.
Mental Health
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:01.08.2024 13:23:22
| Study Course Information | |||||||||
| Course Code: | PMUPK_019 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Lelde Logina | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Psychosomatic Medicine and Psychotherapy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 30 Kristapa Street, pmpk rsu[pnkts]lv, +371 67210989 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 28 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Knowledge of the anatomy of the nervous system, histology and physiology. | ||||||||
| Objective: | To provide knowledge of mental health, its nature, formation of the basics, differential diagnostics criteria for psychiatric and psychosomatic disorders and illnesses. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Mental health and its criteria. | Lectures | 1.00 | auditorium | |||||
| 2 | Psychic defence mechanisms. | Lectures | 1.00 | auditorium | |||||
| 3 | Biopsychosocial model. | Classes | 1.00 | auditorium | |||||
| 4 | Levels of personality organization. | Classes | 1.00 | auditorium | |||||
| 5 | Classification and differentiation of emotions. | Classes | 1.00 | auditorium | |||||
| 6 | Stress – distress. | Classes | 1.00 | auditorium | |||||
| 7 | Emotional crisis. | Classes | 1.00 | auditorium | |||||
| 8 | Doctor – Patient relationship I. | Classes | 1.00 | auditorium | |||||
| 9 | Doctor – Patient relationship II. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1) the patient case analysis; 2) analysis of patient anamnesis collection technique. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | I. Knowledge – student is able to define: 80%: 1. Mental health criteria (20%) 2. Overview of psychic defence mechanisms (10%) 3. Overview of levels of personality functioning (10%) 4. Overview of personality structures (10%) 5. Biopsychosocial model in medicine (10%) 7. Emotional crises – types and stages (10%) 8. Stress, distress and somatization (10%) II. Skills: 20%: 1. Clinical cases analysis, including family analysis (20%). The exam grade is cumulative. It consists of: 1. Intermediate examination - 50%. At the choice of the lecturer: • Video analysis and / or • Clinical case description and / or • Open questions at the beginning of the lesson and / or • Multiple choice test and / or • Preparation of a presentation on the topic of the lesson. 2. Final exam (50%) - electronic, e-learning available or face-to-face multi-choice test on the topics covered within the course. It is possible to credit the automatic final test if the following criteria are met: -excellely passed mid-term examination; -100% attendance of classes and lectures; -active participation in discussions and role plays. OR A presentation on the topic of the cycle lesson has been prepared (literature review); (b) a clinical case; c) the latest research (according to the topic of the lesson). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | On successful completion of the study course students are able to define mental health concepts, the nature and role of the general state of health preservation, identification of its preventive role for somatic disease etiopathogenesis, also students are able to analyse its role in the medical profession, the therapeutic relationship building process with patients. | ||||||||
| Skills: | On completion of the study course students will be able to analyse the mental health criteria to recognize them in clinical practice, will be able to discuss the knowledge of mental health essential role in human health and in quality of life assurance. | ||||||||
| Competencies: | Interpretation of mental health and mental disorder concepts. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Women at higher risk for inflation-related stress, 24.05.2023 | ||||||||
