The Portal of Geriatrics Online Education

Medical Student Pre-Clerkship

ePrognosis: Cancer Screening decision support app

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

The free "ePrognosis: Cancer Screening" app aims to help trainees and practicing clinicians guide conversations with elderly patients of whether to start, stop, or continue breast cancer and/or colorectal cancer screening. The app is created around the idea that estimating prognosis is a critical aspect in the decision to recommend for or against cancer screening, as there is a long "lag-time to benefit" for these interventions.  The objective is to focus cancer screening on those most likely to benefit from these medical interventions, and conversely, avoid screening in those who are unlikely to live long enough to see a benefit but will be exposed to immediate harms.

Educational objectives: 

The objective is to educate providers in guiding conversations with elderly patients of whether to start, stop, or continue breast cancer and/or colorectal cancer screening. When a user starts the app they will see the start screen asking you whether you are interested in screening for colorectal cancer, breast cancer, or both. Once a selection has been made the app runs the user through 15 health related questions including age, gender, BMI, symptoms, and functional impairment to calculate a mortality risk to estimate life expectancy. Based on the response to these questions, the user will be shown a speedometer like image that can help inform whether cancer screening is more likely to help or harm a patient. The user can also click on the "harms" or "benefits" buttons to learn more about what these may include. Lastly, one can also click the learn more button, which will run the user through a series of pictographs (each pictograph is of 1,000 squares where each square represents one person). These pictographs visually display information on harms and mortality benefits from cancer screening, as well overall mortality risk at 10 years.

Additional information/Special implementation requirements or guidelines: 

Requires iOS 5.1 or later. Compatible with iPhone, iPad, and iPod touch. This app is optimized for iPhone 5.  It can be downloaded at the iTunes store via the following link https://itunes.apple.com/us/app/eprognosis-cancer-screening/id714539993?mt=8

Date posted: 
Tue, 10/29/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/29/2013
Product Viewing Instructions: 
This app is designed for both iPhone and iPad. Download on iTunes to install on your mobile device
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , and . ePrognosis: Cancer Screening decision support app. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Brief Cognitive Screening 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: 

This module provides an overview of a variety of brief cognitive screening measures that exist in the public domain and can easily be integrated in care settings that serve older adults. The online module is designed to be an interactive didactic experience, which includes short videos, reflection questions, and experiential exercises.

Although this module is best implemented as a group activity with partners (particularly Section 3, which includes role play as both clinician and patient), it can be adapted and completed individually as well.

Educational objectives: 
  1. Discuss the purpose of evidence based brief cognitive screening instruments
  2. Review pros and cons of five brief screens
  3. Practice administration and scoring of brief cognitive screens.
Additional information/Special implementation requirements or guidelines: 

The entire course for Brief Cognitive Screening for Older Adults is hosted on the Oklahoma Geriatric Education Center (Ok-GEC) website through the Donald W. Reynolds Dept of Geriatric Medicine at the University of Oklahoma Health Sciences Center (OUHSC). http://www.ouhsc.edu/okgec/documents/Sorocco_Online_Courses/BriefCognitiveScreenCourse.pdf and consists of three sections:

  1. Intro to Brief Cognitive Screens for Older Adults: Includes link to webinar and two open-ended reflection questions (Survey Monkey link).
  2. Selecting a Brief Cognitive Screen for Older Adults: Includes link to webinar, links to download and review 5 brief cognitive screening tools, and reflective question (Survey Monkey link).
  3. Experience Using a Brief Cognitive Screen for Older Adults: Includes link to webinar, an experiential exercise of provider/patient role play (you will need to find a partner for this exercise) with instrument of choice (from the links provided in Section 2) to practice administration and scoring, reflective question, and final learner and course assessments (Survey Monkey link).
Date posted: 
Tue, 09/23/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 05/01/2015
Product Viewing Instructions: 
Please view course at: http://www.ouhsc.edu/okgec/documents/Sorocco_Online_Courses/BriefCognitiveScreenCourse.pdf
Contact Person/Corresponding Author:



Suggested Citation:
Brief Cognitive Screening in Older Adults. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/248

How to discuss Code Status and make a recommendation

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

Code status discussions are often rushed events done during a hospital admission by a doctor that the patient has never met.  The content, and therefore the quality, of these discussions varies widely and often contains very incomplete information that fails to meet a person at their individual health literacy level.  Additionally, once a physician decides to make a recommendation for a DNR status, the methods used may be crude and border on coercive.  

