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).

Caring Across the Continuum: Mrs. Porter Age 67

:  
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 One: Mrs. Porter Age 67 - Introduction to Comprehensive Geriatric Assessment. This case, the first in a four-part series about the virtual patient, Mrs. Porter, highlights the main components of a comprehensive geriatric assessment (CGA), set in an outpatient ambulatory setting. Mrs. Porter, age 67 in this case, is visiting Dr. Pat for the first time. Dr. Pat conducts a thorough social, physical and mental evaluation of Mrs. Porter. The skill of active listening is illustrated to emphasize the importance of taking a thorough patient history during the CGA. The Geriatric Gems in the case provide in-depth information and resources about a variety of geriatric health topics. The Gems in Case One include Smoking and Older Adults; Geriatric Functional Assessment; Immunization Guidelines for Older Adults; Elder Abuse and Mistreatment; Falls; and, Incontinence. The case concludes with a critical thinking activity inviting the learner to discuss the major differences between a CGA and standard adult medical exam. 

Educational objectives: 

On completion of Case One: Mrs. Porter Age 67, students will be able to:

  1. Define and describe select components of a comprehensive geriatric assessment
  2. Describe the differences between a routine medical evaluation and an evaluation of an older adult
  3. Summarize concepts presented within the case through descriptive patient study
  4. Address the following Association of American Medical Colleges (AAMC) geriatric competencies:
    1. Assess falls, balance, and gait of the virtual patient
    2. Assess functional abilities.
  5. Generate a problem list and recommendations for Mrs. Porter
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 67. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Clinical Teaching Vignette (Preceptor Version)

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

This clinical vignette is designed to evaluate medical student skills in specific areas of geriatric and palliative medicine. It is separated into four days. Student complete one day of the vignette each day, beginning with Monday and finishing Thursday. Discussion of responses to vignette questions with preceptors is encouraged, and preceptors are asked to review students' answers, provide feedback and sign off on each day's questions. Topics covered include risk factors and prevention of falls in older adults; BEERS Criteria application to a patient case; pain management for an older adult; and, health communication and delivery of bad news to a patient.

 
Educational objectives: 

On completion, the learner will be able to:

  1. Identify risk factors of falls and describe approaches to reduce falls.
  2. Identify signs and symptoms of delirium and recognize common causes of delirium.
  3. Outline a pain management plan including an initial opioid drug regimen.
  4. Generate a 6-step approach based on SPIKES to use when discussing the bad news.  
Additional information/Special implementation requirements or guidelines: 

This vignette can be used alone or in combination with the TEXAS Medical Clerkship Program. The estimated completion time is per day of vignette activity.

The vignette was developed by Amy L Holthouser, MD and adapted with premission by Shannon Pearce, DNP, Grace Varas, OD, and Jennifer Larson, MSE

This product was reviewed by UT Health.

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

Larson, J.A., Young, K., Pearce, S., Varas, G., Ostwald, S., Murphy, K., Holthouser, A., & Dyer, C. (2012, November). Use of a Clinical Vignette to Bridge Experiential Differences on a Geriatric and Palliative Clinical Rotation.  Poster session presented at   The Gerontological Society of America's 65th Annual Scientific Meeting, San Diego, CA.

Date posted: 
Mon, 08/19/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/19/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Clinical Teaching Vignette (Preceptor Version). POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Interprofessional Team Encounter: Skills Self-Assessment and Reflective Writing Assignment for Internal Medicine Residents

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
2
Abstract: 

Designed to pair with an interprofessional team encounter, this is a pre/post skills self-assessment and a reflective writing assignment documenting lessons learned about interprofessional team work by internal medicine residents during a geriatrics rotation. The assignment consists of observing an interprofessional team encounter with an APN, SW, PT, chaplain or pharmacist in a clinical setting which may include an outpatient clinic, inpatient consult service, hospice, nursing home or outpatient physical therapy. The pre/post skills self-assessment is linked to AAMC resident milestones for interprofessional team work. Residents' reflective writing assignments are included in their residency portfolios as documentation towards meeting an Entrustable Professional Activity (EPA).

 

Additional information/Special implementation requirements or guidelines: 

This educational module is designed so that interprofessional team members do not require additional training or special instructions to participate.