| 2 | Medical-level empathy? Yup, chatGPT can fake that, 4.05.2023 | ||||||||
| 3 | Long- term impact of childhood trauma explained, 2.05.2023 | ||||||||
| 4 | Physicians may retire en masse soon. What does that mean for medicine? 18.04.2023 | ||||||||
| 5 | Anger in adults a red flag for childhood trauma, 5.04.2023 | ||||||||
| 6 | A better lower-cost option for mild to moderate Depression?, 30.03.2023 | ||||||||
| 7 | Is it time to stop treating high triglycerides?, 29.03.2023 | ||||||||
| 8 | Melatonin a new way to reduce self-harm, 27.03.2023 | ||||||||
| 9 | Treating depression in primary care: the latest guidelines, 21.03.2023 | ||||||||
| 10 | Physician suicide: investigating its prevalence and cause, 15.03.2023 | ||||||||
| 11 | Epigenetics, satiety, and predictive markers of obesity, 27.02.2023 | ||||||||
| 12 | Beyond the psychedelic effect: ayahuasca as antidepressant, 10.02.2023 | ||||||||
| 13 | Do doctors want their babies to Grow up to be Physicians?, 7.02.2023 | ||||||||
| 14 | Emotional eating tied to risk for diastolic dysfunction, 19.01.2023 | ||||||||
| 15 | Vegetarians suffer more depression than meat eaters, 27.12.2022 | ||||||||
| 16 | Greater Handgrip Strength tied to lower risk for depression, 20.12.2022 | ||||||||
| 17 | What happens when doctors and patients interrupt each other?, 23.11.2022 | ||||||||
| 18 | German survey on assisted suicide: how to handle this? Where should caution be exercised?, 16.09.2022 | ||||||||
| 19 | Social isolation, Loneliness tied to death, MI, stroke: AHA, 4.08.2022 | ||||||||
| 20 | Physicians react: burnout rates are alarming, so who should drive change? 6.06.2022 | ||||||||
| 21 | K. Abrahamsson. R. Ennals. Sustainable work in Europe. Concepts, Conditions, Challenges. 2022 Edited Collection. 342 Pages | ||||||||
| 22 | Empathy fatigue in clinicians rises with latest COVID-19 surge, 16.09.2021 | ||||||||
| 23 | Borderline personality disorder diagnosis: to tell or not to tell patients?, 22.03.2021 | ||||||||
| 24 | Why men need mind-body medicine now more than ever, 2.04.2020 | ||||||||
| 25 | Doctor – Patient relationship, 20.06.2019 | ||||||||
| 26 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 27 | Doctors, nurses give lifestyle advice but are skeptical it’s heeded, 29.03.2018 | ||||||||
| 28 | Why do depressed doctors suffer in silence? – 27.06.2017 | ||||||||
| 29 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 30 | Stress and depression mediated by single brain protein, 20.11.2014 | ||||||||
| 31 | How the brain responds to trauma, 24.09.2014 | ||||||||
| 32 | Long work hours wreak havoc in MDs, Personal lives, 23.09.2013 | ||||||||
| 33 | Nature, Niche, and nurture. The role of social experience in transforming genotype into phenotype, 11.10.2011 | ||||||||
| 34 | Gunta Ancāne, Andrejs Ancāns - Stress 21.gadsimtā. Kā palīdzēt sev un pacientiem. Latvijas Ārsts. 2, 2009, 10-15. (akceptējams izdevums) | ||||||||
| 35 | Gunta Ancāne - Krīze, phenomenon ranularum un psihiskā veselība. Latvijas ārsts, 2009, 12, 10-13. (akceptējams izdevums) | ||||||||
| 36 | Dreams in Jungian psychology: The use of dreams as an instrument for research, diagnosis and treatment of social phobia, 2009 | ||||||||
| 37 | Gunta Ancāne - „Ārsta un pacienta terapeitisko attiecību psihoemocionālie aspekti.”//Latvijas Ārsts.- 2005/6. 77.-79. (akceptējams izdevums) | ||||||||
| 38 | Gunta Ancāne - Psihosomatiskās medicīnas definīcija un īsa tās ideju attīstības vēsture//Psiholoģijas Pasaule. 2004.2. 36- 40. (akceptējams izdevums) | ||||||||
| 39 | Gunta Ancāne - “ Psihosomatiskie traucējumi un slimības” “Psiholoģijas Pasaule”; nr.2004/04; 44.-49. (akceptējams izdevums) | ||||||||