The goal of this lecture is to provide the listener with a complete understanding of CPR outcomes that can be presented flexibly at the level of the health literacy of the patient and family.  Second, the lecture provides a framework for making a recommendation of CPR by not viewing it soley as a health literacy problem but as a fit between a patient's stated values and the likely outcomes of CPR.  In this way, there are many reasons why a person may choose to be DNR.  

First, an evidence review of outcomes are discussed by site of care (inpatient, outpatient and nursing home) including immediate failure, prolonged death in a hospital, survival with impaired neurological status and survival with intact neurological status.  Both absolute and relative rates are presented.  An evidence review of the risks are summarized including the trauma of CPR, what happens when a person fails to survive to hospital discharge and surviving with impaired neurological status.  Success rates in studies are analyzed by diagnosis, age, and functional baseline.  Finally, how to translate the outcomes into goals and values is discussed including when being DNR is appropriate for a patient.  Ideally, the learner will have more tools for helping a patient understand why DNR may be appropriate than before this educational session.  

Educational objectives: 

The purpose of this lecture is to allow the listener to have a much more complete understanding of the pros and cons of CPR and its outcomes and have a framework for making recommendations.  The goal is to move beyond simply thinking about the trauma and success rates of a procedure-oriented CPR discussion and move towards a value-based, patient-centered discussion.

Additional information/Special implementation requirements or guidelines: 

The power point lecture is accompanied by a handout that serves as a literature review.  There is also a bibliography.  In a small group setting, the handout could be the starting point of an interactive discussion.  I usually start by asking the housestaff and students when they have felt a patient who was full code should be DNR, why they felt that way, and how they went about trying to change the code status.  I ask what they communicate and how they communicate it. Having learners provide their own vignettes gets them more engaged in the discussion and at the end they can think about what they might have done differently.  

Date posted: 
Mon, 10/07/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/07/2013
Contact Person/Corresponding Author:



Suggested Citation:
How to discuss Code Status and make a recommendation. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Anatomy Image Atlas of Aging: Liver

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

The Image Atlas of Aging is an original UMMS educational product developed to highlight the normal age-related anatomic and histological changes within the digestive system. The Image Atlas of Aging is a PowerPoint module that features normal gross and histological images to model the aging liver and to serve as an easily replicated prototype to eventually incorporate other organs and organ systems. The module introduces the principle of homeostenosis as a function of aging that emphasizes that aging is neither equivalent to disease nor does it signify inevitable disease. This original geriatrics content has been integrated into the first year medical student “Development, Structure, and Function” (DSF) course curriculum.

Educational objectives: 

After completion of this module, the MS1 learner will be expected to:

  • explain that liver disease is not a part of normal aging
  • differentiate normal anatomic, physiologic, and histological differences between the young and aged liver
  • define the principle of homeostenosis, illustrating how the hepatic portal system becomes more susceptible to acute injury with the loss of age-related functional reserve
Additional information/Special implementation requirements or guidelines: 

Formal on-going discussions are held with the UMMS Development, Structure, and Function (DSF) course directors, who review the modules to strategize best integration to the DSF curriulum. Additionally, UMMS geriatricians teach from the Image Atlas modules in the anatomy lab each fall.

Date posted: 
Fri, 10/11/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 10/11/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , and . Anatomy Image Atlas of Aging: Liver. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

It's My Old Back, Again: An Approach to Diagnosing and Managing Back Pain in the Older Adult.

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

Assessing and treating pain in older adults is of critical importance for nearly all health care providers. Back pain is a common, costly, disabling, yet under-addressed condition in this population. Specifically, musculoskeletal conditions, such as back pain - the focus of this educational module - are the leading causes of pain as adults age. This self-directed, web-based, interactive educational module addresses the evaluation and management of back pain in older adults. The audience for this module is anyone who provides care (both out-patient and in-patient) for older adults with back pain.

Educational objectives: 

1) Summarize the prevalence and impact of back pain in older persons.

2) Describe how to clinically evaluate back pain including a detailed examination.

3) List the differential diagnosis of back pain in older persons.

4) Explain how to manage the most common etiologies of back pain in older adults.

4) Summarize the risks, benefits and guidelines for specific pharmacologic management of back pain in older adults and how to minimize and monitor for adverse effects.

5) Summarize the various non-pharmacological approaches to managing back pain.

