The Portal of Geriatrics Online Education

Duke University School of Medicine

Is this a Reynold's grantee: 
Yes

An Interactive Curriculum on Pressure Ulcers in the Elderly

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
3
Abstract: 

This is a 2.5 hour curriculum for medical students in their clerkships on pressure ulcers. The medical students completed an online module to gain basic understanding of pressure ulcers - descriptive techniques and classification. This online module included a knowledge based pre-test. The faculty identified SNF patients with a variety of pressure ulcers - different stages and sites. The faculty conducted clinical rounds on these patients with medical students to practice pressure ulcer description, risk factors, staging and prevention. Subsequently medical students completed a post test to measure their progress towards the objectives. They also completed a program evalution survey.

Educational objectives: 

On completion, the learner will be able to:

  1. Identify risk factors for pressure ulcer development
  2. Name the sites at risk for pressure ulcer development
  3. Describe pressure ulcers
  4. Stage pressure ulcers
  5. Enlist pressure ulcer prevention methods
Additional information/Special implementation requirements or guidelines: 

20 minutes to complete online module.

Limit bedside rounds to 4 students at a time with faculty members to promote better learning and clear viewing of the pressure ulcers.

This curriculum has been reviewed by geriatrics fellows and faculty at DUMC and visiting faculty participating in the Reynolds Faculty Development program.

Date posted: 
Mon, 08/19/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/19/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . An Interactive Curriculum on Pressure Ulcers in the Elderly. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1156

A Multimodal Evaluation for an Internal Medicine Geriatrics Rotation

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Intended Learner Audiences: 
Rotation Directors
Program Directors
Product Information
Estimated time to complete: 
999
Abstract: 

This multimodal learner-oriented evaluation process for the internal medicine geriatrics rotation at Duke University Medical Center was designed and conducted over the course of two consecutive months. The aim of this evaluation is to measure three outcomes:

Outcome 1) Learners' self perception in knowledge of geriatrics.
Outcome 2) Learners' attitudes towards caring for older adults.
Outcome 3) Learners' satisfaction in the current educational content and format/organization of the rotation.

This product contains three data collection tools, which were developed to evaluate the above outcomes: Survey that includes quantitative and qualitative open ended questions to evaluate Outcomes 1 and 3, Focus group to evaluate Outcomes 2 and 3, and Reflection essay to evaluate Outcomes 1 and 2.

Educational objectives: 
  1. Describe the process of designing and implementing a multimodal learner-oriented evaluation plan for a geriatrics internal medicine rotation.
  2. Present the results of the geriatrics internal medicine rotation evaluation which includes:
    •     Self-perception of knowledge in geriatrics competencies
    •     Attitudes towards caring for older adults
    •     Satisfaction in the organization/content of the rotation
Additional information/Special implementation requirements or guidelines: 

The current increase in the population of older adults will not be paralleled by an increase in the number of geriatricians to care for them. Nonetheless, older patients have unique problems that require the internal medicine providers who do care for them have specific competencies. Therefore, it is crucial that geriatrics internal medicine rotations constantly strive to instill these competencies in their learners. To ensure that this task is done to the best of the educators’ abilities, an evaluation plan should be an integral ongoing part of the rotation’s curriculum as should be the case in any educational product. Consequently the evaluation results should be constantly incorporated into the active planning used for the improvement of the rotation.

Results:

The data were collected on the last day of their rotations, and there was a 100% response rate from 2 groups of learners during 2 consecutive rotations. Data obtained were analyzed quantitatively and qualitatively and the findings were the following:

Outcome 1: Self-perception of knowledge in geriatrics improved in all domains of the rotation objectives with the greatest improvement seen in "performing functional status evaluation" where the mean increased from 2.7 to 4.7 on a retrospective pre/post 5-point scale. The two areas that learners’ perceived as least improved were "delirium" and "incontinence".

Outcome 2: Caring for older adults was viewed as crucial and complex. Challenges that stem from dealing with multiple intermingled medical and social problems were appreciated. The unique aspects of geriatrics that need to be implemented across the board in treating older adults were identified. The main attractions in caring for older adults were the fact that the care is very personalized, the atmosphere around people who specialize in caring for older adults is generally "happy" and that the stories that the patients have are great.

Outcome 3: Most of the experiences were either "somewhat helpful" or "very helpful" on a 4-point scale. Effective aspects included their "unrushed" experiences in outpatient clinics where they learned comprehensive geriatric assessments, material present on the website, and the effective teaching of faculty and fellows. Less effective areas were lack of lectures on all core topics, logistics in organization of the "transitions of care" experience, multiplicity of sites and difficulty in making it on time, and challenges in browsing through the website.

Recommended rotation changes based on the evaluation results:

  • Make available, either live or by podcast, a series of lectures on core geriatrics topics.
  • More clinical experiences in areas of urinary incontinence and delirium.
  • Assign a patient in the transitions of care experience at the beginning of the rotation.
  • Make the website more user-friendly.
  • Frequent updating of assigned reading material.
  • Change the design of the experiences to minimize having to travel from one site to another that is further away during a given day.
Publications from, presentations from, and/or citations to this product: 

The product was presented via a poster during the Harvard Macy Institute Program for Educators in Health Professions, May 2010.

Date posted: 
Thu, 04/14/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/14/2011
Contact Person/Corresponding Author:



Suggested Citation:
and . A Multimodal Evaluation for an Internal Medicine Geriatrics Rotation. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/1156

Advance Directives

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Abstract: 

Members of the Duke University Medical Center Division of Geriatric Medicine offer a brief lecture on advance directives and practical instruction on communicating with older patients about their preferences for end of life care.

Educational objectives: 

Learners should be able to:

  1. Define and differentiate advance directives for health care, including instructional directives and health care proxies.
  2. Describe the legal and practical purposes of the various forms of advance directives.
  3. Describe the limitations of advance directives with respect to health care decision making at the end of life.
  4. Describe the process for completing a living will, health care power of attorney and do not resuscitate order and become familiar with the various forms for each.
  5. Develop skills in effectively and empathetically communicating with patients and family members in various situations, including healthy and sick patients, in both inpatient and outpatient settings.
Additional information/Special implementation requirements or guidelines: 

Numbers and types of learners: 20 medical students

Implementation Environment: teaching sessions during internal medicine clerkship

Additional Product Information:

  1. Review guidelines for conducting role play discussions, giving feedback for case discussions
  2. May need to reduce edit/reduce PowerPoint slides to allow time for discussion
Date posted: 
Tue, 08/21/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/08/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . Advance Directives. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1156
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