POGOe - Portal of Geriatrics Online Education - 13 FBG: Construct diagnosis and evaluation plan for fallen patient

Geriatric Palliative Care

Intended learner audience:

APRN

Geriatric Competencies:

2 MM: Identify medications that should be avoided

4 CBD: Compare and contrast presentations of the 3D's

6 CBD: Determine etiology of delirium

8 CBD: Evaluate and manage agitated patients

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

14 HCP: Define and differentiate code status, proxies, and advance directives

16 HCP: When to override recommendations for treatment

PALLIATIVE CARE

19 PC: Assess and manage pain and non-pain symptoms

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Simulation

Discipline/specialty:

Hip Fracture Emergency Department (ED) Consult - Case
- 24.88 KB

Palliative Care

Estimated time to complete:

More than 3 hours

POGOe Id:

22005

Date posted:

Mon, 11/12/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 08/08/2018

No CME credits available

Not peer reviewed

Hip Fracture Emergency Department (ED) Consult - Patient Chart - Part 1
- 13.66 KB

Hip Fracture Emergency Department (ED) Consult - Patient Chart - Part 2
- 1.46 MB

Lewy Body Dementia (LBD) Memory Clinic Consult - Case
- 26.18 KB

Lewy Body Dementia (LBD) Memory Clinic Consult - Patient Chart - Part 1
- 13.95 KB

Lewy Body Dementia (LBD) Memory Clinic Consult - Patient Chart - Part 2
- 96.96 KB

Frailty in Primary Care - Case
- 24.28 KB

Frailty in Primary Care - Patient Chart
- 13.42 KB

Overbearing SNF Medical Director - Case
- 27.43 KB

Overbearing SNF Medical Director - Patient Chart
- 16.25 KB

Family Meeting with Ombudsman - Case
- 27.91 KB

Family Meeting with Ombudsman - Patient Chart
- 14.4 KB

Advanced COPD Home Visit - Case
- 25.63 KB

Advanced Heart Failure - Case
- 25.28 KB

Advanced Dementia Family Meeting - Case
- 25.94 KB

Assigned Editor:

Emedinagall

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Palliative and End of Life Care

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

sent to Ravi for review 11.6.18

Author(s):

Gregory J Hanson

Ericka E Tung

Contact Person/Corresponding Author:

Brandon Verdoorn

Contact Person Email:

Where's the Fall Risk?

leed2010 — Thu, 10 May 2018 02:23:28 +0000

Kaiser Permanente Oakland Medical Center

Abstract:

One in four older adults have a fall or fall-related injury every year. “Where’s the Fall Risk?” is an interactive educational game that allows learners to discuss falls prevention in the home environment and think of potential solutions. Learners will be in groups of 2-6 people and use the provided picture to circle the fall risk areas in the given amount of time. The teams will then present the total number of areas by room and propose solutions for each fall risk area. A point will be given for each circled area and solution. The discussion portion of the game provides learners the ability to identify and fix high fall risk areas in the home.

Educational objectives:

Understand what aspects of the home environment are considered fall risks
Think of creative solutions to fix these fall risk areas
At the end of the game, be able to have an active discussion with patients regarding falls prevention in the home environment

Additional information/Special implementation requirements or guidelines:

Materials:

The game is best played in a group setting with teams composed of about 2-6 people.

Diagram of the home environment (PowerPoint provided)
Pen/Marker to circle fall risk areas
Timer
White board to keep track of points

Instructions:

Please print the provided diagram of the home environment. Groups of 2-6 people with a minimum of 2 groups.

Identification Phase:

Set timer for 2 minutes and provide groups with the home diagram
Start timer and have groups circle areas in the home that are considered fall risks. Suggestion to groups: it is easier to go room by room
Once time is up, set pens to the side.

Solution Phase:

Set timer for 2 minutes and provide groups with a sheet of paper.
Start timer and have groups discuss why they circled the area as a fall risk and think of a solution for the fall risk area (of note, groups may not use “get rid of the item” as a solution).
Once time is up, set pens to the side.

