disorders: Evidence from a Study of Prenatal Depression in Pakistan
    Counseling Patients in Primary Care: Evidence-Based Strategies
    Communication Strategies to Counter Stigma and Improve Mental Illness and Substance Use Disorder Policy
    Access and rational use of psychotropic medications in low- and middle-income countries
    Module 3: Lesson 2: Pharmacological Therapies
    Use of Prescribed Psychotropics during Pregnancy: A Systematic Review of Pregnancy, Neonatal, and Childhood Outcomes
    Psychiatric Medication For Children And Adolescents: Part II - Types Of Medications
    Psychotropic Polypharmacy in the US Pediatric Population: A Methodologic Critique and Commentary
    Drug Categories of Concern in Older Adults
    Unwanted Effects of Psychotropic Drug Interactions with Medicinal Products and Diet Supplements Containing Plant Extracts
    Psychotropic Medication
    Why do Psychiatric Patients Stop Antipsychotic Medication? A Systematic Review of Reasons for Nonadherence to Medication in Patients with Serious Mental Illness
    How to Manage Endings in Unsuccessful Therapy: A Qualitative Comparison of Youth and Clinician Perspectives
    A Perspective on Nonadherence to Drug Therapy: Psychological Barriers and Strategies to Overcome Nonadherence
    Navigating the Novel Psychotropics
    The Pharmacodynamics of Antipsychotic Drugs in Women and Men
    Assessment of Incidence, Causality, Severity, and Preventability of Suspected Adverse Drug Reactions to Antidepressant Medications in a Psychiatry Outpatient Setting of a Secondary Care Hospital
    Management of Common Adverse Effects of Antipsychotic Medications
    Anxiolytics and Sedative-Hypnotics Toxicity
    Stimulants
    The Use and Impact of Cognitive Enhancers among University Students: A Systematic Review
    Case Study 12: Pregnant patient taking psychotropic medication for mental health condition
    What are the Dangers of Drug Interactions with Herbal Medicines?
    The Utility of Pharmacogenetic-Guided Psychotropic Medication Selection for Pediatric Patients: A Retrospective Study
    Treatment Resistance in Psychiatry: State of the Art and New Directions
    Serious Adverse Drug Reactions in Children and Adolescents Treated On- and Off-Label with Antidepressants and Antipsychotics in Clinical Practice
    Magnitude, Nature, and Risk Factors of Adverse Drug Reactions Associated with First Generation Antipsychotics in Outpatients with Schizophrenia: A Cross-Sectional Study
    Module 3: Lesson 3: Brain Stimulation Therapies
    Electroconvulsive Therapy
    Cost-Effectiveness of Electroconvulsive Therapy vs Pharmacotherapy/Psychotherapy for Treatment-Resistant Depression in The United States
    Brain Stimulation Therapies
    Electroconvulsive Therapy (ECT)
    Transcranial Magnetic Stimulation
    Module 3: Lesson 4: Psychotherapies
    Sequential Combination of Pharmacotherapy and Psychotherapy in Major Depressive Disorder A Systematic Review and Meta-analysis
    Therapeutic Communication and Client Counseling: Toward a Conceptual Framework for Strategic Interpersonal Engagement
    Improving the physician-patient relationship utilizing psychodynamic psychology: a primer for health professionals
    Principles and Concepts of Behavioral Medicine: A Global Handbook
    Definition and Characteristics of Behavioral Medicine, and Main Tasks and Goals of the International Society of Behavioral Medicine—an International Delphi Study
    Psychotherapy and Psychosocial Interventions for Posttraumatic Stress Disorder in Adults
    Psychotherapy for Children and Adolescents: Different Types
    Cultural Humility: Engaging Diverse Identities in Therapy
    Activity : Discussion Forum 7 (120 minutes)
    Case Study 13 - The Case of Psychotherapy
    Vagus Nerve Stimulation
    What are the Key Characteristics of a ‘Good’ Psychotherapy? Calling for Ethical Patient Involvement
    Short-Term Versus Long-Term Psychotherapy for Adult Psychiatric Disorders: A Protocol for a Systematic Review with Meta-Analysis and Trial Sequential Analysis
    Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach
    Transference and Countertransference in Communication Between Doctor and Patient
    Translational Behavioral Medicine for Population and Individual Health: Gaps, Opportunities, and Vision for Practice-Based Translational Behavior Change Research
    Evidence-Based Psychotherapy: Advantages and Challenges
    Evidence-Based Psychosocial Interventions for Ethnic Minority Youth: The 10-Year Update
    Increasing Effectiveness of Cognitive Behavioral Therapy for Conduct Problems in Children and Adolescents: What Can We Learn from Neuroimaging Studies?
    Cross-Cultural Research on Psychotherapy: The Need for a Change
    Module 3: Lesson 5: Multidisciplinary Treatment Planning and Collaborative Management
    An Integrative Collaborative Care Model for People with Mental Illness and Physical Comorbidities
    Cultural Influences in Mental Health Treatment
    Involving Patients, Carers and Families: An International Perspective on Emerging Priorities
    Psychiatric Consultation Requests by Inpatient Medical Teams: An Observational Study
    Community Interventions to Promote Mental Health and Social Equity
    Barriers to Healthcare Access Among U.S. Adults with Mental Health Challenges: A Population-Based Study
    Strategies to Strengthen the Provision of Mental Health Care at the Primary Care Setting: An Evidence Map
    Case Study 14: 3. y.o. boy with a recent diagnosis of Autism Spectrum Disorder
    Consultation-Liaison Psychiatry: The Interface of Psychiatry and Other Medical Specialties
    The Role of Communities in Mental Health Care in Low- and Middle-Income Countries: A Meta-Review of Components and Competencies
    Mental Illness-Related Stigma in Healthcare: Barriers to Access and Care and Evidence-Based Solutions
    Urgent Need for Improved Mental Health Care and a More Collaborative Model of Care
    Module 3: Lesson 6: Complementary and Alternative Treatments
    Alternative DSM-5 Model for Personality Disorders
    The Use of Complementary and Alternative Medicine (CAM) in Europe
    The Use of Complementary and Alternative Medicine (CAM) in Psychiatric Units in Sweden
    Alternative and Complementary Approaches in Psychiatry: Beliefs Versus Evidence
    Activity : Discussion Forum 8 (100 minutes)
    The Possibilities and Challenges of Integrative Medicine Implementation in Clinical Psychology: A Qualitative Study in Indonesia
    Module 4: Lesson 1: Professionalism
    Clinician Response to Patient Emotion: Impact on Subsequent Communication and visit length
    Empathetic Doctor – the Role and the Significance of the Empathy in the Doctor–Patient Relation
    Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients
    Barriers and Facilitators to the Integration of Mental Health Services into Primary Health Care: A Systematic Review
    When Psychiatric Symptoms Reflect Medical Conditions
    Physician Leadership in Mental Health and Addictions-Care
    Boundaries, Professionalism, and Malpractice in Psychiatry
    Integrity at End of Life in the Intensive Care Unit: A Qualitative Study of Nurses’ Views
    Interagency Collaboration in Primary Mental Health Care: Lessons from the Partners in Recovery Program
    How to Give and Receive Feedback Effectively
    Importance of Empathy Among Medical Doctors to Ensure High-Quality Healthcare Level
    Training healthcare professionals in LGBTI cultural competencies: Exploratory findings from the Health4LGBTI pilot project
    Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions
    Interprofessional Clinical Training in Mental Health Improves Students’ Readiness for Interprofessional Collaboration: A Non-Randomized Intervention Study
    Module 4: Lesson 2: Medical Ethics
    Special Report: Ethical Decision-Making in Contemporary Psychiatric Practice—An Evolving Challenge
    Types of Ethical Problems and Expertise in Clinical Ethics Consultation in Psychiatry – Insights From a Qualitative Empirical Ethics Study
    Non-clinical influences on clinical decision-making: a major challenge to evidence-based practice
    The Process of Clinical Consultation is Crucial to Patient Outcomes and Safety: 10 Quality Indicators
    Activity : Discussion Forum 9 (200 minutes)
    Ethical Dilemmas in Psychiatry: When Teams Disagree
    The Limits of Confidentiality: Informed Consent and Psychotherapy
    Ethical Challenges of Seclusion in Psychiatric Inpatient Wards: A Qualitative Study of the Experiences of Norwegian Mental Health Professionals
    Why do Children and Adolescents (not) Seek and Access Professional Help for their Mental Health Problems? A Systematic Review of Quantitative and Qualitative Studies
    Module 4: Lesson 3: Medical-Legal Issues in Psychiatry
    Domestic Violence
    The Role of the Physician When a Patient Discloses Intimate Partner Violence Perpetration: A Literature Review
    Civil Commitment and the Mental Health Care Continuum: Historical Trends and Principles for Law and Practice
    Evaluating Medical Decision-Making Capacity in Practice
    Duty to Warn
    Ethical Challenges Raised by OpenNotes for Pediatric and Adolescent Patients
    Disclosures for the Protection of Patients and Others
    Screening for Intimate Partner Violence, Elder Abuse, and Abuse of Vulnerable Adults US Preventive Services Task Force Final Recommendation Statement
    Mandatory Reporting Laws
    Consent to Treatment
    Evaluation of Decision-Making Capacity in Patients with Dementia: Challenges and Recommendations from a Secondary Analysis of Qualitative Interviews
    The Physician’s Duty to Warn Their Patients About the Risks Associated with Medical Intervention: A Review and Discussion.
    Module 4: Lesson 4: Cultural Competence and Mental Health Disparities
    Racial Disparities in Mental Health: Literature and Evidence Review
    Cultural Assessment And Treatment Of Psychiatric Patients
    Strategies to strengthen the provision of mental health care at the primary care setting: An Evidence Map
    Culturally Responsive Evaluation and Treatment Planning
    How does Implicit Bias by Physicians Affect Patients' Health Care?
    Avoiding Unintended Bias Strategies for Providing More Equitable Health Care
    The Historical Roots of Racial Disparities in the Mental Health System
    DSM 5
    Treatment recommendations made by a consultant psychiatrist to improve the quality of care in a collaborative mental health intervention in rural Nepal
    The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate I
    Interventions Designed to Reduce Implicit Prejudices and Implicit Stereotypes in Real World Contexts: A Systematic Review
    Module 5: Lesson 1: Pandemic Consequences on Mental Health
    Cognitive, Behavioral, and Emotional Disorders in Populations Affected by the COVID-19 Outbreak
    Impact of the COVID-19 Crisis on Work and Private Life, Mental Well-Being and Self-Rated Health in German and Swiss Employees: a Cross-Sectional Online Survey
    Physical and Mental Health Impacts of COVID-19 on Healthcare Workers: A Scoping Review
    Sex Differences in Mental Health Among Older Adults: Investigating Time Trends and Possible Risk Groups with Regard to Age, Educational Level and Ethnicity
    Unemployment and Mental Health
    Mental Health Prevalence and Predictors Among University Students in Nine Countries During the COVID-19 Pandemic: A Cross-National Study
    Social Media Exposure, Psychological Distress, Emotion Regulation, and Depression During the COVID-19 Outbreak in Community Samples in China
    Family Functioning in the Time of COVID-19 Among Economically Vulnerable Families: Risks and Protective Factors
    COVID-19 Pandemic Impact on Children and Adolescents' Mental Health: Biological, Environmental, and Social Factors
    The Effect of COVID-19 on Mental Health and Wellbeing in a Representative Sample of Australian Adults
    The Impact of the COVID-19 Pandemic on Wellbeing and Cognitive Functioning of Older Adults
    Industry Innovation: How has COVID-19 Changed Global Healthcare?
    Potential Long-Term Mental and Behavioral Health Consequences of the COVID-19 Pandemic
    The Extent of COVID-19 Pandemic Socio-Economic Impact on Global Poverty. A Global Integrative Multidisciplinary Review
    SDG Indicators- Decent Work and Economic Growth
    Impacts of the COVID-19 Pandemic on Children and Families from Marginalized Groups: A Qualitative Study in Kingston, Ontario
    Alcohol Consumption during the COVID-19 Pandemic: A Cross-Sectional Survey of US Adults
    How the COVID-19 Pandemic Impacts Tobacco Addiction: Changes in Smoking Behavior and Associations with Well-Being
    World Drug Report 2021
    Alcohol and Other Substance Use During the COVID-19 Pandemic: A Systematic Review
    Increased nicotine vaping due to the COVID-19 pandemic among US young adults: Associations with nicotine dependence, vaping frequency, and reasons for use
    Activity : Discussion Forum 10 (120 minutes)
    COVID-19 Pandemic Triggers 25% Increase in Prevalence of Anxiety and Depression Worldwide
    COVID-19 and the World of Work: Impact and Policy Responses
    The Impact of COVID-19 on Health and Care Workers:A Closer Look at Deaths
    Unemployment and Psychological Distress among Young People during the COVID-19 Pandemic: Psychological Resources and Risk Factors
    Associations Between Media Exposure and Mental Distress Among U.S. Adults at the Beginning of the COVID-19 Pandemic
    Hitting Close to Home: The Effect of COVID-19 Illness in the Social Environment on Psychological Burden in Older Adults
    Covid-19 — Implications for the Health Care System
    Long-term Effects of COVID-19 on Mental Health: A Systematic Review
    The Social Challenge in Times of COVID-19
    The Effect of COVID-19 on Alcohol Consumption, and Policy Responses to Prevent Harmful Alcohol Consumption
    COVID-19 Pandemic and Addiction: Current Problems and Future Concerns
    Module 5: Lesson 2: Neurocognitive Disorders post COVID-19
    DSM-5
    Guillain-Barré Syndrome Associated with SARS-CoV-2 Infection: Causality or Coincidence?
    The Cognitive Consequences of the COVID-19 Epidemic: Collateral Damage?
    Olfactory Dysfunction in Patients With Coronavirus Disease 2019: A Review
    COVID-19 and Stroke: A Review
    Delirium in Older Patients With COVID-19 Presenting to the Emergency Department
    Case Study 15: The Case of the Long COVID-19 effects.
    SARS-CoV-2 Mediated Neuroinflammation and the Impact of COVID-19 in Neurological Disorders
    Short-term Neuropsychiatric Outcomes and Quality of Life in COVID-19 Survivors
    Smell Dysfunction: A Biomarker for COVID‐19
    COVID-19 Pathophysiology Predicts That Ischemic Stroke Occurrence Is an Expectation, Not an Exception—A Systematic Review
    Factors Associated with Delirium in COVID-19 Patients and Their Outcome: A Single-Center Cohort Study
    Module 6: Lesson 1: History-Taking, Examination and Medical Interviewing
    Medical Assessment of the Patient With Mental Symptoms
    Drug-Induced Movement Disorders
    Etiology, Triggers and Neurochemical Circuits Associated With Unexpected, Expected, and Laboratory-Induced Panic Attacks
    When Psychiatric Symptoms Reflect Medical Conditions
    What Is a Psychotropic Drug?
    Medical History-Taking in Psychiatry
    Religion and Spirituality in Clinical Practice
    The Mental Status Examination
    The Mental Status Examination
    Screening Tools
    Top Tips to Deal with Challenging Situations: Doctor–Patient Interactions
    Development Stages and Methods of Interviewing Children
    Psychology Interviewing Skills Interviewing Skills for Psychology Undergraduate Students
    Family Assessment Conversations as a Tool to Support Families Affected by parental mental illness: a retrospective review of electronic patient journals
    Interview Techniques
    Mental Status Examination
    Engaging Patients to Improve Quality of Care: A Systematic Review
    Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students
    The Use of an Interpreter During a Forensic Interview: Challenges and Considerations
    Activity : Self Reflection 1 (100 minutes)
    Case Study 16: The Case of the challenging interview
    Cultural Considerations in the Classification of Mental Disorders: Why and How in ICD-11
    Interviewing Techniques for Patients with Intellectual Disability
    Family Assessment Conversations as a Tool to Support Families Affected by Parental Mental Illness: a Retrospective Review of Electronic Patient Journals
    The Interview Research Method
    Mental State Examination and Its Procedures—Narrative Review of Brazilian Descriptive Psychopathology
    Section 6: Strategies for Improving Patient Experience with Ambulatory Care
    Communication skills 3: non-verbal communication
    Module 6: Lesson 2: Documentation and Communication
    How to Keep Good Clinical Records
    Guideline Communication with Patients, Family, and the Health Care Team
    Psychoeducation an Effective Tool as Treatment Modality in Mental Health
    Assessment and Management of Risk to Others
    Assessing and Supporting Adolescents’ Capacity for Autonomous Decision-Making in Health-Care Settings
    Case Scenario 17: The Case of Psychoeducation
    Best Practices for Communication with Patients and One Another
    Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation
    Psychoeducation on Anxiety
    When Patients Choose to Live at Risk: What is an Ethical Approach to Intervention?
    Module 6: Lesson 3: Clinical Reasoning and Differential Diagnosis
    Diagnosing and Classifying Abnormal Behavior
    DSM5
    Differential Diagnosis of Mental Health Disorders
    Clinical Assessment
    Change In Mental Status
    Neuropsychological Evaluations in Adult
    Case Study 18 : Developing a case-specific Differential Diagnosis
    Diagnosing and Classifying Mental Disorders
    Diagnosis and Classification Issues: DSM-5 and More
    Medical Assessment of the Patient With Mental Symptoms
    Module 6: Lesson 4: Assessment of Psychiatric Emergencies
    Risk Factors for Serious Suicide Attempts: Difference Between Older and Younger Attempters in the Emergency Department
    Suicide Risk Assessment Toolkit
    Psychiatric Emergencies: Assessing and Managing Suicidal Ideation
    Risk and Protective Factors: Violence Prevention
    Management of the Violent Patient in the Emergency Department
    De-escalating Violence in Health Care
    Violent Patients
    DSM5
    Canadian Guidelines for the Assessment and Diagnosis of Patients with Schizophrenia Spectrum and Other Psychotic Disorders
    DSM5
    Twelve Tips for Assessing and Managing Mild Cognitive Impairment and Major Neurocognitive Disorder in Older People
    Adult Acute Psychiatric Inpatient Hospitalization
    Psychiatric Acute Day Hospital as an Alternative to Inpatient Treatment
    Risk factors of hospitalization for any medical condition among patients with prior emergency department visits for mental health conditions
    Physical Restraint
    The Pharmacological Management of Agitated and Aggressive Behaviour: A Systematic Review and Meta-Analysis
    DSM-5
    Management of Common Adverse Effects of Antipsychotic Medications
    Six-month Follow Up of the Injured Trauma Survivor Screen (ITSS): Clinical Implications and Future Directions
    Assessing and Treating Traumatic Stress in Crime Victims
    Activity : Discussion Forum 11 (100 minutes)
    Case study 19 : The case of the agitated and violent patient
    Treatment for Suicidal Ideation, Self-Harm, and Suicide Attempts Among Youths
    Identifying Patients at High Risk for Violence and Self-Harm in the ED
    How Can I De-escalate a Situation When Someone is Angry or Agitated?
    Prevention and Management of Agitation in the ED
    An Assessment of Five (PANSS, SAPS, SANS, NSA-16, CGI-SCH) Commonly used Symptoms Rating Scales in Schizophrenia and Comparison to Newer Scales (CAINS, BNSS)
    The Clinical Characterization of the Patient with Primary Psychosis Aimed at Personalization of Management
    Assessment of Major Neurocognitive Disorders in Primary Health Care: Predictors of Individual Risk Factors
    Criteria, Procedures, and Future Prospects of Involuntary Treatment in Psychiatry Around the World: A Narrative Review
    Psychiatric Hospitalization vs. Treatment at Home
    Clinical and Social Factors Associated with Increased Risk for Involuntary Psychiatric Hospitalisation: a Systematic Review, Meta-Analysis, and Narrative Synthesis
    Physical Restraint in Mental Health Nursing: A Concept Analysis
    Clinical Toxicology and Overdose of Psychiatric Medications
    Managing Psychotropic Medications in Complex, Real-World Patients Using Comprehensive Therapeutic Drug Monitoring
    DSM-5
    Torture Survivors: A Mental Health Provider’s Guide to Conducting Evaluations
    Final Exam
    Course and Self Evaluation & Certificate
    Course Activities
    Case Studies
    Discussion Forums
    Simulation Activities
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      Psychiatric Clerkship for Medical Students

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        Psychiatric Clerkship for Medical Students

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        Introduction



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          Course Registration Questionnaire
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          Pre-Test Quiz
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      • How to create an account and enroll in the course?