6) Describe which situations are appropriate for referral to more specialized care.

Date posted: 
Tue, 10/15/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 10/15/2013
Contact Person/Corresponding Author:



Suggested Citation:
, and . It's My Old Back, Again: An Approach to Diagnosing and Managing Back Pain in the Older Adult. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Interprofessional Geriatric Transitions of Care and Discharge Planning Series 2: Discharge Planning and Home Community-Based Services to Support Safe Transitions

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

Description:

Medicare states that discharge planning is "A process used to decide what a patient needs for a smooth transition from one level of care to another."
(http://www.caregiver.org/caregiver/jsp/content_node.jsp?nodeid=2312)

Discharge Planning involves the entire healthcare team, but is often coordinated by a nurse, social worker, or case manager. This module examines the process of discharge planning to various healthcare facilities.

Educational objectives: 

Upon completion of this module, the participant will be able to:

  • Discuss general components of discharge planning to ensure a safe transition.
  • Discuss issues related to discharge from hospital to nursing facility.
  • Discuss issues related to discharge from hospital to home.
  • Provide information regarding home and community resources to ensure safe transitions.
  • Increase knowledge of the scope and benefits that are available to older adults in their homes and community.
  • Understand eligibility requirements for home and community based services.
  • To be able to provide direct access to patients and families to home and community-based services.
Additional information/Special implementation requirements or guidelines: 

Technical Requirements and Notes:

This learning module uses Adobe Flash media and may require you to add a browser "plug-in" in order to display properly. Most computers already have this free plug-in installed. But, if yours does not, it is very easy to download and install. Try the module first because the software is "smart" enough to detect the Flash player. If the module doesn't begin, you will be automatically prompted to download the plug-in.

The module contains links to external websites which will open in a new browser window. Your browser's back button will not return to the module, so these new windows should be closed.

Date posted: 
Thu, 04/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/24/2014
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , , , and . Interprofessional Geriatric Transitions of Care and Discharge Planning Series 2: Discharge Planning and Home Community-Based Services to Support Safe Transitions. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/248

Interprofessional Geriatric Transitions of Care and Discharge Planning Series 1: Ensuring Safe Transitions

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

"Transitional care is defined as a set of actions designed to ensure the coordination and continuity of health care as patients transfer between different locations or different levels of care within the same location." Transitions may happen between hospitals, sub-acute and post-acute residential care, home, long-term care facilities. (American Geriatrics Society Health Care Systems Committee, 2003, p. 556)

This module examines the transitions of care process and the professionals involved.

Educational objectives: 

Upon completion of this module, the participant will be able to:

  • Understand the consequences of poor transitions in care.
  • Understand the roles of health care professionals, patients, and caregivers in transitions of care.
  • Discuss the challenges of safe transitions, including systems, patients, and provider-based factors.
  • Discuss strategies and evidence-based models to ensure safe transitions.
  • Recognize and address health literacy issues and cultural differences that may impact safe transitions.
Additional information/Special implementation requirements or guidelines: 

Technical Requirements and Notes:

This learning module uses Adobe Flash media and may require you to add a browser "plug-in" in order to display properly. Most computers already have this free plug-in installed. But, if yours does not, it is very easy to download and install. Try the module first because the software is "smart" enough to detect the Flash player. If the module doesn't begin, you will be automatically prompted to download the plug-in.

The module contains links to external websites which will open in a new browser window. Your browser's back button will not return to the module, so these new windows should be closed.

Date posted: 
Thu, 04/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/24/2014
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , and . Interprofessional Geriatric Transitions of Care and Discharge Planning Series 1: Ensuring Safe Transitions. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/248

Interprofessional Geriatric Oncology 2: Decision Making for Older Adults with Cancer

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

For older adults, cancer may be a more challenging experience due to additional health-related challenges for the patient as well as for the families involved. It is also more challenging for the healthcare team making recommendations regarding treatment options for cancer in the absence of high levels of evidence for treatment in the elderly and having to account for multiple co-morbid conditions and functional limitations often seen in older adults.

This module examines the process of decision making and factors to consider when recommending treatment for older adults with cancer.

Educational objectives: 

Upon completion of this module, the participant will be able to:

  • Discuss points of decision-making for older adults with cancer.
  • Discuss legal and ethical concepts which impact health professionals to assist in decision-making for older adults with cancer.
  • Provide health professionals with a guide on ways to assist older adults with cancer in decision-making in a culturally sensitive manner.
Additional information/Special implementation requirements or guidelines: 

You will be required to answer some questions about yourself prior to using the module when you leave pogoe.org. 

