The Portal of Geriatrics Online Education

University of Nebraska College of Medicine

Is this a Reynold's grantee: 
Yes

Dizziness in the Elderly

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

This product describes four main classifications of dizziness, outlines methods to classify dizziness, lists common causes and outlines diagnosis and treatment techniques. This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's 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: 

Understanding of Dizziness as well as symptoms, classification, causes and prognosis of Dizziness. Upon completion of the module the learner will be able to: 1) Describe the four main classifications; 2) Classify dizziness symptoms into one of four main groups; 3) List the most common causes of each classification of dizziness; and 4) Describe the prognosis of dizziness.

Additional information/Special implementation requirements or guidelines: 

Eighteen Practicing NPs, Physicians, Pharmacists, PAs have completed this product. The material was originally adapted to Blackboard distance based learning as part of a minifellowship in Geriatrics. I. Implementation 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. 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. II. 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".

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

MedEd Portal

Date posted: 
Fri, 09/28/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 11/13/2009
Contact Person/Corresponding Author:



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

Endocrine Disorders in the Elderly

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

This unit covers practical and critical information on the evaluation and management of endocrine disorders in the elderly, including: adrenal, thyroid, diabetes and Paget's disease. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will gain practical and critical information in the evaluation and management of adrenal and thyroid disorders, diabetes and Paget's disease. Upon completion of Module 1, the learner will be able to: 1) Describe the diagnosis and management of diabetes in the elderly 2) List the modifications of DM therapy for the frail and chronically ill elderly Upon completion of Module 2, the learner will be able to: 1) Describe the evaluation and treatment of hypothyroidism in the elderly 2) Describe the evaluation and treatment of hyperthyroidism in the elderly 3) List the evaluation and treatment of nodular thyroid disease and thyroid cancer Upon completion of Module 3, the learner will be able to: 1) Describe the evaluation and treatment of hypoadrenocorticalism in the elderly 2) Describe the evaluation and treatment of hyperadrenocorticalism in the elderly 3) List the evaluation and treatment of Paget's disease

Additional information/Special implementation requirements or guidelines: 

Implementation 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. 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". USER MANUAL A universal user manual will be submitted for all of the modules by UNMC

Date posted: 
Wed, 09/26/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 09/26/2006
Contact Person/Corresponding Author:



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

THE SKIN SHOW: Aging Dermatology and Disease

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

This product reviews key clinical information on dermatologic changes of aging and disease utilizing excellent color photos clinical pearls.This one hour CEU accredited unit is divided into 3 modules of 15-20 minutes each. It's 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 will gain basic information on aging dermatology, evaluation and treatment of dermatologic diseases common to the elderly and visual images of key diagnostic features of dermatologic disease. 

Upon completion of Modules 1-3 the learner will be able to: 

1. List the normal age related skin changes. 

2. Identify and treat the common skin disorders of aging.

3. Identify malignant versus non malignant skin conditions in aged.

 

Upon completion of Module 4 the learner will be able to:

1. Identify common infectious dermatologic diseases in the elderly.

2. List treatment modalities for common infectious dermatologic diseases in the elderly.

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 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. 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 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, 09/19/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 10/14/2012
Contact Person/Corresponding Author:



Suggested Citation:
THE SKIN SHOW: Aging Dermatology and Disease. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/1224

Discharge Summary Feedback

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

This product was created to help teach medical students how to write a thorough discharge summary. The Pearl card is supplemented by an interactive web module that gives the learner a short concise review of hospital admission orders and care. The checklist outlines features that should be included in the discharge summary. This can be used by the student as a reminder of what to write or it can be used by a faculty member who is evaluating a discharge summary created by a learner. The questionnaire is an easily-completed form which should be filled out by a provider who is reading (and using) a discharge summary written by a learner. It can be returned to the student after completion to help them understand how to improve. These materials help the learner to understand why each element of a discharge summary is needed. Use of the documents along with the web module "closes the loop" on the educational process for the learner.

Educational objectives: 

OBJECTIVES: Upon completion the learner will be able to: 1. List the adverse outcomes of hospitalization 2. Describe the aging physiologic changes that predispose older patients to adverse outcomes. 3. Assess the patients; goals of hospitalizations care preferences & discharge criteria. 4. Describe and contrast POA-HC and guardian and how they relate to inpatient care. 5. Describe the causes of iatrogensis and prevention. 6. Describe the control of blood pressure and the affect of hospitalization on blood pressure in the elderly. 7. List ways to improve oral intake in hospitalized elderly. 8. Describe best practices in daily inpatient care in the elderly. 9. Perform best practices in completion of state of the art discharge summary that improves transitions of care

Additional information/Special implementation requirements or guidelines: 

You will need an internet connection to use the web module.

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



Suggested Citation:
and . Discharge Summary Feedback. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1224

Long-Term Care Mental Health Tip Sheet: Mood Disorders

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

A pocket guide to the evaluation and treatment of depression in the elderly.

Educational objectives: 
  1. Understand the role of depressive symptoms in choice of antidepressants.
  2. Understand the role of coexisting disease in antidepressant choice.
Date posted: 
Fri, 01/01/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 01/01/2010
Contact Person/Corresponding Author:



Suggested Citation:
Long-Term Care Mental Health Tip Sheet: Mood Disorders. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/1224

Frailty

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

This PowerPoint presentation reviews recent literature with a focus on clinical tools to identify frail patients and evidence based interventions to improve outcomes. The presentation was developed as a keynote for an annual HRSA funded Geriatric Education Center conference on frailty and other geriatric syndromes. It should be suitable for a broad audience of providers or trainees interested in the concept of frailty.

Educational objectives: 

-Understand what frailty is and why it is important to patient outcomes. -Learn how to identify frail patients in practice. -Be able to apply evidence based interventions to improve outcomes in frail patients.

Date posted: 
Tue, 09/29/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 09/29/2009
Contact Person/Corresponding Author:



Suggested Citation:
Frailty. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1224

Infectious Disease in the Elderly in Community and Long Term Care Facilities: Respiratory Diseases

:  
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 gain significant knowledge in the evaluation and management of common infectious diseases of the respiratory tract 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: 

Upon completion, the learner will be able to: Module One 1) List the common symptoms and pathogens for URIs 2) Describe the presentation of influenza 3) List the prevention, diagnosis, prophylaxis and treatment of Influenza in the elderly. Module Two 1) Describe the age-related and disease-related predisposing factors of pneumonia 2) List interventions to prevent pneumonia 3) Describe diagnosis and treatment for pneumonia in the elderly Module Three 1) Describe the appropriate screening, diagnosis, evaluation and treatment for Tuberculosis 2) List the common organisms, the diagnostic approach and treatment of sinusitis in the elderly.

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 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 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: 
Thu, 05/29/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 05/29/2008
Contact Person/Corresponding Author:



Suggested Citation:
Infectious Disease in the Elderly in Community and Long Term Care Facilities: Respiratory Diseases. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/1224

Pages

Subscribe to RSS - University of Nebraska College of Medicine