           

      • Psychiatric Clerkship: Resource Library for Medical Students

         


        Welcome to our Psychiatric Clerkship for Medical Students. This course aims to provide medical students with essential resources and knowledge to help develop foundational skills and competencies related to their psychiatry training. The course is organized into modules and lessons which cover a range of psychiatric disorders as outlined in the DSM-5, including but not limited to sleeping disorders, sexual disorders, substance use disorders, eating disorders, and adjustment disorders. The modules focus on identifying and screening for specific symptoms and proposing feasible treatment and management strategies. In addition, a COVID-19 module explores the impact of the pandemic on mental health conditions. By engaging in this course, you will be able to develop skills specific to psychiatry, such as history-taking, medical interviewing, and clinical reasoning, through our interactive learning components.

        This course was developed based on the “Clinical Learning Objectives Guide for Psychiatry Education of Medical Students,” created by the Association of Directors of Medical Student Education in Psychiatry (ADMSEP). Subject matter experts reviewed the ADMSEP learning objectives in 2022 to ensure alignment with the most recent updates to the DSM-5. Like all NextGenU.org materials, this course was developed as a joint effort of expert instructional designers and subject matter experts in psychiatry and addiction. The subject matter experts involved in designing and reviewing the learning materials are Scott Oakman, MD, Ph.D; Eduardo Bianco, MD, MSc; Magali Collonnaz, MD, MPH, MSc; Lucia Villalba, MD; Gabriel Rossi, MD; and Medical Residents Dr. Aditya Shah, Dr. Diana Nguyen, Dr. Lucia Lamberti, Dr. Kimberly Evans, and Dr. Monthe Kofos. The instructional designers who participated in the design and development of this clerkship are  Alixandria Ali, BSc; Reisha Narine, M.Sc., B.Sc.; Hugo Rojas, MD, MSc, DiplEd; Pablo Baldiviezo, MD, DiplEd; and  Carolina Bustillos, MD, DiplEd; Sherian Bachan, M.Sc., B.Sc; Seema Persaud, M.Sc., B.Sc.; Sara Wildman, B.Sc.; and Rhonda Prudent, B.Sc.

        This course uses resources from accredited, world-class organizations such as the American Psychiatric Association, American Psychological Association, Association of American Medical Colleges, Cambridge University, International Society for Traumatic Stress Studies, and National Institute of Mental Health, among others.

        For publications on NextGenU.org’s courses’ efficacy, see         our publication page.

        This course is divided into six (6)  modules:

        • Module 1: Developmental, Cognitive, and Somatic Disorders
        • Module 2: Prevalent Psychiatric Conditions 
        • Module 3: Disease Prevention, Therapeutics, and Management
        • Module 4: Professionalism, Ethics, and the Law
        • Module 5: COVID-19 and Mental Health
        • Module 6: Clinical Skills

        The completion time for this course is estimated to be 260 hours which includes 76 hours of readings, 151 hours for study and assimilation, and 33 hours of work participating in activities comprising of 11 discussion forums, 1 reflection, 19 case studies, and module quizzes to assist the student in the synthesis of the materials. This course is equivalent to a total of 6  credit hours.

        At the end of each module, there is a practice quiz with unlimited attempts, and at the end of the course, after you’ve completed each lesson, quiz, and learning activity, you’ll have access to a final exam of forty (40) multiple-choice questions with a maximum of 3 attempts, and a chance to evaluate this course. Once you’ve passed that last test, you can download a certificate of completion from NextGenU.org. We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. 

        Engaging with this course:

        This free course is intended for medical students and hospital teaching staff who would like to learn more about the diagnosis, management, and treatment of a range of psychiatric disorders as outlined in the DSM-5 manual. 

        The course is intended for any student in a psychiatric clerkship who wants to use this material for support learning at the hospital, and for universities and institutions who want to use this as part of a psychiatric clerkship to distribute all content modules during the clerkship including the online assessments and activities.

        To obtain a certificate, a learner must first register for the course and then successfully complete:

        • all the reading requirements;
        • all quizzes and pass with a 80%;
        • all reflection activities;
        • all discussion forums;
        • all case studies;
        • the final exam with a minimum of 80%;
        • the self and course evaluation forms;
        • complete skill based component in a hospital setting supervised by a mentor.*

        *In order to receive a certificate of completion, you will need to complete a skills-based component of the course, which requires you to identify a hospital teaching staff member (physician) as a mentor, for local observation and supervised practice. 

         To obtain credit:

        • Complete all requirements listed above for the certificate, and
        • Your learning institution or workplace should approve the course for educational credit, as they would for their learner taking a course anywhere. Check with your learning institution before beginning this course to ensure institutional credit.

        To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org, contact us.

        We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

        Here are the next steps to take the course.

        • Complete the registration form.
        • Take the pre-test.
        • Begin the course with Module 1: Developmental, Cognitive, and Somatic Disorders. In each lesson, read the description, complete all required readings and activities, and take the corresponding quizzes.

      • Module 1: Developmental, Cognitive and Somatic Disorders

        This module provides the learner with a comprehensive overview of developmental, cognitive, and somatic disorders which prevail throughout the lifespan.

      • Module 1: Lesson 1: Disorders in Childhood and Adolescence

        This lesson provides the learner with resources to be knowledgeable about child development, obtain an accurate developmental history, perform an age-appropriate mental status, and recognize signs and symptoms associated with psychiatric disorders to refer, evaluate and manage them successfully.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Clinical Practice Guidelines for Assessment of Children and Adolescents URL
          Students must
          View

          Read the content under the heading from "Use of structured assessment tools in child and adolescent psychiatry" until "Developmental history." (14 minutes)

          Indian Journal of Psychiatry - 2019

        • url icon
          Culture and Psychopathology: New Perspectives on Research, Practice, and Clinical Training in a Globalized World. URL
          Students must
          View

          Read the entire content. (23 minutes)

          Frontiers in Psychiatry - 2018

        • url icon
          Disruptive Behavior Disorders Child with Oppositional Patterns and/or Aggressive Patterns Interfering with Functioning in Home, School, or with Peers. URL
          Students must
          View

          Read the entire webpage. (13 minutes)

          Tulane University

        • url icon
          Clinical Practice Guidelines for the Management of Conduct Disorder. URL
          Students must
          View

          Read the following sections: (14 minutes)
          -Introduction
          -Assessment

          Indian J Psychiatry - 2019

        • url icon
          School-Aged Children Who are not Progressing Academically: Considerations for Pediatricians. URL
          Students must
          View

          Read under the headlines: (24 minutes)

          - "Medical Evaluation" until"Testing Assessments and Who Conducts Them."

          Pediatrics - 2019

        • url icon
          Mental Health and Academic Performance: A Study on Selection and Causation Effects from Childhood to Early Adulthood. URL
          Students must
          View

          Read the following sections: (16 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Soc. Psychiatry Psychiatr Epidemiol - 2021

        • url icon
          Clinical Practice Guidelines for Assessment of Children and Adolescents. URL
          Students must
          View

          Read the content under the headline " Clinical History and Examination," "Examination," "Use of developmentally appropriate techniques Young" children," "Adolescents," "Multidisciplinary referrals," "Recordkeeping" Conclusion." (10 minutes)

          Indian Journal of Psychiatry - 2019

        • url icon
          Learning Disability URL
          Students must
          View

          Read the entire article. (12 minutes)

          StatPearls - 2021

        • url icon
          Diagnosis and Treatment of Developmental Dyslexia and Specific Learning Disabilities: Primum Non Nocere URL
          Students must
          View

          Read from section "THE GAP BETWEEN SCIENCE, DIAGNOSTIC PROCESS, AND PRACTICAL OFFERS: FOCUS ON DEVELOPMENTAL DYSLEXIA" up to "Conclusion." (15 minutes)

          J Dev Behav Pediatr - 2019

        • url icon
          GPs’ Suspicion of Child Abuse: How does it Arise and What is the Follow-up? URL
          Students must
          View

          Read the content under the following sections. "Introduction," "Development of a suspicion" and "Discussion". (18 minutes)

          Scandinavian Journal of Primary Health Care - 2020

        • scorm icon
          Case Study 1: 12. y.o. Boy demonstrating symptoms of behavioral disorder SCORM package
          Students must
          View
          Receive a grade

          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.

        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Evaluation of the Child with Global Developmental Delay and Intellectual Disability URL
          Students must
          View

          Read the entire article. (24 minutes)

          Canadian Paediatric Society - 2018

        • url icon
          Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents URL
          Students must
          View

          Read from section "Guideline Recommendations and Key Action Statements" up to "Conclusion" except the subtitles : (45 minutes)
          - Areas for Future Research
          - School Programming and Supports

          Pediatrics - 2019

      • Module 1: Lesson 2: Geriatric Psychiatry

        This lesson provides the learner with resources to recognize signs and symptoms suggestive of mental disorders in a culturally competent manner, know the physiological and sociocultural changes accompanying aging, to refer, evaluate, and treat them successfully.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Helpful Approaches to Older People Experiencing Mental Health Problems: A Critical Review of Models of Mental Health Care URL
          Students must
          View

          Read the content under the heading "Introduction" and "Results". (30 minutes)

          European Journal of Ageing - 2019

        • url icon
          The Geropsychiatric Interview- Assessment and Diagnosis URL
          Students must
          View

          Read section Comprehensive Geriatric Assessment. (16 minutes)

          Indian J Psychiatry - 2018

        • url icon
          Interface Between General Adult and Old Age Psychiatry URL
          Students must
          View

          Read from section, "The interface between general adult and old age psychiatry" until "Do we need a separate subspecialty of old age psychiatry?". (15 minutes)

          BJPsych Advances - 2018

        • url icon
          Mood Disorders in the Elderly: Prevalence, Functional Impact, and Management Challenges URL
          Students must
          View

          Read the content under the heading from "Abstract" until "Bipolar disorder" (26 minutes)

          Neuropsychiatric Disease and Treatment Journal - 2016

        • url icon
          Suicide in Older Adults URL
          Students must
          View

          Read the content under the heading from " Introduction" until "Other factors". (30 minutes)

          NHI - 2012

        • url icon
          Elderly and Polypharmacy: Physiological and Cognitive Changes URL
          Students must
          View

          Read the entire article: (19 minutes)

          - Sections 1-3

          Frailty in the Elderly book - 2020

        • url icon
          Social Isolation and Loneliness in Older Adults: Review and Commentary of a National Academies Report URL
          Students must
          View

          Read the following sections: (16 minutes)
          -Introduction
          -The Relationship of SI/L With Adverse Physical and Mental Health Outcomes
          -Mechanisms

          Am J Geriatr Psychiatry - 2020

        • url icon
          Diagnosis and Management of Elder Abuse by Family Physician URL
          Students must
          View

          Read the entire article. (20 minutes)

          Open Journal of Social Sciences - 2014

        • scorm icon
          Case Study 2: Psychiatric Disorders in the elderly SCORM package
          Students must
          View
          Receive a grade

          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.

        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Identified Mental Disorders in Older Adults in Primary Care: A Cross-Sectional Database Study URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Introduction
          -Discussion
          -Conclusion 

          Eur J Gen Pract - 2018

        • url icon
          Geriatric Psychopharmacology: How Pharmacokinetic and Pharmacodynamic Changes Affect Prescribing URL
          Students must
          View

          See the entire video: (10 minutes)

          Psychopharmacology Institute - 2018

      • Module 1: Lesson 3: Cognitive Disorders

        This lesson provides the learner with resources that allow one to make initial assessments of cognitive disorders, examine underlying conditions and causes, appropriately utilize cognitive assessment tools, account for language and cultural variations, and successfully manage, treat, and refer patients with cognitive disorders.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Clinical Aspects of Neurobehavioral Symptoms of Dementia URL
          Students must
          View

          Read the entire article except the "Conclusion." (22 minutes)

          Korean Dementia Association - 2020

        • url icon
          DSM-5 URL
          Students must
          View
          Read the following contents under the following heading on pages 596-608. (19 minutes)
           -Delirium (Diagnostic Criteria). 
           -Functional Consequences of Delirium
           -Differential Diagnosis
           -Other Specified Delirium
           -Unspecified Delirium
           -Specifiers
           -Diagnostic Features
           -Associated Features Supporting Diagnosis
          To access this book, you must follow the instructions provided on the link below: LINK

          Important Note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013
        • url icon
          Cognitive Impairment Evaluation and Management URL
          Students must
          View

          Read the content under the heading "Keypoints" to the subheading "Providing a Diagnosis." (27 minutes)

          PMC Labs - 2020

        • url icon
          Developing Guidelines for the Translation and Cultural Adaptation of the Montreal Cognitive Assessment: Scoping Review and Qualitative Synthesis URL
          Students must
          View

          Read section "Cognitive testing in ethnic minorities". (4 minutes)

          BJPsych Open - 2022

        • url icon
          DSM-5 URL
          Students must
          View
          Read the following contents of pages 599-601. (5 minutes)
          -Specifiers
          -Diagnostic Features
          -Associated Features Supporting Diagnosis
          To access this book you must follow the instructions provided on the link below: LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013
        • url icon
          Clinical Practice Guidelines for Management of Delirium in Elderly URL
          Students must
          View

          Read the content under the heading "Management of Delirium" to the end of the article. (25 minutes)

          NCBI - 2018

        • url icon
          Clinical Neurology and Epidemiology of the Major Neurodegenerative Diseases URL
          Students must
          View

          Read the content of the section "Clinical symptoms and diagnosis" in each of the subheadings of the following pathologies. 

          Abstract: (40 minutes)

          -Frontotemporal Dementia
          -Huntington's Disease
          -Idiopathic Parkinson’s Disease
          -Dementia With Lewy Bodies and Parkinson’s Disease with Dementia
          -Alzheimer’s Dementia and Alzheimer’s Disease

          NCBI - 2018

        • url icon
          Neuropsychiatric Symptoms in Mild Cognitive Impairment: An Update on Prevalence, Mechanisms, and Clinical Significance URL
          Students must
          View

          Read the following sections: (21 minutes)
          - Abstract
          - Results
          - Discussion
          - Conclusion

          The Canadian Journal of Psychiatry - 2017

        • url icon
          Cognitive Impairment Evaluation and Management URL
          Students must
          View

          Read from the heading "Treatment of cognitive impairment" to the end of the article. (14 minutes)

          NCBI - 2020

        • url icon
          Amnesia: Definition, Main Models, Classifi Cations, Neurobiological Profiles and Clinical Treatments URL
          Students must
          View

          Read the content under the heading "Amnesia. Classifications and clinical profiles" to the end of the article. (20 minutes)

          Archives of Depression and Anxiety - 2020

        • url icon
          Chapter 5: Dementia & Amnestic Disorder URL
          Students must
          View

          Read the content under the heading "Introduction", "Approach to Diagnosis" and "Amnestic Disorders". (23 minutes)

          Access Medicine - 2017

        • url icon
          Seven Reversible Causes of Dementia in Older Adults URL
          Students must
          View

          Read the entire article. (15 minutes)

          American Nurse - 2021

        • forum icon
          Activity 1: Discussion Forum 1 (100 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will explain how cognitive assessments are conducted to evaluate patients with cognitive impairments. You will elaborate on the key challenges / issues faced in making a cognitive assessment with patients’ of different cultural backgrounds and developmental levels. 

          Instructions: 

          Step 1: Analyze

          Review the required learning materials for this lesson.
          Cognitive Impairment Evaluation and Management

          Developing guidelines for the translation and cultural adaptation of the Montreal Cognitive Assessment: scoping review and qualitative synthesis

          Step 2: Respond 

          Prepare a 250-300 word piece of writing explaining how cognitive assessments are conducted for patients. Ensure that your response addresses the following points: 

          • Explain cognitive assessments to evaluate and monitor patients with cognitive impairments.
          • Explain challenges faced in making cognitive assessments with patients of different cultural backgrounds and development levels.
          • Outline the importance of a brief discussion with patients to customize an appropriate evaluation approach.

