The Portal of Geriatrics Online Education

Neurology

Dementia Vs. Delirium: Diagnosis Makes a Difference Sometimes...

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Identification, treatment, and management of dementia and/or delirium applicable in acute care settings and long term or skilled nursing facility setting.

Educational objectives: 
  1. Recognize delirium and dementia
  2. Describe the difference between delirium and dementia
  3. Effectively manage patients with delirium or dementia or both
Additional information/Special implementation requirements or guidelines: 

Evaluation of Product URL:   https://surveys.ttuhsc.edu/wsb.dll/s/60g898

Additional Referece Materials noted at end of video:

  1. Larson EB, Shadlen M, Wang L, McCormick WC, Bowen JD, Teri L, et al. Survival after initial diagnosis of alzheimer disease. Annals of Internal Medicine. 2004 April 06;140(7):501-9.
  2. Clinics in Geriatric Medicine, Volume 20, Issue 1, February 2004

 

 

 

Date posted: 
Wed, 07/27/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 07/27/2011
Contact Person/Corresponding Author:



Suggested Citation:
Dementia Vs. Delirium: Diagnosis Makes a Difference Sometimes... POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/212

Elder Care: A Resource for Interprofessional Providers:Depression in Older Adults-Pharmacotherapy

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Sponsors: 
Product Information
Estimated time to complete: 
1
Abstract: 

Depression in Older Adults - Pharmacotherapy is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 

Objectives:

  1. State the class of drugs considered first choice for pharmacotherapy of depression in older adults
  2. List classes of antidepressants that should generally be avoided in older adults
  3. Explain the approach to drug therapy of depression if there is no response to a first‐line drug
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as

  1. content is not changed,
  2. no one is charged a fee to use or read the publication,
  3. authors and their affiliated institutions are noted without change, and
  4. the reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."

The entire series can be viewed on the website at: http://www.reynolds.med.arizona.edu/EduProducts/ElderCareProviderSheets.cfm 

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

The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.

Date posted: 
Thu, 01/30/2020
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 01/30/2020
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers:Depression in Older Adults-Pharmacotherapy. POGOe - Portal of Geriatrics Online Education; 2020 Available from: https://pogoe.org/taxonomy/term/212

Geriatric Emergency Medicine Online Curriculum (GEM-OC) 2 - Transitions of Care

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

This is Module Two of an online five-module curriculum. The modules, which are based on national geriatric emergency medicine competencies, cover a broad range of geriatric topics through an interactive teaching format. They require learners to review and analyze patient information, interpersonal interactions, laboratory and imaging results, diagnoses and treatment plans. This module teaches about transitions of care.

Educational objectives: 

At the end of Module Two, the learner should be able to:

1) Develop a preliminary management plan for patients presenting with functional deficits including adaptive interventions and involvement of interdisciplinary team members from appropriate disciplines, such as social work, nursing, rehabilitation, nutrition, and pharmacy.

2) Accurately identify clinical situations where life expectancy, functional status, patient preference and goals of care should override standard recommendations for screening and treatment in older adults.

3) Assess and describe baseline and current functional abilities in an older adult by collecting historical data from multiple sources, include instrumental activities of daily living and activities of daily living, and perform a confirmatory hearing and vision examination.

4) Define and differentiate among types of code status, health care proxies, and advance directives in the state where one is training.

Additional information/Special implementation requirements or guidelines: 

 

For best viewing results, please:

-      Set your monitor resolution to 1024x768

-      Launch in either Internet Explorer 6 or higher, Firefox 2 or higher or Safari 3.2.1 or higher

-      Avoid using browser navigation. Use only the navigation provided within the course.

 

Date posted: 
Fri, 06/08/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 06/08/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Geriatric Emergency Medicine Online Curriculum (GEM-OC) 2 - Transitions of Care. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/212

Elder Care: A Resource for Interprofessional Providers: Lumbar Spinal Stenosis

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

Lumbar Spinal Stenosis is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 

Objectives:

  1. Describe the typical clinical presentation of lumbar spinal stenosis (LSS)
  2. Identify limitations of the imaging tests used to diagnose LSS
  3. Identify the most effective treatments for LSS
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as

  1. content is not changed,
  2. no one is charged a fee to use or read the publication,
  3. authors and their affiliated institutions are noted without change, and
  4. the reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."

Elder Care Provider Sheets can also be accessed at http://www.reynolds.med.arizona.edu/EduProducts/ElderCareProviderSheets.cfm.

