POGOe - Portal of Geriatrics Online Education - Radiology

Patient Safety

Advanced Practice Nursing Student

Intended learner audience:

Entry Level Nursing Student

Physician Assistant

22 HOSP: Identify hazards of hospitalizations

Social Worker

Geriatric Competencies:

HOSPITAL CARE FOR ELDERS

25 HOSP: Communicate a discharge plan

Learning resource types:

Quick Reference/Pocket Card

Estimated time to complete:

1 hour

POGOe Id:

21853

Date posted:

Tue, 06/14/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 04/03/2019

No CME credits available

Peer reviewed

[email protected]_.docx">

Collaborator Curriculum
- 16.33 KB

[email protected]_.ppt">

Collaborator PowerPoint Introduction
- 729 KB

[email protected]_.docx">

Collaborator Introduction Lecture Transcript
- 17.4 KB

[email protected]_.pdf">

Collaborator Survey Monkey Observation Tool
- 167.57 KB

[email protected]_.doc">

Collaborator Pocket Card
- 56 KB

[email protected]_.pdf">

Collaborator Survey Monkey Closing Tool
- 125.36 KB

Posting status:

Posted

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Todd James, MD

Steven Counsell, MD

Glenda Westmoreland, MD

Contact Person/Corresponding Author:

"Todd James, MD"

Contact Person Email:

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Chief Resident Workshop in Bad News Communication & Learner Feedback

Carol Julian — Thu, 18 Sep 2014 19:22:50 +0000

The University of North Carolina at Chapel Hill School of Medicine

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:

Recognize bad news communication as a core physician skill
Understand the 6 basic steps used to initially deliver bad news
Practice giving feedback to a resident whom delivered bad news
Identify & discuss challenges of providing feedback about a sensitive topic

Content Categories:

Intended learner audience:

2 MM: Identify medications that should be avoided

Other Intended Learner Audiences:

Chief Residents

Geriatric Competencies:

MEDICATION MANAGEMENT

SELF-CARE CAPACITY

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

PALLIATIVE CARE

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Case-Based Instruction/Learning

Facilitator's Guide

Lecture

Standardized Patient

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21781

Date posted:

Thu, 10/02/2014

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 10/02/2014

No CME credits available

Peer reviewed

Title Page Bad News Communication: A 6 Step Approach to Use and Teach
- 57.4 KB

Table of Contents
- 49.16 KB

Instructor's Guide
- 30.09 KB

Agenda: Chief Residents Leadership Workshop Session
- 16.79 KB

Small Group Facilitator Questions
- 16.6 KB

Case: Jennifer Hawkins - Physician Information
- 15.18 KB

Case: Jennifer Hawkins - Standardized Patient Information
- 16.97 KB

Case: Jennifer Hawkins - Resident Evaluation on Communicating Bad News
- 18.28 KB

Case: Pat Smith - Physician Information
- 15.18 KB

Case: Pat Smith - Standardized Patient Information
- 17.42 KB

Case: Pat Smith - Resident Evaluation on Communicating Bad News
- 18.28 KB

Power Power Point Presentation: "Bad News Communication: A 6 Step Approach to ...
- 297.5 KB

Handout: Given to residents at time of Power Point Presentation
- 17.32 KB

Evaluation of Workshop
- 50.84 KB

Posting status:

Posted

Resident Level Competencies:

Palliative and End of Life Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Testing

Author(s):

Gary Winzelberg, MD, MPH

Contact Person/Corresponding Author:

Gary Winzelberg, MD, MPH

Contact Person Email:

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Wake GPS Quality Improvement Project Handbook

jlawlor — Mon, 08 Sep 2014 16:05:46 +0000

Wake Forest University School of Medicine

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:

The model for improvement framework for selecting an improvement target to develop into an actionable project.
The audit and feedback and technique for obtaining data and jump starting system change.
Process mapping the steps to a given outcome.
Assembling a care team to review the project plan.
Planning a test of change using the concept of the PDSA cycle.
Measuring outcomes.