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


      • Module 1: Lesson 4: Dissociative and Amnestic Disorders

        This lesson provides the learner with resources to recognize indicative signs and symptoms of dissociative and amnestic disorders to evaluate, refer and treat them successfully.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          What Are Dissociative Disorders? URL
          Students must
          View

          Read the content under the heading "What are dissociative disorders." (2 minutes)

          American Psychiatric Association - 2018

        • url icon
          Dissociation as a Trauma-Related Phenomenon URL
          Students must
          View

          Read the content under the following headings: (31 minutes)

          - The development of Traumatic Dissociation.
          -Neurobiology of trauma-related dissociation.
          -Timing and duration of dissociative experiences.
          -Borderline personality disorder and trauma-related dissociation.
          -Dissociative disorders

          Research Gate - 2017

        • url icon
          Transient Global Amnesia: Current Perspectives URL
          Students must
          View

          Read section: Differential Diagnosis. (16 minutes)

          Neuropsychiatr Dis Treat - 2017

        • url icon
          Classic and Recent Advances in Understanding Amnesia URL
          Students must
          View

          Read the entire article. (22 minutes)

          F1000 Research - 2018

        • url icon
          MODULE 6: DISSOCIATIVE DISORDERS URL
          Students must
          View

          Read the content under the heading from " Dissociative disorders" until first " Key takeaways." (9 minutes)

          Press Books-Washington State University - 2021

        • scorm icon
          Case Study 3: Female patient presenting symptoms of amnesia SCORM package
          Students must
          View
          Receive a grade

          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.

        • Students must
          Mark as done
          Recommended Additional Readings

        • url icon
          DSM 5 URL
          Students must
          View

          Read the background information about Dissociative Disorders in pages 291-292. (5 minutes)
          To access this book, you must follow the instructions provided on the link below: LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013

        • url icon
          Trauma Related Dissociation: An Introduction URL
          Students must
          View

          Read the entire webpage. (8 minutes)

          International Society for the Study of Trauma and Dissociation - 2020

        • url icon
          United States of amnesia: rescuing memory loss from diverse conditions URL
          Students must
          View

          Read Introduction and Amnesia (first paragraph). (5 minutes)

          Disease Models and Mechanisms - 2018

        • url icon
          Amnesia URL
          Students must
          View

          Read Section: Are there different types of amnesia? (2 minutes)

          Cleveland Clinic - 2020

      • Module 1: Lesson 5: Psychosis Spectrum Disorders

        This lesson provides the learner with resources that allows one to recognize the signs and symptoms of possible Psychotic Disorders, make initial assessments, examine underlying conditions and successfully manage, treat and refer patients with psychotic disorders.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Clinical Presentation URL
          Students must
          View

          Read the entire page. (2 minutes)

          Comorbidity Guidelines - 2022

        • url icon
          The Clinical Characterization of the Patient with Primary Psychosis Aimed at Personalization of Management URL
          Students must
          View

          Read the following sections: (24 minutes)
          - positive dimension
          - negative dimensions
          - other psychopathological components

          World Psychiatry - 2021

        • url icon
          Evidence-Based Approach to Psychosis in the Emergency Department URL
          Students must
          View

          Read section: "Differential Diagnosis" including the tables. (5 minutes)

          Emergency Medicine Reports - 2019

        • url icon
          Structure of the Psychotic Disorders Classification in DSM-5 URL
          Students must
          View

          Read the entire article. (17 minutes)

          Focus Psychiatry on Line - 2016

        • url icon
          Canadian Guidelines for the Assessment and Diagnosis of Patients with Schizophrenia Spectrum and Other Psychotic Disorders URL
          Students must
          View

          Read only Results ( 10 recommendations). (18 minutes)

          Can J Psychiatry - 2017

        • url icon
          Psychosis in Children and Adolescents URL
          Students must
          View

          Read the entire article except for the following sections: (12 minutes)
          -Treatment
          -Summary

          J Am Acad Child Adolesc Psychiatry - 2018

        • url icon
          Subclinical Psychosis in Adult Migrants and Ethnic Minorities: Systematic Review and Meta-Analysis URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Abstract
          -Discussion 

          -Interpretation of findings

          BJPsych Open - 2018

        • url icon
          Psychotic Disorders in Late Life: A Narrative Review URL
          Students must
          View

          Read the following sections: (15 minutes)
          -Introduction
          -Epidemiology
          -Risk factors and pathophysiology

          Therapeutic Advances in Psychopharmacology - 2019

        • url icon
          Shamanism and the Psychosis Continuum URL
          Students must
          View

          Read up until the acknowledgements. (12 minutes)

          Behavioral and Brain Sciences - 2018

        • url icon
          Rethinking the Course of Psychotic Disorders: Modelling Long-term Symptom Trajectories URL
          Students must
          View

          Read the following sections: (17 minutes)
          - Introduction
          - Discussion
          - Methodological considerations
          - Rethinking course: implications
          - Conclusion

          Cambridge University Press - 2021

        • url icon
          From Onset and Prodromal Stage to a Life-Long Course of Schizophrenia and Its Symptom Dimensions: How Sex, Age, and Other Risk Factors Influence Incidence and Course of Illness URL
          Students must
          View

          Read the following sections: (31 minutes)
          -Introduction
          -Incidence and Symptoms
          -Course of Schizophrenia
          -Genetic Aspects, Age of Onset, and Symptom Severity
          -Conclusions

          Hindawi Psychiatry Journal - 2019

        • url icon
          Clinical Practice Guidelines for the Management of Schizophrenia in Children and Adolescents URL
          Students must
          View

          Read the following sections: (32 minutes)
          -TREATMENT OPTIONS FOR THE MANAGEMENT OF EARLY-ONSET SCHIZOPHRENIA
          -MANAGEMENT IN THE ACUTE PHASE OF TREATMENT
          -MANAGEMENT IN THE STABLE PHASE
          -MANAGEMENT IN SPECIAL SITUATIONS

          Indian Journal of Psychiatry - 2019

        • url icon
          Schizophrenia: Etiology, Pathophysiology and Management - A Review URL
          Students must
          View

          Read the following sections: (9 minutes)
          -Etiology
          -Pathophysiology of Schizophrenia.

          Egyptian Journal of Hospital Medicine - 2017

        • url icon
          Towards a Public Health Approach to Psychotic Disorders URL
          Students must
          View

          Read the entire article. (6 minutes)

          The Lancet - 2019

        • url icon
          Schizophrenia URL
          Students must
          View

          Read section: Management and Impact. (2 minutes)

          Article/factsheet - 2022

        • forum icon
          Activity : Discussion Forum 2 (100 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will explain why psychosis is classified as a syndrome and the importance of performing thorough medical evaluations for patients that present signs and symptoms of psychosis. Finally, you will reflect about the importance of accounting for a patient's cultural and religious experiences to provide a thorough analysis in psychosis diagnosis. 

          Instructions: 

          Step 1: Analyze

          Review the required learning materials for this lesson.

          Step 2: Respond  

          Prepare a 250-300 word piece of writing which reflects the following key points:

          • Explain why psychosis is considered a syndrome 
          • Explain the importance of conducting thorough medical analysis/evaluations for patients presenting symptoms of psychosis
          • Explain the role of a patient’s cultural and religious experiences in providing a psychosis diagnosis

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • scorm icon
          Case Study 4: 35 y.o Patient with Psychotic Spectrum Disorder SCORM package
          Students must
          View
          Receive a grade

          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Psychotic Spectrum Disorders: Definitions, Classifications, Neural Correlates and Clinical Profiles URL
          Students must
          View

          Read the content under the heading "Abstract" and "Definition and general profiles." (6 minutes)

          Annals of Psychiatry and Treatment - 2020

        • url icon
          The Clinical Course of Schizophrenia in Women and Men-a Nation-Wide Cohort Study URL
          Students must
          View

          Read the following sections: (24 minutes)
          -introduction
          -Results
          -Discussion

          The clinical course of schizophrenia in women and men—a nation-wide cohort study - 2020

        • url icon
          The Synaptic Pruning Hypothesis of Schizophrenia: Promises and Challenges URL
          Students must
          View

          Read the entire webpage. (5 minutes)

          World Psychiatry. - 2020

        • url icon
          Psychosis URL
          Students must
          View

          Read the following sections: (2 minutes)
          -Etiology
          -Pathophysiology

          NCBI - 2021

      • Module 1: Lesson 6: Personality Disorders

        This lesson provides the learner with resources to recognize signs and symptoms suggestive of personality disorders, assess how these disorders may complicate treatment efforts, to refer, evaluate and treat them successfully.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Understanding Patient Personality in Medical Care: Five-Factor Model URL
          Students must
          View

          Read the entire article. (13 minutes)

          J Gen Intern Med - 2021

        • url icon
          Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5 URL
          Students must
          View

          Read pages 645 and 646, stopping directly before "General Personality Disorder" Then, read pages 761 to 764, stopping directly before "Antisocial Personality Disorder." 

          (14 minutes)

          American Psychiatric Association - 2013

        • url icon
          Personality Disorder: A Disease in Disguise URL
          Students must
          View

          Read the following sections: (25 minutes)
          -Introduction
          -Classification of personality disorders
          -General descriptions of personality disorders
          -Dimensions of personality disorders

          Ups J Med Sci. - 2018

        • url icon
          European Guidelines for Personality Disorders: Past, Present and Future URL
          Students must
          View

          Read the entire content. (30 minutes)

          Borderline Personality Disorder and Emotion Dysregulation Journal - 2019

        • url icon
          Principles of Care for People with a Personality Disorder URL
          Students must
          View

          Read the entire content. (18 minutes)

          National Institute for Health and Care Excellence (NICE) - 2022

        • url icon
          A therapist’s Guide to Brief Cognitive Behavioral Therapy URL
          Students must
          View

          Read module 14: Ending Treatment and Maintaining Changes. (6 minutes)

          South Central Mental Illness Research, Education and Clinical Center - 2018

        • url icon
          Comorbidity and Treatment in Older Psychiatric In-patients—A Retrospective Study in a Chinese Psychiatric Hospital URL
          Students must
          View

          Read the content under the heading from "Time Trend of Drug Prescription" until "Discussion." (17 minutes)

          Front. Psychiatry - 2021

        • url icon
          Familial Risk and Heritability of Diagnosed Borderline Personality Disorder: A Register Study of the Swedish Population URL
          Students must
          View

          Read the following: (14 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Molecular psychiatry - 2019

        • url icon
          Genetic and Environmental Influences on Conduct and Antisocial Personality Problems in Childhood, Adolescence, and Adulthood URL
          Students must
          View

          Read the following:
          -Introduction
          -Discussion
          -Conclusion

          Eur Child Adolesc Psychiatry - 2017

        • url icon
          Relationship Pattern of Personality Disorder Traits in Major Psychiatric Disorders: A Cross-Sectional Study URL
          Students must
          View

          Read the following sections:
          -Key Messages
          -Discussion

          Indian Journal of Psychology Medicine - 2021

        • url icon
          How Do Stress Exposure and Stress Regulation Relate to Borderline Personality Disorder? URL
          Students must
          View

          Read the content under the following headings, "Abstract", "Introduction "Stress Reactivity in BDP". (13 minutes)

          Frontiers in Psychology - 2017

        • url icon
          Challenges in Diagnosing Factitious Disorder URL
          Students must
          View

          Read entire case report. (10 minutes)

          American Journal of Psychiatry - 2018

        • scorm icon
          Case Study 5: 30 y.o. woman admitted to Inpatient Psychiatry Care SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Personality and Psychopathology URL
          Students must
          View

          Read the entire content. (17 minutes)

          Journal article - 2011

        • url icon
          Short-Term Versus Long-Term Mentalization-Based Therapy for Outpatients with Subthreshold or Diagnosed Borderline Personality Disorder: A Protocol for a Randomized Clinical Trial URL
          Students must
          View

          Read the following sections: (19 minutes)
          -Background
          -Interventions
          -Outcomes
          -Potential predictors and mediators

          Trials - 2019

      • Module 1: Lesson 7: Somatoform Disorders, Factitious Disorder and Malingering

        This lesson provides the learner with resources that allows one to recognize signs and symptoms of possible Somatoform Disorders, Factitious Disorder, and Malingering, make initial assessments, examine underlying pathology, and successfully manage, treat and refer patients with these disorders.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Somatoform Disorders URL
          Students must
          View

          Read the entire web page. (9 minutes)

          The Recovery Village - 2021

        • url icon
          Malingering URL
          Students must
          View

          Read the contend under the following headings "Introduction" on page 1 and "Malingering
          Conceptual and definitional problems" on page 4. (10 minutes)

          BMJ - 2018

        • url icon
          Challenges in Diagnosing Factitious Disorder URL
          Students must
          View

          Read entire case report. (10 minutes)

          American Journal of Psychiatry - 2018

        • forum icon
          Activity : Discussion Forum 3 (100 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, students will explain challenges faced by physicians in assessing and managing somatoform disorders, factitious disorders and malingering.

          Instructions: 

          Step 1: Analyze

          Review the required learning materials for this lesson.

          Step 2: Respond  

          Prepare a 250-300 word piece of writing explaining at least 3 challenges faced by physicians in assessing and managing somatoform, factitious and malingering disorders. 

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 1

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Course Registration is marked complete ...
          Not available unless:
          • The activity Course Registration is marked complete
          • The activity Pre-Test is marked complete
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Somatization: Signs and Symptoms URL
          Students must
          View

          Read entire webpage- click on all headings to read the content. (9 minutes)

          AboutKidsHealth - 2019

        • url icon
          Illness Anxiety Disorder (Hypochondria, Hypochondriasis) URL
          Students must
          View

          Read the entire page. (8 minutes)

          Cleveland Clinic - 2021

        • url icon
          Differentiating Factitious from Malingered Symptomatology: the Development of a Psychometric Approach URL
          Students must
          View

          Read the content under the heading "Differentiating Factitious Symptomatology from Malingered Symptomatology." (10 minutes)

          Psychol Inj Law. - 2017

        • url icon
          Clinical Practice Guideline Psychotherapies for Somatoform Disorders URL
          Students must
          View

          Read the entire article. (13 minutes)

          Indian Journal of Psychiatry - 2020

      • Module 2 : Prevalent Psychiatric Conditions

        This module provides the learner with a comprehensive overview of a range of psychiatric disorders according to DSM-5 criteria, including common signs and symptoms, making initial assessments, and successful referral, treatment, and management strategies.

      • Module 2: Lesson 1: Anxiety Disorders

        This lesson provides the learner with resources to recognize signs and symptoms of anxiety, become familiar with the diagnostic criteria for various anxiety disorders, make initial assessments, examine possible emergent underlying conditions, and successfully manage, treat and refer patients with anxiety disorders.


        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Global, regional and national burden of anxiety disorders from 1990 to 2019: results from the Global Burden of Disease Study 2019 URL
          Students must
          View

          Read the following sections: (19 minutes)
          - Introduction
          - Discussion

          Cambridge University Pres - 2021

        • url icon
          Diagnosis and Management of Anxiety Disorders URL
          Students must
          View

          Read section: Clinical Presentations. (27 minutes)

          American Academy of Neurology - 2018

        • url icon
          Assessment and Treatment of Anxiety Among Children and Adolescents URL
          Students must
          View

          Read section: Anxiety Assessments. (6 minutes)

          FOCUS Journal - 2017

        • url icon
          Classification of Comorbidity in Obsessive–Compulsive Disorder: A Latent Class Analysis URL
          Students must
          View

          Read the following sections: (14 minutes)
          -Introduction
          -Discussion

          Wiley Online Library - 2020

        • url icon
          Posttraumatic Stress Disorder in Adults: Epidemiology, Pathophysiology, Clinical Manifestations, Course, Assessment, and Diagnosis URL
          Students must
          View

          Read the following sections: (22 minutes)
          -Introduction
          -Epidemiology
          -Co-occuring conditions
          -Course

          UptoDate - 2021

        • url icon
          Treatment of Anxiety Disorders URL
          Students must
          View

          Read from the section: "Pharmacotherapy" until "conclusion." (31 minutes)

          Dialogues Clin Neurosci  - 2017

        • url icon
          Anxiety: Insights into Signs, Symptoms, Etiology, Pathophysiology, and Treatment URL
          Students must
          View

          Read sections: (15 minutes)
          - Introduction
          - Etiology
          - Pathophysiology

          East African Scholars Journal of Medical Sciences - 2019

        • scorm icon
          Case study 6: 25 y.o. patient with anxiety disorder. SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Anxiety Disorders URL
          Students must
          View

          Read section: Overview (7 minutes)

          Cleveland Clinic - 2022

        • url icon
          Biobehavioral Assessment of the Anxiety Disorders: Current Progress and Future Directions URL
          Students must
          View

          Read sections: (27 minutes)
          -Introduction
          -Using eye tracking to assess type of anxiety
          -Discussion

          World Journal of Psychiatry - 2017

        • url icon
          Comorbidities in Obsessive-Compulsive Disorder Across the Lifespan: A Systematic Review and Meta-Analysis URL
          Students must
          View

          Read the following sections: (23 minutes)
          -Introduction
          -Discussion up tp Conclusion

          Frontiers in Psychiatry - 2021

        • url icon
          Prevalence of Posttraumatic Stress Disorder in Acute Trauma Patients URL
          Students must
          View

          Read the following sections: (9 minutes)
          -Introduction
          -Discussion up tp Conclusion

          OTA International - 2020

      • Module 2: Lesson 2: Mood Disorders

        This lesson provides the learner with resources that allows one to recognize signs and symptoms of possible Mood Disorders, make initial assessments, examine underlying conditions, assess the risk of suicidal and homicidal behavior, and successfully manage, treat and refer patients with mood disorders.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Any Mood Disorder URL
          Students must
          View

          Read the entire page. (7 minutes)

          National Institute of Mental Health - 2018

        • url icon
          Comorbidity of Depression with Physical Disorders: Research and Clinical Implications URL
          Students must
          View

          Read the content under the headings " Introduction" "Impact of the comorbidity of depression on the prognosis of physical disorders" and "Conclusion." (8 minutes)

          PMC - 2015

        • url icon
          Unipolar Depression in Adults: Assessment and Diagnosis URL
          Students must
          View

          Read this section: (13 minutes)

          Unipolar major depression 

          UpToDate -  2021

        • url icon
          Bipolar Disorder URL
          Students must
          View

          Read from Overview to Symptoms in Children and Teens. (6 minutes)

          Mayo Foundation for Medical Education and Research - 2022

        • url icon
          Mood Disorder URL
          Students must
          View

          Read content under the heading "Differential Diagnosis." (3 minutes)

          NCBI - 2021

        • url icon
          Which Behavioral Health Screening Tool Should you Use—and When? URL
          Students must
          View

          Read the entire article. (17 minutes)

          Journal article - 2020

        • url icon
          DSM-5 URL
          Students must
          View

          Read under the headlines 149 to 154 "Unspecified Bipolar and Related Disorder" from page 149 to page 154 and "Disruptive Mood Dysregulation Disorder" from page 156 to page 158 (Suicide Risk) To access this book, you must follow the instructions provided on the link below: (30 minutes)
          LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.           

