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Clinical Atlas Prestige · Evidence-first

Psych CASC / OSCEProfessional skills — mental state examination

Psych CASC / OSCE · Professional skills — mental state examination

Elicit and summarise a Mental State Examination — CASC communication station

MRCPsych/FRANZCP-style CASC: open-to-focused MSE elicitation, mood/affect, thought form/content, perception, cognition screen, multidimensional insight, risk, cultural sensitivity, and closing summary.

communication
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Target exams

FRANZCPMRCPsychABPNMD-DNB

Target exams

FRANZCPMRCPsychABPNMD-DNB
Prompt
A 32-year-old presents with two months of social withdrawal, fearfulness, and possible voices. You must conduct an empathic interview that covers core MSE domains, explores risk, avoids leading or collusion, and summarises findings without delivering a blunt diagnostic monologue.

Station brief

Format. Communication station, approximately 7–10 minutes active time after reading. You are the psychiatry registrar in outpatient/ED assessment. [1]

Candidate instructions. Build rapport. Explore the person's current mental state across core domains without reading a checklist. Elicit mood (quote), observe affect, assess thought form and content (including suicidal ideation), screen for hallucinations carefully, sample cognition, explore insight multidimensionally, and check judgement with a brief real-world probe. Summarise sensitively and outline next steps. Avoid collusion, humiliation, and invented legal section numbers. [1][2]

Candidate scenario

Your patient is 32, English-speaking, referred after family noticed withdrawal and fear of cameras. They appear tense, glance at the door, speak softly with long latency. If asked open questions they may allude to 'people talking about me' and 'comments when I walk past the TV.' They deny 'being mad' but admit sleep is poor. No current agitation. You may ask about thoughts of suicide; if present, clarify wish, intent, plan, and protective factors using structured concepts without sounding like a form. [3]

Marking domains

  • Empathy, pacing, non-stigmatising language
  • Open-then-focused structure covering appearance/behaviour (observed), speech, mood, affect, thought form and content, perception, cognition, insight, judgement
  • Safe hallucination elicitation without heavy leading
  • Risk exploration with appropriate depth [3]
  • Multidimensional insight (not only good/poor) [2]
  • Cultural humility if explanatory models arise [4]
  • Clear, non-jargon summary and collaborative next steps
  • Professional close [1]
Reveal assessor key

Open. Introduce role; explain you want to understand how things have been and how they are feeling today; check comfort and privacy. [1]

Observe continuously. Note grooming, eye contact, psychomotor state, rapport, speech latency/volume — these feed appearance/behaviour/speech without announcing 'I am now assessing appearance.' [1]

Mood and affect. Ask how they feel in their own words; reflect; observe range/reactivity/congruence. [1]

Thought. Listen for form (goal-directedness vs tangentiality/derailment). Explore content: worries, beliefs about cameras/TV, safety. Permission before suicide questions; clarify ideation intensity concepts (wish, intent, plan) if relevant. [3]

Perception. Normalise unusual experiences; ask about hearing/seeing things others do not; for voices — content, person, commands, resistance, acting. Do not debate reality. [1]

Cognition. Orientation, brief attention task if appropriate; explain why you are checking concentration. [1]

Insight and judgement. Ask what they make of these experiences; whether they think they need help; what they would do in a simple safety scenario. Map to awareness, relabelling, treatment attitude. [2]

Culture. If spiritual or cultural explanations appear, explore respectfully rather than dismissing or automatically pathologising. [4]

Close. Summarise key findings in plain language; propose assessment/treatment next steps; thank them; safety-net. [1]

References

  1. [1]Lenouvel E, Chivu C, Mattson J, et al. Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review Acad Psychiatry, 2022.PMID 35318592
  2. [2]David AS Insight and psychosis Br J Psychiatry, 1990.PMID 2207510
  3. [3]Posner K, Brown GK, Stanley B, et al. The Columbia-Suicide Severity Rating Scale: initial validity and internal consistency findings from three multisite studies with adolescents and adults Am J Psychiatry, 2011.PMID 22193671
  4. [4]Lam PC, Lewis-Fernández R, Aggarwal NK The Cultural Formulation Interview: Building the Case for Cultural Competence in Clinical Care Psychiatr Serv, 2023.PMID 36722093