Discussion Phase:

On white board, create a grid with group names at the top and rooms on the side (“Outside”, “Living Room”, “Kitchen”, “Dining”, “Bedroom”, “Bathroom”)
1. Depending on how much time you have, it may be faster to discuss some rooms together: Outside & Living Room, Kitchen & Dining, Bedroom & Bathroom
Start the discussion by going from room to room. Each team will get 1 point if they can identify a fall risk area and provide a solution. Of note, this is a key opportunity to discuss and talk about these high fall risk areas. You may propose other solutions and open it up to discussion with other groups as well.
The winning team has the most points at the end of the game.

Content Categories:

Intended learner audience:

Nurse Educator

Patient

Geriatric Competencies:

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Educational Game

Discipline/specialty:

Family Medicine

Where's the Fall Risk Game
- 585 KB

Nursing

POGOe Id:

21999

Date posted:

Wed, 07/25/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Sat, 05/26/2018

No CME credits available

Not peer reviewed

Assigned Editor:

Emedinagall

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Reviewed and approved by Ravi Ramaswamy, 7/8/2018. -emg

Author(s):

David R Lee, MD, MBA

Martin Tapalla

Joan C Lo, MD

H Nicole Tran, MD, PhD

Contact Person/Corresponding Author:

David R Lee

Contact Person Email:

Expires 6mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Expires 3mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

ACUTE MANAGEMENT OF OLDER ADULT FOUND DOWN WITH ALTERED MENTAL STATUS

Fri, 13 Apr 2018 22:50:06 +0000

University of Washington School of Nursing

Abstract:

This case study was developed for use in academic coursework and as a standalone training for health care providers (MDs, ARNP, Pharmacists, Social Workers, Nurses). This unfolding case study about the management of an older adult in the midst of a health crisis. This case is a composite of many actual cases seen in Emergency Departments. During the course of this case study, learners are presented with information as the providers learn of the patient’s emergent and ongoing health concerns – from her Emergency Department admission through her Intensive Care Unit stay. Learners are asked to make decisions and use their best judgment about how to care for this patient.

Educational objectives:

Apply knowledge of evidence-based care provision to an older adult found with altered mental status after a ground level fall
Describe the contributions of the interprofessional team to care management
Demonstrate effective communication during handoffs in care

Content Categories:

Intended learner audience:

Social Worker

Geriatric Competencies:

6 CBD: Determine etiology of delirium

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

13 FBG: Construct diagnosis and evaluation plan for fallen patient

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

22 HOSP: Identify hazards of hospitalizations

23 HOSP: Explain risks, indications, alternatives, and contraindications for Foley catheter use

24 HOSP: Explain risks, indications, alternatives, and contraindications for restraint

Learning resource types:

Case-Based Instruction/Learning

Other Learning Resource Type:

Interactive website

Discipline/specialty:

CNS/Neuroanatomy/Neuroscience

Emergency Medicine

Intro to Clinical Medicine/Clinical Skills/Doctoring

Neurology

Nursing

Physical Diagnosis

Estimated time to complete:

2 hours

POGOe Id:

21998

Date posted:

Fri, 07/27/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 05/22/2018

No CME credits available

Not peer reviewed

ACUTE MANAGEMENT OF OLDER ADULT FOUND DOWN

Assigned Editor:

Emedinagall

Posting status:

Posted

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Hilaire J. Thompson

Julia Thompson Gallego

Patricia Kritek

Janet Lenart

Leigh Ann Mike

Megan Moore

Kumhee Ro

Marni Levy

Phyllis Christianson

Joelle Fathi

Contact Person/Corresponding Author:

Hilaire Thompson

Contact Person Email:

Expires 6mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Expires 3mos Email Date:

Tuesday, April 13, 2021 - 1:40pm

Mobility Clinical Evaluation Exercise (Mini-CEX)

Bwu — Wed, 21 Dec 2016 20:02:12 +0000

Yale School of Medicine: Connecticut Older Adult Collaboration for Health (COACH) Program

Abstract:

This mobility Clinical Evaluation Exercise (Mini-CEX) is designed to use with a learner during an actual patient encounter. The leaner first views the Center for Disease Control and Prevention (CDC) videos on the Timed Up and Go Test, 30 Second Chair Stand and 4 Stage Balance tests and handouts prior to the administration of the Mini-CEX. The teacher observes the learner during the patient encounter and completes the Mini-CEX. The teacher reviews the form with the learner and provides feedback of what skill was observed, partially observed, not observed, not applicable and comments about the encounter.