          American Psychiatric Association -  2013

        • url icon
          Mood Disorders Statistics URL
          Students must
          View

          Read the entire web page. (15 minutes)

          The Recovery Village - 2021

        • url icon
          Suicide Risk in Bipolar Disorder: A Brief Review URL
          Students must
          View

          Read the following sections: (9 minutes)
          -Introduction
          -Risk Factors of Suicide in Bipolar Disorder
          -Epidemiology of Suicidal Behaviour in Bipolar Disorder

          Medicine - 2019

        • url icon
          Patient-Reported Outcomes in Major Depressive Disorder with Suicidal Ideation: A Real-world Data Analysis Using Patients Like Me Platform URL
          Students must
          View

          Read the content under the following sections: (14 minutes)
          -Background
          -Discussion
          -Conclusion

          BMC Psychiatry - 2020

        • url icon
          Core Components and Strategies for Suicide and Risk Management Protocols in Mental Health Research: A Scoping Review URL
          Students must
          View

          Read the content under the following headings "Background" and "Component 4.0: risk assessment and risk management strategies". (10 minutes)

          BMC Psychiatry - 2019

        • url icon
          The Care of Patients With Complex Mood Disorders URL
          Students must
          View

          Read the following sections: (23 minutes)

          -Treatment strategies and evidence

          Focus - 2020

        • url icon
          Mood Disorder URL
          Students must
          View

          Read the following sections: (4 minutes)
          -Etiology
          -Pathophysiology

          NCBI - 2021

        • scorm icon
          Case Study 7: 18 y.o patient with mild depression SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Recommended Additional Readings
        • url icon
          Prevalence of Depression in the Community from 30 Countries between 1994 and 2014 URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Discussion
          -Introduction

          Scientific Reports - 2018

        • url icon
          Major Depressive Episode: Is It Bipolar I or Unipolar Depression? URL
          Students must
          View

          Read the entire article. (12 minutes)

          Psychiatric Times - 2018

        • url icon
          The 2020 Mood Disorders Clinical Practice Guidelines: Translating Evidence into Practice with Both Style and Substance URL
          Students must
          View

          Read Section 4: The formulation of mood disorders page 35- Box 3Strategies for Implementing Assessments. (17 minutes)

          Australian and New Zealand Journal of Psychiatry - 2020

        • url icon
          Suicide Risk and Mental Disorders URL
          Students must
          View

          Read the entire article. (11 minutes)

          Int J Environ Res Public Health - 2018

        • url icon
          Association Between Level of Suicide Risk, Characteristics of Suicide Attempts, and Mental Disorders Among Suicide Attempters URL
          Students must
          View

          Read the following section: (10 minutes)
          -Background
          -Results
          -Discussion

          -Conclusion

          BMC Public Health volume - 2018

        • url icon
          Assessment and Management of Patients at Risk for Suicide: Synopsis of the 2019 U.S. Department of Veterans Affairs and U.S. Department of Defense Clinical Practice Guidelines URL
          Students must
          View

          Read the entire article. (28 minutes)

          Cambridge University Press - 2019

        • url icon
          Psychotherapeutic inteventions for depression: which work best? URL
          Students must
          View

          Read the entire article. (10 minutes)

          Psychiatric Times - 2018

      • Module 2: Lesson 3: Eating Disorders

        This lesson provides the learner with resources to recognize the signs and symptoms of an eating disorder and successfully refer, evaluate, and treat them.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          What Are Eating Disorders? URL
          Students must
          View

          Read the entire article. (15 minutes)

          American Psychiatric Association - 2021

        • url icon
          Obesity and Eating Disorders in Children and Adolescents: The Bidirectional Link URL
          Students must
          View

          Read the content under the headings " Introduction" and "Obesity." (7 minutes)

          MDPI - 2021

        • url icon
          Eating disorders URL
          Students must
          View

          Read the entire article. (11 minutes)

          Mayo Clinic - 2018

        • url icon
          Eating Disorders: Overview of Prevention and Treatment URL
          Students must
          View

          Read the following sections: (24 minutes)
          - Introduction
          - General Principles
          - Treatment up to Conclusion

          UpToDate - 2022

        • url icon
          DSM 5 Criteria for Eating Disorders URL
          Students must
          View

          p.332,334,338-339,345,350
          Read only: (12 minutes)
          - Diagnostic criteria sections
          p.353-354 "Other Specified Feeding or Eating Disorder" and "Unspecified Feeding or Eating Disorder"

          To access this book you must follow the instructions provided on the link below: LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013
        • url icon
          Early Detection of Eating Disorders in General Practice URL
          Students must
          View

          Read the entire content. (20 minutes)

          RACGP - 2017

        • scorm icon
          Case study 8: 14 y.o patient with history of an eating disorder. SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Eating Disorders: About More Than Food URL
          Students must
          View

          Read the entire content. (11 minutes)

          National Institute of Mental Health  - 2021

        • url icon
          Evaluation of the Referral Process and Patterns to a Canadian Specialized Eating Disorders Treatment Program URL
          Students must
          View

          Read the content under the headings " Introduction," "Description of the referral process" and "Discussion." (17 minutes)

          J Can Acad Child Adolesc Psychiatry - 2019

      • Module 2: Lesson 4: Sexual Disorders

        This lesson provides the learner with resources to recognize the signs and symptoms of sexual disorders and obtain an accurate sexual history to refer, evaluate and treat successfully.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          A Guide to Taking a Sexual History URL
          Students must
          View

          Read the entire content. (12 minutes)

          CDC 

        • url icon
          Clinical Practice Guidelines for Management of Sexual Dysfunction URL
          Students must
          View

          Read the content under the following headings: (21 minutes)

           -Assessment of Patients with sexual dysfunction

           -Specialist Consultation and Referral

           -Management of Sexual Dysfunction ( from Principles of management to General Non-pharmacological measures: Education about sexuality)

          Indian Journal of Psychiatry - 2017

        • url icon
          Paraphilias: From Diagnosis to Treatment URL
          Students must
          View

          Read the entire article except. (14 minutes)

          Psychiatric Times - 2019

        • url icon
          Paraphilias and Paraphilic Disorders: Diagnosis, Assessment and Management URL
          Students must
          View

          Read the content under the headings " Assessment", "Nature and history of paraphilic behaviors" "Treatments" until "conclusions." (10 minutes)

          Cambridge University Press - 2018

        • url icon
          What is Gender Dysphoria? URL
          Students must
          View

          Read the entire webpage. (8 minutes)

          American Psychiatric Association - 2020

        • url icon
          Management of Gender Dysphoria in Adolescents in Primary Care URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Key points
          -How do adolescents with gender dysphoria present in the primary care setting?
          -How common is gender dysphoria among youth, and does it persist?
          -What are the gaps in knowledge?

          CMAJ - 2019

        • url icon
          Progression of Gender Dysphoria in Children and Adolescents: A Longitudinal Study URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Pediatrics - 2019

        • forum icon
          Activity : Discussion Forum 4 (120 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will discuss recommendations for further evaluation and management of the following sexual disorders:

          • Primary and Secondary sexual dysfunction
          • Paraphilias
          • Dysphoria related to gender identity.

          Instructions: 

          Step 1: Analyze

          Review the required learning materials for this lesson

          Step 2: Respond  

          Prepare a 400-600 word piece of writing explaining recommendations for further evaluation, referral and management of primary and secondary sexual dysfunction, paraphillias and dysphoria related to gender identity. Ensure that your response includes the following key points :

          • Available evaluation strategies for each sexual disorder
          • Avalable treatment/ management options for each sexual disorder

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          British Society for Sexual Medicine Guidelines on the Management of Erectile Dysfunction in Men—2017 URL
          Students must
          View

          Read the following contents: (35 minutes)
          -The Need for ED Guidelines
          -Treatment
          -Conclusion

          The Journal of Sexual Medicine - 2018

        • url icon
          Gender Dysphoria URL
          Students must
          View

          Read the entire content. (4 minutes)

          Mayo Clinic - 2022

        • url icon
          Evaluation and Treatment of Gender-Dysphoric/Gender Incongruent Adults URL
          Students must
          View

          Read the entire content: (41 minutes)

          Endotext (freen online endocrinology platform) - 2019

        • url icon
          Gender Dysphoria in Adolescence: Current Perspectives URL
          Students must
          View

          Read from "Abstract" to "GD, transgender identity and sexuality in adolescence": (30 minutes)

          Adolesc Health Med Ther - 2018

      • Module 2: Lesson 5: Sleep Disorders

        This lesson provides the learner with resources to recognize the signs and symptoms of sleep disorders and obtain an accurate sleep history to refer, evaluate and manage them successfully.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          The Assessment and Management of Insomnia: An Update URL
          Students must
          Mark as done

          Read the content under DIAGNOSTIC CRITERIA FOR INSOMNIA, DEMOGRAPHICS OF INSOMNIA, and CLINICAL ASSESSMENT OF INSOMNIA. (17 minutes)

          Official Journal of the World Psychiatric Association - 2019

        • url icon
          Comorbid Insomnia and Psychiatric Disorders URL
          Students must
          Mark as done

          Read the entire article. (21 minutes)

          Innov Clin Neurosci. - 2018

        • url icon
          Sleep Disturbances, Psychiatric Disorders, and Psychotropic Drugs URL
          Students must
          Mark as done

          Read the content under the following headings "The effects of drugs on wake-and sleep-inducing mechanisms" until "Conclusion". (23 minutes)

          Dialogues in Clinical Neurosciences - 2016

        • url icon
          The ‘5 Principles’ of Good Sleep Health URL
          Students must
          Mark as done

          Read the content unde APPENDIX 1. (21 minutes)

          Journal of Sleep Research - 2021

        • url icon
          How Much Sleep Do I Need? URL
          Students must
          Mark as done

          Read the entire content. (1 minute)

          CDC - 2017

        • url icon
          Stages of Sleep URL
          Students must
          Mark as done

          Read entire article. (11 minutes)

          Sleep Foundation Webpage - 2021

        • url icon
          Sleep Disorder URL
          Students must
          Mark as done

          Read the entire article. (21 minutes)

          NIH - 2021

        • scorm icon
          Case Study 9 : A 40 y.o. patient with an undiagnosed sleeping disorder. SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Recommended Additional Readings
        • url icon
          Sleep Medicine: Insomnia and Sleep URL
          Students must
          View

          Read from Introduction up to Clinical Features. (6 minutes)

          Missouri Medicine Journal - 2019

      • Module 2: Lesson 6: Substance Use Disorders

        This lesson provides the learner with resources that allows one to recognize the signs and symptoms of Substance Use Disorders, make initial assessments, examine underlying conditions and successfully manage, treat and refer patients with Substance Use Disorders.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Commonly Used Substance Use Disorder Screening Instruments URL
          Students must
          View

          Read the entire article. (3 minutes)

          Massachusetts Behavioral Health Partnership - 2020

        • url icon
          DSM 5 URL
          Students must
          View

          Read Diagnostic Features in page 112: (6 minutes)
          - Associated Features Supporting Diagnosis in page 113
          -Development and Course in page 114
          To access this book, you must follow the instructions provided on the link below: LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5; if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013
        • url icon
          Understanding Dual Diagnosis: Substance Abuse and Mental Illness URL
          Students must
          View

          Read the content under the heading from "The Nosology of Dual Diagnosis". (6 minutes)

          Journal of Addiction and Psychology - 2019

        • url icon
          Mini Review: Socio-Cultural Influences on the Link Between ADHD and SUD URL
          Students must
          View

          Read the entire article. (20 minutes)

          Front. Public Health - 2019

        • url icon
          Substance Use, Abuse and Dependence URL
          Students must
          View

          Read the entire webpage. (5 minutes)

          Crozerhealth - 2018

        • url icon
          Commonly Used Drugs Charts URL
          Students must
          View

          Read the sections "Cannabis", "Central Nervous System Depressants (Benzos) ", "Cocaine", "Methamphetamine", "Prescription Stimulants ", "PCP", "Central Nervous System Depressants (Benzos)", "Heroin", "Prescription Opioids", "Tobacco/Nicotine and Vaping", "Steroids (Anabolic)". (17 minutes)

          NIH National Institute on Drug Abuse - 2020

        • url icon
          Alcohol and other drugs compendium - NSW Health URL
          Students must
          View

          Read the sections "Benzodiazepines and ‘Z Drugs’" and "Alcohol". (14 minutes)

          New South Wales Government - 2020

        • url icon
          10 Ways to Manage Withdrawal URL
          Students must
          View

          Read the entire article. (7minutes)

          American Addiction Center - 2022

        • url icon
          “Know your Epidemic, Know your Response”: Epidemiological Assessment of the Substance Use Disorder Crisis in The United States URL
          Students must
          View

          Read the following sections: (17minutes)
          -Introduction
          -Discussion

          PLOS - 2021

        • url icon
          DSM 5 Criteria for Substance Use Disorders URL
          Students must
          View

          Read the content under the following headings : (14 minutes)
          - "Substance abuse disorders features" on pg 483-484 -"Substance/Medication-Induced Mental Disorders" and "features" on pages 487-489
          To access this book, you must follow the instructions provided on the link below: LINK

          Important note:
          Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5; if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013
        • url icon
          DSM-5 Criteria for Substance Use Disorders URL
          Students must
          View

          Read the entire article. (6 minutes)

          Verywell Mind Webpage - 2021

        • url icon
          Treatment Approaches for Drug Addiction DrugFacts URL
          Students must
          View

          Read the content under the headings from " Can drug addiction be treated" to "Points to remember". (14 minutes)

          National Institute on Drug Abuse - 2019

        • url icon
          Personalizing the Treatment of Substance Use Disorders URL
          Students must
          View

          Read the sections "Treating the Dimensions of Substance Use Disorder" to "Towards the Future": (17 minutes)

          American Journal of Psychiatry - 2020

        • url icon
          Strategies to promote smoking cessation among adolescents URL
          Students must
          View

          Read the entire article: (10 minutes)

          NIH - 2016

        • url icon
          Reducing Vaping Among Youth and Young Adults URL
          Students must
          View

          Read Chapter 4: Examples of Effective* Vaping Prevention and Reduction Interventions: (17 minutes)

          SAMHSA - 2019

        • url icon
          Adaptation in Delivering Integrated Care: The Tension Between Care and Evidence-Based Practice URL
          Students must
          View

          Read the entire article: (13 minutes)

          Psychiatry Online - 2018

        • url icon
          Physician Assessments of Drug Seeking Behavior: A Mixed Methods Study URL
          Students must
          View

          Read the discussion part: (8 minutes)

          PLOS ONE - 2017

        • url icon
          Managing Drug Seeking Behaviour in a General Practice URL
          Students must
          View

          Read the entire fact sheet: (5 minutes)

          Rural Health West - 2020

        • url icon
          Enhancing Motivation for Change in Substance Use Disorder Treatment URL
          Students must
          View

          Read Chapter 8, Integrating Motivational Approaches in SUD Treatment Settings from the beginning to the end of "Technology Adaptations" on pages 125-127. (10 minutes)

          SAMSHA - 2019

        • url icon
          Readiness to change among involuntarily and voluntarily admitted patients with substance use disorders URL
          Students must
          View

          Read the content under the heading "Background." (6 minutes)

          BMC - 2019

        • url icon
          Exploring gender differences among treatment-seekers who use opioids versus alcohol and other drugs URL
          Students must
          View

          Read "Introduction" and "Discussion." (15 minutes)

          NCBI - 2020

        • forum icon
          Activity : Discussion Forum 5 (120 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will demonstrate your understanding of substance use disorders.

          Instructions: 

          Step 1: Analyze

          Review all the required learning materials for this lesson.

          Step 2: Respond 

          Prepare a 250-300 word piece of writing which answers the following key questions: 

          • How do socio-cultural factors contribute to substance use disorders?
          • What are the main differences between substance abuse and dependence?
          • How do clinicians use the DSM-5 criteria to determine/classify the severity of the substance use disorders?( Substance use disorder, substance induced disorder and intoxications).

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • scorm icon
          Case Study 10: The Case of the Drug seeking patient SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Recommended Additional Readings
        • url icon
          Exploring the Impact of Substance Use, Culture, and Trauma on American Indian Adolescents URL
          Students must
          View

          Read the entire article. (34 minutes)

          Journal of Applied Rehabilitation Counseling - 2017

      • Module 2: Lesson 7: Adjustment Disorders

        This lesson provides the learner with resources to recognize signs and symptoms associated with an adjustment disorder, provide support, and refer, evaluate, and treat them successfully.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Adjustment Disorder URL
          Students must
          View

          Read entire article. (7 minutes)

          Psychology Today - 2021

        • url icon
          Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5 URL
          Students must
          View

          Read Adjustment Disorders: from pages 286-289. (9 minutes)

          American Psychiatric Association 

        • url icon
          Grief, Bereavement, and Adjustment Disorders URL
          Students must
          View

          Read the entire content. (10 minutes)

          Clinicalgate - 2015

        • url icon
          Adjustment Disorder: Current Developments and Future Direction URL
          Students must
          View

          Read the content under the following headings "Assessment", "Treatment& Interventions" and "Conclusions". (10 minutes)

          Int J Environ Res Public Health. - 2019

        • forum icon
          Activity : Discussion Forum 6 (100 minutes)
          Students must
          View
          Start discussions: 1

          General Instructions 

          In this learning activity, you will demonstrate your understanding of adjustment disorders.

          Step 1: Analyze

          Review all the required learning materials for this lesson.

          Step 2: Respond 

          Prepare a 500-600 word piece of writing which discusses the following key points: 

          • How do adjustment disorders differ from normal bereavement?
          • What are the similarities and differences between symptoms and features of adjustment disorders and anxiety disorders, and how do they account for the similarities and differences between managing adjustment disorders and anxiety disorders?

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 2

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Quiz: Module 1 is marked complete
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Adjustment Disorder Diagnosis: Improving Clinical Utility URL
          Students must
          View

          Read the content under the heading "Diagnostic assessment of AD". (4 minutes)

          The World Journal of Biological Psychiatry - 2018

      • Module 3: Disease Prevention, Therapeutics, and Management

        This module provides a comprehensive overview of disease prevention and a range of therapeutics and management strategies.

