The Portal of Geriatrics Online Education

Radiology

Interprofessional Collaborator Mini-Course

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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/229

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
Other Intended Learner Audiences: 
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/229

Wake GPS Quality Improvement Project Handbook

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

This handbook was developed for the Geriatrics Principles for Specialists (GPS) Program of Wake Forest School of Medicine.  In order to facilitate improvements in clinical care of older adult patients, it provides an overview of key steps for the development, implementation, and evaluation of quality improvement (QI) projects by graduate medical learners (i.e., residents and fellows) and faculty members. For each given step, the handbook reviews the associated purpose, content, and deliverables, and provides links or citations to additional learning resources.  The handbook is available in both PDF and ePub versions.

Educational objectives: 

The educational objectives of the handbook are to inform learners about:

  1. The model for improvement framework for selecting an improvement target to develop into an actionable project.
  2. The audit and feedback and technique for obtaining data and jump starting system change.
  3. Process mapping the steps to a given outcome.
  4. Assembling a care team to review the project plan.
  5. Planning a test of change using the concept of the PDSA cycle.
  6. Measuring outcomes.
Date posted: 
Wed, 10/01/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/01/2014
Product Viewing Instructions: 
To download the eBook version of the Wake GPS Quality Improvement Handbook, please go to the Wake Geriatrics website.
Contact Person/Corresponding Author:



Suggested Citation:
Wake GPS Quality Improvement Project Handbook. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/229

Elder Care: A Resource for Interprofessional Providers: Amyloid Imaging for Alzheimer's Disease

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

Amyloid Imaging for Alzheimer's Disease  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: 
  1. Describe what is seen on a positive vs a negative florbetapir amyloid scan in Alzheimer’s disease
  2. List three situation in which a florbetapir amyloid scan may aid in determining if a patient has Alzheimer’s disease.
  3. State the most common dementia (other than Alzheimer’s disease) that may have a positive florbetapir amyloid scan
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: 
Wed, 05/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 12/30/2016
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers: Amyloid Imaging for Alzheimer's Disease. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/229

Osteoporosis Educational Series

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

This three-part lecture series provides an overview of  topics related to the elderly and osteoporosis. The lectures are designed to be presented in sequence and illustrate learning principles developed for residents but suitable for a variety of learner levels.

Lecture one: A Public Health Problem of Older Age

Lecture two: Pathogenesis and Risk Factors

Lecture three: Treatment and Prevention

Educational objectives: 

Lecture one:

  1. Define osteoporosis
  2. Describe the health impact of osteoporotic fractures from an individual to health care system level.
  3. Identify the generally recommended DEXA site to diagnose osteoporosis.

Lecture two:

  1. Explain normal and abnormal state of bone metabolism
  2. Define bone remodeling
  3. Identify risk factors for bone loss
  4. Calculate risk of facture

Lecture three:

  1. Characterize the pathophysiology of osteoporosis
  2. Identify the clinical diagnosis of osteoporosis
  3. Summarize treatment and prevention options
Additional information/Special implementation requirements or guidelines: 

Speaker notes are embedded within the PowerPoint Presentation.

Date posted: 
Thu, 08/08/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 08/08/2013
Contact Person/Corresponding Author:



Suggested Citation:
Osteoporosis Educational Series. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/229

Texas Tech Medcast Reynolds Geriatric Step 2CK Test Prep Series 10-11: No. 33--Why would Mr. Smith have recurrent pneumonia?

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

The Step2CK Test Prep Series was created by fourth-year students at the Texas Tech School of Medicine in Lubbock as a project of the fourth-year geriatrics rotation. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported by an Aging and Quality of Life grant from the D.W. Reynolds Foundation. The episodes in this series are based on questions that have geriatrics content and patient vignettes from the 2010 Step 2CK Sample Exam.

For more information on the series, go to http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseries/gerstep2ckprep.aspx.

Educational objectives: 

This episode is based on Question 33 on page 34 of the 2010 Step2CK Sample Exam. 

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

  • Recognize clinical presentation of pneumonia,
  • Understand common presentations of Multiple Myeloma,
  • Recognize Red Flags for potential diagnosis of Multiple Myeloma in a patient with back pain,
  • Differentiate spinal x-ray findings of Multiple Myeloma, Prostate Cancer, and osteomyelitis.
Date posted: 
Thu, 01/13/2011
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Texas Tech Medcast Reynolds Geriatric Step 2CK Test Prep Series 10-11: No. 33--Why would Mr. Smith have recurrent pneumonia?. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/229

Advance Directives

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

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

Educational objectives: 

Attitudes - Medical students should be able to:

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

Knowledge - Medical students should be able to:

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

Skills - Medical students should be able to:

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



Suggested Citation:
and . Advance Directives. POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/229

Aging for Specialists Medical Student Conference

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
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/229

Virtual Patient Case #1: Mr. Karl Andrews - Chief Diagnosis: Atherosclerosis

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

Virtual Patient Case #1 is the first in a five part series. This is a CD-ROM containing short video clips of Mr. Andrews from age 65 to age 80. The clips show progression of patient wellness and disease, highlighting ADL's, CAD, genetics, impotence, obesity, peripheral arterial disease, pharmacology, prevention/screening, stroke and rehabilitation. Also included are screening tests, radiograph images, still pictures and reports providing an array of resources for instructors to use in incorporating geriatrics into their teaching. To facilitate access to these audio/visual resources, the files are indexed by basic science courses, clinical rotations, and an additional 50+ other topics. This individual Virtual Patient case for Mr. Andrews can be downloaded above (click Mr Andrews CD Image). Once you have downloaded the CD image, follow the instructions below. The Virtual Patient Cases can also be purchased individually or as a series. For more information, please visit our website at http://www.mcw.edu/display/docid596/GeriatricsCurr....

Educational objectives: 

To integrate the AGS's Basic Competencies for Care of Older Patients (Attitudes, Knowledge, Skills) as a longitudinal thread throughout the medical student curriculum or in discrete teaching interactions by adding these case-based image resources to existing instruction. Particular emphasis focuses on: 1) Cerebrovascular Disease 2) Diabetes Mellitus 3) Ethical Issues 4) Obesity 5) Peripheral Arterial Disease Geriatric patients are a wonderful resource for illustrating key basic science and clinical concepts. By incorporating these learning objects into your instructional materials, we hope to achieve our ultimate goal: to provide needed exposure to issues commonly encountered with aging patients not only acutely, but life long. We hope that these easily accessible learning objects will enable you to use your creativity as a teacher to make our "virtual patients" come alive, thereby improving the care for geriatric patients.

Additional information/Special implementation requirements or guidelines: 

This CD-ROM allows the instructor to incorporate case-based images for specific teaching needs. This case was created for use with medical students. It could also be used with practicing physicians. Learning environments where this case could be used include the Classroom, a Focus Group, Image Source File, Small Groups, Case Studies INSTRUCTIONS Using a .iso Disk Image file you downloaded from POGOe: A file with the extension '.iso', of which many are available for download with various POGOe products, is a replica of a CD saved on the hard drive. These are often called CD Images or Disk Images. This is a common way to distribute software over the internet that normally comes on a CD. Unfortunately on Windows operating systems, including Windows XP and Windows Vista, you cannot simply click a Disk Image file and open it like a CD. Follow these instructions to access the contents of the .iso file. Mac OsX -------------- Just Click the file and it opens like it was a CD. Windows ------------- 1) Burn the image to a CD using burning software. (To do, insert instructions for how to do that with windows explorer.) Then eject and reinsert the CD. or 2) Install software that treat .iso files as if they were a CD and let you access them from your hard drive. Search on the internet for these tools. Such as this Microsoft Product(http://download.microsoft.com/download/7/b/6/7b6ab...) , or other ones that we have used are Iso Recorder (free) and Power Iso. As of 3-12-2009 you could find a list of Vista compatible free tools with reviews here (http://www.petri.co.il/mount_iso_files_in_windows_...). All Operating Systems ------------------------------ Once you can access the contents in the .iso file, if the program does not start automatically, check the notes in the product page or in the files within the Disk Image for instructions on how to launch the program.

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

The development and implementation of the virtual patient CD-ROMS has been described in: Duthie E, Simpson D, Marcdante K, Kerwin D, Denson K, Cohan M. A Collaborative Strategy for Reciprocal Integration of Basic and Clinical Sciences. The Journal of the International Association of Medical Science Educators, 2004; 14(1):34-38. They were also presented at the annual meetings of the Society of Teachers of Family Medicine, The Society of General Medicine, and the American Geriatrics Society. The CD-ROMS have also been accepted by the STFM Bookstore following peer review. MedEd Portal

Date posted: 
Tue, 08/25/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 06/06/2012
Contact Person/Corresponding Author:



Suggested Citation:
Virtual Patient Case #1: Mr. Karl Andrews - Chief Diagnosis: Atherosclerosis. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/229

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
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/229

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