The Portal of Geriatrics Online Education

Psychiatry

Elder Care: A Resource for Interprofessional Providers: Depression in Elders

:  
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 Elders" 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. Identify the most common geriatric psychiatric disorder
2. Screen patients for depression using two brief screening questions
3. List risk factors for suicide by older adults
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."
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.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.
Date posted: 
Fri, 05/01/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/02/2016
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers: Depression in Elders. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/228

Behavioral and Psychological Symptoms associated with Dementia (BPSD)

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

Case-based presentation regarding the definition, diagnosis, and management of Behavioral and Psychological Symptoms associated with Dementia (BPSD) based on most recent guidlines, meta-analysis and RCTs.

Educational objectives: 

By the end of the presentation, participants will be able to: 1). Define BPSD 2). Evaluate BPSD 3). Discuss the Guidelines for Management of BPSD: a). Nonpharmacologic Interventions b). Pharmacologic Interventions

Date posted: 
Mon, 02/09/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 04/16/2010
Contact Person/Corresponding Author:



Suggested Citation:
and . Behavioral and Psychological Symptoms associated with Dementia (BPSD). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/228

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/228

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/228

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/228

Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population

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

Educators have recently been challenged to actively incorporate instruction that emphasizes cultural diversity, access to health care/health care disparities, evidence-based medicine, and reflection regarding impact of physician's values and beliefs on the patient care. Framing these issues as a 3-perspective approach to patient-centered care (PCC), this 2-part workshop is designed teach learners how to incorporate the patient's, physician's and society's perspective into a health care plan (Part 1) and to provide opportunities for learners to apply the approach using a series of strategically crafted instructor-authored cases and at least one student generated "critical incident" case scenario (Part 2). More specifically, our 3-perspective PCC approach requires learners to consider the physician's role and perspectives (e.g., bio-psychosocial model of care, evidence based medicine, values and beliefs), the patient perspectives organized by the Kleinman questions, and the social review of systems (e.g., societal and economic barriers to health care) when developing patient treatment plans. Suitable for medical students, residents or practicing physicians this workshop can be adapted from its 4-hour format into smaller units. Packet contains a detailed instructor and facilitator guides, PowerPoint slides with speaker notes, cases, critical incident and workshop evaluation forms, and references needed to lead the workshop.

Educational objectives: 

The learner will be able to:

  1. Continuously apply the Kleinman questions to elicit each patient's perspectives on health, disease, illness, and treatment.
  2. Identify physician perspectives and values that influence patient care management including the biomedical model, evidence-based medicine, and physician beliefs.
  3. Identify societal factors including racial, ethnic and socio-economic barriers to and disparities in health care.
  4. Incorporate the patient, physician and societal perspectives into a treatment plan.
Additional information/Special implementation requirements or guidelines: 

An ABC Nightline video was used in Part 1 of the workshop and must be purchased for us. It was not rated by learners as an essential component of the workshop, but it provided a nice compliment to the lecture-based overview of the PCC model focusing on physician values/biases and societal perspectives. A medical student provided part of the overview session establishing peer creditably but again was not seen as essential. Small group facilitators were a key aspect of the workshop and were effectively oriented through the facilitator guide and a brief orientation session immediately preceding the workshop. Having two facilitators, a physician and non-physician (e.g., member of the health profession) was effective but not essential given the format/structured nature of the case discussion. Other details regarding implementation plans (e.g., facilities, readings, duplication of case materials/handouts) are detailed in the Instructor Guide.

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

MedEd Portal

Date posted: 
Mon, 08/31/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/27/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/228

Pages

Subscribe to RSS - Psychiatry