The Portal of Geriatrics Online Education

Learner Assessment

Typically made up of several questions or problems that are designed to measure student learning (exams, questionnaires, quizzes). Includes self-assessment. Can be a guide to aid educators in the design or development of such materials (rubrics).

Cognitive Screening and Functional Assessment OSCE

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
3
Abstract: 

This product contains materials for the completion of a Cognitive Screening and Functional Assessment OSCE. Instructional guides for the standardized patients, the student, and the preceptors are included. There is a template for the evaluation of the student's performance, completion of the Mini-Cog, and documentation of the plan for the patient. Finally, the product includes a description of the proposed timing, a student self assessment, and an evaluation form for the OSCE.

Educational objectives: 

On completion, the learner will be able to:

  1. Demonstrate the use of the Mini-Cog for the evaluation of a patient with suspected cognitive impairment
  2. Demonstrate the use of the Get-Up and Go Test on a patient who has fallen
  3. Develop a preliminary management plan for a patient with gait abnormalities and cognitive impairment

  4.  
Date posted: 
Fri, 01/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 04/13/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Cognitive Screening and Functional Assessment OSCE. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Geriatric Competency Evaluation Instrument

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

The instrument is implemented at Yale University as an evaluation of residents’ performance throughout the course of a four week rotation on the Acute Care for the Elderly unit. The instrument is used twice during the rotation. At the beginning of the rotation, it gives the residents an opportunity to preview the various domains on which they are going to be evaluated. This helps them reflect on their current geriatric skills and setting learning goals for the rotation. At the end of the rotation, it is used by the geriatric faculty in conjunction with input from the interdisciplinary team to provide feedback, making it a powerful evaluation tool. To determine the data points that the faculty consider in placing the resident along the series of milestones in each competency, we included a checklist of potential observations, including several Cex’s. The completed evaluations are available online for review by both the residents and the residency program director.

Educational objectives: 

On completion, the learner will be able to:

  1. Develop a competency-based resident evaluation instrument for a geriatrics rotation
  2. Determine the feasibility of implementation this type of evaluation
  3. Determine the utility of the instrument in guiding learning and facilitating formative feedback
Additional information/Special implementation requirements or guidelines: 

Internal medicine residency programs must teach and evaluate geriatric medicine skills, given the significant proportion of older adults cared for by internists. The general evaluation form for our Acute Care for the Elderly unit proved inadequate, both because it failed to capture specific geriatrics skills and the numerical rating scale had poor construct alignment. In keeping with competency-based medical education, we developed an instrument that consists of a series of developmental milestones in four geriatrics competencies. Each milestone is represented with a detailed iconic narrative description of resident performance. The terminal milestone reflects our expectations for a graduating resident. The competencies, which reflect the learning objectives of the rotation, include:

1) Perform geriatric assessment, including assessment of function, mobility, cognition, fall risk, nutrition, and polypharmacy,

2) Negotiate and implement goals of care with older adults and their families,

3) Work effectively with interdisciplinary teams, including physician assistants, therapists, pharmacists, and nurses and

4) Safely oversee transitions of care for hospital to non-hospital settings.

Faculty supervisors are instructed to synthesize all their evaluation observations over the course of the month in determining the residents’ progression along the series of developmental milestones. They also write specific examples of performance to “justify” their rating.

 

Date posted: 
Mon, 08/05/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/05/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . Geriatric Competency Evaluation Instrument. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Falls in Older Patients - A Fact Sheet and Pre/Post Test

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

This fact sheet, along with the accompanying pre- and post-test, teaches physicians-in-training about the predisposing factors, consequences, assesments and interventions for falls in geriatric patients.

Educational objectives: 

Upon completion, learners should be able to:

  • Describe modifiable and nonmodifiable risk factors that predispose patients to falling
  • Discuss the consequences of falling
  • Evaluate a  patient’s risk for falling in a multifactorial assessment
  • Choose individualized interventions that will help prevent the patient from falling in the future
Date posted: 
Thu, 05/23/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 05/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
Falls in Older Patients - A Fact Sheet and Pre/Post Test. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Standardized Patient: Ted Lee

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Ted Lee was developed as part of a multi-station, standardized patient assessment. The student’s performance is measured by checklists filled out by the standardized patient and by the evaluation of responses to written questions on the interstation exercise. This Standardized Interdisciplinary Team Meeting scenario was developed as part of a multi-station, standardized patient assessment. The student’s performance is measured by checklists filled out by the standardized team members and by the evaluation of responses to written questions on the interstation exercise.   It is designed to be the first of two consecutive stations used to assess interdisciplinary team skills.  This patient is a 75 year old retired male who has been hospitalized for the last 3 days after a fall at home which resulted in a fracture of the right humeral shaft. Work up since admission was unremarkable.  An orthopedic consult was obtained and recommended conservative management and physical therapy. Mr. Lee knows he will have trouble caring for himself at home, but refuses to go to a Rehabilitation Unit even for a short period of time.  The student’s task is to interview and examine Mr. Lee in preparation for an interdisciplinary team meeting to discuss discharge plans.

