Psychiatric Bulletin (2000) 24: 275. doi: 10.1192/pb.24.7.275-b
© 2000 The Royal College of Psychiatrists
Psychiatric Bulletin (2000) 24: 275
© 2000 The Royal College of Psychiatrists
Use of the Mental State Examination by psychiatric trainees
Andrew F. Blakey, Consultant Psychiatrist
Ingersley Building, Macclesfield General Hospital, Victoria Road,
Macclesfield SK10 3BL
Sir : I agree with Kareem & Ashby (Psychiatric Bulletin, March
2000, 24, 109-110) that the Mental State Examination (MSE) is
fundamental to psychiatric evaluations. The result of their audit showing
inadequate recording of the MSE by psychiatric trainees, although the
presentation of the data begs a number of questions, is, therefore, a cause
for concern.
A "standardised format" is suggested as the solution lest
trainees should "employ their discretion" such that
"important MSE headings and parameters are often unexamined and
unrecorded". The implication is that as long as every box on the audit
sheet can be ticked then all will be well with the world. Surely the important
thing is the content and quality of the MSE and that it meaningfully relates
to the patient's condition at the time. Of course, the form in which this
information is set out is relevant, but making an industry out of this is to
miss the point. There is, excluding hair-splitting, a well-established
convention for recording the MSE and a trainee forgetting to ask about
abnormal perceptions (or indeed to examine the nervous system) is down to the
trainee and not to the absence of a proforma.
I would also argue that it is self-evidently the responsibility of the
consultant, as the educational supervisor of the trainee and the doctor in
charge of the patient's care, to review the quality of information in the case
notes, including admission-clerking and MSE, as well as admission and
discharge summaries and clinic letters. How else is one to know what the
standards, strengths and weaknesses of a trainee in these important areas are
and, therefore, to be in a position to help them to address any short-comings
and contribute to an improved level of clinical care ? The audit process can
be useful, but is not an alternative to the fundamentals of good practice or
the rigorous clinical teaching of trainees, nor should it have to be a means
to this end.