POGOe - Portal of Geriatrics Online Education - Video

Intended learner audience:

Geriatric Competencies:

3 MM: Document a patient’s medication list

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

Learning resource types:

Estimated time to complete:

1 hour

POGOe Id:

21988

Date posted:

Tue, 01/16/2018

No CME credits available

Not peer reviewed

Medication Management

Assigned Editor:

ksauvigne

Posting status:

Posted

Resident Level Competencies:

Medication Management

Conflict of Interest Disclosure:

Yes, I (we) have conflict of interest to disclose.

Editor's notes:

1/16/18- This is an online material, so we just post it . We can only make sure that their summary on POGOe is free from errors and their objectives are clearly stated

1/12/2018-Material is now available on NBOME site without needing to give cc info.

1/2/17-Material is already posted on NBOME site. Is free, but requires user to provide credit card info to get them. I asked Sandra M-H if there is a way around this

Conflict Description:

This project was funded, in part, by a generous grant from the Donald W Reynolds Foundation.

Author(s):

Cohen L.

Dart L.

Diver T.

Harty B.

Heffernan J.

Knebl J.

Janet Lieto

Marquez-Hall S.

Reuter K.

Contact Person/Corresponding Author:

Sandra Marquez Hall

Contact Person Email:

Advance Care Planning

Mon, 27 Nov 2017 19:58:48 +0000

University of North Texas Health Science Center

Abstract:

The Advance Care Planning Module uses a team approach to reduce errors and improve the quality of health care for older adults. This interdisciplinary formative assessment tool for Elder Safety can be utilized by fourth-year medical students, residents in training and practicing physicians. Learners will take a pre-test, review learning objectives, exemplar and video demonstrations, have access to reference materials and links to websites for Advance Care Planning. Content experts share their professional experience on the sensitive topic of addressing patient goals of care in preparation for death and dying. Information on Advance Directives, legal considerations, clinician resources, cultural and gender differences, patient competency and capacity concerns are presented in a straight forward way to aid the medical professional in their ability to facilitate end-of-life care.

Educational objectives:

1. Healthcare professionals working with the 65 years and older population will develop knowledge and skills needed to formulate a health policy and educate patients about an Advance Care Plan.

2. Healthcare professionals working with the 65 year and older population will gain an advanced understanding of the options available to patients when planning end-of-life care.

Additional information/Special implementation requirements or guidelines:

To access the material, go to the Learning Center at ilearn.nbome.org to access the Elder Safety Modules:

Select your learning activity (Advance Care Plan) and add it to your cart.
In the cart, click Proceed to Checkout. This will prompt you to either create a new account or login to your existing one.
Create your free account by entering the required information.
Once completed you will be directed back to the catalog to complete your course registration.
There is No Charge for viewing the Advance Care Plan Module.

Content Categories:

Geriatric Palliative Care

Intended learner audience:

Fellow

HEALTH CARE PLANNING AND PROMOTION

Geriatric Competencies:

16 HCP: When to override recommendations for treatment

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

20 PC: Identifiy psychological, social, and spiritual needs

21 PC: Present palliative care as a positive option

Learning resource types:

Independent/Self-Directed Learning

Interprofessional Geriatric Education and Training: Advance Care Plan

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21983

Date posted:

Fri, 01/12/2018

CME credits available

Not peer reviewed

Assigned Editor:

ksauvigne

Posting status:

Posted

Resident Level Competencies:

Palliative and End of Life Care

Conflict of Interest Disclosure:

Yes, I (we) have conflict of interest to disclose.

Editor's notes:

1/12/18- per Rainier: There is nothing you can do about this. It's an online material. So I have no problems.

1/12/2018-Material is now available on NBOME site without needing to give cc info. Case assigned to Rainier for review.

1/2/17-Material is already posted on NBOME site. Is free, but requires user to provide credit card info to get them. I asked Sandra M-H if there is a way around this.

Conflict Description:

This project was funded, in part, by a generous grant from the Donald W. Reynolds Foundation.

Author(s):

Cohen L.

Diver T.

Harty B.

Dart L.

Heffernan J.

Knebl J.

Marquez-Hall S.

Reuter K.

