Each year, the grantees of the Donald W. Reynolds Foundation meet to share the work that they have accomplished. They showcase several different products in the annual Marketplace at the meeting, products that are complete and ready to use in the classroom as well as products that are still in production. Many of the schools choose one of their completed products to enter into the Product of the Year contest.
The following is a list of the entries into the contest at the 2012 Reynolds Meeting (October 22 - 24, 2012). The list is alphabetical and arranged by grant cohort. To view the product on POGOe, click the product name.
Medical Student's as teacher's in extended care (MedTEC) - by Amanda Lathia
A pocket card on levels of care and pre and post test/survey.
Medical University of South Carolina College of Medicine
MUSC Aging Q3 Mobile APP - by Justin Marsden
Almost 2/3 of all people 25-34 years old have smartphones. A smartphone is a mobile phone with computer-like features that can include e-mail, an internet browser, a personal organizer, a touch screen or a keyboard. With the Aging Q3 APP, you can access "on the go" teaching tools and materials on geriatric medicine from your mobile device. Educators and trainees can find links to topic-related evidence-based literature and clinical teaching tools helpful during educational and patient care encounters. The content is comprised of curriculum-developed and evidence-based facts collected in the MUSC Aging Q3 Program, supported by the D.W. Reynolds Foundation. The Aging Q3 Mobile App is designed for use on all mobile devices including iPads, Tablets, iPhones, and Android phones, and provides easier organization of aging-related materials with quick and easy access.
University of California, Irvine, School of Medicine
Clinical Care from the Patient Perspective (CCPP) Experience - by Gibbs
The CCPP is an inter-professinal learning exercise for medical students designed to promote awareness of the patient’s experience during an ambulatory patient visit.
University of Massachusetts Medical School
Care of the Older Adult in the Home: Flexible Clinical Experience - by Erika Oleson
The week long elective rotation for the third year medical student provides an introduction to the care of the older adult provided in the home. Medical students go on home visits with a geriatrician and geriatric nurse practitioner. Students also experience a home visit with elder protective services and other members of the interdisciplinary 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.
University of Medicine and Dentistry of New Jersey
CampER: The Case of Mrs. Jane Simon - by Scali
Elderly patients frequently present in the Emergency Department with altered mental status. However, ED physicians fail to recognize delirium 70% of the time, which leads to poor patient outcomes. The case of Mrs. Jane Simon was developed to address this deficiency. Designed for upper level residents and attending faculty, the case assesses recognition of delirium, understanding of its multifactorial etiology, and appropriate nonpharmacologic and pharmacologic management in an elderly woman with hypoactive delirium.
University of North Texas Health Science Center
(KBIT) Knowledge Based Inference Tool (Differential Diagnosis Tutorial) Dementia, Delirium, Incontinence, Dizziness, Syncope, Weight Loss, and Acute Mental Status Change - by Frank Papa, Jennifer Heffernan, Reynolds GET-IT Program
Web-Based Differential Diagnosis Training Program
University of Texas Medical School at Houston
Caring across the Continuum: A Virtual Aging Patient Experience - by Nasiya Ahmed, Jennifer Larson, Kathleen Murphy, Linh Nuguyen, Sharon Ostwald
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. 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. The self-paced case studies contain video animation, an interactive electronic medical record, Geriatric Gems and Palliative Pearls, natural language processing and evidence-based expert explanations. Evaluative tools include a pre and post quiz and natural language short answer and essay questions.
University of Texas Southwestern Medical Center
SAGE: Urinary Incontinence in the Elderly - by Philippe Zimmern
Online interactive animated and narrated self-directed module designed for first to fourth year medical students about the effects of urinary incontinence on the elderly. Focus is on the anatomy and physiology of the continence mechanism, discusses the age-related changes in the anatomy and physiology of the lower urinary tract which increase the risk of urinary incontinence, evaluation, diagnosis, treatment, management, and clinical cases.