Educational objectives:

Learners who are administered this mobility Mini-CEX will:

1)acquire knowedgle about various tests for mobiilty, strength and balance.

2)be observed assessing mobility during a patient encounter.

3)receive feedback about their communcation and professionalism skills in assessing mobility.

Content Categories:

Intended learner audience:

APRN

Entry Level Nursing Student

Physical Therapy Students

Other Intended Learner Audiences:

Geriatric Competencies:

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Evaluation Tool

Learner Assessment

Quick Reference/Pocket Card

Video

Discipline/specialty:

Family Medicine

Physical Medicine and Rehabilitation

Nursing

Estimated time to complete:

30 minutes

POGOe Id:

21955

Date posted:

Mon, 01/23/2017

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/23/2017

No CME credits available

Not peer reviewed

CDC Timed Up and Go Test
- 194.55 KB

CDC 30 Second Chair Stand Test
- 194.71 KB

CDC 4 Stage Balance Test
- 190.71 KB

Mobility Mini CEX.pdf
- 82.04 KB

Faculty Guide Mobility Mini-CEX.docx
- 13.95 KB

CDC Timed Up and Go Test

CDC 30 Second Chair Stand Test

CDC 4 Stage Balance Test

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

1/19- reached out to Dr. Wu re: faculty guide

Author(s):

Barry J. Wu

Anrdea M. Rink

Eileen A. Blake

MPH

Lisa M. Walke MD

Contact Person/Corresponding Author:

Dr. Barry J. Wu

Contact Person Email:

Already Expired Email Date:

Tuesday, November 17, 2020 - 2:53pm

Your Role After a Fall: Assessment and Communication - An Interdisciplinary Approach

Sharon Foerster — Mon, 10 Oct 2016 14:42:36 +0000

MaineHealth - Maine Medical Center

Abstract:

This educational module is intended for an interdisciplinary audience of staff who work with older patients in hospitals or long term care facilities. The emphasis is on the importance of an interdisciplinary approach to care of the older patient and ensuring each team member understands his or her own role in communicating once a fall has taken place. Providers, nurses, C.N.A.s, social workers, rehabilitation therapists, housekeeping, transport, and any other person who comes into contact with an older patient is considered part of the interdisciplinary team. All team members understanding common concepts and a shared model on how to communicate (use of SBAR) promotes better care of the patient who has fallen. The 30 minute video is clear and concise.

Educational objectives:

- Understand the signficance of falls and their consequences in acute patient care

- Learn the role specific post-fall assessment techniques

- Define your role on an interdisciplinary team in caring for patients after a fall

- Learn how to communicate effectively about falls using "SBAR" (Situaion, Background, Assessment, Request/Recommendation)

Content Categories:

Intended learner audience:

Entry Level Nursing Student

Patient

Social Worker

Therapist

Geriatric Competencies:

13 FBG: Construct diagnosis and evaluation plan for fallen patient

22 HOSP: Identify hazards of hospitalizations

Video - Your Role After a Fall: Assessment and Communication - An Interdisciplin...
- 154.18 MB

Learning resource types:

Audio

Video

Discipline/specialty:

Physical Diagnosis

Estimated time to complete:

30 minutes

POGOe Id:

21938

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Peer reviewed

Role Map - Your Role After a Falll - tool
- 166.1 KB

CIC Fall 9.21.15apogo.pdf
- 809.04 KB

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Sarah Hallen, MD

Rhonda Babine, MS, APRN, ACNS-BC

Contact Person/Corresponding Author:

Sharon Foerster, LCSW

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

Barney Smith - A Progressive Palliative Care Standardized Patient

dswagert — Sun, 09 Oct 2016 21:00:01 +0000

University of Kansas School of Medicine

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

Content Categories:

Geriatric Palliative Care

Intended learner audience:

Graduate Health Profession Students

Other Intended Learner Audiences:

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

14 HCP: Define and differentiate code status, proxies, and advance directives

PALLIATIVE CARE

19 PC: Assess and manage pain and non-pain symptoms

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Barney Smith SP.pdf
- 1.03 MB

