The Portal of Geriatrics Online Education

Curriculum/Syllabus

An instructional plan of lessons and objectives aimed at helping learners gain a particular set of skills and knowledge. This plan can include a reading list, syllabus, lesson plan or course outline. Sometimes describes the implementation of programs such as chief residency training or student mentor programs.

Mental Health Aspects of Diabetes in Elders from Diverse Ethnic Backgrounds

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

This curriculum was developed as a resource for teaching culturally appropriate care for depression and cognitive loss for elders at high risk for diabetes. Written by members of the Affiliated Core Faculty of Stanford Geriatric Education Center, Stanford University School of Medicine, the 100-page curriculum includes objectives and comprehensive, evidence-based content on the following topics: -- Overview of depression and cognitive loss/dementia in elders with diabetes -- Risk, culturally appropriate assessment and interventions for diabetes, depression, and cognitive loss or dementia in the following older populations: -- African American -- American Indian -- Chinese American -- Filipino American -- Hmong American -- Japanese American -- Mexican American -- Cross cultural issues related to sensory impairment due to diabetes in emergencies such as bioterrorism

Educational objectives: 

After completion of the curriculum, learners should be able to: 1. Identify the risks of depression and cognitive loss among elders with diabetes; 2. List the ethnic populations of elders among whom the risk of diabetes is higher than among older Americans as a whole; 3. Describe culturally appropriate assessment and screening protocols for cognitive loss and depression among elders with diabetes from at least three high risk populations; 4. Discuss specific nutritional interventions appropriate for elders with diabetes from at least three high risk populations; 5. Identify differences in treatment for diabetes, depression, or cognitive loss that might be appropriate for elders from high risk populations. 6. Discuss at least three risk factors for vulnerability in developing a personalized emergency preparedness plan for sensory impaired ethnic elders with diabetes

Additional information/Special implementation requirements or guidelines: 

This product has been sent to Geriatric Education Centers, the Lumetra conference, universities, seminars, trainings, and various other learning institutions. It has been used in health-related classes, medical facilities, learning institutions, and educational trainers.

Date posted: 
Mon, 01/26/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 10/18/2009
Contact Person/Corresponding Author:



Suggested Citation:
Mental Health Aspects of Diabetes in Elders from Diverse Ethnic Backgrounds. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

The Stanford Faculty Development Center End-of-Life (ELC) Curriculum

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

This curriculum includes 8, 2-hour modules, consisting of PowerPoint slides sets and an extensive 155 page teaching guide with in depth notes on how to teach the curriculum and a discussion of particular challenges that arise in teaching specific content areas. The teaching guide also includes support material such as bibliographies. While originally designed as a curriculum that physician faculty could use to teach residents in training, the content and teaching methods have also been used successfully to teach other disciplines in the basics of palliative care. Modules titles: Death and Dying in the USA, Pain Management, Communicating with Patients and Families, Making Difficult Decisions, Non-Pain Symptom Management, Venues and Systems of Care, Psychiatric issues and Spirituality, and Instituting Change. The book, Palliative Care Perspectives, by the corresponding author, was written in parallel to this course. The on-line version through Growth House serves as background reading for the course in addition to other referenced material. This curriculum arose from a faculty development project for physicians, funded by a grant from the Robert Wood Johnson Foundation through the Stanford Faculty Development Program.

Educational objectives: 

The overall objective of this curriculum is to improve end-of-life attitudes, knowledge, and skills for clinicians, especially physicians. The curriculum is designed to be used in small group settings by a skilled facilitator in a manner that stresses active learner participation.

Additional information/Special implementation requirements or guidelines: 

Faculty may adapt the curriculum as they wish, but not modify it, by which we mean that proper attribution must be given for use of the curriculum and faculty must be clear in their presentations where any changes have been made, thereby distinguishing between SFDP and their own content.

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

Peer review publication being drafted at the current time. Presentations on the curriculum have been delivered at the Society for General Internal Medicine (SIGM) convention. While not part of the formal curriculum for which we are asking for peer review, the corresponding author, James Hallenbeck, does receive royalties on the linked book, Palliative Care Perspectives, if the book is purchased. This author does not receive any royalties directly related to the on-line version of the book and has no other financial interests. MedEd Portal

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



Suggested Citation:
The Stanford Faculty Development Center End-of-Life (ELC) Curriculum. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/287

Educational Resources on Aging

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

The Educational Resources on Aging (ERA) is a Brown University website developed by the Reynolds project team at Brown University. The site contains all our aging-related curriculum products for medical students, residents, and faculty. These include organ system syllabi, problem-based learning cases for students in clerkships, SIM center cases, aging-related lecture slide sets, aging-related exam questions, Doctoring course guidelines, and much more. The site also contains relevant website tools, research articles, and presentations relevant to education in aging, organized by topic. To access the products on the ERA website, click on the "Table of Contents" link located on the left-hand side menu at this website: https://www.brown.edu/research/projects/educational-resources-on-aging/home.