      • Module 3: Lesson 1: Prevention

        This lesson provides the learner with resources to be knowledgeable about the necessary preventative strategies in decreasing the occurrence of illness, reducing the duration of diseases, and minimizing the associated disability of medical conditions.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Relationship Between Parenting Measures and Parents and Child Psychopathological Symptoms: A Cross-Sectional Study URL
          Students must
          View

          Read the following sections: (12 minutes)
          -Background
          -Results
          -Discussion

          BMC Psychiatry - 2020

        • url icon
          Socioeconomic Inequalities in Treatment of Individuals with Common Mental Disorders Regarding Subsequent Development of Mental Illness URL
          Students must
          View

          Read the following sections: (9 minutes)
          -Introduction
          -Discussion

          Soc Psychiatry Psychiatr Epidemiol - 2017

        • url icon
          Gene–Environment Correlations and Causal Effects of Childhood Maltreatment on Physical and Mental Health: A Genetically Informed Approach URL
          Students must
          View

          Read the following sections: (18 minutes)
          -Introduction
          -Discussion
          -Conclusion

          The Lancet Psychiatry - 2021

        • url icon
          Violent Aggression Predicted by Multiple Pre-Adult Environmental Hits URL
          Students must
          View

          Read the following sections: (10 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Molecular Psychiatry - 2018

        • url icon
          Consequences of Non-Treatment URL
          Students must
          View

          Read the content under the heading "CONSEQUENCES OF NON-TREATMENT". (8 minutes)

          Mental Illness Policy Org - 2019

        • url icon
          Prevention and Early Intervention in Youth Mental Health: Is it Time for a Multidisciplinary and Trans-Diagnostic Model for Care? URL
          Students must
          View

          Read the following sections: (19 minutes)
          -Background
          -The need for implementing prevention and early intervention in youth mental health
          -Primary prevention in youth mental health - Secondary prevention in youth mental health (clinical stage 2) - Tertiary prevention in youth mental health (clinical stage 3) -Conclusions and future directions

          International Journal of Mental Health Systems - 2020

        • url icon
          Monitoring Risk Assessment on an Acute Psychiatric Ward: Effects on Aggression, Seclusion and Nurse Behaviour URL
          Students must
          View

          Read sections Introduction and Discussion. (11 minutes)

          PLOS ONE - 2020

        • url icon
          Role of Various Lifestyle and Behavioral Strategies in Positive Mental Health Across a Preventive to Therapeutic Continuum URL
          Students must
          View

          Read entire article. (19 minutes)

          Ind Psychiatry J. - 2020

        • url icon
          Use of Acute Psychiatric Hospitalisation: A Study of the Factors Influencing Decisions to Arrange Acute Admission to Inpatient Mental Health Facilities URL
          Students must
          View

          Read the following sections of the article: (25 minutes)
          -Introduction
          -clinical factors
          -threat factors
          -contextual factors
          -discussion

          Frontiers - 2021

        • url icon
          Communicating About Substance Use in Compassionate, Safe and Non-Stigmatizing Ways URL
          Students must
          View

          Read from "Key Guiding Principles" until "Table 4. Terms related to diagnosis, treatment, and recovery". (22 minutes)

          Health Canada - 2019

        • url icon
          Do You Really Need All of Those Medications? URL
          Students must
          View

          Read the entire article. (13 minutes)

          YALE Medicine - 2020

        • url icon
          Appropriate Use of Psychotropic Medicines in Adult Social Care URL
          Students must
          View

          Read the web page. (6 minutes)

          CareQuality Comission UK - 2022

        • url icon
          Grand Challenge in Psychopharmacology: Setting Priorities to Shape a Bright Future URL
          Students must
          View

          Read the entire article. (14 minutes)

          Frontiers - 2017

        • scorm icon
          Case Study 11- Patient with a recent psychiatric diagnosis. SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Effects of Family Structure on Mental Health of Children: A Preliminary Study URL
          Students must
          View

          Read the following sections: (12 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Indian Journal of Psychological Medicine - 2017

        • url icon
          Socioeconomic Status Indicators and Common Mental Disorders: Evidence from a Study of Prenatal Depression in Pakistan URL
          Students must
          View

          Read the following sections: (16 minutes)
          -Discussion
          -Conclusion

          SSM Population Health - 2018

        • url icon
          Counseling Patients in Primary Care: Evidence-Based Strategies URL
          Students must
          View

          Read entire article. (34 minutes)

          American Family Physician - 2018

        • url icon
          Communication Strategies to Counter Stigma and Improve Mental Illness and Substance Use Disorder Policy URL
          Students must
          View

          Read all contents under this section: (17 minutes)
          -Mental Illness and Substance Use Disorder Policy Communication Strategies

          Psychiatry online - 2017

        • url icon
          Access and rational use of psychotropic medications in low- and middle-income countries URL
          Students must
          View

          Read the entire article. (17 minutes)

          PMC - 2016

      • Module 3: Lesson 2: Pharmacological Therapies

        This lesson provides the learner with resources to know the indications, contraindications, presumed mechanism of action, pharmacodynamics, pharmacokinetics, common and serious adverse effects of psychotropic drugs, and its interactions with disease and other drugs.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Use of Prescribed Psychotropics during Pregnancy: A Systematic Review of Pregnancy, Neonatal, and Childhood Outcomes URL
          Students must
          View

          Read the content under the following headings Introduction: (16 minutes)
          3.4 Conclusion
          3.6 conclusion
          3.9- conclusions
          7 Summary Points           

          Brain Sciences - 2019

        • url icon
          Psychiatric Medication For Children And Adolescents: Part II - Types Of Medications URL
          Students must
          View

          Read the entire webpage. (5 minutes)

          (AACAP) - 2017

        • url icon
          Psychotropic Polypharmacy in the US Pediatric Population: A Methodologic Critique and Commentary URL
          Students must
          View

          Read sections: (7 minutes)
          -Introduction
          -Discussion

          Front. Psychiatry - 2021

        • url icon
          Drug Categories of Concern in Older Adults URL
          Students must
          View

          Read the entire article. (15 minutes)

          MSD Manual - 2021

        • url icon
          Unwanted Effects of Psychotropic Drug Interactions with Medicinal Products and Diet Supplements Containing Plant Extracts URL
          Students must
          View

          Read the following sections: (14 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Psychiatric Pol - 2018

        • url icon
          Psychotropic Medication URL
          Students must
          View

          Read from section "PROCEDURE": until the end of the document. (14 minutes)

          Pathway Health & Leading Age - 2017

        • url icon
          Why do Psychiatric Patients Stop Antipsychotic Medication? A Systematic Review of Reasons for Nonadherence to Medication in Patients with Serious Mental Illness URL
          Students must
          View

          Read the following sections: (11 minutes)
          Introduction
          Discussion
          Conclusion           

          Dovepress - 2017

        • url icon
          How to Manage Endings in Unsuccessful Therapy: A Qualitative Comparison of Youth and Clinician Perspectives URL
          Students must
          View

          Read from section "How Are Treatment Endings Managed When Outcomes Have Not Improved?" to Conclusion. (27 minutes)

          Psychotherapy Research - 2021

        • url icon
          A Perspective on Nonadherence to Drug Therapy: Psychological Barriers and Strategies to Overcome Nonadherence URL
          Students must
          View

          Read from section, "PCC and medical communication" up to "Conclusion." (23 minutes)

          Dovepress - 2018

        • url icon
          Navigating the Novel Psychotropics URL
          Students must
          View

          Red the entire webpage. (9 minutes)

          FOCUS - 2021

        • url icon
          The Pharmacodynamics of Antipsychotic Drugs in Women and Men URL
          Students must
          View

          Read the entire article. (24 minutes)

          Front. Psychiatry - 2021

        • url icon
          Assessment of Incidence, Causality, Severity, and Preventability of Suspected Adverse Drug Reactions to Antidepressant Medications in a Psychiatry Outpatient Setting of a Secondary Care Hospital URL
          Students must
          View

          Read the following sections:  (23 minutes)
          -Introduction
          -Results
          -Discussion
          -Conclusion

          Journal of Pharmacy Biolallied Science - 2020

        • url icon
          Management of Common Adverse Effects of Antipsychotic Medications URL
          Students must
          View

          Read the content under the headings "PRINCIPLES FOR ANTIPSYCHOTIC PRESCRIBING" and " General Strategies for Managing the adverse effects of anti-psychotics" (6 minutes)

          World Psychiatry - 2018

        • url icon
          Anxiolytics and Sedative-Hypnotics Toxicity URL
          Students must
          View

          Read the entire article. (17 minutes)

          StatPearls - 2021

        • url icon
          Stimulants URL
          Students must
          View

          Read the content under the headings from "Indication" until "Enhancing HealthCare Outcomes" (11 minutes)

          StatPearls - 2021

        • url icon
          The Use and Impact of Cognitive Enhancers among University Students: A Systematic Review URL
          Students must
          View

          Read the content under the headings "Introduction" and "Discussion" (16 minutes)

          NCBI - 2021

        • scorm icon
          Case Study 12: Pregnant patient taking psychotropic medication for mental health condition SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          What are the Dangers of Drug Interactions with Herbal Medicines? URL
          Students must
          View

          Read entire article. (15 minutes)

          Expert Opinion on Drug Metabolism & Toxicology - 2020

        • url icon
          The Utility of Pharmacogenetic-Guided Psychotropic Medication Selection for Pediatric Patients: A Retrospective Study URL
          Students must
          View

          Read the following sections:  (17 minutes)
          -Introduction
          -Discussion

          Front. Psychiatry - 2021

        • url icon
          Treatment Resistance in Psychiatry: State of the Art and New Directions URL
          Students must
          View

          Read from Treatment Approaches until the end of the artilce (including the tables). (17 minutes)

          Molecular Psychiatry - 2021

        • url icon
          Serious Adverse Drug Reactions in Children and Adolescents Treated On- and Off-Label with Antidepressants and Antipsychotics in Clinical Practice URL
          Students must
          View

          Read the following sections: (14 minutes)
          -Introduction
          -Discussion
          -Conclusion

          Pharmacopsychiatry - 2022

        • url icon
          Magnitude, Nature, and Risk Factors of Adverse Drug Reactions Associated with First Generation Antipsychotics in Outpatients with Schizophrenia: A Cross-Sectional Study URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Introduction
          -Results
          -Discussion
          -Conclusion

          Integrated Pharmacy Research and Practice- 2020

      • Module 3: Lesson 3: Brain Stimulation Therapies

        This lesson provides the learner with resources to recognize and refer patients for an ECT or further evaluation to treat psychiatric disorders via alternative brain stimulation therapies that are approved and accepted for general use.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Electroconvulsive Therapy URL
          Students must
          Mark as done

          Read the content under the headings from "Continuing Education Activity" until "Enhancing Healthcare Team Outcomes". (17 minutes)

          STATPearls - 2021

        • url icon
          Cost-Effectiveness of Electroconvulsive Therapy vs Pharmacotherapy/Psychotherapy for Treatment-Resistant Depression in The United States URL
          Students must
          View

          Read the content under the headings "Efficacy of ECT" and "Cost and Utility Effects of ECT" (3 minutes)

          JAMA Psychiatry - 2018

        • url icon
          Brain Stimulation Therapies URL
          Students must
          View

          Read the content under the headings "Overview" and then "Vagus Nerve Stimulation" until "DBS Side Effects"  (14 minutes)

          National Institute of Mental Health - 2016

        • Recommended Additional Readings
        • url icon
          Electroconvulsive Therapy (ECT) URL
          Students must
          View

          Read the entire article. (16 minutes)

          The Royal Australian and New Zealand College of Psychiatrists - 2019

        • url icon
          Transcranial Magnetic Stimulation URL
          Students must
          View

          Read the entire article. (8 minutes)

          MayoClinic - 2020

      • Module 3: Lesson 4: Psychotherapies

        This lesson provides the learner with resources to understand psychotherapy, the different types of psychotherapy, its relevant principles to the doctor-patient relationship, and evidence-based psychotherapy for treating particular disorders.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Sequential Combination of Pharmacotherapy and Psychotherapy in Major Depressive Disorder A Systematic Review and Meta-analysis URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Introduction
          -Results
          -Discussion
          -Conclusion

          JAMA Psychiatry - 2020

        • url icon
          Therapeutic Communication and Client Counseling: Toward a Conceptual Framework for Strategic Interpersonal Engagement URL
          Students must
          View

          Read the entire article except for the References. (23 minutes)

          International Journal of Business and Social Science - 2018

        • url icon
          Improving the physician-patient relationship utilizing psychodynamic psychology: a primer for health professionals URL
          Students must
          View

          Read the entire article. (18 minutes)

          PMC - 2021

        • url icon
          Principles and Concepts of Behavioral Medicine: A Global Handbook URL
          Students must
          View

          Read the content under the following sections of Chapter 4: (15 minutes) 
          -           Behavioral Medicine in Research 
          - Behavioral Medicine in Health Professions -Psychology -Public Health
          - Integrated Behavioral Medicine in Primary Care only

          Springer Science and business - 2018

        • url icon
          Definition and Characteristics of Behavioral Medicine, and Main Tasks and Goals of the International Society of Behavioral Medicine—an International Delphi Study URL
          Students must
          View

          Read the following sections: (12 minutes)
          -Introduction
          -Discussion

          International Journal of Behavioral Medicine - 2021

        • url icon
          Psychotherapy and Psychosocial Interventions for Posttraumatic Stress Disorder in Adults URL
          Students must
          View

          Read from section, "NON-TRAUMA-FOCUSED PSYCHOTHERAPIES AND PSYCHOSOCIAL INTERVENTIONS" until the end of the page. (13 minutes)

          UpToDate - 2021

        • url icon
          Psychotherapy for Children and Adolescents: Different Types URL
          Students must
          View

          Read the entire article. (5 minutes)

          American Academy of Child and Adolescent Psychiatry - 2019

        • url icon
          Cultural Humility: Engaging Diverse Identities in Therapy URL
          Students must
          View

          Read the content under the heading "Culture and Therapy" and "Multicultural Competence" on pages 4-8. (15 minutes)

          American Psychology Association - 2018

        • forum icon
          Activity : Discussion Forum 7 (120 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will explain the basic principles for the use of behavioral medicine, discuss Evidence-Based Psychotherapy and psychological interventions by providing current examples. You will also explain the available psychotherapeutic approaches to treat children and discuss how approaches may vary depending on the individual’s cultural background.

          Instructions: 

          Step 1: Analyze

          Review the required learning materials for this lesson.

          Step 2: Respond  

          Prepare a 700-750 word piece of writing explaining the following key points :

          • Summarize, in your own words, the principles for the use of behavioral medicine  
          • Breifly describe, using examples, how these principles relate to evidence-based treatment in psychotherapies and psychosocial interventions
          • Discuss how psychotherapeutic approaches vary according to the patient’s background and how it varies for treating children in family context

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • scorm icon
          Case Study 13 - The Case of Psychotherapy SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Recommended Additional Readings
        • url icon
          Vagus Nerve Stimulation URL
          Students must
          Mark as done

          Read the entire article. (9 minutes)

          MayoClinic - 2020

        • url icon
          What are the Key Characteristics of a ‘Good’ Psychotherapy? Calling for Ethical Patient Involvement URL
          Students must
          Mark as done

          Read the entire article. (25 minutes)

          Front Psychiatry. - 2020

        • url icon
          Short-Term Versus Long-Term Psychotherapy for Adult Psychiatric Disorders: A Protocol for a Systematic Review with Meta-Analysis and Trial Sequential Analysis URL
          Students must
          View

          Read the following sections: (10 minutes)
          -Background
          -Discussion

          Systematic Reviews - 2019

        • url icon
          Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach URL
          Students must
          View

          Read the following sections: (30 minutes)
          -Introduction
          -Discussion

          Front. Psychol. - 2020

        • url icon
          Transference and Countertransference in Communication Between Doctor and Patient URL
          Students must
          View

          Read the entire article except for the References. (31 minutes)

          Cambridge University Press - 2018

        • url icon
          Translational Behavioral Medicine for Population and Individual Health: Gaps, Opportunities, and Vision for Practice-Based Translational Behavior Change Research URL
          Students must
          View

          Read the enitre article. (32 minutes)

          Translational Behavioral Medicine - 2018

        • url icon
          Evidence-Based Psychotherapy: Advantages and Challenges URL
          Students must
          View

          Read the entire article.- "Background", "Strengths of Evidence-Based Psychotherapy", "Implementation and Application of Evidence-Based Psychotherapy", and "Future Directions" (25 minutes)

          Neurotherapeutics - 2017

        • url icon
          Evidence-Based Psychosocial Interventions for Ethnic Minority Youth: The 10-Year Update URL
          Students must
          View

          Read section: (19 minutes)
          -Evidence-Based Psychosocial Interventions for Ethnic Minority Youth
          -Discussion
          -Concluding Remarks

          Journal of Clinical Child & Adolescent Psychology - 2019

        • url icon
          Increasing Effectiveness of Cognitive Behavioral Therapy for Conduct Problems in Children and Adolescents: What Can We Learn from Neuroimaging Studies? URL
          Students must
          View

          Read the content under the headings Cognitive Behavioral Therapy, Discussion. Conclusion. (17 minutes)

          Journal of Child and Family Studies - 2021

        • url icon
          Cross-Cultural Research on Psychotherapy: The Need for a Change URL
          Students must
          View

          Read from section, "Acceptance of Psychotherapy in Non-Western Cultures" until section Discussion part. (31 minutes)

          Sage Journals - 2018

      • Module 3: Lesson 5: Multidisciplinary Treatment Planning and Collaborative Management

        This lesson provides the learner with resources to collaborate effectively with other physicians in different specialties, other healthcare workers in various disciplines, and the patient’s family to optimal clinical outcomes.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          An Integrative Collaborative Care Model for People with Mental Illness and Physical Comorbidities URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Non-pharmacological approaches to managing comorbidity
          -Potential role of lifestyle medicine and nutraceuticals
          -collaborative care
          -integrative medicine
          -facilitating team-based care

          BMC - 2020

        • url icon
          Cultural Influences in Mental Health Treatment URL
          Students must
          View

          Read the following sections: (20 minutes)
          -Cultural variations in mental health disorders, treatment processes, and outcomes
          -Therapist factors in treatment processes and outcomes
          -Cultural adaptations of evidence-based treatments 

