The Portal of Geriatrics Online Education

Emory University School of Medicine

Is this a Reynold's grantee: 
Yes

The Hospitalized Older Adult

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
999
Abstract: 

Older adults are exposed to multiple hazards during hospitalization resulting in multiple complications that limit their return to their functional and cognitive baseline. It is critical that healthcare providers are trained on best practices in the care of hospitalized older adults. This product is a monthlong module for M4 students during their Sub I rotation, that focuses on educating them on the hazards of hospitalization, best practices in the care of hospitalized older adults, issues that occur during transitions of care and best practices to ensure optimal transitions across care settings. The module starts with an initial lecture on hazards of hospitalization and best practices in the care of older adults. This is followed by assignments in which students are assigned older aduts to care for. Using a checklist, they evaluate the care that these patients have received and also implement best practices in the care of their patient. They also participate in an interdisciplinary team meeting that focuses on these aspects of care.  This is followed by another assignment in which they are involved in deciding on the most appropriate discharge care setting their patient. They subsequently place a post discharge call to their patient to identify any issues thay may have encountered post discharge and assist them in resolving some of these issues. Through the month, students share their experiences on blackboard, outlining hazards they identified in their patients,  challenges in implementing best practices, choice of discharge care setting and reasons for their choices along with care transitions issues identified in their patients. Additionally they are required to review educational materials and published articles posted on blackboard, focused on hazards of hospitalization, best practices in care, settings of care and transitions of care.  A final class is held with the students at the end of the month discussing the rotation and their experiences, with a focus on settings of care and best practices in transitions of care.

Educational objectives: 

At the end of this course, each participant will be able to:

1. Describe the hazards of hospitalization of older adults.

2. Evaluate the care and implement best practices in the management of a hospitalized older adult.

3. Enumerate the discharge options available in a particular case scenario.

4. Compare and contrast the problematic elements of care transition with those of an ideal care transition.

Date posted: 
Tue, 10/25/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/25/2016
Contact Person/Corresponding Author:



Suggested Citation:
The Hospitalized Older Adult. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/1159

An Interprofessional Curriculum for Healthcare Providers Promoting Safety in Transitions of Care

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
2
Abstract: 

The transition of patients to other settings of care requires input from multiple members of the healthcare team to ensure safe transitions.  Interprofessional collaborative practice has been described as key to safe, high quality, accessible, patient-centered care. Effective team based care is best obtained when members of the healthcare team understand their roles and how to collaborate and coordinate activities with other team members. We developed an interprofessional curriculum aimed at improving role understanding, communication and collaboration in care delivery while promoting patient safety during transitions of care.  The curriculum addresses the 4 competency domains of interprofessional collaborative practice including Values/Ethics for Interprofessional Practice; Roles/Responsibilities; Interprofessional Communication; Teams and Teamwork.

Using a multimodal approach, the curriculum is delivered through: 

  1. Didactics at the ongoing hospital inter-professional conferences.
  2. Small group sessions with case studies, video play and role play during inpatient unit interdisciplinary meetings. 
  3. A web based CBL module to be completed by hospital staff at the already existent mandatory annual training of hospital staff and orientation of new staff.
  4. A discharge process checklist distributed to the staff and also incorporated into the hospital electronic medical records. 

Educational objectives: 

After this session, you will be able to:

  1. Define the role of each member of the healthcare team in the discharge process,
  2. Describe team based collaboration in discharge care.
  3. Describe the most important elements of patient and provider communication at       discharge.
  4. Define components of comprehensive pre-discharge assessment of patients.
  5. Assess patients for appropriate discharge locations.
  6. Describe the process of efficient and effective care coordination that will ensure seamless transition of patients to other care settings. 
Contact Person/Corresponding Author:



Suggested Citation:
An Interprofessional Curriculum for Healthcare Providers Promoting Safety in Transitions of Care. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1159

Care Transitions Curriculum for Medicine Residents.

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
2
Abstract: 

The Joint Commission, American Geriatric Society, ACGME and LCME have all identified care transitions as a core element of patient care and a critical component of health professional education. Only 16% of Internal Medicine residency programs have formal discharge curricula. We describe a comprehensive Care Transitions Curriculum (CTC) developed for Internal Medicine Primary Care and Categorical residents. 

The curriculum is delivered in the setting of an interactive case based 90 minute workshop using a multimodal approach that combines didactics with small group discussions and an interactive board game exercise. The curriculum focuses on addressing the core aspects of discharge care including (1) Appropriate Predischarge Assessment, (2)Medication Reconciliation, (3) Provider – Provider Communication, (4) Patient Education, (5) Care Coordination,  (6)Post discharge settings of care.

Evaluations received so far have shown that the curriculum is well received by the residents. 

 

Educational objectives: 
  1. Define transitions in care and the roles patients, providers and the system play in safe transitions.
  2. Describe the care transitions process and identify potential multilevel factors that are contributory to failure in transitions of care.
  3. Describe the effects of unsafe transitions and recognize the key elements of safe transitions.
  4. Identify appropriate discharge locations for patients.
  5. Identify processes of efficient and effective care coordination that will ensure seamless transition of patients to other care settings.
  6. Communicate effectively with accountable care providers at the point of discharge – Interdisciplinary team members, PCP, Home Health team, providers at other health care facilities.
  7. Complete an effective pre-discharge patient education on diagnosis, medications and warning symptoms.
Date posted: 
Fri, 03/07/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 03/07/2014
Contact Person/Corresponding Author:



Suggested Citation:
and . Care Transitions Curriculum for Medicine Residents. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1159

Office-Based Inter-Professional Care Transitions Curriculum for Third Year Medical Students

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
999
Abstract: 

This product consists of a series of activities conducted as a month-long module among third-year medical students during their ambulatory rotation aimed at educating them about provider-related factors in care transitions and best practices that assure patient safety during transitions. This product is also aimed at educating the students on the critical role of the receiving outpatient physician in care coordination and inter-professional collaboration during the transitions period. The activities are delivered in the context of an interactive case-based learning workshop followed by month-long web-based activities. 

Educational objectives: 

On completion, the learner will be able to:

  1. Structure the post discharge visit and perform post discharge outpatient best practices including medication reconciliation, review of a discharge summary with implementation of critical elements of the discharge care plan.
  2. Identify patient discharge care needs including factors that present a risk for re-hospitalization; develop a multidisciplinary care plan to address identified needs.
  3. Identify available community resources for the post discharge patient.
  4. Identify appropriate care settings for the post discharge patient.
  5. Apply skills for inter-professional team collaboration and care coordination in the management of a discharged patient.
Additional information/Special implementation requirements or guidelines: 

Blackboard Software for the web-based activities.

 

 

The transfer of patient care from the hospital team to providers in the community is a high-risk process characterized by fragmented, non-standardized, haphazard care. The contributory role of provider-related factors to failure in transitions of care is becoming more prevalent as a result of the lack of continuity of care with the emerging role of hospitalists in the care of patients, increasing the need for understanding of the roles of sending and receiving providers in the care transitions process.

 

 

The initial workshop consists of an interactive case-based presentation on the issues that occur at the point of transition, followed by recommended care transitions best practices. The workshop also incorporates hands on activities that simulate a patient’s post-discharge office visit with the participants role playing as the patient’s primary care physician. During this activity, the learners are trained on: structuring of the post discharge visit; identification of patient care needs, along with factors that present a risk for re-hospitalization; and, development of a multidisciplinary care plan to address the needs of the patient. This session is followed by a month-long web-based module that consists of participants’ review of web based study materials, completion of assignments along with online peer-peer and facilitator interaction. During the month, the participants continue to role play as the patient’s primary care physician while collaborating with other members of the healthcare team in caring for the patient. This aspect of the curriculum focuses on educating learners about the role of members of the healthcare team, inter-professional team collaboration and care coordination in the management of the discharged patient. It also highlights the role of the patient and family in the care transitions process, identification of available community resources to meet patient care needs, and appropriate discharge care settings.