Learning resource types:

Facilitator's Guide

Simulation

Standardized Patient

POGOe Id:

21937

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Not peer reviewed

None Selected

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Jessica Kalender Rich, MD

Julie Mack , BS

Pam Shaw, MD

Deon Hayley , MD

Daniel Swagerty, MD, MPH

Contact Person/Corresponding Author:

Daniel Swagerty , MD, MPH

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

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

dswagert — Sun, 09 Oct 2016 19:59:12 +0000

University of Kansas School of Medicine

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

Content Categories:

Intended learner audience:

Health Professions Graduate Students

Other Intended Learner Audiences:

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Physical Medicine and Rehabilitation

Learning resource types:

Standardized Patient

Discipline/specialty:

POGOe Id:

21936

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Not peer reviewed

None Selected

Barney Smith 3.pdf
- 438.54 KB

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Jessica Kalender Rich, MD

Julie Mack , BS

Pam Shaw , MD

Daniel Swagerty, MD, MPH

Contact Person/Corresponding Author:

Daniel Swagerty, MD, MPH

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

The Hospitalized Older Adult

ugochima — Sun, 09 Oct 2016 09:19:23 +0000

Emory University School of Medicine

Abstract:

Older adults are exposed to multiple hazards during hospitalization resulting in multiple complications that limit their return to their functional and cognitive baseline. It is critical that healthcare providers are trained on best practices in the care of hospitalized older adults. This product is a monthlong module for M4 students during their Sub I rotation, that focuses on educating them on the hazards of hospitalization, best practices in the care of hospitalized older adults, issues that occur during transitions of care and best practices to ensure optimal transitions across care settings. The module starts with an initial lecture on hazards of hospitalization and best practices in the care of older adults. This is followed by assignments in which students are assigned older aduts to care for. Using a checklist, they evaluate the care that these patients have received and also implement best practices in the care of their patient. They also participate in an interdisciplinary team meeting that focuses on these aspects of care. This is followed by another assignment in which they are involved in deciding on the most appropriate discharge care setting their patient. They subsequently place a post discharge call to their patient to identify any issues thay may have encountered post discharge and assist them in resolving some of these issues. Through the month, students share their experiences on blackboard, outlining hazards they identified in their patients, challenges in implementing best practices, choice of discharge care setting and reasons for their choices along with care transitions issues identified in their patients. Additionally they are required to review educational materials and published articles posted on blackboard, focused on hazards of hospitalization, best practices in care, settings of care and transitions of care. A final class is held with the students at the end of the month discussing the rotation and their experiences, with a focus on settings of care and best practices in transitions of care.

Educational objectives:

At the end of this course, each participant will be able to:

1. Describe the hazards of hospitalization of older adults.

2. Evaluate the care and implement best practices in the management of a hospitalized older adult.

3. Enumerate the discharge options available in a particular case scenario.

4. Compare and contrast the problematic elements of care transition with those of an ideal care transition.

Content Categories:

Intended learner audience:

Geriatric Competencies:

2 MM: Identify medications that should be avoided

4 CBD: Compare and contrast presentations of the 3D's

6 CBD: Determine etiology of delirium

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

16 HCP: When to override recommendations for treatment

PALLIATIVE CARE

20 PC: Identifiy psychological, social, and spiritual needs

22 HOSP: Identify hazards of hospitalizations

23 HOSP: Explain risks, indications, alternatives, and contraindications for Foley catheter use

24 HOSP: Explain risks, indications, alternatives, and contraindications for restraint

FacilitatorManual_Hospitalized Older Adult_Revised.doc
- 333 KB

Learning resource types:

Curriculum/Syllabus

Estimated time to complete:

More than 3 hours

POGOe Id:

21934

Date posted:

Tue, 10/25/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 10/25/2016

No CME credits available

Not peer reviewed

Course Mechanics.docx
- 18.51 KB

Evaluation Checklist to Assess Care of the hospitalized elderly.doc
- 41 KB

Hazards of Hospitalization.pptx
- 811.72 KB

Transitions of Care.pptx
- 1.41 MB

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Ugochi Ohuabunwa, MD

Jonathan Flacker, MD

Contact Person/Corresponding Author:

Ugochi Ohuabunwa, MD

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

Family Medicine Resident and Geriatric Fellow Longitudinal Home Visit Curriculum

agoroncy — Thu, 22 Sep 2016 02:00:21 +0000

University of Cincinnati

Abstract:

With an aging population, the need to train primary care residents and geriatric fellows in home-based care continues to grow. A needs assessment of family medicine residents and geriatric fellows' attitudes and knowledge was performed to guide a novel, longitudinal home care curriculum based out of a Home-Based Primary Care practice within the Family Medicine Center.

