The Portal of Geriatrics Online Education

Intro to Clinical Medicine/Clinical Skills/Doctoring

Integration of Elder Abuse and Neglect into a Domestic Violence Curriculum

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

This product can be integrated into an interclerkship for third year medical students, through lecture and a standardized patient (SP) experience. The PowerPoint lecture presentation focuses on screening and identification of elder abuse and discusses decision making capacity. Following the lecture, students practice inteviewing an older SP using a case concerning elder abuse.  After the interview, students receive feedback from the SP, peers and faculty in small groups.

Educational objectives: 

During this course student dyads practice and receive feedback on communication and interviewing skills.

Upon completion of the course, the third year medical student should be able to:

  1. Articulate the types of elder abuse and neglect
  2. Identify elders at risk for abuse
  3. Discuss screening for elder abuse
  4. Briefly describe decision making capacity
Additional information/Special implementation requirements or guidelines: 

This product contains two versions of the lecture: a Powerpoint file and a PDF of the slides. It also contains a profile for the Standardized Patient.

The one day domestic violence interclerkship is required for third year medical students at UMMS. The interclerkship includes topics such as screening for intimate partner violence; lesbian, gay, bisexual and transgender domestic violence; and community resources.  Elder abuse was added to the clerkship with a 30 minute PowerPoint presentation discussing screening and interviewing skills. The lecture presentation also focused on neglect, self-neglect and decision making capacity.

During the interclerkship students practice communication and interviewing skills with elder standardized patients. Student-standardized patient dyads role-play the elder interview in small group. A standardized patient (SP) case, developed for the elder abuse exercise, involves an elder who is undergoing neglect and financial abuse by a family member. Prior to the interclerkship, the SPs undergo a training session about the developed case, and faculty are given a guide that discusses domestic violence and the simulated patient case. The domestic violence interview for the elder case is formative; there is no checklist. Following the SP experience, working in groups of four, the students are given feedback about their communication skills and interaction with the SP from their peers, the SP, and the small group faculty  leader.

Additional materials for the students included a recent JAMA article and patient handout about elder abuse for further infomation on the topic.

Date posted: 
Mon, 08/27/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 08/27/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Integration of Elder Abuse and Neglect into a Domestic Violence Curriculum. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/208

Elder Care: A Resource for Interprofessional Providers: LGBT Older Adults in Long-Term Care Facilities

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

LGBT Older Adults in Long-Term Care Facilities 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. List characteristics of a long-term care (LTC) facility that create a welcoming environment for LGBT residents.
  2. List the effects of pressuring LGBT older adults to “come out.”
  3. Explain what is a family of choice.
    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.

    Date posted: 
    Wed, 08/31/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Wed, 03/14/2018
    Contact Person/Corresponding Author:



    Suggested Citation:
    and . Elder Care: A Resource for Interprofessional Providers: LGBT Older Adults in Long-Term Care Facilities. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

    Introduction to Geriatric Assessments: Geriatrics and Aging through Transitional Environments (GATE) Curriculum for MS2

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

    "Introduction to Geriatric Assessments" teaches second year medical students the fundamentals of a geriatric assessment through a 45 min. lecture and 6 simulated patient encounters followed by a 360 degree evaluation by student, preceptor and simulated patient (SP). The SP encounters involve administering common geriatric screening tests and address: depression (GDS), communicating with a caregiver (dementia), assessing physical function (gait assessment), assessing cognition (MMSE), health literacy and initiating an advance directives discussion. Students' clinical skills and discreet interviewing skills are assessed. Materials provided here include: a facilitator's guide, lecture slides with speaker's notes, a pocket reference card, and SP case information and instructions, door charts and evaluation instruments corresponding to each patient case. 

    The Case Instructions are available to verified faculty members upon request according to our Restricted Access Policy. If interested, please send an email toEditor@POGOe.org.

    Educational objectives: 

    Following "Introduction to Geriatric Assessments," second year medical students will be able to:

    1. recognize and utilize screening tools for the assessment of common geriatric syndromes.
    2. demonstrate appropriate communication skills for interviewing a geriatric patient and/or caregiver. 
    Additional information/Special implementation requirements or guidelines: 

    This curriculum is part of  GATE ("Geriatrics and Aging through Transitional Environments"), a longitudinal, competency-based curriculum for medical students, and was piloted in 2010 at the University of Chicago Pritzker School of Medicine. The M1 curriculum teaches students how to obtain a functional history and understand independent living and assisted living environments. The M3 curriculum addresses geriatric care in the hospital, and M4 training examines care in the nursing home setting. GATE includes a comprehensive and integrated evaluation process measuring knowledge, attitudes and skills. GATE for M3 and M4 incorporates supplemental materials available on POGOe and developed by other Reynolds grantee institutions.

    Date posted: 
    Mon, 10/24/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Mon, 10/24/2011
    Contact Person/Corresponding Author:



    Suggested Citation:
    , , , , and . Introduction to Geriatric Assessments: Geriatrics and Aging through Transitional Environments (GATE) Curriculum for MS2. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

    Elder Abuse and Neglect Mandated Reporter Card - California

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

    Template for a half-page card including: Elder abuse and neglect types and definitions in California, Mandated reporter requirement under CA WIC Code, Instructions on how to make a report of suspected abuse or neglect and Sample of reporting agencies.

    Educational objectives: 
    • Recognize that anyone with full or intermittent responsibility for care or custody of an elder or dependent adult is mandated to report suspected Elder and Dependent Adult Abuse in California
    • Identify the types of abuse and neglect that require a mandated report in CA
    • Identify and compare Adult Protective Services and Long-term Care Ombudsman as agencies that will help consult about a situation, accept reports, and investigate alleged mistreatment

     

    Additional information/Special implementation requirements or guidelines: 

    For additional training materials on abuse and neglect, visit the Training Institute section of the website of the Center of Excellence on Elder Abuse & Neglect at UC Irvine http://www.centeronelderabuse.org

    Date posted: 
    Mon, 05/13/2013
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Mon, 05/13/2013
    Contact Person/Corresponding Author:



    Suggested Citation:
    Elder Abuse and Neglect Mandated Reporter Card - California. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/208

    Obtaining a Functional History: Geriatrics and Aging through Transitional Environments (GATE) Curriculum for MS 1

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

    "Obtaining a Functional History" is a curriculum for first year medical students consisting of a 1.5 hr didactic session on geriatric history-taking and includes a visit by an older adult community member who fields questions about his/her life story. Following the lecture, pairs of students visit an assigned "trained patient" living in an independent senior building that is part of a retirement community. The students conduct a geriatric functional history and home safety assessment (1.5 hrs.). (Volunteer "trained patients" were recruited for this project and participated in a 2 hr. training session to prepare them for this role. Sample training packet, training video and user's guide are included.) Students' interviewing skills are rated by "trained patients" and oral feedback is given to them as well. Students also complete a knowledge test and attitudes assessment pre and post-course, and write a 250 word reflective essay about their interviewing experience. Materials provided here include:  the lecture with speaker's notes, pre and post-tests, geriatric history-taking form, "trained patient" evaluation, and a sample "trained patient" training materials. An answer key is available upon request from Editor@POGOe.org.

    Educational objectives: 

    "Obtaining a Functional History"  addresses the AAMC Competencies below and teaches first year medical students how to:

    1.  Assess and describe baseline and current functinal abilities (instumental activities of daily living, activities of daily living, and special senses) in an older paitent by collecting historical data from multiple sources and performing a confirmatory physical examination. (AAMC Competency #9)

    2. Identify and assess safety risks in the home environment, and make recommendations to mitigate these. (AAMC Competency #11)

    Additional information/Special implementation requirements or guidelines: 

    To provide students the opportunity to interview geriatric trained patients, arrangements were made with a local retirement community granting permission for independent senior to be recruited for this voluntary, medical student education training program. Residents participated in an on-site, 2-hour training session, led by the authors/geriatricians, on how to evaluate students' interviewing skills. A sample training packet is provided.

    Piloted in Spring 2011 at the University of Chicago Pritzker School of Medicine, GATE ("Geriatrics and Aging through Transitional Environments") is a longitudinal, competency-based curriculum for medical students. The M2 curriculum is an introduction to geriatric assessments; the M3 curriculum addresses geriatric care in the hospital; and M4 training examines care in the nursing home setting.  GATE includes a comprehensive and integrated evaluation process measuring knowledge, attitudes and skills. Supplemental materials developed by other Reynolds grantee institutions and available on POGOe are incorporated in the GATE M3 and M4 curricula.

    Date posted: 
    Fri, 06/08/2012
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Fri, 06/08/2012
    Contact Person/Corresponding Author:



    Suggested Citation:
    , , and . Obtaining a Functional History: Geriatrics and Aging through Transitional Environments (GATE) Curriculum for MS 1. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/208

    The Medication History: A Small Group Session on Interviewing a Patient Regarding Medication Use

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

    This 45-60 minute instructional activity is designed for small groups (4-8) of medical trainees to apply basic information learned about taking a medication history. This interactive teaching uses a simulated patient format with the session facilitator playing the role of Mr. Parsec, a patient who is having his medications reviewed at a health fair.

    Educational objectives: 
    1. To take a medication history to gather information regarding: a) the patient's understanding of his medications (indications, dosing and side effects) and b) problems and factors influencing adherence.
    2. To outline a plan to the patient with steps that can be taken to reduce medication problems and obstacles to adherence.
    Additional information/Special implementation requirements or guidelines: 

    The students are required to complete three tasks in 45-60 minutes:

    1. Take a medication history.
    2. Identify problems with the medication use and formulate a plan to improve medication use.
    3. Communicate the plan to the patient.

    The simulated patient has a number of medical, functional, psychological, social, and economic issues that are impacting his medication use. Students use a worksheet to record their findings. The facilitator completes a performance checklist with problems students identify and recommendations they make. After the three tasks are completed, the facilitator conducts a formative feedback session with the students.

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

    Mintzer M, van Zuilen M, Cordero M, Kaiser R. The Medication History: A Small Group Session on Interviewing a Patient Regarding Medication Use. MedEdPORTAL; 2008. Available from: www.mededportal.org/publication/1112

    Date posted: 
    Wed, 07/06/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Wed, 08/01/2012
    Contact Person/Corresponding Author:



    Suggested Citation:
    , , and . The Medication History: A Small Group Session on Interviewing a Patient Regarding Medication Use. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

    Interviewing a Grandparent Caregiver with Age Related Hearing Loss

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

    In this case, an older adult brings their grandchild to the ER due to a clonidine overdose. Pediatric residents are sent to obtain a history from the grandparent, unaware that the historian has hearing impairment. After the simulation is complete, the residents and students gather for a feedback session. Residents discuss the challenges of interviewing someone with hearing impairment and then geriatric and pediatric faculty offer strategies on how to optimize communication with a hearing impaired historian. Residents also discuss how to address medication safety with families, and review the proper management of clonidine ingestions. 

    Educational objectives: 

    Primary:

    1. To educate on history taking and communication with an older adult caregiver with hearing limitations.
    2. To educate on medication safety counseling, especially in the context of common illnesses in older adults (for example, arthritis).

    Secondary:

    1. To demonstrate care for a child with clonidine ingestion.
    2. To recognize that age-related medical conditions in older adult caregivers impact pediatric care.
    Publications from, presentations from, and/or citations to this product: 

    Soong A, Evans H, Flood K. Interviewing a Grandparent Caregiver with Age Related Hearing Loss. MedEdPORTAL; 2011. Available from: www.mededportal.org/publication/8186

    Date posted: 
    Thu, 07/07/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Thu, 07/07/2011
    Contact Person/Corresponding Author:



    Suggested Citation:
    , and . Interviewing a Grandparent Caregiver with Age Related Hearing Loss. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

    Elder Care: A Resource for Interprofessional Providers: Preparatory Grief

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

    Preparatory Grief 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. Define preparatory grief
    2. Distinguish preparatory grief from depression
    3. Provide emotional support for a person experiencing preparatory grief
    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."

    The materials are also available from http://www.reynolds.med.arizona.edu/EduProducts/El....

    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.

    Date posted: 
    Thu, 08/02/2018
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Tue, 05/22/2018
    Contact Person/Corresponding Author:



    Suggested Citation:
    Elder Care: A Resource for Interprofessional Providers: Preparatory Grief. POGOe - Portal of Geriatrics Online Education; 2018 Available from: https://pogoe.org/taxonomy/term/208

    Elder Care: A Resource for Interprofessional Providers: What You Should Know About LGBT Older Adults

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

    What You Should Know About LGBT 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. Provide an estimate of the percentage of older adults who are lesbian, gay, bisexual, or transgender (LGBT)
    2. Give examples of wording on office forms that would make them LGBT-friendly
    3. List situations in which LGBT older adults to not receive the same benefits in the health care system that others receive
    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.

    Date posted: 
    Wed, 05/04/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Wed, 03/14/2018
    Contact Person/Corresponding Author:



    Suggested Citation:
    Elder Care: A Resource for Interprofessional Providers: What You Should Know About LGBT Older Adults. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

    Texas Tech Medcast Reynolds Geriatric Step 1 Prep Series 2011: No. 53--The Mystery Mass

    :  
    Date Posted: 
    12/31/1969
    Date Reviewed/Updated for Clinical Accuracy: 
    12/31/1969
    Product Information
    Estimated time to complete: 
    0
    Abstract: 

    The Step1 Test Prep Series was created by second-year students at the Texas Tech School of Medicine in Lubbock as a project of the MS2 Aging Block of Systems Disorders II. It was developed as part of the Reynolds Geriatrics Podcast series, which is supported in part by an Aging and Quality of Life grant from the D.W. Reynolds Foundation. The episodes in this series are based on questions that have geriatrics content and patient vignettes from the 2011 Step1 Sample Exam, available from http://www.ttuhsc.edu/som/fammed/ttmedcast/gerseries/gerstep1prep.aspx.

    Educational objectives: 

    The second-year medical student studying for the Step 1 exam should be able to:

    • Describe the differences between diverticulosis and diverticulitis.
    • Describe the typical clinical presentation of diverticulitis.
    • List common lab values found in diverticulitis.
    Date posted: 
    Fri, 08/05/2011
    Date Submitted or Reviewed/Updated for Clinical Accuracy: 
    Tue, 01/22/2013
    Contact Person/Corresponding Author:



    Suggested Citation:
    , , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step 1 Prep Series 2011: No. 53--The Mystery Mass. POGOe - Portal of Geriatrics Online Education; 2011 Available from: https://pogoe.org/taxonomy/term/208

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