POGOe - Portal of Geriatrics Online Education - Educational Report

Diseases

Intended learner audience:

Learning resource types:

Independent/Self-Directed Learning

Discipline/specialty:

Family Medicine

Internal Medicine

Preventive Medicine

Estimated time to complete:

15 minutes

POGOe Id:

22006

Date posted:

Mon, 08/06/2018

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 07/19/2018

No CME credits available

Not peer reviewed

AgingandImmunityGuide.pdf
- 301.16 KB

Infographic_part1_final.pdf
- 1.13 MB

Infographic_part2_final.pdf
- 1.98 MB

National Adult Vaccination Program Website - Infographics

Assigned Editor:

Emedinagall

Posting status:

Posted

Conflict of Interest Disclosure:

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

Conflict Description:

Several authors receive consulting fees for speakers bureaus for various vaccine manufacturers. Others receive research funding from a variety of vaccine manufacturers.

Author(s):

Stephen Foster

PharmD; Stefan Gravenstein

MPH; Steven Peskin

MBA; Barbara Resnick

PhD

CRNP; William Schaffner

MD; Jean-Venable

PharmD

Contact Person/Corresponding Author:

Elizabeth Sobczyk

Contact Person Email:

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Postoperative Delirium Curriculum For General Surgery Residents

gerigabbard — Wed, 13 Jan 2016 15:44:53 +0000

Johns Hopkins University School of Medicine

Abstract:

According to estimates, 50% of older adults will have an operation after the age of 65 with postoperative delirium being the most common complication in this age group. Even though delirium is common, the diagnosis is often overlooked and improperly treated. The American Geriatric Society surveyed surgical specialists and found that delirium was the geriatric clinical issue having the largest knowledge gap. Most surgical training programs still have little geriatric care incorporated explicitly into the curricula, and little explicit assessment of skills in caring for older patients. There is still a significant gap in formalized delirium education in surgical training programs. Our goal is to address this gap with this postoperative delirium curriculum for general surgery residents. Our objective is that through this geriatric surgical curriculum with a foundation consisting of delirium prevention, assessment, and management will ultimately lead to improved surgical care outcomes for older adults. This is a case based guide to compliment an online module through the Surgical Council of Resident Education (SCORE) website. We designed an online module on the SCORE website on postoperative delirium and this is an interactive case based small group exercise along with pre-post test, mini-cex, pocket card, and consultant check sheet. The case will require learners to go through a real surgical case, identify and modify risk factors, do delirium risk assessment, use a validated delirium screening tool (4AT), and come up with prevention and treatment options.

Educational objectives:

After completion of the curriculum, the surgical resident will be able to:

Identify the pathophysiological causes of postoperative delirium.
Identify risk factors for the development of postoperative delirium.
Recognize interventions to prevent postoperative delirium.
Describe the common presentation of delirium and be able to distinguish delirium from dementia and depression.
Recognize evidence based assessment tools (e.g. 3D CAM, 4AT, etc.) as reliable ways to screen for postoperative delirium.
Describe the major effects that delirium has on surgical and patient outcomes.
Correctly employed a validated delirium assessment tool (e.g. 4AT) to screen postoperative delirium in non-ICU older confused surgical patient.
Calculate the correct delirium risk assessment score for a case scenario.
Propose strategies for mitigating preoperative, intraoperative, and postoperative risk factors for a common general surgery case scenario.
Identify "best-practice" non-pharmacologic and pharmacologic treatment strategies to manage postoperative delirium given a case scenario
Demonstrate to their attending or geriatric consultant the correct use of a validated delirium assessment tool to screen for postoperative delirium in non-ICU older confused surgical patient.
Perform prevention measures and monitor delirium development via evidence based assessment method (e.g 4AT) prior to geriatric consult.

