The Portal of Geriatrics Online Education

Lecture

A classroom session (or similar venue) that can be presented in the form of a video or audio recording, slide presentation or a transcript, accompanied by speaker's notes. Should include any materials that would accompany the lecture, such as a handout.

Hearing Loss in the Elderly

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

This PowerPoint video and audio discusses the pathophysiology, evaluation and treatment of hearing loss. Communicating with patients with hearing loss will be taught, all in less than 6 minutes.

Educational objectives: 

Understand the causes of hearing loss

Be able to better communicate with patients who have hearing loss

Date posted: 
Mon, 06/30/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 03/16/2018
Contact Person/Corresponding Author:



Suggested Citation:
Hearing Loss in the Elderly. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

Lower Urinary Tract Symptoms in the Aging Male

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

This PowerPoint presentation reviews an extremely common quality of life issue in the elderly male population.  The target audience is healthcare providers, particularly primary care providers, but could be informative for any practitioner seeing elderly patients, or for the patients themselves.  For this audience we intend to define the key terms and diagnoses involved, and outline the prevalence and impact.

Educational objectives: 

Upon completion of this lesson, the audience will have the basic knowledge to evaluate lower urinary tract symptoms, and have an improved understanding of the pathology to better analyze symptoms to select for appropriate treatment, or proceed with specialist consultation.

Date posted: 
Thu, 09/04/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 09/04/2014
Contact Person/Corresponding Author:



Suggested Citation:
Lower Urinary Tract Symptoms in the Aging Male. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

Interdisciplinary Team Care

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

Research suggests that good interdisciplinary team communication leads to improved patient and family outcomes (i.e., high levels of patient and family satisfaction, symptom control, and reductions in length of stay and hospital costs). The purpose of the interdisciplinary team is to foster regular, structured and expert communication among health professionals from different disciplines in order to establish, prioritize, and achieve patient treatment goals.

Interdisciplinary team communication is vital in an inpatient healthcare setting, as the complex nature and demands of the healthcare work environment requires the expertise and knowledge of differing disciplines or specialists who can work together to solve multifaceted and complex patient care problems. Interdisciplinary teamwork can improve the diagnostic and prognostic abilities of health professionals more than individual health professionals working alone.

The IDT conference focuses on:
1.    Establishing the patient’s progress toward medical goals;
2.    Considering possible resolutions of any problems that could impede the patient’s progress toward these goals;
3.    Reassessing the goals previously established, if needed; and
4.    Monitoring and revising the treatment plan, as needed

Educational objectives: 

At the end of this module, the student should be able to:
1.    Define the concept of interdisciplinary team care;
2.    Describe the professional role and scope of practice of individual members of an interdisciplinary health care team;
3.    Learn to structure an IDT Conference;
4.    Understand the goals of the IDT Conference;
5.    Identify ways to run an IDT Conference effectively; and
6.    Discuss common pitfalls of the IDT Conference

Date posted: 
Tue, 08/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
Interdisciplinary Team Care. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

TeamSTEPPS Didactic

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

This didactic is given to a mix of medical, pharmacy, and physician assistant students.  Internal medicine residents also attend this didactic during their geriatric rotation.  It is designed to emphasize the importance of teamwork in medicine as well as highlight the tools needed for effective teamwork.

Educational objectives: 

1. Understand benefits of leadership activities: brief, huddle, debrief

2. Understand how situation monitoring aids in the function of a team

3. Learn how to mutually support team members through feedback and conflict resolution techniques

4. Learn methods of communication for higher functioning, efficient teamwork

Date posted: 
Mon, 09/29/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 09/29/2014
Contact Person/Corresponding Author:



Suggested Citation:
TeamSTEPPS Didactic. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

Patient-Centered Medical Home M4 Seminar

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

The Patient Centered Medical Home (PCMH) is a medical practice model in which the provider is enabled to practice primary care in a more ideal, comprehensive manner.  This practice model is becoming increasingly important as complexity in healthcare continues to increase, necessitating changes in the way physicians practice. The seminar will be presented using an interactive patient example to illustrate improvements in care with the medical home model. The overview of the seminar includes a patient presentation, care management plans,  a presentation of the basic priniciples of the Patient Centered Medical Home, a reworking of care management plans, and the development of ideas for possible quality improvement projects.

Educational objectives: 

1. List the guiding principles of the Patient-Centered Medical Home (PCMH).

2. Describe how using the PCMH model could improve patient care.

3. Understand Donabedian's framework for assessment of quality.

4. Design a quality improvement project with measurable outcomes.

Date posted: 
Thu, 08/07/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 08/07/2014
Contact Person/Corresponding Author:



Suggested Citation:
Patient-Centered Medical Home M4 Seminar. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

How to discuss Code Status and make a recommendation

:  
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: 

Code status discussions are often rushed events done during a hospital admission by a doctor that the patient has never met.  The content, and therefore the quality, of these discussions varies widely and often contains very incomplete information that fails to meet a person at their individual health literacy level.  Additionally, once a physician decides to make a recommendation for a DNR status, the methods used may be crude and border on coercive.  

The goal of this lecture is to provide the listener with a complete understanding of CPR outcomes that can be presented flexibly at the level of the health literacy of the patient and family.  Second, the lecture provides a framework for making a recommendation of CPR by not viewing it soley as a health literacy problem but as a fit between a patient's stated values and the likely outcomes of CPR.  In this way, there are many reasons why a person may choose to be DNR.  

First, an evidence review of outcomes are discussed by site of care (inpatient, outpatient and nursing home) including immediate failure, prolonged death in a hospital, survival with impaired neurological status and survival with intact neurological status.  Both absolute and relative rates are presented.  An evidence review of the risks are summarized including the trauma of CPR, what happens when a person fails to survive to hospital discharge and surviving with impaired neurological status.  Success rates in studies are analyzed by diagnosis, age, and functional baseline.  Finally, how to translate the outcomes into goals and values is discussed including when being DNR is appropriate for a patient.  Ideally, the learner will have more tools for helping a patient understand why DNR may be appropriate than before this educational session.  

Educational objectives: 

The purpose of this lecture is to allow the listener to have a much more complete understanding of the pros and cons of CPR and its outcomes and have a framework for making recommendations.  The goal is to move beyond simply thinking about the trauma and success rates of a procedure-oriented CPR discussion and move towards a value-based, patient-centered discussion.

Additional information/Special implementation requirements or guidelines: 

The power point lecture is accompanied by a handout that serves as a literature review.  There is also a bibliography.  In a small group setting, the handout could be the starting point of an interactive discussion.  I usually start by asking the housestaff and students when they have felt a patient who was full code should be DNR, why they felt that way, and how they went about trying to change the code status.  I ask what they communicate and how they communicate it. Having learners provide their own vignettes gets them more engaged in the discussion and at the end they can think about what they might have done differently.  

Date posted: 
Mon, 10/07/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/07/2013
Contact Person/Corresponding Author:



Suggested Citation:
How to discuss Code Status and make a recommendation. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/36

Anatomy Image Atlas of Aging: Liver

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

The Image Atlas of Aging is an original UMMS educational product developed to highlight the normal age-related anatomic and histological changes within the digestive system. The Image Atlas of Aging is a PowerPoint module that features normal gross and histological images to model the aging liver and to serve as an easily replicated prototype to eventually incorporate other organs and organ systems. The module introduces the principle of homeostenosis as a function of aging that emphasizes that aging is neither equivalent to disease nor does it signify inevitable disease. This original geriatrics content has been integrated into the first year medical student “Development, Structure, and Function” (DSF) course curriculum.

Educational objectives: 

After completion of this module, the MS1 learner will be expected to:

  • explain that liver disease is not a part of normal aging
  • differentiate normal anatomic, physiologic, and histological differences between the young and aged liver
  • define the principle of homeostenosis, illustrating how the hepatic portal system becomes more susceptible to acute injury with the loss of age-related functional reserve
Additional information/Special implementation requirements or guidelines: 

Formal on-going discussions are held with the UMMS Development, Structure, and Function (DSF) course directors, who review the modules to strategize best integration to the DSF curriulum. Additionally, UMMS geriatricians teach from the Image Atlas modules in the anatomy lab each fall.

Date posted: 
Fri, 10/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 10/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Anatomy Image Atlas of Aging: Liver. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/36

An Introduction to Grandparent Caregivers

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

The US Census first measured grandparent caregivers in 2000 and found that 2.4 million grandparents identified themselves as being responsible for a minor grandchild. In the past decade, according to the American Community Survey, that number has increased nearly  to over 2.8 million grandparents. As grandparents play a larger role in raising children, physicians should be aware of the needs of this population and the implications to pediatric and adult medical practice. A series of powerpoint presentations have been developed which explores the increase in number of grandparent caregivers and the implications of this increase socially, legally, and medically for both the caregiver and child in their care. The infomation provided in this series of presentations will increase providers' knowledge of this complex family system and enable providers to offer the tailored care these families deserve.

Educational objectives: 

The goal of the presentations is to make the learner aware of the increasing number of grandparent caregivers and the unique challenges these families may face.

Additional information/Special implementation requirements or guidelines: 

This product includes 5 separate powerpoint presentations. The initial presentation, "Grandparents as Caregivers" offers an approximately 45 minute introduction to the role of grandparents in society, the reasons behind the increase of caregivers, many of the social and legal ramifications, and finally the medical aspect of grandparent caregivers.

This presentation is accompanied with 4 additional, shorter presentations that are more topic focused. The shorter presentations are ideal for small group discussions, and take approximately 15 minutes to complete. The presentations include: "Grandparent Caregivers: A Brief Introduction", "Grandparent Caregivers: Health Issues and the Pediatric Visit", "Anticipatory Guidance:How to Approach an Older Adult Caregiver", and "Health Literacy in Older Adults." Each presentation introduces new material while also building on topics explored earlier. 

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

AD Soong, KC Hines, HH Evans, ML White, NM Tofil, JL Zinkan, AQ Youngblood. Curriculum Regarding Grandparent Caregivers for Pediatric Residents. Oral Presentation presented at the American Academy of Pediatrics National Conference and Exhibition; October 21st, 2012; New Orleans, LA.

AD Soong, KC Hines, ML White, NM Tofil, JL Zinkan, AQ Youngblood, KL Flood,  HH Evans,. Curriculum Regarding Grandparent Caregivers for Pediatric Residents. Poster Presented at the University of Alabama at Birmingham Research and Innovations in Medical Education Week Poster Session; September 26th, 2012; Birmingham, AL

Date posted: 
Tue, 10/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . An Introduction to Grandparent Caregivers. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/36

First Think Delirium! An effective way to teach residents and fellows about delirium

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

Three twenty-minute standardized patient encounters that are designed for learners of all levels and backgrounds to teach the Confusion Assessment Method and the diagnosis, evaluation, and management of delirium. Standardized cases include the following:

  • Older man with hypoactive delirium after taking Tylenol PM

  • Older woman with delirium in the setting of possible alcohol withdrawal

  • Older woman with terminal cancer presenting with delirium

Each case is designed to require the learner to interact with the patient's family member to obtain information about the acuity of the mental status change. There are no physical exams included but these could be added if desired. Feedback to the learners is provided by faculty facilitators who are geriatricians or specialty faculty who have been trained by geriatricians.

Submission includes standardized patient training materials, facilitator training materials, and PowerPoint materials for a didactic pre- and post-session. Finally, pre- and post-surveys to evaluate the learners and the workshop are included.

Educational objectives: 
  1. To evaluate all older adults for delirium using the Confusion Assessment Method Use.
  2. To interview an older adult's family member to obtain baseline health information, including activities of daily living and cognitive status.
  3. To manage delirium without using physical or chemical restraints.
  4. To consider alcohol withdrawal in an older adult presenting with altered mental status.
  5. To discuss goals of care with a patient's family member when the patient lacks capacity.
  6. To consider an adverse medication event as a cause of an older adult's altered mental status.
Additional information/Special implementation requirements or guidelines: 

This workshop may be modified for use by learners from different specialty backgrounds. At our institution, the workshop has been modified for Physical Medicine and Rehabilitation learners. In addition to changes in the patient conditions, patient presentation was changed to the Acute Inpatient Rehabilitation service or the Orthopedic Unit, two places were these learners see patients. The SP/CI pairs were re-trained prior to the workshop when changes were made. As a result, our SP/CI pairs received more training than the recommended two hours. We believe two hours is sufficient to train the SP/CI pairs as long as no changes are made between workshops. We highly recommend that the training sessions be led by a clinical content expert and an educator with experience in training standardized patients.

Finally, due to scheduling conflicts, we were unable to use the same actor pair for the same case with each workshop. Each case was portrayed by at least two actors, which highlighted the fact that some actors perform better than others. We highly recommend that the clinical content expert review the actors' portrayal of the cases before the workshop to ensure accuracy.

This workshop also requires training of faculty facilitators. Learners need feedback from faculty facilitators regarding their evaluation and management. Faculty facilitators must undergo a thorough, standardized training in order to function as effective teachers in this workshop setting. Our faculty facilitators, all of whom had already participated in a faculty development retreat on Geriatric Medicine topics, completed a 1 hour training session led by a geriatrician prior to the workshop. Again, we highly recommend that the facilitators undergo training led by a clinical content expert and receive additional information and training as needed depending on their clinical experience and background.

We recommend that the session occur in a clinical skills lab or an environment that simulates a clinical setting.

This entire workshop takes about 2 to 3 hours to complete when the full didactic session, pre- and post- tests, and program evaluation are included.

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

Wilson LA, Roberts E, Waller N, Biese K, Caprio A, Busby-Whitehead J.  “Three Standardized Patient Cases to Teach the Confusion Assessment Method to Diagnose Delirium."  MedEdPORTAL Publications.  Mar 2013.  Available from: www.mededportal.org/publication/9393.

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”  Journal of American Geriatrics Society.  2013, Volume 61, Issue Supplement s1, S43, Abstract A75.  Full text published first online on April 3, 2013.

Wilson LA, Roberts E, Caprio A, Winzelberg G, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” Journal of American Geriatrics Society.  2012, Volume 60, Issue Supplement s4, S209-S210, Abstract D66.  Full text published first online on April 4, 2012.

Wilson LA, Waller N, Biese K, Roberts E, Busby-Whitehead J. “First Think Delirium!  An effective way to teach residents and fellows about delirium.” Annual Scientific Meeting, American Geriatrics Society, Grapevine, Texas.  May 4, 2013.  (Presentation, Invited). (1.5 hours, 50 attendees).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”  Annual Scientific Meeting, American Geriatrics Society, Grapevine, Texas.  May 3, 2013. (Poster, Solicited).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”, Council on Emergency Medicine Residency Directors Academic Assembly 2013. Denver, Colorado. March 7, 2013. (Poster, Solicited).

Wilson LA, Waller N, Adams S, Iwata I, Biese K, Vanderberg E.  “Using Standardized Patients and Collateral Informants in Geriatric Medicine Education.”  The Donald W. Reynolds Foundation 2012 Reynolds Grantee 19th Annual Meeting, St. Louis, Missouri.  October 22, 2012.  (Didactic Oral Presentation/Workshop, Solicited). (1 hour, 10 faculty members).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” The John A. Hartford Foundation Interdisciplinary Scholars Communications Conference, Chicago, Illinois, July 10, 2012. (Poster, Solicited).

Wilson LA, Roberts E, Caprio A, Winzelberg G, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” Annual Scientific Meeting, American Geriatrics Society, Seattle, Washington, May 4, 2012. (Poster, Solicited).

Wilson LA, Caprio A, Roberts E“Training Subspecialty Faculty With Simulated Patients: Teaching General Skill Sets to Faculty.”  Gerolina, Kiawah Island, SC.  December 2, 2011. (Didactic Oral Presentation/Workshop, Solicited). (1 hour, 12 faculty members).

Date posted: 
Tue, 07/02/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/20/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . First Think Delirium! An effective way to teach residents and fellows about delirium. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/36

Perioperative Evaluation and Management with Geriatric Consideration Powerpoint

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

This powerpoint presentation covers the perioperative evaluation and management of adult patients and includes considerations prominent in the care of the geriatric population.  Cardiac risk stratification is according to American College of Cardiology- American Heart Association (ACC-AHA) guidelines and includes their easy to use flow chart.  Pre and postsurgical pulmonary optimization, management of diabetes mellitus and adrenal insufficiency, medication and geriatric considerations including delirium, cognitive dysfunction, nutrition, pain, physical therapy, frailty, hydration and volume status, medications and discharge planning are included.  

Educational objectives: 

1. Know and use ACC-AHA guidlines to cardiac risk stratify patients.

2. Know and use pulmonary recommendations in the care of surgical patients.

3. Know and use diabetes and adrenal insufficiency recommendations in the care of surgical patient.

4. Know the special considerations of geriatric surgical patients and use recommended care for these issues.

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

none

Date posted: 
Thu, 06/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 06/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
and . Perioperative Evaluation and Management with Geriatric Consideration Powerpoint. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/36

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