Fellows are assigned a panel of two home visit patients from the Family Medicine Center's Home-Based Primary Care practice. Fellows follow these patients monthly and manage their care between visits. In today’s rapidly changing clinical environment, primary care physicains and geriatricians must be adapt at analyzing systems and processes they work under and making changes to improve patient care. A new home visit program is a natural venue for a specific, achievable quality improvement intervention with support from faculty, the Home Based Primary Care practice team and the Family Medicine Center Patient and Family Advisory Council.

The longitudinal family medicine resident curriculum is based on graded autonomy and focused objectives for each level with the ultimate goal of residents feeling empowered to include home visits in their future practice. After home visit sessions, residents complete personal, written reflections after each visit to optimize learning and retention, as well as for giving a venue for processing potentially challenging situations. Sample reflections are included. Third-year residents facilitate an interdisciplinary case conference to address various social determinants of health, home safety issues and medication concerns. By residency graduation, residents will complete 10-14 home visits.

Educational objectives:

Describe challenges and opportunities unique to patient care in the home environment.
Review medication use and adherence while identifying medications that are no longer effective, are duplicative or carry greater burden than benefit. Identify medications that you would recommend stopping and create a schedule for stopping these medications.
Develop and implement a safety plan to make the patient’s home environment safer.
Develop a personal plan to integrate home visits into your future practice.

Fellow-specific objectives:

Develop, document and manage patient- and family-centered care plans related to patient’s health conditions and expected trajectory with emphasis on personal goals of care in collaboration with an interprofessional health care team and community service providers.
Implement a process improvement as part of the Home Based Primary Care team.

Content Categories:

Intended learner audience:

Geriatric Competencies:

2 MM: Identify medications that should be avoided

7 CBD: Perform and interpret a cognitive assessment

10 SCC: Develop management plan for patients with functional deficits

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Curriculum/Syllabus

Discipline/specialty:

Family Medicine

POGOe Id:

21929

Date posted:

Wed, 10/19/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 10/19/2016

No CME credits available

Not peer reviewed

Geriatric Fellow Home Visit Curriculum
- 75.22 KB

Family Medicine Resident Home Visit Curriculum
- 82.76 KB

Five examples of resident home visit reflections
- 20.67 KB

Sample email for pre-home visit instructions including reflection prompt
- 89.09 KB

"House Calls" American Family Physician 2011
- 148.58 KB

House Calls Tip Sheet UCSF
- 119.13 KB

Chart review EMR template used by resident for pre-visit planning
- 40.54 KB

EMR template created as teaching tool and to teach components needed for appropr...
- 75.35 KB

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Anna Goroncy, MD

Jeffrey Schlaudecker, MD, MEd

Contact Person/Corresponding Author:

Anna Goroncy, MD

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

VirginiaGeriatrics.Org

calexander — Wed, 21 Sep 2016 20:17:05 +0000

Virginia Commonwealth University School of Medicine

Abstract:

The VirginiaGeriatrics.Org website consists of 6 primary resources and a secondary list of resources for further research. These primary resources include a video archive of the geriatric grand round lecture series, interactive pre-clinical basic science geriatric case studies for medical students, more advanced geriatric case studies for clinical residents, a quick consult guide for geriatric consults, an "ask the expert" discussion resource, and various educational materials related to the Virginia Geriatrics Society Conference. Additionally, spread through the website are external educational resources to complement the core material. Finally, there are some resources for patients and families that may be interested in contacting clinics and/or geriatricians.

Educational objectives:

Listed through 6 primary education sections (Grand Rounds, Med Student Materials, Resident Materials, Quick Consults, Ask the Expert, etc)

Content Categories:

Diseases

Intended learner audience: