The Portal of Geriatrics Online Education

Pediatrics

Interprofessional Collaborator Mini-Course

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

Physicians (and other health professionals) are often expected to participate with teams of health professionals; however, postgraduate training infrequently includes interprofessional (IP) or team training.  Thus, this curriculum was developed to teach and demonstrate the knowledge, skills and attitudes which lead to successful IP collaboration.  While created for an audience of in-training physicians, it may be used with other health professional audiences.

During a four-week geriatrics rotation, medicine interns complete a fifty-minute, in-person, multimedia lecture to introduce the IP collaborator concept and the Canadian and American IP competency frameworks. The IP pocket card is demonstrated and interns complete a guided, team-meeting video observation exercise. Using a SurveyMonkey, narrative reporting tool, interns analyze team competencies that they observe or initiate during geriatrics team meetings during the rotation. They report on two interactions. They complete a closing SurveyMonkey questionnaire and have an in-person debriefing.

Educational objectives: 

Given opportunity to work with interprofessional teams for patient care on the Geriatrics Block Rotation:

  • Learner will recognize interprofessional competencies.
  • Learner will understand the role of interprofessional collaborator.
  • Learner will observe and demonstrate the knowledge, skills and attitudes necessary to be an interprofessional collaborator according to CIHC and IPEC competencies
Publications from, presentations from, and/or citations to this product: 
Poster Presentation: Interprofessional Collaborator Curriculum
InterProfessional Care for the 21st Century
Redefining Education & Practice
Jefferson University, Philadelphia, PA
October 2014
Date posted: 
Tue, 06/14/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 04/03/2019
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Collaborator Mini-Course. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/222

Chief Resident Workshop in Bad News Communication & Learner Feedback

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Intended Learner Audiences: 
Chief Residents
Product Information
Estimated time to complete: 
2
Abstract: 

Incoming chief residents from all departments participate in a 90 minutes workshop with the dual objectives of teaching a model for sharing bad news and preparing these physician leaders to give feedback to learners about this important skill.  After reviewing a 6 step model for bad news communication, the chief residents share bad news with standardized patients using two cases of older adults with a new or recurrent cancer diagnosis.  The standardized patients all receive training about the workshop's objectives in a separate session prior to the workshop.  After communicating with the standardized patient, the chief resident receives feedback from the patient, a trained faculty small group facilitator and 1-2 other chief residents.  After both cases are completed, the chief residents gather for a large group discussion about the challenges and opportunities in providing feedback to learners about sensitive topics.  This workshop has been conducted for the past three years, and has received positive evaluations from the participating physicians and the school's Graduate Medical Education Office.

Educational objectives: 
  1. Recognize bad news communication as a core physician skill
  2. Understand the 6 basic steps used to initially deliver bad news
  3. Practice giving feedback to a resident whom delivered bad news
  4. Identify & discuss challenges of providing feedback about a sensitive topic
Date posted: 
Thu, 10/02/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 10/02/2014
Contact Person/Corresponding Author:



Suggested Citation:
Chief Resident Workshop in Bad News Communication & Learner Feedback. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/222

An Introduction to Grandparent Caregivers

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

The US Census first measured grandparent caregivers in 2000 and found that 2.4 million grandparents identified themselves as being responsible for a minor grandchild. In the past decade, according to the American Community Survey, that number has increased nearly  to over 2.8 million grandparents. As grandparents play a larger role in raising children, physicians should be aware of the needs of this population and the implications to pediatric and adult medical practice. A series of powerpoint presentations have been developed which explores the increase in number of grandparent caregivers and the implications of this increase socially, legally, and medically for both the caregiver and child in their care. The infomation provided in this series of presentations will increase providers' knowledge of this complex family system and enable providers to offer the tailored care these families deserve.

Educational objectives: 

The goal of the presentations is to make the learner aware of the increasing number of grandparent caregivers and the unique challenges these families may face.

Additional information/Special implementation requirements or guidelines: 

This product includes 5 separate powerpoint presentations. The initial presentation, "Grandparents as Caregivers" offers an approximately 45 minute introduction to the role of grandparents in society, the reasons behind the increase of caregivers, many of the social and legal ramifications, and finally the medical aspect of grandparent caregivers.

This presentation is accompanied with 4 additional, shorter presentations that are more topic focused. The shorter presentations are ideal for small group discussions, and take approximately 15 minutes to complete. The presentations include: "Grandparent Caregivers: A Brief Introduction", "Grandparent Caregivers: Health Issues and the Pediatric Visit", "Anticipatory Guidance:How to Approach an Older Adult Caregiver", and "Health Literacy in Older Adults." Each presentation introduces new material while also building on topics explored earlier. 