As a result of the curriculum, surgical residents will rate as important that surgeons should know:

1. Treatment strategies for postoperative delirium.

2. How to screen for postoperative delirium using a validated assessment tool.

3. Strategies to prevent postoperative delirium.

Content Categories:

Geriatric Syndromes

Diseases

Patient Safety

Care Settings & Models

Intended learner audience:

Case-Based Instruction/Learning

Learning resource types:

Index/Glossary/Bibliography

Educational Plan
- 104.64 KB

Discipline/specialty:

Neurology

Surgery

Estimated time to complete:

2 hours

POGOe Id:

21896

Date posted:

Wed, 02/13/2019

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/28/2019

No CME credits available

Not peer reviewed

Resident Case Based Guide
- 315.51 KB

4AT
- 161.81 KB

Facilitator Manual
- 98.25 KB

Facilitator Case Guide
- 441.02 KB

Resident Case Answer Key
- 408.85 KB

Pre/Post quiz without Answers
- 92.24 KB

Pre/Post Test Answer guide
- 272.7 KB

Delirium Pocket card
- 244.63 KB

Mini-Cex
- 204.04 KB

Feedback Form
- 182.23 KB

Consultant Check Sheet
- 234.61 KB

Postoperative Delirium Online Module

Assigned Editor:

rramaswamy

Posting status:

Posted

Resident Level Competencies:

Medication Management

Cognitive, Affective, and Behavioral Health

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Hospital Patient Safety

Transitions of Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

NM 7/18: Editors notes sent to submission contact for revision.

NM 3/3: Ready to go to editors.

~This was presented at the American Geriatricy Society Meeting and American Delirium Society Meeting.

Because there is a quiz and answer key, should access be limited?

Author(s):

Jennifer Gabbard, MD

Stefan David, MD

Esther Oh, MD

Matthew McNabney, MD

Contact Person/Corresponding Author:

"Jennifer Gabbard, MD"

Contact Person Email:

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Curriculum development for Geriatric Medicine Fellows PACE ( Program of All-Inclusive Care for the Elderly) rotation.

rash — Mon, 03 Jun 2013 20:05:03 +0000

Virginia Commonwealth University School of Medicine

Abstract:

This curriculum design serves as a tool to guide educators, involved in PACE (Program of All-Inclusive Care for Elderly) or similar models of care, to develop a structured learning environment. The learners (fellows, residents or medical students) will benefit from reviewing the curriculum and gaining a better understanding of expectations at PACE and similar models of care.

Educational objectives:

Upon completion, the educator will be able to:

1) Develop and implement a structured educational plan to help the geriatric learners gain knowledge, skills and attitude to provide compassionate, integrated care to community dwelling frail older adults while working with an interdisciplinary team in the PACE setting.

2) Develop an active learning environment for geriatric learners in the PACE setting to help them achieve a significant learning experience.

3) Utilize this curriculum design as a springboard for educational strategies in settings outside PACE to integrate various learning strategies with assessment methods in order to achieve the desired goals and objectives.

Additional information/Special implementation requirements or guidelines:

PACE (Program of All-Inclusive Care for Elderly) provides a very unique learning environment for Geriatric Medicine Fellows and other learners with an interest in Geriatrics. Learners are exposed to a population of frail, nursing home eligible older adults that continue to dwell in the community with the support of an integrated medico-social model of care. Learners can gain valuable insight on the functioning of a highly effective interdisciplinary team and learn about PACE and similar models of care.

Geriatric Medicine fellows at Virginia Commonwealth University currently spend one month at the PACE site in Richmond, Virginia. A new PACE curriculum was designed with the overarching goal of creating a significant learning experience. The first step was a general Needs Assessment with analysis of the difference between the current approach and an ideal approach. This was followed by a targeted Needs Assessment of the current and past learners as well as their learning environment. Goals and objectives were then developed, and feedback and assessment methods were determined for each objective. The learning strategies were then assigned to each objective to develop an integrated course design.

Content Categories:

Geriatric Palliative Care

Geriatric Syndromes

Care Settings & Models

Intended learner audience:

Fellow

Learning resource types:

Curriculum/Syllabus

Curriculum development for Geriatric Medicine Fellows PACE rotation.
- 317.22 KB

Evaluation Tool

Discipline/specialty:

Family Medicine

Internal Medicine

Estimated time to complete:

2 hours

POGOe Id:

21618

Date posted:

Thu, 09/05/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 09/05/2013

No CME credits available

Not peer reviewed

Posting status:

Posted

Previous Taxonomy Authors: Rashmi Chandekar M.D., Teresa Carter M. Ed.

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

None of the Geriatric Competencies are checked off because "the primary audience is really Geriatric Medicine Fellows and so the medical student competencies should not really apply." - CU (via CH)

Author(s):

Rashmi Chandekar, MD

Teresa Carter, M.Ed.

