POGOe - Portal of Geriatrics Online Education - Gross Anatomy

Advanced Practice Nursing Student

Intended learner audience:

APRN

Physician Assistant

ATYPICAL PRESENTATION OF DISEASE

Geriatric Competencies:

17 ATYP: Identify 3 physiologic changes for each organ system

18 ATYP: Diagnose based on unique presentations of common conditions

Learning resource types:

Case-Based Instruction/Learning

Multi Media Web module (text / videos)

Learner Assessment

Video

Other Learning Resource Type:

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Estimated time to complete:

45 minutes

POGOe Id:

21797

Date posted:

Tue, 12/02/2014

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 12/02/2014

No CME credits available

Degenerative Aortic Stenosis module

Assigned Editor:

chowe

Posting status:

Posted

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Melanie Sulistio, MD

Kathryn Eubank, MD

Contact Person/Corresponding Author:

Raina Smith, MS

Contact Person Email:

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Anatomy Image Atlas of Aging: Liver

colleen.burnham — Thu, 29 Aug 2013 17:55:01 +0000

University of Massachusetts Medical School

Abstract:

The Image Atlas of Aging is an original UMMS educational product developed to highlight the normal age-related anatomic and histological changes within the digestive system. The Image Atlas of Aging is a PowerPoint module that features normal gross and histological images to model the aging liver and to serve as an easily replicated prototype to eventually incorporate other organs and organ systems. The module introduces the principle of homeostenosis as a function of aging that emphasizes that aging is neither equivalent to disease nor does it signify inevitable disease. This original geriatrics content has been integrated into the first year medical student “Development, Structure, and Function” (DSF) course curriculum.

Educational objectives:

After completion of this module, the MS1 learner will be expected to:

explain that liver disease is not a part of normal aging
differentiate normal anatomic, physiologic, and histological differences between the young and aged liver
define the principle of homeostenosis, illustrating how the hepatic portal system becomes more susceptible to acute injury with the loss of age-related functional reserve

Additional information/Special implementation requirements or guidelines:

Formal on-going discussions are held with the UMMS Development, Structure, and Function (DSF) course directors, who review the modules to strategize best integration to the DSF curriulum. Additionally, UMMS geriatricians teach from the Image Atlas modules in the anatomy lab each fall.

Content Categories:

Intended learner audience:

17 ATYP: Identify 3 physiologic changes for each organ system

Geriatric Competencies:

Learning resource types:

Lecture

Discipline/specialty:

The Aging Liver presentation.pptx
- 48.7 MB

Histology

Estimated time to complete:

45 minutes

POGOe Id:

21679

Date posted:

Fri, 10/11/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Fri, 10/11/2013

No CME credits available

Not peer reviewed

The Aging Liver NOTES PAGES.pdf
- 19.41 MB

The Aging Liver HANDOUT.pdf
- 712.12 KB

Posting status:

Posted

Previous Taxonomy Authors: Miriam O'Neil, Krista Johansen, Sarah McGee, Erika Oleson, Colleen Burnham, Mark Dershwitz

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Miriam O'Neil

Colleen Burnham

Krista Johansen

Sarah McGee

Mark Dershwitz

Contact Person/Corresponding Author:

Miriam O'Neil

Contact Person Email:

[email protected]">Miriam.O'[email protected]

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SAGE Urinary Incontinence in the Elderly

craig.rubin — Tue, 25 Sep 2012 15:34:29 +0000

University of Texas Southwestern Medical Center

Abstract:

The UT Southwestern SAGE Urinary Incontinence module is a comprehensive core curriculum on UI in the elderly which can be incorporated into existing UME courses at both the pre-clinical and clinical levels. After completion of the program, medical students will have been trained in the basic evaluation and treatment of UI in the elderly. The program and learning platforms are created in sequential modules so that components can be utilized in different courses (anatomy, physiology, pharmacology) and for different levels of learners (clinical cases for 3^rd and 4^th year students). Modules also lend themselves to be utilized as clinical correlations in basic science courses.

Educational objectives:

After completion of the UI modules, learners will be able to:

Describe the anatomy and physiology of the continence mechanism.
Discuss the age-related changes in the anatomy and physiology of the lower urinary tract (LUT) which increase the risk of UI.
Evaluate and diagnose the cause of a patient's urinary incontinence.
Create a treatment and management plan for a patient with urinary incontinence.
Describe how medications can cause UI and also understand complications from medications used to treat UI.

Content Categories:

Geriatric Syndromes

Intended learner audience:

Advanced Practice Nursing Student

Physician Assistant

2 MM: Identify medications that should be avoided

Geriatric Competencies:

3 MM: Document a patient’s medication list

18 ATYP: Diagnose based on unique presentations of common conditions

Learning resource types:

Case-Based Instruction/Learning

Learner Assessment

Other Learning Resource Type:

Web module

Discipline/specialty:

CNS/Neuroanatomy/Neuroscience

Obstetrics and Gynecology

Pathophysiology

Pharmacology/Toxicology

Physiology

Estimated time to complete:

45 minutes

POGOe Id:

21244

Date posted:

Tue, 01/29/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 04/30/2018

No CME credits available

Not peer reviewed

SAGE Urinary Incontinence in the Elderly

Posting status:

Posted

Previous Taxonomy Authors: Dr. Craig Rubin, Dr. Philippe Zimmern, Miss Lindsay Oksenberg

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

2012 marketplace product

Author(s):

Craig Rubin, MD

Philippe Zimmern, MD

Lindsay Oksenberg, MD

Contact Person/Corresponding Author:

Craig Rubin, MD

Contact Person Email:

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Anatomy Image Atlas on Aging: Heart

colleen.burnham — Thu, 23 Aug 2012 19:11:40 +0000

University of Massachusetts Medical School

Abstract:

The Image Atlas of Aging is an original UMMS educational product developed to highlight the normal age-related anatomic and histological changes within the cardiovascular system. The Image Atlas of Aging is a PowerPoint module that features normal gross and histological images to model the aging heart and to serve as an easily replicated prototype to eventually incorporate other organs and organ systems. The module introduces the principle of homeostenosis as a function of aging that emphasizes that aging is neither equivalent to disease nor does it signify inevitable disease. This original geriatrics content has been integrated into the first year medical student “Development, Structure, and Function” (DSF) course curriculum.

Educational objectives:

After completion of this module, the MS1 learner will be expected to:

explain that cardiovascular disease is not inevitable with normal aging
differentiate normal anatomic, physiologic, and histological differences between the young and aged heart
define the principle of homeostenosis, illustrating how the renal system becomes more susceptible to acute injury with the loss of age-related functional reserve

Content Categories:

Intended learner audience:

17 ATYP: Identify 3 physiologic changes for each organ system

Geriatric Competencies:

Learning resource types:

Lecture

Discipline/specialty:

The Aging Heart BIBLIOGRAPHY.pdf
- 48.83 KB

Histology

Estimated time to complete:

1 hour

POGOe Id:

21222

Date posted:

Tue, 05/20/2014

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 05/20/2014

No CME credits available

Not peer reviewed

The Aging Heart
- 5.9 MB

Assigned Editor:

rramaswamy

Posting status:

Posted

Previous Taxonomy Authors: Emily Kaditz, Krista Johansen, Henri Cuenoud, Colleen Burnham, Sarah McGee

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

12/5/12 needs revision - cz
- PDF slideshow files are now prohibited due to firewall problems
- Major copyright issues. Must be resolved.

Author(s):

Emily Kaditz, MD

Krista Johansen, MD

Henri Cuenoud, MD

Colleen Burnham, MD

Sarah McGee, MD

Contact Person/Corresponding Author:

Emily Kaditz

Contact Person Email:

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Anatomy Image Atlas on Aging: Kidney

colleen.burnham — Wed, 07 Sep 2011 16:12:04 +0000

University of Massachusetts Medical School

Abstract:

The Image Atlas of Aging is an original UMMS educational product developed to highlight the normal age-related anatomic and histological changes within the renal system. The Image Atlas of Aging is a PowerPoint module that features normal gross and histological images to model the aging kidney – and to serve as an easily replicated prototype to eventually incorporate other organs and organ systems. The module introduces the principle of homeostenosis as a function of aging that emphasizes that aging is neither equivalent to disease nor does it signify inevitable disease. This original geriatrics content has been integrated into the first year medical student “Development, Structure, and Function” (DSF) course curriculum. This product contains two versions of the lecture: the complete presentation intended for the educator and the shortened student module.

Educational objectives:

After completion of their DSF course, the MS1 learner will be expected to:

Explain that renal disease is not inevitable with normal aging
Differentiate normal anatomic, physiologic, and histological differences between the young and aged kidney
Define the principle of homeostenosis, illustrating how the renal system becomes more susceptible to acute injury with the loss of age-related functional reserve

Additional information/Special implementation requirements or guidelines:

There is a dearth of existing available educational resources that pictorially contrast normal age-related anatomic and histological organ system changes. (Most of the available resources demonstrate normal versus pathologic.)

Pivotal to Image Atlas completion was developing partnerships with the UMMS pathology department and anatomy and cell biology division. UMMS' Advancing Geriatrics Education (AGE)/Reynolds summer student, UMMS MS2 Patrick Bonavitacola, forged new working relationships with the director of surgical pathology and renal pathology, the current chief resident, and the co-director of the MS1 DSF course. Existing images were culled from: 1) the former chief of pathology's legacy slide collection within the UMMS pathology department, 2) dissections in the anatomy lab; and 3) recent autopsies in the pathology lab. Images were also incorporated from local textbooks and an image database taken with permission from the University of Connecticut.

Formal discussions have been held with the DSF course directors, who are currently reviewing the PowerPoint module and strategizing how to best integrate this model and original content into the DSF curriulum. UMMS geriatricians will teach from this curriculum in the anatomy lab this fall.

Content Categories:

Intended learner audience:

17 ATYP: Identify 3 physiologic changes for each organ system

Geriatric Competencies:

Learning resource types:

Lecture

Discipline/specialty:

UMMS Image Atlas Full Presentation
- 37.49 MB

Histology

Nephrology

POGOe Id:

21017

Date posted:

Mon, 05/13/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 05/13/2013

No CME credits available

Not peer reviewed

UMMS Image Atlas Student Presentation
- 33.04 MB

UMMS Image Atlas of Aging Bibliography
- 14.72 KB

Posting status:

Posted

Previous Taxonomy Authors: Patrick Bonavitacola, Dr. Gary Blanchard, Sarah McGee, Krista Johansen, Vijay Vanguri, Kristine Cornejo, Ashraf Khan, Dr. Jerry Gurwitz, Dr. Michele Pugnaire

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

2011 Reynolds Marketplace Product

note from author: Have replaced accessmedicine.com VM slides with UMMS iSlide equivalents, which we have permission to use. Also received permission from Nicholas Oldnall (xray2000.co.uk) for use of all gross anatomy slides, which were provided to him with the proviso that they be considered open access.

Author(s):

Gary Blanchard, MS

Sarah McGee, MS

Michele Pugnaire, MS

Patrick Bonavitacola, MS

Krista Johansen, MS

Vijay Vanguri, MS

Kristine Cornejo, MS

Ashraf Khan, MS

Jerry Gurwitz, MS

Contact Person/Corresponding Author:

Patrick Bonavitacola

Contact Person Email:

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Texas Tech Medcast Reynolds Geriatrics Step 1 Prep Series: No. 83--Jarah Sessica Parker and Asymptomatic Hypertension

betsy.jones — Wed, 07 Apr 2010 15:55:34 +0000

Texas Tech University Health Sciences Center School of Medicine

Abstract:

The Step1 Test Prep Series was created by second-year students at the Texas Tech School of Medicine in Lubbock as a project of the MS2 Aging Block of Systems Disorders II. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported in part by an Aging and Quality of Life grant from the D.W. Reynolds Foundation. The episodes in this series are based on questions that have geriatrics content and patient vignettes from the 2009 Step1 Sample Exam, available from http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseri....

Educational objectives:

The second-year medical student studying for the Step2CK exam should be able to:

Understand the differential pathology of hypertension
Understand what can cause an increase in blood and urine catecholamines
Understand what structures exist around and above the kidneys
Understand the gross anatomy of the adrenals and what they produce

Content Categories:

Intended learner audience:

18 ATYP: Diagnose based on unique presentations of common conditions

Geriatric Competencies:

Learning resource types:

Audio

Discipline/specialty:

Pathology

Estimated time to complete:

30 minutes

POGOe Id:

20671

Date posted:

Thu, 10/07/2010

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 01/22/2013

No CME credits available

Not peer reviewed

None Selected

Info Packet
- 86.93 KB

Podcast
- 10.49 MB

Posting status:

Posted

Previous Taxonomy Authors: Dr. Betsy Goebel Jones, Dr. Andrew Dentino, Matthew Baldwin, Lawrence Devolld, Lindsey Gaidousek, Victor Lohla, David Martinez, Jenny Nguyen, Cory Robertson, Samuel Strebel

Editor's notes:

1/22/13 Author indicated product is up to date. Expiration waived for another three years

Author(s):

Andrew Dentino, MS

Betsy Goebel Jones, MS

Matthew Baldwin, MS

Lawrence Devolld, MS

Lindsey Gaidousek, MS

Victor Lohla, MS

David Martinez, MS

Jenny Nguyen, MS

Cory Robertson, MS

Samuel Strebel, MS

Contact Person/Corresponding Author:

Dr. Betsy Goebel Jones

Contact Person Email:

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Texas Tech Medcast Reynolds Geriatrics Step 1 Prep Series: No. 17--The Kegel Conundrum

betsy.jones — Fri, 02 Apr 2010 16:07:31 +0000

Texas Tech University Health Sciences Center School of Medicine

Abstract:

The Step 1 Test Prep Series was created by second-year students at the Texas Tech School of Medicine in Lubbock as a project of the MS2 Aging Block of Systems Disorders II. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported in part by an Aging and Quality of Life grant from the D.W. Reynolds Foundation. The episodes in this series are based on questions that have geriatrics content and patient vignettes from the 2010 Step 1 Sample Exam, available from http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseri...

Educational objectives:

The second-year medical student studying for the Step 1 exam should be able to:

Explain the origin and insertion, function, and innervation of each of the muscles listed.
Describe the pathophysiology of stress incontinence.
Describe how strenthening the selected muscle would aid in relieving the symptoms of stress incontinence.

Content Categories:

Intended learner audience:

10 SCC: Develop management plan for patients with functional deficits

Geriatric Competencies:

18 ATYP: Diagnose based on unique presentations of common conditions

Learning resource types:

Audio

Discipline/specialty:

Estimated time to complete:

30 minutes

POGOe Id:

20662

Date posted:

Thu, 10/07/2010

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 01/22/2013

No CME credits available

Not peer reviewed

None Selected

Info Packet
- 100.13 KB

Podcast
- 6.55 MB

Posting status:

Posted

Previous Taxonomy Authors: Dr. Betsy Goebel Jones, Dr. Andrew Dentino, Vivian Ebrahim, Lee Ferris, Christopher Kolze, Stephen Mathew, Joe Mayes, Russell Payne, David Schaefer, Michael Walters

Editor's notes:

1/22/13 Author indicated product is up to date. Expiration waived for another three years

Author(s):

Andrew Dentino, MS

Betsy Goebel Jones, MS

Vivian Ebrahim, MS

Lee Ferris, MS

Christopher Kolze, MS

Stephen Mathew, MS

Joe Mayes, MS

Russell Payne, MS

David Schaefer, MS

Michael Walters, MS

Contact Person/Corresponding Author:

Dr. Betsy Goebel Jones

Contact Person Email:

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Ischemic Stroke in the Elderly

Linda — Sat, 10 Oct 2009 10:04:37 +0000

University of Iowa Roy J. and Lucille A. Carver College of Medicine

Abstract:

This product is part of the GeriaSims series of interactive patient care simulations. In this simulation, learners ask history questions, perform virtual physical exams, order tests, consult with specialists and other health care professionals. They will make decisions about diagnosis, treatment, and other issues in the care of an elderly patient with functional problems, and receive feedback about all actions and decisions. Learners may also ask questions of a simulated mentor to access didactic information about functional assessment. Depending on the learner's level of experience and interest, the simulation takes one to two hours to complete.

GeriaSims interactive patient care simulations are available online, both to accredited medical education institutions for use with students, residents, and fellows. For more information about the GeriaSims series, go to http://www.healthcare.uiowa.edu/igec/resources-edu....

GeriaSims are also available to practicing physicians, physician assistants, nurses and nurse practitioners for CME or CEU credit. To receive continuing education credit, you must register for the Geriatric Lecture Series. For more information, go to http://www.healthcare.uiowa.edu/igec/e-learning/ge....

Educational objectives:

GeriaSims are interactive experiences during which the learner diagnoses and treats simulated patients. The simulations are designed to provide interactive learning experiences about geriatric syndromes and other issues that are often encountered in the primary care of elderly patients. Learners will be able to improve their overall knowledge about managing common geriatric syndromes and understand the unique health care needs of older patients. They will learn the differences in the management of common clinical conditions, and how physiologic changes associated with aging impact management; develop a working knowledge of important legal and ethical issues associated with end-of-life care; and understand and apply principles of the multi-disciplinary geriatric assessment.

The learning objectives of this particular simulation are:

Diagnose the location, severity, and cause of a stroke.
Determine an appropriate acute treatment plan for a patient who has suffered an ischemic stroke.
Correctly administer t-PA.
Monitor a patient for complications and response to the acute treatment plan.
Avoid complications from a stroke, such as DVT, aspiration pneumonia, and arrhythmia.
Develop a plan for rehabilitation following a stroke.
Develop a treatment plan to prevent future strokes.

Additional information/Special implementation requirements or guidelines:

These simulations were developed using a software template created by the University of Iowa. They are used in primary care residency programs and rotations for medical students in the clinical years at the University of Iowa, and also offered online for CME credit.

To use GeriaSims, a 256K or faster DSL, cable modem, LAN/Intranet, or other broadband Internet connection; Internet Explorer 6.0 or higher, Netscape 8.0 or higher, Firefox 1.0 or higher, Mozilla 1.7.5 or higher, or Safari 1.3 or higher web browser, with Java script enabled; version 8 or later of the Flash Player; and Adobe Reader 5 or later are required. A sound card and speakers are recommended. GeriaSims are best viewed at a screen resolution of 1024 x 768, but can be viewed at 800 x 600.

