The Portal of Geriatrics Online Education

Intro to Clinical Medicine/Clinical Skills/Doctoring

Podcasts on Aging Topics: The Timed Get Up and Go Test

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

In this three minute video podcast, residents, fellows and staff stage a classic "film noir" performance designed to educate viewers in the use of the "Timed Get-Up-And-Go Test" to assess gait and balance in the older adult.

Educational objectives: 

The learner will be able to perform a "Timed Get-Up-And-Go Test" to assess the gait, balance, mobility, and therefore, fall risk, of older patients.

Additional information/Special implementation requirements or guidelines: 

Flash Player required for viewing on computer. Video may work best in Internet Explorer.

Date posted: 
Mon, 04/28/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/14/2011
Contact Person/Corresponding Author:



Suggested Citation:
, and . Podcasts on Aging Topics: The Timed Get Up and Go Test. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/208

Caring for Junior - A Problem-Based Learning Case

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

This product is a problem-based learning case targeted at M-1 students. The case follows our patient "Junior" from initial presentation in the outpatient clinic, through an acute hospitalization, and finally to discharge to an assisted living facility. The case, at our institution, unfolds over 3 weeks but is adaptable to many formats. The case touches many aspects of the care of older patients including functional assessment, cognitive evaluation, appropriate medication use, falls, and sites of care. The case materials are designed for easy use by group preceptors who are not Geriatricians.

Educational objectives: 

The learner will be able to: 1) Understand the complexity of issues that arise in the care of older patients. 2) Be able to describe the elements of function. 3) Identify the elements of the diagnosis of depression. 4) Identify the elements of the diagnosis of dementia. 5) Describe the issues involved in driving assessments. 6) Identify and describe different types of advance directives. 7) Identify potentially inappropriate medications for older patients. 8) Describe different sites of care for older patients. 9) Others as described in case.

Additional information/Special implementation requirements or guidelines: 

Materials must be reviewed ahead of time. Group size is typically 8 students. They meet for 90 minutes on three consecutive weeks.

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

Flacker JM, Johnson TJ, Hamilton C, Reis-Starr C, Ouslander J. Do Student-Generated Learning Issues Reflect Learning Objectives Of A Problem-Based Learning Case? (Selected for Presidential Poster Session) Annual Meeting of the American Geriatrics Society, 2005. MedEd Portal

Date posted: 
Mon, 02/25/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 02/09/2011
Contact Person/Corresponding Author:



Suggested Citation:
and . Caring for Junior - A Problem-Based Learning Case. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/208

Coding 101

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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/208

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