POGOe - Portal of Geriatrics Online Education - Pharmacology/Toxicology

Geriatric Palliative Care

Geriatric Syndromes

Intended learner audience:

Learning resource types:

Quick Reference/Pocket Card

Discipline/specialty:

Opioids for Older Adults - Initiating Therapy.pdf
- 288.63 KB

Estimated time to complete:

30 minutes

POGOe Id:

22028

Date posted:

Mon, 11/11/2019

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/14/2019

No CME credits available

Not peer reviewed

Assigned Editor:

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

David J Horn MD

Contact Person/Corresponding Author:

Laura Vitkus MPH CHES

Contact Person Email:

Elder Care A Resource for Interprofessional Providers: Decreasing Polypharmacy: The Art of Deprescribing

lvitkus — Mon, 29 Apr 2019 22:13:37 +0000

University of Arizona College of Medicine

Abstract:

Decreasing Polypharmacy: The Art of Deprescribing 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:

After reading this issue of Elder Care, you should be able to…

Identify the drugs most likely to cause adverse drug effects in older adults
Explain how to use the depresciribing protocol
Describe a typical tapering protocol for drugs that might have withdrawal symptoms

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:

Content is not changed,
No one is charged a fee to use or read the publication,
Authors and their affiliated institutions are noted without change, and
The reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatrics Workforce Enhancement Program”.

Content Categories:

Intended learner audience:

Learning resource types:

Quick Reference/Pocket Card

Discipline/specialty:

Deprescribing.pdf
- 283.23 KB

Estimated time to complete:

30 minutes

POGOe Id:

22019

Date posted:

Fri, 07/19/2019

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 04/29/2019

No CME credits available

Not peer reviewed

Assigned Editor:

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

re-sent to Ravi 7/16/19

Author(s):

Melissa Lectura MD

Nina Vadiei PharmD

Contact Person/Corresponding Author:

Laura Vitkus MPH

Contact Person Email:

Palliative Care of a Patient with End-Stage Liver Disease: An Unfolding Case Study

Wed, 15 Aug 2018 18:37:41 +0000

University of Washington

Abstract:

This case study was developed for use in academic coursework and as a standalone training for health care providers (MDs, ARNP, Pharmacists, Social Workers, Nurses). This unfolding case study about the management of an adult in the midst of a health crisis. This case is a composite of many actual cases seen in clinical practice. During the course of this case study, learners are presented with information as the providers learn of the patient’s emergent and ongoing health concerns – from his Emergency Department admission through the development of his palliative care plan. Learners are asked to make decisions and use their best judgment about how to care for this patient and family.

Educational objectives:

By the end of this case study, the learner will be better able to:

Understand the natural history and disease management of end stage liver disease (ESLD).
Use evidence-based practice to collaboratively develop and refine goals of care for patients with chronic, progressive conditions.
Work interprofessionally to ensure the best quality of care for the patient and family.

Content Categories:

Diseases

Geriatric Palliative Care

Intended learner audience:

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

19 PC: Assess and manage pain and non-pain symptoms

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Case-Based Instruction/Learning

Interactive Online Web Module

Other Learning Resource Type:

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Palliative Care

Palliative Care of a Patient with End-stage Liver Disease

Physical Diagnosis

Estimated time to complete:

2 hours

POGOe Id:

22009

Date posted:

Fri, 09/14/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 08/15/2018

No CME credits available

Not peer reviewed

Assigned Editor:

Posting status:

Posted

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Conflict of Interest Disclosure:

Yes, I (we) have conflict of interest to disclose.

Conflict Description:

Paula Cox has a conflict of interest to disclose. She is a member of the hepatitis B and C Nurse Practitioner Advisory Board for Gilead Sciences. Her role is to review current standards of practice yearly among nurse practitioners in the treatment of chronic hepatitis B and C, and provide an assessment in the gaps between the available literature and current practices. She does receive an honorarium for my advisory role with this manufacturer of commercial products. This is not a conflict of interest for this particular project as this case does not involve the treatment or management of chronic hepatitis B or C.