          Current Opinion in Psychology - 2015

        • url icon
          Involving Patients, Carers and Families: An International Perspective on Emerging Priorities URL
          Students must
          View

          Read the entire article. (15 minutes)

          BJPsych International - 2017

        • url icon
          Psychiatric Consultation Requests by Inpatient Medical Teams: An Observational Study URL
          Students must
          View

          Read the entire article. (35 minutes)

          BMC Health Services Research - 2019

        • url icon
          Community Interventions to Promote Mental Health and Social Equity URL
          Students must
          View

          Read the entire article. (36 minutes)

          Current Psychiatry Reports - 2019

        • url icon
          Barriers to Healthcare Access Among U.S. Adults with Mental Health Challenges: A Population-Based Study URL
          Students must
          View

          Read the following sections: (18 minutes)
          -           Background
          - Introduction
          - Discussion
          - Conclusion 

          SSM Popul Health. - 2021

        • url icon
          Strategies to Strengthen the Provision of Mental Health Care at the Primary Care Setting: An Evidence Map URL
          Students must
          View

          Read the following sections: (21 minutes)
          -Introduction
          -Results
          -Discussion
          -Conclusion           

          PLoS One.- 2019

        • scorm icon
          Case Study 14: 3. y.o. boy with a recent diagnosis of Autism Spectrum Disorder SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Recommended Additional Readings
        • url icon
          Consultation-Liaison Psychiatry: The Interface of Psychiatry and Other Medical Specialties URL
          Students must
          View

          Read the entire article. (10 minutes)

          PsychiatricTimes - 2020

        • url icon
          The Role of Communities in Mental Health Care in Low- and Middle-Income Countries: A Meta-Review of Components and Competencies URL
          Students must
          View

          Read the following sections: (44 minutes)
          -3.3 to 3.8
          - 4.1

          Int J Environ Res Public Health. - 2018

        • url icon
          Mental Illness-Related Stigma in Healthcare: Barriers to Access and Care and Evidence-Based Solutions URL
          Students must
          View

          Read the content under the headings from "Consequences of stigma for access and quality care" to "conclusion". (11 minutes)

          Sage Journals - 2017

        • url icon
          Urgent Need for Improved Mental Health Care and a More Collaborative Model of Care URL
          Students must
          Mark as done

          Read the entire article. (38 minutes)

          The Permanente Journal - 2017

      • Module 3: Lesson 6: Complementary and Alternative Treatments

        This lesson provides the learner with resources to understand the use of Complementary and Alternative treatment modalities across all cultures and age groups and supporting evidence for its use and possible adverse effects.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Alternative DSM-5 Model for Personality Disorders URL
          Students must
          View

          Read pages 761-764. (10 minutes)

          To access this book you must follow the instructions provided on the link below: LINK

          Important Note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          DSM 5 - 2013

        • url icon
          The Use of Complementary and Alternative Medicine (CAM) in Europe URL
          Students must
          View

          Read the following sections: (15 minutes)
          -Background
          -Discussion
          -Conclusion

          BMC Complementary Medicine and Therapies - 2020

        • url icon
          The Use of Complementary and Alternative Medicine (CAM) in Psychiatric Units in Sweden URL
          Students must
          View

          Read the following sections: (29 minutes)
          -Introduction
          -Discussion
          -Conclusion

          BMC Complementary Medicine and Therapies - 2020

        • url icon
          Alternative and Complementary Approaches in Psychiatry: Beliefs Versus Evidence URL
          Students must
          View

          Read the following sections: (13 minutes)
          -efficacy
          -sources and quality of information
          -conclusion

          Dialogues Clin Neurosci - 2018

        • forum icon
          Activity : Discussion Forum 8 (100 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will explain integration of CAM therapies and how its results / information can be analyzed when performing a psychiatric evaluation.

          Instructions: 

          Step 1: Analyze and Consider

          Review the required learning materials for the relative outcomes. Think about how CAM therapies improve psychiatric evaluation.

          Step 2: Respond  

          Prepare a 250-300 word piece of writing explaining the following key points :

          • What is meant by the term “CAM Therapies”?
          • What information can be provided by CAM Therapies?
          • How can this information be understood/analyzed?
          • What values/benefits do CAM Therapies add to psychiatric evaluation?

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • quiz icon
          Quiz: Module 3

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Quiz: Module 2 is marked complete
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          The Possibilities and Challenges of Integrative Medicine Implementation in Clinical Psychology: A Qualitative Study in Indonesia URL
          Students must
          View

          Read the following sections: (15 minutes)
          -Strategies
          -Discussion
          -Conclusion

          BMC Complementary Medicine and Therapies - 2020

      • Module 4: Professionalism, Ethics and the Law

        This module provides a comprehensive overview of professionalism and ethics in a clinical setting, including medical-legal issues in psychiatry and cultural competence and mental health disparities.

      • Module 4: Lesson 1: Professionalism

        This lesson provides the learner with resources to demonstrate high quality, unbiased care for mentally ill patients, detect medical conditions in psychiatric illnesses, develop patient advocate skills, discuss patient boundaries, and promote a positive learning environment.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Clinician Response to Patient Emotion: Impact on Subsequent Communication and visit length URL
          Students must
          Mark as done

          Read the following sections: (18 minutes)
          -Introduction
          -Results
          -Discussion

          Ann Fam Med - 2021

        • url icon
          Empathetic Doctor – the Role and the Significance of the Empathy in the Doctor–Patient Relation URL
          Students must
          View

          Read the following sections: (14 minutes)
          -Introduction
          -The Significance of Empathy in Doctor's profession

          www.ejournals.eu - 2017

        • url icon
          Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients URL
          Students must
          View

          Read entire article. (11 minutes)

          Focus (Am Psychiatr Publ) - 2020

        • url icon
          Barriers and Facilitators to the Integration of Mental Health Services into Primary Health Care: A Systematic Review URL
          Students must
          View

          Read the following sections: (28 minutes)
          -Introduction
          -Results: Barriers and facilitators to integration
          -Discussion

          Syst Rev - 2018

        • url icon
          When Psychiatric Symptoms Reflect Medical Conditions URL
          Students must
          View

          Read entire article. (26 minutes)

          Clin Med (Lond) - 2018

        • url icon
          Physician Leadership in Mental Health and Addictions-Care URL
          Students must
          View

          Read the content under the heading " Physician's Critical Role in Mental Health and Addictions Care Delivery" on pages 10-13. (20 minutes)

          Ontario Medical Association - 2020

        • url icon
          Boundaries, Professionalism, and Malpractice in Psychiatry URL
          Students must
          View

          Read the following sections: (20 minutes)
          -Abstract
          -Boundaries and Boundary Violations
          -Conclusion

          The Journal of Lifelong Learning in Psychiatry - 2020

        • url icon
          Integrity at End of Life in the Intensive Care Unit: A Qualitative Study of Nurses’ Views URL
          Students must
          View

          Read the following sections: (15 minutes)
          -Background
          -Discussion
          -Conclusion

          Annals of Intensive Care - 2021

        • url icon
          Interagency Collaboration in Primary Mental Health Care: Lessons from the Partners in Recovery Program URL
          Students must
          View

          Read the following sections: (18 minutes)
          -Background
          -Discussion
          -Conclusion

          International Journal of Mental Health Systems - 2019

        • url icon
          How to Give and Receive Feedback Effectively URL
          Students must
          View

          Read the following sections: (6 minutes)
          -Receiving feedback
          -Conclusion

          PMC - 2017

        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Importance of Empathy Among Medical Doctors to Ensure High-Quality Healthcare Level URL
          Students must
          View

          Read from Introduction to Conclusion. (10 minutes)

          Adv Hum Biol - 2019

        • url icon
          Training healthcare professionals in LGBTI cultural competencies: Exploratory findings from the Health4LGBTI pilot project URL
          Students must
          View

          Read the following sections: (15 minutes)
          - Introduction,
          - Discussion,
          - Conclusion,
          - Practice Implications 

          Patient Education and Counseling - 2020

        • url icon
          Mental illness-related stigma in healthcare: Barriers to access and care and evidence-based solutions URL
          Students must
          View

          Read the following sections: (8 minutes)
          -Introduction
          -What are the main sources of stigma in healthcare?

          SAGE Journals - 2017

        • url icon
          Interprofessional Clinical Training in Mental Health Improves Students’ Readiness for Interprofessional Collaboration: A Non-Randomized Intervention Study URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Background
          -Discussion
          -Implications for Mental Health Education

          BMC Med Educ. - 2019

      • Module 4: Lesson 2: Medical Ethics

        This lesson provides the learner with resources to identify and discuss issues of ethical concern, ethically risky and problematic situations in patient care, and how one’s knowledge and attitudes influence care and one’s area of clinical competence.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Special Report: Ethical Decision-Making in Contemporary Psychiatric Practice—An Evolving Challenge URL
          Students must
          View

          Read from the beginning of the article up to Conclusion. (19 minutes)

          Psychiatric News professional webpage - 2021

        • url icon
          Types of Ethical Problems and Expertise in Clinical Ethics Consultation in Psychiatry – Insights From a Qualitative Empirical Ethics Study URL
          Students must
          View

          Read the following sections: (30 minutes)
          -Introduction
          -Results
          -Discussion

          Frontiers in Psychiatry - 2021

        • url icon
          Non-clinical influences on clinical decision-making: a major challenge to evidence-based practice URL
          Students must
          View

          Read the content under the headings " Patient-related factors" and "Physician-related factors". (20 minutes)

          JRSM - 2010

        • url icon
          The Process of Clinical Consultation is Crucial to Patient Outcomes and Safety: 10 Quality Indicators URL
          Students must
          View

          Read the entire article. (20 minutes)

          Royal College of Physicians - 2019

        • forum icon
          Activity : Discussion Forum 9 (200 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will explain the importance of demonstrating professional and ethical behavior.

          Instructions: 

          Step 1: Analyze and Consider

          Review the required learning materials for this lesson. Think about the role and importance of maintaining ethics, respect and emotional support for patients in a professional medical setting. 

          Step 2: Respond  

          Prepare a 300-400 word piece of writing explaining the following key points with reference to your professional medical setting :

          • In your own words, how would you define the terms “professional” and “ethical” behavior? 
          • Why is it important to emphasize professional and ethical behavior?
          • In your setting, how can you ensure respect, empathy, responsiveness, and concern regardless of the patient's problems, personal characteristics, or cultural background?
          • In your setting, how can sensitivity to medical student-patient similarities and differences be promoted?
          • With reference to your setting, what are some barriers experienced in recognizing psychiatric illnesses?
          • How do you think professionals and students in your setting can be more receptive of constructive feedback?
          • How do you think your life experiences/ attitudes may influence care of assigned patients and the physician’s behavior with patients?

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Ethical Dilemmas in Psychiatry: When Teams Disagree URL
          Students must
          View

          Read this section: (10 minutes)
          -The ethical dilemmas – moral philosophy

          BJPsych - 2018

        • url icon
          The Limits of Confidentiality: Informed Consent and Psychotherapy URL
          Students must
          View

          Read from the challenges of Informed Consent up to the end of the article.(25 minutes)

          Focus - 2018

        • url icon
          Ethical Challenges of Seclusion in Psychiatric Inpatient Wards: A Qualitative Study of the Experiences of Norwegian Mental Health Professionals URL
          Students must
          View

          Read the following sections: (23 minutes)
          -Background
          -Discussion
          -Conclusion

          BMC Health Services Research - 2019

        • url icon
          Why do Children and Adolescents (not) Seek and Access Professional Help for their Mental Health Problems? A Systematic Review of Quantitative and Qualitative Studies URL
          Students must
          View

          Read the following sections: (17 minutes)
          -introduction
          -Discussion
          -Conclusion

          European Child & Adolescent Psychiatry - 2021

      • Module 4: Lesson 3: Medical-Legal Issues in Psychiatry

        This lesson provides the learner with resources to screen and address suspected abuse in vulnerable populations, discuss the role of the physician in treating and managing abuse, and civil commitment, recognize the variations in state law, the implications of the voluntary and involuntary status of a patient; discuss the elements of informed consent, evaluation of decision-making capacity, the principles and process of the physicians “duty to warn” obligation, and discuss breach of confidentiality.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Domestic Violence URL
          Students must
          Mark as done

          Read the content under the following headings "Introduction", "Etiology", "Epidemiology", "History and Physical"," Evaluation" and " Enhancing Healthcare Team Outcomes" (24 minutes)

          StatPearls - 2022

        • url icon
          The Role of the Physician When a Patient Discloses Intimate Partner Violence Perpetration: A Literature Review URL
          Students must
          Mark as done

          Read the content under the following headings. (20 minutes)
          - Assessment until Severity of Violence
          - Intervention
          - Providing Education Addressing the Safety of the Victim and Mandating Reporting
          - Referrals
          - Motivational Interviewing
          - Follow Up. 

          Intimate Partner Violence Disclosure and Physician's Role - 2018

        • url icon
          Civil Commitment and the Mental Health Care Continuum: Historical Trends and Principles for Law and Practice URL
          Students must
          Mark as done

          Read pages 23-31. (30 minutes)

          Golden Gate University School of Law Golden Gate University School of Law GGU Law Digital Commons - 2019

        • url icon
          Evaluating Medical Decision-Making Capacity in Practice URL
          Students must
          Mark as done

          Read the content from "Author disclosure" until "Documentation". (16 minutes)

          American Family Physician - 2018

        • url icon
          Duty to Warn URL
          Students must
          Mark as done

          Read the entire article. (12 minutes)

          StatPearls - 2021

        • url icon
          Ethical Challenges Raised by OpenNotes for Pediatric and Adolescent Patients URL
          Students must
          Mark as done

          Read the content from "Instructional Cases" until "Challenges and Opportunities Ahead". (26 minutes)

          Pediatrics - 2018

        • url icon
          Disclosures for the Protection of Patients and Others URL
          Students must
          Mark as done

          Read the entire article. (13 minutes)

          General Medical Council Webpage - 2022

        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Screening for Intimate Partner Violence, Elder Abuse, and Abuse of Vulnerable Adults US Preventive Services Task Force Final Recommendation Statement URL
          Students must
          Mark as done

          Read the entire article. (36 minutes)

          JAMA Network - 2018

        • url icon
          Mandatory Reporting Laws URL
          Students must
          Mark as done

          Read the entire article. (7 minutes)

          StatPearls - 2021

        • url icon
          Consent to Treatment URL
          Students must
          Mark as done

          Read the entire article. (7 minutes)

          NHS UK - 2019

        • url icon
          Evaluation of Decision-Making Capacity in Patients with Dementia: Challenges and Recommendations from a Secondary Analysis of Qualitative Interviews URL
          Students must
          Mark as done

          Read the following sections: (14 minutes)
          -Background
          -Discussion
          -Conclusion           

          BMC Med Ethics - 2020

        • url icon
          The Physician’s Duty to Warn Their Patients About the Risks Associated with Medical Intervention: A Review and Discussion. URL
          Students must
          Mark as done

          Read the entire article. (13 minutes)

          UMJ - 2019

      • Module 4: Lesson 4: Cultural Competence and Mental Health Disparities

        This lesson provides the learner with resources to discuss mental health care disparities, stereotypes, biases, and prejudices experienced by multi-cultural backgrounds and how to elicit the practices of those communities; and incorporate cultural information and the DSM- V elements into the assessment of assigned patients.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Racial Disparities in Mental Health: Literature and Evidence Review URL
          Students must
          Mark as done

          Read pages 14-19. (17 minutes)

          Race Equality Foundation - 2019

        • url icon
          Cultural Assessment And Treatment Of Psychiatric Patients URL
          Students must
          Mark as done

          Read the entire article. (13 minutes)

          StatPearls - 2021

        • url icon
          Strategies to strengthen the provision of mental health care at the primary care setting: An Evidence Map URL
          Students must
          Mark as done

          Read the following sections: (11 minutes)
          -Table1: Strategies to strengthen provision of mental healthcare.
          -Oucomes
          -Discussion

          PLOS One - 2019

        • url icon
          Culturally Responsive Evaluation and Treatment Planning URL
          Students must
          Mark as done

          Read the content under the heading from "Step 1. Engage Clients" until " Step 6. Select Culturally Appropriate Screening and Assessment Tools." (34 minutes)

          NCBI - 2014

        • url icon
          How does Implicit Bias by Physicians Affect Patients' Health Care? URL
          Students must
          Mark as done

          Read the entire page. (18 minutes)

          American Psychological Association - 2019

        • url icon
          Avoiding Unintended Bias Strategies for Providing More Equitable Health Care URL
          Students must
          Mark as done

          Read the entire article. (17 minutes)

          HHS Public Access - 2017

        • url icon
          The Historical Roots of Racial Disparities in the Mental Health System URL
          Students must
          Mark as done

          Read entire article. (11 minutes)

          American Counseling Association - 2020

        • url icon
          DSM 5 URL
          Students must
          Mark as done

          Read pages 749- 759. (35 minutes)

          To access this book you must follow the instructions provided on the link below: LINK

          Important Note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          2015

        • quiz icon
          Quiz: Module 4

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Quiz: Module 3 is marked complete
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Treatment recommendations made by a consultant psychiatrist to improve the quality of care in a collaborative mental health intervention in rural Nepal URL
          Students must
          Mark as done

          Read the following sections: (7 minutes)
          -Background
          -Discussion
          -Results

          PMC Psychiatry - 2020

        • url icon
          The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate I URL
          Students must
          Mark as done

          Read from "Introduction" up to "Disabillity bias." (18 minutes)

          The Journal of Infectious Disease - 2019

        • url icon
          Interventions Designed to Reduce Implicit Prejudices and Implicit Stereotypes in Real World Contexts: A Systematic Review URL
          Students must
          Mark as done

          Read the following sections: (26 minutes)
          -Background
          -Results
          -Discussion
          -Conclusion

          BMC Psychology - 2019

      • Module 5: COVID-19 and Mental Health

        This module provides a comprehensive overview of the impact of COVID-19 on Mental Health, including the likelihood of developing neuropsychiatric symptoms during and after infection.