Educational objectives: 

On completion, the instructor will be able to:

  • Evaluate a student’s ability to take a focused history and perform a focused physical exam related to a patient who is disabled after a fall in preparation for an interdisciplinary team meeting.
Additional information/Special implementation requirements or guidelines: 

See the second of two consecutive stations used to assess interdisciplinary team skills at Standardized Interdisciplinary Team Meeting Case.

Date posted: 
Fri, 07/12/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/16/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Standardized Patient: Ted Lee. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

SAGE Urinary Incontinence in the Elderly

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

The UT Southwestern SAGE Urinary Incontinence module is a comprehensive core curriculum on UI in the elderly which can be incorporated into existing UME courses at both the pre-clinical and clinical levels. After completion of the program, medical students will have been trained in the basic evaluation and treatment of UI in the elderly. The program and learning platforms are created in sequential modules so that components can be utilized in different courses (anatomy, physiology, pharmacology) and for different levels of learners (clinical cases for 3rd and 4th year students). Modules also lend themselves to be utilized as clinical correlations in basic science courses.

Educational objectives: 

After completion of the UI modules, learners will be able to:

  • Describe the anatomy and physiology of the continence mechanism.
  • Discuss the age-related changes in the anatomy and physiology of the lower urinary tract (LUT) which increase the risk of UI.
  • Evaluate and diagnose the cause of a patient's urinary incontinence.
  • Create a treatment and management plan for a patient with urinary incontinence.
  • Describe how medications can cause UI and also understand complications from medications used to treat UI.
Date posted: 
Tue, 01/29/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 04/30/2018
Contact Person/Corresponding Author:



Suggested Citation:
, and . SAGE Urinary Incontinence in the Elderly. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Transitions of Care: Online Curriculum

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
1
Abstract: 

This module presents a series of case studies with patient information, interactions with medical staff, analysis, diagnosis and care recommendations. It is designed to build knowledge and skill in transitions of care and to test your knoweldge proficiency levels.

Educational objectives: 

At the end of the training, you will be able to:

  • Interpret a case where multiple transitions of care in the hospital and within the community are involved
  • Review important principles involved in transitions of care
  • Recognize adverse outcomes of poor transitions of care
  • Decide which procedures and what techniques are necessary to ensure a proper transition in care
Date posted: 
Thu, 08/07/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 08/07/2014
Contact Person/Corresponding Author:



Suggested Citation:
Transitions of Care: Online Curriculum. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/35

Standardized Interdisciplinary Team Meeting Case

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

This Standardized Interdisciplinary Team Meeting scenario was developed as part of a multi-station, standardized patient assessment. The student’s performance is measured by checklists filled out by the standardized team members and by the evaluation of responses to written questions on the interstation exercise. It is designed to be the second of two consecutive stations used to assess interdisciplinary team skills. The case materials for the first station (Ted Lee) are described separately. In this station the student must meet with Leslie Mitchell, Medical Social Worker and Jamie Jones, RN for an interdisciplinary team meeting. The social worker believes that the best disposition is for the patient to be sent to an SNF Rehabilitation Unit for further physical and occupational therapy. The nurse believes that Mr. Lee will refuse to go to an SNF facility because he perceives it to be a nursing home and recommends that the patient be kept in the hospital until he is strong enough to go home with home care physical therapy. The student’s task is to help the team create a discharge plan for Mr. Lee.

Educational objectives: 

On completion, the learner will be able to:

  1. Actively participate in an interdisciplinary team meeting.
Additional information/Special implementation requirements or guidelines: 

See the first of two consecutive stations used to assess interdisciplinary team skills at Standardized Patient: Ted Lee.

