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Care Settings & Models

Web-Based Module to Train and Assess Competency in Systems-Based Practice

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

Purpose of the study: The ACGME competency of systems-based practice seeks to increase residents' understanding of the health care system and to train them in the efficient and effective utilization of resources within this system. We developed an interactive, internet-based 30-minute module to train medical residents in the delivery of optimal care to patients by helping them navigate the complex maze of health care resources and to make transitions of care more seamless. The key curricular components of this training module are: 1) the basic elements of Medicare and Medicaid, 2) the various levels of post-acute hospital care for older patients, and 3) the role of provider-to-provider and provider-to-patient communication in patient transitions of care, including the critical elements of an effective discharge summary. Methods: We created an interactive, animated module based on the story of an older patient who presents to an emergency room with focal weakness after a recent hospital stay. It depicts a common scenario that illustrates the importance of communication in the transition of an older patient from one site of care to another. The vignette has been tailored to be applicable to multidisciplinary trainees. Interactive questions are embedded within the case to emphasize key teaching points while continuing to engage the learners.

Educational objectives: 

Specific learning objectives addressed in this module include: 1) The critical elements of an effective discharge summary. 2) How effective discharge communication improves patient outcomes. 3) Basic features of Medicare and Medicaid. 4) How intensity of interventions and support varies, depending on the site of care.

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

Presented at the 5th Harvard Medical School Medical Education Day, November 7, 2006. 

Eskildsen, M. A. (2010, December). Review of Web-Based Module to Train and Assess Competency in Systems-Based Practice. Journal of the American Geriatrics Society, 58(12), 2412-2413. Also available online.

Date posted: 
Fri, 09/04/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/04/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Web-Based Module to Train and Assess Competency in Systems-Based Practice. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1093

Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q)

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Abstract: 

To meet the goal of strengthening faculty expertise in geriatrics at U.S. Academic Health Centers, four leading geriatrics institutions formed a consortium in July 2004. Supported by a grant from the Donald W. Reynolds Foundation, the consortium has provided geriatric education for non-geriatric faculty to facilitate their ability to teach geriatric principles in their disciplines. A member of the consortium, Johns Hopkins University Division Geriatric Medicine and Gerontology, produced the Geriatrics Clinician-Educator Learning Questionnaire (G-CEL-Q) to assess the self-reflected beliefs and attitudes of non-geriatrician faculty toward teaching in geriatrics as a measure of the impact of a time-shorten intensive course on forming their behavioral intentions to teach in geriatrics. Literature in behavioral science suggests that positive beliefs and attitudes are necessary preconditions in order to produce desired intentions and behaviors. Previous studies in adult and higher education report that intensive course formats can yield effective learning results if participants have positive responses to the course experience. The assessment areas of G-CEL-Q include perceived knowledge (K), perceived value of learning the subject matter for practical use (V), perceived confidence to teach the selected subject areas (C), and interest in learning the skills to teach the selected subject areas (I), which were selected factors associated with the likelihood of developing and implementing a teaching plan in a diverse group of teachers. Since May 2005, the tool has been used for three cohorts of a faculty development program called Donald W. Reynolds Faculty Development to Advance Geriatric Education (FD~AGE) Mini-Fellowship. In a pre-post assessment design, it was useful not only for examining a new educational program's efficacy to enhance beliefs and attitudes of non-geriatrician faculty toward teaching geriatric principles (e.g. pre-post assessment design), but also for identifying areas in which participants would be likely to benefit from mentoring in order to retain and develop their intention to teach and their teaching behaviors after a formal intensive course.

Educational objectives: 

The learner will be able to:

  1. Acquire knowledge and skills on selected geriatric topics.
  2. Teach selected geriatric principles in a discipline area.
Additional information/Special implementation requirements or guidelines: 
  1. Since most faculty are not familiar with non-multiple choice formats, it is recommended to introduce the assessment tool by saying "please indicate your agreement with each statement using a scale between 0-100 % and record this in each box under the four columns."
  2. Approximately 10 minutes are allowed to complete the entire tool.

