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Geriatric Palliative Care

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/1101

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

:  
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/1101

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