The Portal of Geriatrics Online Education

University of Nebraska College of Medicine

Is this a Reynold's grantee: 
Yes

TeamSTEPPS® for Primary Care Teams

:  
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 educational module was designed to teach internal medicine residents about the importance of effective teamwork and how effective teamwork allows for patient-centered care.  The module explains the process for working together in teams for the best patient outomes.  Some areas discussed in the module include: leadership, situation monitoring and mutual support, and communication. 

Educational objectives: 

1. Understand benefits of leadership activities: brief, huddle, debrief

2. Understand how situation monitoring aids in the function of a team

3. Learn how to mutually support team members through feedback and conflict resolution techniques

4. Learn methods of communication for higher functioning, efficient teamwork

Additional information/Special implementation requirements or guidelines: 

For evaluation purposes, there are pre/post knowledge questions available from the author.

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



Suggested Citation:
, and . TeamSTEPPS® for Primary Care Teams. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1224

Assessing and Managing Swallowing Issues: An Interprofessional Approach

:  
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 educational module is designed to teach family medicine residents, internal medicine residents, fellows, and medical students an interprofessional approach to assessing and managing swallowing issues.

Educational objectives: 

The objectives of this educational module are:

  1. Identify signs and symptoms of potential swallowing problems.
  2. Identify nutritional concerns requiring intervention.
  3. Determine appropriate referral for speech pathologists and registered dietitians in the collaborative care of elderly patients with swallowing problems.
  4. Describe positive outcomes of a collaborative approach in the treatment of swallowing problems.
Additional information/Special implementation requirements or guidelines: 

For evaluation purposes, ther are pre/post knowledge questions available from the author.

Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Assessing and Managing Swallowing Issues: An Interprofessional Approach. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1224

SBARQ Education Module

:  
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: 

Communication errors contribute to adverse patient outcomes. This product is a web-based module teaching SBARQ (Situation, Background, Assessment, Recommendation, Question) Communication with the goal of reducing communication based errors.

Educational objectives: 

After completing the SBARQ module, the student will be able to:

  • Demonstrate SBARQ Communication

 

Date posted: 
Wed, 07/17/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 07/17/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . SBARQ Education Module. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1224

"The Case of Sherman Davis: An Interprofessional Analysis of Geriatric Medical Problems"

:  
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 case demonstrates the evaluation and care of an elderly gentleman who has fallen.  The complexity of caring for the geriatric patient becomes evident early in the case.  The following points are emphasized:

(1) medical problems common in elderly patients include falls, fluid and nutrition problems;

(2) the elderly often present with common problems in an atypical way;

(3) the morphologic, microbiologic, and epidemiologic aspects of tuberculosis;

(4) interprofessional teams are needed to provide optimal care.

Educational objectives: 

The students will be able to formulate a broad differential diagnosis for an elderly patient after receiving physical and history information. It is important to stress the difficulties in formulating a differential diagnosis when patient history is lacking, but also to discuss strategies to overcome these barriers (e.g. multi-professional evaluation, collateral source history). The students will then be given additional laboratory and x-ray results and more history from the patient's nephew. This will allow the students to narrow  differential diagnoses down. There is much happening with this patient. Students will understand that patients, especially the elderly, do not always present with one problem. By the end of the session, the students will be able to review the care of the patient and have a good understanding of most learning objectives in the case, including those for tuberculosis and community acquired pneumonia.

Additional information/Special implementation requirements or guidelines: 

This case will be used with second-year medical students as part of  the Introduction to Disease Processes Core. This Interprofessional Problem-Based Learning Case will be used as a small group activity (10-12 students) with 1-2 faculty leaders.

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 07/31/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . "The Case of Sherman Davis: An Interprofessional Analysis of Geriatric Medical Problems". POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/1224

Improving Patient Safety: Root Cause Analysis Training for Fourth Year Geriatric Sub-Interns

:  
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 curriculum was developed to teach students one of the primary tools used for quality improvement in healthcare, root-cause analysis.

