The Portal of Geriatrics Online Education

Caring for the Older Adult

CHAMP Pocket Teaching Cards

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

CHAMP Pocket Teaching Cards are designed for faculty learners to assist them in teaching geriatric topics at bedside in the inpatient setting. These 1-2 page teaching tools summarize key teaching points and provide reference materials on the following topics: Advance directives and the DNR Discussion, Delirium, Dementia, Foley Catheter Use, Ideal Hospital Discharge, Pain Control, and Wound Care.

CHAMP Pocket Teaching Cards were created as part of the CHAMP faculty development program, which aims to improve inpatient, geriatric medical care through a "teach the teacher" approach. These materials complement primary teaching resources such as slide presentations with speaker's notes; bedside teaching triggers; and references. Resources on all CHAMP topics and a course overview/program user's guide and evaluation instruments are also available on this website.

CHAMP is a multi-tiered educational project with a faculty development program at its core. Hospitalists, general internists, and family practitioners who teach residents and medical students are the targeted audience. The course is organized around four themes in geriatric inpatient care: identifying and assessing vulnerable elders, preventing hazards of hospitalization, improving palliative and end of life care, and managing transitions of care. CHAMP addresses 15 geriatric topics and includes a mini-course entitled, "Teaching on Today's Wards," on advanced clinical teaching skills and teaching across the ACGME Core Competencies in the inpatient setting.

Educational objectives: 

CHAMP Pocket Teaching Cards enable faculty learners to:

  1. Identify key teaching points on select topics in the care of hospitalized older adult patients.
  2. Discuss guidelines for assessment, evaluation, and treatment around a variety of common geriatric issues facing hospitalized older adult patients.
Date posted: 
Mon, 08/31/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 01/18/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . CHAMP Pocket Teaching Cards. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Computer-Based Geriatrics Workbooks for Resident Teaching

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

This resource has been developed as a self-learning tool for Internal Medicine residents at Emory University on their Geriatric Medicine rotation. Each of the workbooks is centered on an important geriatrics topic. The topics include: delirium, dementia, urinary incontinence, medication use, falls, pain management, hazards of hospitalization, failure to thrive, and transitions of care. Each workbook is divided into three parts. It starts with a case vignette, followed by a set of learning tasks related to it. These tasks usually start with a required reading which gives an outline of the topic and then go on to questions about the case. Finally, the resident is provided with at least three "boards-style" multiple-choice questions that will require integration of knowledge acquired in reading the workbook. These workbooks are meant as a companion for the learning modules that are in the website for the Emory Reynolds program, which exists to strengthen physician training in geriatrics.

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

MedEd Portal

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



Suggested Citation:
Computer-Based Geriatrics Workbooks for Resident Teaching. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Web-Based Module to Train and Assess Competency in Systems-Based Practice

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

Purpose of the study: The ACGME competency of systems-based practice seeks to increase residents' understanding of the health care system and to train them in the efficient and effective utilization of resources within this system. We developed an interactive, internet-based 30-minute module to train medical residents in the delivery of optimal care to patients by helping them navigate the complex maze of health care resources and to make transitions of care more seamless. The key curricular components of this training module are: 1) the basic elements of Medicare and Medicaid, 2) the various levels of post-acute hospital care for older patients, and 3) the role of provider-to-provider and provider-to-patient communication in patient transitions of care, including the critical elements of an effective discharge summary. Methods: We created an interactive, animated module based on the story of an older patient who presents to an emergency room with focal weakness after a recent hospital stay. It depicts a common scenario that illustrates the importance of communication in the transition of an older patient from one site of care to another. The vignette has been tailored to be applicable to multidisciplinary trainees. Interactive questions are embedded within the case to emphasize key teaching points while continuing to engage the learners.

Educational objectives: 

Specific learning objectives addressed in this module include: 1) The critical elements of an effective discharge summary. 2) How effective discharge communication improves patient outcomes. 3) Basic features of Medicare and Medicaid. 4) How intensity of interventions and support varies, depending on the site of care.

