The Portal of Geriatrics Online Education

Index/Glossary/Bibliography

A comprehensive listing of content.

When Eating Problems Arise in Advanced Dementia: An Interdisciplinary Trigger Video

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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: 

This is an interactive seminar centered on a trigger video depicting a family meeting with the treating physician, the speech and language pathologist and the family of a patient with advanced dementia who suffers from dysphagia/poor oral intake. The seminar can be provided to a small group of 4-10 healthcare trainees (medical residents or students, nursing students, speech and language pathology students, social work students). The seminar is designed to present the learners with an interdisciplinary approach to conducting a family meeting on this topic. It starts with reading a case presentation, which is meant to emphasize the need for a family meeting, followed by playing the video until a trigger question comes up. At that point the participants are asked to reflect on the question and share their answers with the group. The group then watches the video exemplifying a way the question can be discussed. The process is repeated for all the trigger questions. At the end of the seminar the trainees are encouraged to debrief on language that could be modeled for goals of care discussions as well as aspects of the discussion that could have been approached differently. They are also provided with all the references used in the video as a resource for future family meetings. Trainees are asked to complete a short retrospective pre/post self-assessment survey. 

Educational objectives: 
  1. Review importance of completing advance directives (applied to patients with dementia); define surrogate decision maker, substituted judgment, and best interest concepts and discuss advance care planning for the case presented.
  2. Describe the natural history of advanced dementia.
  3. Become familiar with potential treatment burdens associated with tube feeding in patients with advanced dementia.
  4. Appreciate various options for eating/feeding in advanced dementia and swallowing problems.
  5. Analyze aspects of difficult conversations with surrogate decision makers.

 

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

Some of the materials for this seminar were presented during the Marketplace at the Reynolds Meeting in Las Vegas, Oct 7, 2014.

 

 "When Eating Problems Arise in Patients with Advanced Dementia- An Interdisciplinary Approach to

Communicating with Caregivers" This interactive seminar was presentated at the Annual

Assembly of the American Association of Hospice and Palliative Medicine Annual Meeting, February 2015, Philadelphia.

 

 

Date posted: 
Fri, 06/17/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 06/17/2016
Contact Person/Corresponding Author:



Suggested Citation:
When Eating Problems Arise in Advanced Dementia: An Interdisciplinary Trigger Video. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/293

Dementia Care: Social Work Practice Interventions Bibliography

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

Social workers interact with older adults and their families in nearly all practice settings—child welfare, health and mental health, schools, domestic violence, and substance use to name a few—but are typically not formally prepared to do so. Recognizing this, the Gero-Ed Center promotes gerontological competencies at the generalist level for all social work students, as well as specialized gerontological practice behaviors at the advanced level.

Attached is an extensive Social Work and Dementia Bibliography with synopses of each article.

Educational objectives: 

This bibliography provides learners with 15 annotated articles and book chapters regarding social work interventions in the care of individuals with dementia.

Contact Person/Corresponding Author:



Suggested Citation:
Dementia Care: Social Work Practice Interventions Bibliography. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/293

The Interactive Confusion Assessment Method (iCAM)

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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 self-learning web module will teach learners to administer, score and interpret the Confusion Assessment Method.

Educational objectives: 

By the end of this product, learners will be able to administer, score and interpret the CAM.

Additional information/Special implementation requirements or guidelines: 

This product was developed through the joint efforts of University of Miami Miller School of Medicine and its affiliated VA Medical Center, Mount Sinai School of Medicine and the Harvard School of Medicine. The Interactive Confusion Assessment Method (iCAM) has been adapted with permission from: Inouye SK et. al, Clarifying Confusion: The Confusion Assessment Method: A New Method for Detecting Delirium. Ann Intern Med. 1990; 113:941-8.

The web module consists of the following components:

  1. Introduction: CAM is a simple, reliable test that has been validated in several populations.
  2. Using the CAM: Because the test can be administered and scored in a few minutes during clinical care, it represents a minimal burden on hospital staff. The CAM algorithm follows 4 steps in determining whether a patient is likely to have delirium. These steps are briefly outlined below and in more detail in the accompanying form titled "CAM shortened version worksheet", which can also be used to record the results.
  3. CAM Steps:
    • Step 1. Acute Change and Fluctuating Course
    • Step 2. Inattention
    • Step 3. Disorganized Thinking
    • Step 4 Altered Level of Consciousness
  4. Scoring CAM: A brief explanation is provided on how to score the CAM in order to determine whether delirium is present.
  5. Interpretation: Using the CAM is just the first step in the assessment of patients who are confused or at high risk of becoming delirious. After scoring the CAM you must interpret the results in light of the patient's H&P examinations as well as any other conditions diagnosed with this patient.
  6. Practice Case: Learners have the chance to apply the knowledge acquired to a case. After reviewing the video and browsing the patient's virtual chart, learners will be able to score the CAM and decide whether the patient is delirious.
  7. Glossary
  8. References
  9. Credits

You will need Adobe Flash Player to view this module. Download it for free at http://get.adobe.com/flashplayer/ .

