Case Files®: Psychiatry, 6th Edition PDF by Eugene C. Toy, MD and Debra Klamen, MD, MHPE  

Case Files®: Psychiatry, Sixth Edition

By Eugene C. Toy, MD and Debra Klamen, MD, MHPE

Contents

Contributors / vii

Preface / xi

Acknowledgments / xiii

Introduction / xv

Listing of Cases / xvii

Section I

How to Approach Clinical Problems…………………………………………………………..1

Part 1. Approach to the Patient……………………………………………………………………………………..3

Part 2. Approach to Clinical Problem Solving……………………………………………………………13

Part 3. Approach to the Diagnostic and Statistical Manual of Mental Disorders……………………..15

Part 4. Approach to Reading………………………………………………………………………………………..16

Section II

Psychiatric Therapeutics…………………………………………………………………………23

Part 1. Psychotherapy……………………………………………………………………………………………………25

Part 2. Electroconvulsive Therapy and Transcranial Magnetic Stimulation…………..26

Part 3. Psychopharmacotherapy………………………………………………………………………………….27

Section III

Clinical Cases………………………………………………………………………………………….47

Sixty Case Scenarios………………………………………………………………………………………………………49

Section IV

Review Questions………………………………………………………………………………………………………..553

Index / 565

Preface

We appreciate all the kind remarks and suggestions from the many medical students over the past 3 years. Your positive reception has been an incredible encouragement, especially in light of the short life of the Case Files® series. In this sixth edition of Case Files®: Psychiatry, the basic format of the cases has been retained, but we have updated medications, cases, and questions in the book. We grouped the cases in the same order as they may be found in the DSM-5 categories in the book. For example, neurodevelopmental disorders such as intellectual dis­ability and attention deficit hyperactivity disorder come first, and the personality and paraphilic disorders come last. This will allow for the ability to compare and contrast related disorders side by side, something that has been requested by our readers. The case listing and the index will allow a student to quickly reference similar cases for the sake of comparison as well. We have used entrustable profes­sional activities (EPA) corresponding to the learning objectives. The summary of the case scenarios are in bullet style to allow for easier reading. The multiple-choice questions have been carefully reviewed and rewritten to ensure that they comply with the National Board and USMLE Step 2 CK format. We have also revised our review questions to the book, and a more uniform format has been added to each case. New psychiatric medications have been introduced too. In using this sixth edition, we hope that the reader will continue to enjoy learning psychiatry through the simulated clinical cases. It is certainly a privilege to teach so many students, and it is with humility that we present this edition.

Eugene C. Toy

Introduction

Mastering the cognitive knowledge within a field such as psychiatry is a formi­dable task. It is even more difficult to draw on that knowledge, procure and filter through the clinical data, develop a differential diagnosis, and finally form a ratio­nal treatment plan. To gain these skills, the student often learns best by directly interviewing patients, guided and instructed by experienced teachers and inspired toward self-directed, diligent reading. Clearly, there is no replacement for education at the patient’s side. Unfortunately, clinical situations usually do not encompass the breadth of the specialty. Perhaps the best alternative is to prepare carefully crafted cases designed to simulate the clinical approach and decision making. In an attempt to achieve this goal, we have constructed a collection of clinical vignettes to teach diagnostic or therapeutic approaches relevant to psychiatry. Most important, the explanations for the cases emphasize mechanisms and underlying principles rather than merely rote questions and answers.

This book is organized for versatility: to allow the student “in a rush” to read the scenarios quickly and check the corresponding answers, as well as to provide more detailed information for the student who wants thought-provoking explanations. The answers are arranged from simple to complex: a summary of the pertinent points, the bare answers, an analysis of the case, an approach to the topic, case correlations allowing for easily accessible comparisons among similar cases, a com­prehension test at the end for reinforcement and emphasis, and a list of resources for further reading. A listing of cases is included in the front matter to aid students who desire to test their knowledge of a certain area or to review a topic, including the basic definitions. Several multiple-choice questions are included at the end of each scenario to reinforce concepts or introduce related topics.

How To Get The Most Out Of This Book

Each case is designed to simulate a patient encounter by using open-ended ques­tions. At times, the patient’s complaint differs from the issue of greatest concern, and sometimes extraneous information is given. The answers are organized into four different parts, as follows.

Part I

A Summary: The salient aspects of the case are identified, filtering out extrane­ous information. The student should formulate a summary of the case before looking at the answers. This is in bullet form now. A comparison with the sum­mation appearing in the answer will help improve the student’s ability to focus on the important data while appropriately discarding irrelevant information, a fundamental skill required in clinical problem solving.

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