The Portal of Geriatrics Online Education

9 SCC: Assess and describe functional abilities

9. Assess and describe baseline and current functional abilities in an older patient by collecting historical data from multiple sources, making sure to include instrumental activities of daily living, activities of daily living, and capacity/competence assessment, and performing a confirmatory hearing and vision examination.

Geriatric EMR Templates

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
999
Abstract: 

This project involved “geriatricizing” the EMR through the creation of geriatric templates so that it could be used to enhance geriatric education in required geriatric experiences.  The program includes geriatric templates that have been collapsed into a word document to allow interested programs the ability to adapt templates to their institutional EMR systems as well as a facilitator's guide that describes the background, rationale, description and outcome data related to the implementation of the program in a medical school curriculum.

Educational objectives: 

After utilizing the geriatric EMR templates, the learner will be able to:

  • Complete a comprehensive geriatric assessment,
  • Document critical geriatric patient information in an electronic medical record, and
  • Describe common geriatric symptoms, findings and diagnoses.
Additional information/Special implementation requirements or guidelines: 

Templates must be adapted to templates in an organizational EMR system.  There may be limitations in the functionality of certain EMR systems that should be taken into account before implementing the program.  The authors described the templates as they used in them in SOAPware.

Date posted: 
Wed, 11/13/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 03/16/2018
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Geriatric EMR Templates. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

Prescription for Safety and Well Being: Home Modifications

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

  This one hour video lecture with accompanying PowerPoint slides decribes possible home modifications for older adults and ways older adults can stay safe in thier homes. The target audience is Interdisciplinary Health Care Professionals.

Educational objectives: 

 List home modifications that promote safety for older adults in the home.

Additional information/Special implementation requirements or guidelines: 

Please note: The speaker was caught in traffic so the first 9 minutes of presentation are Q&A with Dr. James Powers about home and safety modifications from a MD perspective. This material is from the Geriatrics and Gerontology Interest Groups (GGIG) of Vanderbilt University

This video may take a few moments to load based on your connection. Please wait if it does not appear right away.

Date posted: 
Wed, 05/22/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 05/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
Prescription for Safety and Well Being: Home Modifications. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

"The Case of Sherman Davis: An Interprofessional Analysis of Geriatric Medical Problems"

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
999
Abstract: 

This case demonstrates the evaluation and care of an elderly gentleman who has fallen.  The complexity of caring for the geriatric patient becomes evident early in the case.  The following points are emphasized:

(1) medical problems common in elderly patients include falls, fluid and nutrition problems;

(2) the elderly often present with common problems in an atypical way;

(3) the morphologic, microbiologic, and epidemiologic aspects of tuberculosis;

(4) interprofessional teams are needed to provide optimal care.

Educational objectives: 

The students will be able to formulate a broad differential diagnosis for an elderly patient after receiving physical and history information. It is important to stress the difficulties in formulating a differential diagnosis when patient history is lacking, but also to discuss strategies to overcome these barriers (e.g. multi-professional evaluation, collateral source history). The students will then be given additional laboratory and x-ray results and more history from the patient's nephew. This will allow the students to narrow  differential diagnoses down. There is much happening with this patient. Students will understand that patients, especially the elderly, do not always present with one problem. By the end of the session, the students will be able to review the care of the patient and have a good understanding of most learning objectives in the case, including those for tuberculosis and community acquired pneumonia.

Additional information/Special implementation requirements or guidelines: 

This case will be used with second-year medical students as part of  the Introduction to Disease Processes Core. This Interprofessional Problem-Based Learning Case will be used as a small group activity (10-12 students) with 1-2 faculty leaders.

Date posted: 
Sun, 01/01/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 07/31/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . "The Case of Sherman Davis: An Interprofessional Analysis of Geriatric Medical Problems". POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/96

Objective Structured Clinical Examination Case: Mary Smith

:  
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 Mary Smith is a standardized patient case designed for third and fourth year medical students. Mary Smith is a 70-year-old African American woman with a history of diabetes and hypertension who presents to the outpatient office with a complaint of tiredness and increased frequency and amount of urination. Mrs. Smith is non-compliant with checking her blood sugars and taking her blood pressure medication. The examinee's task is to take a focused history and counsel the patient.

Educational objectives: 
  • To assess students' ability to recognize and manage non-compliance (patient does not take medications as prescribed or at all, etc.)
  • To assess students' ability to effectively counsel patient on diabetes self-management, including exercise and preventive care
  • To assess students' ability to make appropriate referrals for diabetes management, including eye exam and foot care
Date posted: 
Fri, 03/28/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 03/28/2014
Contact Person/Corresponding Author:



Suggested Citation:
, and . Objective Structured Clinical Examination Case: Mary Smith. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/96

Standardized Patient: Ted Lee

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

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

Educational objectives: 

On completion, the instructor will be able to:

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

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

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



Suggested Citation:
, , , , and . Standardized Patient: Ted Lee. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

Interprofessional Team Care Symposium for Medical Students

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

The successful medical care of adults with multiple medical, functional and social problems requires the expertise of multiple health disciplines working together effectively. Physicians must be aware of the skills of the interprofessional health disciplines and learn how to work effectively in teams. This product describes a two hour, interactive intensive introduction to the training and roles of the interprofessional health care team members taught by faculty from nursing, physical therapy, occupation therapy, speech therapy, pharmacy, audiology, nutrition, social work and medicine. The format is a fast moving, interactive health team fair based on a case of an older adult recovering from a stroke. 

After a brief introduction and review of the stroke case, medical students in groups of 5-8 move from station to station in 10-15 minute intervals. At each station, faculty from a health care discipline describe their educational background and discuss how they will assist the students to manage the stroke case. At the last station students receive a case summary and a packet of descriptions summarizing each of the health care disciplines. 

 

Educational objectives: 

Participating medical students will be able to:

  1. Describe the training required to enter eight different health professions.
  2. List one or more clinical problems that might benefit from collaboration with eight different health professions.
  3. Apply the knowledge of the clinical skills of other health disciplines to provide care to an older adult recovering from a stroke.
Additional information/Special implementation requirements or guidelines: 

This curriculum requires:

Recruitment of teaching faculty from allied health colleges or hospital departments.

A large, open space, such as might be used for a research poster session (e.g., large entry hall way) or multiple small classrooms that are close to each other as might be used for medical student small gorup learning communities.

Two hours of curriculum time for 50-80 students; for larger class sizes the session will need to be repeated two or three times to accomodate everyone.

Date posted: 
Tue, 07/15/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/15/2014
Contact Person/Corresponding Author:



Suggested Citation:
, and . Interprofessional Team Care Symposium for Medical Students. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/96

Standardized Interdisciplinary Team Meeting Case

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

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

Educational objectives: 

On completion, the learner will be able to:

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

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

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



Suggested Citation:
, , , , and . Standardized Interdisciplinary Team Meeting Case. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

Caring Across the Continuum: Mrs. Porter Age 74

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

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

Educational objectives: 

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

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

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

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

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

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

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

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

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

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

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

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

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

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



Suggested Citation:
, , and . Caring Across the Continuum: Mrs. Porter Age 74. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

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/96

Care of the Older Adult in the Home: Flexible Clinical Experience

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
999
Abstract: 

The Care of the Older Adult in the Home Flexible Clinical Experience is a weeklong elective rotation for the third year medical student and offers an introduction to the care of the older adult provided at home and along the trajectory of disease from health care maintenance and prevention to end-of-life. Medical students are scheduled for home visits with a geriatrician and geriatric nurse practitioner. Students also experience a home visit with elder protective services and other members of the inter-professional home care team. In addition, students spend time with a palliative care physician and make home visits with hospice staff. The students receive didactics on home care and end-of-life care and are required to complete independent learning assignments. Students receive feedback from the inter-professional team, nurse practitioners and attending physicians on knowledge and professionalism.

Educational objectives: 

On completion, the learner will be able to:

  • Identify the role of interprofessional staff in the care of an elderly patient at home
  • Describe the role of elder protective services in the community
  • Perform and document an assessment of fall risk and safety evaluation in the home
  • Demonstrate medication reconciliation with home medications
  • Explain the roles of palliative care and hospice in caring for frail older adults
Additional information/Special implementation requirements or guidelines: 

Flexible Clinical Experience Program

The Care of the Older Adult in the Home experience was developed within the framework of the new MS3 Flexible Clinical Experience (FCE) program at the University of Massachusetts Medical School, first implemented in the current academic year (2012-2013). Students are required to select 4 FCE courses from approximately 80 faculty-designed experiences. These one to two week electives emphasize one-on-one interaction between the student and teacher. The methods employed include working in the inpatient and outpatient settings under supervision of physicians, oral and written case presentations, and education in specialized testing procedures used in the specialty.

The following list of overall program objectives provides course design flexibility while maintaining curricula continuity.

  • Allow for career exploration and or development, and planning for senior study
  • Allow exposure to evolving and cutting-edge branches of medicine, and to the growing importance of coordinated, patient-centered care models
  • Provide an opportunity to work with recognized experts in different fields of medicine and allied sciences
  • Provide exposure to novel concepts or systems of care not normally available within the core clinical experience
  • Allow for student designed innovative experiences within the guidelines for this elective

FCE Educational Methodologies & Student Assessment (background)

The Care of the Older Adult in the Home FCE provides the third year medical student the opportunity to experience care provided by multiple team members. Students are scheduled to participate in home visits with a geriatrician and geriatric nurse practitioner. They also are scheduled to go on home visits with additional members of the inter-professional team, such as physical therapy or a visiting nurse. The FCE includes time with a palliative care physician and going on home visits with members of the hospice team. In addition, students go on a home visit with elder protective services. Students are given a reading list and independent assignments, including a reflective essay. They receive didactics on home care and end-of-life care. Assessment criteria are based on attendance, case history and presentations, participation in home visits and didactics, feedback from inter-professional team and attending physicians on competence, knowledge, and professionalism.

***********

Included Documents

Course Description

The course description is formatted as a Flexible Clinical Experience (FCE) course handout for students to download for their portfolios. All FCEs include supervisor (preceptor), sponsoring department, description of activities, learning objectives, assessment and evaluation methods, and offered dates.

Independent Learning Assignments

The assignments list is the self-directed component for the experience.

SAMPLE Schedule

The student schedule is dependent on the resources (professionals and facilities) that are available during particular terms through the academic year. An actual schedule for one student, this sample demonstrates the variety of exposures for the student.

 

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



Suggested Citation:
, , , and . Care of the Older Adult in the Home: Flexible Clinical Experience. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/96

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