Content Categories:

Intended learner audience:

Fellow

Independent/Self-Directed Learning

Other Intended Learner Audiences:

medical faculty

Learning resource types:

Other Learning Resource Type:

Handbook/Manual

POGOe Id:

21773

Date posted:

Wed, 10/01/2014

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 10/01/2014

No CME credits available

Not peer reviewed

Wake GPS Quality Improvement Handbook
- 1.51 MB

Wake GPS Quality Improvement eBook

Assigned Editor:

chowe

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Kathryn Callahan, MD, MS

Contact Person/Corresponding Author:

Kathryn Callahan, MD, MS

Contact Person Email:

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

lvitkus — Thu, 13 Jun 2013 23:49:00 +0000

University of Arizona College of Medicine

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:

Describe what is seen on a positive vs a negative florbetapir amyloid scan in Alzheimer’s disease
List three situation in which a florbetapir amyloid scan may aid in determining if a patient has Alzheimer’s disease.
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:

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 Geriatric Education Center."

Content Categories:

Intended learner audience:

Physician Assistant

Independent/Self-Directed Learning

Learning resource types:

Quick Reference/Pocket Card

Discipline/specialty:

CNS/Neuroanatomy/Neuroscience

Family Medicine

Internal Medicine

Radiology

POGOe Id:

21623

Date posted:

Wed, 05/15/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Fri, 12/30/2016

No CME credits available

Not peer reviewed

Amyloid Imaging for Alzheimer's Disease.pdf
- 529.33 KB

Assigned Editor:

ksauvigne

Posting status:

Posted

Previous Taxonomy Authors: Phillip H. Kuo MD; and Geoffrey L. Ahern MD

Conflict of Interest Disclosure:

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

Conflict Description:

Kuo: Paid by Lilly to speak on Amyvid Ahern: Participated in one of the original clinical trials leading to the development of AV-45 (now Amyvid) by AVID Pharmaceuticals, prior to that company's acquisition by Lilly

Author(s):

Philip H. Kuo, MD

Geoffrey L. Ahern, MD

Alex Hishaw MD

Contact Person/Corresponding Author:

Lisa O'Neill

Contact Person Email:

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Osteoporosis Educational Series

jlarson — Fri, 20 Apr 2012 19:44:58 +0000

University of Texas Medical School at Houston

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:

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

Lecture two:

Explain normal and abnormal state of bone metabolism
Define bone remodeling
Identify risk factors for bone loss
Calculate risk of facture

Lecture three:

Characterize the pathophysiology of osteoporosis
Identify the clinical diagnosis of osteoporosis
Summarize treatment and prevention options

Additional information/Special implementation requirements or guidelines:

Speaker notes are embedded within the PowerPoint Presentation.

Content Categories:

Advanced Practice Nursing Student

Intended learner audience:

APRN

Nurse Educator

Fellow

Physician Assistant

17 ATYP: Identify 3 physiologic changes for each organ system

Geriatric Competencies:

Learning resource types:

Lecture

Discipline/specialty:

Physical Medicine and Rehabilitation

Physiology

Preventive Medicine

Radiology

Estimated time to complete:

1 hour

POGOe Id:

21181

Date posted:

Thu, 08/08/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 08/08/2013

No CME credits available

Not peer reviewed

Osteoporosis: Lecture 1 of 3
- 5.62 MB

Osteoporosis: Lecture 2 of 3
- 7.79 MB

Osteoporosis: Lecture 3 of 3
- 4.36 MB

Posting status:

Posted

Previous Taxonomy Authors: Dr. Nahid Rianon

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Nahid Rianon, MD

Contact Person/Corresponding Author:

Nahid Rianon, MD

Contact Person Email:

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

betsy.jones — Thu, 02 Dec 2010 19:37:45 +0000

Texas Tech University Health Sciences Center School of Medicine

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.

Content Categories:

Intended learner audience:

18 ATYP: Diagnose based on unique presentations of common conditions

Geriatric Competencies:

Discipline/specialty:

Estimated time to complete:

15 minutes

POGOe Id:

20854

Date posted:

Thu, 01/13/2011

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 01/22/2013

No CME credits available

Not peer reviewed

None Selected

Info Packet
- 51.27 KB

Podcast
- 8.31 MB

Posting status:

Posted

Previous Taxonomy Authors: Dr. Betsy Goebel Jones, Dr. Andrew Dentino, Jessica Baima, Jeremy Jones

Editor's notes:

1/22/13 Author indicated product is up to date. Expiration waived for another three years

Author(s):

Andrew Dentino, MD

Betsy Goebel Jones, MD

Jessica Baima, MD

Jeremy Jones, MD

Contact Person/Corresponding Author:

Dr. Betsy Goebel Jones

Contact Person Email:

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Advance Directives

agosserand — Thu, 16 Sep 2010 19:29:57 +0000

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:

Realize the importance of establishing the wishes of the patient prior to their loss of decisional-capacity when surrogacy would be required.
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.
Acquire an ability to effectively engage patients and families in discussion of these issues.

Knowledge - Medical students should be able to:

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

Skills - Medical students should be able to:

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.
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.
Create a framework for how one would initiate and/or discuss such issues with real patients and families.

Content Categories:

Geriatric Palliative Care

Intended learner audience:

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

Geriatric Competencies:

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Case-Based Instruction/Learning

Curriculum/Syllabus

Independent/Self-Directed Learning

Other Resource Type

Other Learning Resource Type:

Web module

Discipline/specialty:

Estimated time to complete:

30 minutes

POGOe Id:

20757

Date posted:

Sat, 10/16/2010

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Sat, 10/16/2010

No CME credits available

Not peer reviewed

None Selected

http://classes.kumc.edu/coa/education/AMED900/AdvanceDirectives.htm

Posting status:

Posted

Previous Taxonomy Authors: Daniel Swagerty, MD, MPH, Jerry Menikoff

Editor's notes:

9/29/10 CRCCI on file - cg

Author(s):

Daniel Swagerty, MPH

Jerry Menikoff, MPH

Aging for Specialists Medical Student Conference

chowe — Wed, 14 Oct 2009 21:39:55 +0000

University of Arizona College of Medicine

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:

Explain the relevance of aging principles of care for all career paths that a student may choose .
Describe three specialty-specific geriatric facts related to your specialty career choice.

Content Categories:

Obstetrics and Gynecology

Learning resource types:

Discipline/specialty:

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

20602

Date posted:

Wed, 10/14/2009

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 07/31/2012

No CME credits available

Not peer reviewed

Student Evaluation Form for Aging for Specialists
- 11.43 KB

How To Facilitator's Guide
- 27.42 KB

13Anesthesiology 1 2011.docx
- 55.9 KB

13Anesthesiology 2 2011 answer .doc
- 62.5 KB

13CAM Pearls.docx
- 116.74 KB

13CAM Pearls Answer Guide.docx
- 53.55 KB

13Dermatology 1 2011.docx
- 53.96 KB

13Dermatology 2 2011 Answer.doc
- 62 KB

13Emergency Med 1 2011.docx
- 56.47 KB

13Emergency Med 2 2011 Answer.doc
- 66.5 KB

13ENT 1 2011.docx
- 53.3 KB

13ENT 2 2011 Answer.doc
- 61 KB

13FCM 2011.docx
- 55.04 KB

13General Surgery 1 2011.docx
- 52.92 KB

13General Surgery 2 2011 Answer.doc
- 62 KB

13GI Aging Pearls2013.docx
- 117.05 KB

13GI answer guide2013.docx
- 203.69 KB

13Gyn 1 2011.docx
- 53.32 KB

13Gyn 2 2011Answer.doc
- 69.5 KB

13Immunobiology 1 2013 Pearl.docx
- 57.6 KB

13Immunobiology Answer Guide2013.docx
- 54.72 KB

13Inf Dis 1 2011.docx
- 51.4 KB

13Inf Dis 2 2011 Answer.doc
- 62.5 KB

13Inpatient Medicine Pearls.docx
- 118.56 KB

13InPatient Pearls Answer Guide.docx
- 54.82 KB

13Internal Med 2011.docx
- 55.28 KB

13Neurology 1 2011.docx
- 53.54 KB

13Neurology 2 2011 Answer.doc
- 65.5 KB

13Ophthalmology 1 2011.docx
- 56.57 KB

13Ophthalmology 2 2011 Answer.doc
- 64 KB

13Ortho 1 2011.docx
- 54.53 KB

13Ortho 2 2011 Answer.doc
- 58.5 KB

13Pathology 1 2011.docx
- 54.53 KB

13Pathology 2 2011 Answer.doc
- 66 KB

13Pediatrics 1 2011.docx
- 54.85 KB

13Pediatrics 2 2011 answer.docx
- 56.27 KB

13Psych 1 2011.docx
- 55.61 KB

13Psych 2 2011 Answer.doc
- 62.5 KB

13Pulmonary-Critical Care Medicine Pearls.docx
- 118.03 KB

13Pulmonary-Critical Care Answer Guide.docx
- 54.44 KB

13Radiation Oncology Pearls.docx
- 55.3 KB

13Radiation Oncology 2 2011 answer.docx
- 54 KB

13Radiology 1 2011.docx
- 53.51 KB

13Radiology 2 2011 answer.doc
- 66 KB

13Urology 1 2011.docx
- 58.07 KB

13Urology 2 2011 Answer.doc
- 61.5 KB

2008 Aging For Specialists Conference -John Burton, MD

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

7/31/12 Author indicated product is up to date. Expiration waived for another three years. - cz

Author(s):

Mindy Fain, FACN

Carol Howe, FACN

M. Jane Mohler, FACN

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

eduthie — Sat, 10 Oct 2009 09:59:50 +0000

Medical College of Wisconsin

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.

Content Categories:

Intended learner audience:

Mr Andrews CD Image
- 300.69 MB

Discipline/specialty:

POGOe Id:

18398

Date posted:

Tue, 08/25/2009

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 06/06/2012

No CME credits available

Peer reviewed

None Selected

introduction.doc
- 26.5 KB

Mr. Andrews VP Video 1
- 6.31 MB

Mr. Andrews VP Video 2
- 741.2 KB

Mr. Andrews VP Video 3
- 4.19 MB

Mr. Andrews VP Video 4
- 25.75 MB

Mr. Andrews VP Video 5
- 3.48 MB

Mr. Andrews VP Video 6
- 19.4 MB

Mr. Andrews VP Video 7
- 12.78 MB

Mr. Andrews VP Video 8
- 16.76 MB

Mr. Andrews VP Video 9
- 1.37 MB

Mr. Andrews VP Video 10
- 9.83 MB

Mr. Andrews VP Video 11
- 11.79 MB

Mr. Andrews VP Video 12
- 11.52 MB

Mr. Andrews VP Video 13
- 5.17 MB

Posting status:

Posted

Editor's notes:

6/29/12 Author indicated product is up to date. Expiration waived for another three years. - cz

Contact Person/Corresponding Author:

Edmund Duthie

Contact Person Email:

Already Expired Email Date:

Tuesday, February 27, 2018 - 3:58pm

The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies

POGOe Moderator — Sat, 10 Oct 2009 09:57:38 +0000

Vanderbilt University School of Medicine

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.

Content Categories:

Patient Safety

Intended learner audience:

Fellow