Educational objectives: 

The ERA repository is designed to provide access to comprehensive information on major geriatrics topics by educators and clinicians.

Additional information/Special implementation requirements or guidelines: 

Brown University operates under the "fair use" exemption to the U.S. copyright law. If you plan to use copyrighted materials in ways that go beyond fair use or applicable copyright law, you will need to get written permission from the copyright holder.

Product Viewing Instructions: 
Use the url to access the ERA website: https://www.brown.edu/research/projects/educational-resources-on-aging/home
Contact Person/Corresponding Author:



Suggested Citation:
and . Educational Resources on Aging. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

The Heyssel Senior Teacher Educator Partnership (STEP)

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Publications from, presentations from, and/or citations to this product: 

Journal articles:

  • Hoffman KG, Gray P, Hosokawa, MC, Zweig SC. Evaluating the effectiveness of a senior mentor program: The University of Missouri-Columbia School of Medicine. Gerontology & Geriatrics Education 2006; 27:37-47.
  • Zweig SC, HosokawaMC, Kerber CA, et al. University of Missouri –Columbia School of Medicine. Academic Medicine 2004; 79:S113-S117.

Presentations:

  • Hoffman, K.G., Hosokawa, M., Gray, P., Zweig, S. It takes a village to evaluate a program: Using multiple sources of information for programmatic evaluation of a mentoring program. Presented at the AAMC/Hartford Foundation Enhancing Geriatrics Education in Medical Education Conference, St. Louis, MO. June 2004
  • Hoffman, K.G., Hosokawa, M., Gray, P., Zweig, S. Defining and Aligning Espoused Program Outcomes with Curriculum Evaluation Strategies. Presented at the American Geriatrics Society Annual Meeting in Orlando, FL. May 2005
  • Zweig S. Senior mentor program impact on participating schools of medicine and their stakeholders. Gerontological Society of America, San Francisco, CA. November 2007
Date posted: 
Wed, 09/30/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 07/09/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , and . The Heyssel Senior Teacher Educator Partnership (STEP). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

CHAMP (Curriculum for the Hospitalized Aging Medical Patient) Teaching on Today's Wards: Systems-Based Practice and Practice-Based Learning and Improvement

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

"Systems based practice" (SBP) and "Practice based learning and improvement" (PBLI) are workshops in the CHAMP mini-course "Teaching on Today's Wards" (TTW) which aims to strengthen inpatient teaching skills, particularly across the ACGME core competencies, general internists, hospitalists and family practitioners and fellows who teach residents and medical students. Topics in TTW include: Improving the Teaching Process, Systems Based Practice, Practice Based Learning and Improvement, and Lifelong Learning.

SBP and PBLI provide unique learning experiences in small group workshops. Teaching materials are infused with geriatric content and include: slide presentations with speaker's notes, small group exercises, card games, handouts, references, sample session evaluation forms, and user's guide. Consultation with authors/presenters prior to use is recommended.

Educational objectives: 

In two sequential interactive sessions using small group exercises and card games, learners will become able to:

  1. define systems based practice
  2. demonstrate how to evaluate a learner's ability to work within an existing system, and how decisions and actions affect the entire system of care;
  3. identify conceptual elements of quality improvement projects with residents;
  4. define practice based learning and improvement;
  5. demonstrate "Plan Do Study Act;"
  6. demonstrate teaching and evalauting practice based learning and improvement; and
  7. demonstrate case and census audits. Geriatric content is infused throughout.
Additional information/Special implementation requirements or guidelines: 

The CHAMP Faculty Development Program has trained 12 geriatricians, 26 general internists, 2 hospitalists, and 7 fellows at the University of Chicago

"Systems based practice" and "Practice based learning and improvement" are approved for 2 (Category 1) CME credit hours each.

