The Portal of Geriatrics Online Education

University of Nebraska College of Medicine

Is this a Reynold's grantee: 
Yes

Selected Geriatric Neurologic Diseases

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

These modules review key elements that every clinician caring for the elderly should know about Parkinson's disease, other movement disorders, strokes and TIAs. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

The learner will gain fundamental knowledge regarding the evaluation and management of Parkinson's disease, other movement disorders, stroke and TIAs. Module One (Parkinson's disease) Upon completion, the learner will be able to: -list the diagnostic characteristics, -describe the key pathologic features, -describe evaluation and management, and -list the most common complications Module Two (Movement disorders) Upon completion, the learner will be able to: -describe diagnostic features of each disease, and -differentiate Parkinson’s disease from PSP Module Three (Strokes and TIAs) Upon completion the learner will be able to: -list the etiologies, -describe the diagnostic features, and -describe evaluation and management

Additional information/Special implementation requirements or guidelines: 

Eighteen practicing NPs, physicians, pharmacists, and PAs have completed this product as a Blackboard distance-based learning as part of a Minifellowship in Geriatrics. Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Tue, 10/30/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Selected Geriatric Neurologic Diseases. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Transitional Care

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

Upon completion learner will be able to: list the current problems in transitional care, describe adverse outcomes from inappropriately performed transitional care, and describe the best practices in the performance of transitional care.This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

The learner will obtain knowledge and concepts on the issue of transitional care. They will be able to describe adverse outcomes of inappropriately performed transitional care and describe best practices to afford optimal outcome. Upon completion learner will be able to: 1. List the current problems in transitional care 2. Describe adverse outcomes from inappropriately performed transitional care 3. Describe the best practices in performance of transitional care

Additional information/Special implementation requirements or guidelines: 

Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Tue, 10/30/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 11/14/2012
Contact Person/Corresponding Author:



Suggested Citation:
Transitional Care. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Syncope in the Elderly

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

Upon completion of this product, the learner will be able to describe the etiologies, evaluation and management of syncope in the elderly, including the unique aging physiologic features that predispose elderly to syncope. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will be able to describe the etiologies, evaluation and management of syncope in the elder. Including the unique aging physiologic features that predispose elderly to syncope. Upon completion of the module the learner will be able to: -Define syncope -Describe the epidemiology of syncope -Describe the aging physiology that predisposes to syncope -List the causes of syncope

Additional information/Special implementation requirements or guidelines: 

Eighteen practicing NPs, Physicians, Pharmacists, PAs have completed this product via Blackboard distance-based learning as part of a Minifellowship in Geriatrics. A) Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning; The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Tue, 10/30/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/31/2012
Contact Person/Corresponding Author:



Suggested Citation:
Syncope in the Elderly. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Unintentional Weight Loss in the Elderly

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

Upon completion of this unit, the learner will be able to describe the etiologies, evaluation and management of unintentional weight loss in the elderly. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will will be able to list and describe the etiologies, evaluation and management of unintentional weight loss in the elderly. The learner will be able to: -Identify indications for evaluation of weight loss -List age related changes that influence appetite -List the risk and benefits of appetite stimulants -Describe the evaluation of unintentional weight loss.

Additional information/Special implementation requirements or guidelines: 

Eighteen Practicing NPs, Physicians, Pharmacists, PAs have completed this product in Blackboard distance-based learning as part of a Minifellowship in Geriatrics. Implementation: 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance-based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning; Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Tue, 10/30/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Unintentional Weight Loss in the Elderly. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Osteoporosis

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

This one hour CEU accredited unit is divided into three modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion of this product, the learner will be able to list the risk factors and causes osteoporosis, and describe the evaluation and treatment of osteoporosis. After each part, the learner will be able to:

  • Part 1: Identify risk factors for osteoporosis with an emphasis on modifiable risk factors
  • Part 2: Describe the most current methods of, and standards for, diagnosis and monitoring of treatment
  • Part 3: Describe the available treatment modalities for osteoporosis and their effectiveness
Additional information/Special implementation requirements or guidelines: 

This is a Blackboard distance-based learning module delivered as part of a Minifellowship in Geriatrics.

Implementation:

1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion.

2) For use in distance learning: The material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and that the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular; the learners cite that it less intimidating to do, the questions at the end create a break and closure, and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Wed, 10/24/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
and . Osteoporosis. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Geriatric Practice Improvement, or Things I Wish Someone Would Have Told Me When I Started

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

Upon completion of these modules, the learner will gain novel and necessary information to establish an efficient and effective geriatric practice or to improve their present geriatric practice. The focus of the modules includes improvements in office efficiency, cost effectiveness, geriatric billing and coding, and innovations in practice. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Module One Upon completion, the learner will be able to describe and implement an effective and efficient system and process to care for complex elders in office-based practice through use of: 1) Pre-evaluation questionnaires 2) Delegation of tasks 3) Office processes Module Two Upon completion, the learner will be able to: 1) Describe appropriate billing and coding used in geriatric care 2) List and utilize underused CPT codes 3) Describe criteria to select appropriate category and level of code for service Module Three Upon completion the learner will be able to: 1) List the key elements of a successful practice caring for the elderly 2) Describe successful, innovative, nontraditional geriatric practice types 3) List the pros, cons, and caveats of contracting your services 4) Describe the process of performing an analysis of a practice site

