The Portal of Geriatrics Online Education

Medical College of Wisconsin

Is this a Reynold's grantee: 
Yes

Geriatric Fast Facts Quizzes

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
0
Abstract: 

Geriatric Fast Facts (GFFs) [www.geriatricfastfacts.com] is a mobile enabled website which contains 1-2 page concise, peer-reviewed evidence-based educational summaries on key geriatrics topics to increase medical knowledge.

GFF Quizzes are quick, online assessment tools paired with GFF content, to be used by learners at the point of care to assess knowledge of geriatric content aligned with ACGME Milestones.  Design elements include quiz content searchable by topic, links to corresponding GFFs, MCQ/ short answer question formats and ability to include images. Learners enter brief demographic information to start (institution, email of self and up to 1 other) allowing annotated score results, displayed immediately after quiz completion, to be sent to themselves and one other individual (faculty, program director). These quick quizzes, available on hand held mobile devices at the point of care, linked to GFF content provide learners and program directors information of learner knowledge assessment linked to ACGME Milestones.

Educational objectives: 

The Geriatric Fast Fact (GFF) quizzes, available on hand held mobile devices at the point of care, linked to GFF content will provide learners and program directors information of learner knowledge assessment linked to ACGME Milestones.

Additional information/Special implementation requirements or guidelines: 

The Geriatric Fast Facts (GFF) and GFF Quizzes may be viewed and accessed by the URL address geriatricfastfacts.com. The site may be then saved to the home screen to allow functionality as an "app".

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

Quick Quizzes:  Geriatrics Right in Your Hand & at the Point of Care.  Denson K, Simpson D, Padua K, and the GET Collaboratives at the Medical College of Wisconsin & Aurora Health Care, American Geriatrics Society Annual Meeting, Baltimore, MD, 05/2015

Date posted: 
Thu, 10/08/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 10/08/2015
Product Viewing Instructions: 
The Geriatric Fast Facts (GFF) and GFF Quizzes may be viewed by the URL address geriatricfastfacts.com. The site may be then saved to the home screen to allow functionality as an "app"
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Fast Facts Quizzes. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/1175

It Takes a Village: Interprofessional Geriatrics Case Conference

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

Residency programs are grappling with the best ways to improve their curriculua to meet the requirements of the Next Accreditation System and ACGME Milestones.  Our review identified NAS requirements that align with established geriatrics care principles (e.g., transitions of care, interprofessional teamwork, managing complex patients, patient / caregiver communication).  Our internal medicine residency program transformed an existing monthly, hour long educational case conference into an an interdisciplinary team-based educational forum emphasizing key geriatrics care and interprofessional principles.  This educational product includes all tools and information necessary for this session to be successfully implemented and evaluated in other institutions.  

Materials and information includes:

  1. Outline / identification of interdisciplinary participants
  2. Forum structure and format 
  3. Content area examples
  4. Learner and curriculum evaluation tool. 

This session provides tools for learners to reach these training goals and requirements while integrating core geriatrics principles through use of team teaching with interprofessional colleagues.  Learners consistently reported an increase in knowledge gained in all targeted milestones with the most dramatic increases in milestones specific to systems-based practice and professionalism.

Educational objectives: 
  1. Integrate interprofessional colleagues into internal medicine residency education in a meaningful forum.
  2. Demonstrate how interprofessional collaboration and communication leads to higyh quality patient care through the use of practical patient cases with evidence to support key points drawn from the literature.
  3. Emphasize core geriatric syndromes and principles that are often overlooked or missed.

 

Additional information/Special implementation requirements or guidelines: 

Please see the attached Instructor's Guide for full implementation details and guidelines for the session.

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

Abstract/Poster Presentation: Kuester J, Carnahan J, Duthie E, Rehm J, Denson S, Duthie E Jr, Integration of ACGME Milestones into Internal Medicine Residency Curriculum Through Teaching Care Geriatric Principles, American Geriatrics Society Annual Meeting, Orlando, FL, 05/2014.