Wake Forest University School of Medicine
SAFE: The Safe Admissions For Elders App - by Franklin Watkins and Julie Williams
The SAFE App is an educational app intended for use by medical students and residents on their inpatient rotations. SAFE App addresses the processes of hospital admission and effective discharge planning for optimal transitions of care for older adult patients. The app also provides practical, just-in-time instruction in recognizing and managing common geriatric syndromes, symptoms and hazards of hospitalization.
Albert Einstein College of Medicine of Yeshiva University
Cognitive Screening and Functional Assessment OSCE - by Claudene George and Amy Ehrlich
A comprehensive guide with instructional materials for a Objective Structured Clinical Examination
Texas Tech University Health Sciences Center School of Medicine
Medcast Geriatrics Step1 Test Prep Series - by Betsy Goebel Jones and Andrew Dentino
A series of videos created by second-year medical studentsbased on USMLE Sample Exam questions that have geriatrics content and patient vignettes
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 1 - COPD in the Sauna
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 2 - A Fast Fasting
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 3 - Saturday Night Shiver
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 4 - ACEing the Diagnosis
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 5 - Metabolic Disturbances
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 6 - Don't Go Blocking My Heart
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 7 - Mission Possible: Aspirin Toxicity
Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 8 - M Spikes are a Pain in the Back
University of Arizona College of Medicine
Interprofessional Senior Mentor Program- by M. Jane Mohler, MPH, PhD ; Lisa O'Neill, MPH; Mindy Fain, MD (College of Medicine, University of Arizona)
This mentored program builds on traditional medical-student centered Senior Mentor Programs - increasing student exposure to health older adults by allowing them to get to know an older adult in a non-clinical environment - and brings together health sciences students (MS 1,2 , nursing, social work, pharmacy, public health, research scientists) into an integrated, interprofessional (IP) program. This non-credit one-semester course pairs each student with a health 65+ year-old community-dwelling adult, and a small IP team. The student-mentor meet 3 times for a life review, resilience and QOL assessments, and a shared activity. The IP team meets for a faculty-facilitated IP case-based discussion. Other assignments include readings, reflections and assessments.
University of California, San Francisco, School of Medicine
ePrognosis - Estimating Prognosis for Elders - by Sei Lee, Alex Smith, Eric Widers, Lindsey Yourman, Mara Schonberg, Cyrus Anhalt
ePrognosis is a repository of validated geriatric prognostic indices for application in clinical and educational settings. The prognostic indices used in ePrognosis are derived from a systematic review of the literature, published by our group in
University of Kansas School of Medicine
Geriatric Neurology Web Module for Third-Year Neurology Clerkship - by Heather Anderson and Mary McDonald
This web-module series was created for third-year medical students on the neurology clerkship to teach them about ten geriatric neurology topics: Parkinson's disease, stroke, dementia, delirium, peripheral neuropathy, neck/back pain, sleep disorders, temporal arteritis, cranial nerve disorders, and localization of a lesion. A case and post-module questions are provided for each topic.
University of Utah School of Medicine
Medicare Hospice Benefit card game - by Shaida Brandon
A card game to assess and reinforce residents understanding of the Medicare Hospice Benefit coverage and regulations
Vanderbilt University School of Medicine
Geri-ConsultWiz 2.0: An Educational Intervention Using “Just-in-Time Learning” in Computer Orders - by Laurence Solberg
Geri-ConsultWiz 2.0 is an educational intervention project based in the Wiz Order Computerized Provider Order Entry program. Geri-ConsultWiz 2.0 introduces an educational intervention providing new “just-in-time” clinical education modules that allow medical learners at all levels to easily access and review consultation-relevant content for common geriatric syndromes. Geriatric syndromes covered include Delirium, Dementia, Depression, Falls, Failure to Thrive, Fractures/Osteoporosis, and Polypharmacy. The “just-in-time” learning consists of summarized information from the medical literature and from online authoritative guideline sources describing a brief background of the syndrome, pharmacologic treatments, non-pharmacologic treatments, and laboratory tests to order. This will extend the personal teaching in geriatrics that is provided to trainees and to consult referring providers through the Consultation Service.