Contact Person/Corresponding Author:

Rashmi Chandekar

Contact Person Email:

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Patient and Family Centered Rounds: A description of interprofessional bedside rounds

drdecker03 — Thu, 27 Sep 2012 17:33:44 +0000

University of Cincinnati College of Medicine

Abstract:

Patient- and family-centered rounds (PFCR) is a model for empowering patients and families and improving communication and care in an academic, inpatient setting. This product contains multiple handouts and a PowerPoint that reviews core concepts of PFCR and includes steps to begin bedside interprofessional rounds in an academic inpatient setting. It could also be easily adapted to outpatient and nursing home situations.

Educational objectives:

On completion, the learner will be able to:

1. Describe the key elements of patient- and family-centered care (PFCC) and patient- and family-centered rounding (PFCR)

2. List examples of how patient- and family-centered rounding can improve patient safety, staff satisfaction, and resident physician education

3. Explain how patient- and family-centered rounds differ from traditional models of hospital care on an academic hospital unit

4. Describe specific examples of barriers and solutions to adopting patient- and family-centered rounding

Additional information/Special implementation requirements or guidelines:

Since implementation by the family medicine residency of The Christ Hospital/University of Cincinnati in 2007, PFCR has been well received by geriatric patients and their families, with positive feedback regarding the value of the multiple opinions received under PFCR, the ease of obtaining answers to questions, and the positive engagement of the patient and family in care. Residents and interprofessional staff have also benefited form this care model of bedside interprofessional teaching.

Intended learner audience:

Caregiver

Fellow

3 MM: Document a patient’s medication list

Geriatric Competencies:

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

22 HOSP: Identify hazards of hospitalizations

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

25 HOSP: Communicate a discharge plan

Learning resource types:

Patient and Family Centered Rounds: How To
- 1.58 MB

Lecture

Discipline/specialty:

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21246

Date posted:

Thu, 07/10/2014

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 07/10/2014

No CME credits available

Peer reviewed

Patient and Family Centered Rounds: MD Handout
- 66 KB

Patient and Family Centered Care: MD Handout
- 62 KB

Patient and Family Centered Rounds: 2012 Final Poster
- 19.95 MB

Posting status:

Posted

Previous Taxonomy Authors: Dr. Jeffrey Schlaudecker

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Auth emailed on 7/15/13 w Rainier's suggestons - cu

Author(s):

Jeffrey Schlaudecker, MD

Contact Person/Corresponding Author:

Dr. Jeffrey Schlaudecker

Contact Person Email:

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From Publication to Practice: An interdisciplinary look at labeling changes for acetaminophen and the implications for patient care

judielieu — Mon, 13 Feb 2012 19:04:05 +0000

Gerontological Society of America

Abstract:

This special publication aims to inform health care providers, researchers, policy makers, caregivers, and patients about recent changes to acetaminophen labeling as required by the U.S. Food and Drug Administration. While acetaminophen is the most widely used analgesic in America, it is also the leading cause of acute liver failure, usually as a result of inadvertent overdose. Several significant changes to the packaging and labeling of over-the-counter and prescription products containing acetaminophen have occurred recently, and other major developments are anticipated shortly. In order to accomplish the goal of improving patient safety, these changes must be understood by clinicians and patients alike. This issue of From Publication to Practice provides you with essential information on the new labeling changes and describes the resulting implications for patient care, especially for older patients. It also presents important steps that clinicians can take when educating patients. We believe that this latest report in our From Publication to Practice series will assist you in developing and enhancing your pain management services.

Educational objectives:

After reading this publication, the provider will be able to:

Describe labeling changes for acetaminophen and the safety concerns that led to the changes.
Discuss specific issues surrounding the labeling changes that impact patient care for older adults.
Recommend dosage adjustments for older patients taking acetaminophen.
Effectively communicate with older adults about the critical need to follow new acetaminophen dosage recommendations and directions for use.
Discuss pain management guidelines for older patients in pain, including alternative medications and therapies.
Identify resources and new initiatives supporting safe use of acetaminophen.

Additional information/Special implementation requirements or guidelines:

These materials were reviewed by a faculty panel.

For more educational products from the GSA, visit https://www.geron.org/Resources/Online%20Store/gsa-products

Content Categories:

Intended learner audience:

Therapist

Learning resource types:

labeling changes for acetaminophen
- 966.78 KB

Other Learning Resource Type:

myths/facts

Discipline/specialty:

Palliative Care

Estimated time to complete:

1 hour

POGOe Id:

21164

Date posted:

Mon, 07/09/2012

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 07/09/2012

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person/Corresponding Author:

Judie Lieu

Contact Person Email:

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From Publication to Practice: An interdisciplinary look at advancing pain care, education, and research - Responding to the IOM’s call to action to improve pain management

judielieu — Mon, 13 Feb 2012 18:57:36 +0000

Gerontological Society of America

Abstract:

This special publication aims to inform health care providers, researchers, policy makers, caregivers, and patients about the recent report from the Institute of Medicine (IOM) that calls for overhauling the approach to pain management in the United States. The report notes that while pain affects approximately one-third of Americans - and exacts a huge toll from society in terms of morbidity, mortality, disability, demands on the health care system, and economic burden - it remains widely undertreated. The report provides an overview of needs for care, education, and research, and lays out a blueprint for transforming pain care. This issue of From Publication to Practice provides a high level summary of the IOM call to action and identifies recommendations for advancing pain care, education, and research. We believe that this latest issue in our From Publication to Practice series will assist you in identifying and responding to opportunities to improve pain management.

Educational objectives:

After reading this publication, the provider will be able to do the following:

List the underlying principles of the Institute of Medicine's (IOM) report, Relieving Pain in America.
Discuss the recommendations in the blueprint put forth by the IOM to improve pain management.
Describe barriers to appropriate pain management in older adults.
Identify public-private partnership research opportunities.
Discuss knowledge gaps that are appropriate for future study.

Additional information/Special implementation requirements or guidelines:

Institute of Medicine's (IOM) report, Relieving Pain in America

These materials were reviewed by a faculty panel.
For more educational products from the GSA, visit https://www.geron.org/Resources/Online%20Store/gsa-products

Content Categories:

Geriatric Syndromes

Intended learner audience:

Therapist

Learning resource types:

advancing pain care, education, and research
- 1.12 MB

Other Learning Resource Type:

myths/facts

Discipline/specialty:

Palliative Care

Estimated time to complete:

1 hour

POGOe Id:

21163

Date posted:

Mon, 07/09/2012

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 07/09/2012

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person/Corresponding Author:

Judie Lieu

Contact Person Email:

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From Publication to Practice: An interdisciplinary look at new developments in the prevention and treatment of influenza in older adults

judielieu — Mon, 13 Feb 2012 18:39:29 +0000

Gerontological Society of America

Abstract:

This publication provides readers with information on how new advances in disease prevention, treatment, and management may improve elder care and quality of life. Influenza infects people of all ages, but the majority of the morbidity and mortality for seasonal influenza occurs in infants and individuals with underlying cardiopulmonary, renal, endocrine, or immune-compromising disease, people who use immune-compromising medications, and those of advanced age. All of these groups at high risk for complications also tend to have a slightly reduced immune response to vaccination.

Educational objectives:

After reading this publication, the gerontologist will be able to do the following:

Identify new scientific evidence supporting licensing of the first high-dose flu vaccine for use in the aging population.
Describe the effectiveness of the immune response in elders.
Discuss what considerations clinicians should take into account to help older adults be receptive to new medications.
Recognize the medical implications of this new treatment option.
Describe public health implications of this new treatment option and consideration of immunization policies for long-term care centers and health care institutions.
Discuss the incidences of vaccine-preventable diseases in individuals ages 65 years and older.
Identify resources for current information on vaccine developments, including manufacturing processes of vaccine production, and highlight new advances in production technology.

Additional information/Special implementation requirements or guidelines:

Immunization remains the best available method of protecting all age-groups from influenza. The Centers for Disease Control and Prevention (CDC) and the National Institutes of Health, while reiterating their support for the recommendation that individuals 65 years and older be vaccinated annually against influenza, have noted the need for improvement in how elders are protected against the virus.

These materials were reviewed by a faculty panel.