Date posted: 
Thu, 10/01/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 10/01/2015
Contact Person/Corresponding Author:



Suggested Citation:
It Takes a Village: Interprofessional Geriatrics Case Conference. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/1175

Geriatric Nephrology OSCE

:  
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: 

At the Medical College of Wisconsin (MCW), geriatricians, nephrologists and medical educators worked together to create and implement a geriatric nephrology OSCE for nephrology fellows. Key curriculum content gaps (pathophysiology of the aging kidney, medication and renal dosing and renal toxicity in elderly patients) were identified through a needs assessment including:

  1. ACGME nephrology requirements
  2. Nephrology fellows' in-service exam scores
  3. Survey of fellows and faculty to identify areas of perceived weakness
  4. Literature review, and
  5. Brief MCQ of basic science linked to clinical case questions.

Curriculum content was delivered using the Objective Structured Clinical Examination (OSCE) educational / assessment method. The curriculum session highlighted kidney injury and pharmacology topics: drug toxicity + underlying science through an OSCE session with post session debriefing provided by faculty. Fellows were evaluated by faculty and standardized patients using a checklist, and fellows evaluated the session at its completion. This submission contains all materials for the geriatric nephrology OSCE session.

Educational objectives: 

1. Demonstrate competence in the prevention, evaluation and management of geriatric aspects of nephrology, including disorders of the aging kidney and urinary tract.

2. Apply knowledge of physiology and pathology of the aging kidney + drug dosing and renal toxicity in the elderly patient.

3. When called as a consultant, to quickly: a. Identify signs of adverse drug reactions (drug overdose/toxicity) in an elderly patient and, b. Communicate a management plan to the patient and family.

Additional information/Special implementation requirements or guidelines: 

Additional details may be found in the detailed Instructors' Guide included in the submission.

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

Denson K, Manzi G, Foy P, Vasudev B, Malmsten C, Rehm J, Brown D, Simpson D, Duthie E, Using Teaching Objective Structured Clinical Examination (OSCEs) to Expand Fellows' Perceptions Around Quality Care for Older Adults, American Geriatrics Society Annual Meeting, Orlando, FL 04/2014.

Date posted: 
Fri, 09/25/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/25/2015
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Nephrology OSCE. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/1175

Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying Hypoactive Delirium When Obtaining Procedural Consent

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

Fellowship Programs must soon comply with the ACGME's Next Accreditation System (NAS) milestone performance tracking and reporting requirement and consider Entrustable Professional Activities (EPAs) to measure learner performance. At the Medical College of Wisconsin (MCW), geriatricians and cardiologists worked together to create and implement a geriatric cardiology educational OSCE for cardiology fellows. Key curriculum content gaps (hypoactive delirium recognition, use of cognitive assessment tools) were identified through cardiology fellow and faculty knowledge/performance gaps on a needs assessment survey/pretest. Curriculum content was delivered using the Objective Structured Clinical Examination (OSCE) educational/assessment method. Fellows self-assessed their competency level in those EPAs both pre and post OSCE curriculum intervention (Unable to Perform (1) - Teach Others (5)). The curriculum session included the OSCEs station followed by a debriefing session and learner self-evaluation.

This OSCE station may be given alone or combined in a two station OSCE session, with our other geriatric cardiology OSCE titled, "Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals."

This resource, also available on MedEDPortal.

Educational objectives: 
  1. Identify subacute delirium in an undiagnosed early-moderate stage dementia patient
  2. Elicit a history substantiating dementia from the patient and daughter
  3. Recognize delirium using the CAM criteria and tool
  4. Determine decisionality of the patient (non-decisional) in regards to medical decision making
  5. Determine decisionality based on the 3 primary requirements for medical decision making (take in information, apply it to self, express a choice)
  6. Identify the decision-maker in the patient’s care (POAHC—daughter) to obtain consent for the cardiac catheterization procedure

Purpose of OSCE station:

By the conclusion of this session, learners will be able to better provide care to geriatric patients in the ACGME Competency Domains including:

  1. Medical Knowledge: through identification of delirium and potential contributing factors.​
  2. Patient Care: applying knowledge of delirium identification to the process of obtaining informed consent for a cardiac procedure.
Additional information/Special implementation requirements or guidelines: 

​Two standardized patients are required for each OSCE learner case (one geriatric "patient" and one "family member/caregiver"). Examination room to conduct OSCE, either with an examination table or bed for the "patient" and two chairs, one for the "family member/caregiver" and one for the fellow.

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

www.mededportal.org/publication/9601

Date posted: 
Tue, 08/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying Hypoactive Delirium When Obtaining Procedural Consent. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1175

Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

Fellowship Programs must soon comply with the ACGME's Next Accreditation System (NAS) Milestone performance tracking and reporting requirement and consider Entrustable Professional Activities (EPAs) to measure fellow performance. At the Medical College of Wisconsin (MCW), geriatricians and cardiologists worked together to create and implement a geriatric cardiology education OSCE for cardiology fellows. Key curriculum content gaps (identifying end stage heart disease, identifying and discussing palliative care goals in cardiac patients), were identified through cardiology fellow and faculty knowledge/performance gaps on a needs assessment survey/pretest. Curriculum content was delivered using the Objective Structured Clinical Examination (OSCE) educational method. Fellows self-assessed their competency level in those EPAs both pre and post OSCE curriculum intervention. The curriculum session included the OSCEs station followed by a debriefing session and learner self-evaluation.

This OSCE station may be given alone or combined in a two station OSCE session, with our other geriatric cardiology OSCE titled, "Geriatric Cardiology OSCE: The Hidden curriculum, Identifying Hypoactive Delirium when Obtaining Procedural Consent."

This resource, also available on MedEDPortal, contains all materials for the geriatric cardiology OSCE regarding end stage heart disease and end of life goal setting, but also contains an additional agenda & timeline and a second evaluation form to be used if the two stations are combined.

Educational objectives: 
  1. Identify end stage cardiac disease in an elderly patient.
  2. Determine the patient’s cognitive and functional capabilities.
  3. Elicit the patient’s goals of care.
  4. Make care recommendations that are consistent with the patient’s life and care goals.

As educators, our goal was to see if the learners were able to recognize that the cardiac disease was at an end stage process, and then follow with an exploration of cognitive, functional and social situations in the context of the patient's goals and wishes to discuss a hospice/palliative care approach. To increase clinical relevance and keep the simulation closer to the reality of clinical care, learners were asked to review the patient's case and discuss plans for his treatment and care. This allows for some learners to make the clinical error of only adjusting medications and suggesting AICD battery replacement if they do not fully assess the patient holistically and delve into their care goals. We believe that this to be a more realistic and powerful way to learn.

Additional information/Special implementation requirements or guidelines: 

This curriculum was successfully implemented in the cardiology fellowship core curriculum but could also be implemented with other levels and types of learners (residents, medical students). Resource limitations may include space and standardized patients.

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

Published first on MedEDPortal

Date posted: 
Tue, 08/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1175

Can You Swallow This? A Practical Approach to Dysphagia

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

This interactive, "hands-on", small group session emphasizes a practical approach to the diagnosis and management of dysphagia in older adults.  Created by a speech and language pathologist and geriatrician team, the session begins with a brief overview of swallowing anatomy and phases.  A small group brainstorming session then highlights potential etiologies of dysphagia, followed by the use of video fluoroscopic studies and the learners' sampling of thickened liquids and trials of swallowing manoeuvers to make learning "stick".

1) The session starts with the facilitator reviewing a PowerPoint presentation (9 slides).  These slides cover the session learning objectives, the definition of dysphagia and review of  health consequences of dysphagia, and orient the learner to swallowing basics through cross-sectional diagrams of the head and neck describing swallowing anatomy and phases of swallowing.

2) The session continues with a small group brainstorming session with learners working in groups of two or three to fill in a chart listing "what conditions/diseases may lead to dysphagia or aspiration?" The group lists the etiologies under the three headings of swallowing phases (e.g., oral, pharyngeal, esophageal).  The facilitator has the groups share findings with the large group, highlighting key points.

3) The facilitator returns to the PowerPoint Presentation, reviewing key factors in identifying dysphagia through history and physical examination (4 slides).  Evaluation through video fluoroscopy is demonstrated through 5 short video clips (e.g. normal swallow, aging swallow, aspiration, thick/thin liquids modifications).