      • Module 5: Lesson 1: Pandemic Consequences on Mental Health

        This lesson provides the learner with resources to understand the immediate and long-term consequences of the Covid-19 pandemic on various aspects of mental health.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Cognitive, Behavioral, and Emotional Disorders in Populations Affected by the COVID-19 Outbreak URL
          Students must
          View

          Read the entire article. (20 minutes)

          Front. Psychol. - 2020

        • url icon
          Impact of the COVID-19 Crisis on Work and Private Life, Mental Well-Being and Self-Rated Health in German and Swiss Employees: a Cross-Sectional Online Survey URL
          Students must
          View

          Read all the content under the following headings "Key findings" "Background" Discussion" and "Conclusion and policy recommendations". (20 minutes)

          BMC Public Health Volume - 2021

        • url icon
          Physical and Mental Health Impacts of COVID-19 on Healthcare Workers: A Scoping Review URL
          Students must
          View
          Read the content under the follow headings: (7 minutes)
          - Background
          - Discussion
          - Conclusion
          International Journal of Emergency Medicine volume - 2020
        • url icon
          Sex Differences in Mental Health Among Older Adults: Investigating Time Trends and Possible Risk Groups with Regard to Age, Educational Level and Ethnicity URL
          Students must
          View

          Read the content under the following sections - Introduction and Discussion. (20 minutes)

          Taylor and Francis Online - 2020

        • url icon
          Unemployment and Mental Health URL
          Students must
          View

          Read the content under the heading from "Introduction" until "Impact of mental health of unemployment through the pandemic" and "Conclusion". (12 minutes)

          Health Foundation UK - 2021

        • url icon
          Mental Health Prevalence and Predictors Among University Students in Nine Countries During the COVID-19 Pandemic: A Cross-National Study URL
          Students must
          View

          Read under the headlines "Introduction", "Discussion" and "Conclusions". (17 minutes)

          Scientific Reports volume - 2021

        • url icon
          Social Media Exposure, Psychological Distress, Emotion Regulation, and Depression During the COVID-19 Outbreak in Community Samples in China URL
          Students must
          View

          Read under the headlines "Introduction" "Discussion". and "Conclusion". (21 minutes)

          Front. Psychiatry - 2021

        • url icon
          Family Functioning in the Time of COVID-19 Among Economically Vulnerable Families: Risks and Protective Factors URL
          Students must
          View

          Read under the headings "Abstract" "Introduction" and "Discussion". (17 minutes)

          Front. Psychol - 2021

        • url icon
          COVID-19 Pandemic Impact on Children and Adolescents' Mental Health: Biological, Environmental, and Social Factors URL
          Students must
          View

          Read the content under the following sections: "Introduction", "Social isolation and diet: From animals to humans" and "4 Brain plasticity". (24 minutes)

          Prog Neuropsychopharmacol Biol Psychiatry - 2022

        • url icon
          The Effect of COVID-19 on Mental Health and Wellbeing in a Representative Sample of Australian Adults URL
          Students must
          View

          Read the following sections:  (13 minutes)
          -Introduction
          -Results
          -Discussion

          Front. Psychiatry - 2020

        • url icon
          The Impact of the COVID-19 Pandemic on Wellbeing and Cognitive Functioning of Older Adults URL
          Students must
          View

          Read the following sections: (13 minutes)
          - Introduction
          - Discussion

          Nature - 2021

        • url icon
          Industry Innovation: How has COVID-19 Changed Global Healthcare? URL
          Students must
          View

          Read the entire article. (16 minutes)

          World Economic Forum - 2020

        • url icon
          Potential Long-Term Mental and Behavioral Health Consequences of the COVID-19 Pandemic URL
          Students must
          View

          Read the entire article. (8 minutes)

          Society of Clinical Psychology website - 2021

        • url icon
          The Extent of COVID-19 Pandemic Socio-Economic Impact on Global Poverty. A Global Integrative Multidisciplinary Review URL
          Students must
          View

          Read under the headlines "Introduction", "2.2. Multidimensional Poverty and the Challenges of COVID-19 Pandemic", "2.4. Estimating the Global Poverty Status Due to COVID-19 Pandemic", "2.5. Socio-Economic Impacts of COVID-19 on the Poverty Communities". (23 minutes)

          American Journal of Economics - 2020

        • url icon
          SDG Indicators- Decent Work and Economic Growth URL
          Students must
          View

          Read entire article. (11 minutes)

          UN Report - 2021

        • url icon
          Impacts of the COVID-19 Pandemic on Children and Families from Marginalized Groups: A Qualitative Study in Kingston, Ontario URL
          Students must
          View

          Read the content under the headings " "Introduction" "Discussion" and "Conclusion". (16 minutes)

          MDPI - 2021

        • url icon
          Alcohol Consumption during the COVID-19 Pandemic: A Cross-Sectional Survey of US Adults URL
          Students must
          View

          Read the content under the heading " Introduction" "Discussion" and "Conclusion". (14 minutes)

          PMC - 2020

        • url icon
          How the COVID-19 Pandemic Impacts Tobacco Addiction: Changes in Smoking Behavior and Associations with Well-Being URL
          Students must
          View

          Read the content under the heading "Introduction" "Discussion" and "Conclusion". (10 minutes)

          Science Direct - 2021

        • url icon
          World Drug Report 2021 URL
          Students must
          View

          Read the content under headlines "The COVID-19 pandemic has led to some changes in drug use patterns", "Lifestyle changes, stress, and initial supply disruptions emerge as drivers of shifts in drug use patterns" and
          "The COVID-19 pandemic has aggra-vated health consequences and drug use-related harms" and pay attention to the graphics.           (26 minutes)

          UNOCD - 2021

        • url icon
          Alcohol and Other Substance Use During the COVID-19 Pandemic: A Systematic Review URL
          Students must
          View

          Read the content under the following headings "Introduction" and "Discussion". (17 minutes)

          NCBI - 2017

        • url icon
          Increased nicotine vaping due to the COVID-19 pandemic among US young adults: Associations with nicotine dependence, vaping frequency, and reasons for use URL
          Students must
          View

          Read the Introduction and Discussion. (12 minutes)

          NIH

        • forum icon
          Activity : Discussion Forum 10 (120 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will discuss the impact of COVID-19 on substance use disorders.

          Instructions: 

          Step 1: Analyze and Consider

          Review the required learning materials for this lesson. You can use the resource provided at this link to help with your discussion:   COVID-19 AND DRUGS: IMPACT OUTLOOK

          Consider how the COVID-19 pandemic has caused increased psychological stress, leading to elevated substance usage.

          Step 2: Respond  

          Prepare a 250-300 word piece of writing explaining the following key points :

          • How has the COVID-19 pandemic affected the likelihood of developing SUDs?
          • Why has the COVID-19 pandemic affected the prevalence of substance use and / or increasedthe consumption of substances?
          • What are the societal impacts of increased substance use and alcohol consumption?

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….
          Item E is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          COVID-19 Pandemic Triggers 25% Increase in Prevalence of Anxiety and Depression Worldwide URL
          Students must
          View

          Read the entire article. (7 minutes)

          WHO - 2022

        • url icon
          COVID-19 and the World of Work: Impact and Policy Responses URL
          Students must
          View

          Read under the heading "2. Impacts: How will COVID-19 affect the world
          of work?" on pages 3-5.                     (5 minutes)

          ILO Report - 2020

        • url icon
          The Impact of COVID-19 on Health and Care Workers:A Closer Look at Deaths URL
          Students must
          View

          Read the content under the headings "Background" until "Conclusion" on pages 2-9. (25 minutes)

          WHO - 2021

        • url icon
          Unemployment and Psychological Distress among Young People during the COVID-19 Pandemic: Psychological Resources and Risk Factors URL
          Students must
          View

          Read the content under the following headings " Introduction" "Discussion" "Conclusion". (16 minutes)

          Int J Environ Res Public Health  - 2020

        • url icon
          Associations Between Media Exposure and Mental Distress Among U.S. Adults at the Beginning of the COVID-19 Pandemic URL
          Students must
          View

          Read the entire article. (25 minutes)

          Am J Prev Med. - 2020

        • url icon
          Hitting Close to Home: The Effect of COVID-19 Illness in the Social Environment on Psychological Burden in Older Adults URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Introduction
          -Results
          -Discussion

          Front. Psychol - 2021

        • url icon
          Covid-19 — Implications for the Health Care System URL
          Students must
          View

          Read the entire article. (21 minutes)

          NEJM - 2020

        • url icon
          Long-term Effects of COVID-19 on Mental Health: A Systematic Review URL
          Students must
          View

          Read the following sections: (10 minutes)
          - Introduction
          - Results
          - Discussion           

          J Affect Disord - 2021

        • url icon
          The Social Challenge in Times of COVID-19 URL
          Students must
          View

          Read the content under the headlines "A. Poverty, extreme poverty and inequality will increase in all countries of the region" and "B. Groups particularly vulnerable to the socioeconomic crisis". (24 minutes)

          CEPAL - 2020

        • url icon
          The Effect of COVID-19 on Alcohol Consumption, and Policy Responses to Prevent Harmful Alcohol Consumption URL
          Students must
          View

          Read the entire article and pay attention to the statistical results in the tables. (26 minutes)

          OECD - 2021

        • url icon
          COVID-19 Pandemic and Addiction: Current Problems and Future Concerns URL
          Students must
          View

          Read entire article. (6 minutes)

          BMJ Journals - 2020

      • Module 5: Lesson 2: Neurocognitive Disorders post COVID-19

        This lesson provides the learner with resources to understand neurocognitive disorders using DSM-5 criteria and demonstrate the ability to identify potential acute conditions related to COVID-19.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          DSM-5 URL
          Students must
          View

          Read the content under the headings from "Neurocognitive Disorders" until the "TABLE 1 Neurocognitive domains (continued" on pages 591-595. (14 minutes)

          To access this book you must follow the instructions provided on the link below: LINK

          Important note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          2013

        • url icon
          Guillain-Barré Syndrome Associated with SARS-CoV-2 Infection: Causality or Coincidence? URL
          Students must
          View

          Read the entire article.. (7 minutes)

          Lancet Neurol - 2020
        • url icon
          The Cognitive Consequences of the COVID-19 Epidemic: Collateral Damage? URL
          Students must
          View

          Read from Virus-CNS damaged up to Conclusion. (13 minutes)

          Brain Commun - 2020

        • url icon
          Olfactory Dysfunction in Patients With Coronavirus Disease 2019: A Review URL
          Students must
          View

          Read the following sections: (17 minutes)
          -Introduction
          -Clinical Characteristics
          -Mechanisms of Covid-19-Induced OD           

          Front. Neurol - 2022

        • url icon
          COVID-19 and Stroke: A Review URL
          Students must
          View

          Read Sections 2-4. (18 minutes)

          Brain Hemorrhages. - 2021

        • url icon
          Delirium in Older Patients With COVID-19 Presenting to the Emergency Department URL
          Students must
          View

          Read the following sections: (11 minutes)
          -Introduction
          -Results
          -Discussion           

          JAMA - 2020

        • scorm icon
          Case Study 15: The Case of the Long COVID-19 effects. SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • quiz icon
          Quiz: Module 5

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Quiz: Module 4 is marked complete
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          SARS-CoV-2 Mediated Neuroinflammation and the Impact of COVID-19 in Neurological Disorders URL
          Students must
          View

          Read from sections 4-7. (44 minutes)

          Science Direct - 2021

        • url icon
          Short-term Neuropsychiatric Outcomes and Quality of Life in COVID-19 Survivors URL
          Students must
          View

          Read the following sections: (20 minutes)
          -Introduction
          -Results
          -Discussion           

          Journal of Internal Medicine - 2021

        • url icon
          Smell Dysfunction: A Biomarker for COVID‐19 URL
          Students must
          View

          Read the following sections: (12 minutes)
          - Discussion
          - Conclusion

          Int Forum Allergy Rhinol - 2020

        • url icon
          COVID-19 Pathophysiology Predicts That Ischemic Stroke Occurrence Is an Expectation, Not an Exception—A Systematic Review URL
          Students must
          View

          Read the following sections: (34 minutes)
          Results and Analysis

          Front. Neurol - 2021

        • url icon
          Factors Associated with Delirium in COVID-19 Patients and Their Outcome: A Single-Center Cohort Study URL
          Students must
          View

          Read the following sections: (12 minutes)
          -Introduction
          -Results
          -Discussion

          MDPI Diagnostics - 2022

      • Module 6: Clinical Skills


        This module provides the learner with a comprehensive overview of clinical skills, including history-taking, examination, medical interviewing, documentation and communication, clinical reasoning, and differential diagnosis and assessment of psychiatric emergencies.

      • Module 6: Lesson 1: History-Taking, Examination and Medical Interviewing

        This lesson provides the learner with resources to effectively and successfully engage in history taking, patient evaluation, and medical interviewing in a culturally competent manner.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Medical Assessment of the Patient With Mental Symptoms URL
          Students must
          View

          Read the entire page. (10 minutes)

          MSD Manuals for the Professional - 2020

        • url icon
          Drug-Induced Movement Disorders URL
          Students must
          View

          Read the entire article. (15 minutes)

          Aust Prescr. - 2019

        • url icon
          Etiology, Triggers and Neurochemical Circuits Associated With Unexpected, Expected, and Laboratory-Induced Panic Attacks URL
          Students must
          View

          Read under the headlines: (12 minutes)
          - "Section 2 – Panic Disorder and Panic Attacks: Symptoms, Signs, Diagnostic Criteria (DSM-I through V)"

          Neurosci Biobehav Rev. - 2015

        • url icon
          When Psychiatric Symptoms Reflect Medical Conditions URL
          Students must
          View

          Read the entire article. (26 minutes)

          PMC NIH - 2018

        • url icon
          What Is a Psychotropic Drug? URL
          Students must
          View

          Read the entire article. (15 minutes)

          Healthline  - 2021

        • url icon
          Medical History-Taking in Psychiatry URL
          Students must
          View

          Read the content under the heading from "If you don't ask you'll never know" until "Documentation". (12 minutes)

          Cambridge Core - 2018

        • url icon
          Religion and Spirituality in Clinical Practice URL
          Students must
          View

          Read from Clinical practice until assessments. (12 minutes)

          BJPsych - 2018

        • url icon
          The Mental Status Examination URL
          Students must
          View

          Read the entire document. (15 minutes)

          Brown. Education

        • url icon
          The Mental Status Examination URL
          Students must
          View

          Read the entire article. (20 minutes)

          American Family Physician Journal - 2016

        • url icon
          Screening Tools URL
          Students must
          View

          Read the entire article and explore embeded hyperlinks. (17 minutes)

          PSYCH-MENTAL HEALTH HUB - 2021

        • url icon
          Top Tips to Deal with Challenging Situations: Doctor–Patient Interactions URL
          Students must
          View

          Read the entire article. (27 minutes)

          PMC - 2017

        • url icon
          Development Stages and Methods of Interviewing Children URL
          Students must
          View

          Read the entire document. (21 minutes)

          Warsaw University

        • url icon
          Psychology Interviewing Skills Interviewing Skills for Psychology Undergraduate Students URL
          Students must
          View

          Read the entire article. (22 minutes)

          University of New South Wales - 2021

        • url icon
          Family Assessment Conversations as a Tool to Support Families Affected by parental mental illness: a retrospective review of electronic patient journals URL
          Students must
          View

          Read the entire article. (6 minutes)

          Georgetown University Center for Child and Human Development - 2021

        • url icon
          Interview Techniques URL
          Students must
          View

          Read the following sections: (20 minutes)
          -Issues of Concern
          -Other Issues

          StatPearls [Internet] - 2021

        • url icon
          Mental Status Examination URL
          Students must
          View

          Read the content under the headings from "Introduction" until "Enhancing Health care team outcomes". (33 minutes)

          Stat Pearls - 2021

        • url icon
          Engaging Patients to Improve Quality of Care: A Systematic Review URL
          Students must
          View

          Read the following sections: (34 minutes)
          -background
          -results
          -discussion and conclusion

          BMC Implementation Science - 2018

        • url icon
          Verbal and non-verbal communication skills including empathy during history taking of undergraduate medical students URL
          Students must
          View

          Read the following sections: (10 minutes)
          - Background
          - Discussion
          - Conclusion

          BMC Implementation Science - 2018

        • url icon
          The Use of an Interpreter During a Forensic Interview: Challenges and Considerations URL
          Students must
          View

          Read the following sections: (11 minutes)
          - Working with an Interpreter
          -Standardized intruments and an interpreter
          -conclusion

          ps.psychiatryonline.org - 2017

        • forum icon
          Activity : Self Reflection 1 (100 minutes) Forum
          Students must
          View
          Start discussions: 1

          In this learning activity, you will reflect on your experiences with patient interviews, particularly as it relates to history-taking, examination and medical interviewing. 

          Instructions:

          Step 1: Review 

          Read the required material for this lesson.

          Step 2: Reflect and Respond 

          Reflect on your experience having conducted patient interviews. With a word limit of 300-450 words, you will respond to the following key points :

          • What were some issues/challaanges you encountered when interviewing patients? You can reveiw the LRs “The Interview Research Method” and “Interview Techniques” to help identify any issues.
          • Ways of overcoming language barriers in your setting.
          • Reflect on the strengths and weaknesses of your own interviewing skills in your setting. 
          • Based on your reflection, in your own words, what do you think is the importance of having strong interviewing skills?

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • scorm icon
          Case Study 16: The Case of the challenging interview SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Cultural Considerations in the Classification of Mental Disorders: Why and How in ICD-11 URL
          Students must
          View

          Read the entire article. (5 minutes)

          BMC Medicine - 2020

        • url icon
          Interviewing Techniques for Patients with Intellectual Disability URL
          Students must
          View

          Read the content from Table 2 up to Summary. (11 minutes)

          Journal of Mental Health Disorders - 2021

        • url icon
          Family Assessment Conversations as a Tool to Support Families Affected by Parental Mental Illness: a Retrospective Review of Electronic Patient Journals URL
          Students must
          View

          Read the following sections: (22 minutes)
          Background
          Discussion
          Conclusion.