Technical Requirements and Notes:

This learning module uses Adobe Flash media and may require you to add a browser "plug-in" in order to display properly. Most computers already have this free plug-in installed. But, if yours does not, it is very easy to download and install. Try the module first because the software is "smart" enough to detect the Flash player. If the module doesn't begin, you will be automatically prompted to download the plug-in.

The module contains links to external websites which will open in a new browser window. Your browser's back button will not return to the module, so these new windows should be closed.

Date posted: 
Thu, 04/24/2014
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 04/24/2014
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . Interprofessional Geriatric Oncology 2: Decision Making for Older Adults with Cancer. POGOe - Portal of Geriatrics Online Education; 2014 Available from: https://pogoe.org/taxonomy/term/248

First Think Delirium! An effective way to teach residents and fellows about delirium

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

Three twenty-minute standardized patient encounters that are designed for learners of all levels and backgrounds to teach the Confusion Assessment Method and the diagnosis, evaluation, and management of delirium. Standardized cases include the following:

  • Older man with hypoactive delirium after taking Tylenol PM

  • Older woman with delirium in the setting of possible alcohol withdrawal

  • Older woman with terminal cancer presenting with delirium

Each case is designed to require the learner to interact with the patient's family member to obtain information about the acuity of the mental status change. There are no physical exams included but these could be added if desired. Feedback to the learners is provided by faculty facilitators who are geriatricians or specialty faculty who have been trained by geriatricians.

Submission includes standardized patient training materials, facilitator training materials, and PowerPoint materials for a didactic pre- and post-session. Finally, pre- and post-surveys to evaluate the learners and the workshop are included.

Educational objectives: 
  1. To evaluate all older adults for delirium using the Confusion Assessment Method Use.
  2. To interview an older adult's family member to obtain baseline health information, including activities of daily living and cognitive status.
  3. To manage delirium without using physical or chemical restraints.
  4. To consider alcohol withdrawal in an older adult presenting with altered mental status.
  5. To discuss goals of care with a patient's family member when the patient lacks capacity.
  6. To consider an adverse medication event as a cause of an older adult's altered mental status.
Additional information/Special implementation requirements or guidelines: 

This workshop may be modified for use by learners from different specialty backgrounds. At our institution, the workshop has been modified for Physical Medicine and Rehabilitation learners. In addition to changes in the patient conditions, patient presentation was changed to the Acute Inpatient Rehabilitation service or the Orthopedic Unit, two places were these learners see patients. The SP/CI pairs were re-trained prior to the workshop when changes were made. As a result, our SP/CI pairs received more training than the recommended two hours. We believe two hours is sufficient to train the SP/CI pairs as long as no changes are made between workshops. We highly recommend that the training sessions be led by a clinical content expert and an educator with experience in training standardized patients.

Finally, due to scheduling conflicts, we were unable to use the same actor pair for the same case with each workshop. Each case was portrayed by at least two actors, which highlighted the fact that some actors perform better than others. We highly recommend that the clinical content expert review the actors' portrayal of the cases before the workshop to ensure accuracy.

This workshop also requires training of faculty facilitators. Learners need feedback from faculty facilitators regarding their evaluation and management. Faculty facilitators must undergo a thorough, standardized training in order to function as effective teachers in this workshop setting. Our faculty facilitators, all of whom had already participated in a faculty development retreat on Geriatric Medicine topics, completed a 1 hour training session led by a geriatrician prior to the workshop. Again, we highly recommend that the facilitators undergo training led by a clinical content expert and receive additional information and training as needed depending on their clinical experience and background.

We recommend that the session occur in a clinical skills lab or an environment that simulates a clinical setting.

This entire workshop takes about 2 to 3 hours to complete when the full didactic session, pre- and post- tests, and program evaluation are included.

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

Wilson LA, Roberts E, Waller N, Biese K, Caprio A, Busby-Whitehead J.  “Three Standardized Patient Cases to Teach the Confusion Assessment Method to Diagnose Delirium."  MedEdPORTAL Publications.  Mar 2013.  Available from: www.mededportal.org/publication/9393.