4) Learners try nectar and honey thickened liquids to experience potential therapy/treatment options and to then practice basic compensatory swallowing strategies.

 

Educational objectives: 

Educational Objectives:

1. Identify the 3 phases of swallowing (oral, pharyngeal, esophageal) and conditions causing potential dysphagia.

2. List 5 factors (clues) that a patient may be at risk for aspiration.

3. List treatment options for aspiration (swallowing exercises, position changes, dietary modification).

Additional information/Special implementation requirements or guidelines: 

Educational Objectives:

1. Identify the 3 phases of swallowing (oral, pharyngeal, esophageal) and conditions causing potential dysphagia

2. LIst 5 factors (clues) that a patient may be at risk for aspiration

3. List treatment options for aspiration (swallowing exercises, position changes, dietary modification)

 

Of Note:

This exercise is designed to cover the practical aspects of swallowing and dysphagia.  It's goal is to help learners identify risk factors for aspiration in older adults and to be able to then implement an initial assessment plan to evaluate the condition further.  Trial of the liquids is done to increase empathy and understanding of the risks and benefits of modifying liquid consistence for patients and the challenges of postural and behavioral modifications as well.  The teacher/facilitator does not need to be an expert in swallowing and dysphagia.  The materials provided are an initial point for teaching and the Frequently Asked Questions/References  (Ask the Speech Therapist Sheet) is designed to supplement the session and to provide a starting place for further study.

While the session is most easily taught as a small group session (6-8 learners), it was taught at the American Geriatrics Society Clinical Skills session to approximately 60 learners.  The small group portions were completed by having learners work with one or two persons next to them to complete the Dysphagia Etiologies Chart, and liquids were passed on trays.

Materials needed for the session:

1. Session Agenda - facilitator (one)

2. Session Agenda - Participants (one for each participant)

3. PowerPoint presentation with included 5 video clips

4. Dysphagia Etiologies sheets - blank (one for each participant or for each small group)

5. Dysphagia Etiologies sheet - answer key (one for the facilitator)

6. Nectar and honey consistency thickened liquids.  These may be made with a starch/thickener product such as "Thickit" (mix the starch with water according to ratios in the product directions - be aware that the liquids thicken further upon standing, so you may need to thin the liquid out with more water), or by purchasing pre-thickened liquids in the two consistencies ( a more expensive, but easier approach).  It is a time-saver and stress-reducer to have the liquids prepared in the small cups prior to the session.  They may be place on the table or passed around via a tray.  It is important to identify which liquid (nectar or honey thickened) is in which cup.  This may be done with a marker "N" or "H" on the cups, or by simply using two different style/color of cups.

7. Small, disposable cups (2 per learner)

8. Spoons and napkins, tray (optional)

9. Frequently Asked Questions/Reference Sheet

 

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

Presented at:

Wisconsin Geriatrics Board Review Course and Update, Lake Geneva, WI, Sept, 2013

Wisconsin Family Medicine Winter Refresher Course, Oconomowoc, WI February 2014

 American Geriatrics Society Annual Meeting, Clinical Skills Session, Orlando, FL, May 2014

Date posted: 
Mon, 09/29/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 09/29/2014
Contact Person/Corresponding Author:



Suggested Citation:
Can You Swallow This? A Practical Approach to Dysphagia. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1175

Cruising to Competencies via Needs Assessment

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Learning Resource Type: 
Needs Assessment
Other Intended Learner Audiences: 
Clinician educators and Program directors
Faculty Developers
Educators
Other Sponsors: 
Wisconsin Geriatric Education Center
Product Information
Estimated time to complete: 
1
Abstract: 

Systematic design of instruction begins with a needs assessment. By carefully completing a needs assessment, educators can identify and clarify the problem/area of concern, define the end-point for instruction and the trainee’s current starting point. Using a 6-step signpost model, a little humor and actual needs assessment examples, this hyperlinked infographic provides a quick “cruise” through the needs assessment process so you can avoid being directionless@edu. Examples emphasize how to intersect multiple data sets commonly available to residency level educators and reframe the data into entrusted professional activities to provide competency-based medical education.