 

This material was orginally posted on MedEdPORTAL:

Park E, Christmas C, Durso S. Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q). MedEdPORTAL Publications; 2007. Available from: http://dx.doi.org/10.15766/mep_2374-8265.595

 

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

Park E, Christmas C, Schmaltz HN, Durso SC. The experience of adult learners from diverse backgrounds participating in an intensive course on teaching Geriatrics. Paper presented at the 20th International Self-Directed Learning Symposium, Cocoa Beach, FL, USA, February 2006. Christmas C, Park E, Durso SC. An innovative model for teaching non-geriatrician educators: A Mini-Fellowship. Journal of the American Geriatrics Society. 2006;54(4 suppl):S37. Park E, Christmas C, Schmaltz HN, Durso SC. The perceived change of diverse clinician-educators through an intensive course on teaching geriatrics. International Journal of Self-Directed Learning. 2006;3(1):36-51. Christmas C, Park E, Durso SC. Results of an innovative faculty development course to increase teaching of geriatric principles to diverse learners. Journal of the American Geriatrics Society. 2007;55(1 suppl):S9. Park E, Durso SC. Learner autonomy and the Johns Hopkins intensive faculty development program in geriatrics. Journal of the American Geriatrics Society. 2007;55(1 suppl):S62. MedEd Portal

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 08/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
, and . Geriatric Learning Questionnaire for Clinician-Educators (G-CEL-Q). POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1093

Coding 101

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Abstract: 

Coding 101 is an online curriculum designed for residents. The curriculum includes three audio-visual modules and suggested supplementary online resources. While the audiovisual modules can be viewed in any order, they are designed for progressive learning in a suggested viewing order. Each module contains learning objectives for Systems Based Practice, an ACGME general competency. Within each module, learning points are identified for PGY1-3 progressive learning. The first module, Coding Fundamentals, provides an overview of ICD, CPT, HCPCS, and medical necessity rules. The second module, E&M Coding, provides guided examples of outpatient E&M coding using 1995 and 1997 rules. The third module, Beyond the Basics, introduces modifier -25, teaching modifiers -GE/GC, coding for counseling time, preventive care coding, and other miscellaneous topics. Supplementary suggested content allows learners to link to the Medicare 1995/1997 documents, the CMS Evaluation and Management Services Guide, and other coding resources. The overall curriculum is appropriate for any resident, 4th year ambulatory students, fellows, and even faculty. All resources are contained on one webpage. The webpage contains links to the following: Coding 101, Part 1: Coding Fundamentals [original production by Davoren Chick, MD; Coding 101, Part 2: E&M Coding [original production by Davoren Chick, MD]; Coding 101, Part 3: Beyond the Basics [original production by Davoren Chick, MD]; link is provided to the ACP guide to frequently used ICD-9-CM codes; link is provided to a brief overview of HCPCS; link is provided to the Evaluation and Management Services Guide produced by CMS; link is provided to a review of the Medicare IPPE exam by thecodingcenter.org; links are provided to the CMS 1995 and 1997 documentation guidelines for evaluation and management services.

Educational objectives: 

1. Origins and usages of ICD-9-CM codes 2. Origins and usages of CPT codes 3. HCPCS federal codes 4. The medical necessity rule 5. The definition of a "new" patient 6. History E&M key component and its three sub-areas 7. Physical exam E&M key component, with 1995 and 1997 documentation 8. Medical decision making key component and its three sub-areas 9. Documentation rules for new and established outpatients 10. Modifier 25 11. Preventive care coding options, including the IPPE 12. Smoking cessation counseling codes 13. GC and GE teaching modifiers

Additional information/Special implementation requirements or guidelines: 

Because the videos are in Windows Media format, they are best viewed from an Internet Explorer web browser on a PC that has Windows Media Player (WMP). A link is provided to connect learners to the microsoft download center where a free copy of WMP can be accessed for any Windows or Mac system. From standard windows PCs, learners may use the table of contents hotlink bars visible to the left of the video in order to jump to different topics if they desire. Using a Mac or web browsers other than Internet Explorer, learners can view the videos as designed (in a progressive manner) but may not be able to jump between sections using the table of contents bars. In such cases, the forward and backward arrows and sliding bar of WMP still allow learners to repeat or skip sections as desired. For all systems, audio output is required. Audio is best quality using headphones or speakers but is sufficient using only a laptop audio feed. Please note that while the content is not likely to be irrelevant or obsolete in 3-5 years, coding rules do evolve. The material will be updated if necessary but CMS regulations will always be the only legal source for new coding regulations.

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

Internal presentations only. Citation Formats: NLM: Chick D, Coding 101. MedEdPORTAL; 2007. Available from: http://services.aamc.org/jsp/mededportal/retrieveS... APA: Chick, D., (2007). Coding 101. MedEdPORTAL: http://services.aamc.org/jsp/mededportal/retrieveS... MedEd Portal

Date posted: 
Tue, 08/25/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/25/2009
Contact Person/Corresponding Author:



Suggested Citation:
Coding 101. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/1093

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