Creating a Learning Community for Academic Geriatricians

(This document contains presentations from the annual meeting. More will be added as they are sent in. Please check back again later.)

Plenary Sessions

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Introductions and Overview
Rani Snyder, MPA, Donald W. Reynolds Foundation
Rosanne M. Leipzig, MD, PhD, MSSM

Updates in Academic Geriatrics
Rosanne M. Leipzig, MD, PhD, MSSM
Dr. Leipzig will provide an update on some of the year's activities within academic geriatrics.

Keynote Address
Linda Fried MD, MPH, Dean, Mailman School of Public Health, Columbia University
Dean Fried is a well-known geriatrician, former Chief of Geriatrics at Johns Hopkins, and now Dean of the Columbia School of Public Health. In her keynote she will discuss geriatrics in context of demographics and public health needs, and how the field of public health can be included in the geriatric learning community.

Developing Academic Leaders – Concurrent Networking Sessions
Each attendee will select and attend a track based on his/her stage of career. (This is independent of the DWRF Cohort year.) The major focus of this session is to improve faculty and leadership development for junior and mid-level geriatric faculty, and to enhance their retention and advancement in the field. The session will allow participants to discuss their concerns, successes, and strategies to maximize their potential for professional growth and advancement.

So How Do You Know That They Won’t “Kill Granny”?
Eric S. Holmboe, MD, American Board of Internal Medicine
William F. Iobst, MD, American Board of Internal Medicine
Dr. Holmboe is Chief Medical Officer and Senior Vice President of the American Board of Internal Medicine and the ABIM Foundation. His area of expertise lies in interventions to improve quality of care and methods to evaluate physician performance. Dr. Iobst is Vice President of Academic Affairs for the American Board of Internal Medicine. His expertise extends to developing new and better assessment methodologies for competency evaluation.

Drs. Holmboe and Iobst will provide an update on the state of learner assessment in academic medicine and where geriatrics can fit and/or lead. This will include a discussion of Entrustable Professional Activities (EPA), a new ACGME interest. This will be followed by small group work to define and hopefully reach consensus on some EPAs for our field.

Madness to Methods: Expanding Educators’ Repertoire of Teaching & Instructional Strategies
Ed Duthie, MD, Deb Simpson, PhD, and Kathryn Denson, MD, MCW
Teachers and educators knowledge of various instructional strategies is often limited and thus they rely on those with which they are most familiar: lectures, PBL, case-based instruction. MCW’s Madness to Methods exercise - a novel, evidence-based faculty resource - uses laugher, creativity, and the spirit of competition (within and between groups) to advance geriatrics education. This session will seek to increase geriatric educators’ instructional strategies repertoire to ultimately maximize their ability to achieve their training objectives through an interactive group game which focuses on teaching the geriatric competencies to students, residents and fellows. A “prize” will be awarded for the “best” match between a competency and a method.

A Conversation about Academic Geriatrics: Preparing for Our Future
Understanding Our Current and Future Environment: How the World is Changing
Jennie Chin Hansen, RN, MSN, FAAN
Ms. Hansen is the Chief Executive Officer of the American Geriatrics Society.

AGS & ADGAP Today
James Pacala, MD, MS, University of Minnesota
Jan Busby-Whitehead, MD, University of North Carolina at Chapel Hill
Dr. Pacala is the AGS President-Elect. Dr. Busby-Whitehead is the ADGAP President.

AGS Tomorrow: Here’s What We’re Thinking
Sharon Brangman, MD, AGSF, SUNY Upstate Medical University
Dr. Brangman is AGS Board Chair and AGS past-President.

Meeting the Needs of Academic Geriatricians: One Audience, Many Voices
Panelists: Sharon Brangman, MD; Jan Busby-Whitehead, MD; James Pacala, MD, MS; and Annie Medina-Walpole, MD and Michael Harper, MD (Co-Chairs, AGS Junior Faculty Taskforce
An interactive discussion of feedback from 2011 AGS Focus Group Participants and Monday’s “Developing Academic Leaders Sessions” facilitated by Jennie Chin Hansen.

Skills Development Sessions

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Interprofessional Patient Safety Education
Carla Dyer, MD; and Kyle Moylan, MD, U of Missouri
Participants will learn about a sustainable interprofessional learning experience in fall prevention that promotes concepts of patient safety, effective teamwork, and quality improvement (QI) for health care students. Participants will: (1) discuss interprofessional educational innovations which focus on both acquisition of knowledge and improving care of geriatric patients; (2) discuss the pros and cons of educational modalities including online learning modules, simulation, bedside experiences and interprofessional discussions; (3) address challenges to implementation of interprofessional learning opportunities; and (4) explore what structures can be utilized to teach geriatric principles.

Low Health Literacy
Seema Limaye, MD, U of Chicago
Participants will learn novel ways to teach about issues surrounding low health literacy in the larger geriatric population, including: scope of the problem, communication skills, and understand the components of effective patient handout materials.

Looks are Everything but Content is King: Tips and Techniques for Creating Online Modules (Handout)
Amit Shah, MD, and Lindsay Oksenberg, MA, UT Southwestern
Participants will learn tips and techniques such as storyboarding, scripting, working with a illustrator, and pitfalls to avoid when developing an online module. Participants will work through various stages of a module on urinary incontinence to demonstrate these steps and make apparent the importance of appealing to various learning styles (visual/auditory/kinesthetic). Participants with have a discussion about pros and cons of this type of a curriculum. Finally, participants will break out into small groups and discuss how these tips and techniques could be used to improve a curriculum they are currently working on. A medical illustrator will be available for discussion about proposed curricula and advice on working with illustrators and website designers.

Social Media (Handout)
Jonathan Flacker, MD, Emory; and Cynthia Greenan, MLS, MSSM
Social Media… Web 2.0… Social Networking… There are a lot of buzz words being used, but what do they really mean? And why should we pay any attention? What does any of this have to do with medical education and/or geriatrics? This workshop will answer these questions by defining social media and suggesting relevant uses. Participants will be asked to perform several tasks that will familiarize them with the use of web tools that would be useful to clinician educators.

Probing Clinical Reasoning: Chart Stimulated Recall
William Iobst, MD, ABIM
There are several assessment tools to evaluate direct observation of learners, but few which probe clinical reasoning. Participants will learn about and discuss Chart Stimulated Recall as a tool in assessing learners’ clinical reasoning skills.

Advocacy
Jennie Chin Hansen, RN, MSN, FAAN
Geriatrics as a field will never succeed without the public, funders, and government officials understanding what we do. Ms. Chin Hansen has significant experience as an advocate for geriatrics nationally. At this session, participants will learn how they can become better advocates for the field.

Platform Skills
David Reuben, MD, UCLA
This is a talk that will help faculty prepare and deliver effective, highly rated lectures. If time permits, we may work with a few faculty on their presentations in a skill building exercise.

Developing Skills in Direct Observation: Training to be an Expert Observer Description
Anne Fabiny, MD, Harvard
During this session we will briefly review the strategies needed to improve the detection, perception and recall of actual learner performance. We will then do some Performance Dimension Training which will involve a review of criteria and trainee behaviors for superior and satisfactory performances in one or two of the medical student or residency geriatrics competencies. We will then work on accuracy in rating and watch videos of trainees (Frame of Reference training).

360 Assessments
Eric Holmboe, MD, ABIM
Participants will learn and discuss ways to implement and multi-rater feedback ( a 360 evaluation) and provide feedback to the learner.

Fundraising
Sharon Levine, MD, BU; and Mindy Fain, MD, U of Arizona
Fundraising can be a daunting task, and it takes a certain level of finesse to obtain support for a cause. At this session, participants will learn the basics of fundraising and discuss strategies that have worked.

Geriatrics Public Medical Writing 101
Louise Aronson, MD, MFA, UCSF
From opinion articles or letters to the editor in newspapers to essays in medical or policy journals, physician's stories have the potential to inspire change and give a voice to society’s most vulnerable. This workshop will introduce participants to Public Medical Writing and how such narratives can be used to educate and advocate on behalf of older patients, geriatrics and geriatrics education.

When can prevention screening stop?
Hollis Day, MD, UPMC; and Elizabeth Eckstrom, MD, MPH, Oregon Health & Science U
This workshop will enhance skills in teaching students and residents to improve decision making and patient centered communication about the risks and benefits of screening in older adults. After a brief didactic session and introduction of web resources, participants will discuss challenging cases and practice using the new tools that have been presented.

Enhancing Teaching Skills
Lynn McNicoll, MD; and Renee Shield, Brown
During this session, participants will learn how to develop a structured faculty development program for geriatric educator clinicians (GEC) that accommodates the unique needs of geriatrics faculty who teach various learners, while incorporating established pedagogical principles.

The Art of Self-Promotion in Academic Medicine
Annie Medina-Walpole, MD; and Suzanne Gillespie, MD, U of Rochester
This session is intended to increase the understanding of strategies that can be used to advocate for oneself and one’s work. An interactive discussion format will allow a discussion of graceful self promotion and the ways individuals can gain visibility for themselves and their work within their organization. Through small group exercise and role play, participants will work on tools for communication, self-promotion and leadership.

Workshop Sessions

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Incorporating Geriatrics into EM and Other Specialties Training Curricula
Kevin Biese, MD, MAT, FACEP, UNC; Ellen Roberts, PhD, MPH, UNC; Tony Caprio, MD, UNC; Jan Busby-Whitehead, MD, UNC; and Eve Losman, MD, UMichigan
During this workshop UNC and UMichigan will discuss their models of incorporating geriatrics curriculum into the Emergency Medicine core resident curricula, and the impact that it has had on resident knowledge and patient care in the Emergency Department. The participants will have a chance to share their experiences and challenges thus far in incorporating geriatrics into specialists’ training curricula.

Planning a Care Transitions Curriculum (Part 2, Part 3)
Manuel A. Eskildsen, MD, MPH, CMD, Emory; Angela Botts, MD, Harvard; and Linda DeCherrie, MD, MSSM
This workshop will draw on existing models to demonstrate routes of curriculum development and consider strategies for overcoming potential barriers to success. After the initial didactic portion of the session, participants will work together in small groups to develop a plan for their own curricula.

Developing Curriculum to Teach SBP & PBLI (Handout 1, Handout 2)
Kathryn E. Callahan, MD, Wake Forest; Helen M. Fernandez, MD, MPH, MSSM; William P. Moran, MD, MS, MUSC; Patty Iverson, MA, MUSC; and Paula M. Podrazik, MD, U of Arkansas
Participants in this workshop will develop an individualized curriculum for teaching Systems-based Practice (SBP) and Practice-based Learning and Improvement (PBLI) targeted to their own learners and environment. Participants will leave the workshop with an approach to curriculum assessment of their institutional environment and the start of a concrete curriculum in SBP/PBLI using geriatric content suited to their home institution’s resources.

Patient-Centered Medical Home
Katherine Jones, PT, PhD, UNMC; Jane Potter, MD, UNMC; Andrew Vasey, MD, UNMC; and Audrey Chun, MD, MSSM
An essential component of the PCMH is an effective interprofessional team that can meet the complex needs of patients with chronic conditions such as frail older adults. Participants will learn about key components of team function, the Medical Office Survey on Patient Safety Culture (MOS) tool and discuss other ways that support the implementation of the PCMH.

Developing Geriatrics OSCEs
Michael Hosokawa, EdD, Kimberly Hoffman, PhD, Kyle Moylan, MD, Carla Dyer, MD, Peggy Gray, and Lisa A. Royse, Med, U of Missouri
The goal of this session is for participants to develop higher level assessment strategies for learning using Ten Geriatric Principles developed by the University of Missouri Reynolds faculty. Participants will (1) learn the process for developing a patient-centered care geriatric OSCE for use in the assessment of students’ knowledge and skills; (2) be able to determine how the use of the OSCE complements our educational programs and learning environment; and (3) develop a draft clinical narrative they can format as an OSCE in the future. Participants electing this workshop are encouraged to work with others from the same institution.

Community-Based Partnerships (Part 2)
Jamehl Demons, MD, Wake Forest; David Farmer, PhD, UNTHSC and; Janice Knebl, DO, UNTHSC
This workshop will provide a forum for the participants to discuss strategies in finding and forging relationships with community-based organizations that may assist with student education. Participants will learn the mechanism of relationship building that occurred between these schools and their respective community-based organizations (CBOs). The presenters from each school will discuss their individual programs which utilize seniors on both sides of a meal delivery program. They will review the benefits and pitfalls of working with organizations that do not hold as their core mission training future medical practitioners.

Teaching Trainees to Think Geriatrically (Handout 1, Handout 2)
Amit Shah, MD, FACP, UT Southwestern; Cynthia J. Brown, MD, MSPH, UAB; and Houman Javedan, MD, Harvard
In large part, the unique way geriatrics clinicians think and approach patients defines our field. Teaching this approach to complexity, subtle presentations, and multi-factorial etiologies of disease can be quite challenging. Assessing whether a trainee has obtained clinical reasoning skills is a further challenge. This program will be in symposium format with three linked presentation by a moderated discussion. The first talk will introduce the pedagogy of clinical reasoning and discuss the implications for the teaching of geriatrics. The second talk will focus on the teaching of clinical reasoning to novice trainees of various disciplines exemplified by the the POGOe web-GEM curriculum which uses on-line cases with “diagnostic networks” to teach clinical reasoning and the geriatrics approach to patient care. The third talk will discuss approaches to teaching geriatrics clinical reasoning skills to advanced trainees and also describe ways in which to assess clinical reasoning, with examples from assessing resident and fellow clinical reasoning skills.

POGOe Evaluators Toolbox Demonstration
Anne Fabiny, MD, Harvard
The POGOe Evaluators Toolbox provides key descriptive information about learner assessment products available via POGOe. Geriatrics educators have reviewed products and reported key descriptive information for each instrument, including target assessment population, modalities utilized, medical student/resident geriatrics competencies addressed, feasibility, and evidence on instrument validity and reliability. During this session the audience will be introduced to the features of the POGOe Evaluators Toolbox via interactive demonstration. Also during this session, participant input will be solicited regarding development of additional features to support an active, online geriatrics learner assessment community (e.g., a geriatrics assessment blog, Wiki, etc.).

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