          International Journal of Mental Health Systems - 2018

        • url icon
          The Interview Research Method URL
          Students must
          View

          Read the entire content. (9 minutes)

          Simply Psychology - 2021

        • url icon
          Mental State Examination and Its Procedures—Narrative Review of Brazilian Descriptive Psychopathology URL
          Students must
          View

          Read the following sections: (19 minutes)
          -Introduction
          -Discussion
          -Conclusion           

          Frontier in Psychiatry - 2019

        • url icon
          Section 6: Strategies for Improving Patient Experience with Ambulatory Care URL
          Students must
          View

          Read the entire content. (19 minutes)

          Agency for Healthcare Research and Quality - 2017

        • url icon
          Communication skills 3: non-verbal communication URL
          Students must
          View

          Read the entire content. (10 minutes)

          Nursing Times - 2018

      • Module 6: Lesson 2: Documentation and Communication

        This lesson provides the learner with resources to improve their written and oral communication skills by communicating clearly and concisely to other professionals, patients, and their families.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          How to Keep Good Clinical Records URL
          Students must
          View

          Read the entire content. (19 minutes)

          BREATHE, The respiratory professinals' source for continuing education - 2016

        • url icon
          Guideline Communication with Patients, Family, and the Health Care Team URL
          Students must
          View

          Read entire article. (15 minutes)

          Washington Medical Quality Assurance Commission - 2016

        • url icon
          Psychoeducation an Effective Tool as Treatment Modality in Mental Health URL
          Students must
          View

          Read from section Models of psychoeducation up to conclusion. (13 minutes)

          The International Journal of Indian Psychology - 2017

        • url icon
          Assessment and Management of Risk to Others URL
          Students must
          View

          Read the entire document. (13 minutes)

          Royal College of Psychiatrists - 2016

        • url icon
          Assessing and Supporting Adolescents’ Capacity for Autonomous Decision-Making in Health-Care Settings URL
          Students must
          View

          Read the content on the section "2. Use of the tool" to the final of the document on pages 4-10.  (26 minutes)

          WHO source - 2021

        • scorm icon
          Case Scenario 17: The Case of Psychoeducation SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Best Practices for Communication with Patients and One Another URL
          Students must
          View

          Read the entire article. (5 minutes)

          JOHNS HOPKINS Medicine - 2021

        • url icon
          Clinical Practice Guidelines for Psychoeducation in Psychiatric Disorders General Principles of Psychoeducation URL
          Students must
          View

          Read from section
          -Various types of psychoeducation until "Conclusion."           (16 minutes)

          Indian J Psychiatry - 2020

        • url icon
          Psychoeducation on Anxiety URL
          Students must
          View

          Watch the entire video. (11 minutes)

          YouTube - 2020

        • url icon
          When Patients Choose to Live at Risk: What is an Ethical Approach to Intervention? URL
          Students must
          View

          Read from section: Evaluating and assessing risk up to Summary. (9 minutes)

          BC Medical Journal - 2018

      • Module 6: Lesson 3: Clinical Reasoning and Differential Diagnosis

        This lesson provides the learner with resources to become skillful at discerning signs and symptoms of psychiatric disorders and formulate reasonable diagnostic hypotheses with plans for further evaluation.

        Click here to start this lesson

        • Students must
          Mark as done
          Required Learning Resources and Activities
        • url icon
          Diagnosing and Classifying Abnormal Behavior URL
          Students must
          View

          Read from 3.2.1 Clinical Diagnosis and Classification Systems to 3.2.2.3 DSM 5 Disorder Categories. (12 minutes)

          ESSENTIALS OF ABNORMAL PSYCHOLOGY Washington State University - 2018

        • url icon
          DSM5 URL
          Students must
          View

          Read pages 20-23 of the manual under the headlines "Definition of a Mental Disorder" and "Elements of a Diagnosis" (4 minutes)

          American Psychiatric Association - 2013

        • url icon
          Differential Diagnosis of Mental Health Disorders URL
          Students must
          View

          Read the content from " The Process of Differential Diagnosis" until the end of the page. (9 minutes)

          The Recovery Village Webpage - 2020

        • url icon
          Clinical Assessment URL
          Students must
          View

          Read from " What is Clinical Assessment?" to " Intelligence Testing" (15 minutes)

          Essentials of Abnormal Psychology - Washington University - 2018

        • url icon
          Change In Mental Status URL
          Students must
          View

          Read the entire web page. (11 minutes)

          StatPearls - 2021

        • url icon
          Neuropsychological Evaluations in Adult URL
          Students must
          View

          Read the entire article. (21 minutes)

          American Family Physician Journal - 2019

        • scorm icon
          Case Study 18 : Developing a case-specific Differential Diagnosis SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • Students must
          Mark as done

          Recommended Additional Readings

        • url icon
          Diagnosing and Classifying Mental Disorders URL
          Students must
          View

          Read the content under the heading " until "Overview of the Major Disorder categories". (11 minutes)

          Lumen Abnormal Psychology 

        • url icon
          Diagnosis and Classification Issues: DSM-5 and More URL
          Students must
          View

          Read from pages 151 to 156.

          2019

        • url icon
          Medical Assessment of the Patient With Mental Symptoms URL
          Students must
          View

          Read the entire webpage. (10 minutes)

          MSD Manual - 2020

      • Module 6: Lesson 4: Assessment of Psychiatric Emergencies

        This lesson provides the learner with resources that allows one to recognize potential psychiatric emergencies, perform risk assessments, evaluate the patient and initiate an appropriate intervention for patients with altered mental status, behavioral dyscontrol, and potential assaultive behavior.

        Click here to start this lesson

        • Required Learning Resources and Activities
        • url icon
          Risk Factors for Serious Suicide Attempts: Difference Between Older and Younger Attempters in the Emergency Department URL
          Students must
          View

          Read the content under the heading " Introduction" "Discussion" and "Conclusion". (15 minutes)

          Frontiers in Psychiatry - 2021

        • url icon
          Suicide Risk Assessment Toolkit URL
          Students must
          View

          Read pages 7-11 of the document. (12 minutes)

          Mental Health Commission of Canada - 2021

        • url icon
          Psychiatric Emergencies: Assessing and Managing Suicidal Ideation URL
          Students must
          View

          Read from section "Management Goals" until section "Future considerations/Summary." (31 minutes)

          HHS Public Access - 2017

        • url icon
          Risk and Protective Factors: Violence Prevention URL
          Students must
          View

          Read entire webpage. (4 minutes)

          CDC - 2020

        • url icon
          Management of the Violent Patient in the Emergency Department URL
          Students must
          View

          Read the following sections:
          -Cues
          -Evaluation and Diagnostic Studies
          -Table 2: Diagnostic Consideration.           (4 minutes)

          Emergency Medicine Reports - 2017

        • url icon
          De-escalating Violence in Health Care URL
          Students must
          View

          Read pages 39-42. (7 minutes)

          Sigma Theta Tau International Honor Society of Nursing - 2020

        • url icon
          Violent Patients URL
          Students must
          View

          Read from "Evaluation" to the end. (13 minutes)

          NCBI - 2021

        • url icon
          DSM5 URL
          Students must
          View

          Read pages 742-744 Clinician-Rated Dimensions of Psychosis Symptom Severity

          Read all the Diagnostic criteria from pages 90-118 (30 minutes)

          To access this book you must follow the instructions provided on the link below: LINK

          Important note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013

        • url icon
          Canadian Guidelines for the Assessment and Diagnosis of Patients with Schizophrenia Spectrum and Other Psychotic Disorders URL
          Students must
          View

          Read section "Results". (18 minutes)

          Canadian Journal Psychiatry - 2017

        • url icon
          DSM5 URL
          Students must
          View

          Read all the contents on pages 593-595. (10 minutes)

          To access this book you must follow the instructions provided on the link below: LINK

          Important note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013

        • url icon
          Twelve Tips for Assessing and Managing Mild Cognitive Impairment and Major Neurocognitive Disorder in Older People URL
          Students must
          View

          Read entire article. (22 minutes)

          BC Medical Journal - 2017

        • url icon
          Adult Acute Psychiatric Inpatient Hospitalization URL
          Students must
          View

          Read the entire article. (6 minutes)

          Community Behavior Health - 2017

        • url icon
          Psychiatric Acute Day Hospital as an Alternative to Inpatient Treatment URL
          Students must
          View

          Read the following sections: (24 minutes)
          -Introduction
          -Discussion 
          -          Conclusion.

          Front. Psychiatry - 2020

        • url icon
          Risk factors of hospitalization for any medical condition among patients with prior emergency department visits for mental health conditions URL
          Students must
          View

          Read the following sections: Abstract, Introduction, Discussion, and Conclusion. (16 minutes)

          BMC Psychiatry - 2020

        • url icon
          Physical Restraint URL
          Students must
          View

          Read pages 2-7. (15 minutes)

          Mental Health Act 2016, Australia - 2016

        • url icon
          The Pharmacological Management of Agitated and Aggressive Behaviour: A Systematic Review and Meta-Analysis URL
          Students must
          View

          Read the following sections: Introduction, Results, Discussion, and Conclusion. (21 minutes)

          European Psychiatry - 2019

        • url icon
          DSM-5 URL
          Students must
          View

          Read the following section on pages 483-486. (10 minutes)
          - Features
          - Substance Intoxication and Withdrawal

          To access this book you must follow the instructions provided on the link below: LINK

          Important note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013

        • url icon
          Management of Common Adverse Effects of Antipsychotic Medications URL
          Students must
          View

          Read section:
          GENERAL STRATEGIES FOR MANAGING THE ADVERSE EFFECTS OF ANTIPSYCHOTICS.           (5 minutes)

          World Psychiatry Journal - 2018

        • url icon
          Six-month Follow Up of the Injured Trauma Survivor Screen (ITSS): Clinical Implications and Future Directions URL
          Students must
          View

          Read the contents from Background to Discussion section. (27 minutes)

          HHS Public Access - 2019

        • url icon
          Assessing and Treating Traumatic Stress in Crime Victims URL
          Students must
          View

          Read the following pages 12-20. (28 minutes)

          Victim Justice Network - 2017

        • forum icon
          Activity : Discussion Forum 11 (100 minutes)
          Students must
          View
          Start discussions: 1

          In this learning activity, you will outline methods of conducting a clinical assessment then, discuss recommendations for further evaluation of a trauma survivor.

          Instructions:

          Step 1: Review 

          Read the required material for this lesson.

          Step 2: Reflect and Respond 

          Reflect on your experience having conducted patient interviews. With a word limit of 250-300 words, you will respond to the following key points :

          • Highlight the most appropriate methods for conducting clinical assessment of a trauma survivor
          • Briefly describe why the methods you chose are the most appropriate
          • Propose recommendations for further evaluating trauma survivors, giving a brief rationale behind your recommendations

          Step 3: Share 

          To share your work, click on the “Add a new discussion topic” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

          Step 4: Interact

          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner, using the items in this Rubric to guide you. Be sure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas on other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You may use the following as a guide: 

           Item A is  .…. because….  My suggestions for improvement are…. 
           Item B is  .…. because….  My suggestions for improvement are…. 
          Item C is  .…. because….  My suggestions for improvement are….
          Item D is  .…. because….  My suggestions for improvement are….

          OPTIONAL Step 5: Interact (10 minutes)

          If you would like to, you can reply to your peers' posts in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.”


        • scorm icon
          Case study 19 : The case of the agitated and violent patient SCORM package
          Students must
          View
          Receive a grade
          In this activity, you must pass the quiz to be marked as complete, and you will have unlimited attempts to complete it.
        • quiz icon
          Quiz: Module 6

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Quiz: Module 5 is marked complete
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Treatment for Suicidal Ideation, Self-Harm, and Suicide Attempts Among Youths URL
          Students must
          View

          Read the following chapters: (64 minutes)
          - Chapter 3 (25mins)
          - Chapter 4 (25mins)
          - Chapter 5 (15mins).           

          SAMHSA - 2020

        • url icon
          Identifying Patients at High Risk for Violence and Self-Harm in the ED URL
          Students must
          View

          Read the following sections: (33 minutes)
          - Identifying and Risk Stratifying Patients at High Risk for Violence
          -Mitigate Patient’s Risk from Self-Directed or Interpersonal Harm
          -Sharing Patient Information 

          American College of Emergency Physicians - 2015

        • url icon
          How Can I De-escalate a Situation When Someone is Angry or Agitated? URL
          Students must
          View

          Read entire page. (2 minutes)

          NSW Government-Health - 2020

        • url icon
          Prevention and Management of Agitation in the ED URL
          Students must
          View

          Read the content under the headings from "Recommendations " until "2. Hand-offs and Documentation" on pages 4-16. (34 minutes)

          Mn Health Collaborative - 2021

        • url icon
          An Assessment of Five (PANSS, SAPS, SANS, NSA-16, CGI-SCH) Commonly used Symptoms Rating Scales in Schizophrenia and Comparison to Newer Scales (CAINS, BNSS) URL
          Students must
          View

          Read the entire article. (34 minutes)

          PMC Labs - 2017

        • url icon
          The Clinical Characterization of the Patient with Primary Psychosis Aimed at Personalization of Management URL
          Students must
          View

          Read the sections: "ONSET AND COURSE","NEUROCOGNITION", "SOCIAL COGNITION", and NEURODEVELOPMENTAL INDICATORS. (31 minutes)

          World Psychiatry Journal - 2021

        • url icon
          Assessment of Major Neurocognitive Disorders in Primary Health Care: Predictors of Individual Risk Factors URL
          Students must
          View

          Read entire article. (28 minutes)

          Frontiers - 2020

        • url icon
          Criteria, Procedures, and Future Prospects of Involuntary Treatment in Psychiatry Around the World: A Narrative Review URL
          Students must
          View

          Read the Discussion section and review tables 1, 2, and 3 of the Results section. (20 minutes)

          Frontiers in Psychiatry - 2019

        • url icon
          Psychiatric Hospitalization vs. Treatment at Home URL
          Students must
          View

          Read the entire article. (12 minutes)

          Psychology Today - 2013

        • url icon
          Clinical and Social Factors Associated with Increased Risk for Involuntary Psychiatric Hospitalisation: a Systematic Review, Meta-Analysis, and Narrative Synthesis URL
          Students must
          View

          Read the "Discussion" part. (10 minutes)

          Lancelet Psychiatry - 2019

        • url icon
          Physical Restraint in Mental Health Nursing: A Concept Analysis URL
          Students must
          View

          Read the entire article. (26 minutes)

          2019

        • url icon
          Clinical Toxicology and Overdose of Psychiatric Medications URL
          Students must
          View

          Read the entire article. (18 minutes)

          East Asian Arch Psychiatry - 2019

        • url icon
          Managing Psychotropic Medications in Complex, Real-World Patients Using Comprehensive Therapeutic Drug Monitoring URL
          Students must
          View

          Read the entire article. (10 minutes)

          American Chemical Society - 2017

        • url icon
          DSM-5 URL
          Students must
          View

          Read the following sections in pages 265-290 (45 minutes)
          -Diagnostic Criteria
          -Diagnostic Features
          -Differential Diagnosis           

          To access this book you must follow the instructions provided on the link below: LINK

          Important note: Take into account that at some point some of the 3 copies are not available and are in use. During this time, you will not be able to access a copy of the DSM-5, if so, please wait a moment and try to access the book later.

          American Psychiatric Association - 2013

        • url icon
          Torture Survivors: A Mental Health Provider’s Guide to Conducting Evaluations URL
          Students must
          View

          Read entire article. (14 minutes)

          Psycom Pro - 2021

      • Final Exam

        Click here to start Final Examination

        • quiz icon
          Final Exam Quiz

          To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 40 questions, and you will have 40 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.

          To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.


          Not available unless: All of: ...
          Not available unless:
          • All of:
            • The activity Course Registration is marked complete
            • The activity Pre-Test is marked complete
            • The activity Quiz: Module 1 is marked complete
            • The activity Quiz: Module 2 is marked complete
            • The activity Quiz: Module 3 is marked complete
            • The activity Quiz: Module 4 is marked complete
            • The activity Quiz: Module 5 is marked complete
            • The activity Quiz: Module 6 is marked complete
          • All of:
            • The activity Case Study 1: 12. y.o. Boy demonstrating symptoms of behavioral disorder is marked complete
            • The activity Case Study 2: Psychiatric Disorders in the elderly is marked complete
            • The activity Activity 1: Discussion Forum 1 (100 minutes) is marked complete
            • The activity Case Study 3: Female patient presenting symptoms of amnesia is marked complete
            • The activity Activity : Discussion Forum 2 (100 minutes) is marked complete
            • The activity Case Study 4: 35 y.o Patient with Psychotic Spectrum Disorder is marked complete
            • The activity Case Study 5: 30 y.o. woman admitted to Inpatient Psychiatry Care is marked complete
            • The activity Activity : Discussion Forum 3 (100 minutes) is marked complete
            • The activity Case study 6: 25 y.o. patient with anxiety disorder. is marked complete
            • The activity Case Study 7: 18 y.o patient with mild depression is marked complete
            • The activity Case study 8: 14 y.o patient with history of an eating disorder. is marked complete
            • The activity Activity : Discussion Forum 4 (120 minutes) is marked complete
            • The activity Case Study 9 : A 40 y.o. patient with an undiagnosed sleeping disorder. is marked complete
            • The activity Activity : Discussion Forum 5 (120 minutes) is marked complete
            • The activity Case Study 10: The Case of the Drug seeking patient is marked complete
            • The activity Activity : Discussion Forum 6 (100 minutes) is marked complete
            • The activity Case Study 11- Patient with a recent psychiatric diagnosis. is marked complete
            • The activity Case Study 12: Pregnant patient taking psychotropic medication for mental health condition is marked complete
            • The activity Activity : Discussion Forum 7 (120 minutes) is marked complete
            • The activity Case Study 13 - The Case of Psychotherapy is marked complete
            • The activity Case Study 14: 3. y.o. boy with a recent diagnosis of Autism Spectrum Disorder is marked complete
            • The activity Activity : Discussion Forum 8 (100 minutes) is marked complete
            • The activity Activity : Discussion Forum 9 (200 minutes) is marked complete
            • The activity Activity : Discussion Forum 10 (120 minutes) is marked complete
            • The activity Case Study 15: The Case of the Long COVID-19 effects. is marked complete
            • The activity Activity : Self Reflection 1 (100 minutes) is marked complete
            • The activity Case Study 16: The Case of the challenging interview is marked complete
            • The activity Case Scenario 17: The Case of Psychoeducation is marked complete
            • The activity Case Study 18 : Developing a case-specific Differential Diagnosis is marked complete
            • The activity Activity : Discussion Forum 11 (100 minutes) is marked complete
            • The activity Case study 19 : The case of the agitated and violent patient is marked complete

      • Course and Self Evaluation & Certificate

        In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.

        Click here give your feedback

        • questionnaire icon
          Course Evaluation Questionnaire
          Not available unless: The activity Final Exam is complete and passed
        • questionnaire icon
          Self Evaluation Questionnaire
          Not available unless: The activity Final Exam is complete and passed

      • Course Activities

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          Case Studies Page
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          Discussion Forums Page
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