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

Presented at the 5th Harvard Medical School Medical Education Day, November 7, 2006. 

Eskildsen, M. A. (2010, December). Review of Web-Based Module to Train and Assess Competency in Systems-Based Practice. Journal of the American Geriatrics Society, 58(12), 2412-2413. Also available online.

Date posted: 
Fri, 09/04/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/04/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Web-Based Module to Train and Assess Competency in Systems-Based Practice. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q)

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

To meet the goal of strengthening faculty expertise in geriatrics at U.S. Academic Health Centers, four leading geriatrics institutions formed a consortium in July 2004. Supported by a grant from the Donald W. Reynolds Foundation, the consortium has provided geriatric education for non-geriatric faculty to facilitate their ability to teach geriatric principles in their disciplines. A member of the consortium, Johns Hopkins University Division Geriatric Medicine and Gerontology, produced the Geriatrics Clinician-Educator Learning Questionnaire (G-CEL-Q) to assess the self-reflected beliefs and attitudes of non-geriatrician faculty toward teaching in geriatrics as a measure of the impact of a time-shorten intensive course on forming their behavioral intentions to teach in geriatrics. Literature in behavioral science suggests that positive beliefs and attitudes are necessary preconditions in order to produce desired intentions and behaviors. Previous studies in adult and higher education report that intensive course formats can yield effective learning results if participants have positive responses to the course experience. The assessment areas of G-CEL-Q include perceived knowledge (K), perceived value of learning the subject matter for practical use (V), perceived confidence to teach the selected subject areas (C), and interest in learning the skills to teach the selected subject areas (I), which were selected factors associated with the likelihood of developing and implementing a teaching plan in a diverse group of teachers. Since May 2005, the tool has been used for three cohorts of a faculty development program called Donald W. Reynolds Faculty Development to Advance Geriatric Education (FD~AGE) Mini-Fellowship. In a pre-post assessment design, it was useful not only for examining a new educational program's efficacy to enhance beliefs and attitudes of non-geriatrician faculty toward teaching geriatric principles (e.g. pre-post assessment design), but also for identifying areas in which participants would be likely to benefit from mentoring in order to retain and develop their intention to teach and their teaching behaviors after a formal intensive course.

Educational objectives: 

The learner will be able to:

  1. Acquire knowledge and skills on selected geriatric topics.
  2. Teach selected geriatric principles in a discipline area.
Additional information/Special implementation requirements or guidelines: 
  1. Since most faculty are not familiar with non-multiple choice formats, it is recommended to introduce the assessment tool by saying "please indicate your agreement with each statement using a scale between 0-100 % and record this in each box under the four columns."
  2. Approximately 10 minutes are allowed to complete the entire tool.

 

This material was orginally posted on MedEdPORTAL:

Park E, Christmas C, Durso S. Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q). MedEdPORTAL Publications; 2007. Available from: http://dx.doi.org/10.15766/mep_2374-8265.595

 

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

Park E, Christmas C, Schmaltz HN, Durso SC. The experience of adult learners from diverse backgrounds participating in an intensive course on teaching Geriatrics. Paper presented at the 20th International Self-Directed Learning Symposium, Cocoa Beach, FL, USA, February 2006. Christmas C, Park E, Durso SC. An innovative model for teaching non-geriatrician educators: A Mini-Fellowship. Journal of the American Geriatrics Society. 2006;54(4 suppl):S37. Park E, Christmas C, Schmaltz HN, Durso SC. The perceived change of diverse clinician-educators through an intensive course on teaching geriatrics. International Journal of Self-Directed Learning. 2006;3(1):36-51. Christmas C, Park E, Durso SC. Results of an innovative faculty development course to increase teaching of geriatric principles to diverse learners. Journal of the American Geriatrics Society. 2007;55(1 suppl):S9. Park E, Durso SC. Learner autonomy and the Johns Hopkins intensive faculty development program in geriatrics. Journal of the American Geriatrics Society. 2007;55(1 suppl):S62. MedEd Portal

