The Portal of Geriatrics Online Education

Medical Student Pre-Clerkship

Choose Your Own Differential Diagnosis: A Mrs. Porter Activity

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

This activity, resembling a “Choose Your Own Adventure” book is a clinical reasoning/critical thinking exercise for students interested to learn more about identifying the potential differential diagnoses of a geriatric patient. The activity provides the learner with the social and medical history of Mrs. Porter and her chief complaint during a routine visit to her physician, Dr. Pat, to obtain a medication refill. The learner is then asked to determine three potential differential diagnoses for Mrs. Porter's chief complaint. The three potential differential diagnoses are explored, with a preferred and an unfavorable plan of care presented for each diagnosis. The overall goal of the activity is to provide the learner with an understanding of a thorough examination of a geriatric patient in order to provide quality health care. 

Educational objectives: 

On completion, the learner will be able to:

  1. Identify differential diagnoses for a unique presentation of a common older adult patient condition.
  2. Identify a geriatric patient's social and medical history to develop a comprehensive treatment plan.
  3. Generate a preferred plan of care for each differential diagnosis.
Additional information/Special implementation requirements or guidelines: 

This activity is formatted as a fillable PDF file.

 

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

Presented as part of "Write Your Own Medical Adventure: Infusing Critical Thnking into Medical Education Curriculum" at the 2012 Reynolds Grantee 10th Annual Meeting, October 22, 2012.

Date posted: 
Tue, 04/23/2013
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 04/23/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , and . Choose Your Own Differential Diagnosis: A Mrs. Porter Activity. POGOe - Portal of Geriatrics Online Education; 2013 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 8 - M Spikes are a Pain in the Back

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • Describe the common findings of multiple myeloma.
  • Differentiate between multiple myeloma and other diseases found in older patients.
  • Describe the epidemiology related to multiple myeloma.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 8 - M Spikes are a Pain in the Back. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 7 - Mission Possible: Aspirin Toxicity

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • List the signs and symptoms of salicylate toxicity.
  • Describe a suitable antidote for treating salicylate or aspirin intoxication.
  • Explain the clinical uses of additional drugs and antidotes:  -Allopurinol, -Naloxone, -Sodium Bicarbonate, -Ammonium Chloride, -Flumazenil
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 7 - Mission Possible: Aspirin Toxicity. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 6 - Don't Go Blocking My Heart

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • Describe the signs and symptoms of congestive heart failure.
  • Explain the mechanism of action and physiologic response to cardio-selective β blockers.
  • Explain the rationale for using a cardioselective versus a nonselective β blocker.
  • Explain the role of carotid baroreceptors in the regulation of blood pressure.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 6 - Don't Go Blocking My Heart. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 5 - Metabolic Disturbances

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • Describe the mechanism of metabolic disturbance based on clinical history and lab values.
  • Explain the physiological processes that accompany metabolic disturbances.
  • Predict clinical findings in a patient based on medical history and lab values.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 5 - Metabolic Disturbances. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 4 - ACEing the Diagnosis

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • Describe electrolyte imbalance, specifically hyperkalemia, in a geriatric patient.
  • Describe angiotensin converting enzyme (ACE) inhibitors as drugs that can cause hyperkalemia in geriatric patients.
  • Explain the mechanism through which ACE inhibitors cna cause hyperkalemia.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 4 - ACEing the Diagnosis. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Elder Care: A Resource for Interprofessional Providers: Improving Communication with Older Patients

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

Improving Communication with Older Patients 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. Identify three problems that contribute to miscommunication between clinicians and older adults
  2. Describe the effect of those three problems on communication with older adults
  3.  Recommend approaches to avoid those three problems..
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."

Elder Care Provider Sheets can also be accessed at http://www.reynolds.med.arizona.edu/EduProducts/ElderCareProviderSheets.cfm.

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: 
Tue, 08/14/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 03/06/2018
Contact Person/Corresponding Author:



Suggested Citation:
Elder Care: A Resource for Interprofessional Providers: Improving Communication with Older Patients. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 3 - Saturday Night Shiver

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

Educational objectives: 

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

  • Describe the route of temperature sensation from peripheral neuron to preoptic area.
  • Describe what pathway carries temperature sensation.
  • Explain where in the brain temperature sensation is registered.
  • Describe the anterolateral spinal tract with its various functions.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 3 - Saturday Night Shiver. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 2 - A Fast Fasting

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

The Step1Test 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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exams.

 

Educational objectives: 

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

  • Describe the symptoms of protein-calorie malnutrition.
  • Differentiate protein-calorie malnutrition from total calorie malnutrition.
  • Explain how alcohol abuse can cause protein-calorie malnutrition.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 2 - A Fast Fasting. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 1 - COPD in the Sauna

:  
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 USMLE Step1-Style questions that have geriatrics content and patient vignettes from the Step1 Sample Exam.

Educational objectives: 

The second-year medical student studying for the Step1 exam should be able to:

  • Explain the mechanisms of chronic inflammation.
  • Describe the role of a persistent stimulus in chronic inflammation.
  • Explain why hyerplasia is the result of increased cellular stress.
  • Describe the underlying mechanisms of chronic bronchitis.
Additional information/Special implementation requirements or guidelines: 
Date posted: 
Fri, 10/19/2012
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 01/22/2013
Contact Person/Corresponding Author:



Suggested Citation:
, , , , , , , , and . Texas Tech Medcast Reynolds Geriatric Step1 Test Prep Series 2012: Group 1 - COPD in the Sauna. POGOe - Portal of Geriatrics Online Education; 2012 Available from: https://pogoe.org/taxonomy/term/248

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