| 40 | Gunta Ancāne - Ķermeņa un psihes saistība//Psiholoģijas Pasaule.- 2004.-Nr.1-38.-43.lpp. (akceptējams izdevums) | ||||||||
| 41 | The effects of physician empathy on patient satisfaction and compliance, 09.2004 | ||||||||
| 42 | Implementing the care programme approach in psychotherapeutics settings, 2004 | ||||||||
| 43 | Post-traumatic stress disorder: symptom profiles in men and women, 2003 | ||||||||
| 44 | Physical symptoms and physician-experienced difficulty in the physician –patient relationship, 1.05.2001 | ||||||||
| 45 | Suzanne O'Sullivan. It's All in Your Head: Stories from the Frontline of Psychosomatic Illness. Vintage Publishing. 336 p. | ||||||||
| Additional Reading | |||||||||
| 1 | Artūrs Utināns - Cilvēka psihe. Tās darbība, funkcionēšanas traucējumi un ārstēšanas iespējas. Nacionālais apgāds. 2005. 568 lpp. | ||||||||
| 2 | Katedrā izstrādātie studentu pētnieciskie darbi/ student research works developed in the department: | ||||||||
| 3 | 1. Adelīna Nikitenko “Ģeneralizētas trauksmes izplatība Ogres pilsētas vidusskolēnu vidū un tās saistība ar vientulību.” | ||||||||
| 4 | 2. Aksel Darius Överlien Dalili “Burnout Syndrome in Medical Personnel During The Covid-19 Pandemic” | ||||||||
| 5 | 3. Ali Lavin “Changes of level of empathy in medical students during time of studies” | ||||||||
| 6 | 4. Ieva Kulša “Celikālijas psihosomatiskie aspekti.” | ||||||||
| 7 | 5. Jānis Kristpas Vasiļonoks “Ārstu-rezidentu spēja paziņot sliktas ziņas pacientam.” | ||||||||
| 8 | 6. Karīna Rudus “Saistība starp trauksmes simptomu smagumu un stresa pārvarēšanas stratēģijām RSU medicīnas fakultātes preklīnisko studiju gadu studentu vidū.” | ||||||||
| 9 | 7. Katrīna Liepiņa ”Adverse childhood experiences (ace) jeb nelabvēlīgas bērnības pieredzes saistībā ar gastrointestinālām sūdzībām āgenskalna ģimnāzijās” | ||||||||
| 10 | 8. Laura Gribuste “Saistība starp kritiskās domāšanas dispozīciju un ticību paranormālajam Rīgas Stradiņa Universitātes studentu vidū.” | ||||||||
| 11 | 9. Leonhard Francisco Schlichting “Borderline Personality Disorder as Comorbidity of Bulimia Nervosa in Adolescents” | ||||||||
| 12 | 10. Linda Borskoviča “Pašcieņas, trauksmes, depresijas rādītāju saistība ar glikēmijas kontroli pacientiem ar 1. un 2. Tipa cukura diabētu” | ||||||||
| 13 | 11. Linda Lumikki April Vainio “MDMA-assisted therapy in PTSD treatment” | ||||||||
| 14 | 12. Megija Zunde “Trauksmes simptomu īpatsvara dinamika vidējam medicīnas personālam Covid-19 pandēmijas laikā Latvijā.” | ||||||||
| 15 | 13. Miina-Maria Jyrälä “Depression as a risk factor for coronary artery disease, mechanisms behind it” | ||||||||
| 16 | 14. Nika Kristiāna Meždreija “Somatizācijas un trauksmes simptomu salīdzinājums sesijas laikā un pēc tā RSU 1. un 6. kursa medicīnas fakultātes studentiem” | ||||||||
| 17 | 15. Rebecca Abraham “The effect of parenting on the development of borderline personality disorder” | ||||||||
| 18 | 16. Rebeka Beinaroviča “Sociāli ekonomiskā stāvokļa saistība ar izdegšanas sindromu medicīnas fakultātē studējošajiem.” | ||||||||
| 19 | 17. Sima Shokouhi “The relationship between the belief in conspiracy theories and narcissistic personality traits in an individual.” | ||||||||
| 20 | 18. Svetlana Redina “Ēšanas traucējumu saistība ar depresijas un trauksmes simptomiem starp 12. klašu skolniekiem piecās Rīgas Pārdaugavas rajona skolās: 71. vidusskolā, 96. vidusskolā, Anniņmuižas vidusskolā, Arkādijas vidusskolā, Imantas vidusskolā” | ||||||||
| 21 | 19. Zanda Laura Šķiņķe “Trauksmes un depresijas simptomu korelācija ar un bez muguras lejasdaļas sāpēm RSU medicīnas fakultātes studentiem” | ||||||||
| Other Information Sources | |||||||||
| 1 | Steven James Bartlett. Normality Does Not Equal Mental Health: The Need to Look Elsewhere for Standards of Good Psychological Health. Praeger, 2011. | ||||||||
