The Portal of Geriatrics Online Education

Physical Diagnosis

The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies

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

The Healthcare Matrix is currently a Word document, but will soon have a web-based interface attached to a database. The 36-cell Matrix has one cell to represent each intersection of an IOM Aim for Improvement (identified in the IOM report, crossing the Quality Chasm) with an ACGME Core Competency. This tool provides learners with a structured framework to analyze complex episodes of patient care in terms of the Aims and Competencies. The individual cells of the Matrix allow the care analysis to be segmented into more manageable parts. By associating the Aims for Improvement with the Core Competencies, The Matrix encourages learners to reflect on the care they provide and determine the improvements needed, while helping them learn and apply the Aims and Competencies. If learners cannot identify issues in the bottom line of the Matrix-practice-based learning and improvement--then they have not sufficiently analyzed the care. Learners may then use this information to develop action plans that improve care from an individual -- and systems-perspective so that they experience first-hand the 'Practice-Based Learning & Improvement' Core competency.

Educational objectives: 

1. To offer schools a way to meet Phase III of the ACGME Outcomes Project by presenting an educational tool that links the outcomes of care to the ACGME Core competencies. 2. To encourage learners to associate their education (beyond medical knowledge with the care of their patients.) 3. To guide learners in analyzing the care of their own patients by using the Core competencies to identification of opportunities for improvement. 4. To change the environment of case presentations and M&M conferences from one of blame to one of system analysis and quality improvement.

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

Bingham, John et. al. "Using a Healthcare Matrix to Assess Patient Care in Terms of Aims for Improvement and Core Competencies." Joint Commission Journal on Quality and Patient Safety. Joint Commission. February 2005. 31 (2). MedEd Portal

Date posted: 
Fri, 02/22/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 02/22/2008
Contact Person/Corresponding Author:



Suggested Citation:
The Healthcare Matrix: Improving Care by Linking Outcomes to Competencies. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/224

Educational Resources on Aging

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

The Educational Resources on Aging (ERA) is a Brown University website developed by the Reynolds project team at Brown University. The site contains all our aging-related curriculum products for medical students, residents, and faculty. These include organ system syllabi, problem-based learning cases for students in clerkships, SIM center cases, aging-related lecture slide sets, aging-related exam questions, Doctoring course guidelines, and much more. The site also contains relevant website tools, research articles, and presentations relevant to education in aging, organized by topic. To access the products on the ERA website, click on the "Table of Contents" link located on the left-hand side menu at this website: https://www.brown.edu/research/projects/educational-resources-on-aging/home.

Educational objectives: 

The ERA repository is designed to provide access to comprehensive information on major geriatrics topics by educators and clinicians.

Additional information/Special implementation requirements or guidelines: 

Brown University operates under the "fair use" exemption to the U.S. copyright law. If you plan to use copyrighted materials in ways that go beyond fair use or applicable copyright law, you will need to get written permission from the copyright holder.

Product Viewing Instructions: 
Use the url to access the ERA website: https://www.brown.edu/research/projects/educational-resources-on-aging/home
Contact Person/Corresponding Author:



Suggested Citation:
and . Educational Resources on Aging. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/224

Health Literacy Kit

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

The "Health literacy and patient safety: Help patients understand" educational kit is the AMA Foundation's primary tool for informing physicians, health care professionals and patient advocates about health literacy. The kit includes: an instructional video, an in-depth manual for clinicians, and additional resources for education and involvement. 

Educational objectives: 

The kit will enable learners to:

  1. Define the scope of the health literacy problem
  2. Recognize health system barriers faced by patients with low literacy
  3. Implement improved methods of verbal and written communication
  4. Incorporate practical strategies to create a shame-free environment
Additional information/Special implementation requirements or guidelines: 

This has been used in the home, medical school classes, and for faculty development. CME credit is available for this product. For more information, please visit: http://www.ama-assn.org/ama/pub/category/9913.html

Date posted: 
Wed, 01/16/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 02/28/2018
Contact Person/Corresponding Author:



Suggested Citation:
and . Health Literacy Kit. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/224

Objective Structured Video Exams (OSVEs)-- Case #3: Mrs. Violetta Mitsuko Tang

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

Each tool was explicitly designed to address at least 2 ACGME competencies beyond medical knowledge and patient care and includes an instructor's guide, a Q & A sheet, a scoring key, and a video trigger. For example, one trigger presents a phone conversation between a patient's son and the physician regarding the mental status of his father, who has a history of memory loss and depression. Residents are asked questions about: (1) diagnostic strategies for dementia (medical knowledge); (2) factors influencing interpretation of test results (PBL&I); and (3) communication between physician and family (communication and professionalism). 

Educational objectives: 

Increased knowledge and application of skills based on the ACGME competencies. Learners should be able to identify the ACGME six core competencies as applied to their daily clinical experiences.

Additional information/Special implementation requirements or guidelines: 

For more information on the series, go to http://www.mcw.edu/display/docid9233.htm. This individual OSVE for Mrs. Tang can be downloaded above (click Mrs Tang CD Image). The Virtual Patient Cases can also be purchased individually or as a series. For more information, please visit our website at http://www.mcw.edu/display/docid596/GeriatricsCurr....

The OSVE toolkits have gone through multiple pilots: residents, medical students, and faculty (residency programs both regional, local, and national audiences) and have been used in Grand Rounds, lectures, and small group discussion. The ability to transfer/insert the CD-ROM based resources assumes basic knowledge of computers/software. Instructions are provided regarding how to insert video, images, or other resources into PowerPoint in the Instructor's Guide. Other faculty prefer a 10- minute hands-on session demonstrating the access and insertion process as a method to enhance their ability to incorporate the indexed materials into their instructional materials. In addition, faculty must be reminded that if they are using the video clips, they must verify that an audio connection or external speakers are needed. 

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

The development and implementation of the virtual patient CD-ROMS has been described in: Duthie E, Simpson D, Marcdante K, Kerwin D, Denson K, Cohan M. A Collaborative Strategy for Reciprocal Integration of Basic and Clinical Sciences. The Journal of the International Association of Medical Science Educators, 2004; 14(1):34-38.

They were presented at the annual meetings of the Society of Teachers of Family Medicine, The Society of General Medicine, and the American Geriatrics Society.

The CD-ROMS have also been accepted by the STFM Bookstore following peer review.

Date posted: 
Wed, 09/02/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 06/06/2012
Contact Person/Corresponding Author:



Suggested Citation:
Objective Structured Video Exams (OSVEs)-- Case #3: Mrs. Violetta Mitsuko Tang. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/224

Objective Structured Video Exams (OSVEs)-- Case #2: Mr. Malone

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

Each tool was explicitly designed to address at least 2 ACGME competencies beyond medical knowledge and patient care and includes an instructor's guide, a Q & A sheet, a scoring key, and a video trigger. For example, one trigger presents a phone conversation between a patient's son and the physician regarding the mental status of his father, who has a history of memory loss and depression. Residents are asked questions about: (1) diagnostic strategies for dementia (medical knowledge); (2) factors influencing interpretation of test results (PBL&I); and (3) communication between physician and family (communication and professionalism).

Educational objectives: 

Increased knowledge and application of skills based on the ACGME competencies. Learners should be able to identify the ACGME six core competencies as applied to their daily clinical experiences.

Additional information/Special implementation requirements or guidelines: 

For more information on the series, go to http://www.mcw.edu/display/docid9233.htm. This individual OSVE for Mr. Malone can be downloaded above (click Mr Malone CD Image). The Virtual Patient Cases can also be purchased individually or as a series. For more information, please visit our website at http://www.mcw.edu/display/docid596/GeriatricsCurr...

The OSVE toolkits have gone through multiple pilots: residents, medical students, and faculty (residency programs both regional, local, and national audiences) and have been used in Grand Rounds, lectures, and small group discussion. The ability to transfer/insert the CD-ROM based resources assumes basic knowledge of computers/software. Instructions are provided regarding how to insert video, images, or other resources into PowerPoint in the Instructor's Guide. Other faculty prefer a 10- minute hands-on session demonstrating the access and insertion process as a method to enhance their ability to incorporate the indexed materials into their instructional materials. In addition, faculty must be reminded that if they are using the video clips, they must verify that an audio connection or external speakers are needed.

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

The development and implementation of the virtual patient CD-ROMS has been described in: Duthie E, Simpson D, Marcdante K, Kerwin D, Denson K, Cohan M. A Collaborative Strategy for Reciprocal Integration of Basic and Clinical Sciences. The Journal of the International Association of Medical Science Educators, 2004; 14(1):34-38. They were also presented at the annual meetings of the Society of Teachers of Family Medicine, The Society of General Medicine, and the American Geriatrics Society. The CD-ROMS have also been accepted by the STFM Bookstore following peer review.

Date posted: 
Wed, 09/02/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 08/03/2012
Contact Person/Corresponding Author:



Suggested Citation:
Objective Structured Video Exams (OSVEs)-- Case #2: Mr. Malone. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/224

Geriatrics Topics for Ambulatory Medical Education- Part 1

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

Five structured, brief, evidenced-based teaching handouts to be used by faculty with residents. Developed to be used during a 15-minute teaching conference prior to the beginning of a half-day clinic session. Topics include: falls, urinary incontinence, hearing loss, altered level of consciousness, and the forgetful patient.

Educational objectives: 

Falls:

  1. Identify patients that are appropriate for a thorough falls assessment.
  2. List five categories of evidence-based risk factors for non-syncopal falls among older adults and an example of an appropriate intervention for each.
  3. Complete and document the key elements for a fall assessment in four areas – history taking, physical examination, gait and balance assessment, and medical management – as outlined on the attached office visit form.
  4. Counsel patients how to reduce their risk for serious falls.
  5. List three modifications that can be made in the home or environment to reduce fall risk.

Urinary Incontinence:

  1. Identify six causes of transient urinary incontinence.
  2. List and describe four types of established urinary incontinence.
  3. Define the neurologic mechanisms involved in micturition.
  4. Identify applicable treatment methods for each type of established incontinence.
  5. Discuss the physiologic changes in the lower urinary system of the elderly, which contribute to “age-associated” incontinence (other than changes that are gender-specific).
  6. Recognize the emotional impact incontinence can have on a patient.

Hearing Loss:

  1. Describe the aging auditory system and mechanisms of hearing loss
  2. Counsel patients regarding hearing loss and noise exposure
  3. Identify adults with hearing disability
  4. Communicate effectively with hearing impaired individuals
  5. Make effective referrals for audiology and otolaryngology services.

Altered Level of Consciousness 

  1. List 8 possible causes of confusion and other acute changes of consciousness.
  2. Describe three specific elements each of history, physical and laboratory studies needed to identify the causes of such changes.
  3. Justify your choices for in-patient vs out-patient care of patients with confusional state.

The Forgetful Patient 

  1. List five differential diagnoses for adult-onset cognitive impairment.
  2. Describe an effective work-up for a forgetful patient.
  3. Identify abnormal results on the Mini-Mental State Examination (MMSE) and the Clock Drawing Test (CDT).
  4. Describe a simplified algorithm for the differential diagnosis of dementia.
  5. List two indications for neuropsychological testing.
Additional information/Special implementation requirements or guidelines: 

Used regularly as a teaching tool in the internal medicine ambulatory clinic with University of Cincinnati internal medicine residents. It is helpful to encourage learners to review the material prior to coming to the clinic for a teaching session.

Date posted: 
Mon, 10/22/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 05/08/2010
Contact Person/Corresponding Author:



Suggested Citation:
, and . Geriatrics Topics for Ambulatory Medical Education- Part 1. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/224

Objective Structured Video Exams (OSVEs)-- Case #1: Mr. Andrews

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

Each tool was explicitly designed to address at least 2 ACGME competencies beyond medical knowledge and patient care and includes an instructor's guide, a Q & A sheet, a scoring key, and a video trigger. For example, one trigger presents a phone conversation between a patient's son and the physician regarding the mental status of his father, who has a history of memory loss and depression. Residents are asked questions about: (1) diagnostic strategies for dementia (medical knowledge); (2) factors influencing interpretation of test results (PBL&I); and (3) communication between physician and family (communication and professionalism). This individual OSVE for Mr. Andrews can be downloaded above (click Mr Andrews CD Image). Once you have downloaded the CD image, follow the instructions below. The Virtual Patient Cases can also be purchased individually or as a series. For more information, please visit our website at http://www.mcw.edu/display/docid596/GeriatricsCurr...

Educational objectives: 

 Increased knowledge and application of skills based on the ACGME competencies. Learners should be able to identify the ACGME six core competencies as applied to their daily clinical experiences.

Additional information/Special implementation requirements or guidelines: 

The OSVE toolkits have gone through multiple pilots: residents, medical students, and faculty (residency programs both regional, local, and national audiences) and have been used in Grand Rounds, lectures, and small group discussion. The ability to transfer/insert the CD-ROM based resources assumes basic knowledge of computers/software. Instructions are provided regarding how to insert video, images, or other resources into PowerPoint in the Instructor's Guide. Other faculty prefer a 10- minute hands-on session demonstrating the access and insertion process as a method to enhance their ability to incorporate the indexed materials into their instructional materials. In addition, faculty must be reminded that if they are using the video clips, they must verify that an audio connection or external speakers are needed. INSTRUCTIONS Using a .iso Disk Image file you downloaded from POGOe: A file with the extension '.iso', of which many are available for download with various POGOe products, is a replica of a CD saved on the hard drive. These are often called CD Images or Disk Images. This is a common way to distribute software over the internet that normally comes on a CD. Unfortunately on Windows operating systems, including Windows XP and Windows Vista, you cannot simply click a Disk Image file and open it like a CD. Follow these instructions to access the contents of the .iso file. Mac OsX -------------- Just Click the file and it opens like it was a CD. Windows ------------- 1) Burn the image to a CD using burning software. (To do, insert instructions for how to do that with windows explorer.) Then eject and reinsert the CD. or 2) Install software that treat .iso files as if they were a CD and let you access them from your hard drive. Search on the internet for these tools. Such as this Microsoft Product(http://download.microsoft.com/download/7/b/6/7b6ab...) , or other ones that we have used are Iso Recorder (free) and Power Iso. As of 3-12-2009 you could find a list of Vista compatible free tools with reviews here (http://www.petri.co.il/mount_iso_files_in_windows_...). All Operating Systems ------------------------------ Once you can access the contents in the .iso file, if the program does not start automatically, check the notes in the product page or in the files within the Disk Image for instructions on how to launch the program.

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

The development and implementation of the virtual patient CD-ROMS has been described in: Duthie E, Simpson D, Marcdante K, Kerwin D, Denson K, Cohan M. A Collaborative Strategy for Reciprocal Integration of Basic and Clinical Sciences. The Journal of the International Association of Medical Science Educators, 2004; 14(1):34-38. They were also presented at the annual meetings of the Society of Teachers of Family Medicine, The Society of General Medicine, and the American Geriatrics Society. The CD-ROMS have also been accepted by the STFM Bookstore following peer review.

Date posted: 
Wed, 03/11/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 07/17/2012
Contact Person/Corresponding Author:



Suggested Citation:
Objective Structured Video Exams (OSVEs)-- Case #1: Mr. Andrews. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/224

Indiana University Geripardy II

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

Geripardy 2 is a “spin-off” of the first Geripardy using different questions to cover geriatric content on: dementia, depression, falls, and urinary incontinence. Learners work in teams to come up with the correct answer for which they receive points. The team with the most points receives recognition as the winning team as well as a small token ($100,000 Candy Bars). In addition, Geripardy 2 has a new category of questions on interdisciplinary team care.

Educational objectives: 

After using this product the learners should gain: - basic training in the care of older adults who have dementia - basic training in the care of older adults who have depression - basic training in the care of older adults who have falls - basic training in the care of older adults who have urinary incontinence - basic training in interdisciplinary team care After using this product the learners should be able to: - diagnose and treat patients who have dementia - diagnose and treat patients who have depression - diagnose and treat patients who have falls - diagnose and treat patients who have urinary incontinence - describe the roles of physical, occupational, and speech therapists and how they interact to provide care for frail older adults

Additional information/Special implementation requirements or guidelines: 

A small classroom should be used. The minimum number of participants is three; the maximum number is eighteen (three groups of six). The moderator should familiarize him/herself with the content prior to the session to enhance efficiency.

Date posted: 
Thu, 09/24/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/26/2009
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Indiana University Geripardy II. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/224

Endocrine Disorders in the Elderly

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

This unit covers practical and critical information on the evaluation and management of endocrine disorders in the elderly, including: adrenal, thyroid, diabetes and Paget's disease. CME credit is available for this product. For more information, please contact the author.

Educational objectives: 

Upon completion the learner will gain practical and critical information in the evaluation and management of adrenal and thyroid disorders, diabetes and Paget's disease. Upon completion of Module 1, the learner will be able to: 1) Describe the diagnosis and management of diabetes in the elderly 2) List the modifications of DM therapy for the frail and chronically ill elderly Upon completion of Module 2, the learner will be able to: 1) Describe the evaluation and treatment of hypothyroidism in the elderly 2) Describe the evaluation and treatment of hyperthyroidism in the elderly 3) List the evaluation and treatment of nodular thyroid disease and thyroid cancer Upon completion of Module 3, the learner will be able to: 1) Describe the evaluation and treatment of hypoadrenocorticalism in the elderly 2) Describe the evaluation and treatment of hyperadrenocorticalism in the elderly 3) List the evaluation and treatment of Paget's disease

Additional information/Special implementation requirements or guidelines: 

Implementation For lecture presentation: There are no special implementation requirements other than familiarity with the technology to use PowerPoint. Presenters should be comfortable enough with content to facilitate a robust discussion. For use in distance learning: The material was originally adapted to Blackboard learning systems, however using the Power Point system as we have, it can be adapted to many distance based learning system. We recommend for optimal learning that the presentation have speaker voicing ( audio) to explain the slides and the learner also have the ability to read the lecture notes. Benefits and Practical Tips For lecture and self learning: The 15-20 minute modular format is concise and partialized, allowing presenters to select the most relevant information for their audience. For use in distance learning: Our feedback is that the 15-20 minute segments are popular, the learners cite that it less intimidating to do, the questions at the end create a break and closure and the 1 hour credit for completion of the three module unit is attained "painlessly". USER MANUAL A universal user manual will be submitted for all of the modules by UNMC

Date posted: 
Wed, 09/26/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 09/26/2006
Contact Person/Corresponding Author:



Suggested Citation:
Endocrine Disorders in the Elderly. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/224

Indiana University Geripardy

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

Geripardy is in the format of a popular game show and is used to teach geriatric content on dementia, depression, falls, and urinary incontinence. Learners work in teams to come up with the correct answer for which they receive points. The team with the most points receives recognition as the winning team as well as a small token ($100,000 Candy Bars).

Educational objectives: 

After using this product the learners should gain: - basic training in the care of older adults who have dementia - basic training in the care of older adults who have depression - basic training in the care of older adults who have falls - basic training in the care of older adults who have urinary incontinence After using this product the learners should be able to: - diagnose and treat patients who have dementia - diagnose and treat patients who have depression - diagnose and treat patients who have falls - diagnose and treat patients who have urinary incontinence

Additional information/Special implementation requirements or guidelines: 

The moderator should familiarize him/herself with the content prior to the session to enhance efficiency. A small classroom should be used. The minimum number of participants is three; the maximum number is eighteen (three groups of six). Information in this presentation may become outdated. Please verify questions before using this product in case information has been updated or changed since its creation.

Date posted: 
Wed, 09/26/2007
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 09/26/2007
Contact Person/Corresponding Author:



Suggested Citation:
Indiana University Geripardy. POGOe - Portal of Geriatrics Online Education; 2007 Available from: https://pogoe.org/taxonomy/term/224

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