The rotation is concluded with a wrap up session at the end of the month where interactive discussions are held to reinforce lessons learnt along with a discussion on appropriate discharge care settings, eligibility criteria and funding sources. The students then get to vote on a choice of an appropriate discharge care setting for their patient.

Date posted: 
Wed, 04/24/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 04/24/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . Office-Based Inter-Professional Care Transitions Curriculum for Third Year Medical Students. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1159

Handover and Care Transitions Training for Internal Medicine Residents

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

The presentations and exercises in this resource are intended to serve as introductory training tools for interns and residents for them to better perform care transitions. In this context, care transitions are defined as “the movement patients make between health care practitioners and settings as their condition and care needs change during the course of a chronic or acute illness” (Care Transitions Program, http://caretransitions.org). For our training exercises, we have focused on two types of transitions: handovers of patients between hospital providers, as well as hospital discharges.

In this resource, we have two different training experiences offered to internal medicine interns and residents at the Emory University School of Medicine: a two-hour workshop on care transitions issues offered to interns during their initial orientation, as well as an interactive presentation given to all residents a month into the academic year.

Educational objectives: 

After completing the course, learners should be able to:

  1. Identify what patient information should be included at handover.
  2. Communicate the essential elements of a nightly handover.
  3. Recognize patients at risk during transitions of care.
  4. Communicate clearly with patients and families, and members of the health care team during hospital discharge.
  5. Manage discharge medications to ensure safety and patient adherence.
Additional information/Special implementation requirements or guidelines: 

Effectiveness and Significance
The enclosed learning materials are part of a comprehensive curriculum for internal medicine interns and residents addressing care transitions in the hospital. It specifically covers handovers of patients in the hospital, as well as issues regarding patient care at discharge.

On the first implementation of this curriculum during the 2010-2011 academic year, the interns receiving the initial orientation gave the course a 4.1/5 in terms of perceived effectiveness. Interns’ confidence in their ability to perform care transitions tasks improved from 19.8 to 25.7 on a 30-point scale (p<0.0001), and knowledge scores improved from 4.5 to 5.7 out of 8 (p<0.0001), from pre- to post-course. After the course, 79% (34 of 43) answered “agree” or “strongly agree” when asked whether the course played a key role in their ability to hand over patients. 67% (29 of 43) answered “agree” or “strongly agree” when asked the same question about their ability to discharge patients.

This was the first dedicated curriculum on handovers or care transitions for medical residents at the Emory University School of Medicine. The lectures and exercises included in this resource are the core of a longitudinal care transitions curriculum that is now part of Emory's internal medicine training program.

Special Implementation Guidelines or Requirements
The materials contained in this package are meant to help with training of internal medicine (or family medicine) interns and residents on issues surrounding care transitions. The files attached were utilized for two distinct sessions: a two-hour session during the weeklong intern orientation, as well as an hourlong core lecture given a month later for the entire class of PGY 1-3 in Medicine.

Implementation of Intern Orientation
Detailed instructions on how to implement the exercises involved in intern orientation are in the attached documents. About two hours would be required for the exercise. Forty-five minutes would be used for the initial slide presentation, and about one hour would be used for the small group exercises. The handover and discharge summary exercises should be carried out dividing the larger class into groups of no more ten interns. The number of faculty required for this exercise will depend on the size of the intern class.

Core Lecture
The lecture can be given by one faculty member in a conference room. There is no predetermined limit on class size, as the interactive parts can be performed by asking residents to work in pairs and then having a discussion with the larger group.

The first document we recommend reading is facilitator_guide.doc, which contains instructions for both sessions.

Lessons Learned
We have received encouraging feedback for our training sessions on care transitions. The most important challenge we've worked with has been the integration of the lessons learned in the course into daily clinical practice. Our on care transitions transitions is very skills-oriented, so we needed to work with the faculty and administration at our different clinical sites to make sure that the skills our residents were learning were able to be integrated into clinical practice.