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

AD Soong, KC Hines, HH Evans, ML White, NM Tofil, JL Zinkan, AQ Youngblood. Curriculum Regarding Grandparent Caregivers for Pediatric Residents. Oral Presentation presented at the American Academy of Pediatrics National Conference and Exhibition; October 21st, 2012; New Orleans, LA.

AD Soong, KC Hines, ML White, NM Tofil, JL Zinkan, AQ Youngblood, KL Flood,  HH Evans,. Curriculum Regarding Grandparent Caregivers for Pediatric Residents. Poster Presented at the University of Alabama at Birmingham Research and Innovations in Medical Education Week Poster Session; September 26th, 2012; Birmingham, AL

Date posted: 
Tue, 10/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . An Introduction to Grandparent Caregivers. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/222

Interviewing a Grandparent Caregiver with Age Related Hearing Loss

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

In this case, an older adult brings their grandchild to the ER due to a clonidine overdose. Pediatric residents are sent to obtain a history from the grandparent, unaware that the historian has hearing impairment. After the simulation is complete, the residents and students gather for a feedback session. Residents discuss the challenges of interviewing someone with hearing impairment and then geriatric and pediatric faculty offer strategies on how to optimize communication with a hearing impaired historian. Residents also discuss how to address medication safety with families, and review the proper management of clonidine ingestions. 

Educational objectives: 

Primary:

  1. To educate on history taking and communication with an older adult caregiver with hearing limitations.
  2. To educate on medication safety counseling, especially in the context of common illnesses in older adults (for example, arthritis).

Secondary:

  1. To demonstrate care for a child with clonidine ingestion.
  2. To recognize that age-related medical conditions in older adult caregivers impact pediatric care.
Publications from, presentations from, and/or citations to this product: 

Soong A, Evans H, Flood K. Interviewing a Grandparent Caregiver with Age Related Hearing Loss. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/8186

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



Suggested Citation:
, and . Interviewing a Grandparent Caregiver with Age Related Hearing Loss. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/222

SAFE-T from Babe to Sage: Injury Related Anticipatory Guidance Across the Age Continuum

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Other Sponsors: 
Centers for Disease Control and Prevention/Injury Research Center at the Medical College of Wisconsin
Product Information
Estimated time to complete: 
1
Abstract: 

Given many common themes in pediatric, adult, and geriatric injury prevention, we designed an anticipatory guidance pocket card with the mnemonic SAFE-T, encompassing topic areas of supervision, abuse, falls, environment, and travel. Each topic area is subdivided into areas of high injury risk, and then preventative guidance is provided. 

Educational objectives: 

Use a single mnemonic device that is applicable across the continuum of life to teach injury-related anticipatory guidance.

Additional information/Special implementation requirements or guidelines: 

Purpose: Unintentional injury constitutes the fifth leading cause of mortality in the United States, and nineth among adults greater than 65years of age. In contrast to pediatric curricula, there is little formal training on injury anticipatory guidance for elderly and vulnerable patients in either inpatient or outpatient settings. Medical students and resident physicians are often not taught to discuss anticipatory issues other than smoke alarms, seatbelts, bike helmets, and preventative screening, nor are they taught to approach these in a disease specific way. While general injury prevention can be linked to developmental stage and age in pediatrics, the non-linear decline in health of an older patient makes generalized anticipatory guidance more difficult. 

Method: Given many common themes in pediatric, adult, and geriatric injury prevention, we designed an anticipatory guidance pocket card with the mnemonic SAFE-T, encompassing topic areas of supervision, abuse, falls, environment, and travel. Each topic area is subdivided into areas of high injury risk, and then preventative guidance is provided. Traditional pediatric guidance is done by developmental stage and age. The geriatric anticipatory guidance looks at trigger conditions (diseases, comorbidities, cognitive decline) and links these to the injury risk and preventative strategy.

The powerpoint is an instruction guide to the SAFE-T card.  Two versions of the SAFE-T card are included - a color version and a greyscale.

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

Presented at the Presidential Poster Session, 2010 American Geriatrics Society National Meeting, Orlando, FL. Presented at the AGS Educator's Materials and Methods Swap, 2010 American Geriatrics Society National Meeting, Orlando, FL.

