The Portal of Geriatrics Online Education

Orthopedic Surgery

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/217

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/217

Geriatric Cases and Questions

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

These cases cover a broad curriculum of geriatric issues at the level of a third year clinical clerk, fourth year student or resident. They include questions with answers.

Educational objectives: 

Evaluation of basic knowledge regarding an elderly patient with falls and fracture. Learners should:

  1. Be able to evaluate a patient with falls and hip fracture
  2. Have basic knowledge of geriatric cardiac physiology
  3. Have a basic understanding of the components of the informed consent process
  4. Have basic skills in evaluating skin lesions in the elderly
Additional information/Special implementation requirements or guidelines: 

Used in small group learning sessions and individual exercises (third year and fourth year students - 150; internal medicine and family medicine residents - 10) Can best be accomplished in a small group setting, but requires 1-1.5 hrs for the two cases. Otherwise can be done on paper individually or on the web.

Date posted: 
Mon, 08/03/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 04/13/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Geriatric Cases and Questions. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/217

Use of Sedative-Hypnotics in Older Adults

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

Pocket card regarding the use of sedative-hypnotics in older adults.

Educational objectives: 

1. Improve practice regarding indications for sedative-hypnotics in older adults 2. Improve sedative-hypnotic drug selection and dosing for older adults

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 07/13/2012
Contact Person/Corresponding Author:



Suggested Citation:
Use of Sedative-Hypnotics in Older Adults. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/217

Geriatric Health Care Systems Test

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

This is a multiple choice test used as a pre- and post-geriatrics rotation to assess knowledge and skill in planning health systems use for patient care, such as home care, long term care, hospice, etc.

Educational objectives: 

One of the goals of the one month geriatrics residency rotation is to have residents develop competency in providing care and referring patients across systems of care and understand systems-based geriatrics practice. The rotation provides clinical experience in care of older adults in acute, subacute, long term care, ambulatory, and home care settings with exposure to a multidisciplinary team model of care. Seminars include a session on health care systems and transitions of care. At the end of the one-month rotation residents are expected to attain competency in the following areas: 1. Medical evaluation of the older adult in the emergency room setting When is it appropriate not to admit to the hospital? What can be done to insure a safe discharge from the emergency room? 2. Insurance considerations when planning for hospital discharge What does insurance cover? What are the limitations of the available programs? 3. End of life care What are the goals of care? What services are available for patients and families? 4. Caregiver stress How do we help families plan for the long care of their loved ones? What support is available for families and physicians in making these plans? 5. Community care What kinds of support services are offered in the community after hospital discharge? Who pays for long- term care and how is it arranged?

Additional information/Special implementation requirements or guidelines: 

pre- and post-test

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 01/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Health Care Systems Test. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/217

Geriatric Assessment Workshop

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

These are materials to conduct a half day workshop regarding geriatric assessment. Included is a faculty guide, instructional forms, and assessment forms.

Educational objectives: 

The goal of this workshop is to describe geriatric assessment, understand that it strives to promote wellness and independent function, and train learners in cognitive and functional assessment skills. The specific objectives are to: • Describe physical function • Utilize standardized methods to assess physical function • Describe neuropsychiatric function • Utilize standardized tools to assess cognition

Additional information/Special implementation requirements or guidelines: 

Large group lecture Small groups - <15 learners each simulated patients or faculty as simulated patients

Date posted: 
Fri, 09/19/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 08/19/2012
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Assessment Workshop. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/217

Educational Measurement Workshop: A Sweet Approach to Understanding the Basic Principles of Educational Measurement

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

Increasingly, medical educators are expected to design, implement, and analyze the results of an array of learner assessment strategies ranging from multiple choice examinations to human (e.g., standardized patients) and mechanical simulations. However, many of our faculty have limited training focused on the core principles of educational measurement and learner assessment.

These principles, including reliability, validity, and sources of errors (e.g., rater biases, administration) are presented in a 2.5-3 hour workshop using chocolate as a central focus. During this memorable and engaging workshop, participants identify key attributes of excellence (in chocolate), develop rating scales, train raters, rate the chocolates, and then report their scores to examine rater consistency. At the conclusion of the workshop, the basic principles of educational measurement and the methods to control common sources of error (e.g., instrumentation) are addressed and discussed in the context of common learner assessment methods.

Educational objectives: 

The learner will be able to:

  1. Define basic terminology associated with educational measurement and learner assessment including reliability, validity, inter-rater agreement, normative, and criterion based assessment.
  2. Identify common sources of measurement errors that threaten the integrity of learner assessment measures.
  3. Identify strategies to correct/control for errors with particular emphasis on those attributable to raters and instrumentation.
  4. Apply measurement principles to address medical education related learner assessment issues.
Additional information/Special implementation requirements or guidelines: 
  1. Instructor needs strong background and medical education-related working knowledge of the basic principles of educational measurement and associated methods to control common sources of error.
  2. Ability to draw on examples from a range of specialties/disciplines and training levels including facility with
    • ACGME Competencies, Assessment Requirements for Accreditation and Toolkit;
    • USMLE and credentialing boards (e.g., ABIM).
  3. Teaching Skills for Skilled/experienced large group instructor:
    • Ability to instruct using Microsoft Office PowerPoint software.
    • Ability to interact and facilitate large discussion with learners across specialties.
    • Ability to promote small group interaction, monitor time on task, and direct tasks as needed to stay within schedule.
    • Prepare materials and room or be flexible to use established room set-up.