Educational objectives: 

On completion, the learner will be able to:

  1. Describe needs assessment process and steps.
  2. Identify readily available data sets available to inform/clarify your needs.
  3. Create a competency-based EPA needs assessment survey to “road test” your results consistent with concept of entrusted professional activities.
Date posted: 
Tue, 04/23/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Cruising to Competencies via Needs Assessment. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1175

SAFE-T from Babe to Sage: Injury Related Anticipatory Guidance Across the Age Continuum

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Sponsors: 
Centers for Disease Control and Prevention/Injury Research Center at the Medical College of Wisconsin
Product Information
Estimated time to complete: 
1
Abstract: 

Given many common themes in pediatric, adult, and geriatric injury prevention, we designed an anticipatory guidance pocket card with the mnemonic SAFE-T, encompassing topic areas of supervision, abuse, falls, environment, and travel. Each topic area is subdivided into areas of high injury risk, and then preventative guidance is provided. 

Educational objectives: 

Use a single mnemonic device that is applicable across the continuum of life to teach injury-related anticipatory guidance.

Additional information/Special implementation requirements or guidelines: 

Purpose: Unintentional injury constitutes the fifth leading cause of mortality in the United States, and nineth among adults greater than 65years of age. In contrast to pediatric curricula, there is little formal training on injury anticipatory guidance for elderly and vulnerable patients in either inpatient or outpatient settings. Medical students and resident physicians are often not taught to discuss anticipatory issues other than smoke alarms, seatbelts, bike helmets, and preventative screening, nor are they taught to approach these in a disease specific way. While general injury prevention can be linked to developmental stage and age in pediatrics, the non-linear decline in health of an older patient makes generalized anticipatory guidance more difficult. 

Method: Given many common themes in pediatric, adult, and geriatric injury prevention, we designed an anticipatory guidance pocket card with the mnemonic SAFE-T, encompassing topic areas of supervision, abuse, falls, environment, and travel. Each topic area is subdivided into areas of high injury risk, and then preventative guidance is provided. Traditional pediatric guidance is done by developmental stage and age. The geriatric anticipatory guidance looks at trigger conditions (diseases, comorbidities, cognitive decline) and links these to the injury risk and preventative strategy.

The powerpoint is an instruction guide to the SAFE-T card.  Two versions of the SAFE-T card are included - a color version and a greyscale.

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

Presented at the Presidential Poster Session, 2010 American Geriatrics Society National Meeting, Orlando, FL. Presented at the AGS Educator's Materials and Methods Swap, 2010 American Geriatrics Society National Meeting, Orlando, FL.

Date posted: 
Sat, 10/16/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/16/2010
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . SAFE-T from Babe to Sage: Injury Related Anticipatory Guidance Across the Age Continuum. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/1175

Pills, Pills and More Pills: A Pill Box Exercise to Reduce Polypharmacy

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Estimated time to complete: 
1
Abstract: 

An interactive, “hands-on” polypharmacy experience paired with group reflection, improves learner knowledge of medication adherence barriers and solutions, resulting in decreased number and dosing frequency of medications of their elderly patients.

At the first session, each learner starts by filling out a 5 question pre-survey. Each learner is then given a pill box to fill with "medications" (various candies) according to the medication list of an actual geriatric patient. The learners fill the boxes, and a faculty member facilitates a discussion about challenges to filling the box (e.g., dementia, arthritis, visual loss, neuropathy). Learners are instructed to take the "medications", as prescribed, for one week.

At the second session, one week later, learners report back to the group and describe their experience. The faculty then facilitate a discussion about barriers and solutions (both physician and patient/family initiated) that could be used to aid adherence. Ideas that may be emphasized include: non-judgemental inquiry regarding adherence, understanding patient goals, collaboration with the patient in regards to medications prescribed and decreasing number and frequency of medication dosing. Learners end the exercise by taking a 5 question post-survey.

The exercise has been used with a variety of learner levels, M1 (N=30), M3,M4 (N=25), PGY 1-4 (N=23). This exercise has generally been used in small groups of 6 learners during their geriatrics rotation, but was also used in our Senior Mentor Program with a group size of 30.