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

Inouye SK et. al, Clarifying Confusion: The Confusion Assessment Method: A New Method for Detecting Delirium. Ann Intern Med. 1990; 113:941-8.

Date posted: 
Wed, 01/27/2010
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 07/23/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . The Interactive Confusion Assessment Method (iCAM). POGOe - Portal of Geriatrics Online Education; 2010 Available from: https://pogoe.org/taxonomy/term/293

Finding Community Resources for Older Adults and Their Families

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Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 
This component consists of brief scenarios describing the needs of older adults, older patients, and their families. Each student is assigned a scenario. By searching print and internet sources, he/she identifies the community services that are available to address these needs. Then, he/she reports the findings to the small group. In that way, the group can compile a listing of specific community resources along with contact information. The component contains a general list of resources and useful web sites on community services that students can search. CME credit is available for this product. For more information, please contact the author. Format: Self-directed Learning; Community Resources; Discussion
Educational objectives: 
The goals are: 1.) To gain a detailed understanding of the community resources that are available to address the full-range of needs of older adults. 2.) To learn how to locate community resources. Learners should: 1.) Be able to specify what community resources are available for a specific set of needs of older adults. (For example, learners should be able to say specifically what resources are available to transport older adults without their own means of transportation to various sites such as physicians' offices, groceries stores, etc.) 2.) Acquire search strategies to identify community resources for older adults.
Additional information/Special implementation requirements or guidelines: 
After receiving a scenario describing an older adult with a need that must be met, each student identifies community resources that can meet that need. The resources can then be catalogued, merged, and put onto a web-site for use by students and even by older adults (if there is a way to maintain and update the list of resources and contact information for those resources).
Date posted: 
Fri, 12/01/2006
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 05/08/2010
Contact Person/Corresponding Author:



Suggested Citation:
and . Finding Community Resources for Older Adults and Their Families. POGOe - Portal of Geriatrics Online Education; 2006 Available from: https://pogoe.org/taxonomy/term/293

WHISSL Interactive Case Description

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

The WHISSL cases are web-based interactive consult opportunities designed to be culturally sensitive and hone diagnostic and consultation skills. The cases include patient history, electronic records, sociocultural and other information. There is a series of 8 geriatric cases that can be used for multiple disciplines of health care providers. Assignment options can be varied for the discipline and student level. Format: Case-based teaching, problem-based case, standardized patient, trigger tapes

Educational objectives: 

Learner will be able to utilize readily-available resources to develop a successful patient consult and discuss how care plans vary across health care disciplines.

Additional information/Special implementation requirements or guidelines: 

Used with thousands of students in medicine, nursing and allied health in schools of medicine, nursing and allied health in the US and a number of other countries. WHISSL is an open resource with an integrated authoring system that can be used by any health science faculty member. Currently there is no charge for use.

Date posted: 
Fri, 12/01/2006
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 02/07/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . WHISSL Interactive Case Description. POGOe - Portal of Geriatrics Online Education; 2006 Available from: https://pogoe.org/taxonomy/term/293

Curriculum in Ethnogeriatrics: Core Curriculum and Ethnic Specific Modules

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

This second edition of the five modules in the Core Curriculum in Ethnogeriatrics was developed by members of the Collaborative of Ethnogeriatric Education in 1999 and 2000, with support from the Bureau of Health Professions, Health Resources and Services Administration. The first edition of the Curriculum was reviewed, revised, and expanded by working groups from the membership of the Collaborative. This group is composed of faculty from 31 Geriatric Education Centers throughout the United States which serve as regional resource centers for geriatric education for multiple health care disciplines.

Educational objectives: 

The Collaborative on Ethnogeriatric Education is proud to present the Ethnic Specific Modules to complement the more generic Core Curriculum in Ethnogeriatrics developed previously. The Collaborative is composed of 42 representatives of 34 Geriatric Education Centers who have worked together to design and develop the Ethnogeriatric Curriculum for health care training programs in all health care disciplines. We are grateful for the support of the Bureau of Health Professions that has allowed us to make these contributions to resources for teaching cultural competence in geriatric care. We sincerely hope they will be used. 1) More nearly understand the effect of their own cultural background on their attitudes toward health care; 2) Define major terms used in ethnogeriatrics; 3) Identify the major sources of information on the sizes of ethnic populations of older adults in the U.S. and the categories that are used for the populations; 4) Describe the sizes and growth trends in the major population categories of ethnic elders; 5) Describe factors that affect cross cultural interactions in geriatric health care in terms of the cultural backgrounds of the providers and patients and the culture of the setting; 6) List the major components of cultural competence in health care on the system and provider levels; 7) List three important principles of geriatric care.