Date posted: 
Mon, 08/27/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/27/2012
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Team Encounter: Skills Self-Assessment and Reflective Writing Assignment for Internal Medicine Residents. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/35

An Interactive Curriculum on Pressure Ulcers in the Elderly

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

This is a 2.5 hour curriculum for medical students in their clerkships on pressure ulcers. The medical students completed an online module to gain basic understanding of pressure ulcers - descriptive techniques and classification. This online module included a knowledge based pre-test. The faculty identified SNF patients with a variety of pressure ulcers - different stages and sites. The faculty conducted clinical rounds on these patients with medical students to practice pressure ulcer description, risk factors, staging and prevention. Subsequently medical students completed a post test to measure their progress towards the objectives. They also completed a program evalution survey.

Educational objectives: 

On completion, the learner will be able to:

  1. Identify risk factors for pressure ulcer development
  2. Name the sites at risk for pressure ulcer development
  3. Describe pressure ulcers
  4. Stage pressure ulcers
  5. Enlist pressure ulcer prevention methods
Additional information/Special implementation requirements or guidelines: 

20 minutes to complete online module.

Limit bedside rounds to 4 students at a time with faculty members to promote better learning and clear viewing of the pressure ulcers.

This curriculum has been reviewed by geriatrics fellows and faculty at DUMC and visiting faculty participating in the Reynolds Faculty Development program.

Date posted: 
Mon, 08/19/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/19/2013
Contact Person/Corresponding Author:



Suggested Citation:
and . An Interactive Curriculum on Pressure Ulcers in the Elderly. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Communication Skills Workshop for Medicine Residents During Geriatrics Elective

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
2
Abstract: 

Effective communication is essential to health care delivery, especially in care of the elderly, and is associated with increased adherence to treatment and patient satisfaction. This communication skills workshop was created to be integrated in the 4-week Geriatrics block in the first year of Internal Medicine residency training. The workshop consists of 2 small group sessions, ~75 minutes each, requiring a facilitator and 2 or more trainees. Learning format includes didactic learning, discussion, role-play and self-study. Skills taught include Active Listening, Ask-Tell-Ask and SPIKES [Baile WF, et al., Oncologist 2000; 5:302–311]. The product includes a faculty guide and a trainee guide for each of the 2 sessions; a pre-test questionnaire to be completed by trainees prior to session 1, a post-test questionnaire to be completed by trainees after session 2, and a follow-up questionnaire to be completed at 3 months after completion of the curriculum. These questionnaires collect anonymous demographic information about the participants, comfort and confidence in use of communication skills before and after the course, and feedback from the students about the different components of the workshop. There are no right or wrong answers, but information gathered should be used to improve future sessions of the course.

Educational objectives: 

At the end of the 2 sessions of this communication skills workshop, participants will:

  1. Recognize the importance of effective communication in a physician-patient relationship.
  2. Practice specific skills to improve communication in regular and challenging situations, such as Ask-Tell-Ask and SPIKES.
  3. Demonstrate increased comfort and confidence in their communication with older patients.
Publications from, presentations from, and/or citations to this product: 

Session 2 is based on an article describing the SPIKES protocol:
Breaking bad news: the S-P-I-K-E-S strategy. Buckman, RA. Commun Oncol 2005; 2:138–142.

Date posted: 
Thu, 06/21/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/19/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Communication Skills Workshop for Medicine Residents During Geriatrics Elective. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/35

Aging Q3 Pressure Ulcers and Malnutrition

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
0
Abstract: 

Using the Assessing Care of Vulnerable Elders (or ACOVE) paradigm and the principles of Academic Detailing, Aging Q3 is developing curricula on 16 different topics for teaching residents about providing quality care to elderly patients. Aging Q3 uses a sequence of multiple interventions where residents learn and experience the practice of Geriatrics in the clinical setting with limited interruption to the process of patient care. Each ACOVE is featured for 3 months. The curriculum includes a resident lecture during one of the residents' scheduled noon conferences, a handout used by the faculty to detail the resident on the issue during precepting or rounds, a poster which is displayed strategically in resident areas of the hospital and clinic, and observed demonstration and assessment of a defined skill. In the clinic, Residents are "cued" to address the featured issue with their elder patients by a "Blue Sheet" which contains a few brief questions on the ACOVE topic that the Patient Care Technician or Nurse have discussed with the patient during intake. A "Yellow Sheet" cues the Resident to address the featured issue on the hospital wards. Residents are assessed pre and post on knowledge, skill, and attitude by a Survey Monkey questionnaire.

The Pressure Ulcers and Malnutrition "ACOVE" are numbers 11 and 12 of 16 different curricula being developed in Aging Q3.

Educational objectives: 

After completion of this ACOVE, residents will be able to:

  1. Correctly demonstrate how to examine a hospitalized patient for presence of pressure ulcers.
  2. Correctly demonstrate how to evaluate a hospitalized patient for undernutrition.
  3. Correctly assess an undernourished hospitalized patient for reversible causes of poor nutritional intake.
  4. Correctly stage and document a pressure ulcer on hospitalized patient.
Date posted: 
Mon, 03/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
Aging Q3 Pressure Ulcers and Malnutrition. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

Objective Structured Clinical Examination Case: Gina Babkins

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

The case of Gina Babkins is a standardized patient case designed for third and fourth year medical students. Gina Babkins is a 75-year-old woman who presents to the outpatient office with a complaint of lightheadedness. She asked to be seen prior to her scheduled appointment because she is concerned. The examinee's task is to obtain a focused history, perform a focused physical examination, and counsel the patient regarding her situation. Following the encounter, the examinee documents the encounter in a SOAP-style patient note.

Educational objectives: 

On completion, the educator will be able to assess the learner's ability to:

  • Perform a focused history & physical exam on a patient presenting with lightheadedness
  • Recognize dehydration secondary to medications
  • Create an appropriate plan for treatment of dehydration
Additional information/Special implementation requirements or guidelines: 

This product was reviewed by the University of Hawaii John A. Burns School of Medicine.

Date posted: 
Thu, 10/18/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 01/14/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . Objective Structured Clinical Examination Case: Gina Babkins. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/35

Aging Q3 Osteoporosis and Aging

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
0
Abstract: 

Using the Assessing Care of Vulnerable Elders (or ACOVE) paradigm and the principles of Academic Detailing, Aging Q3 is developing curricula on 16 different topics for teaching residents about providing quality care to elderly patients. Aging Q3 uses a sequence of multiple interventions where residents learn and experience the practice of Geriatrics in the clinical setting with limited interruption to the process of patient care. Each ACOVE is featured for 3 months. The curriculum includes a resident lecture during one of the residents' scheduled noon conferences, a handout used by the faculty to detail the resident on the issue during precepting or rounds, a poster which is displayed strategically in resident areas of the hospital and clinic, and observed demonstration and assessment of a defined skill. In the clinic, Residents are "cued" to address the featured issue with their elder patients by a "Blue Sheet" which contains a few brief questions on the ACOVE topic that the Patient Care Technician or Nurse have discussed with the patient during intake. A "Yellow Sheet" cues the Resident to address the featured issue on the hospital wards. Residents are assessed pre and post on knowledge, skill, and attitude by a Survey Monkey questionnaire. The Osteoporosis and Aging "ACOVE" is number 9 of 16 different curricula being developed in Aging Q3.

Educational objectives: 
  • Define risk factors associated with Osteoporosis.
  • Calculate 10 year probability of fracture using the FRAX on-line Fracture Risk Assessment tool.
  • Practice a described algorithmic approach to risk, diagnosis, and treatment of osteoporosis.
  • Identify pharmacological treatments and potential adverse drug reactions of medications used to treat osteoporosis.
Date posted: 
Mon, 03/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 03/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
Aging Q3 Osteoporosis and Aging. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/35

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

:  
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 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:

  1. Describe labeling changes for acetaminophen and the safety concerns that led to the changes.
  2. Discuss specific issues surrounding the labeling changes that impact patient care for older adults.
  3. Recommend dosage adjustments for older patients taking acetaminophen.
  4. Effectively communicate with older adults about the critical need to follow new acetaminophen dosage recommendations and directions for use.
  5. Discuss pain management guidelines for older patients in pain, including alternative medications and therapies.
  6. 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

Date posted: 
Mon, 07/09/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 07/09/2012
Contact Person/Corresponding Author:



Suggested Citation:
From Publication to Practice: An interdisciplinary look at labeling changes for acetaminophen and the implications for patient care. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/35

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

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

  1. List the underlying principles of the Institute of Medicine's (IOM) report, Relieving Pain in America.
  2. Discuss the recommendations in the blueprint put forth by the IOM to improve pain management.
  3. Describe barriers to appropriate pain management in older adults.
  4. Identify public-private partnership research opportunities.
  5. 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

Date posted: 
Mon, 07/09/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 07/09/2012
Contact Person/Corresponding Author:



Suggested Citation:
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. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/35

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