Initial data (N=78) showed an increased understanding of adherence barriers (3.5 to 4.9) and solutions (3.0 to 4.8), as well as increased patient medication education (2.6 to 4.0) and increased medication discontinuance/dosing changes (3.0 to 4.3) on a scale of 1-6 with 6 as highest. Results varied by learner level with most medication dose changes at the resident level.

Educational objectives: 
  1. List 5 barriers to medication adherence in elderly patients.
  2. List 3 solutions to medication non-adherence that physicians/providers could initiate.
  3. List 3 solutions to medication non-adherence that patients/families could implement.
  4. Increased learner behavior of educating patients in regards to medications.
  5. Increased learner behavior of discontinuing medications/decreasing medication frequency of patients.
Additional information/Special implementation requirements or guidelines: 

Materials needed:

  1. 1 pill box per learner (each pill box with small boxes for Sun-Sat., with 4 boxes/day for total of 28 small boxes per pill box.)
  2. Various small candies (M&Ms, Skittles, Wasabi peas, breath mints, other) sorted by type/color
  3. Pill bottles (15 bottles/set, 2-3 learners can use 1 set) filled with candies above
  4. Labels for each bottle with medication name and dosing schedule (e.g: lisinopril 5 mg po daily) (15 labels are needed for each medication set) 5. Large, gallon-size zip-lock bags (1 per each medications set of 15 bottles)
  5. Patient's medication list (1 list per every 2-3 learners)
  6. Pre-survey (1 per learner)
  7. Post-survey (1 per learner)


Flow of session: Session 1:

  1. Divide learners in groups of 2-3 learners
  2. Hand out pre-survey and empty pill box to each learner
  3. Hand out zip-lock bag containing: 15 labeled pill bottles (filled with candies) and patient medication list to each group
  4. Instruct learners to complete pre-survey and orient them to activity objectives and session flow
  5. Instruct learners to fill their pill box with "medications" according to the patient medication list provided.
  6. Facilitate discussion of potential difficulties in filling the pill boxes
  7. Instruct learners to take "medications" as prescribed for one week.
  8. Collect zip-lock bags with pill bottles and medication lists


Session 2: (1 week later) Facilitate discussion asking:

  1. "How did it go?"
  2. Ask learners to identify barriers to adherence they encountered
  3. Ask learners to identify potential solutions to non-adherence by patients
  4. Ask learners to identify potential solutions to non-adherence by providers
  5. Summarize experience
  6. Learners fill out post-survey
  7. Collect pill boxes to wash and use with other learners
Publications from, presentations from, and/or citations to this product: 
  1. AGS 2009 poster presentation: Pills, Pills and More Pills: Teaching about Barriers & Solutions in Polypharmacy
  2. Reynold's Foundation Awardees 2009 Meeting educational product demonstration
Date posted: 
Tue, 01/19/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/23/2012
Contact Person/Corresponding Author:



Suggested Citation:
, and . Pills, Pills and More Pills: A Pill Box Exercise to Reduce Polypharmacy. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/1175

Objective Structured Video Exams (OSVEs)

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

Each tool was explicitly designed to address at least 2 ACGME competencies beyond medical knowledge and patient care and includes an Instructor's Guide, a Q & A sheet, a Scoring Key, and a video trigger. For example, one trigger presents a phone conversation between a patient's son and the physician regarding the mental status of his father who has a history of memory loss and depression. Residents are asked questions about: (1) diagnostic strategies for dementia (Medical Knowledge); (2) factors influencing interpretation of test results (PBL&I); (3) communication between physician and family (Communication and Professionalism).

Exams:

Educational objectives: 

Increased knowledge and application of skills based on the ACGME competencies. Learners should be able to identify the ACGME six core competencies as applied to their daily clinical experiences.

Additional information/Special implementation requirements or guidelines: 

The OSVE toolkits have gone through multiple pilots, residents, medical students, and faculty (residency programs both regional, local, and national audiences).

Date posted: 
Wed, 03/11/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/18/2013
Contact Person/Corresponding Author:



Suggested Citation:
Objective Structured Video Exams (OSVEs). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1175

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