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



Suggested Citation:
Curriculum in Ethnogeriatrics: Core Curriculum and Ethnic Specific Modules. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/293

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

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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/293

Health Literacy Kit

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

The "Health literacy and patient safety: Help patients understand" educational kit is the AMA Foundation's primary tool for informing physicians, health care professionals and patient advocates about health literacy. The kit includes: an instructional video, an in-depth manual for clinicians, and additional resources for education and involvement. 

Educational objectives: 

The kit will enable learners to:

  1. Define the scope of the health literacy problem
  2. Recognize health system barriers faced by patients with low literacy
  3. Implement improved methods of verbal and written communication
  4. Incorporate practical strategies to create a shame-free environment
Additional information/Special implementation requirements or guidelines: 

This has been used in the home, medical school classes, and for faculty development. CME credit is available for this product. For more information, please visit: http://www.ama-assn.org/ama/pub/category/9913.html

Date posted: 
Wed, 01/16/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/13/2021
Contact Person/Corresponding Author:



Suggested Citation:
and . Health Literacy Kit. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/293

CHAMP (Curriculum for the Hospitalized Aging Medical Patient): DRUGS AND AGING

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

"Drugs and Aging" module is part of the CHAMP faculty development program, which aims to improve inpatient, geriatric medical care through a "teach the teacher" approach. It is central to one of the course themes, preventing hazards of hospitalization. Teaching materials on "Drugs and Aging" include: slide presentation with speaker's notes and references; bedside teaching triggers on adverse drug reactions, polypharmacy, pharmacokinetics, the aging liver, the aging kidney, and pharmacodynamics; sample session evaluation form; and course overview/program user's guide. Resources on all CHAMP topics and course materials are also available on this website.

CHAMP is a multi-tiered educational project with a faculty development program at its core. Hospitalists, general internists, and family practitioners who teach residents and medical students are the targeted audience. The course is organized around four themes in geriatric inpatient care: identifying and assessing vulnerable elders, preventing hazards of hospitalization, improving palliative and end of life care, and managing transitions of care. CHAMP addresses 15 geriatric topics and includes a mini-course entitled, "Teaching on Today's Wards," on advanced clinical teaching skills and teaching across the ACGME Core Competencies in the inpatient setting.

2 CME credit hours (category 1) were awarded to physicians who attended this teaching session.

Educational objectives: 

"Drugs and Aging" improves learners' skill at:

  1. identifying risk factors for adverse drug reactions/drug effects, including polypharmacy, aging pharmacology, and drugs to avoid for older adult patients;
  2. reviewing and teaching from the Medical Administration Record (MAR); and
  3. reducing polypharmacy and use of high risk/low benefit drugs in hospitalized older adult patients.
Publications from, presentations from, and/or citations to this product: 

Cumbler, E. (2009, October). Curriculum for the hospitalized aging medical patient review. Journal of the American Geriatrics Society, 57(10), 1915-1916. Also available online.

Date posted: 
Mon, 08/03/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 01/06/2010
Contact Person/Corresponding Author:



Suggested Citation:
CHAMP (Curriculum for the Hospitalized Aging Medical Patient): DRUGS AND AGING. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/293

CHAMP (Curriculum for the Hospitalized Aging Medical Patient): DEPRESSION

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

"Depression in Hospitalized Older Adults" module is part of the CHAMP faculty development program, which aims to improve inpatient, geriatric medical care through a "teach the teacher" approach. It relates to one of the four course themes, identifying and assessing vulnerable older adult patients. Teaching materials on "Depression" include: a slide presentation with speaker's notes; bedside teaching triggers on clinical scenarios such as patients presenting symptoms of depression, having a history of depression, and requiring treatment. A pocket teaching card, references, a sample session evaluation form, and course overview/program user's guide are also available on the weblink provided, as well as access to all CHAMP topics, teaching resources and course materials.

CHAMP is a multi-tiered educational project with a faculty development program at its core. Hospitalists, general internists, and family practitioners who teach residents and medical students are the targeted audience. The course is organized around four themes in geriatric inpatient care: identifying and assessing vulnerable elders, preventing hazards of hospitalization, improving palliative and end of life care, and managing transitions of care. CHAMP addresses 15 geriatric topics and includes a mini-course entitled, "Teaching on Today's Wards," on advanced clinical teaching skills and teaching across the ACGME Core Competencies in the inpatient setting.

1 CME credit hour (category 1) was awarded to physicians who attended this teaching session.

Educational objectives: 

This CHAMP module on Depression in Hospitalized Older Adult Patients teaches learners to:

  1. recognize the importance of diagnosing depression;
  2. recognize patients at risk;
  3. screen for depression; and
  4. understand treatment options for depression in older adults.
Publications from, presentations from, and/or citations to this product: 

Cumbler, E. (2009, October). Curriculum for the hospitalized aging medical patient review. Journal of the American Geriatrics Society, 57(10), 1915-1916. Also available online.

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 12/06/2013
Contact Person/Corresponding Author:



Suggested Citation:
CHAMP (Curriculum for the Hospitalized Aging Medical Patient): DEPRESSION. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/293

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