The Portal of Geriatrics Online Education

Family Medicine

Powerpoint: Medicare, Medicaid and Discharge Planning

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

This is a Powerpoint presentation designed to provide the backbone for a talk to primary care or specialty residents responsible for discharging hospitalized Medicare patients to another level of care. It reviews the available post-acute options (LTACH, AIR, SNF, LTC, home health) and provides just the information on Medicare and Medicaid that are critical to understanding the patient’s options. The presentation includes Medicare financial information and criteria for coverage specific to 2014, and Medicaid information specific to NC, so some modification and updating may be necessary for use in other venues or later years. The presentation can be accomplished in 45 minutes leaving room for questions in a one-hour time block. A decision-tree diagram is included as a handout that can be provided with the talk and provides a succinct summary for future reference.

Educational objectives: 

1. Review a few key elements of Medicare and Medicaid eligibility and benefits

2. Distinguish between Inpatient and Observation status for Medicare patients

3. Be able to clearly state a patient’s discharge needs

4. Know the various discharge options and the key differences between them

5. Apply the criteria for Medicare coverage of various discharge options

Date posted: 
Fri, 10/03/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 10/03/2014
Contact Person/Corresponding Author:



Suggested Citation:
Powerpoint: Medicare, Medicaid and Discharge Planning. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Discharge Planning and Care Transition Curriculum for Interns

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

A discharge planning curriculum for internal medicine and family medicine interns consisting of two parts:

PART I: Five online self-study learning modules on:

  1. Multi-morbidity in Older Adults
  2. Hazards of Hospitalization
  3. Poor Discharge Outcome Risk Assessment
  4. Evidence Based Models of Care Transition
  5. Components of a Quality Discharge Planning

Each module consists of an introduction, learning objectives, pre-quiz, content, conclusion, and references. The online modules will emphasize knowledge and will consist of five learning modules covering the above listed topics. These topics were chosen to provide the broad knowledge base related to hospitalized older adults and their care transitions.

PART II

A live session is conducted utilizing and implementing multiple instructional strategies. This live session is divided into multiple segments or parts. Each segment is conducted utilizing a different instructional strategy and structured to encourage learner participation by incorporating at least one interactive activity:

Instructional Strategies

  • PowerPoint lecture with multiple choice questions and integrated audience response (clickers)
  • Co-teaching and expert panel discussion (incl. a therapist, hospital transition team member, and a social worker)
  • Minute paper (interval self-assessment and reflection on learning)
  • Case-based problem solving

Learning Outcomes

  • Knowledge
  • Skills
  • Attitudes
Educational objectives: 

At the completion of the modules, participants will be able to:

  • Define multi-morbidity and its effects
  • Identify the hazards of hospitalization and measures to prevent or minimize these hazards
  • Identify a medical patients at increased risk of poor outcomes post hospital discharge
  • Identify the components of a successful care transition
  • Identify the benefits of a structured discharge summary

At the end of the Modules and the IMPACT session, the Entrustable Professional Activities (EPA) expected of the interns includes:

  • Formulating a safe discharge plan for an older adult
  • Completing a high quality comprehensive discharge summary

 

Additional information/Special implementation requirements or guidelines: 

Non Indiana University (IU) faculty and students will need a guest account to access the online modules. Instructions on how to create an IU guest account can be found at:  https://kb.iu.edu/d/alqt

To create a guest account go to: https://itaccounts.iu.edu/

After a guest account has been created, send the e-mail address with which you created the guest account to: tociloab@iu.edu and access to the online learning modules will be granted to that e-mail/guest account.

Date posted: 
Mon, 10/06/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/06/2014
Contact Person/Corresponding Author:



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

Chief Resident Workshop in Bad News Communication & Learner Feedback

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

Incoming chief residents from all departments participate in a 90 minutes workshop with the dual objectives of teaching a model for sharing bad news and preparing these physician leaders to give feedback to learners about this important skill.  After reviewing a 6 step model for bad news communication, the chief residents share bad news with standardized patients using two cases of older adults with a new or recurrent cancer diagnosis.  The standardized patients all receive training about the workshop's objectives in a separate session prior to the workshop.  After communicating with the standardized patient, the chief resident receives feedback from the patient, a trained faculty small group facilitator and 1-2 other chief residents.  After both cases are completed, the chief residents gather for a large group discussion about the challenges and opportunities in providing feedback to learners about sensitive topics.  This workshop has been conducted for the past three years, and has received positive evaluations from the participating physicians and the school's Graduate Medical Education Office.

Educational objectives: 
  1. Recognize bad news communication as a core physician skill
  2. Understand the 6 basic steps used to initially deliver bad news
  3. Practice giving feedback to a resident whom delivered bad news
  4. Identify & discuss challenges of providing feedback about a sensitive topic
Date posted: 
Thu, 10/02/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 10/02/2014
Contact Person/Corresponding Author:



Suggested Citation:
Chief Resident Workshop in Bad News Communication & Learner Feedback. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/201

Elder Care A Resource for Interprofessional Providers: Osteoporosis: Good Bone Gone Bad

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

Osteoporosis: Good Bone Gone Bad 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. State the current screening recommendations for osteoporosis
  2. Describe the initial evaluation of back pain in patients with osteopenia
  3. Identify important adverse effects of medications used for treatment of osteoporosis
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: 

he 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, 08/01/2018
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 08/01/2018
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care A Resource for Interprofessional Providers: Osteoporosis: Good Bone Gone Bad. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/201

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: Biologic 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: 

Biologic 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: 
Thu, 08/02/2018
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: Biologic 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: 
  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, 08/13/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 06/30/2017
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; 2014 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

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