Content Categories:

Intended learner audience:

Therapist

Learning resource types:

CNS/Neuroanatomy/Neuroscience

Virtual Patient

Discipline/specialty:

Family Medicine

Intro to Clinical Medicine/Clinical Skills/Doctoring

Internal Medicine

Physical Diagnosis

POGOe Id:

18568

Date posted:

Fri, 08/21/2009

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Fri, 08/21/2009

CME credits available

Peer reviewed

None Selected

http://www.healthcare.uiowa.edu/igec/resources-educators-professionals/geriasims…

Posting status:

Posted

Previous Taxonomy Authors: Patricia Davis

Author(s):

Patricia Davis, MPH

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The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies

POGOe Moderator — Sat, 10 Oct 2009 09:57:38 +0000

Vanderbilt University School of Medicine

Abstract:

The Healthcare Matrix is currently a Word document, but will soon have a web-based interface attached to a database. The 36-cell Matrix has one cell to represent each intersection of an IOM Aim for Improvement (identified in the IOM report, crossing the Quality Chasm) with an ACGME Core Competency. This tool provides learners with a structured framework to analyze complex episodes of patient care in terms of the Aims and Competencies. The individual cells of the Matrix allow the care analysis to be segmented into more manageable parts. By associating the Aims for Improvement with the Core Competencies, The Matrix encourages learners to reflect on the care they provide and determine the improvements needed, while helping them learn and apply the Aims and Competencies. If learners cannot identify issues in the bottom line of the Matrix-practice-based learning and improvement--then they have not sufficiently analyzed the care. Learners may then use this information to develop action plans that improve care from an individual -- and systems-perspective so that they experience first-hand the 'Practice-Based Learning & Improvement' Core competency.

Educational objectives:

1. To offer schools a way to meet Phase III of the ACGME Outcomes Project by presenting an educational tool that links the outcomes of care to the ACGME Core competencies. 2. To encourage learners to associate their education (beyond medical knowledge with the care of their patients.) 3. To guide learners in analyzing the care of their own patients by using the Core competencies to identification of opportunities for improvement. 4. To change the environment of case presentations and M&M conferences from one of blame to one of system analysis and quality improvement.

Content Categories:

Patient Safety

Care Settings & Models

Intended learner audience:

adolescent_pid.doc
- 38.5 KB

POGOe Id:

20179

Date posted:

Fri, 02/22/2008

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Fri, 02/22/2008

No CME credits available

Peer reviewed

None Selected

adolescent_pid_handout.doc
- 35.5 KB

adolescent_pid_master.doc
- 53 KB

Blank Matrix
- 39 KB

Citations and Web addresses
- 44 KB

Article on use of matrix and competencies
- 2.47 MB

matrix_tutorial.ppt
- 708 KB

Presentations and misc.
- 28.5 KB

Posting status:

Posted

Previous Taxonomy Authors: Doris Quinn

Editor's notes:

7/6/12 orphaned product - cz

Author(s):

Doris Quinn, MD

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Educational Resources on Aging

renee_shield — Sat, 10 Oct 2009 09:57:15 +0000

Alpert Medical School of Brown University

Abstract:

The Educational Resources on Aging (ERA) is a Brown University website developed by the Reynolds project team at Brown University. The site contains all our aging-related curriculum products for medical students, residents, and faculty. These include organ system syllabi, problem-based learning cases for students in clerkships, SIM center cases, aging-related lecture slide sets, aging-related exam questions, Doctoring course guidelines, and much more. The site also contains relevant website tools, research articles, and presentations relevant to education in aging, organized by topic. To access the products on the ERA website, click on the "Table of Contents" link located on the left-hand side menu at this website: https://www.brown.edu/research/projects/educational-resources-on-aging/home.

Educational objectives:

The ERA repository is designed to provide access to comprehensive information on major geriatrics topics by educators and clinicians.

Additional information/Special implementation requirements or guidelines:

Brown University operates under the "fair use" exemption to the U.S. copyright law. If you plan to use copyrighted materials in ways that go beyond fair use or applicable copyright law, you will need to get written permission from the copyright holder.

Content Categories:

Geriatric Syndromes

Geriatric Palliative Care

Patient Safety

Care Settings & Models

Intended learner audience:

Nurse Educator

Pharmacy Students