Additional information/Special implementation requirements or guidelines: 

Eighteen practicing NPs, physicians, pharmacists, and PAs have completed this product as Blackboard distance-based learning as part of a minifellowship in Geriatrics. Implementation: 1) For lecture presentation: there are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: the material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance-based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and that the learner also have the ability to read the lecture notes. Benefits and practical tips: 1) For lecture and self learning: the 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. 2) For use in distance learning: our feedback is that the 15-20 minute segments are popular, learners cite that it less intimidating to do, the questions at the end create a break and closure, and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Mon, 01/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Practice Improvement, or Things I Wish Someone Would Have Told Me When I Started. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1224

Hospital Care for Older Patients

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

The learner will gain important knowledge that is predictive of improved outcomes in care of elderly women in the hospital. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

The learner will gain critical knowledge that improves outcomes in care of elderly when in the hospital. Module 1: Regarding hospitalized elders Upon completion the learner will be able to: 1) List the consequences of bed rest and hospitalization 2) Describe affect of hospitalization on oral intake 3) Describe two Systematic Interventions to improve hospital care for the elderly Module 2: Regarding hospitalized elders Upon completion the learner will be able to: 1) Describe the 11 key items to address when admitting an older adult 2) List the areas to address on daily work rounds for elderly inpatients 3) Describe the ways to assess prognosis for post-hospitalized elderly

Additional information/Special implementation requirements or guidelines: 

Implementation environment was a blackboard distance-based learning as part of a Minifellowship in Geriatrics. 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance-based learning systems. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Thu, 10/18/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
Hospital Care for Older Patients. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Health Maintenance & Prevention in Elders

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

Upon completion of product, the learner will be able to describe evidence-based practices for maintaining health and prevention of disease in the elderly. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion of the learner will be able to list and describe evidence-based practices to maintain health and prevent disease in the elderly. The learner will be able to: 1) Describe the current recommendations for PRIMARY and SECONDARY prevention. 2) Assimilate these recommendations into their current practice patterns. 3) Describe and perform TERTIARY prevention. 4) Discuss the evidence base on preventative care recommendations

Additional information/Special implementation requirements or guidelines: 

Eighteen Practicing NPs, Physicians, Pharmacists, PAs have completed this product. 1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems; however, using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and the learner also be able to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Thu, 10/18/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
Health Maintenance & Prevention in Elders. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

HIP FRACTURES Peri-Operative and Rehabilitative Management

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

These modules review the preoperative evaluation, peri-operative management and rehabilitation in hip fractures in elderly patients This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Knowledge in the perioperative management of hip fractures in the elderly. Upon completion of this unit of three modules, the learner will gain knowledge in the preoperative evaluation and management in hip fracture patients, in the peri-operative management of hip fracture patients, and lastly in the rehabilitation in hip fracture patients.

Additional information/Special implementation requirements or guidelines: 

1) For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. 2) For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning systems. We recommend for optimal learning that the presentation have speaker voicing (audio) to explain the slides and that the learner have the ability to read the lecture notes. Benefits and practical tips: For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly".

Date posted: 
Thu, 10/18/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



Suggested Citation:
, and . HIP FRACTURES Peri-Operative and Rehabilitative Management. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Emergency Care For The Elder With Abdominal Pain

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

This unit, using a case-based question and answer format, reviews the key issues in the care, evaluation and management of acute abdominal pain in the elderly. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. Its design allows delivery as either a lecture or voiced for a distance web-based module or self-directed learning. Each module ends with case-based questions and answers.

Educational objectives: 

The learner upon completion will gain basic knowledge in the evaluation, care and management of the elderly with acute abdominal pain. They will be able to describe the unique issues of the elderly with this acute condition.

Module 1 & 2:

  • List the unique features and (atypical) presentations of abdominal pain in elders
  • Identify priorities for initial triage
  • List initial management to stabilize
  • List appropriate historical information to elicit
  • Describe appropriate physical exam
  • List appropriate and timely lab and diagnostic evaluation


Module 3:

  • Describe the presentations and diagnostic approach to other diagnostic possibilities of acute abdominal pain in this population.
Additional information/Special implementation requirements or guidelines: 

Eighteen Practicing NPs, Physicians, Pharmacists, PAs have completed this product.

Blackboard distance based learning as part of a Minifellowship in Geriatrics.

I. Implementation:

  1. For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion.
  2. For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the PowerPoint system as we have, it can be adapted to many distance based learning systems. For optimal learning, we recommend the addition of speaker voicing (audio) to explain the slides, and the learner should also have the ability to read the lecture notes.


II. Benefits and practical tips:

  1. For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience.
  2. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it is less intimidating to do, the questions at the end create a break and closure, and the 1 hour credit for completion of the three module unit is attained "painlessly".
Date posted: 
Fri, 09/28/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 10/14/2012
Contact Person/Corresponding Author:



Suggested Citation:
Emergency Care For The Elder With Abdominal Pain. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

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