Publications from, presentations from, and/or citations to this product: 
The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers: Lumbar Spinal Stenosis. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/212

Texas Tech Medcast Reynolds Geriatric Step 2CK Test Prep Series 10-11: No. 88--The Increasingly Common Case of Mr. Mnemonic

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
0
Abstract: 

The Step2CK Test Prep Series was created by fourth-year students at the Texas Tech School of Medicine in Lubbock as a project of the fourth-year geriatrics rotation. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported 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 2CK Sample Exam. 

Educational objectives: 

This episode is based on Question 88 on page 57 of the 2010 Step2CK Sample Exam.

Learning Objectives: the third-year medical student studying for the Step2CK exam should be able to:

  • Differentiate between the presentations of various types of dementia
  • Understand the differences between delirium, dementia, and age associated cognitive impairment in the elderly
  • Be familiar with several diagnostic tools/algorithms that will help a physician assess the mental staus of an elderly patient
  • Describe the course of Alzheimer's type dementia
  • Understand basic principles of medical therapy for Alzheimer's type dementia
Additional information/Special implementation requirements or guidelines: 

For more information on the series, go to http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseri....

Date posted: 
Fri, 08/12/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . Texas Tech Medcast Reynolds Geriatric Step 2CK Test Prep Series 10-11: No. 88--The Increasingly Common Case of Mr. Mnemonic. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/212

Systems-Based Approach to Delirium for Multiple Learners-Interactive Web Module

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

This product is an interactive web-based module on delirium. Delirium is presented within a systems-based practice framework. The module focuses on recognition, management and prevention of delirium. Users follow a patient from admission to discharge. It emphasizes “how-to” clinical skills including performing Mini-Cog and CAM on patients. It includes a multiple choice questionnaire and a certificate of completion for the learner’s portfolio. It may be used by a wide range of learners including medical students and residents from internal medicine, family practice, and surgical subspecialties.

Educational objectives: 
  1. Review the clinical significance of delirium
  2. Outline an evidence-based clinical approach to the confused patient in the hospital
  3. Outline an effective work-up based on known and most likely etiologies
  4. Educate learners on clinical tools such as the CAM and the Min-Cog
  5. Address delirium within a systems-based framework
  6. Provide risk assessment and illustrate how to prevent delirium
Additional information/Special implementation requirements or guidelines: 

Self-directed internet -based learning module. Module has audio so speakers or headphones are required.

Date posted: 
Wed, 01/19/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 01/19/2011
Contact Person/Corresponding Author:



Suggested Citation:
and . Systems-Based Approach to Delirium for Multiple Learners-Interactive Web Module. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/212

Physical Diagnosis in Older Adults

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
2
Abstract: 

This independent learning web-based module was developed for third-year medical students in the geriatric clerkship rotation. Emphasis is placed on setting the tone for clinical encounters with older adults, atypical presentation of illness, importance of review of function and medications. Clinical considerations specific to older adults are presented for most systems. External websites are included in the module to augment or further enlighten the student about the content presented.

Educational objectives: 
  1. Recognize personal biases that may interfere with effective communication.
  2. Reproduce history taking techniques that foster respect and rapport with older adults.
  3. Employ methods to facilitate communication in the sensory impaired.
  4. Recognize the potential for under-reporting of illness by the older patient.
  5. Discuss the importance of understanding atypical presentation of illness.
  6. Explain the particular concerns regarding accurate history about medications and nutrition in older adults.
  7. Describe the potential impact on health status and quality of life in the older adult with unrecognized functional decline. 
  8. Recall at least one age-related finding for each organ system.
  9. Restate clinical considerations for common physiologic changes in older adults.
  10. Summarize the major components of the "Welcome to Medicare" visit.
Date posted: 
Fri, 10/15/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/05/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Physical Diagnosis in Older Adults. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/212

Medical Ethics

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
1
Abstract: 

This web-based module for third-year medical students reviews primary and ancillary principles of medical ethics and challenges the learner to apply these principles to patient care scenarios. Reading assignments include an ethics article (Lancet, 2009) regarding allocation of scarce medical resources. A small group discussion for this module immediately precedes an Ethical Analysis noon conference presented by a Geriatrics Fellow and is required for 3rd year medical students, but is open to anyone.