Date posted: 
Wed, 09/23/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 06/25/2012
Contact Person/Corresponding Author:



Suggested Citation:
, and . CHAMP (Curriculum for the Hospitalized Aging Medical Patient) Teaching on Today's Wards: Systems-Based Practice and Practice-Based Learning and Improvement. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

Geriatric Mental Health and Emergency Preparedness Curriculum

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

In 2003, six federally funded Geriatric Education Centers proposed a coordinated effort to develop a comprehensive curriculum on bio-terrorism and emergency preparedness (BTEPA) with the aim of disseminating this curriculum widely through health profession schools, public health, health and social service agencies, and other agencies that serve older persons. It is our hope that this curriculum will be an important resource in the development, implementation, dissemination and refinement of training programs in the area of disasters and geriatric mental health.

Educational objectives: 

To train students, faculty and health providers in mental health/illness and associated consequences of natural disasters and terrorist acts.

Learners will:

  1. understand the importance of a structured curriculum in Geriatric Mental Health and Emergency Disaster Preparedness and Response.
  2. realize that older adults require special consideration, for both mental and physical health needs, during and after disasters.
  3. understand the importance of training health care professionals to integrate the material into their practice.
  4. be able to implement the training plan.
Additional information/Special implementation requirements or guidelines: 

Due to size, the book has been scanned in four parts, and each part zipped.

Date posted: 
Wed, 09/26/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 07/09/2010
Contact Person/Corresponding Author:



Suggested Citation:
, and . Geriatric Mental Health and Emergency Preparedness Curriculum. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/287

CHAMP (Curriculum for the Hospitalized Aging Medical Patient): A User's Manual for a 4-Station Geriatrics OSTE Module

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

The Observed Structured Teaching Exercise (OSTE) is a performance-based teaching assessment, using standardized learners.

This User's Manual Provides detailed materials facilitating implementation and evaluation of a Four Station Geriatrics OSTE (G-OSTE) Exercise, designed to improve the geriatric medicine teaching skills of non-geriatricians in the in-patient setting.

This G-OSTE Module can be used to complement specific components of the CHAMP Curriculum, or it can be used as a stand-alone geriatric medicine teaching-skills exercise. The cases are focused on teaching geriatrics on the in-patient wards and include the following:

  1. Screening for Dementia: Using the Mini-Cog--A Bedside Case;
  2. Delirium: Risk Assessment, Recognition, & Prevention Strategies--A Door-Side;
  3. Foley Catheters: Indications & Inability to Void--A Bedside Case; and
  4. Transitions of Care: The Ideal Hospital Discharge--A Card-Flip Case in the Conference Room.


The following materials are provided:

  1. Background on OSTE's;
  2. the G-OSTE Cases;
  3. Feedback forms for Standardized Students and/or Observers;
  4. Preceptor's Guidelines;
  5. "Quality Assurance"/Evaluation forms for Preceptors Performance;
  6. Teaching Aids (Pocket Cards);
  7. Retrospective Pre-Post G-OSTE Module Evaluation Forms; and
  8. Sample Logistical Plans.


The G-OSTE was implemented as part of the CHAMP (Curriculum for the Hospitalized Aging Medical Patient) faculty development program to provide a simulated practice teaching experience for learners. In its entirety, the CHAMP Faculty Development Program consists of 15 geriatric topics and a mini-course entitled, "Teaching on Today's Wards," on advanced clinical teaching skills and teaching across the ACGME Core Competencies.

CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

The goal of this OSTE Module is to improve the quantity and quality of the teaching of geriatric medicine, in the in-patient setting, through deliberate practice.

OSTE participants will be able to:

  1. Recognize and name geriatric teachable moments;
  2. Increase their confidence in teaching specific geriatric content through deliberate practice; and
  3. Increase their confidence in using the One-Minute Preceptor and the Stanford Clinical Teaching Principles, through deliberate practice, in various in-patient teaching settings
Additional information/Special implementation requirements or guidelines: 

The CHAMP OSTE has trained 10 general internists.

Date posted: 
Mon, 08/03/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 07/16/2012
Contact Person/Corresponding Author:



Suggested Citation:
CHAMP (Curriculum for the Hospitalized Aging Medical Patient): A User's Manual for a 4-Station Geriatrics OSTE Module. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

Geriatric Otolaryngology

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

This online curriculum content provided by the Emory University's Department of Otolaryngology gives reading and didactic material for users. The curriculum extensively covers geriatric medicine for otolaryngologists, geriatric otolaryngology, as well as integrating clinical content and evaluations into the coursework. This curriculum is designed to be laid out as a self-directed online learning serially over a 2 year period. Each resident completes the curriculum twice during their residency.