Publications from, presentations from, and/or citations to this product: 

Eskildsen M, Bonsall J, Miller A, Ohuabunwa U, Payne C, Rimler E, et al. Handover and Care Transitions Training for Internal Medicine Residents. MedEdPORTAL; 2012. Available from: www.mededportal.org/publication/9101

Date posted: 
Thu, 03/22/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 03/22/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Handover and Care Transitions Training for Internal Medicine Residents. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/1159

Computer Based Learning Workbook, Third Edition

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Sponsors: 
Generous Grant from Mr. Milton Kramer
Product Information
Estimated time to complete: 
999
Abstract: 

The Computer Based Learning (CBL) workbook provides a structured self-study curriculum that is comprised of 10 modules. Each module has Learning Objectives, a Clinical Case, Educational Tasks, and Board-Style Questions. The modules are also crosswalked with our Basics in Geriatrics ("BIG") 10 Principles and designed to be completed with resource material at our publically available Emory website (access the link to the right under the workbook). Some resource material within the workbook is located on the website and some material links to excellent products developed by other programs.

The modules are on Delirium, Dementia, Falls, Incontinence, Medication Use, Pain Management, Hazards of Hospitalization, Adult Failure to Thrive and Malnutrition, Transitions of Care for Older Patients, and Palliative Care. Each module is divided into three parts. The first is a clinical vignette illustrative of the topic. This is followed by a set of tasks that include reading a general overview of the subject, and working with several educational tools. Finally, each module ends with a post-test with at least three “boards-style” multiple choice questions that will test your knowledge of the topic.  Each module takes an estimated 60 minutes of uninterrupted time. The materials are targeted at the training level of an Internal Medicine resident.

There is also a Facilitator’s Guide and Answer Key included.

Educational objectives: 

The general objectives for this workbook are:

  1. Identify key topics in geriatric medicine and increase your knowledge through a case-based format.
  2. Describe the extent to which iatrogenic issues are part of the management of geriatric syndromes.
  3. Describe the multifactorial nature of most geriatric problems.

Delirium Objectives:

  1. Discuss the diagnosis, etiology, management and prognosis for delirium.
  2. Identify the 4 features of the CAM diagnostic algorithm and the criteria for diagnosing delirium.
  3. Identify the risk factors for delirium.
  4. List interventions to treat and prevent delirium.

Dementia Objectives:

  1. Identify subtypes of dementia.
  2. Discuss effective assessment of dementia.
  3. Utilize the most common dementia assessment tools.
  4. Develop management plans for dementia that include pharmacologic and psychosocial modalities.

Falls Objectives:

  1. Identify risk factors for falls in the elderly.
  2. Describe the key components of a gait assessment.
  3. Develop management strategies for a patient with falls.

Incontinence Objectives:

  1. Identify potentially reversible conditions that can cause or contribute to urinary incontinence.
  2. Utilize appropriate diagnostic tools for the different subtypes of incontinence.
  3. Apply non-pharmacologic and drug treatments for incontinence.

Medication Use Objectives:

  1. Identify which medications are considered inappropriate for use in elderly patients.
  2. Recognize the risks of polypharmacy in the elderly and learn the principals of evaluating and reducing these risks.

Pain Management Objectives:

  1. Recognize the spectrum of severity of pain, and understand the appropriate setting for different types of pain medication.
  2. Demonstrate knowledge of dosing conversions between different types of opioids.
  3. Differentiate between various categories of pain.
  4. Learn to recognize and treat the side effects of various types of pain medication.

