The Portal of Geriatrics Online Education

11 SCC: Identify safety risks in home

11. Identify and assess safety risks in the home environment, and make recommendations to mitigate these.

Minimum Geriatric Competencies - Medical Students, Emergency Medicine Residents and IM-FM Residents

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

“Competency-based education prepares trainees to perform tasks occurring within the context of practice. Teaching to competency differs from traditional instruction. It begins by stating the performance we expect of our graduates in the workplace and then designing the medical school curriculum to prepare our learners to achieve that performance through deliberate practice in applying the underlying knowledge, skills, and attitudes.” As the elderly population in America "booms," medical education must address the issue at hand and modify their curriculum and teaching practices to give credence to geriatric principles within medical care. It is imperative for many reasons (socially, financially, etc.) that we ensure competency in the care of older adults for every physician.

To help achieve this lofty goal, the Minimum Geriatric Competencies have been developed for Medical Students and are being developed for multiple residency disciplines. The files within this product showcase the Medical Student Minimum Geriatric Competencies (published in Academic Medicine, May 2009), Internal Medicine – Family Medicine Resident Minimum Geriatric Competencies (published in Journal of Graduate Medical Education, Sept 2010), and Emergency Medicine Resident Minimum Geriatric Competencies (published in Academic Emergency Medicine, 2010).

Additional information/Special implementation requirements or guidelines: 

The "Side-by-Side" document shows the progression from Medical Student Competencies into resident education.

The documents included with this product are:

  • Emergency Medicine Resident Competencies
  • Medical Student Competencies
  • IM-FM Resident Competencies
  • Side-by-Side Competencies Comparison
Publications from, presentations from, and/or citations to this product: 

Leipzig R M, Granville L, Simpson D, Brownell Anderson M, Sauvigne K, and Soriano R P. (2009). Keeping granny safe on July 1: Consensus on minimum geriatric competencies for graduating medical students. Academic Medicine, 84, 604–610. Also available at http://journals.lww.com/academicmedicine/Fulltext/2009/05000/Keeping_Granny_Safe_on_July_1__A_Consensus_on.17.aspx

Hogan T M, Losman E D, Carpenter C R, Sauvigne K, Irmiter C, Emanuel L, and Leipzig R M. (2010). Development of geriatric competencies for emergency medicine residents using an expert consensus process. Academic Emergency Medicine, 17(3), 316-324. Also available at http://dx.doi.org/10.1111/j.1553-2712.2010.00684.x

Williams B, et al. (2010). Medicine in the 21st century: Recommended essential geriatrics competencies for Internal Medicine and Family Medicine residents. Journal of Graduate Medical Education, 2(3), 373-383. Also available at http://www.jgme.org/doi/abs/10.4300/JGME-D-10-00065.1

Date posted: 
Thu, 01/01/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 06/08/2011
Contact Person/Corresponding Author:



Suggested Citation:
Minimum Geriatric Competencies - Medical Students, Emergency Medicine Residents and IM-FM Residents. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/102

Texas Tech Medcast Reynolds Geriatrics Step2CK Prep Series: No. 41 (Kaplan USMLE Step 2CK Qbook, 2005)--Help--I've Fallen and I Can't Get Up!--But Why?

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

The Step2CK Test Prep Series was created by fourth-year students at the Texas Tech School of Medicine in Lubbock as a project of the fourth-year geriatrics rotation. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported in part by an Aging and Quality of Life grant from the D.W. Reynolds Foundation. The episodes in this series are based on questions that have geriatrics content and patient vignettes from the 2008 Step2CK Sample Exam, available from http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseri.... For more information on the series, go to http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseri....

Educational objectives: 

This episode is based on Question 41 on page 82 of the 2005 Kaplan Step2CK QBook.

Learning Objectives: the third-year medical student studying for the Step2CK exam should be able to:

  • Identify the importance of adverse drug effects on the geriatric population including reasons for variable drug effects, common drugs to avoid and the significance of the Beers list of inappropriate pharmacologic interventions
  • Emphasize the types of musculoskeletal deficits in Parkinson's Disease as well as common presentations
  • Discuss the cause, symptoms, and management of postural hypotension
  • Identify symptoms associated with ischemia in the internal carotid distribution and differentiate them from ischemia in other areas of cerebral circulation.
  • Identify the signs and symptoms of vertebrobasilar insuffiency.
Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
Texas Tech Medcast Reynolds Geriatrics Step2CK Prep Series: No. 41 (Kaplan USMLE Step 2CK Qbook, 2005)--Help--I've Fallen and I Can't Get Up!--But Why?. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/102

House Calls Video Game: Riskdom-Geriatrics

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Abstract: 

This is an interactive video game which teaches the general principles of home safety for older persons. This video game could be used as a learning tool for medical students, allied health professionals and patients.

Educational objectives: 

1- Increasing awareness on the importance of home safety for older persons 2- Explaining the principles of a home visit 3- Learning while having fun

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

Learning while having fun: the use of video gaming to teach geriatric house calls to medical students. Duque G, Fung S, Mallet L, Posel N, Fleiszer D. J Am Geriatr Soc. 2008 Jul;56(7):1328-32.

Date posted: 
Fri, 05/08/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/17/2012
Contact Person/Corresponding Author:



Suggested Citation:
House Calls Video Game: Riskdom-Geriatrics. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/102

Falls for the Inpatient Physician: Translating Knowledge Into Action

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

A small group, preceptor-mediated, Power-Point guided workshop on evaluation and management of geriatric falls for the inpatient physician. It is based on the philosophy that the hospital physician must be able to integrate the unique interaction between the physiology of the aging body and the inter-current illness in the context of the hospital system of care delivery. It is designed to guide students through a practical process for evaluating and acting on risk factors for future falls in the elderly patient and to evaluate and mitigate the risk for falls during hospitalization. A central emphasis of this module is that knowledge about risk factors for falls is insufficient if this is not paired with concrete actions taken by the hospital physician. The module explores barriers to effective modification of contributors to the multi-factoral geriatric syndrome including “possibility paralysis” and institutional communication silos. The module trains the student to focus on a limited set of modifiable risk factors and to translate knowledge into definable orders to decrease the risk of falls. The emphasis is on systems-based practice improvement rather than solely individual practitioner knowledge. It was developed for the Hospitalist Training Track internal medicine residents at the University of Colorado Hospital rotating on the Hospitalist Acute Care for the Elderly service, and is designed for small groups of 1-8 students. Content level is appropriate for 3rdand 4thyear medical students and internal medicine/family practice housestaff. The entire module requires approximately 1 hour. 

Educational objectives: 

The learner will be able to:

  1. Recognize the societal and personal adverse impact of the geriatric fall.
  2. Recognize the barriers to taking effective action for a multi-factoral geriatric syndrome.
  3. Understand risk factors for falls in the context of the interaction between the postural challenges of aging, medical co-morbidity/medications, and behavioral factors which, when combined with an environmental trigger and underlying physiologic frailty, combine to create a injurious fall.
  4. Understand how physicians can improve their own fall risk assessment
  5. Learn about the hospital system and how non-physician providers assess and attempt to reduce fall risk for hospitalized elderly patients. To critically examine how the physician operates within this hospital system and what actions on the level of the individual physician and system changes can be taken to reduce risk of in-patient falls.
Date posted: 
Tue, 03/31/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 02/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
Falls for the Inpatient Physician: Translating Knowledge Into Action. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/102

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