We use a common, universally familiar subject (chocolate) as the target of performance assessment so participants focus on the instrumentation issues. Since multiple sources of variation and error (e.g., inter-rater taste preferences, rater fatigue) exist even with as simple a construct as chocolate, we provide concrete examples of these as threats to assessment validity. Because the assessment is relatively brief, we are able to quickly summarize the data and interpret simple test statistics (e.g., inter-rater reliability) on the spot. You could have a staff person help with collection of rating forms and quick summary of data while discussion of common errors ensues.

The presenter must continually speak to the relevance and transfer of the material to medical student education. If the participants are not well known to the instructor, a brief introduction of their roles and assessment responsibilities might help make the lessons personal. Variability in chocolates will serve as sources of variation in the discussion - some anticipated, some not (like students). While participants are sampling the chocolates, instructors should identify sources of variability by the three of the four sources of error used to ground the workshop: instrumentation (clarify of rating scales); raters (fatigue, bias' towards a particular chocolate, contamination with another food/drink source); administration (clarity of instructions, order of tasting, chocolate sample size) and any other sources that will introduce error in the measurement. These observations are then used during the discussion (order, size, style of sampling, drinks).

To help learners transfer this information to their faculty roles, find relevant examples of assessment tools from one's own institution. We use a detailed Likert scale rating form in our clinical clerkship that serves as an example and have participants reflect on possible applications of this material in their own jobs.

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

Simpson DE, Meurer LN: A "Sweet Approach" to Understanding Basic Principles of Educational Measurement. Society for Teachers of Family Medicine Annual Meeting, Denver, Colorado; April 2001.

Date posted: 
Wed, 02/28/2018
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 02/28/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Educational Measurement Workshop: A Sweet Approach to Understanding the Basic Principles of Educational Measurement. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/217

The Educator's Portfolio & Curriculum Vitae Workshop & Resource Guide

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

Faculty seeking to advance in their academic careers with an emphasis on education often struggle with how to document their educational contributions in traditional academic curriculum vitas (CVs) and Educator's Portfolios (EPs). Submission contains annotated PowerPoint slides, worksheets for the Developing Your Educator's Portfolio, an Instructor's Guide, and a resource guide presenting samples of successful educator-focused CVs and associated EPs demonstrating "effective presentation" strategies consistent with Glassick's criteria for scholarship. 

Educational objectives: 

The learner will be able to:

  1. Identify types of educator-related activities (e.g. curriculum development, teaching, administration) and associated evidence consistent with the quantity, quality and engagement in educational community needed for academic promotion.
  2. Examine the format of the standard CV and a CV adapted specifically for educators and actual examples to determine how to effectively incorporate education into a traditional CV format.
  3. Recognize that effective presentation of educator activities and associated audiences draws on one's teaching skills to select presentation formats that match objectives and intended audience and can be included in the Educator's Portfolio.
Additional information/Special implementation requirements or guidelines: 

Consistent with the findings from the AAMC Consensus Conference on Educational Scholarship, this session highlights key features associated with effective documentation and presentation of educators' contributions for academic promotion. Examples are provided to illustrate how to effectively document quantity and quality of educational activities and engagement with community of educators. The resource guide includes a standard academic CV format, an expanded CV format used by educators, seven paired promotion CVs/EPs and additional samples of EPs to highlight selected topics (e.g., grants, community-academic partnerships). The examples allow users to identify someone "who looks like them", thereby teaching how to document educational activities through role modeling/examples. While the CV/EP examples are timeless, updated references are provided in an accompanying instructor's guide.

As indicated in the Instructor's Guide, presenters of the workshop, Teaching Others About Your Excellence as an Educator, should have a strong working knowledge of educational scholarship, understand local promotion and tenure processes, and be familiar with peer-reviewed repositories. The resource guide of CV and EP templates and actual samples is self-explanatory.

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

Simpson, D., Marcdante, K., Duthie, E., et al. (2000). Valuing Education Scholarship at the Medical College of Wisconsin. Academic Medicine 75: 930-934.
Simpson D, Marcdante K, et al. 15 Years of Aligning Faculty Development with Primary Care Clinician-Educator Roles and Academic Advancement at the Medical College of Wisconsin Academic Medicine 2006:81(11):945-953. 