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 . SAFE-T from Babe to Sage: Injury Related Anticipatory Guidance Across the Age Continuum. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/222

Aging for Specialists Medical Student Conference

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

The Medical Students’ Aging for Specialists Conference brings together medical students (MS1,2) and faculty leaders (Deans, Dept Heads, Program Directors) together in a lunch-time symposium that confirms the importance of aging principles of care no matter what career path students may follow – especially surgical and related medical specialties. Following a brief lecture by a national Visiting Professor, faculty lead informational and motivational discussions at breakout tables. This product includes: a "How To" facilitators' instruction guide; 23 individual Fact (or "Aging Pearls") sheets which contain specialty-specific intriguing geriatric facts along with questions to stimulate discussion at the breakout tables (answer guides are also provided for all but FCM and IM); an evaluation tool; and a video of our keynote speaker, Dr. John Burton's lecture launching our 2007 conference.We suggest that the conference be co-sponsored by your Student Section of the AGS.

Educational objectives: 
  1. Explain the relevance of aging principles of care for all career paths that a student may choose .
  2. Describe three specialty-specific geriatric facts related to your specialty career choice.
Date posted: 
Wed, 10/14/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/31/2012
Contact Person/Corresponding Author:



Suggested Citation:
Aging for Specialists Medical Student Conference. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/222

The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies

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

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

Bingham, John et. al. "Using a Healthcare Matrix to Assess Patient Care in Terms of Aims for Improvement and Core Competencies." Joint Commission Journal on Quality and Patient Safety. Joint Commission. February 2005. 31 (2). MedEd Portal

Date posted: 
Fri, 02/22/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/22/2008
Contact Person/Corresponding Author:



Suggested Citation:
The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/222

MERLOT

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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Product Information
Abstract: 
MERLOT is a free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected on the site along with annotations such as peer reviews and assignments. MERLOT is a continually growing catalog of resources organized by discipline into specific discipline communities and created to help faculty and students enhance their instruction and learning experience. MERLOT currently contains over 450 health sciences related resources.
Publications from, presentations from, and/or citations to this product: 
MedEdPortal logo
Date posted: 
Fri, 02/22/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/22/2008
Contact Person/Corresponding Author:



Suggested Citation:
MERLOT. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/222

Video PBL Cases and Accompanying Scripts: Abuse of a Child, STDs, Diabetes, Alzheimer's Disease

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

Kinkade (Academic Medicine, 80, 300-301, 2005) recently reported that 70% of U.S. medical schools use problem based learning (PBL) in their preclinical curriculum. A study investigating the impact of adding video to PBL cases for residents found that the videos added improvement in data exploration, theory building and in theory evaluation (Baslev, DeGrave, Muijtjens, & Scherpbier, Medical Education, 39, 1086-1092, 2005). This resource contains four video PBL cases and accompanying scripts. These cases address the following clinical issues: 1. Abuse of a child 2. Sexually transmitted diseases (STDs) 3. Diabetes 4. Alzheimer's disease Additionally, there are multiple psychosocial issues addressed in each including confidentiality, patient-physician communication, access to care, and several others. Also included in the resource are 3 corresponding facilitator guides.

Educational objectives: 

The learner will be able to:

  1. Enhance problem based learning (PBL) by providing live patient cases.
  2. Focus on psychosocial issues in addition to clinical disorders.
  3. Highlight physician-patient communication.
Publications from, presentations from, and/or citations to this product: 

MedEd Portal

Date posted: 
Tue, 02/05/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 02/05/2008
Contact Person/Corresponding Author:



Suggested Citation:
Video PBL Cases and Accompanying Scripts: Abuse of a Child, STDs, Diabetes, Alzheimer's Disease. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/222

Health Literacy Kit

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

The "Health literacy and patient safety: Help patients understand" educational kit is the AMA Foundation's primary tool for informing physicians, health care professionals and patient advocates about health literacy. The kit includes: an instructional video, an in-depth manual for clinicians, and additional resources for education and involvement. 

Educational objectives: 

The kit will enable learners to:

  1. Define the scope of the health literacy problem
  2. Recognize health system barriers faced by patients with low literacy
  3. Implement improved methods of verbal and written communication
  4. Incorporate practical strategies to create a shame-free environment
Additional information/Special implementation requirements or guidelines: 

This has been used in the home, medical school classes, and for faculty development. CME credit is available for this product. For more information, please visit: http://www.ama-assn.org/ama/pub/category/9913.html

Date posted: 
Wed, 01/16/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/13/2021
Contact Person/Corresponding Author:



Suggested Citation:
and . Health Literacy Kit. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/222

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