For more educational products from the GSA, visit https://www.geron.org/Resources/Online%20Store/gsa-products

Content Categories:

Diseases

Intended learner audience:

Therapist

Learning resource types:

prevention and treatment of influenza in older adults
- 823.33 KB

Discipline/specialty:

Preventive Medicine

POGOe Id:

21162

Date posted:

Mon, 07/09/2012

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 07/09/2012

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person/Corresponding Author:

Judie Lieu

Contact Person Email:

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(Y5SJI) ELDER Project: Cultural Diversity: Judaism and Islam

monica starr — Mon, 19 Dec 2011 02:10:23 +0000

Fairfield University

Abstract:

Both licensed and unlicensed participants discuss the role of religion, traditional health care beliefs, social values, and family structure of several different cultures and the impact these factors have on health care.

Educational objectives

Educational objectives:

Compare and contrast the belief systems of Judaism and Islam.
Discuss the role of religion, traditional health care beliefs, social values, and family structure of Judaism and Islam and the impact these factors have on health care.
Identify specific culturally sensitive practices that can be incorporated into your work with Jewish and Muslim patients.
Define culture and how it is reflected in our everyday lives.
Distinguish between visible and invisible aspects of culture.
Explain how the invisible aspects of culture influence the visible aspects of culture.
Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
Define and discuss components associated with cultural competence.
Acknowledge healthcare disparities amongst cultures within healthcare.

Intended learner audience:

APRN

Other Intended Learner Audiences:

Nursing Assistant

Learning resource types:

Discipline/specialty:

Jeopardy Judaism and Islam.ppt
- 503.5 KB

Estimated time to complete:

1 hour

POGOe Id:

21119

Date posted:

Sun, 01/01/2012

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Sun, 12/18/2011

No CME credits available

Not peer reviewed

Objectives Jewish and Islam Religions.docx
- 13.71 KB

Power Point Judaism and Islam.ppt
- 757 KB

Session Notes Jewish and Islam Religions.doc
- 82 KB

Posting status:

Posted

Previous Taxonomy Authors: Diane Mager, Jean Lange

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Jean Lange, CT

Diane Mager, CT

Contact Person/Corresponding Author:

ELDER Project Fairfield University School of Nursing

Editor group:

Contact Person Email:

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(Y5SJ) ELDER Project: Cultural Diversity: Jamaican Culture

monica starr — Mon, 19 Dec 2011 02:07:42 +0000

Fairfield University

Abstract:

Educational objectives:

Discuss the role of religion, traditional health care beliefs, social values, and family structure of Jamaican Culture and the impact these factors have on health care.
Identify specific culturally sensitive practices that can be incorporated into your work with Jamaican patients and American Jamaican patients.
Define culture and how it is reflected in our everyday lives.
Distinguish between visible and invisible aspects of culture.
Explain how the invisible aspects of culture influence the visible aspects of culture.
Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
Define and discuss components associated with cultural competence.
Acknowledge healthcare disparities amongst cultures within healthcare.

Content Categories:

Intended learner audience:

Learning resource types:

Discipline/specialty:

Jeopardy Haitian and Jamaican Cultures.ppt
- 483.5 KB

Estimated time to complete:

1 hour

POGOe Id:

21118

Date posted:

Thu, 02/14/2013

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 02/14/2013

No CME credits available

Not peer reviewed

Objectives Jamaican Culture.docx
- 13.98 KB

Power Point Jamaican Culture.pptx
- 415.77 KB

Session Notes Jamacian Culture.doc
- 59.5 KB

Posting status:

Posted

Previous Taxonomy Authors: Diane Mager, Jean Lange

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Jean Lange, CT

Diane Mager, CT

Contact Person/Corresponding Author:

ELDER Project Fairfield University School of Nursing

Editor group:

(Y5SH) ELDER Project: Cultural Diversity: Haitian Culture

monica starr — Mon, 19 Dec 2011 02:05:19 +0000

Fairfield University

Abstract:

Educational objectives:

Discuss the role of religion, traditional health care beliefs, social values, and family structure of Haitian Culture and the impact these factors have on health care.
Identify specific culturally sensitive practices that can be incorporated into your work with Haitian patients and American Haitian patients.
Define culture and how it is reflected in our everyday lives.
Distinguish between visible and invisible aspects of culture.
Explain how the invisible aspects of culture influence the visible aspects of culture.
Specific cultures include African American, Hispanic, Asian Indian, Jewish, Islam, Vietnamese, and Russian.
Define and discuss components associated with cultural competence.
Acknowledge healthcare disparities amongst cultures within healthcare.

Intended learner audience:

APRN