The Warren Alpert Medical School of Brown University
Cadaver Treasure Hunt: Introducing Geriatrics Concepts in the Anatomy Class. JAGS 2012;60:962-6. - by Lynn McNicoll
Boston University School of Medicine
Chief Resident Immersion Training (CRIT) program
Emory University School of Medicine
Incorporating Best Practices in the Care of the Hospitalized Geriatric Patient, an M4 curriculum - by Ugochi Ohuabunwa and Jonathan Flacker
Small group workshop which allows medical students in their clinical years to become familiar with optimal care practices for older hospitalized adults.
Indiana University School of Medicine
Interdisciplinary Team Training for Learners on an Acute Care for Elders (ACE) Consultation Service - Ella Bowman, Arif Nazir, Todd James and Glenda Westmoreland
This tool is a double-sided pocket card intended to familiarize various learners with the many different functional impairments with which hospitalized elderly patients are vulnerable. Specifically, the tool includes a set of twelve critically important areas which should receive thoughtful consideration when performing an inpatient geriatrics consultation, as well as a subset of questions for each area of functional impairment which should be sequentially addressed. This tool was developed in conjunction with the interdisciplinary team members on a well established Acute Care for Elders Consult Service in an urban, academic safety-net setting (Wishard Memorial Hospital, Indianapolis, IN), with the secondary goal of assisting learners in identifying the roles of each member of the ACE interdisciplinary team and using these team members to help answer the questions on the pocket card when the team meets to discuss the patient. While this pocket card intends to provide the foundational elements of care recommended in most patients who receive ACE consultation, there clearly may be other appropriate recommendations to apply as every patient is a unique individual, and this card is furthermore applicable to any inpatient setting where care is delivered to the elderly, with or without the presence of an ACE team.
University of Cincinnati College of Medicine
Longitudinal Team Care of Alzheimer's Disease - by Rocky Ellis, Barbara Tobias, Mandi Sehgal, Gregg Warshaw
Medical students evaluate a patient with early stage AD and her daughter, with the assistance of an interprofessional team, and care for the patient as the disease progresses over five years during the 4-week clerkship. Includes SP experience and email correspondence with caregivers.
University of Miami Leonard M. Miller School of Medicine
Choosing the appropriate assistive device: A card sorting activity - by Rose van Zuilen, Osvaldo Rodriguez, Miguel Paniagua and Michael Mintzer
This 30-40 minute instructional activity is designed for small groups of medical trainees (6-8) to apply basic information learned about assistive devices. Although this session is intended for learners who have received some preliminary instruction on assistive devices, it can be modified readily to be the primary instructional modality for learners who have had little previous exposure. This interactive teaching activity uses a card sorting format in which participants are given a set of cards, each containing a different patient scenario, and are asked to match each card with one of seven assistive devices displayed on a table. Once the matches are complete, participants discuss the rationale for their matches and with input from the group members, make needed changes. The facilitator encourages further group discussion to clarify any misconceptions or mismatches. Key points about the use of assistive devices and common mistakes in their use are reinforced.
University of Missouri School of Medicine
R3 Checkout Document - by Kristen Deane
A list of items to facilitate transition of elderly patients from graduating R3 to new resident.
University of North Carolina at Chapel Hill School of Medicine
Alliance for Geriatric Education in Specialties Curriculum - by Jan Busby-Whitehead
The Alliance for Geriatrics Education in Specialties (AGES) consists of 8 interactive core curriculum modules: iatrogenic injury, delirium, dementia, polypharmacy, transitions of care, basics of geriatrics assessment and levels of care, physiology of aging, palliative care communication and medications. These 8 modules have been designed to teach specialty faculty, at all levels of their career, how to increase effectiveness and quality of care for their older adult patients. In 2009, the University of North Carolina School of Medicine at Chapel Hill conducted a needs assessment to evaluate the potential for improvement of UNC Healthcare System specialty/subspecialty faculty regarding geriatrics care through training. Based on the assessment results, the AGES curriculum was developed, implemented, evaluated, and now available for use through POGOe. The AGES curriculum can be taught as an entire course or each module can be taught as a separate training session. The UNC Healthcare System is currently using all 8 modules for training its non-geriatrician specialty faculty. Each of the 8 module PowerPoint presentations will take approximately 60 minutes per training session. *This curriculum may also be applicable to internists and family medicine practitioners.
Medical College of Wisconsin
Geriatrics Education Team (GET) Competency-Based Needs Assessment - by Deb Simpson and Kathryn Denson
With the introduction of the Accreditation Council for Graduate Medical Education’s (ACGME) new outcomes-based evaluation system, future physicians’ performance will be measured based on specialty-specific competencies. Residency and fellowship programs will be required to identity curriculum gaps, then revitalize/redesign the educational methods and content to meet required competencies. But as a first step, how do we identity those curriculum gaps, particularly in geriatrics Designed as a faculty development tool, this brief “how-to” instructor’s guide highlights how to design a needs assessment framed around specific program ACGME competencies or “milestones” (e.g., patient care, medical decision making, patient-centered communication). This multi-purpose tool contains recommened data sources to consider in your needs assessment, and then, demonstrates how to incorporate that information into a resident/faculty survey to narrow down and identify specific, performance-based “entrustable professional activities (EPAs) gaps. The tool includes examples of EPA surveys that have been used by three specialties (e.g., Cardiology, Emergency Medicine, and Ophthalmology).
University of Hawaii, John A. Burns School of Medicine
Primer on Medical Directorship in the Nursing Home - by Wen, Aida
Seven sessions that provide a framework for the roles and responsibilities of the nursing home medical director
University of Iowa Roy J. and Lucille A. Carver College of Medicine
Improving Antipsychotic Appropriateness in Dementia Patients - by Ryan Carnahan
This website includes information and resources to help clinicians, providers, and consumers better understand how to manage problem behaviors and psychosis in people with dementia using evidence-based approaches. This includes brief lectures, written content, quick reference guides for clinicians and providers, and information for families or patients on the risks and benefits of antipsychotics for people with dementia (a.k.a. Alzheimer’s disease and others). You can also request laminated quick reference guides to use in your practice, which can help you put the strategies you learn about into action.
University of Nebraska College of Medicine
Improving Patient Safety: Root Cause Analysis Training for Fourth Year Interns - by Jonathan D. Fullner, M4; Katherine J. Jones, PT, PhD; William Lyons, MD; Debra E. Mostek, MD; Jane F. Potter, MD
The student will know when and how to perform a root cause analysis to identify system sources of error.
Yale University School of Medicine
Geriatric Competency Evaluation Instrument - by Lisa Walke and Michael Green
In keeping with competency-based education, we sought to develop an instrument based on developmental milestones in geriatrics competencies. Such iconic developmental narratives have been shown to discriminate among trainees better than numerical scales and offer more meaningful formative information for feedback. We began by articulating 4 overarching competencies based on the objectives of a geriatrics rotation, including “perform geriatric assessment,” “negotiate goals of care,” “oversee care transitions,” and “work in interprofessional teams.” We then engaged the geriatrics faculty and fellows in an exercise to generate language for 5 developmental milestones for each competency. They filled in grids with milestones representing “unsatisfactory,” 2 levels of “developing competency,” “competent,” and “proficient” levels. We then collated, summarized, and edited the responses to create milestones for the final instrument. We also mapped the geriatrics competencies to the corresponding ACGME general and AGS-ABFM-SGIM geriatrics competencies for residents.