The Portal of Geriatrics Online Education

Caring for the Older Adult

SmartPrescribe: Principles of Rational Prescribing

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

This is a web-based lesson on the principles of rational prescribing. It includes three cases and addresses polypharmacy, adverse drug events, and off-label prescribing. The principles apply to all patient populations, but this lesson focuses on older adults because they constitute a large and growing population at high risk of polypharmacy and unwanted side effects of medications. The lesson utilizes PowerPoint slides, audio, and interactive features including focus questions within the cases and a specially created drug interaction game. Printable resources available for download include the American Geriatrics Society's Beers Criteria Pocket Card and a sample medication grid for patient use. The lesson is free and requires about 15 minutes to complete.

Educational objectives: 
  1. Define polypharmacy and the scope of problems related to drug prescribing in the elderly.
  2. List strategies to avoid drug interactions and adverse drug events in older persons.
  3. List classes of drugs and specific drugs to avoid in older adults.
Date posted: 
Fri, 10/30/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 01/28/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . SmartPrescribe: Principles of Rational Prescribing. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Use of Sedative-Hypnotics in Older Adults

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

Pocket card regarding the use of sedative-hypnotics in older adults.

Educational objectives: 

1. Improve practice regarding indications for sedative-hypnotics in older adults 2. Improve sedative-hypnotic drug selection and dosing for older adults

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 07/13/2012
Contact Person/Corresponding Author:



Suggested Citation:
Use of Sedative-Hypnotics in Older Adults. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Geriatric Health Care Systems Test

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

This is a multiple choice test used as a pre- and post-geriatrics rotation to assess knowledge and skill in planning health systems use for patient care, such as home care, long term care, hospice, etc.

Educational objectives: 

One of the goals of the one month geriatrics residency rotation is to have residents develop competency in providing care and referring patients across systems of care and understand systems-based geriatrics practice. The rotation provides clinical experience in care of older adults in acute, subacute, long term care, ambulatory, and home care settings with exposure to a multidisciplinary team model of care. Seminars include a session on health care systems and transitions of care. At the end of the one-month rotation residents are expected to attain competency in the following areas: 1. Medical evaluation of the older adult in the emergency room setting When is it appropriate not to admit to the hospital? What can be done to insure a safe discharge from the emergency room? 2. Insurance considerations when planning for hospital discharge What does insurance cover? What are the limitations of the available programs? 3. End of life care What are the goals of care? What services are available for patients and families? 4. Caregiver stress How do we help families plan for the long care of their loved ones? What support is available for families and physicians in making these plans? 5. Community care What kinds of support services are offered in the community after hospital discharge? Who pays for long- term care and how is it arranged?

Additional information/Special implementation requirements or guidelines: 

pre- and post-test

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 01/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Health Care Systems Test. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Geriatric Assessment Workshop

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

These are materials to conduct a half day workshop regarding geriatric assessment. Included is a faculty guide, instructional forms, and assessment forms.

Educational objectives: 

The goal of this workshop is to describe geriatric assessment, understand that it strives to promote wellness and independent function, and train learners in cognitive and functional assessment skills. The specific objectives are to: • Describe physical function • Utilize standardized methods to assess physical function • Describe neuropsychiatric function • Utilize standardized tools to assess cognition

Additional information/Special implementation requirements or guidelines: 

Large group lecture Small groups - <15 learners each simulated patients or faculty as simulated patients

Date posted: 
Fri, 09/19/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 08/19/2012
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Assessment Workshop. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1052

Elder Care: A Resource for Interprofessional Providers: Health Literacy

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

"Health Literacy"  is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites,  they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 
Objectives:
1. Identify the age group in the US population that has the highest prevalence of limited health literacy
2. State the grade level at which handouts for patients should be written
3. Identify tools and approaches to communication that are recommended to enhance patient’s understanding of what they need to do to care for their medical problems
Additional information/Special implementation requirements or guidelines: 
Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as
(1) content is not changed, 
(2) no one is charged a fee to use or read the publication, 
(3) authors and their affiliated institutions are noted without change, and 
(4) the reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."
Publications from, presentations from, and/or citations to this product: 
The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.
 
Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.
 
Date posted: 
Tue, 10/29/2019
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/14/2019
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers: Health Literacy. POGOe - Portal of Geriatrics Online Education; 2019 Available from: https://pogoe.org/taxonomy/term/1052

Podcasts on Aging Topics: The Timed Get Up and Go Test

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

In this three minute video podcast, residents, fellows and staff stage a classic "film noir" performance designed to educate viewers in the use of the "Timed Get-Up-And-Go Test" to assess gait and balance in the older adult.

Educational objectives: 

The learner will be able to perform a "Timed Get-Up-And-Go Test" to assess the gait, balance, mobility, and therefore, fall risk, of older patients.

Additional information/Special implementation requirements or guidelines: 

Flash Player required for viewing on computer. Video may work best in Internet Explorer.

Date posted: 
Mon, 04/28/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/14/2011
Contact Person/Corresponding Author:



Suggested Citation:
, and . Podcasts on Aging Topics: The Timed Get Up and Go Test. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1052

Senior Mentor Program Development Toolkit

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

This product will guide its user though the process of creating a Senior Mentor Program. The necessary files and documentation are provided, as well as a short video on the benefits of such a program.

Educational objectives: 

To expose students to the older population through friendship and personal interaction. The goals of this program are centered around exposing medical students to older adults as people rather than sick patients.

Additional information/Special implementation requirements or guidelines: 

A group of volunteer older adults.

Date posted: 
Thu, 01/01/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/17/2009
Contact Person/Corresponding Author:



Suggested Citation:
Senior Mentor Program Development Toolkit. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Homeostenosis

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

This is an online educational tool for understanding concepts regarding homeostenosis and homeostasis in aging humans. Works best in Internet Explorer.