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”  Journal of American Geriatrics Society.  2013, Volume 61, Issue Supplement s1, S43, Abstract A75.  Full text published first online on April 3, 2013.

Wilson LA, Roberts E, Caprio A, Winzelberg G, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” Journal of American Geriatrics Society.  2012, Volume 60, Issue Supplement s4, S209-S210, Abstract D66.  Full text published first online on April 4, 2012.

Wilson LA, Waller N, Biese K, Roberts E, Busby-Whitehead J. “First Think Delirium!  An effective way to teach residents and fellows about delirium.” Annual Scientific Meeting, American Geriatrics Society, Grapevine, Texas.  May 4, 2013.  (Presentation, Invited). (1.5 hours, 50 attendees).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”  Annual Scientific Meeting, American Geriatrics Society, Grapevine, Texas.  May 3, 2013. (Poster, Solicited).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.”, Council on Emergency Medicine Residency Directors Academic Assembly 2013. Denver, Colorado. March 7, 2013. (Poster, Solicited).

Wilson LA, Waller N, Adams S, Iwata I, Biese K, Vanderberg E.  “Using Standardized Patients and Collateral Informants in Geriatric Medicine Education.”  The Donald W. Reynolds Foundation 2012 Reynolds Grantee 19th Annual Meeting, St. Louis, Missouri.  October 22, 2012.  (Didactic Oral Presentation/Workshop, Solicited). (1 hour, 10 faculty members).

Wilson LA, Roberts E, Hollar D, Waller N, Biese K, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” The John A. Hartford Foundation Interdisciplinary Scholars Communications Conference, Chicago, Illinois, July 10, 2012. (Poster, Solicited).

Wilson LA, Roberts E, Caprio A, Winzelberg G, Busby-Whitehead J. “An Innovative Approach to Teaching Delirium Using Standardized Patients.” Annual Scientific Meeting, American Geriatrics Society, Seattle, Washington, May 4, 2012. (Poster, Solicited).

Wilson LA, Caprio A, Roberts E“Training Subspecialty Faculty With Simulated Patients: Teaching General Skill Sets to Faculty.”  Gerolina, Kiawah Island, SC.  December 2, 2011. (Didactic Oral Presentation/Workshop, Solicited). (1 hour, 12 faculty members).

Date posted: 
Tue, 07/02/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Fri, 09/20/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , and . First Think Delirium! An effective way to teach residents and fellows about delirium. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Delirium: Prevention and Management in Hospitalized Elders

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

This course is intended for interdisciplinary members of the healthcare team in the hospital setting to improve knowledge of issues surrounding delirium in the elderly hospitalized patient. This 23-question module focuses on the evidence behind the recognition, prevention, and management of delirium in the geriatric patient.

Educational objectives: 

Upon completion the learner will be able to:

1. Use the Confusion Assessment Method to screen for delirium.

2. Understand features that differentiate delirium from dementia.

3. Name at least  five risk factors for delirium and techniques that target each risk factor to prevent the development of delirium.

4. Name at least three drugs that should be avoided in the geriatric patient.

5. Understand basic principles to the management of delirium, including work-up, behavioral management, and pharmacologic management.

6. Understand the importance of documentation of delirium and ways to improve transitions of care.

Additional information/Special implementation requirements or guidelines: 

This program will consist of 23 multiple choice questions on delirium in the geriatric patient in the hospital setting. The module will begin with two questions every other day in a single email from the website, www.qstream.com. This website will facilitate the delivery of questions and answers to the participant. You must log in to the website from the link posted above.

  •  If a question is answered incorrectly, the participant will receive the same question 5 days later.
  •  If a question is answered correctly, the participant will receive the same question 14 days later.
  •  If the participant answers the question correctly two times in a row, the question is then retired from the program and  is no longer repeated.
  •  The participant will complete the program when all 23 questions are retired (each question is answered correctly twice in  a row).  However, CE credit may be given when the program is 80% completed.

Given these parameters, it is estimated that the participant will complete the program in less than three months.

Participants may receive credit or contact hours ONLY by completing 80% of the questions in a module AND completing the end of module survey in LESS than four months time of enrollment.

Date posted: 
Wed, 11/13/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 11/13/2013
Product Viewing Instructions: 
You must register for the class and create a username
Contact Person/Corresponding Author:



Suggested Citation:
and . Delirium: Prevention and Management in Hospitalized Elders. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Pages

Subscribe to RSS - Medical Student Pre-Clerkship