The Portal of Geriatrics Online Education

University of Kansas School of Medicine

Is this a Reynold's grantee: 
Yes

Barney Smith - A Progressive Palliative Care Standardized Patient

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Intended Learner Audiences: 
Graduate Health Profession Students
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Abstract: 

This six part progressive standardized patent serves re train medical students to care for an older adult with a life limiting condition, including making the diagnosis of multiple myeloma, breaking bad news, transitions of care from the hospital to home and curative care to palliation, through advance directiive discussions, and eventually into hospice and his death. The six encounters occur from Year 2 through Year 4 of the medical school curriculum , with a scripted five year span of patient care. Educational modalities include standandized patients, simulation, web-based modules, and small group discussions. 

Educational objectives: 

1) Provide medical care for an older adult with a life limiting condition from their diagnosis through their death

2) Understand the roles of the medical provider and other health care disciplines, as individual providers and as a team, in caring for an older adult with a life limiting diagnosis as they transition from the hospital to home and from curative care to palliation

3) Assist family caregivers in identifying caregiver responsibilities and potential caregiver burden

Date posted: 
Mon, 10/17/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/17/2016
Contact Person/Corresponding Author:



Suggested Citation:
Barney Smith - A Progressive Palliative Care Standardized Patient. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/1213

Barney Smith 3 - A Transitions of Care Interprofessional Education Standardized Patient

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Intended Learner Audiences: 
Health Professions Graduate Students
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Abstract: 

This transitions of care Interprofessional education standardized patient serves to train Year 3 medical students and graduate students from physical, occupational and speech therapy in the transition of care of a frail older adult from the hospital to home. It is the third of a six part progressive standarized patient encounter on palliative care. This clinical simulation is an encounter with Barney as a hospitalized patient with newly acquired functional decline. Learners gain experience in the interprofessional team assessment of a hopsitalized older adult's functional status and the team management of that patient's transition of care from the hospital to home. Educational modalities include web-based instruction , the simulation, and a small group discussion of the interprofessional set of learners immediately following the encounter facilitated by interprofessional faculty.  

Educational objectives: 

1) Perform an interprofessional, comprehensive team assessment of a hospitalized older adult's functional assessment and the team mangement of that patient's transition of care from the hospital to home. 

2) Understand the role that individual discpliness play in conducting  a comprehesive assessment of an older adult's functinal status 

3) Assess specific risks and barriers to older adult safety as they transition from the hospital to home 

4) Assist family caregivers in identfying caregiver responsibilities and potential caregiver burden 

Date posted: 
Mon, 10/17/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/17/2016
Contact Person/Corresponding Author:



Suggested Citation:
Barney Smith 3 - A Transitions of Care Interprofessional Education Standardized Patient. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/1213

Geriatric Interprofessional Teaching Clinic (GITC)

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Learning Resource Type: 
Clinic model
Other Intended Learner Audiences: 
Physical Therapy Students
Occupational Therapy Students
Dietetics Students
Social Work Students
Product Information
Estimated time to complete: 
1
Abstract: 
•Collaborative interprofessional practice and care are essential to the complex healthcare needs of a rapidly growing older adult population.
•Interprofessional collaboration (IPC) occurs when various health care practitioners, clients and/or caregivers work together to improve a client’s overall health.
•Teaching an IPC model continues to be a major gap in every health professionals’ education.
•To address this gap, the Geriatrics Interprofessional Teaching Clinic (GITC) at the University of Kansas Medical Center's Landon Center on Aging was created. It incorporates six professions: Students and faculty from  Physical Therapy, Medicine, Pharmacy, Social Welfare, Dietitics/Nutrition and Occupational Therapy.
•It is scheduled one half day a week with four patients scheduled on a "rolling" basis allowing for interprofessional teams of three to see patients in a staggered fashion. On average, each visit takes approximately 60-90 minutes.
•Logistically, students from 3 professions review the medical record together, discuss what they want to accomplish in the room, and how they will approach the patient encounter as a team. The students then see the patient and report back to the attending physician and other health professions faculty as a team. The assessment and plan for the patient is developed by the team.
•Team members are asked to define their roles by what the patient needs at that particular visit, starting with their own professional training and scope of practice, but then encouraged to allow themselves to participate in new ways. The interprofessional clinic faculty assist the learners by facilitating reflection on their clinical performance as individuals and as a team at the time of the clinic visit, incorporating their reflections into their next clinical encounter and through debriefing.
•To quantify interprofessional collaboration, evaluation tools are being piloted to assess for team dynamics, and surveys are sent out to each individual learner to assess for behavior and attitude changes. These are both done at the "beginning" and "end" of their GITC experience.
 
 
Educational objectives: 
•Create an interprofessional (IP) clinic involving multiple learners, emphasizing the national interprofessional competencies (values/ethics, roles/responsibilities, interprofessional communication and teams/teamwork).
•Train students in IP teams to evaluate their communication with the patient and with other team members following a patient encounter in GITC using a validated rubric. 
•Monitor changes in IP team behavior through individual learner evaluations.
Date posted: 
Mon, 10/10/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/10/2016
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Interprofessional Teaching Clinic (GITC). POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/1213

An Inter-Professional Education Delirium Simulation Pilot Project

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Sponsors: 
University of Kansas Medical Alumni Innovative Teaching Fund
Product Information
Estimated time to complete: 
1
Abstract: 

Case Overview: Ida Mae Homer is an 80 year-old woman with a 5-year history of Alzheimer’s disease.  Her granddaughter has been staying with her for the last 3 days while her daughter (her usual caregiver) is out of town.  Mrs. Homer is becoming increasingly confused and agitated with increased urinary frequency and incontinence as well as insomnia.  Her granddaughter has tried using Benadryl to help her sleep, however nothing seems to be helping.

Simulation: The set-up for the simulation includes the medical and nursing students reviewing a delirium web module (POGOe #20503) as well as a Situation, Background, Assessment, Recommendation (SBAR) video attached on the right side of this page, then completing pre-test delirium assessment (Delirium Knowledge Survey) and an assessment of attitudes toward teams in training (KidSIM) prior to the simulation.  Next, each medical and nursing student pair meets approximately 10 minutes prior to the simulation to review instructions, introduce themselves, and discuss thoughts and plans for caring for an agitated patient.  The team is then escorted to the “Emergency Room” where the patient and granddaughter (both are standardized patients) are waiting (faculty observes from control room).  The patient is agitated and anxious and is trying to get out of bed.  The team should elicit information from the granddaughter and recognize that the use of Benadryl and the probable urinary tract infection are the likely etiologies of delirium.  The team has a variety of medications available on the med cart (lorazepam, haloperidol, morphine, and hydroxyzine) as well as restraints, and the patient has “IV” access.  The simulation lasts 20 minutes, and approximately 10-15 minutes into the simulation, once the patient is stable and a plan has been established, the medical student calls the “attending” in the control room, and using SBAR, checks out the patient over the phone.  The faculty member then ends the simulation, and the entire team (faculty member, 2 students, and 2 standardized patients) leave the room for an approximately 15-20 minute debriefing session.  Simulations can run staggered if there are resources to have 2 teams and 2 standardized patients, otherwise the next simulation would begin once the debriefing session ends.

Goals for the simulation and topics for discussion during debriefing session:

  1. Diagnose delirium using CAM
  2. Identify potential causes for delirium
  3. Identify appropriate pharmacologic management for delirium (medication as well as dosage)
  4. Inter-professional collaborative practice
  5. Situation, Background, Assessment, Recommendation (SBAR)
Educational objectives: 
  1. The students will be able to evaluate a patient with agitated delirium.
  2. The students will be able to outline appropriate treatment for a patient with delirium.
  3. The students will be able to work effectively with students in other professions in the care of a patient with agitated delirium.
  4. The students will be able to achieve 80% on post-test Delirium Survey.
  5. The students will improve their attitudes and beliefs about teams in training (KidSIM).
Publications from, presentations from, and/or citations to this product: 

The results of this inter-professional education delirium simulation has been presented at the American Academy of Neurology's Consortium of Neurology Clerkship Director's annual meeting, highlighting educational tools.  The results have also been presented at the Johnson County Community College's Annual Healthcare Simulation Conference.  This pilot project has also served as preliminary data for the University of Kansas' successful Reynold’s Foundation Next Steps grant application.