Educational objectives: 

The learner will be able to:

  1. Recognize the balance of homeostasis and homeostenosis in older patients;
  2. Be familiar with homeostenosis truisms;
  3. Understand the changing interpretations of homeostenosis and aging;
  4. Be able to present evidence for new interpretations of homeostenosis; and
  5. Be able to describe at least two examples of where a disease state common to older patients can present uncommonly, and why.
Additional information/Special implementation requirements or guidelines: 

Online, computer-based resource requires use of Adobe Flash reader.

Publications from, presentations from, and/or citations to this product: 
  1. Teasdale TA. Geriatrics e-Syllabus Project. 56th Gerontological Society of America meeting 2003, San Diego, CA.
  2. Teasdale TA. CD-ROM and Web-Based Self-Learning Modules in Geriatric Medicine Have Extended the Classroom. Slice of Life: Computers in Healthcare Education Symposium. Salt Lake City, July 2000.
  3. Teasdale TA, R Madden R, Sebastian R. Redesigning CD-Based Self-Learning Modules in Geriatric Medicine. 57th American Geriatric Society Meeting, Nashville, TN. 2000.
Date posted: 
Fri, 12/12/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/10/2012
Contact Person/Corresponding Author:



Suggested Citation:
Homeostenosis. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1052

Senior Mentor Program

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

This product contains materials used in the University of South Carolina's Senior Mentor Program. The program pairs seniors with medical students in an effort to help broaden the students' awareness of their patients. The goal is for students to view their patients as individual people instead of just another sick person.

Additional information/Special implementation requirements or guidelines: 

Strong planning, as to what modules are realistic to accomplish in light of the program characteristics i.e. 1 year vs. 2, required or elective.

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 09/24/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Senior Mentor Program. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Educational Measurement Workshop: A Sweet Approach to Understanding the Basic Principles of Educational Measurement

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

Increasingly, medical educators are expected to design, implement, and analyze the results of an array of learner assessment strategies ranging from multiple choice examinations to human (e.g., standardized patients) and mechanical simulations. However, many of our faculty have limited training focused on the core principles of educational measurement and learner assessment.

These principles, including reliability, validity, and sources of errors (e.g., rater biases, administration) are presented in a 2.5-3 hour workshop using chocolate as a central focus. During this memorable and engaging workshop, participants identify key attributes of excellence (in chocolate), develop rating scales, train raters, rate the chocolates, and then report their scores to examine rater consistency. At the conclusion of the workshop, the basic principles of educational measurement and the methods to control common sources of error (e.g., instrumentation) are addressed and discussed in the context of common learner assessment methods.

Educational objectives: 

The learner will be able to:

  1. Define basic terminology associated with educational measurement and learner assessment including reliability, validity, inter-rater agreement, normative, and criterion based assessment.
  2. Identify common sources of measurement errors that threaten the integrity of learner assessment measures.
  3. Identify strategies to correct/control for errors with particular emphasis on those attributable to raters and instrumentation.
  4. Apply measurement principles to address medical education related learner assessment issues.
Additional information/Special implementation requirements or guidelines: 
  1. Instructor needs strong background and medical education-related working knowledge of the basic principles of educational measurement and associated methods to control common sources of error.
  2. Ability to draw on examples from a range of specialties/disciplines and training levels including facility with
    • ACGME Competencies, Assessment Requirements for Accreditation and Toolkit;
    • USMLE and credentialing boards (e.g., ABIM).
  3. Teaching Skills for Skilled/experienced large group instructor:
    • Ability to instruct using Microsoft Office PowerPoint software.
    • Ability to interact and facilitate large discussion with learners across specialties.
    • Ability to promote small group interaction, monitor time on task, and direct tasks as needed to stay within schedule.
    • Prepare materials and room or be flexible to use established room set-up.

We use a common, universally familiar subject (chocolate) as the target of performance assessment so participants focus on the instrumentation issues. Since multiple sources of variation and error (e.g., inter-rater taste preferences, rater fatigue) exist even with as simple a construct as chocolate, we provide concrete examples of these as threats to assessment validity. Because the assessment is relatively brief, we are able to quickly summarize the data and interpret simple test statistics (e.g., inter-rater reliability) on the spot. You could have a staff person help with collection of rating forms and quick summary of data while discussion of common errors ensues.

The presenter must continually speak to the relevance and transfer of the material to medical student education. If the participants are not well known to the instructor, a brief introduction of their roles and assessment responsibilities might help make the lessons personal. Variability in chocolates will serve as sources of variation in the discussion - some anticipated, some not (like students). While participants are sampling the chocolates, instructors should identify sources of variability by the three of the four sources of error used to ground the workshop: instrumentation (clarify of rating scales); raters (fatigue, bias' towards a particular chocolate, contamination with another food/drink source); administration (clarity of instructions, order of tasting, chocolate sample size) and any other sources that will introduce error in the measurement. These observations are then used during the discussion (order, size, style of sampling, drinks).

To help learners transfer this information to their faculty roles, find relevant examples of assessment tools from one's own institution. We use a detailed Likert scale rating form in our clinical clerkship that serves as an example and have participants reflect on possible applications of this material in their own jobs.

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

Simpson DE, Meurer LN: A "Sweet Approach" to Understanding Basic Principles of Educational Measurement. Society for Teachers of Family Medicine Annual Meeting, Denver, Colorado; April 2001.

Date posted: 
Wed, 02/28/2018
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 02/28/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Educational Measurement Workshop: A Sweet Approach to Understanding the Basic Principles of Educational Measurement. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/1052

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