With the recent publication of the Institute of Medicine’s Retooling for an Aging America and the recent publication of the Minimum Geriatric Competencies for Medical Students in the journal, Academic Medicine, it has become apparent that the education of tomorrow’s physicians must adapt to the needs of an aging nation. Achieving these competencies in medical school is a great first step; however, the care of older adults is complex and reaches beyond the basic concepts of general medicine. To reach beyond this base level of medical knowledge, competencies are being developed in specialty and sub-specialty disciplines as well. Educators in the field of emergency medicine are currently at work in defining the minimum geriatric competencies for their trainees in the care of older adults in the ED setting. This month’s Editors’ Choice selection, Geriatric Emergency Medicine Modules by Fredric Hustey, M.D. and Robert Palmer, M.D. from the Cleveland Clinic is aimed at improving knowledge of the basic principles of geriatric emergency care with an emphasis on quality of care issues.

The Geriatric Emergency Medicine Modules are web-based, self-guided, and interactive, covering five common geriatric topics encountered in the ED setting: Altered Mental Status, Geriatric Abdominal Pain, Geriatric Trauma and Elder Abuse, Inappropriate Prescribing and Adverse Drug Events, and Pain Management and Procedural Sedation.  These modules utilize the Center for Online Medical Education and Training (COMET) database and are targeted toward medical students in their clinical years, residents, fellows, and practicing physicians.  The authors designed these five modules to highlight some of the caveats in caring for older adults in an emergency care setting with a focus on quality of care. It covers the medical students' minimum geriatric competency domains of Medication Management, Cognitive and Behavioral Disorders, Self-Care Capacity, and Atypical Presentation of Disease.

The interface is clean and refined with a straightforward presentation of the material. Each module has 10 multiple choice pre-test questions that require the correct answers to be chosen before advancing. Feedback is provided for each selected response and is based on current literature review and expert consensus. While the test is not scored, the user is challenged to choose the correct answers, as they cannot proceed with the rest of the module without doing so. The modules are organized under tabs, allowing the user to track their progress, easily view the unfinished modules, and even peruse a ‘transcript’ after they finish the modules. The transcript provides the user an easy access to materials covered in the topic and allows concept reinforcement and further self-reading.  The case-based question format is extensive and very well designed, and this product will help the learner identify knowledge gaps and receive feedback on each answer.  This is not for use by beginning learners, as there is a need for a preexisting knowledge base to put these concepts into context. To access these modules, first email comet@ccf.org and ask for access to the Geriatric Emergency Medicine Modules. You will receive a login ID and a password along with a link to the site and specific instructions on how to access them.

Overall, Geriatric Emergency Medicine Modules is a great tool for acquainting a learner with the intricacies of caring for an older adult in the emergency room setting. It is an example of the positive steps that need to be taken in order to advance the level and quality of care for older adults in every aspect of medicine. Test it out today - the link to the site is available through POGOe.org!