Educational objectives: 

Following completion of this curriculum, participants will be able to:

  1. identify general principles of geriatric medicine as applied to otolaryngology patients.
  2. identify salient otolaryngologic issues related to the geriatric patient.
Additional information/Special implementation requirements or guidelines: 

Designed to be laid out as a self-directed online learning serially over a 2 year period. Each resident completes the curriculum twice during their residency.

Date posted: 
Mon, 06/22/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 06/18/2012
Contact Person/Corresponding Author:



Suggested Citation:
and . Geriatric Otolaryngology. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

Senior Mentor Program Development Toolkit

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

This product will guide its user though the process of creating a Senior Mentor Program. The necessary files and documentation are provided, as well as a short video on the benefits of such a program.

Educational objectives: 

To expose students to the older population through friendship and personal interaction. The goals of this program are centered around exposing medical students to older adults as people rather than sick patients.

Additional information/Special implementation requirements or guidelines: 

A group of volunteer older adults.

Date posted: 
Thu, 01/01/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/17/2009
Contact Person/Corresponding Author:



Suggested Citation:
Senior Mentor Program Development Toolkit. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

Coding 101

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

Coding 101 is an online curriculum designed for residents. The curriculum includes three audio-visual modules and suggested supplementary online resources. While the audiovisual modules can be viewed in any order, they are designed for progressive learning in a suggested viewing order. Each module contains learning objectives for Systems Based Practice, an ACGME general competency. Within each module, learning points are identified for PGY1-3 progressive learning. The first module, Coding Fundamentals, provides an overview of ICD, CPT, HCPCS, and medical necessity rules. The second module, E&M Coding, provides guided examples of outpatient E&M coding using 1995 and 1997 rules. The third module, Beyond the Basics, introduces modifier -25, teaching modifiers -GE/GC, coding for counseling time, preventive care coding, and other miscellaneous topics. Supplementary suggested content allows learners to link to the Medicare 1995/1997 documents, the CMS Evaluation and Management Services Guide, and other coding resources. The overall curriculum is appropriate for any resident, 4th year ambulatory students, fellows, and even faculty. All resources are contained on one webpage. The webpage contains links to the following: Coding 101, Part 1: Coding Fundamentals [original production by Davoren Chick, MD; Coding 101, Part 2: E&M Coding [original production by Davoren Chick, MD]; Coding 101, Part 3: Beyond the Basics [original production by Davoren Chick, MD]; link is provided to the ACP guide to frequently used ICD-9-CM codes; link is provided to a brief overview of HCPCS; link is provided to the Evaluation and Management Services Guide produced by CMS; link is provided to a review of the Medicare IPPE exam by thecodingcenter.org; links are provided to the CMS 1995 and 1997 documentation guidelines for evaluation and management services.

Educational objectives: 

1. Origins and usages of ICD-9-CM codes 2. Origins and usages of CPT codes 3. HCPCS federal codes 4. The medical necessity rule 5. The definition of a "new" patient 6. History E&M key component and its three sub-areas 7. Physical exam E&M key component, with 1995 and 1997 documentation 8. Medical decision making key component and its three sub-areas 9. Documentation rules for new and established outpatients 10. Modifier 25 11. Preventive care coding options, including the IPPE 12. Smoking cessation counseling codes 13. GC and GE teaching modifiers

Additional information/Special implementation requirements or guidelines: 

Because the videos are in Windows Media format, they are best viewed from an Internet Explorer web browser on a PC that has Windows Media Player (WMP). A link is provided to connect learners to the microsoft download center where a free copy of WMP can be accessed for any Windows or Mac system. From standard windows PCs, learners may use the table of contents hotlink bars visible to the left of the video in order to jump to different topics if they desire. Using a Mac or web browsers other than Internet Explorer, learners can view the videos as designed (in a progressive manner) but may not be able to jump between sections using the table of contents bars. In such cases, the forward and backward arrows and sliding bar of WMP still allow learners to repeat or skip sections as desired. For all systems, audio output is required. Audio is best quality using headphones or speakers but is sufficient using only a laptop audio feed. Please note that while the content is not likely to be irrelevant or obsolete in 3-5 years, coding rules do evolve. The material will be updated if necessary but CMS regulations will always be the only legal source for new coding regulations.

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

Internal presentations only. Citation Formats: NLM: Chick D, Coding 101. MedEdPORTAL; 2007. Available from: http://services.aamc.org/jsp/mededportal/retrieveS... APA: Chick, D., (2007). Coding 101. MedEdPORTAL: http://services.aamc.org/jsp/mededportal/retrieveS... MedEd Portal

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



Suggested Citation:
Coding 101. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/287

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