Date posted: 
Mon, 02/25/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 12/11/2010
Contact Person/Corresponding Author:



Suggested Citation:
, and . The Educator's Portfolio & Curriculum Vitae Workshop & Resource Guide. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/217

Web-Based Module to Train and Assess Competency in Systems-Based Practice

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

Purpose of the study: The ACGME competency of systems-based practice seeks to increase residents' understanding of the health care system and to train them in the efficient and effective utilization of resources within this system. We developed an interactive, internet-based 30-minute module to train medical residents in the delivery of optimal care to patients by helping them navigate the complex maze of health care resources and to make transitions of care more seamless. The key curricular components of this training module are: 1) the basic elements of Medicare and Medicaid, 2) the various levels of post-acute hospital care for older patients, and 3) the role of provider-to-provider and provider-to-patient communication in patient transitions of care, including the critical elements of an effective discharge summary. Methods: We created an interactive, animated module based on the story of an older patient who presents to an emergency room with focal weakness after a recent hospital stay. It depicts a common scenario that illustrates the importance of communication in the transition of an older patient from one site of care to another. The vignette has been tailored to be applicable to multidisciplinary trainees. Interactive questions are embedded within the case to emphasize key teaching points while continuing to engage the learners.

Educational objectives: 

Specific learning objectives addressed in this module include: 1) The critical elements of an effective discharge summary. 2) How effective discharge communication improves patient outcomes. 3) Basic features of Medicare and Medicaid. 4) How intensity of interventions and support varies, depending on the site of care.

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

Presented at the 5th Harvard Medical School Medical Education Day, November 7, 2006. 

Eskildsen, M. A. (2010, December). Review of Web-Based Module to Train and Assess Competency in Systems-Based Practice. Journal of the American Geriatrics Society, 58(12), 2412-2413. Also available online.

Date posted: 
Fri, 09/04/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/04/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Web-Based Module to Train and Assess Competency in Systems-Based Practice. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/217

Coding 101

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

Coding 101 is an online curriculum designed for residents. The curriculum includes three audio-visual modules and suggested supplementary online resources. While the audiovisual modules can be viewed in any order, they are designed for progressive learning in a suggested viewing order. Each module contains learning objectives for Systems Based Practice, an ACGME general competency. Within each module, learning points are identified for PGY1-3 progressive learning. The first module, Coding Fundamentals, provides an overview of ICD, CPT, HCPCS, and medical necessity rules. The second module, E&M Coding, provides guided examples of outpatient E&M coding using 1995 and 1997 rules. The third module, Beyond the Basics, introduces modifier -25, teaching modifiers -GE/GC, coding for counseling time, preventive care coding, and other miscellaneous topics. Supplementary suggested content allows learners to link to the Medicare 1995/1997 documents, the CMS Evaluation and Management Services Guide, and other coding resources. The overall curriculum is appropriate for any resident, 4th year ambulatory students, fellows, and even faculty. All resources are contained on one webpage. The webpage contains links to the following: Coding 101, Part 1: Coding Fundamentals [original production by Davoren Chick, MD; Coding 101, Part 2: E&M Coding [original production by Davoren Chick, MD]; Coding 101, Part 3: Beyond the Basics [original production by Davoren Chick, MD]; link is provided to the ACP guide to frequently used ICD-9-CM codes; link is provided to a brief overview of HCPCS; link is provided to the Evaluation and Management Services Guide produced by CMS; link is provided to a review of the Medicare IPPE exam by thecodingcenter.org; links are provided to the CMS 1995 and 1997 documentation guidelines for evaluation and management services.

Educational objectives: 

1. Origins and usages of ICD-9-CM codes 2. Origins and usages of CPT codes 3. HCPCS federal codes 4. The medical necessity rule 5. The definition of a "new" patient 6. History E&M key component and its three sub-areas 7. Physical exam E&M key component, with 1995 and 1997 documentation 8. Medical decision making key component and its three sub-areas 9. Documentation rules for new and established outpatients 10. Modifier 25 11. Preventive care coding options, including the IPPE 12. Smoking cessation counseling codes 13. GC and GE teaching modifiers

Additional information/Special implementation requirements or guidelines: 

Because the videos are in Windows Media format, they are best viewed from an Internet Explorer web browser on a PC that has Windows Media Player (WMP). A link is provided to connect learners to the microsoft download center where a free copy of WMP can be accessed for any Windows or Mac system. From standard windows PCs, learners may use the table of contents hotlink bars visible to the left of the video in order to jump to different topics if they desire. Using a Mac or web browsers other than Internet Explorer, learners can view the videos as designed (in a progressive manner) but may not be able to jump between sections using the table of contents bars. In such cases, the forward and backward arrows and sliding bar of WMP still allow learners to repeat or skip sections as desired. For all systems, audio output is required. Audio is best quality using headphones or speakers but is sufficient using only a laptop audio feed. Please note that while the content is not likely to be irrelevant or obsolete in 3-5 years, coding rules do evolve. The material will be updated if necessary but CMS regulations will always be the only legal source for new coding regulations.

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

Internal presentations only. Citation Formats: NLM: Chick D, Coding 101. MedEdPORTAL; 2007. Available from: http://services.aamc.org/jsp/mededportal/retrieveS... APA: Chick, D., (2007). Coding 101. MedEdPORTAL: http://services.aamc.org/jsp/mededportal/retrieveS... MedEd Portal

Date posted: 
Tue, 08/25/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/25/2009
Contact Person/Corresponding Author:



Suggested Citation:
Coding 101. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/217

Pages

Subscribe to RSS - Orthopedic Surgery