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 08/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
, and . Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population

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

Educators have recently been challenged to actively incorporate instruction that emphasizes cultural diversity, access to health care/health care disparities, evidence-based medicine, and reflection regarding impact of physician's values and beliefs on the patient care. Framing these issues as a 3-perspective approach to patient-centered care (PCC), this 2-part workshop is designed teach learners how to incorporate the patient's, physician's and society's perspective into a health care plan (Part 1) and to provide opportunities for learners to apply the approach using a series of strategically crafted instructor-authored cases and at least one student generated "critical incident" case scenario (Part 2). More specifically, our 3-perspective PCC approach requires learners to consider the physician's role and perspectives (e.g., bio-psychosocial model of care, evidence based medicine, values and beliefs), the patient perspectives organized by the Kleinman questions, and the social review of systems (e.g., societal and economic barriers to health care) when developing patient treatment plans. Suitable for medical students, residents or practicing physicians this workshop can be adapted from its 4-hour format into smaller units. Packet contains a detailed instructor and facilitator guides, PowerPoint slides with speaker notes, cases, critical incident and workshop evaluation forms, and references needed to lead the workshop.

Educational objectives: 

The learner will be able to:

  1. Continuously apply the Kleinman questions to elicit each patient's perspectives on health, disease, illness, and treatment.
  2. Identify physician perspectives and values that influence patient care management including the biomedical model, evidence-based medicine, and physician beliefs.
  3. Identify societal factors including racial, ethnic and socio-economic barriers to and disparities in health care.
  4. Incorporate the patient, physician and societal perspectives into a treatment plan.
Additional information/Special implementation requirements or guidelines: 

An ABC Nightline video was used in Part 1 of the workshop and must be purchased for us. It was not rated by learners as an essential component of the workshop, but it provided a nice compliment to the lecture-based overview of the PCC model focusing on physician values/biases and societal perspectives. A medical student provided part of the overview session establishing peer creditably but again was not seen as essential. Small group facilitators were a key aspect of the workshop and were effectively oriented through the facilitator guide and a brief orientation session immediately preceding the workshop. Having two facilitators, a physician and non-physician (e.g., member of the health profession) was effective but not essential given the format/structured nature of the case discussion. Other details regarding implementation plans (e.g., facilities, readings, duplication of case materials/handouts) are detailed in the Instructor Guide.

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

MedEd Portal

Date posted: 
Mon, 08/31/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/27/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

Coding 101

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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: 

Coding 101 is an online curriculum designed for residents. The curriculum includes three audio-visual modules and suggested supplementary online resources. While the audiovisual modules can be viewed in any order, they are designed for progressive learning in a suggested viewing order. Each module contains learning objectives for Systems Based Practice, an ACGME general competency. Within each module, learning points are identified for PGY1-3 progressive learning. The first module, Coding Fundamentals, provides an overview of ICD, CPT, HCPCS, and medical necessity rules. The second module, E&M Coding, provides guided examples of outpatient E&M coding using 1995 and 1997 rules. The third module, Beyond the Basics, introduces modifier -25, teaching modifiers -GE/GC, coding for counseling time, preventive care coding, and other miscellaneous topics. Supplementary suggested content allows learners to link to the Medicare 1995/1997 documents, the CMS Evaluation and Management Services Guide, and other coding resources. The overall curriculum is appropriate for any resident, 4th year ambulatory students, fellows, and even faculty. All resources are contained on one webpage. The webpage contains links to the following: Coding 101, Part 1: Coding Fundamentals [original production by Davoren Chick, MD; Coding 101, Part 2: E&M Coding [original production by Davoren Chick, MD]; Coding 101, Part 3: Beyond the Basics [original production by Davoren Chick, MD]; link is provided to the ACP guide to frequently used ICD-9-CM codes; link is provided to a brief overview of HCPCS; link is provided to the Evaluation and Management Services Guide produced by CMS; link is provided to a review of the Medicare IPPE exam by thecodingcenter.org; links are provided to the CMS 1995 and 1997 documentation guidelines for evaluation and management services.

Educational objectives: 

1. Origins and usages of ICD-9-CM codes 2. Origins and usages of CPT codes 3. HCPCS federal codes 4. The medical necessity rule 5. The definition of a "new" patient 6. History E&M key component and its three sub-areas 7. Physical exam E&M key component, with 1995 and 1997 documentation 8. Medical decision making key component and its three sub-areas 9. Documentation rules for new and established outpatients 10. Modifier 25 11. Preventive care coding options, including the IPPE 12. Smoking cessation counseling codes 13. GC and GE teaching modifiers

Additional information/Special implementation requirements or guidelines: 

Because the videos are in Windows Media format, they are best viewed from an Internet Explorer web browser on a PC that has Windows Media Player (WMP). A link is provided to connect learners to the microsoft download center where a free copy of WMP can be accessed for any Windows or Mac system. From standard windows PCs, learners may use the table of contents hotlink bars visible to the left of the video in order to jump to different topics if they desire. Using a Mac or web browsers other than Internet Explorer, learners can view the videos as designed (in a progressive manner) but may not be able to jump between sections using the table of contents bars. In such cases, the forward and backward arrows and sliding bar of WMP still allow learners to repeat or skip sections as desired. For all systems, audio output is required. Audio is best quality using headphones or speakers but is sufficient using only a laptop audio feed. Please note that while the content is not likely to be irrelevant or obsolete in 3-5 years, coding rules do evolve. The material will be updated if necessary but CMS regulations will always be the only legal source for new coding regulations.

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

Internal presentations only. Citation Formats: NLM: Chick D, Coding 101. MedEdPORTAL; 2007. Available from: http://services.aamc.org/jsp/mededportal/retrieveS... APA: Chick, D., (2007). Coding 101. MedEdPORTAL: http://services.aamc.org/jsp/mededportal/retrieveS... MedEd Portal

Date posted: 
Tue, 08/25/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/25/2009
Contact Person/Corresponding Author:



Suggested Citation:
Coding 101. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

'Assistive Devices' Learning Object

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

The assistive devices learning object is an interactive multimedia tutorial that teaches learners the basic characteristics, rationale, indications, and contraindications of the use of assistive devices for ambulation. The learning object introduces the learner to these basic concepts through the use of textual content enhanced by multimedia animations and graphics.

Educational objectives: 

The learner will be able select an appropriate assistive device for a given problem or medical condition.

Additional information/Special implementation requirements or guidelines: 

These computer-based tutorials were created as "reusable learning objects", and are available in CD-ROM and web-based versions. The tutorial takes approximately 20 minutes to complete. 

An internet browser with Flash Player 6 or later.
Supported browsers:

  • Windows: Microsoft Internet Explorer 6.0, Firefox 1.x, Mozilla 1.x, Netscape 7.x and above CompuServe 7, AOL 9, Opera 7.11 and above
  • Mac: Microsoft Internet Explorer 5.2, Firefox 1.x, Mozilla 1.x, Netscape 7.x and above, AOL for OS X, Opera 6, or Safari 1.x and above
Publications from, presentations from, and/or citations to this product: 

Rodriguez O, Phancao F, Ruiz JG, Motta-Valencia K, Ribera V. Assistive Devices for Ambulation in the Elderly (web-based program). GeriU, the Online Geriatrics University, Stein Gerontological Institute, 2006.

MedEd Portal

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 06/06/2012
Contact Person/Corresponding Author:



Suggested Citation:
, and . 'Assistive Devices' Learning Object. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1052

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