Hazards of Hospitalization Objectives:

  1. Identify the predispositions of the older patient for injury or adverse event during hospitalization.
  2. Identify common complications of hospitalization in the elderly.
  3. Develop preventative strategies for the hazards of hospitalization of the elderly.
  4. Recognize early warning signs of complications.
  5. Develop treatment for those complications

Adult Failure to Thrive and Manutrition Objectives:

  1. Identify the disease processes that present as the historical diagnosis “Adult Failure To Thrive” (AFTT).
  2. Develop an approach to the systematic evaluation of social, physical and functional processes that lead to AFTT.
  3. Identify the role of the interdisciplinary team in the treatment of the AFTT syndrome.
  4. Identify the special nutritional needs of the older patient and the risk factors for malnutrition.
  5. Be able to perform nutrition screening using the Mini Nutritional Assessment (MNA).

Transitions of Care for Older Patients Objectives:

  1. Recognize that older patients are more likely to require multiple settings of care in the recovery from serious illness.
  2. Identify several settings of care and the skilled services provided in each setting.
  3. Identify a patient’s skilled needs and match them to an alternate setting of care.
  4. Incorporate transitions of care into discharge planning of the older patient.

Palliative Care Objectives

  1. Identify and describe key components of a Family Meeting.
  2. Describe management strategies for common symptoms at the End-Of-Life.
  3. Understand and explain basics of Medicare Hospice Benefit.
Date posted: 
Fri, 01/13/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/29/2014
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . Computer Based Learning Workbook, Third Edition. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/1159

GER-ANIUM

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
2
Abstract: 

GER-ANIUM is a fun, educational game that is loosely based on the “Cranium” series of family games. At Emory University, the session takes place with 4-6 Internal Medicine residents, and runs 90 minutes. During that time you will make it through most, though not all of the 50 cards in this set.

Educational objectives: 

To be able to demonstrate proficiency in multiple skills required for the practice of outpatient Geriatric Medicine.

Additional information/Special implementation requirements or guidelines: 

The game begins by having a resident select any card from the GER-ANIUM card stack that you have shuffled so they are randomly arranged. The card will give instruction for the resident to complete a task in one of 4 categories:

A) YOU ARTIST YOU - These cards indicate a drawing or sculpting assignment.
B) CRAZY SKILLS - These cards indicate a task that requires some core knowledge or formula.
C) YOU ARE THE STAR - These cards indicate a task that requires a physical demonstration of the answer. Some might call this acting…
D) ALL PLAY - These cards indicate tasks that must be completed by the whole group rather than any one resident.  

Play proceeds around the table. For each answer given, the faculty moderator assigns a point value of 1-5 and gives the resident (or residents in the case of an ALL PLAY) a poker chip of the corresponding point value. The moderator should explain their decision by reviewing with the residents what was both good about the answer given, and what about the given answer could use improvement.

You may want to make a disclaimer saying that point values assigned to answers may appear somewhat arbitrary and are non-reviewable. The emphasis should be kept on promoting an educational discussion of each answer. It is after all supposed to be fun! Play continues like this for as long as you like. At the end the residents add up their chips and a winner is declared. Reward your winner with a small prize!

To play the game you will need the following items:

  1. A table to sit around (and chairs).
  2. Poker chips in 5 colors. Assign a point value (1-5) for each color of poker chip.
  3. Play-Doh (or similar type of reusable modeling clay) in 4 colors for the “Sculpting” assignments. (Some assignments can be done with one color, but others will require different colors to illustrate their understanding of the medical concept)
  4. Blank paper for drawing and writing.
  5. Copies of the MMSE, Geriatric Depression Scale, Confusion Assessment Method, BIG (Basics in Geriatrics) 10 Principles are helpful to have for reference. (You can find specific websites for background materials through a Pubmed, Medline or Google search. If you have trouble locating helpful information on any topic please feel free to contact the corresponding author.)
  6. Geranium Cards. Emory's are 6"x8" and were made at Kinkos. Alternatively, you can print the ppt slides as a handout, with 4-6 slides per page, and cut them up.
Publications from, presentations from, and/or citations to this product: 

Flacker, J., (2010). GER-ANIUM. MedEdPORTAL: http://services.aamc.org/30/mededportal/servlet/s/...

