POGOe - Portal of Geriatrics Online Education - Learner Assessment

Intended learner audience:

APRN

Geriatric Competencies:

7 CBD: Perform and interpret a cognitive assessment

Learning resource types:

MiniCog Mini CEX.pdf
- 81.2 KB

Discipline/specialty:

Estimated time to complete:

15 minutes

POGOe Id:

21956

Date posted:

Mon, 01/23/2017

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/23/2017

No CME credits available

Not peer reviewed

Faculty Guide Mini-Cog Mini-CEX.docx
- 14.05 KB

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Barry J. Wu

Andrea M. Rink

Eileen A. Blake

MPH

Lisa M. Walke MD

Contact Person/Corresponding Author:

Dr. Barry J. Wu

Contact Person Email:

Already Expired Email Date:

Tuesday, November 17, 2020 - 2:53pm

Mobility Clinical Evaluation Exercise (Mini-CEX)

Bwu — Wed, 21 Dec 2016 20:02:12 +0000

Yale School of Medicine: Connecticut Older Adult Collaboration for Health (COACH) Program

Abstract:

This mobility Clinical Evaluation Exercise (Mini-CEX) is designed to use with a learner during an actual patient encounter. The leaner first views the Center for Disease Control and Prevention (CDC) videos on the Timed Up and Go Test, 30 Second Chair Stand and 4 Stage Balance tests and handouts prior to the administration of the Mini-CEX. The teacher observes the learner during the patient encounter and completes the Mini-CEX. The teacher reviews the form with the learner and provides feedback of what skill was observed, partially observed, not observed, not applicable and comments about the encounter.

Educational objectives:

Learners who are administered this mobility Mini-CEX will:

1)acquire knowedgle about various tests for mobiilty, strength and balance.

2)be observed assessing mobility during a patient encounter.

3)receive feedback about their communcation and professionalism skills in assessing mobility.

Content Categories:

Intended learner audience:

APRN

Physical Therapy Students

Other Intended Learner Audiences:

Geriatric Competencies:

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Quick Reference/Pocket Card

Video

Discipline/specialty:

Family Medicine

Internal Medicine

Nursing

Physical Medicine and Rehabilitation

Estimated time to complete:

30 minutes

POGOe Id:

21955

Date posted:

Mon, 01/23/2017

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/23/2017

No CME credits available

Not peer reviewed

CDC Timed Up and Go Test
- 194.55 KB

CDC 30 Second Chair Stand Test
- 194.71 KB

CDC 4 Stage Balance Test
- 190.71 KB

Mobility Mini CEX.pdf
- 82.04 KB

Faculty Guide Mobility Mini-CEX.docx
- 13.95 KB

CDC Timed Up and Go Test

CDC 30 Second Chair Stand Test

CDC 4 Stage Balance Test

Posting status:

Posted

Resident Level Competencies:

Hospital Patient Safety

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

1/19- reached out to Dr. Wu re: faculty guide

Author(s):

Barry J. Wu

Anrdea M. Rink

Eileen A. Blake

MPH

Lisa M. Walke MD

Contact Person/Corresponding Author:

Dr. Barry J. Wu

Contact Person Email:

Already Expired Email Date:

Tuesday, November 17, 2020 - 2:53pm

Goals of Care/Medication Management Clinical Evaluation Exercise (Mini-CEX)

Bwu — Mon, 19 Dec 2016 21:03:31 +0000

Yale School of Medicine: Connecticut Older Adult Collaboration for Health (COACH) Program

Abstract:

This goals of care and/or medication management Clinical Evaluation Exercise (Mini-CEX) is designed to use with a learner during a patient encounter. The teacher observes the learner with a patient discussing goals of care and/or medication managment and completes the form. The teacher then reviews the form with the learner and provides feedback of what skills were observed, partially observed, not observed, not applicable and comments about the encounter.