Educational objectives: 

By the end of the program, the student will be able to:

  1. The student will be able to complete a root cause analysis of an adverse event.
  2. The student will be able to identify actionable recommendations to decrease the likelihood of recurrence of an event based on a case study.
  3. The student will be able to effectively communicate to colleagues the importance and utility of root cause analyses in patient safety.
  4. The student will be able to relate clinical scenarios to the required AAMC Geriatric Competencies.
  5. The student will choose to use root cause analysis when encountering adverse events amenable to this type of analysis.
Date posted: 
Mon, 02/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 02/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Improving Patient Safety: Root Cause Analysis Training for Fourth Year Geriatric Sub-Interns. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1224

Training Medical and Pharmacy Students in Collaborative Practice for End-of-Life Care

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

Using a small group seminar format, students work through several cases of patients nearing the end of life. The approximate time commitment is 2 x .5 days. This course is designed for M4 students with P4 students joining for the first half day.

Educational objectives: 

By the end of the seminar, students are able to:

  1. Formulate and write orders for management of key non-pain and pain symptoms based on patient goals of care.
  2. Describe hospice and know services provided by hospice, be able to identify appropriate patients and indications for referral.
  3. Demonstrate comunication skills including breaking bad news, assisting patients and/or surrogates in discerning goals of care, advance care planning.
  4. Effectively work with pharmacist to manage patient's symptoms.
Date posted: 
Thu, 08/29/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 08/29/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . Training Medical and Pharmacy Students in Collaborative Practice for End-of-Life Care. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/1224

Team Based Geriatrics

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Intended Learner Audiences: 
pharmacy students
Product Information
Estimated time to complete: 
1
Abstract: 

The End of Rotation Evaluation Instrument assesses knowledge of teamwork skills, ability to apply knowledge of geriatric syndromes to problem-based scenarios, and attitudes toward interdisciplinary education. Attitudes toward interdisciplinary education are measured using a retrospective pre-test form of the Interdisciplinary Education Perception Scale (IEPS).

Additional information/Special implementation requirements or guidelines: 

Scoring Guideline:

  • Section 1. Teamwork Knowledge. Aggregate Score 80% and above: Conclude students are obtaining the exposure to teamwork skills that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
  • Section 2. Geriatric Syndromes: Aggregate Score 80% and above: Conclude students are obtaining the knowledge of geriatric syndromes that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
  • Section 3. IEPS. For aggregate groups of 25 or more students, expect statistically significant changes in each of the three subscales. If a subscale does not change, look for patterns to be addressed.


We used the Interdisciplinary Education Perception Scale (IEPS) (Luecht, Madsen, Taugher, & Petterson, 1990; McFadyen, Maclaren, & Webster, 2007) to assess attitudes toward interdisciplinary education. We used a retrospective pre-test form of the IEPS. In a retrospective pre-test (RPT) design, participants rate and then compare their knowledge, skills, or behaviors immediately after an activity to the same knowledge, skills, or behaviors that they possessed within a specific time frame before the activity (Howard, 1980). I developed this form of the IEPS because the RPT design minimizes respondent burden, missing data, and response shift bias. Response shift bias is the tendency for an individual to overestimate their knowledge, skills, and behaviors in a pretest because their understanding of these topics is limited prior to the program intervention. By using the RPT design, respondents use the same frame of reference to judge their pretest and posttest attitudes, knowledge, and abilities (Pratt et al., 2000).

 

 

Howard, G. S. (1980). Response-shift bias: A problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93-106.
Luecht, R. M., Madsen, M. K., Taugher, M. P., & Petterson, B. J. (1990). Assessing professional perceptions: Design and validation of an interdisciplinary education perception scale. Journal of Allied Health, 19(2), 181-191.
McFadyen, A. K., Maclaren, W. M., & Webster, V. S. (2007). The interdisciplinary education perception scale (IEPS): An alternative remodelled sub-scale structure and its reliability. Journal of Interprofessional Care, 21(4), 433-443.
Pratt, C. C., McGuigan, W. M., & Katzev, A. R. (2000). Measuring program outcomes: Using retrospective pretest methodology. American Journal of Evaluation, 21(3), 341-349.

 

 

Contact Person/Corresponding Author:



Suggested Citation:
and . Team Based Geriatrics. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/1224

Medical Office Survey (MOS-T) on Patient Safety with Team Skills Addendum

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Learning Resource Type: 
Survey Instrument
Other Intended Learner Audiences: 
Anyone who delivers care as part of a Patient-Centered Medical Home
Product Information
Estimated time to complete: 
0
Abstract: 

The Medical Office Survey on Patient Safety was developed by the Agency for Healthcare Research and Quality to measure patient safety culture in an individual medical office by eliciting perception of all staff and providers. The survey has been available since 2008, and consists of 51 items organized in 12 dimensions plus two overall rating questions. Because an interprofessional team is required to meet the complex needs of patients with chronic conditions, we added a section to the MOS that assesses teamwork knowledge and skills. The specific knowledge and skills assessed by our addendum to the MOS are associated with an evidence-based team training program. This program, TeamSTEPPS, is being implemented in hospitals and academic medical centers nationally to address the need for a team training program appropriate for health professions students and practitioners.

Additional information/Special implementation requirements or guidelines: 

This product is an addendum to the  Medical Office Survey Developed by the Agency for Healthcare Research and Quality.  (Medical Office Survey on Patient Safety Culture. June 2011. Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/professionals/quality-patient-safety/patientsafetyculture/medical-office/2011/motrans42911.html) Section H: Teamwork Skills was developed and validated by Katherine Jones, PT, PhD with funding from the Nebraska Department of Health and Human Services. Psychometric properties of these items are available upon request from Dr. Jones ([email protected]).

For more information on the original survey, visit the Agency for Healthcare Research and Quality at http://www.ahrq.gov/professionals/quality-patient-safety/patientsafetyculture/medical-office/2011/motrans42911.html.

 

Date posted: 
Tue, 06/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 06/24/2014
Contact Person/Corresponding Author:



Suggested Citation:
Medical Office Survey (MOS-T) on Patient Safety with Team Skills Addendum. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/1224

Dementia & Behavior in LTC

:  
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 website is designed to instruct learners about mental illness in the nursing home setting and provides recommendations for  non-pharmacological treatments for dementia behaviors.  It contains streaming video of lectures, powerpoint presentations, case examples, references and practical tip sheets for each topic.  It can be used as self learning module for physicians in practice, fellows and residents.

Educational objectives: 

The learner will be able to describe general principles in treating and preventing behavioral problems in patients with dementia.

Additional information/Special implementation requirements or guidelines: 
Topics include:
  • Challenging Behaviors I and II,
  • Beating the Blues,
  • The right to refuse treatment in mental illness,
  • Use of activities to improve quality of life for residents with dementia,
  • Anxiety and sleep disorders in long term care,
  • Personality disorders in longterm care
  • Preventing suicide in longterm care

You will need Real Player to view the videos in this product.

Date posted: 
Wed, 10/20/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/20/2010
Contact Person/Corresponding Author:



Suggested Citation:
and . Dementia & Behavior in LTC. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/1224

Post-Operative Delirium

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

Introduction and basic training on the evaluation and management of post-operative delirium in the elderly. Two levels are available: Level 1 (M3-M4); and Level 2 (PGY1). Copy the links below and paste into your browser window: For Level 1 (M3-M4): http://app1.unmc.edu/geriatricsed/delirium For Level 2 (PGYI): http://app1.unmc.edu/geriatricsed/delirium/residents

Educational objectives: 

Evaluation, prevention, and management of post-operative delirium. Learners should be able to: 1. Define delirium and describe the criteria for diagnosis. 2. Describe the incidence, morbidity, mortality and general costs of delirium. 3. List the pathophysiology of delirium. 4. List the risk factors for delirium. 5. Describe the clinical features of a patient with delirium. 6. Contrast the clinical features of dementia versus delirium. 7. Describe the prevention of delirium. 8. Describe the evaluation of delirium. 9. Describe the management of a delirious elder.

Additional information/Special implementation requirements or guidelines: 

Copy the links below and paste into your browser window: For Level 1 (M3-M4): http://app1.unmc.edu/geriatricsed/delirium For Level 2 (PGYI): http://app1.unmc.edu/geriatricsed/delirium/residents

Date posted: 
Sun, 02/04/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Post-Operative Delirium. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

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