The Portal of Geriatrics Online Education

Family Medicine

An Interprofessional Curriculum for Healthcare Providers Promoting Safety in Transitions of Care

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
2
Abstract: 

The transition of patients to other settings of care requires input from multiple members of the healthcare team to ensure safe transitions.  Interprofessional collaborative practice has been described as key to safe, high quality, accessible, patient-centered care. Effective team based care is best obtained when members of the healthcare team understand their roles and how to collaborate and coordinate activities with other team members. We developed an interprofessional curriculum aimed at improving role understanding, communication and collaboration in care delivery while promoting patient safety during transitions of care.  The curriculum addresses the 4 competency domains of interprofessional collaborative practice including Values/Ethics for Interprofessional Practice; Roles/Responsibilities; Interprofessional Communication; Teams and Teamwork.

Using a multimodal approach, the curriculum is delivered through: 

  1. Didactics at the ongoing hospital inter-professional conferences.
  2. Small group sessions with case studies, video play and role play during inpatient unit interdisciplinary meetings. 
  3. A web based CBL module to be completed by hospital staff at the already existent mandatory annual training of hospital staff and orientation of new staff.
  4. A discharge process checklist distributed to the staff and also incorporated into the hospital electronic medical records. 

Educational objectives: 

After this session, you will be able to:

  1. Define the role of each member of the healthcare team in the discharge process,
  2. Describe team based collaboration in discharge care.
  3. Describe the most important elements of patient and provider communication at       discharge.
  4. Define components of comprehensive pre-discharge assessment of patients.
  5. Assess patients for appropriate discharge locations.
  6. Describe the process of efficient and effective care coordination that will ensure seamless transition of patients to other care settings. 
Contact Person/Corresponding Author:



Suggested Citation:
An Interprofessional Curriculum for Healthcare Providers Promoting Safety in Transitions of Care. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
3
Abstract: 

Interprofessional education (IPE) occurs when students/trainees of two or more healthcare professions engage in learning with, from, and about each other, and is viewed as a primary mechanism through which to improve interprofessional teamwork and the quality and safety of patient care. This Interprofessional Standardized Patient Exercise (ISPE) was created to provide health professions students with a structured learning experience working within an interprofessional health care team. The case of “Elsie Smith” involves multiple complex chronic medical conditions in an older adult with many needs and limited resources. It highlights the need to address medical, functional status, and social domains, among others, and accordingly is designed to be relevant to many health professions. It can easily be adapted according to the types of health professions students available. At our University, participants were from seven schools or programs: dentistry, medicine, nursing, nutrition, pharmacy, physical therapy, and social work. All students were in their 3rd or 4th year, except for the nurse practitioner and social work students, who were in their 2nd year of training, and dieticians completing a one year internship. Students work in interprofessional teams to interview the standardized patient and create an integrated, comprehensive patient care plan. Faculty facilitators from participating schools/programs observe the students and lead debriefing sessions.

Educational objectives: 
  1. Students will demonstrate the ability to effectively communicate and collaborate with students from other health professions.
  2. Students will demonstrate the ability to efficiently interview and assess a patient with multiple chronic illnesses, showing sensitivity to a patient’s personal needs and resources.
  3. Students will develop a comprehensive care plan in collaboration with other health professions students to meet the patient’s healthcare needs.
  4. Students will describe the role of other healthcare professionals in caring for a patient with multiple chronic illnesses.
Additional information/Special implementation requirements or guidelines: 

This material was initally posted on MedEdPORTAL:

Rivera J, Yukawa M, Hyde S, Fitzsimmons A, Christman J, Gahbauer A, Scheid A, Wamsley M. Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”. MedEdPORTAL; 2013. 

www.mededportal.org/publication/9507

Publications from, presentations from, and/or citations to this product: 
Date posted: 
Wed, 09/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 03/22/2018
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Standardized Patient Exercise (ISPE): The Case of “Elsie Smith”. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Elder Care A Resource for Interprofessional Providers: Anti-TNF Agents for Inflammatory Bowel Disease in Older Adults

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Anti-TNF Agents for Inflammatory Bowel Disease in Older Adults is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 
  1. Describe how the course of inflammatory bowel disease differs in older vs younger patients
  2. Identify the two main safety concerns when treating patients with biologic agents (TNF inhibitors)
  3. Name two infections for which patients should be tested prior to therapy with biologic agents
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as:

  1. Content is not changed,
  2. No one is charged a fee to use or read the publication,
  3. Authors and their affiliated institutions are noted without change, and
  4. The reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."
Publications from, presentations from, and/or citations to this product: 

The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.    

Date posted: 
Mon, 12/10/2018
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 05/21/2018
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care A Resource for Interprofessional Providers: Anti-TNF Agents for Inflammatory Bowel Disease in Older Adults. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/201

Elder Care A Resource for Interprofessional Providers: Spiritual Needs of Hospitalized Older Adults

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Spiritual Needs of Hospitalized Older Adults  is one of a continuing series of practical, evidence based, Provider Fact Sheets which summarize key geriatric topics and provide clinically useful assessments and interventions. Initially developed for remote, rural clinical sites, they are useful for students and health care professionals from many fields and across a very broad range of health care settings.

Educational objectives: 

After reading this issue of Elder Care, you should be able to…

  1. Explain the difference between religion and spirituality
  2. Name the four sub-dimensions of spirituality outlined in the Spiritual Needs Model
  3. Identify questions that can be used to assess spiritual needs in each of those sub-dimensions
Additional information/Special implementation requirements or guidelines: 

Subscribers to POGOe are free to reprint Elder Care on their own stationery or in other publications without obtaining specific permission, so long as:

  1. Content is not changed,
  2. No one is charged a fee to use or read the publication,
  3. Authors and their affiliated institutions are noted without change, and
  4. The reprint includes the following statement: “Reprinted courtesy of the Arizona Reynolds Program of Applied Geriatrics and the Arizona Geriatric Education Center."
Publications from, presentations from, and/or citations to this product: 

The Elder Care provider sheets are occasionally published in the Arizona Geriatrics Society Journal, which is published twice yearly.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.   

Date posted: 
Wed, 07/17/2019
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 06/25/2019
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care A Resource for Interprofessional Providers: Spiritual Needs of Hospitalized Older Adults. POGOe - Portal of Geriatrics Online Education; 2019 Available from: https://pogoe.org/taxonomy/term/201

Wake GPS Quality Improvement Project Handbook

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

This handbook was developed for the Geriatrics Principles for Specialists (GPS) Program of Wake Forest School of Medicine.  In order to facilitate improvements in clinical care of older adult patients, it provides an overview of key steps for the development, implementation, and evaluation of quality improvement (QI) projects by graduate medical learners (i.e., residents and fellows) and faculty members. For each given step, the handbook reviews the associated purpose, content, and deliverables, and provides links or citations to additional learning resources.  The handbook is available in both PDF and ePub versions.

Educational objectives: 

The educational objectives of the handbook are to inform learners about:

  1. The model for improvement framework for selecting an improvement target to develop into an actionable project.
  2. The audit and feedback and technique for obtaining data and jump starting system change.
  3. Process mapping the steps to a given outcome.
  4. Assembling a care team to review the project plan.
  5. Planning a test of change using the concept of the PDSA cycle.
  6. Measuring outcomes.
Date posted: 
Wed, 10/01/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/01/2014
Product Viewing Instructions: 
To download the eBook version of the Wake GPS Quality Improvement Handbook, please go to the Wake Geriatrics website.
Contact Person/Corresponding Author:



Suggested Citation:
Wake GPS Quality Improvement Project Handbook. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Advance Care Planning Curriculum

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Learning Resource Type: 
Product Information
Estimated time to complete: 
999
Abstract: 

Advance care planning (ACP) is a critical component of quality end-of-life care, yet there is little formal training in medical school education.  This novel curriculum enables third-year medical students to practice communication skills and build confidence interviewing a patient about advance care planning, personal values and quality of life.  The curriculum consists of: a lecture, readings, demonstration video, and a mock interview with a senior “trained patient.”  Senior, volunteers were recruited from an independent senior building that is part of a retirement community.  "Trained patients" participate in a 1.5-hour training session preparing them for the interview and to evaluate students' clinical interviewing skills. Following the interview, students receive verbal feedback and written assessment of their skills from trained patients. Students also complete a self-assessment of skills survey, attend a debriefing session with faculty, and write a 250-word reflective essay about the encounter.  The Advance Care Planning online module developed by University of North Carolina Chapel Hill, POGOe product #19059, is a recommended component.

Educational objectives: 

After completing this curriculum, learners should be able to:

1. Define and differentiate among types of code status, health care proxies, and advance directives in Illinois.

2. Utilize effective communication techniques in completing an advance directive discussion with a patient.

3. Identify own biases and attitudes toward advance care planning.

Date posted: 
Mon, 09/29/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 09/29/2014
Contact Person/Corresponding Author:



Suggested Citation:
Advance Care Planning Curriculum. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

GeriTeam Communication

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

This app was designed to introduce learners to the outpatient Geriatric health care team, common Geriatric terminology and ways to optimally communicate with team members.

Educational objectives: 
  1. Students will acquire a basic understanding of terminology that is specific to the geriatric practice of medicine.
  2. Students will learn the varieties of multi-disciplinary health care professionals that may be involved in geriatric medicine, the level of education and training they have, and what role they may play in comprehensive geriatric care.
  3. Through case examples, students will learn how a multidisciplinary care team interacts in the dynamic process of care provision for complex geriatric patients.
  4. Students will learn basic communication strategies that minimize conflict and foster collaborative patient-centered care.
Date posted: 
Wed, 10/22/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 10/22/2014
Contact Person/Corresponding Author:



Suggested Citation:
GeriTeam Communication. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying Hypoactive Delirium When Obtaining Procedural Consent

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Fellowship Programs must soon comply with the ACGME's Next Accreditation System (NAS) milestone performance tracking and reporting requirement and consider Entrustable Professional Activities (EPAs) to measure learner performance. At the Medical College of Wisconsin (MCW), geriatricians and cardiologists worked together to create and implement a geriatric cardiology educational OSCE for cardiology fellows. Key curriculum content gaps (hypoactive delirium recognition, use of cognitive assessment tools) were identified through cardiology fellow and faculty knowledge/performance gaps on a needs assessment survey/pretest. Curriculum content was delivered using the Objective Structured Clinical Examination (OSCE) educational/assessment method. Fellows self-assessed their competency level in those EPAs both pre and post OSCE curriculum intervention (Unable to Perform (1) - Teach Others (5)). The curriculum session included the OSCEs station followed by a debriefing session and learner self-evaluation.

This OSCE station may be given alone or combined in a two station OSCE session, with our other geriatric cardiology OSCE titled, "Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals."

This resource, also available on MedEDPortal.

Educational objectives: 
  1. Identify subacute delirium in an undiagnosed early-moderate stage dementia patient
  2. Elicit a history substantiating dementia from the patient and daughter
  3. Recognize delirium using the CAM criteria and tool
  4. Determine decisionality of the patient (non-decisional) in regards to medical decision making
  5. Determine decisionality based on the 3 primary requirements for medical decision making (take in information, apply it to self, express a choice)
  6. Identify the decision-maker in the patient’s care (POAHC—daughter) to obtain consent for the cardiac catheterization procedure

Purpose of OSCE station:

By the conclusion of this session, learners will be able to better provide care to geriatric patients in the ACGME Competency Domains including:

  1. Medical Knowledge: through identification of delirium and potential contributing factors.​
  2. Patient Care: applying knowledge of delirium identification to the process of obtaining informed consent for a cardiac procedure.
Additional information/Special implementation requirements or guidelines: 

​Two standardized patients are required for each OSCE learner case (one geriatric "patient" and one "family member/caregiver"). Examination room to conduct OSCE, either with an examination table or bed for the "patient" and two chairs, one for the "family member/caregiver" and one for the fellow.

Publications from, presentations from, and/or citations to this product: 
Date posted: 
Tue, 08/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying Hypoactive Delirium When Obtaining Procedural Consent. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
1
Abstract: 

Fellowship Programs must soon comply with the ACGME's Next Accreditation System (NAS) Milestone performance tracking and reporting requirement and consider Entrustable Professional Activities (EPAs) to measure fellow performance. At the Medical College of Wisconsin (MCW), geriatricians and cardiologists worked together to create and implement a geriatric cardiology education OSCE for cardiology fellows. Key curriculum content gaps (identifying end stage heart disease, identifying and discussing palliative care goals in cardiac patients), were identified through cardiology fellow and faculty knowledge/performance gaps on a needs assessment survey/pretest. Curriculum content was delivered using the Objective Structured Clinical Examination (OSCE) educational method. Fellows self-assessed their competency level in those EPAs both pre and post OSCE curriculum intervention. The curriculum session included the OSCEs station followed by a debriefing session and learner self-evaluation.

This OSCE station may be given alone or combined in a two station OSCE session, with our other geriatric cardiology OSCE titled, "Geriatric Cardiology OSCE: The Hidden curriculum, Identifying Hypoactive Delirium when Obtaining Procedural Consent."

This resource, also available on MedEDPortal, contains all materials for the geriatric cardiology OSCE regarding end stage heart disease and end of life goal setting, but also contains an additional agenda & timeline and a second evaluation form to be used if the two stations are combined.

Educational objectives: 
  1. Identify end stage cardiac disease in an elderly patient.
  2. Determine the patient’s cognitive and functional capabilities.
  3. Elicit the patient’s goals of care.
  4. Make care recommendations that are consistent with the patient’s life and care goals.

As educators, our goal was to see if the learners were able to recognize that the cardiac disease was at an end stage process, and then follow with an exploration of cognitive, functional and social situations in the context of the patient's goals and wishes to discuss a hospice/palliative care approach. To increase clinical relevance and keep the simulation closer to the reality of clinical care, learners were asked to review the patient's case and discuss plans for his treatment and care. This allows for some learners to make the clinical error of only adjusting medications and suggesting AICD battery replacement if they do not fully assess the patient holistically and delve into their care goals. We believe that this to be a more realistic and powerful way to learn.

Additional information/Special implementation requirements or guidelines: 

This curriculum was successfully implemented in the cardiology fellowship core curriculum but could also be implemented with other levels and types of learners (residents, medical students). Resource limitations may include space and standardized patients.

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

Published first on MedEDPortal

Date posted: 
Tue, 08/26/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/26/2014
Contact Person/Corresponding Author:



Suggested Citation:
Geriatric Cardiology OSCE: The Hidden Curriculum, Identifying End Stage Heart Disease & Clarifying Care Goals. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Dementia & Delirium TBL

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
2
Abstract: 

This program is a team based learning program we use with our third year medical students in our longitudinal integrated curriculum. Both the facilitator and student version are included. The IRAT and GRAT cover broad areas of dementia and delirium including the diagnosis of postoperative delirium in a patient with dementia, interventions to prevent & treat delirium, outcomes of delirium, the pharmacologic treatment of Alzheimer’s disease, distinguishing mild cognitive impairment from Alzheimer’s disease, and the principles of comprehensive care for dementia patients. The application exercise is a case which requires synthesis and analysis as a team and requires considerations in comprehensive care of the patient.

Educational objectives: 

After completing this material you will be able to:

  1. Diagnose postoperative delirium in a patient with dementia.
  2. Describe interventions to prevent & treat delirium.
  3. Describe outcomes of delirium.
  4. Understand the pharmacologic treatment of Alzheimer’s disease.
  5. Differentiate mild cognitive impairment from Alzheimer’s disease.
  6. Apply principles of comprehensive care for dementia patients.
Date posted: 
Mon, 06/13/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 06/13/2016
Contact Person/Corresponding Author:



Suggested Citation:
Dementia & Delirium TBL. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/201

Pages

Subscribe to RSS - Family Medicine