The Portal of Geriatrics Online Education

Medical Student Clinical

Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population

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

Educators have recently been challenged to actively incorporate instruction that emphasizes cultural diversity, access to health care/health care disparities, evidence-based medicine, and reflection regarding impact of physician's values and beliefs on the patient care. Framing these issues as a 3-perspective approach to patient-centered care (PCC), this 2-part workshop is designed teach learners how to incorporate the patient's, physician's and society's perspective into a health care plan (Part 1) and to provide opportunities for learners to apply the approach using a series of strategically crafted instructor-authored cases and at least one student generated "critical incident" case scenario (Part 2). More specifically, our 3-perspective PCC approach requires learners to consider the physician's role and perspectives (e.g., bio-psychosocial model of care, evidence based medicine, values and beliefs), the patient perspectives organized by the Kleinman questions, and the social review of systems (e.g., societal and economic barriers to health care) when developing patient treatment plans. Suitable for medical students, residents or practicing physicians this workshop can be adapted from its 4-hour format into smaller units. Packet contains a detailed instructor and facilitator guides, PowerPoint slides with speaker notes, cases, critical incident and workshop evaluation forms, and references needed to lead the workshop.

Educational objectives: 

The learner will be able to:

  1. Continuously apply the Kleinman questions to elicit each patient's perspectives on health, disease, illness, and treatment.
  2. Identify physician perspectives and values that influence patient care management including the biomedical model, evidence-based medicine, and physician beliefs.
  3. Identify societal factors including racial, ethnic and socio-economic barriers to and disparities in health care.
  4. Incorporate the patient, physician and societal perspectives into a treatment plan.
Additional information/Special implementation requirements or guidelines: 

An ABC Nightline video was used in Part 1 of the workshop and must be purchased for us. It was not rated by learners as an essential component of the workshop, but it provided a nice compliment to the lecture-based overview of the PCC model focusing on physician values/biases and societal perspectives. A medical student provided part of the overview session establishing peer creditably but again was not seen as essential. Small group facilitators were a key aspect of the workshop and were effectively oriented through the facilitator guide and a brief orientation session immediately preceding the workshop. Having two facilitators, a physician and non-physician (e.g., member of the health profession) was effective but not essential given the format/structured nature of the case discussion. Other details regarding implementation plans (e.g., facilities, readings, duplication of case materials/handouts) are detailed in the Instructor Guide.

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

MedEd Portal

Date posted: 
Mon, 08/31/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sat, 10/27/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . Patient Centered Care Workshop: Providing Quality Health Care to a Diverse Population. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/247

Delirium: An Interactive Learning Experience

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

It is important to expose medical students to geriatrics curricula. Creative methods of delivering medical education result in increased student interest in, and retention of subject matter. This resource is a case about Delirium designed to create active learning groups among third year Medical Students and is delivered in the context of a 2 hour workshop. The case presentation is followed by discussion within the smaller group of learners (about 10 students). Each group reviews the case and identifies salient aspects of the history, physical examination, risk factors and management options. Then the whole group of learners (about 30 students) reviews the information and conclusions of each group through a discussion facilitated by a faculty member. The total time for this product is about 40 minutes. The evaluations indicate that this approach is well-received by the students.

Additional information/Special implementation requirements or guidelines: 

An instructor manual will be provided in which the implementation guidelines are embedded. It is important for the facilitator to make the exercises very interactive to encourage student involvement at all levels.

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

MedEd Portal

Date posted: 
Mon, 08/03/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 04/23/2010
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . Delirium: An Interactive Learning Experience. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/247

Falls in the Elderly: An Orientation for the Medical Student

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

It is important to expose medical students to geriatrics curricular. Creative methods of delivering medical education result in increased student interest in, and retention of subject matter. This resource is a case about "falls" designed to create active learning groups among third year Medical Students and is delivered in the context of a 2 hour workshop. The case presentation is followed by discussion within the smaller group of learners (about 10 students). Each group reviews the case and identifies salient aspects of the history, physical examination, risk factors and management options. Then the whole group of learners (about 30 students) review the information and conclusions of each group through a discussion facilitated by a faculty member. The total time for this product is about 40 minutes. The evaluations indicate that this approach is well-received by the students. This work was put together with assistance from a grant from the Donald W Reynolds Grant foundation.

Educational objectives: 

The learner will be able to: 1) Identify risk factors for falls in older adults. 2) Describe an appropriate history in the evaluation of an older patient with falls. 3) Illustrate a focused physical exam in the evaluation of a patient with falls. 4) Identify appropriate management options for falls in older adults.

Additional information/Special implementation requirements or guidelines: 

An instructor manual will be included in which the implementation guidelines are embedded.

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

MedEd Portal

Date posted: 
Fri, 02/22/2008
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 11/01/2012
Contact Person/Corresponding Author:



Suggested Citation:
, , , and . Falls in the Elderly: An Orientation for the Medical Student. POGOe - Portal of Geriatrics Online Education; 2008 Available from: https://pogoe.org/taxonomy/term/247

Coding 101

:  
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/247

'Assistive Devices' Learning Object

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

The assistive devices learning object is an interactive multimedia tutorial that teaches learners the basic characteristics, rationale, indications, and contraindications of the use of assistive devices for ambulation. The learning object introduces the learner to these basic concepts through the use of textual content enhanced by multimedia animations and graphics.

Educational objectives: 

The learner will be able select an appropriate assistive device for a given problem or medical condition.

Additional information/Special implementation requirements or guidelines: 

These computer-based tutorials were created as "reusable learning objects", and are available in CD-ROM and web-based versions. The tutorial takes approximately 20 minutes to complete. 

An internet browser with Flash Player 6 or later.
Supported browsers:

  • Windows: Microsoft Internet Explorer 6.0, Firefox 1.x, Mozilla 1.x, Netscape 7.x and above CompuServe 7, AOL 9, Opera 7.11 and above
  • Mac: Microsoft Internet Explorer 5.2, Firefox 1.x, Mozilla 1.x, Netscape 7.x and above, AOL for OS X, Opera 6, or Safari 1.x and above
Publications from, presentations from, and/or citations to this product: 

Rodriguez O, Phancao F, Ruiz JG, Motta-Valencia K, Ribera V. Assistive Devices for Ambulation in the Elderly (web-based program). GeriU, the Online Geriatrics University, Stein Gerontological Institute, 2006.

MedEd Portal

Date posted: 
Fri, 08/07/2009
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 06/06/2012
Contact Person/Corresponding Author:



Suggested Citation:
, and . 'Assistive Devices' Learning Object. POGOe - Portal of Geriatrics Online Education; 2009 Available from: https://pogoe.org/taxonomy/term/247

Pages

Subscribe to RSS - Medical Student Clinical