Date posted: 
Mon, 12/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/13/2012
Contact Person/Corresponding Author:



Suggested Citation:
GER-ANIUM. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1159

PGY - 1 Geriatrics Workshop

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

This is a workshop directed at first year medical residents to introduce them to the basic principles of Geriatric medicine and an understanding how these principles may apply in the context of care for older patients. The workshop is targeted towards a group of 7-15 residents at a time. It can be given as one four-hour block, or divided into multiple shorter sessions. The workshop uses the Emory Basics in Geriatric 10 (BIG 10) as the structure for the talk. Please contact the author to obtain the DVD portion of this lecture.

Educational objectives: 

At the end of the session, learners should be able to: 1) Describe traditional medical thinking 2) Identify important principles of a geriatric medicine approach (BIG 10) 3) Determine decision making capacity in a basic fashion 4) Instruct patients on completion of advance directives in a basic fashion

Date posted: 
Fri, 12/01/2006
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 11/01/2012
Contact Person/Corresponding Author:



Suggested Citation:
PGY - 1 Geriatrics Workshop. POGOe - Portal of Geriatrics Online Education; 2006 Available from: https://pogoe.org/taxonomy/term/1159

The Emory Reynolds Program Basics in Geriatrics BIG 10 Principles and Concepts

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

The fundamental premise underlying the 'BIG 10' is to answer the question 'What is different about Geriatrics compared to regular internal or family medicine?' The Emory Reynolds Program believes these principles and concepts of Geriatrics should be clearly and repeatedly articulated to students, residents and faculty. Also available at: http://cha.emory.edu/reynoldsprogram/big/big_1a.html

Educational objectives: 

Goal: Provides 10 basic principles (with associated concepts) related to caring for geriatric patients. Objective: 1) Learners will apply these principles when caring for the older patient 2) Learners will discuss associated concepts related to each basic principle 3) Learns will provide case examples of each BIG 10 principle 4) Provides 10 basic principles (with associated concepts) related to caring for geriatric patients.

Additional information/Special implementation requirements or guidelines: 

Used with approximately 220 medical students and 75 residents.

Date posted: 
Mon, 11/06/2006
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 11/21/2009
Contact Person/Corresponding Author:



Suggested Citation:
The Emory Reynolds Program Basics in Geriatrics BIG 10 Principles and Concepts. POGOe - Portal of Geriatrics Online Education; 2006 Available from: https://pogoe.org/taxonomy/term/1159

DEMENTIA: The Geriatrician's View

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

This product is a small group interactive lecture that teaches about the management of patients with dementia in the context of core Geriatric Medicine principles. The product is part of a series designed to deliver information and training to Medical Residents in a principles-based format that highlights the EMORY BIG 10 in Geriatrics. While the BIG 10 are basic principles used to structure education in Geriatrics at Emory, knowledge of the BIG 10 is not required for the use of this educational product. This product will inform Residents as to how some basic principles can be applied to the care and management of persons with dementia.

Educational objectives: 

1) Understand fundamental principles of Geriatric Medicine. 2) Understand how these principles provide a frame of reference for the care and management of persons with dementia.

Additional information/Special implementation requirements or guidelines: 

The product is intended for delivery without the use of PowerPoint slides and is available for distribution to residents by hard copy or on PDA (compatible with Documents To Go). The interactive lecture takes about one hour to deliver. One needs only a Chalk/Dry Erase Board or Flip Chart to deliver this product. I encourage you to be comfortable with the interactivity and this can be a lot of fun! I have delivered this lecture to groups of PGY-1 and PGY 2&3 Internal Medicine Residents in group sizes of 8-15. The product has been delivered thus far to a total of 50 residents. 1. Lecturer needs to be comfortable with interactive methodology. 2. Lecturer must be comfortable enough with the material to present without PowerPoint or reading from the handout.

Date posted: 
Mon, 11/06/2006
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 11/06/2006
Contact Person/Corresponding Author:



Suggested Citation:
DEMENTIA: The Geriatrician's View. POGOe - Portal of Geriatrics Online Education; 2006 Available from: https://pogoe.org/taxonomy/term/1159

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