Janet Lieto

Contact Person/Corresponding Author:

Sandra Marquez Hall

Contact Person Email:

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

Fellow

Physical Therapy Students

Other Intended Learner Audiences:

Geriatric Competencies:

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Evaluation Tool

Learner Assessment

Quick Reference/Pocket Card

Discipline/specialty:

Physical Medicine and Rehabilitation

Internal Medicine

Nursing

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:

Complex or Chronic Illness(es) in Older Adults

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:

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Medication Safety: A Key Ingredient to Your Health

claire-dowers — Mon, 17 Oct 2016 17:40:12 +0000

University of Oklahoma College of Medicine

Abstract:

'Medication Safety' is a training module designed to education older adults, caregivers, and healthcare students on key issues related to geriatric pharmacy. Topics include polypharmacy, over-the-counter products, health literacy and communication with healthcare providers. Training materials include a brochure and facilitator's manual.

Educational objectives:

Participants will understand how age-related changes impact the effects of medications.

Participants will understand the dangers of adverse drug interactions.

Participants will be able to identify questions to ask a healthcare provider when new medications are prescribed.

Content Categories:

Intended learner audience:

Caregiver

Pharmacy Students

Geriatric Competencies:

Learning resource types:

Facilitator's Guide

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Internal Medicine

Nursing

Estimated time to complete:

45 minutes

POGOe Id:

21945

Date posted:

Tue, 10/18/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 10/18/2016

No CME credits available

Not peer reviewed

None Selected

Attached is program brochure which also provides suggestions for medication safe...
- 1.47 MB

Attached is the facilitator's guide for the Medication Safety training guided di...
- 557.55 KB

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Andrew Dentino, MD, FACP, AGSF, FAPA, FAAHPM

Mark Stratton, Pharm.D., CGP, FASHPPharm D

Contact Person/Corresponding Author:

Claire Dowers, MHR

Contact Person Email:

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Your Role in Dementia Detection and Treatment: An Interdisciplinary Approach

Sharon Foerster — Mon, 10 Oct 2016 19:13:43 +0000

MaineHealth - Maine Medical Center

Abstract:

This 30 minute "Concepts in Common" video synthesizes the key aspects of dementia from an interdisciplinary approach. All team members, including the patient and family, need to have a common understanding of key terms and each's role from a common framework. Communicating using SBAR (Situation, Background, Assessment, Request/Recommendation) is essential and clarified with a "Role Map."

Educational objectives:

- Define and understand dementia and its significance in patient care

- Learn how to administer and interpret the Mini-Cog

- Define your role on an interdisciplinary team in caring for patients with dementia

- Learn how to communicate effectively about dementia using SBAR

Content Categories:

Intended learner audience:

Any member of the patient team and patient family member

Other Intended Learner Audiences:

Geriatric Competencies:

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

7 CBD: Perform and interpret a cognitive assessment

10 SCC: Develop management plan for patients with functional deficits

Learning resource types:

Video - Your Role in Dementia Detection and Treatment: An Interdisciplinary Appr...
- 201.47 MB

Other Learning Resource Type:

Role Map

Estimated time to complete:

30 minutes

POGOe Id:

21939

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Peer reviewed

Slide Set to accompany video - Your Role in Dementia Detection and Treatement: A...
- 667.6 KB

Role Map - Tool - Your Role in Dementia Detection and Treatment: An Interdiscipl...
- 195.77 KB

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Sarah Hallen, MD

Rhonda Babine, MS, APRN, ACNS-BC

Contact Person/Corresponding Author:

Sharon Foerster, LCSW

Contact Person Email:

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Your Role After a Fall: Assessment and Communication - An Interdisciplinary Approach

Sharon Foerster — Mon, 10 Oct 2016 14:42:36 +0000

MaineHealth - Maine Medical Center

Abstract:

This educational module is intended for an interdisciplinary audience of staff who work with older patients in hospitals or long term care facilities. The emphasis is on the importance of an interdisciplinary approach to care of the older patient and ensuring each team member understands his or her own role in communicating once a fall has taken place. Providers, nurses, C.N.A.s, social workers, rehabilitation therapists, housekeeping, transport, and any other person who comes into contact with an older patient is considered part of the interdisciplinary team. All team members understanding common concepts and a shared model on how to communicate (use of SBAR) promotes better care of the patient who has fallen. The 30 minute video is clear and concise.

Educational objectives:

- Understand the signficance of falls and their consequences in acute patient care

- Learn the role specific post-fall assessment techniques

- Define your role on an interdisciplinary team in caring for patients after a fall

- Learn how to communicate effectively about falls using "SBAR" (Situaion, Background, Assessment, Request/Recommendation)

Content Categories:

Intended learner audience:

FALLS, BALANCE, GAIT DISORDERS

Geriatric Competencies:

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Video - Your Role After a Fall: Assessment and Communication - An Interdisciplin...
- 154.18 MB

Discipline/specialty:

Physical Diagnosis

Estimated time to complete:

30 minutes

POGOe Id:

21938

Date posted:

Mon, 10/17/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/17/2016

No CME credits available

Peer reviewed

Role Map - Your Role After a Falll - tool
- 166.1 KB

CIC Fall 9.21.15apogo.pdf
- 809.04 KB

Posting status:

Posted

Resident Level Competencies:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Sarah Hallen, MD

Rhonda Babine, MS, APRN, ACNS-BC

Contact Person/Corresponding Author:

Sharon Foerster, LCSW

Contact Person Email:

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Interdisciplinary Health Profession Module Videos

calexander — Wed, 21 Sep 2016 21:12:50 +0000

Virginia Commonwealth University School of Medicine

Abstract:

Care teams often don't know how to effectively and efficiently collaborate when addressing a patient’s health. Depending on a patient’s needs, team leadership can shift at any given moment from one person to another. Because of this constant jockeying and adaptation, educating learners about their own interprofessional relationships is becoming incredibly important. These videos and the corresponding text supplements provide a context for interprofessional team members to discover more about what it takes to become a member of another profession. This knowledge, combined with their own experiences and clinical practice, will assist in preparing learners for the next-generation of team-based healthcare.

Educational objectives:

After watching these short 2-3 minute videos, interprofessional teams will be able to contextualize their own relationship within the group dynamic, understand the educational requirements that go into other disciplines, and formulate an effective team-based learning approach for future activities.

Content Categories:

Intended learner audience:

Geriatric Competencies:

2 MM: Identify medications that should be avoided

3 MM: Document a patient’s medication list

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

5 CBD: Formulate a diagnosis and evaluate the 3D's

7 CBD: Perform and interpret a cognitive assessment

8 CBD: Evaluate and manage agitated patients

10 SCC: Develop management plan for patients with functional deficits

HEALTH CARE PLANNING AND PROMOTION

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

ATYPICAL PRESENTATION OF DISEASE

18 ATYP: Diagnose based on unique presentations of common conditions

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

20 PC: Identifiy psychological, social, and spiritual needs

Learning resource types:

Index/Glossary/Bibliography

Quick Reference/Pocket Card

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Internal Medicine

Nursing

Pharmacology/Toxicology

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

45 minutes

POGOe Id:

21928

Date posted:

Tue, 09/27/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Tue, 09/27/2016

No CME credits available

Not peer reviewed

None Selected

Health Profession Modules - Overview

Health Profession Modules - Nursing

Health Profession Modules - Social Work

Health Profession Modules - Pharmacy

Health Profession Modules - Medicine

Health Profession Modules - Occupational Therapy

Health Profession Modules - Physical Therapy

Posting status:

Posted

Resident Level Competencies:

Medication Management

Complex or Chronic Illness(es) in Older Adults

Palliative and End of Life Care

Transitions of Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Peter Boling, MD

Contact Person/Corresponding Author:

Peter Boling, MD

Contact Person Email:

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VirginiaGeriatrics.Org

calexander — Wed, 21 Sep 2016 20:17:05 +0000

Virginia Commonwealth University School of Medicine

Abstract:

The VirginiaGeriatrics.Org website consists of 6 primary resources and a secondary list of resources for further research. These primary resources include a video archive of the geriatric grand round lecture series, interactive pre-clinical basic science geriatric case studies for medical students, more advanced geriatric case studies for clinical residents, a quick consult guide for geriatric consults, an "ask the expert" discussion resource, and various educational materials related to the Virginia Geriatrics Society Conference. Additionally, spread through the website are external educational resources to complement the core material. Finally, there are some resources for patients and families that may be interested in contacting clinics and/or geriatricians.

Educational objectives:

Listed through 6 primary education sections (Grand Rounds, Med Student Materials, Resident Materials, Quick Consults, Ask the Expert, etc)

Content Categories:

Diseases

Intended learner audience:

Fellow

Other Intended Learner Audiences:

RESIDENTS

Geriatric Competencies:

2 MM: Identify medications that should be avoided

3 MM: Document a patient’s medication list

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

5 CBD: Formulate a diagnosis and evaluate the 3D's

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

FALLS, BALANCE, GAIT DISORDERS

12 FBG: Ask about falls and intrepret tests

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HEALTH CARE PLANNING AND PROMOTION

15 HCP: When to override standard recommendations for screening tests

16 HCP: When to override recommendations for treatment

ATYPICAL PRESENTATION OF DISEASE

17 ATYP: Identify 3 physiologic changes for each organ system

18 ATYP: Diagnose based on unique presentations of common conditions

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

23 HOSP: Explain risks, indications, alternatives, and contraindications for Foley catheter use

24 HOSP: Explain risks, indications, alternatives, and contraindications for restraint

Learning resource types:

Case-Based Instruction/Learning

Evaluation Tool

Independent/Self-Directed Learning

Index/Glossary/Bibliography

Simulation

Standardized Patient

Study Guide/Lab Guide

Discipline/specialty:

Obstetrics and Gynecology

Human Behavior

Palliative Care

Pharmacology/Toxicology

Estimated time to complete:

1 hour 30 minutes

POGOe Id:

21926

Date posted:

Thu, 09/22/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 09/22/2016

CME credits available

Not peer reviewed

None Selected

Virginia Geriatrics

Posting status:

Posted

Resident Level Competencies:

Complex or Chronic Illness(es) in Older Adults

Transitions of Care

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Interprofessional Geriatric Education and Training in Texas: Elder Mistreatment

Natalie Lavelle — Wed, 21 Sep 2016 16:21:41 +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:

Although estimates vary, it is generally believed that 11% of the elderly are abused. According to the National Incidence Study on Elder Abuse, approximately 450,000 elderly experienced abuse each year. If self-neglect is included, the number increases to 551,000. Elder mistreatment is too large of a problem for any one person or one discipline to resolve. Incorporating the expertise of all the members of the interprofessional healthcare team is critical to determine the facts in the situation and the motives of the people involved. Healthcare providers can only see what is presented in the clinical setting. There is so much of the story that may not be manifested in a routine exam and encounter. Having all team members knowledgeable about the sometimes subtle signs of elder mistreatment is helpful for eliciting information and devising a holistic intervention plan.

The University of North Texas Health Science Center (UNTSHC) Reynolds Interprofessional Geriatric Education and Training in Texas (IGET-IT) Program has developed an Elder Mistreatment 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:

Define “elder mistreatment”
Describe the prevalence of elder mistreatment in the US
Define the multiple forms of elder mistreatment
Identify risk factors for elder mistreatment
List indicators of elder mistreatment
Prioritize the steps of elder mistreatment assessment
Determine the approach for including an elder mistreatment assessment in an IP team model of geriatric assessment

Content Categories:

Intended learner audience:

Geriatric Competencies:

5 CBD: Formulate a diagnosis and evaluate the 3D's

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

Learning resource types:

Case-Based Instruction/Learning

Evaluation Tool

Independent/Self-Directed Learning

Index/Glossary/Bibliography

Lecture

Quick Reference/Pocket Card

Discipline/specialty:

Estimated time to complete:

1 hour

POGOe Id:

21924

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:

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Janice Knebl, DO, MBA

Amy Moss, DO, FACOI, DABHPM

Jennifer Heffernan, MD, CMD

Barbara L. Harty, RN, MSN, GNP

Debra Aaron, PT, DPT, GCS

Lyn Dart, PhD, RD, LD

Brad Cannell, PhD, MPH

Gail M. Berky, MSSW, LMSW, CCM

Contact Person Email:

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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: