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We are teaching – How do we know that they are learning?

(This document contains power point presentations from the annual meeting.)

Plenary Sessions

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Keynote Address: Geriatric Medical Education: An Emerging Force and Just in Time
Christine K. Cassel, MD, MACP, President and CEO, ABIM
Dr. Cassel is President and CEO of the American Board of Internal Medicine and the ABIM Foundation, and a leading expert in geriatric medicine, medical ethics and quality of care. Recently, she was appointed to President Barack Obama's Council of Advisors on Science and Technology (PCAST).

Developing High-Quality Multiple-Choice Questions to Assess Application of Knowledge using Patient Vignettes
Kathy Holtzman, National Board of Medical Examiners
Aggie Butler, PhD, National Board of Medical Examiners
Writing good multiple-choice questions (MCQs) can be difficult. MCQs often contain technical flaws that provide an advantage to “test-wise” examinees, and they sometimes focus on content that is relatively unimportant from clinical and life-long learning perspectives. This item-writing workshop focuses on preparing and reviewing MCQs that assess application of clinical knowledge in patient care situations, rather than just recall of isolated facts.

Internal Medicine & Family Medicine Competencies
Brent Williams, MD, University of Michigan, Cohort I
At the 2008 Reynolds Grantee 7th Annual Meeting in St. Louis, you were asked to complete a short survey on the IM-FM competencies. Dr. Williams will present an update on progress that has taken since.

Emergency Medicine Competencies
Eve Losman, MD, University of Michigan, Cohort I
Dr. Losman will provide an update on the Emergency Medicine geriatric competencies.

10/2 ABIM Meeting on IOM Recommendation 4.2
Rosanne M. Leipzig, MD, PhD, Mount Sinai School of Medicine, FD~AGE
On October 2, 2009, ABIM convened a summit meeting on implementing the Institute of Medicine workforce competency recommendation in care of older adults for medical student training, licensure and certification activities. Dr. Leipzig will provide a synopsis of the meeting.

Geriatrics Assessment Instruments
Anne Fabiny, MD, Harvard University, Cohort III
David Reuben, MD, University of California at Los Angeles, FD~AGE
Dr. Anne Fabiny will provide an update on the project that is currently underway to evaluate the current state of the art in medical student (and ultimately resident) geriatrics practice assessment tools – the POGOe Evaluators' Toolbox Project. Dr. David Reuben will provide a brief overview of a learner assessment program at the medical schools within the University of California system and the correlation between the two projects.

AAMC GQ– 2nd year data
Paul Eleazer, MD, University of South Carolina, Cohort I
Darryl Wieland, PhD, MPH, University of South Carolina, Cohort I
In 2008, the AAMC agreed to a pilot changing the content of the eight 'geriatrics' items to reflect some of the new medical student competencies. Drs. Wieland and Eleazer will review these changes and provide aggregated results for 2007, 2008 and 2009, honing in on the baseline data (pre-release of the competencies) and Reynolds v. non-Reynolds SOMs’ results.

Elder Workforce Alliance
Nancy Lundebjerg, MPA, American Geriatrics Society
The Eldercare Workforce Alliance is a group of 29 national organizations, joined together to address the immediate and future workforce crisis in caring for an aging America. Formed in response to the IOM's report, the Eldercare Workforce Alliance represents consumers, family caregivers, the direct-care workforce, and healthcare professionals. Ms. Lundebjerg will discuss how the Eldercare Workforce Alliance is addressing our nation's worsening eldercare crisis by proposing practical solutions to strengthen our workforce and improve the quality of care.

POGOe
Josh Denny, MD, Vanderbilt University, Cohort III
Rainier Soriano, MD, Mount Sinai School of Medicine, FD~AGE
The Portal of Geriatric Online Education (POGOe) has undergone yet another year of growth and transformation. During this session, Drs. Denny and Soriano will update the participants about new POGOe initiatives.

Evaluation of Learner Performance
Eric S. Holmboe, MD, American Board of Internal Medicine
Dr. Holmboe is a Senior Vice President for Quality Research and Academic Affairs at the American Board of Internal Medicine and an expert in interventions to improve quality of care and methods to evaluate physician performance. Identifying competencies is just the first step in competency-based education and training. In order for this to be meaningful, key behaviors (i.e. what would faculty have to see or hear) must be defined for each competency and then what connotes satisfactory and unsatisfactory performance within that competency must be defined. The ultimate goal of the session is to get the participants on a "shared mental model" and thus be more accurate in their rating and judgment of learner performance. This session will be tied to how to assess the new Internal Medicine/Family Medicine competencies.

Engaging Practicing Physicians in Geriatrics
Mark Supiano, MD, University of Utah, Cohort III
Glenda Westmoreland, MD, PhD, Indiana University, Cohort II
Zaldy Tan, MD, MPH, Harvard University, Cohort III
This presentation will highlight the innovative approaches three Reynolds programs have taken to address delivery of geriatric education to practicing physicians.

Life after Reynolds
Jan Busby-Whitehead, MD, University of North Carolina, Cohort II
Paul Eleazer, MD, University of South Carolina, Cohort I
Carla Herman, MD, MPH, University of New Mexico, Cohort II
Rani Snyder, MPA, Donald W. Reynolds Foundation
This session will provide participants with viewpoints from three different former grantees on sustaining their successful programs, and how this funding led to new projects and opportunities. How the visibility of the Reynolds Programs allows for new momentum and partnerships to develop in medical education, interdisciplinary programs and other funding opportunities.

Skills Development Sessions

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Student Oral Presentations
Linda DeCherrie, MD, & Rainier Soriano, MD, MSSM, FD~AGE

Teaching Clinical Reasoning
Chris Durso, MD, Johns Hopkins University, FD~AGE

Platform Skills
Carmel B. Dyer, MD, University of Texas Health Science Center at Houston, Cohort IV

Giving Effective Feedback
Helen Fernandez,MD, MPH, MSSM, FD~AGE, & Nathan Flacker, MD, Emory University, Cohort II

Advocacy 101
Nancy Lundebjerg, MPA, AGS, & Paul Eleazer, MD, University of South Carolina, Cohort I

Cross Cultural Communication
Jerry C. Johnson, MD, University of Pennsylvania, Cohort IV

Calculating and evaluating the “dose” of geriatrics at your institution
Richard W. Besdine, MD, Renée Shield, PhD, & Lynn McNicoll, MD, Brown University, Cohort III

Resources for clinical questions: Evidence-based Approach
Carol Howe, MD, MLS, University of Arizona, Cohort III

Teaching Clinical Reasoning
Lisa Granville, MD, & Ken Brummel-Smith, MD, Florida State University, Cohort III

Time Management
Mark Supiano, MD, University of Utah, Cohort III

Promoting Clinician Educators
Dan Swagerty, MD, MPH, University of Kansas, Cohort III

Negotiating
Laurie G. Jacobs, MD, Albert Einstein, Cohort III

Team Building Skills
Cherie Brunker, MD, & Nanci McLesky, RN, University of Utah, Cohort III

Workshop Sessions

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Engaging Medical and Surgical Specialties in Geriatrics
John Burton, MD, Johns Hopkins University, FD~AGE
Paul Eleazer, MD, University of South Carolina, Cohort I
Jane Potter, MD, University of Nebraska, Cohort I
Nancy Lundebjerg, MPA, AGS
Participants will discuss strategies for forging, building and sustaining partnerships between geriatric, medical, and surgical specialists to integrate geriatrics into their training.

Building for Tomorrow: The development of inter-professional student aging interest groups
Edward Vandenberg, MD, University of Nebraska, Cohort I
Due to the complexity of geriatric care, high quality, comprehensive care is best provided by inter-professional teams. But, inter-professional teamwork is not a focus in most profession's training. Inter-professional student aging interest groups are one mechanism to begin the formation of effective team members. During this working group session, participants will be asked to share their experiences in developing inter-professional student aging interest groups.

How to Incorporate Medical Student Competencies into Existing Curriculum: Falls, Balance & Gait Domain
Lisa Granville, MD, Florida State University, Cohort III
Using a lifespan approach allows broader opportunity to integrate ideas and reinforce the desired behaviors. Subsequently one can point out why using these skills has added value in a geriatric population. During this session the participants will concentrate on the Falls, Balance, & Gait domain and give detailed ideas drawing from their own experiences of how to teach over the 4 years of Undergraduate Medical Education, as well as discuss the existing courses/clerkships across schools and how to slip in meaningful messages throughout the curriculum. At the end of the session participants will create a list of possible places where these competencies can be taught and how these competencies can be integrated, so that other schools can pick-up on the lessons learned and implement in their home institutions.

Teaching About Elder Abuse
Laurie Jacobs, MD, Albert Einstein College of Medicine, Cohort III
Laura Mosqueda, MD, FAAFP, AGSF, University of California, Irvine School of Medicine , Cohort IV
Carmel B. Dyer, MD, University of Texas Health Science Center at Houston, Cohort IV
During this workshop participants will discuss best methods in teaching students/residents/clinicians how to recognize, diagnose, properly document the findings, report to authorities, and intervene in cases of elder mistreatment.

Palliative Care and Geriatrics - Coexisting without losing identity
Christine S. Ritchie, MD, MSPH, University of Alabama at Birmingham, Cohort IV
During this session the participants will discuss opportunities and concerns about the relationship between geriatrics and palliative care. How might the two fields go forward as partners to improve patient care?

Evaluators’ Toolbox
Anne Fabiny, MD, Harvard University, Cohort III
Participants in this session will learn about and provide input into the development of a standardized, multi-site, learner assessment program at the medical schools within the University of California system. Preliminary planning has taken place and details will be provided. During this session action steps will be determined to move the project into its next phase.

Report writing/Grantsmanship
Karen Sauvigne, MA, Mount Sinai School of Medicine, FD~AGE
During this session the participants will discuss writing progress reports and grant proposals, both of which can be very challenging to frame. Where do you begin? What format do you follow? What information should you include? This session will outline the proposal basics.

Fracture Management: New Models for Inpatient Geriatrics
Robert McCann, MD, Daniel Mendelson, MD, University of Rochester, Cohort I
Kyle Moylan, MD, University of Missouri, Cohort II
William Moran, MD, Medical University of South Carolina, Cohort IV
Building upon the fracture management pathways developed and implemented at University of Rochester, University of Missouri and Medical University of South Carolina, participants will discuss various approaches to logistics, benefits, and challenges of developing new collaborative approaches to inpatient geriatrics.

Teaching IM-FM Ambulatory Competencies
Nathan Flacker, MD, Emory University, Cohort II
Ronnie LoFaso, MD, Cornell University, Cohort I
Linda DeCherrie, MD, Mount Sinai School of Medicine, FD~AGE
Denise Brooks, MS, University of Utah, Cohort III
During this workshop participants will discuss the new IM/FM residency ambulatory competencies (falls, bowel and bladder dysfunction, high safety risk, and individualized screening recommendations) specifically we will brainstorm to develop and share ideas about how to teach these topics and what settings they can be best taught.

How to Incorporate Medical Student Competencies into Existing Curriculum: Cognitive and Behavioral Disorders Domain
Lisa Granville, MD, Florida State University, Cohort III
Using a lifespan approach allows broader opportunity to integrate ideas and reinforce the desired behaviors. Subsequently one can point out why using these skills has added value in a geriatric population. During this session the participants will concentrate on the Cognitive and Behavioral Disorders domain and give detailed ideas drawing from their own experiences of how to teach over the 4 years of Undergraduate Medical Education, as well as discuss the existing courses/clerkships across schools and how to slip in meaningful messages throughout the curriculum. By the end of the sessions participants will create a list of possible places where these competencies can be taught and how these competencies can be integrated, so that schools without Geriatrics can pick-up from the lessons learned and implement in their home institutions.

Narrative Medicine: Novel Strategies to Improve Patient Care and Geriatrics Education
Louise Aronson, MD MFA, University of California, San Francisco, Cohort III
Bryan Struck, MD, University of Oklahoma Health Science Center, Reynolds Department of Geriatrics
Narrative Medicine is medicine practiced with the competence to recognize, absorb, interpret and be moved by stories of illness. It places the patient at the center of the clinical encounter and helps the provider understand the patient’s unique experience, needs, choices and beliefs. During this session the participants will discuss ways to integrate narrative medicine at their home institutions both to elicit healthcare goals, values and priorities and as a teaching tool.

Virtual Patients and Simulations in Geriatric Education
Coco Ruiz, MD, University of Miami, Cohort II
Sarah McGee, MD, University of Massachusetts, Cohort IV
Paul Mulhausen, MD, University of Iowa, Cohort I
Zaldy Tan, MD, MPH, Harvard University, Cohort III
Simulation technology could offer many benefits to professional and public education in geriatrics. Simulation by itself provides an opportunity for teaching, practicing, and maintaining skills with no threats to patient safety. During this workshop, the presenters will discuss the role of the geriatrics educator in simulation, faculty development issues and two innovative examples of desktop simulation: virtual patients and virtual worlds. Virtual patients are case-based computer programs that simulate real-life clinical scenarios in which the learner acts as a health care professional obtaining a history and physical exam and making diagnostic and therapeutic decisions. Virtual worlds, on the other hand, are computer-generated simulated 3D environments that allow users to live in and interact via avatars. Virtual worlds offer an immersive, rich experience allowing users to build their own world, interact with this simulated world and with other participants in the experience. Geriatrics educators have been using these simulation modalities for teaching, learning and assessment activities. The role of simulation in geriatric education will continue to grow and is applicable to undergraduate, graduate, and continuing medical education efforts.

Building Academic Resume for Non-faculty
Suzanne Baker, Florida State University, Cohort III
The trade off for having worked in a variety of places and in a variety of capacities on a variety of grants is becoming the “jack of all trades”. However, this trade off comes with a challenge of making your resume look cohesive. During this workshop session, coordinators will be presented with several ways of putting together a solid resume and be able to discuss best strategies for writing their own.

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