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



Suggested Citation:
An Inter-Professional Education Delirium Simulation Pilot Project. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1213

Perioperative Evaluation and Management with Geriatric Consideration Powerpoint

:  
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 powerpoint presentation covers the perioperative evaluation and management of adult patients and includes considerations prominent in the care of the geriatric population.  Cardiac risk stratification is according to American College of Cardiology- American Heart Association (ACC-AHA) guidelines and includes their easy to use flow chart.  Pre and postsurgical pulmonary optimization, management of diabetes mellitus and adrenal insufficiency, medication and geriatric considerations including delirium, cognitive dysfunction, nutrition, pain, physical therapy, frailty, hydration and volume status, medications and discharge planning are included.  

Educational objectives: 

1. Know and use ACC-AHA guidlines to cardiac risk stratify patients.

2. Know and use pulmonary recommendations in the care of surgical patients.

3. Know and use diabetes and adrenal insufficiency recommendations in the care of surgical patient.

4. Know the special considerations of geriatric surgical patients and use recommended care for these issues.

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

none

Date posted: 
Thu, 06/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 06/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
and . Perioperative Evaluation and Management with Geriatric Consideration Powerpoint. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1213

Dementia Web Module

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

Educational web module focusing on the evaluation and treatment of a patient with dementia. The module also includes a case and post-module questions.

Educational objectives: 
  1. The students will be able to compare and contrast Alzheimer's disease, dementia with Lewy bodies, frontotemporal dementia, vascular dementia, normal pressure hydrocephalus, Creutzfeldt-Jakob (CJD), and Wernicke’s encephalopathy.
  2. The students will be able to outline appropriate treatment for a patient with dementia.
  3. The students will be able to achieve 80% on post-module questions.
Date posted: 
Sun, 11/01/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/10/2009
Contact Person/Corresponding Author:



Suggested Citation:
and . Dementia Web Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1213

Peripheral Neuropathy Web Module

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

Educational web module focusing on the evaluation and treatment of peripheral neuropathy. The module also includes a case and post-module questions.

Educational objectives: 
  1. The students will be able to describe the physical examination findings in a patient with peripheral neuropathy.
  2. The students will be able to outline an appropriate treatment plan for a patient with peripheral neuropathy.
  3. The students will be able to achieve 80% on post-module questions.
Date posted: 
Wed, 08/12/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 05/30/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . Peripheral Neuropathy Web Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1213

Temporal Arteritis Web Module

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

Educational web module focusing on the evaluation and treatment of temporal arteritis. The module also includes a case and post-module questions.

Educational objectives: 
  1. The students will be able to describe signs and symptoms of temporal arteritis.
  2. The students will be able to outline appropriate treatment for a patient with temporal arteritis.
  3. The students will be able to achieve 80% on post-module questions.
Date posted: 
Wed, 08/12/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 05/30/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . Temporal Arteritis Web Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1213

Cranial Nerve Disorders Web Module

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

Educational web module focusing on the evaluation of cranial nerve disorders. The module also includes a case and post-module questions.

Educational objectives: 
  1. The students will be able to identify physical signs associated with cranial nerve disorders.
  2. The students will be able to achieve 80% on post-module questions.
Date posted: 
Wed, 08/12/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 05/30/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . Cranial Nerve Disorders Web Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1213

Neck and Back Pain Web Module

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

Educational web module focusing on the evaluation, localization, and treatment of neck and back pain. The module also includes a case and post-module questions.

Educational objectives: 
  1. The students will be able to evaluate patients with neck and back pain.
  2. The students will be able to identify spinal root innervation of upper and lower extremity reflexes.
  3. The students will be able to map myotomal innervation of major muscles in the upper and lower extremities.
  4. The students will be able to achieve 80% on post-module questions.
Date posted: 
Wed, 08/12/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 05/30/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . Neck and Back Pain Web Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1213

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