Educational objectives: 
  1. Discuss the principle of autonomy as an ethical standard, as it relates to medical decision making, and in contrast with the principle of beneficence.
  2. Define the medical ethics principle of justice.
  3. Relate examples of ambiguous distributive justice.
  4. Explain the principle of informed consent as an ethical standard, as it relates to medical decision making.
  5. Discuss the clinical situations in which life-sustaining treatment might alter one's choice of management.
  6. Describe the clinical situations in which medical futility might alter one's choice of management.
  7. Describe the important medical treatment options which must often be considered by older adults and their surrogate decision makers.
  8. Describe how one would assess a patient for decision making capacity (decisional capacity).
  9. Recommend appropriate courses of action for patients and family members as exemplified by the case studies.
Date posted: 
Sat, 10/16/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/16/2010
Contact Person/Corresponding Author:



Suggested Citation:
and . Medical Ethics. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/212

Dementia

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

This module was designed to teach medical students about dementia. It is used in combination with a discussion group about the case studies, in order to apply the learned material as well as discuss any questions that may have arisen. Topics include identification and workup of various types of dementia, including Alzheimers, Vascular, Frontotemporal, and Pseudodementia secondary to a variety of underlying conditions. In addition, the module includes information about disease progression and prognosis. Various pharmacologic and environmental treatment options are also discussed.

Educational objectives: 

Attitudes - Medical students should be able to:

  • Appreciate the complexities of an older patient with dementia
  • Have an increased comfort level in diagnosing the various types of dementia in older adults

Knowledge - Medical students should be able to:

  • Describe the cost implications of dementia in an increasingly older population
  • Identify the various dementia syndromes
  • Identify diagnostic criteria of dementia and cognitive impairment
  • Identify the stages of Alzheimer’s dementia
  • Identify ways to minimize decline of functional disabilities
  • Discuss the ethical and legal issues surrounding patients with dementia, especially advanced directives
  • Describe possible caregiver support systems

Skils - Medical students should be able to:

  • Follow diagnostic criteria in patients suspected of dementia
  • Develop a treatment plan for patients with confirmed dementia
  • Develop both pharmacologic and non-pharmacologic care for patients with dementia
Additional information/Special implementation requirements or guidelines: 

Please review the Objectives, Content material, and Cases before our class session. We will apply the tasks in the Skills Objectives to these cases, and you should think about them ahead of time.

Date posted: 
Tue, 01/18/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/18/2011
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Dementia. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/212

Advance Directives

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

This module is intended to assist in teaching undergraduate medical students about advance health care planning; including, the various documents available to the provider for discussion and documentation of the wishes of patients and their surrogate decision makers. This module also discusses the issues of determination of decisional capacity and competency, with an approach provided to assess decision-making capacity. Additionally, students are provided information on the advance directive discussion and communicating with patients, families and surrogate decision makers.

Educational objectives: 

Attitudes - Medical students should be able to:

  1. Realize the importance of establishing the wishes of the patient prior to their loss of decisional-capacity when surrogacy would be required.
  2. Realize the importance of the role of the health care provider in providing the patient and their family a realistic and clear understanding of the patient's clinical situation and likely prognosis.
  3. Acquire an ability to effectively engage patients and families in discussion of these issues.

Knowledge - Medical students should be able to:

  1. Discuss a Living Will, including the definition, acquisition, utility, and limitations.
  2. Discuss a Health Care Treatment Directive, including the definition, acquisition, utility, and limitations.
  3. Discuss a DNR, including the definition, acquisition, utility, and limitations.
  4. Discuss a Durable Power of Attorney for Health Care, including the definition, acquisition, utility, and limitations.
  5. Recognize the cognitive and emotional qualities which contribute to the assessment of competency and decision-making capacity.
  6. Recognize the scope and importance of the legal context of advance directives.
  7. Recognize the importance of selected issues relating to advance directives.
  8. Describe how to appropriately begin the advance directive discussion.
  9. Describe the importance of communicating with families and surrogates concerning advance directives.
  10. Describe the importance of clarifying unclear statements.
  11. Describe the best approach to documenting the discussion of advance directives.

Skills - Medical students should be able to:

  1. Define the following entities and discuss how one acquires such a document: Living Will, Health Care Treatment Directive, DNR, Durable Power of Attorney for Health Care.
  2. Participate in a family "discussion" about these entities and recommend appropriate interventions for the patients presented in the case that follows and the Standardized Patient Encounter.
  3. Create a framework for how one would initiate and/or discuss such issues with real patients and families.
Date posted: 
Sat, 10/16/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/16/2010
Product Viewing Instructions: 
N/A
Contact Person/Corresponding Author:



Suggested Citation:
and . Advance Directives. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/212

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