Educational objectives:

Learners who are administered this Goals of Care/Medication Management Mini-CEX will:
1)be observed discussing goals of care and medication management with their patients and families.
2)receive feedback about their communication skills with patients and families.
3)obtain record of their goals of care and/or medication managment assessment skills using a Mini-CEX.

Content Categories:

Patient Safety

Intended learner audience:

Social Worker

Geriatric Competencies:

16 HCP: When to override recommendations for treatment

Learning resource types:

Goals of Care Medication Management Mini CEX.pdf
- 74.43 KB

Discipline/specialty:

POGOe Id:

21953

Date posted:

Mon, 01/23/2017

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 01/23/2017

No CME credits available

Not peer reviewed

Faculty Guide GOC or MM Mini-CEX.docx
- 14.05 KB

Posting status:

Posted

Resident Level Competencies:

Medication Management

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Barry J. Wu

Andrea M. Rink

Eileen A. Blake

MPH

Lisa M. Walke MD

Contact Person/Corresponding Author:

Dr. Barry J. Wu

Contact Person Email:

Already Expired Email Date:

Tuesday, November 17, 2020 - 2:53pm

Interprofessional Geriatric Education and Training in Texas: Fall Risk Education & Assessment

Natalie Lavelle — Tue, 20 Sep 2016 20:14:54 +0000

University of North Texas Health Science Center (UNTHSC) Texas College of Osteopathic Medicine (TCOM) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT)

Abstract:

Each year, one in every three adults ages 65 or older falls and 2 million are treated in emergency departments for fall-related injuries. The risk of falling increases with each decade of life. The long-term consequences of fall injuries, such as hip fractures and traumatic brain injuries (TBI), can impact the health and independence of older adults. However, falls are not necessarily an inevitable part of aging. In fact, many falls can be prevented. All healthcare professionals can take actions to protect older adults.

The University of North Texas Health Science Center (UNTSHC) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT) Program has developed a Fall Risk Assessment and Education module as part of the Interprofessional Communication Improvement Modules (ICIM) Elder Safety series. The ICIM Elder Safety modules were created in collaboration with the National Board of Osteopathic Medical Examiners (NBOME) and are supported, in part, by a grant from the Donald W. Reynolds Foundation. The goal of the Elder Safety ICIMs is to provide innovative and sustainable programs to improve the ability of physicians to work with other health disciplines in teams to provide better care for geriatric patients. The care of older adults can be very complex and studies have shown that a team approach can be most effective in leading to quality outcomes.

Educational objectives:

Upon completion of this activity, participants will be able to:

Describe risk factors associated with falls in older adults using a comprehensive fall risk assessment.
Identify examination components to assess for fall risk.
Describe how neurocognitive features can contribute to the risk of falls.
Identify four essential tests to assess neurocognitive features.
Describe how sensory factors impact the risk of falls.
Identify exams to assess sensory factors.
Identify the prescription, nonprescription, nutritional supplements, and food/drug interactions that are most frequently associated with an increased fall risk.
Discuss polypharmacy and its impact on fall risk.
Examine the evidence behind nutritional supplements that may help reduce fractures from falls.

Content Categories:

Intended learner audience:

2 MM: Identify medications that should be avoided

Geriatric Competencies:

MEDICATION MANAGEMENT

3 MM: Document a patient’s medication list

7 CBD: Perform and interpret a cognitive assessment

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

25 HOSP: Communicate a discharge plan

Learning resource types:

Audio

Demonstration

Independent/Self-Directed Learning

Index/Glossary/Bibliography

Quick Reference/Pocket Card

Lecture

Video

Discipline/specialty:

Biostatistics and Epidemiology

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

2 hours

POGOe Id:

21923

Date posted:

Wed, 10/05/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Wed, 10/05/2016

CME credits available

Not peer reviewed

NBOME Learning Center

Posting status:

Posted

Resident Level Competencies:

Medication Management

Hospital Patient Safety

Transitions of Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Janice Knebl, DO, MBA

Amy Moss, DO, FACOI, DABHPM

Barbara L. Harty, RN, MSN, GNP

Debra Aaron, PT, DPT, GCS

Lawrence J. Cohen, PharmD, BCPP, FASHP, FCCP, FCP, FNAP

Lynn Dart, PhD, RD, LD

Gail M. Berky, MSSW, LMSW, CCM

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

Building Caregiver Partnerships Through Interprofessional Education

barb palmisano — Thu, 01 Sep 2016 14:35:09 +0000

Northeast Ohio Medical University

Abstract:

Family caregivers are on the frontlines managing complicated chronic illnesses, assisting with day-to-day functioning, and providing direct care to manage symptoms and improve the quality of life of their loved ones. Yet, health professions students, medical/surgical residents, and care providers receive little, if any, training on the vital role that caregivers play on the healthcare team and how, effective partnering optimizes patient care throughout the illness trajectory and at end-of life.

The goal of Building Caregiver Partnerships through Innovative Interprofessional Education is to create effective partnerships between healthcare providers and family caregivers to reduce the burdens, ease suffering, and enhance the meaning of the caregiving experience for the patient, family and health care providers. The project centers on a 20-minute film, No Roadmap: Caregiver Journeys, which features the compelling stories of four caregiving families. The film and companion discussion guides as well as resources for case-based learning and structured clinical encounters are freely accessible on the website. http://www.neomed.edu/medicine/palliativecare/building-caregiver-partnerships/

The website is designed so that faculty can easily select the materials that best fit their learners’ needs and the time constraints within their programs. The curricula is appropriate for medical, pharmacy, nursing, and other health professions educational programs at both undergraduate and graduate levels. Additionally, tools have been developed for interdisciplinary team-based forums and health provider training. For medical/surgical residency programs, relevant ACGME milestones are identified.

Educational objectives:

The objectives of the educational tools are to prepare learners to:
• Describe home-based eldercare as a shared experience and the importance of building a relationship with family caregivers and care recipients based on trust, compassion and open communication;
• Describe the vital role of family caregivers as important, but under recognized, members of the health care team;
• Discuss the meaning and challenges of family caregiving;
• Engage caregivers in meaningful discussions to identify the needs, values and goals of their caregiving family;
• Identify resources to address caregiver concerns and provide ongoing support; and
• Provide holistic team-based care to family caregivers that improves the quality of life for the care recipient and the caregivers.

Content Categories:

Intended learner audience:

Health professions faculty and health providers of all levels

Social Worker

Other Intended Learner Audiences:

Geriatric Competencies:

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

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

HOSPITAL CARE FOR ELDERS

25 HOSP: Communicate a discharge plan

Learning resource types:

Case-Based Instruction/Learning

Curriculum/Syllabus

Facilitator's Guide

Independent/Self-Directed Learning

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Estimated time to complete:

45 minutes

POGOe Id:

21916

Date posted:

Mon, 12/12/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Fri, 05/19/2017

No CME credits available

Not peer reviewed

Building Caregiver Partnerships Through Interprofessional Education

Posting status:

Posted

Resident Level Competencies:

Cognitive, Affective, and Behavioral Health

Transitions of Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Barbara Palmisano, MA

Margaret Sanders, MA

Steven Radwany, MD

Erin Scott, MD

David Sperling, MD

Jon Thomas, PhD

Jennifer Drost, DO

Kristin Baughman, PhD

Ronald Jones, MD

Michael Blackie, PhD

Contact Person/Corresponding Author:

Margaret Sanders, MA

Contact Person Email:

Already Expired Email Date:

Monday, September 21, 2020 - 11:15am

Already Expired Email 1 month date:

Tuesday, November 17, 2020 - 2:53pm

Family Meeting OSCE Assessment Tool (FMOSCEAT)

Sun, 13 Mar 2016 21:12:17 +0000

University of Texas School of Medicine at San Antonio

Abstract:

A cornerstone procedure in palliative medicine is to perform family meetings, also referred to as family conferences. Family meetings are reported to improve communication between the health care team and the patient and/or their family. Learning how to lead family meetings is an important skill for all physicians, nurses, and others who care for patients with serious illnesses and their families.

The Family Meeting Objective Structured Clinical Exam Assessment Tool (FMOSCEAT) is a validated assessment tool designed to assess trainee’s clinical skill to perform and lead family meetings in an OSCE setting. This tool represents 6 important best practice behaviors building on evidence from literature search, guidelines and competencies with 34 items using Yes/No responses.

Educational objectives:

To identify and assess trainee's ability to perform and lead family meetings.

Content Categories:

Intended learner audience:

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

PALLIATIVE CARE

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

FMOSCEAT.docx
- 112.74 KB

Discipline/specialty:

Palliative Care

Estimated time to complete:

15 minutes

POGOe Id:

21897

Date posted:

Mon, 07/18/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 07/18/2016

No CME credits available

Peer reviewed

User’s Manual for the The Family Meeting Objective Structured Clinical Exam As...
- 132.65 KB

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Yuya Hagiwara, MD

Jennifer Healy, DO

Sandra Sanche-Reilly, MD, AGSF, FAAHPM

Contact Person/Corresponding Author:

Yuya Hagiwara, MD

Contact Person Email:

Already Expired Email Date:

Friday, July 19, 2019 (All day)

Already Expired Email 1 month date:

Monday, September 21, 2020 - 11:16am

Expires 6mos Email Date:

Saturday, January 19, 2019 - 12:47am

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:

Diseases

Patient Safety

Intended learner audience:

Case-Based Instruction/Learning

Learning resource types:

Index/Glossary/Bibliography

Quick Reference/Pocket Card

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

Educational Plan
- 104.64 KB

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

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:

Introduction to the Geriatric History and Physical Exam

alberry — Wed, 04 Nov 2015 21:53:33 +0000

University of Central Florida College of Medicine

Abstract:

With a growing number of older adult patients entering the health care system and fewer students and residents pursing geriatric medicine,^1,2 it is critical to prepare all medical students, no matter their specialty choice, with the basic knowledge and skills needed to care for the older adult population.

The Geriatric History and Physical Exam Skills Module was designed to orient pre-clinical medical students to the common screening tools, physical exam maneuvers and common findings relevant to older adult patients. This highly interactive module also presents pertinent modifications that need to be made when interviewing and examining the population. The resource is most useful for second year medical students who have been introduced to history and physical exam skills on normal adult patients. Requiring about 15 minutes to complete, this module incorporates self-assessment questions, radiographic images and high yield concepts for an early medical student.

References

Golden, A. G., Silverman, M. A., & Mintzer, M. J. (2012). Is geriatric medicine terminally ill?. Annals of internal medicine, 156(9), 654-656.
Golden, A. G., Silverman, M. A., & Issenberg, S. B. (2015). Addressing the shortage of geriatricians: What medical educators can learn from the nurse practitioner training model. Academic Medicine, 90(9), 1236-1240.

Educational objectives:

By the end of the module, a learner will be able to:

Recognize pertinent modifications for the interview and clinical exam of older adults
Practice functional assessment and physical exam maneuvers of older adults by responding to questions
Identify common findings in the geriatric exam
Utilize screening tools to identify common geriatric syndromes

Content Categories:

Intended learner audience:

2 MM: Identify medications that should be avoided

Geriatric Competencies:

MEDICATION MANAGEMENT

7 CBD: Perform and interpret a cognitive assessment

12 FBG: Ask about falls and intrepret tests

ATYPICAL PRESENTATION OF DISEASE

17 ATYP: Identify 3 physiologic changes for each organ system

18 ATYP: Diagnose based on unique presentations of common conditions

Learning resource types:

Independent/Self-Directed Learning

Introduction to the Geriatric History and Physical Exam

Simulation

Estimated time to complete:

15 minutes

POGOe Id:

21875

Date posted:

Thu, 02/04/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 02/04/2016

No CME credits available

Not peer reviewed

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

Peter Testing Editors notes

Author(s):

Mariana Dangiolo, MD

Monica Bailey

Andrea Berry, MPA

Contact Person/Corresponding Author:

Mariana Dangiolo, MD

Contact Person Email:

Already Expired Email Date:

Thursday, June 27, 2019 - 12:08pm

Already Expired Email 1 month date:

Friday, July 12, 2019 - 5:25pm

Expires 6mos Email Date:

Sunday, August 5, 2018 - 12:55am

Expires 3mos Email Date:

Monday, November 5, 2018 - 12:27am

Geriatric Fast Facts Quizzes

kdenson — Thu, 08 Oct 2015 18:49:32 +0000

Medical College of Wisconsin

Abstract:

Geriatric Fast Facts (GFFs) [www.geriatricfastfacts.com] is a mobile enabled website which contains 1-2 page concise, peer-reviewed evidence-based educational summaries on key geriatrics topics to increase medical knowledge.

GFF Quizzes are quick, online assessment tools paired with GFF content, to be used by learners at the point of care to assess knowledge of geriatric content aligned with ACGME Milestones. Design elements include quiz content searchable by topic, links to corresponding GFFs, MCQ/ short answer question formats and ability to include images. Learners enter brief demographic information to start (institution, email of self and up to 1 other) allowing annotated score results, displayed immediately after quiz completion, to be sent to themselves and one other individual (faculty, program director). These quick quizzes, available on hand held mobile devices at the point of care, linked to GFF content provide learners and program directors information of learner knowledge assessment linked to ACGME Milestones.

Educational objectives:

The Geriatric Fast Fact (GFF) quizzes, available on hand held mobile devices at the point of care, linked to GFF content will provide learners and program directors information of learner knowledge assessment linked to ACGME Milestones.

Additional information/Special implementation requirements or guidelines:

The Geriatric Fast Facts (GFF) and GFF Quizzes may be viewed and accessed by the URL address geriatricfastfacts.com. The site may be then saved to the home screen to allow functionality as an "app".

Content Categories:

Intended learner audience:

2 MM: Identify medications that should be avoided

Social Worker

Therapist

Geriatric Competencies:

MEDICATION MANAGEMENT

4 CBD: Compare and contrast presentations of the 3D's

13 FBG: Construct diagnosis and evaluation plan for fallen patient

14 HCP: Define and differentiate code status, proxies, and advance directives

ATYPICAL PRESENTATION OF DISEASE

17 ATYP: Identify 3 physiologic changes for each organ system

PALLIATIVE CARE

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

HOSPITAL CARE FOR ELDERS

22 HOSP: Identify hazards of hospitalizations

Learning resource types:

Physical Medicine and Rehabilitation

Discipline/specialty:

Pharmacology/Toxicology

Preventive Medicine

Psychiatry

Surgery

Estimated time to complete:

15 minutes

POGOe Id:

21870

Date posted:

Thu, 10/08/2015

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 10/08/2015

No CME credits available

Peer reviewed

Geriatric Fast Fact Quizzes - 1 page description
- 1.33 MB

Geriatric Fast Facts & Quizzes

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Surgical Palliative Care Immersion Training

lvitkus — Thu, 13 Aug 2015 17:21:27 +0000

U of A College of Medicine

Abstract:

We developed a mandatory Surgical Palliative Care Immersion Training (SPCIT) for all surgical residents. It was modeled after the Chief Resident Immersion Training (CRIT) Program and included ½ day interactive small table, facilitated case based discussion, with mini-lectures, and role play. Our program includes a needs survey, the agenda, cases, power points for mini-lectures, instructions for role and just-in-time reference cards for delivering bad news and determine goals of care.

Educational objectives:

To describe the role of palliative surgery and symptom management

To demonstrate ability to communicate goals of care discussion

To demonstrate ability to deliver bad news

Content Categories:

Intended learner audience: