POGOe - Portal of Geriatrics Online Education - Physical Therapy Students

Advanced Practice Nursing Student

Intended learner audience:

APRN

Fellow

Entry Level Nursing Student

Medical Student Clinical

Physician Assistant

Resident

Other Intended Learner Audiences:

Geriatric Competencies:

13 FBG: Construct diagnosis and evaluation plan for fallen patient

Learning resource types:

Evaluation Tool

Learner Assessment

Quick Reference/Pocket Card

Video

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Not peer reviewed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

Hospital Patient Safety

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Editor's notes:

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

Author(s):

Barry J. Wu

Anrdea M. Rink

Eileen A. Blake

MPH

Lisa M. Walke MD

Contact Person/Corresponding Author:

Dr. Barry J. Wu

Contact Person Email:

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Interprofessional Geriatric Education and Training in Texas: Seniors Assisting in Geriatric Education - Interprofessional Team-Based Training, Assignments & Grading

Thu, 06 Oct 2016 15:37:53 +0000

University of North Texas Health Science Center (UNTHSC) Texas College of Osteopathic Medicine (TCOM)

Abstract:

The Seniors Assisting in Geriatric Education (SAGE) program consists of an educational curriculum and community based outreach program aimed at increasing student opportunities for early exposure to older adults and issues of geriatrics. The program strives to create meaningful relationships for the interprofessional teams of students while gaining knowledge about today’s senior population and their needs. The educational component involves health care profession students interacting with each other and their senior mentor through structured assignments delivered in the home environment.

Student teams are paired in groups of 3-4 healthcare profession students. The student teams are then matched with a community-dwelling senior who receives services from Meals on Wheels or a senior volunteer from the local community. The program includes 6 visits over a 2 year period providing students an opportunity to apply their classroom education in the context and care of an older adult. Students practice and demonstrate basic clinical skills; including taking histories, interviewing, conducting examinations and cognitive assessments, and advising clients on nutrition, home safety, community resources and advance care planning.

Educational objectives:

Health professions students will develop competency with older adults;
Strengthen health care students clinical applications of medical education through an Interprofessional team experience in the SAGE Program;
Health professions students learn from each other and appreciate each others professions.

Content Categories:

Patient Safety

Advanced Practice Nursing Student

Intended learner audience:

Pharmacy Students

Entry Level Nursing Student

Other Intended Learner Audiences:

Dietetics Students

Social Work Students

Physician Assistant Students

Health Professions Faculty

medical students

Geriatric Competencies:

MEDICATION MANAGEMENT

2 MM: Identify medications that should be avoided

3 MM: Document a patient’s medication list

COGNITIVE AND BEHAVIORAL DISORDERS

7 CBD: Perform and interpret a cognitive assessment

SELF-CARE CAPACITY

9 SCC: Assess and describe functional abilities

11 SCC: Identify safety risks in home

HEALTH CARE PLANNING AND PROMOTION

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

PALLIATIVE CARE

20 PC: Identifiy psychological, social, and spiritual needs

Learning resource types:

Curriculum/Syllabus

Evaluation Tool

Facilitator's Guide

Study Guide/Lab Guide

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Nursing

Pharmacology/Toxicology

Preventive Medicine

POGOe Id:

21932

Date posted:

Thu, 10/13/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Thu, 10/13/2016

No CME credits available

Not peer reviewed

Seniors Assisting in Geriatric Education Interprofessional Team-Based Training, ...
- 1.19 MB

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Contact Person Email:

Geriatric Interprofessional Teaching Clinic (GITC)

sbhattacharya — Tue, 20 Sep 2016 17:36:06 +0000

University of Kansas School of Medicine

Abstract:

•Collaborative interprofessional practice and care are essential to the complex healthcare needs of a rapidly growing older adult population.

•Interprofessional collaboration (IPC) occurs when various health care practitioners, clients and/or caregivers work together to improve a client’s overall health.

•Teaching an IPC model continues to be a major gap in every health professionals’ education.

•To address this gap, the Geriatrics Interprofessional Teaching Clinic (GITC) at the University of Kansas Medical Center's Landon Center on Aging was created. It incorporates six professions: Students and faculty from Physical Therapy, Medicine, Pharmacy, Social Welfare, Dietitics/Nutrition and Occupational Therapy.

•It is scheduled one half day a week with four patients scheduled on a "rolling" basis allowing for interprofessional teams of three to see patients in a staggered fashion. On average, each visit takes approximately 60-90 minutes.

•Logistically, students from 3 professions review the medical record together, discuss what they want to accomplish in the room, and how they will approach the patient encounter as a team. The students then see the patient and report back to the attending physician and other health professions faculty as a team. The assessment and plan for the patient is developed by the team.

•Team members are asked to define their roles by what the patient needs at that particular visit, starting with their own professional training and scope of practice, but then encouraged to allow themselves to participate in new ways. The interprofessional clinic faculty assist the learners by facilitating reflection on their clinical performance as individuals and as a team at the time of the clinic visit, incorporating their reflections into their next clinical encounter and through debriefing.

•To quantify interprofessional collaboration, evaluation tools are being piloted to assess for team dynamics, and surveys are sent out to each individual learner to assess for behavior and attitude changes. These are both done at the "beginning" and "end" of their GITC experience.

Educational objectives:

•Create an interprofessional (IP) clinic involving multiple learners, emphasizing the national interprofessional competencies (values/ethics, roles/responsibilities, interprofessional communication and teams/teamwork).

•Train students in IP teams to evaluate their communication with the patient and with other team members following a patient encounter in GITC using a validated rubric.

•Monitor changes in IP team behavior through individual learner evaluations.

Content Categories:

Patient Safety

Advanced Practice Nursing Student

Intended learner audience:

Pharmacy Students

Medical Student Clinical

Patient

Resident

Other Intended Learner Audiences:

Occupational Therapy Students

Dietetics Students

Social Work Students

Geriatric Competencies:

MEDICATION MANAGEMENT

2 MM: Identify medications that should be avoided

3 MM: Document a patient’s medication list

COGNITIVE AND BEHAVIORAL DISORDERS

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

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

6 CBD: Determine etiology of delirium

7 CBD: Perform and interpret a cognitive assessment

8 CBD: Evaluate and manage agitated patients

SELF-CARE CAPACITY

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

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

18 ATYP: Diagnose based on unique presentations of common conditions

PALLIATIVE CARE

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:

Facilitator's Guide

Other Learning Resource Type:

Clinic model

Discipline/specialty:

"Post" Reflections Template
- 14.3 KB

Estimated time to complete:

1 hour

POGOe Id:

21921

Date posted:

Mon, 10/10/2016

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/10/2016

No CME credits available

Not peer reviewed

"Pre" GITC Survey
- 57 KB

"Post" GITC Survey
- 51 KB

GITC Overview with website
- 26.36 KB

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Shelley Bhattacharya, DO, MPH

Dory Sabata, OTD

Dan Swagerty, MD, MPH

Stephen Jernigan, DPT

Contact Person/Corresponding Author:

Shelley Bhattacharya, DO, MPH

Contact Person Email:

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Interprofessional Grand Rounds

degennaro — Tue, 06 Oct 2015 16:16:50 +0000

Rowan University School of Osteopathic Medicine

Abstract:

The Rowan University School of Osteopathic Medicine, together with the Rutgers University School of Nursing, and Rutgers School of Health Related Professions, piloted an interactive, team-based “Interprofessional Grand Rounds” as an instructional strategy to promote interprofessional care plan development and enhance understanding of roles and responsibilities across disciplines. A total of 235 nursing, physical therapy, respiratory therapy, and medical students collaborated in small groups to problem-solve a complex, multi-faceted case presented with video elements to facilitate gait analysis. Students answered case study questions using an innovative scratch-off ticket technique. A team of interdisciplinary faculty facilitated the case-based group discussions.

Educational objectives:

Explain the importance of effective team communication in a healthcare setting
Stimulate team skills in respectful communication and cooperation by creating collaborative interprofessional groups
Report increased knowledge of other health care professions and individual confidence in taking an active role as a member of an interprofessional team

Additional information/Special implementation requirements or guidelines:

Students were seated in small groups of 5 to 7 students representing different health care professions. This design created a collaborative atmosphere and allowed open communication among the students from all professions.

Chairs in clusters (no tables)
Mixture of team members from each health care profession
Typical team composition: 3 to 5 Medical Students, 1 Nursing student, 1 to 2 Physical Therapy students, and 1 Respiratory Therapy student

Content Categories:

Patient Safety

Intended learner audience:

Other Intended Learner Audiences:

BSN/RN Students

Respiratory Therapy Students

Geriatric Competencies:

MEDICATION MANAGEMENT

3 MM: Document a patient’s medication list

COGNITIVE AND BEHAVIORAL DISORDERS

7 CBD: Perform and interpret a cognitive assessment

SELF-CARE CAPACITY

9 SCC: Assess and describe functional abilities

10 SCC: Develop management plan for patients with functional deficits

11 SCC: Identify safety risks in home

13 FBG: Construct diagnosis and evaluation plan for fallen patient

HOSPITAL CARE FOR ELDERS

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

Learning resource types:

Audio

Case-Based Instruction/Learning

Evaluation Tool

Lecture

Video

Discipline/specialty:

Intro to Clinical Medicine/Clinical Skills/Doctoring

Internal Medicine

Neurology

Nursing

Pharmacology/Toxicology

Physical Diagnosis

Physical Medicine and Rehabilitation

Preventive Medicine

Estimated time to complete:

2 hours

POGOe Id:

21867

Date posted:

Mon, 10/12/2015

Date Submitted or Reviewed/Updated for Clinical Accuracy:

Mon, 10/12/2015

No CME credits available

Marshall Macey Case
- 25.76 KB

Case Study Questions
- 27.99 KB

Case Study Questions with **Answer Key**
- 27.15 KB

Information for Scratch-off Tickets
- 50.68 KB

Program Assessment Form
- 15.63 KB

Program Assessment Results
- 16.14 KB

Gait Assessment Video
- 85.5 MB

Flash Mob Video
- 20.19 MB

Posting status:

Posted

Conflict of Interest Disclosure:

No, I (we) have nothing to disclose.

Author(s):

Kevin Overbeck, DO

Elyse Perweiler, RN MPP

Patricia Sayers, DNP RN

Marian Nowak, DNP MPH RN

Charlyn Moellers, BS RRT-CPF

Stephanie Muth, PT PhD NCS

Anita Chopra, MD

Pamela Basehore, EdD MPH

John Pennisi, DO

Drew Maygren, DO

Contact Person/Corresponding Author:

Kevin Overbeck, DO

Contact Person Email:

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A Developmental Approach to Campus-Wide Interprofessional Education: From Exposure to Immersion using a Geriatric Case Study

September12 — Wed, 24 Jun 2015 19:50:38 +0000

University of Nebraska Medical Center

Abstract:

This session will provide health professions students the opportunity to become immersed in a realistic interrprofessional (IP) care planning activity for an older adult. The primary purpose of this session is to provide a health care specific experiential learning opportunity through which students may better understand the challenges of and develop skills for working with an interprofessional health care team. The secondary purpose of the session is to provide an opportunity for students to better understand the roles of different health care professions early in their career.

Educational objectives:

During this small group activity, student participants will:

1. Develop an interprofessional care plan by integrating their own discipline's plan with that of students from other professions.

2. Identify three types of professional competencies: (1) complementary individual professional competencies that are unique to a profession; (2) common clinical competencies that are held by more than one profession; and (3) interprofessional collaborative competencies such as team skills, communication skills, and an understanding of roles and responsibilities.

3. Use the SBAR tool to structure interprofessional communication and communicate essential information to team members about a patient.

4. Improve their orientation toward interprofessional team-based care as compared to multidisciplinary care.

Content Categories:

Intended learner audience:

Pharmacy Students