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



Suggested Citation:
, , , , and . Standardized Interdisciplinary Team Meeting Case. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Caring Across the Continuum: Mrs. Porter Age 88

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Caring Across the Continuum: An Aging Virtual Patient Series. Case Four: Mrs. Porter Age 88 - Introduction to Palliative Care. This case, the fourth in a four-part series about the virtual patient, Mrs. Porter, introduces the learner to palliative care and hospice concepts and is set in an Acute Care for the Elderly (ACE) Unit.  Mrs. Porter has become less mobile, weak and is depressed. She has become more confused and has unintentionally lost 12 pounds since her last visit with Dr. Pat three months ago. Concepts included in this case are conducting a functional and nutritional assessment; setting goals of care; conducting a family conference; discussing Do Not Resuscitate (DNR) orders; discussing a hospice referral;  and, recognition of the interprofessional practitioners’ contributions to patient care.The case concludes with a home hospice care order for Mrs. Porter. The learner is asked to write a discharge summary for Geriatric Failure to Thrive, taking into account all the details in the case example of Mrs. Porter's family meeting with the interprofessional team.

Educational objectives: 

On completion of Case Four: Mrs. Porter Age 88, students will be able to:

  1. Recognize the clinical presentation of malnutrition
  2. Identify common contributing factors of malnutrition in older adults
  3. Define palliative care
  4. Identify at least three characteristics of palliative care
  5. Define general hospice criteria and criteria for failure to thrive/debility
  6. Demonstrate the ability to express the relative risks and benefits of treatment options
  7. Identify the key steps in conducting a family meeting;
  8. Describe strategies for working with families when there is disagreement or indecision
  9. Document a complete summary of the family conference
Additional information/Special implementation requirements or guidelines: 

This product is one part of a short series consisting of the following products:

As an innovative, virtual learning series, this web-based series of cases spans the 21-year relationship of care between geriatrician Dr. Patricia Thompson and her patient, Mrs. Alice Porter. This virtual learning experience for medical students, based on the Association of American Medical Colleges (AAMC) competencies, is designed to pique interest and enhance knowledge and skills in the care of older adults. The web-based learning environment provides students the unique opportunity to observe and interact with Mrs. Porter, in an ongoing doctor-patient relationship, outside of the traditional classroom setting. The series exposes students to the importance of continuity of patient care, since each case correlates to a different year of medical school education. As the medical student advances in their curriculum, Mrs. Porter continues to age, requiring more complex care and further application of critical thinking skills from the student. Each case has a unique focus that targets key geriatric and/or palliative concepts appropriate to the level of the student that can easily be embedded into existing medical school courses.

The virtual cases allow students to explore approaches to the patient; observe model clinician-patient interactions; choose practice techniques; offer health promotion, palliative counseling, and patient counseling; and contemplate complex ethical decisions regarding the care of the patient in an innocuous, self-paced, virtual environment. The embedded natural language system in each case offers an opportunity to pose real-world questions and problems to the learner, with the goal of eliciting critical thinking skills and reflective learning.

The series offers a readily available complementary assignment to the classroom and clinical experience. The self-paced case studies contain video animation, an interactive electronic medical record, Geriatric Gems and Palliative Pearls, natural language style critical thinking, clinical reasoning and clinical judgment learning activities, and evidence-based expert explanations. Evaluative tools include a pre and post quiz and rubric-scored natural language short answer and essay questions. The natural language system provides hints to the students and evaluates their responses based on the information they provide. Student actions and choices are captured for formative evaluation, as well as to provide student feedback.

The virtual patient system is a web-based application that runs on Windows Server, running IIS with ASP enabled within IIS. The project database is Microsoft Access.

The first time you explore a case, you will need to register. There is a "Register" button at the bottom of the login form. Click this button to register or to have your password sent to the email address you entered when you registered.

On the popup registration form, you will need to enter an ID and a password. Your ID can be anything you wish. You can use the same User ID and password for any of the four cases. All of the other fields are optional. (The email field is optional. If you don't enter an email address when you register, the system can't send you your password and/or ID if you forget them.)

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

Using a Virtual Patient to Teach the Comprehensive Geriatric Assessment to Medical Students. Poster presented February 24, 2012 at the AGHE Annual Meeting and Educational Leadership Conference.

Instructional Design and Management of a Virtual World: A Second Life for Geriatric Education. Project Demonstration presented February 3, 2011 at The University of Texas Academy of Health Science Education Interprofessional Health Science Education Conference.

Design and Management in a Virtual Environment: A Second Life for Geriatric Education. Presented October 25, 2010 at the Ninth Annual Reynolds Grantee Meeting.

Date posted: 
Fri, 02/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Caring Across the Continuum: Mrs. Porter Age 88. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Caring Across the Continuum: Mrs. Porter Age 81

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Caring Across the Continuum: An Aging Virtual Patient Series. Case Three: Mrs. Porter Age 81- Introduction to Common Geriatric Syndromes. This case, the third in a four-part series about the virtual patient, Mrs. Porter, introduces the learner to in-patient care, delirium and the interprofessional team (IPT) roles. The case is set in an Acute Care of the Elderly (ACE) Unit. Mrs. Porter is admitted to the ACE Unit with Dr. Pat and members of the IPT because she has had an unwitnessed fall and is delirious. Concepts included in this case are common etiologies and risk factors for falls; benefits of an IPT assessment in the ACE Unit; the effect of medication on falling; fall-induced delirium; types of delirium; the Confusion Assessment Method (CAM); obtaining a complete History of Present Illness; pain assessment; abnormal review of symptoms; and pre-operative testing.  After thorough evaluation, it is determined that Mrs. Porter has a fractured hip and will undergo surgery. The case concludes with a request of the learner to provide a complete pre-operative review of Mrs. Porter's assessment and exam.

Educational objectives: 

On completion of Case Three: Mrs. Porter Age 81, students will be able to:

  1. Define and describe select components of diagnosing an unwitnessed fall
  2. Describe multiple risk factors of falls
  3. Assess delirium using the Confusion Assessment Method (CAM) tool
  4. Provide a comprehensive abnormal review of symptoms for patient diagnosis
  5. Prepare a comprehensive pre-operative patient review
Additional information/Special implementation requirements or guidelines: 

This product is one part of a short series consisting of the following products:

As an innovative, virtual learning series, this web-based series of cases spans the 21-year relationship of care between geriatrician Dr. Patricia Thompson and her patient, Mrs. Alice Porter. This virtual learning experience for medical students, based on the Association of American Medical Colleges (AAMC) competencies, is designed to pique interest and enhance knowledge and skills in the care of older adults. The web-based learning environment provides students the unique opportunity to observe and interact with Mrs. Porter, in an ongoing doctor-patient relationship, outside of the traditional classroom setting. The series exposes students to the importance of continuity of patient care, since each case correlates to a different year of medical school education. As the medical student advances in their curriculum, Mrs. Porter continues to age, requiring more complex care and further application of critical thinking skills from the student. Each case has a unique focus that targets key geriatric and/or palliative concepts appropriate to the level of the student that can easily be embedded into existing medical school courses.

The virtual cases allow students to explore approaches to the patient; observe model clinician-patient interactions; choose practice techniques; offer health promotion, palliative counseling, and patient counseling; and contemplate complex ethical decisions regarding the care of the patient in an innocuous, self-paced, virtual environment. The embedded natural language system in each case offers an opportunity to pose real-world questions and problems to the learner, with the goal of eliciting critical thinking skills and reflective learning.

The series offers a readily available complementary assignment to the classroom and clinical experience. The self-paced case studies contain video animation, an interactive electronic medical record, Geriatric Gems and Palliative Pearls, natural language style critical thinking, clinical reasoning and clinical judgment learning activities, and evidence-based expert explanations. Evaluative tools include a pre and post quiz and rubric-scored natural language short answer and essay questions. The natural language system provides hints to the students and evaluates their responses based on the information they provide. Student actions and choices are captured for formative evaluation, as well as to provide student feedback.

The virtual patient system is a web-based application that runs on Windows Server, running IIS with ASP enabled within IIS. The project database is Microsoft Access.

The first time you explore a case, you will need to register. There is a "Register" button at the bottom of the login form. Click this button to register or to have your password sent to the email address you entered when you registered.

On the popup registration form, you will need to enter an ID and a password. Your ID can be anything you wish. You can use the same User ID and password for any of the four cases. All of the other fields are optional. (The email field is optional. If you don't enter an email address when you register, the system can't send you your password and/or ID if you forget them.)

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

Using a Virtual Patient to Teach the Comprehensive Geriatric Assessment to Medical Students. Poster presented February 24, 2012 at the AGHE Annual Meeting and Educational Leadership Conference.

Instructional Design and Management of a Virtual World: A Second Life for Geriatric Education. Project Demonstration presented February 3, 2011 at The University of Texas Academy of Health Science Education Interprofessional Health Science Education Conference.

Instructional Design and Management in a Virtual Environment: A Second Life for Geriatric Education. Presented October 25, 2010 at the Ninth Annual Reynolds Grantee Meeting.

Date posted: 
Fri, 02/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Caring Across the Continuum: Mrs. Porter Age 81. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Caring Across the Continuum: Mrs. Porter Age 74

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Caring Across the Continuum: An Aging Virtual Patient Series. Case Two: Mrs. Porter Age 74 - Introduction to Geriatric Differential Diagnosis. This case, the second in a four-part series about the virtual patient, Mrs. Porter, introduces the learner to the complexities associated with diagnosing a common geriatric condition, and occurs in an outpatient ambulatory setting. Mrs. Porter visits Dr. Pat after missing her last three appointments, but visits mainly to refill a prescription. Concepts included in this case focus on an in-depth geriatric history-taking; conducting a comprehensive medication review; and, screening for depression.  The importance of evaluating differential diagnoses for an older adult patient is also included. The Geriatric Gems in the case provide in-depth information and resources about a variety of geriatric health topics. The Gems in Case Two include Caregiver Stress; Depression; Hypothyroidism; and, Medication Review. The case concludes with a critical thinking activity inviting the learner to use the SOAP (subjective and objective observations, recommendations for further assessment, and a plan for treatment) format to complete their own assessment of Mrs. Porter. 

Educational objectives: 

On completion of Case Two: Mrs. Porter Age 74, students will be able to:

  1. Complete components of a comprehensive geriatric assessment
  2. Address the following Association of American Medical Colleges (AAMC) geriatric competencies:
    1. Identify and document a geriatric patient's medication review
    2. Assess falls, balance, and gait of the virtual patient
    3. Assess functional abilities
    4. Generate a differential diagnosis of a unique presentation of a common older adult condition
    5. Develop a SOAP note based on Mrs. Porter's Outpatient visit
  3. Generate a medical management plan for the virtual geriatric patient
Additional information/Special implementation requirements or guidelines: 

This product is one part of a short series consisting of the following products:

As an innovative, virtual learning series, this web-based series of cases spans the 21-year relationship of care between geriatrician Dr. Patricia Thompson and her patient, Mrs. Alice Porter. This virtual learning experience for medical students, based on the Association of American Medical Colleges (AAMC) competencies, is designed to pique interest and enhance knowledge and skills in the care of older adults. The web-based learning environment provides students the unique opportunity to observe and interact with Mrs. Porter, in an ongoing doctor-patient relationship, outside of the traditional classroom setting. The series exposes students to the importance of continuity of patient care, since each case correlates to a different year of medical school education. As the medical student advances in their curriculum, Mrs. Porter continues to age, requiring more complex care and further application of critical thinking skills from the student. Each case has a unique focus that targets key geriatric and/or palliative concepts appropriate to the level of the student that can easily be embedded into existing medical school courses.

The virtual cases allow students to explore approaches to the patient; observe model clinician-patient interactions; choose practice techniques; offer health promotion, palliative counseling, and patient counseling; and contemplate complex ethical decisions regarding the care of the patient in an innocuous, self-paced, virtual environment. The embedded natural language system in each case offers an opportunity to pose real-world questions and problems to the learner, with the goal of eliciting critical thinking skills and reflective learning.

The series offers a readily available complementary assignment to the classroom and clinical experience. The self-paced case studies contain video animation, an interactive electronic medical record, Geriatric Gems and Palliative Pearls, natural language style critical thinking, clinical reasoning and clinical judgment learning activities, and evidence-based expert explanations. Evaluative tools include a pre and post quiz and rubric-scored natural language short answer and essay questions. The natural language system provides hints to the students and evaluates their responses based on the information they provide. Student actions and choices are captured for formative evaluation, as well as to provide student feedback.

The virtual patient system is a web-based application that runs on Windows Server, running IIS with ASP enabled within IIS. The project database is Microsoft Access.

The first time you explore a case, you will need to register. There is a "Register" button at the bottom of the login form. Click this button to register or to have your password sent to the email address you entered when you registered.

On the popup registration form, you will need to enter an ID and a password. Your ID can be anything you wish. You can use the same User ID and password for any of the four cases. All of the other fields are optional. (The email field is optional. If you don't enter an email address when you register, the system can't send you your password and/or ID if you forget them.)

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

Using a Virtual Patient to Teach the Comprehensive Geriatric Assessment to Medical Students. Poster presented February 24, 2012 at the AGHE Annual Meeting and Educational Leadership Conference.

Instructional Design and Management of a Virtual World: A Second Life for Geriatric Education. Project Demonstration presented February 3, 2011 at The University of Texas Academy of Health Science Education Interprofessional Health Science Education Conference.

Instructional Design and Management in a Virtual Environment: A Second Life for Geriatric Education. Presented October 25, 2010 at the Ninth Annual Reynolds Grantee Meeting.

Date posted: 
Fri, 02/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Caring Across the Continuum: Mrs. Porter Age 74. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

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