Author(s):

Paula Cox

Megan Moore

Hilaire J. Thompson

Patricia Kritek

Leigh Ann Mike

Phyllis Christianson

Joelle T. Fathi

Janet Lenart

Marni Levy

Kumhee Ro

Contact Person/Corresponding Author:

Hilaire J. Thompson

Contact Person Email:

Interprofessional Didactic on Medication Reconciliation for Medical and Pharmacy Students

trk4 — Fri, 26 Jan 2018 22:02:15 +0000

University of Chicago Medicine

Abstract:

Introduction
Medical schools are now required to include interprofessional training in which students collaborate with other healthcare professionals. This interprofessional didactic session was created by a pharmacist and physicians to teach a group of medical and pharmacy students about medication reconciliation.
Methods
A physician and pharmacist collaborated to deliver this 50-minute PowerPoint didactic during second-year medical students’ clinical skills course. Participating students included second-year medical students at the author’s institution, plus all pharmacy students rotating at the institution on the day of the didactic, since the author’s institution does not have its own pharmacy school. The didactic consists of lecturing, interprofessional small group work on cases, and large group discussion. Students were surveyed after the didactic to assess their attitudes about the session.
Results
A total of 63 students (54 medical and 9 pharmacy students) attended this didactic. Survey response rate was 58/63 (92%). On a 5-point Likert scale (1=Strongly Disagree, 5=Strongly Agree), students generally agreed that the lecture was valuable (mean +/- SD 4.7 +/- 0.5), provided new information (4.4 +/- 0.7), and should be continued for future students (4.7 +/- 0.5). Students also agreed that their school should have more interprofessional didactics (4.6 +/- 0.6).
Discussion
This 50-minute interprofessional didactic for medical and pharmacy students was highly valued by students, and provides a valuable setting for interprofessional education. This interprofessional didactic can be replicated at other institutions, including medical schools that do not have an on-site pharmacy school.

Educational objectives:

By the end of this activity, learners will be able to:
1. Appreciate the difficulties many patients have with taking medications appropriately.
2. Describe how to approach patients in a collaborative, nonthreatening manner about their medications.
3. Identify how to appropriately obtain and document a patient’s complete medication list.
4. Appreciate the importance of maintaining an accurate medication list during times of transitions of care.
5. Appreciate the value of interprofessional learning.

Content Categories:

Intended learner audience:

Pharmacy Students

Geriatric Competencies:

Case-Based Instruction/Learning

Learning resource types:

Lecture

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

A. Interprofessional Didactic Faculty Guide.docx
- 14.75 KB

Estimated time to complete:

1 hour

POGOe Id:

21991

Date posted:

Thu, 02/15/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 02/15/2018

No CME credits available

Not peer reviewed

B. Interprofessional Medication Reconciliation Didactic.pptx
- 1.22 MB

Assigned Editor:

Resident Level Competencies:

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Tia Kostas, MD

Jiz Thomas

PharmD

Jason Poston

Katherine Thompson , MD

Stacie Levine, MD

Contact Person/Corresponding Author:

"Tia Kostas, MD"

Contact Person Email:

Expires 3mos Email Date:

Tuesday, November 17, 2020 - 2:54pm

Hacking Geriatrics: The World 2 Challenge

jlawlor — Mon, 17 Oct 2016 16:31:11 +0000

Wake Forest University School of Medicine

Abstract:

The World 2 Challenge is an innovative quality improvement competition designed by our Reynolds Next Steps team, based on the concept of a healthcare hackathon. We partnered with institutional leadership in our health system, graduate medical education leadership, nursing, physical therapy, pharmacy, and other interprofessional representatives to design a platform to promote friendly competition led by specialty faculty, fellows, and residents to improve the quality of care for older adults. In the process, they learn key principles of geriatrics and how to apply them at a broader level across the institution. Our first competition in April 2016 focused on improving communication at transitions of care for older patients. At a retreat, 9 QI project "pitches" were delivered to a broad interprofessional audience, 5 were chosen by a voting process and developed their ideas further through interprofessional team collaboration. Ultimately, 2 project ideas were selected to go forward, and the ultimate winner of the QI competition will be the project with the most successful implementation and the broadest impact for the care of older patients institution-wide. This has been an energizing initial effort, and we look forward to its continuing for years to come because of several unique aspects that promote its success. The most important are the interprofessional focus, teamwork, contextual learning, and alignment with institutional priorities to make actual change in the way that patients are cared for at our institution. We provide a timeline that illustrates the key inputs and steps to promote such a QI competition to enhance geriatric education and care. We also provide the event agenda, pitch template, judging template, list of pitch topics, and follow-up inhouse publicity from our institution to give our geriatrics colleagues at other institutions sample materials which could be adapted to their specific needs.

Educational objectives:

To demonstrate how geriatrics can lead and facilitate improvements in care across the broader institution through interprofessional focus, teamwork, contextual learning, and alignment with institutional priorities, grounded in geriatrics principles.

Content Categories:

Intended learner audience:

25 HOSP: Communicate a discharge plan

Therapist

Geriatric Competencies:

HOSPITAL CARE FOR ELDERS

Learning resource types:

Demonstration

Other Resource Type

Discipline/specialty:

Physical Medicine and Rehabilitation

Surgery

Estimated time to complete:

15 minutes

POGOe Id:

21943

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Not peer reviewed

Sample event planning timeline
- 204.02 KB

Sample event agenda
- 202.71 KB

Pitches by department
- 215.33 KB

Sample inhouse event publicity
- 199.82 KB

Sample judging criteria
- 268.86 KB

Resident Level Competencies:

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Hal Atkinson, MD, MS

Contact Person/Corresponding Author:

Hal Atkinson, MD, MS

Contact Person Email:

Already Expired Email Date:

Tuesday, November 17, 2020 - 2:52pm

Interprofessional Geriatric Education and Training in Texas: Seniors Assisting in Geriatric Education - Interprofessional Team-Based Training, Assignments & Grading

Thu, 06 Oct 2016 15:37:53 +0000

University of North Texas Health Science Center (UNTHSC) Texas College of Osteopathic Medicine (TCOM)

Abstract:

The Seniors Assisting in Geriatric Education (SAGE) program consists of an educational curriculum and community based outreach program aimed at increasing student opportunities for early exposure to older adults and issues of geriatrics. The program strives to create meaningful relationships for the interprofessional teams of students while gaining knowledge about today’s senior population and their needs. The educational component involves health care profession students interacting with each other and their senior mentor through structured assignments delivered in the home environment.

Student teams are paired in groups of 3-4 healthcare profession students. The student teams are then matched with a community-dwelling senior who receives services from Meals on Wheels or a senior volunteer from the local community. The program includes 6 visits over a 2 year period providing students an opportunity to apply their classroom education in the context and care of an older adult. Students practice and demonstrate basic clinical skills; including taking histories, interviewing, conducting examinations and cognitive assessments, and advising clients on nutrition, home safety, community resources and advance care planning.

Educational objectives:

Health professions students will develop competency with older adults;
Strengthen health care students clinical applications of medical education through an Interprofessional team experience in the SAGE Program;
Health professions students learn from each other and appreciate each others professions.

Content Categories:

Intended learner audience:

Pharmacy Students

Physician Assistant Students

Other Intended Learner Audiences:

Dietetics Students

Social Work Students

Physical Therapy Students

medical students

Health Professions Faculty

Geriatric Competencies:

2 MM: Identify medications that should be avoided

COGNITIVE AND BEHAVIORAL DISORDERS

7 CBD: Perform and interpret a cognitive assessment

9 SCC: Assess and describe functional abilities

11 SCC: Identify safety risks in home

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

HEALTH CARE PLANNING AND PROMOTION

14 HCP: Define and differentiate code status, proxies, and advance directives

20 PC: Identifiy psychological, social, and spiritual needs

Learning resource types:

Curriculum/Syllabus

Evaluation Tool

Facilitator's Guide

Study Guide/Lab Guide

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Seniors Assisting in Geriatric Education Interprofessional Team-Based Training, ...
- 1.19 MB

Preventive Medicine

POGOe Id:

21932

Date posted:

Thu, 10/13/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 10/13/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Interdisciplinary Health Profession Module Videos

calexander — Wed, 21 Sep 2016 21:12:50 +0000

Virginia Commonwealth University School of Medicine

Abstract:

Care teams often don't know how to effectively and efficiently collaborate when addressing a patient’s health. Depending on a patient’s needs, team leadership can shift at any given moment from one person to another. Because of this constant jockeying and adaptation, educating learners about their own interprofessional relationships is becoming incredibly important. These videos and the corresponding text supplements provide a context for interprofessional team members to discover more about what it takes to become a member of another profession. This knowledge, combined with their own experiences and clinical practice, will assist in preparing learners for the next-generation of team-based healthcare.

Educational objectives:

After watching these short 2-3 minute videos, interprofessional teams will be able to contextualize their own relationship within the group dynamic, understand the educational requirements that go into other disciplines, and formulate an effective team-based learning approach for future activities.

Content Categories:

Intended learner audience:

Therapist

Geriatric Competencies:

2 MM: Identify medications that should be avoided

COGNITIVE AND BEHAVIORAL DISORDERS

4 CBD: Compare and contrast presentations of the 3D's

5 CBD: Formulate a diagnosis and evaluate the 3D's

7 CBD: Perform and interpret a cognitive assessment

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

HEALTH CARE PLANNING AND PROMOTION

14 HCP: Define and differentiate code status, proxies, and advance directives

15 HCP: When to override standard recommendations for screening tests

16 HCP: When to override recommendations for treatment

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

19 PC: Assess and manage pain and non-pain symptoms

20 PC: Identifiy psychological, social, and spiritual needs

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

25 HOSP: Communicate a discharge plan

Learning resource types:

Audio

Index/Glossary/Bibliography

Quick Reference/Pocket Card

Video

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

45 minutes

POGOe Id:

21928

Date posted:

Tue, 09/27/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 09/27/2016

No CME credits available

Not peer reviewed

None Selected

Health Profession Modules - Overview

Health Profession Modules - Nursing

Health Profession Modules - Social Work

Health Profession Modules - Pharmacy

Health Profession Modules - Medicine

Health Profession Modules - Occupational Therapy

Health Profession Modules - Physical Therapy

Posting status:

Posted

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Hospital Patient Safety

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Peter Boling, MD

Contact Person/Corresponding Author:

Peter Boling, MD

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

IMPROVE Polypharmacy Clinic Resource Site

Wed, 21 Sep 2016 20:27:23 +0000

Yale University School of Medicine

Abstract:

Polypharmacy and inappropriate prescribing are common among older adults. Polypharmacy is associated with a variety of adverse outcomes in older adults including falls, adverse drug events, hospitalization, mortality, and measures of function and cognition. The Initiative to Minimize Pharmaceutical Risk in Older Veterans (IMPROVE) is an interprofessional polypharmacy clinic within an academic patient-aligned care team at the VA Connecticut Center of Excellence in Primary Care Education. The clinic consists of a pre-clinic conference, shared medical appointment, individual visit, and team precepting. The team consist of a pharmacist, geriatrician, primary care provider, and health psychologist and involves medicine residents, nurse practitioner residents, pharmacy residents, and psychology residents. This website describes the clinic design and provides the resources and links helpful for starting an IMPROVE Polypharmacy Clinic including forms, short topic discussions in polypharmacy, and various other resources helpful for deprescribing.

Educational objectives:

This website:

1. Describes the IMPROVE Polypharmacy Clinic design

2. Provides resources needed to implement an IMPROVE Polypharmacy Clinic

3. Provides handouts for short topic discussions on various polypharmacy-related topics and deprescribing

Content Categories:

Intended learner audience:

Learning resource types:

Other Learning Resource Type:

Website

Discipline/specialty:

IMPROVE Polypharmacy Clinic Resource Site

Estimated time to complete:

3 hours

POGOe Id:

21927

Date posted:

Thu, 10/13/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 10/13/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Marcia Mecca, MD

John Thomas, MD

Rebecca Brienza, MD

Kristina Niehoff, PharmD

Contact Person/Corresponding Author:

Marcia Mecca, MD

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

VirginiaGeriatrics.Org

calexander — Wed, 21 Sep 2016 20:17:05 +0000

Virginia Commonwealth University School of Medicine

Abstract:

The VirginiaGeriatrics.Org website consists of 6 primary resources and a secondary list of resources for further research. These primary resources include a video archive of the geriatric grand round lecture series, interactive pre-clinical basic science geriatric case studies for medical students, more advanced geriatric case studies for clinical residents, a quick consult guide for geriatric consults, an "ask the expert" discussion resource, and various educational materials related to the Virginia Geriatrics Society Conference. Additionally, spread through the website are external educational resources to complement the core material. Finally, there are some resources for patients and families that may be interested in contacting clinics and/or geriatricians.

Educational objectives:

Listed through 6 primary education sections (Grand Rounds, Med Student Materials, Resident Materials, Quick Consults, Ask the Expert, etc)

Content Categories:

Diseases

Intended learner audience:

Fellow

Other Intended Learner Audiences:

RESIDENTS

Geriatric Competencies:

2 MM: Identify medications that should be avoided

COGNITIVE AND BEHAVIORAL DISORDERS

4 CBD: Compare and contrast presentations of the 3D's

5 CBD: Formulate a diagnosis and evaluate the 3D's

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

15 HCP: When to override standard recommendations for screening tests

16 HCP: When to override recommendations for treatment

ATYPICAL PRESENTATION OF DISEASE

17 ATYP: Identify 3 physiologic changes for each organ system

18 ATYP: Diagnose based on unique presentations of common conditions

19 PC: Assess and manage pain and non-pain symptoms

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

23 HOSP: Explain risks, indications, alternatives, and contraindications for Foley catheter use

24 HOSP: Explain risks, indications, alternatives, and contraindications for restraint

25 HOSP: Communicate a discharge plan

Learning resource types:

Audio

Case-Based Instruction/Learning

Evaluation Tool

Index/Glossary/Bibliography

Simulation

Standardized Patient

Study Guide/Lab Guide

Video

Discipline/specialty:

Obstetrics and Gynecology

Human Behavior

Palliative Care

Cognitive, Affective, and Behavioral Health

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21926

Date posted:

Thu, 09/22/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 09/22/2016

CME credits available

Not peer reviewed

None Selected

Virginia Geriatrics

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Hospital Patient Safety

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Medication Review Worksheet 2015

Fri, 09 Oct 2015 20:20:59 +0000

Yale University

Abstract:

Polypharmacy is associated with a variety of adverse outcomes in older adults including falls, adverse drug events, hospitalization, mortality, and measures of function and cognition.¹ Primary care providers seek tools to address polypharmacy.²This medication review worksheet facilitates a targeted chart review, the development of an indication-matched medication list, and the use of available resources related to potentially inappropriate medications,^3,4,5,6 common disease-specific guidelines,^7,8,9,10and helpful calculators^11,12,13,14 to develop an evidence-based deprescribing plan for use in geriatric primary care patients.

1. Fried, TR, O'Leary J, Towle V, et al. Health outcomes assoicated with polypharmacy in community-dwelling older adults: a systematic review. J Am Geriatr Soc, 62: 2261-2272, 2014.

2. Anthierens S, Tansens A, Petrovic M, et al. Qualitative insights into general practitioners views on polypharmacy. BMC Family Practice, 11(65): 1-6, 2010.

3. American Geriatrics Society 2015 Beers Criteria Update Expert Panel. American Geriatrics Society 2015 Updated Beers criteria for potentially inappropriate medication use in older adults. J Am Geriatr Soc, Epub ahead of print, 2015.

4. Steinman MA, Beizer JL, DuBeau CE, et al. How to use the American Geriatrics Society 2015 Beers criteria-a guide for patients, clinicians, health systems, and payors. J Am Geriatr Soc, Epub ahead of print, 2015.

5. Hanlon JT, Semla TP, Schmader KE. Alternative medications for medications in the use of high-risk medications in the elderly and potentially harmful drug-disease interactions in the elderly quality measures. J Am Geriatr Soc, Epub ahead of print, 2015.

6. O'Mahony D, O'Sullivan D, Byrne S, et al. STOPP/START criteria for potentially inappropriate prescribing in odler people: version 2. Age and Ageing, 0:1-6, 2014.

7. James PA, Oparil S, Carter BL, et al. 2014 Evidence-based guideline for the management of high blood pressure in adults: report from the panel members appointed to the Eight Joint National Committee (JNC 8). JAMA, 311(5): 507-20, 2014.

8. Stone NJ, Robinson J, Lichtenstein AH, et al. 2013 ACC/AHA Guideline on the treatment of blood cholesterol to reduce atherosclerotic cardiovascular risk in adults: a report of the American College of Cardiology/American Heart Association task force on practice guidelines. Circulation, 129(25 Suppl 2):S1-45, 2014.

9. American Geriatrics Society Expert Panel on the Care of Older Adults with Diabetes Mellitus. Guidelines abstracted from the American Geriatrics Society guidelines for improving the care of older adults with diabetes mellitus: 2013 update. J Am Geriatr Soc, 61:2020-26, 2013.

10. American Diabetes Association. Standards of medical care in diabetes-2014. Diabetes Care, 37(S1):14-80, 2014.

11. Multiple creatinine clearance methods. Global RPh. Available http://www.globalrph.com/multiple_crcl_2012.htm

12. Hwang C. CHA2DS2-VASc score for atrial fibrillation stroke risk. MD+Calc. Available http://www.mdcalc.com/cha2ds2-vasc-score-for-atrial-fibrillation-stroke-risk/

13. Andrade, J. HAS-BLED Score. QxMD. Available http://www.qxmd.com/calculate-online/cardiology/has-bled-score-bleeding-in-atrial-fibrillation

14. 2013 Prevention Guidelines Tools: CV Risk Calculator. American Heart Association and American College of Cardiology. Available at http://my.americanheart.org/professional/StatementsGuidelines/PreventionGuidelines/Prevention-Guidelines_UCM_457698_SubHomePage.jsp

Educational objectives:

This medication review worksheet will help trainees to:

1. Complete a targeted chart review

2. Reconcile a patient's medications by indication

3. Develop an evidence-based strategy for deprescribing potentially inappropriate medications

Content Categories: