The Portal of Geriatrics Online Education

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Error Disclosure: An Interprofessional Clinical Skills Session

:  
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: 

The goal of this clinical skills session is for students to gain skills in working in teams during a particularly difficult situation: the team disclosure of medical errors.  There will be an encounter with a standardized patient (SP) acting as a family member, followed by feedback from the SP and for some students, a review of the recorded interview in a meeting with their mentors and mentor group.

Educational objectives: 

At completion of this case, the student will demonstrate effective team communication behaviors when:

  1. Discussing a medical error (by demonstrating four important principles),
  2. Planning for the disclosure (by demonstrating three important principles), and
  3. Conducting the disclosure (by demonstrating eight important principles).

The principles mentioned above are described in the online module.

Date posted: 
Mon, 10/12/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/12/2015
Product Viewing Instructions: 
Video can be accessed via geriSAGE.com>Educational Modules "Interprofessional web-GEM on Values & Ethics". Handout can be accessed on geriSAGE.com>Resources link>"IP Error Disclosure Handout"
Contact Person/Corresponding Author:



Suggested Citation:
Error Disclosure: An Interprofessional Clinical Skills Session. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Palliative Care Case

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Other Intended Learner Audiences: 
Product Information
Estimated time to complete: 
3
Abstract: 

Using a case study participants will follow an older patient who requires increasing levels of care. After breaking into interdisciplinary teams led by leaders in transitions of care, participants will discuss goals, long-term care planning, and transitions in and out of hospital.

 

Educational objectives: 

Upon completion participants will be able to:

  • Describe how a multidisciplinary team approach enhances quality of life for patients throughout the aging process.
  • Recognize the importance of understanding a patient’s values, goals, and beliefs while assisting with transitions of care and long-term care planning.
Date posted: 
Wed, 09/30/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 09/30/2015
Contact Person/Corresponding Author:



Suggested Citation:
Palliative Care Case. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

SAGE Intrinsic Aging: A Histological Perspective: Musculoskeletal System

:  
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: 

This module demonstrates the normal age-related changes in the musculoskeletal system and their clinical implications. A highlight of these modules are side by side comparisons of young and aged tissues with interactive slides and summary drawings which reinforce the main points on the histology slides. The curriculum is appealing to clinical learners as it is anchored in showing clinically relevant changes and the implications of these changes in older patients. The main audience is the pre-clinical first or second year medical student, but these could be used by other trainees to teach the basic science of aging.

Educational objectives: 

Learning Objectives for Musculoskeletal System module:

Identify the major aging associated changes in each of the following and describe the clinical implications of these changes:

  1. Muscle
  2. Tendons & ligaments
  3. Cartilage
  4. Bone
  5. Spine
Additional information/Special implementation requirements or guidelines: 

Southwestern Aging and Geriatrics Education (SAGE) Program

Lead Author: Judith R. Head, PhD

Medical Illustrator: Lindsay Oksenberg, MA

Geriatrician Author/Clinical Correlations: Amit Shah, MD

Special thanks to histology technicians: Brie Thaden Pirkle and Tasha Buxton

Date posted: 
Wed, 12/09/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 12/09/2015
Contact Person/Corresponding Author:



Suggested Citation:
SAGE Intrinsic Aging: A Histological Perspective: Musculoskeletal System. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Surgical Palliative Care Immersion Training

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

We developed a mandatory Surgical Palliative Care Immersion Training (SPCIT) for all surgical residents.  It was modeled after the Chief Resident Immersion Training (CRIT) Program and included ½ day interactive small table, facilitated case based discussion, with mini-lectures, and role play.  Our program includes a needs survey, the agenda, cases, power points for mini-lectures, instructions for role and just-in-time reference cards for delivering bad news and determine goals of care. 

Educational objectives: 

To describe the role of palliative surgery and symptom management

To demonstrate ability to communicate goals of care discussion

To demonstrate ability to deliver bad news

    

Date posted: 
Mon, 10/10/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Mon, 10/10/2016
Contact Person/Corresponding Author:



Suggested Citation:
Surgical Palliative Care Immersion Training. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/253

Assessing Capability of Medical Decision Making Capacity

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

A multifacted program focused on Assessment of Medical Decision Making Capacity. It includes the following education and assessment tools:

 

  • Elder Care Provider Sheet, “Medical Decision-Making Capacity”
  • A needs assessment for all medical and surgical specialties
  • Just-in-time reference cards
  • Mini-CEX to assess residents

 

Educational objectives: 

Determine if the patient has the:

  • Ability to clearly communicate their choice for treatment or non-treatment
  • Ability to understand the relevant information (regarding medical condition and treatment)
  • Ability to understand the situation and the consequences of treatment options
  • Ability to reason about treatment choices, consistent with personal values

 

 

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.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.               

Date posted: 
Mon, 09/28/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Thu, 03/29/2018
Contact Person/Corresponding Author:



Suggested Citation:
Assessing Capability of Medical Decision Making Capacity. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Elder Care A Resource for Interprofessional Providers: Medical Decision-Making Capacity

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

Medical Decision-Making Capacity 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: 
  1. Explain the difference between “capacity” and “competence.”
  2. Make a determination medical decision making capacity with a formal assessment tool.
  3. Explain why poor performance on a mental status examination does not necessarily indicate lack of decision-making capacity.
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.

Nelson, D. and Medina-Walpole, A. (2010, December), Elder care provider fact sheets. Journal of the American Geriatrics Society, 58(12), 2414-2415. Also available online.   

Date posted: 
Wed, 04/22/2015
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: Medical Decision-Making Capacity. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Wound Care and Ostomy Nursing

:  
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: 

This resident education module was developed to educate residents on what other team members do.  The content was organized around the IM-FM geriatric competencies and IM Milestones.  During the course of this module, the learner will be introduced to the specialists who are experts in the field of wound care and ostomy nursing. A practical overview of the major clinical conditions that wound care nurse specialists take care of will be discussed.

Educational objectives: 

1). Introduction to nurse specialists who do this work

2). When to refer

3). Overview of conditions for which they can be helpful

Date posted: 
Tue, 08/18/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 08/18/2015
Product Viewing Instructions: 
Please turn on the volume on your device before viewing the module and allow a few seconds for the module to load.
Contact Person/Corresponding Author:



Suggested Citation:
Wound Care and Ostomy Nursing. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Physical Therapists Optimize Movement

:  
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: 

This resident education module was developed to educate residents on what other team members do.  The content was organized around the IM-FM geriatric competencies and IM Milestones.  The focus of this module is an introduction to the physical therapy profession as a whole with a perspective on its role in health care.  The module outlines the education and training received by professional physical therapists, as well as by physical therapy aides.  Important clinical problems will be described that benefit from physical therapy referral.  The overall therapy process used by physical therapists in caring for patients, starting from their first meeting, is mapped out in this module.  

Educational objectives: 

1. Introduction to the PT profession, its role in health care

2. Outline education and training

3. Review clinical problems that merit referral to PT

4. Map out overall therapy process employed in patient care

Date posted: 
Tue, 08/18/2015
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Tue, 09/18/2018
Product Viewing Instructions: 
Turn on the volume to your device before viewing the module. Allow a few seconds for the module to load.
Contact Person/Corresponding Author:



Suggested Citation:
Physical Therapists Optimize Movement. POGOe - Portal of Geriatrics Online Education; 2015 Available from: https://pogoe.org/taxonomy/term/253

Interprofessional Collaborator Mini-Course

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

Physicians (and other health professionals) are often expected to participate with teams of health professionals; however, postgraduate training infrequently includes interprofessional (IP) or team training.  Thus, this curriculum was developed to teach and demonstrate the knowledge, skills and attitudes which lead to successful IP collaboration.  While created for an audience of in-training physicians, it may be used with other health professional audiences.

During a four-week geriatrics rotation, medicine interns complete a fifty-minute, in-person, multimedia lecture to introduce the IP collaborator concept and the Canadian and American IP competency frameworks. The IP pocket card is demonstrated and interns complete a guided, team-meeting video observation exercise. Using a SurveyMonkey, narrative reporting tool, interns analyze team competencies that they observe or initiate during geriatrics team meetings during the rotation. They report on two interactions. They complete a closing SurveyMonkey questionnaire and have an in-person debriefing.

Educational objectives: 

Given opportunity to work with interprofessional teams for patient care on the Geriatrics Block Rotation:

  • Learner will recognize interprofessional competencies.
  • Learner will understand the role of interprofessional collaborator.
  • Learner will observe and demonstrate the knowledge, skills and attitudes necessary to be an interprofessional collaborator according to CIHC and IPEC competencies
Publications from, presentations from, and/or citations to this product: 
Poster Presentation: Interprofessional Collaborator Curriculum
InterProfessional Care for the 21st Century
Redefining Education & Practice
Jefferson University, Philadelphia, PA
October 2014
Date posted: 
Tue, 06/14/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Wed, 04/03/2019
Contact Person/Corresponding Author:



Suggested Citation:
Interprofessional Collaborator Mini-Course. POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/253

The Geriatric Transitions Objective Structured Video Examination (GT-OSVE)

:  
Date Posted: 
12/31/1969
Date Reviewed/Updated for Clinical Accuracy: 
12/31/1969
Product Information
Estimated time to complete: 
3
Abstract: 

OSVEs (Objective Structured Video Examinations) may be used to teach principles of effective interdisciplinary team-based transitional care.  First introduced at the Medical College of Wisconsin in the mid-1990s, the OSVEs were used as brief “trigger videos” demonstrating ACGME competencies to which trainees would respond by completing multiple-choice or fill-in-the blank questions.  The Geriatric Transitions OSVE (GT-OSVE) replaces the individual, paper-based exercise with an experiential, team-based exercise focused on transitions of care.  The GT-OSVE also addresses interprofessional (IPE) competencies, including the importance of understanding the roles of other health care professionals.  A series of three GT-OSVE cases was developed with HRSA Geriatric Academic Career Award support (#K01HP20487) to meet an unmet need in care transitions education.  Most existing care transitions educational materials focus on the time of hospital discharge.  The three GT-OSVE cases focus instead on post-hospital transitional care in various settings, including the outpatient primary care clinic, skilled nursing facility and assisted living facility.  The GT-OSVE case presented here (“Hospital to Outpatient Care Transition”) is the first case in this series and addresses the first post-hospital primary care outpatient visit.  The GT-OSVE “Hospital to Outpatient Care Transition” case is a required component of the Patient-Centered Medical Home (PCMH) rotation for third-year family medicine residents at the University of Utah.  These residents work with clinical pharmacy residents and physician assistant students to complete the GT-OSVE exercise.  The GT-OSVE was designed to be applicable to health professions trainees ranging from novice (e.g. preclinical medical student) to advanced (e.g. senior medical resident), and to be equally relevant to both interdisciplinary teams and teams whose members are all of the same discipline.

Educational objectives: 

Upon completion of this material you will be able to: 

1. Understand best practices in post-hospital transitional care.
2. Acquire practical experience in formulating a high-quality, team-based transitions plan.
3. Discuss the contributions of other health professions trainees in formulating effective transitions.

Additional information/Special implementation requirements or guidelines: 

Order of Resource Files


First, trainees should complete the pretest and self-efficacy survey.


Second, faculty facilitator(s) should consider emailing trainees the links to the online transitions and team functioning modules found in the optional advance preparation assignment document.  This content may be reviewed on each trainee’s own time prior to the didactic session.  The “Geriatric Interdisciplinary Team Training (GITT)” module is freely available; permission has been granted from the author of the “Transitions of Care:  Leaving the Hospital” module to use this module as an advance preparation assignment for the GT-OSVE.


Third, faculty should deliver the care transitions didactic presentation to trainees prior to the GT-OSVE exercise.  This didactic reinforces and expands upon the care transitions and team leadership content of the optional advance preparation assignment.


Fourth, on the day of the GT-OSVE exercise, faculty should ask each team member to discuss his or her role (e.g. resident, physician assistant, pharmacist, nurse, social worker).  A team leader (not necessarily the medical student or resident) should be identified.   Faculty should review the faculty and team leader instructions and discuss them with the team (see also “Facilitation Schema” below).  Trainees should then be provided with the hypothetical patient chart corresponding with Mr. John Coleman so that they have access to the same information as the resident physician depicted in the video.  Trainees should also be provided with the after-visit summary template that prompts them to consider Coleman’s “four pillars” of transitional care as well as barriers to transitional care.


Fifth, the video file, “Hospital to outpatient care transition,” should be shown.  The team leader should facilitate team discussion and should elicit the contributions of each team member.  After the team discussion, the team leader should present to faculty the transitions plan agreed upon by the team.  The faculty checklist of care transitions and team leadership domains should be used by faculty to help track the extent to which the team leader addresses key care transitions domains and identifies barriers to the transitions plan during his or her presentation of the transitions plan, and also the extent to which the team leader facilitates the transitions plan among the team. Finally, each trainee should complete the post-test and self-efficacy survey.


Practical implementation advice
The GT-OSVE case, “Hospital to Outpatient Care Transition,” was designed to ease the scheduling demands often inherent in interdisciplinary education.   Since this GT-OSVE case presents a videotaped encounter with a standardized patient, programs do not need to compensate or schedule standardized patients.  Required materials include a computer with Internet access, PowerPoint slides, and hard copies of ancillary materials including pretest and posttest surveys, faculty and team leader instructions, hypothetical patient chart materials, after-visit summary template and faculty checklist.  Optional materials include the advance preparation assignment and a projector and screen, although the video case can be displayed on a laptop with small groups.  Trainees will require 40 minutes to review the online modules prior to GT-OSVE administration.  Faculty should allow approximately 60 minutes on the day of the GT-OSVE exercise to include the following activities: explanation of the GT-OSVE exercise (10 minutes), viewing of the “Hospital to Outpatient Care Transition” video case (10 to 15 minutes), team formulation of the transitions plan (10 minutes), presentation of the transitions plan by the team leader to faculty (5 minutes), faculty debrief and team discussion (10 minutes) and completion of the posttest survey (5 minutes).  At least one faculty member must be present to set up the video and hard copy materials, introduce the case and debrief trainees at the end of the session.  Whenever possible, faculty from additional disciplines should participate to enrich the feedback provided to trainees during the debriefing component.  Estimated faculty preparation time includes reviewing the online modules (40 minutes), PowerPoint slides and GT-OSVE case (60 minutes), and hard copy materials (30 minutes).

Strategies to avoid potential pitfalls
We have noticed several potential pitfalls when administering the GT-OSVE “Hospital to Outpatient Care Transition” case.  First, depending on the personality of the trainees involved, one trainee sometimes dominates the team discussion.  In order to ensure that each trainee contributes to the transitions plan equitably, we created the after-visit summary template containing the “four pillars” of effective care transitions as well as a fifth component (barriers to an effective transition).  We ask each trainee to jot down notes on this after-visit summary template as they watch the GT-OSVE with the expectation that the team leader will elicit and integrate the contributions of each trainee.  This approach has reduced the tendency of one team member to dominate the discussion.  Second, we noticed that the 4 minute and 36 second pre-visit planning section section (from 0:00 to 4:36) and the 3 minute and 14 second post-visit planning section of the GT-OSVE “Hospital to Outpatient Care Transition” video (from 12:01-15:15), which depicts a resident physician modeling pre and post-visit planning with a medical assistant and a care manager, can prompt trainees with numerous items to include in the transitions plan.  As a result, we generally reserve the pre and post-visit planning sections of this GT-OSVE case for more novice teams of trainees, such as preclinical medical students, who are less likely than more advanced trainees to be familiar with the medical home setting.  This reduces the length of the video to 9 minutes and 10 seconds (4:37 – 12:00 and 15:16-17:03). Third, we noticed that stopping the video at 12:00 (just after the conversation with Mr. Coleman and his daughter-in-law) works well since, when trainees viewed the end of the clinical encounter (15:16 – 17:03) before discussing the case as a team, they provided feedback that the office visit was over and that parts of the transitions plan had already been presented in the video before they had an opportunity to formulate their own transitions plan.  We now play the last part of the clinical encounter (15:16-17:03) after the trainees present their transition plan.  This approach has worked well since the final segment demonstrates that even a carefully crafted transitions plan might not succeed if the patient is not fully engaged in the plan.  Finally, there may be instances in which more than one trainee from a single discipline is present (e.g. two physician assistant students).  When this occurs, we encourage the “duplicate” trainee to consider attending to aspects of the case they might not often address (e.g. nutritional, psychosocial, or functional issues).  We feel this approach helps increase trainees’ appreciation for the roles of other disciplines, even when trainees from other disciplines are not present, and also demonstrates that team members’ roles can often overlap.


Limitations of the resource and opportunities for improvement
The most important limitation of the GT-OSVE involves its videotaped format.  Although the videotaped standardized patient encounter ensures lack of variability in the case from session to session, we are unable to reproduce the spontaneity of live interactions between trainees and the standardized patient.  However, faculty can rewind the video to replay particularly noteworthy video clips and use this technique as a basis for discussion with their trainees.  The GT-OSVE could also serve as a training video to create a live OSCE session dedicated to care transitions.  We also recognize that the length of time (25 to 30 minutes) allotted for the team members to watch the video, formulate a transitions plan and present to a faculty preceptor may be longer than the time allotted during a real-world post-hospital primary care outpatient visit.  We mention in our faculty debrief to trainees that they may have less time to conduct real-world transitional care visits, and we emphasize that best practices in care transitions taught by the GT-OSVE case can be an organizing principle to help them structure what can otherwise be chaotic office visits following hospital discharge.  We also discuss in our faculty debrief to trainees the importance of other team members’ roles and working as a team to best meet the complex needs of vulnerable older adult patients in a timely fashion.

Permissions for Advance Preparation Assignment Materials

The GITT (Geriatrics Interdisciplinary Team Training) modules are freely available online from the Hartford Institute for Geriatric Nursing.

The online module entitled "Transitions of Care:  Leaving the Hospital" is used with permission from Kathyrn Eubank, MD.

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

Publications
Farrell T, Brunker C (2015). GT-OSVE: A Method to Teach Effective Interdisciplinary Team-Based Post-Hospital Transitional Care [Web]. MedEdPORTAL Publications.  Available from: https://www.mededportal.org/publication/10129 http://dx.doi.org/10.15766/mep_2374-8265.10129 - See more at: https://www.mededportal.org/publication/10129#sthash.R35yConZ.dpuf.


Farrell TW, Brunker C, Wong B, Luptak M, Supiano KP (2015). Health professions trainees' satisfaction with the Geriatric Transitions Objective Structured Video Examination (GT-OSVE) and self-efficacy in care transitions domains [Abstract]. Journal of the American Geriatrics Society, 63(S1), S56.


Farrell TW, Brunker CB (2014). Tools you can use: geriatric structured video examination [Web]. John A. Hartford Foundation. Available from: http://www.jhartfound.org/blog/tools-you-can-use-geriatric-transitions-objective-structured-video-examination/


Presentations
Farrell TW. Health professions trainees' satisfaction with the Geriatric Transitions Objective Structured Video Examination (GT-OSVE) and self-efficacy in care transitions domains. American Geriatrics Society 2015 Annual Scientific Meeting, National Harbor, MD.


Farrell TW, Brunker CP, Supiano KP (2015). The Geriatric Transitions Objective Structured Video Examination (GT-OSVE): an interdisciplinary approach to teaching and assessing best practices in transitional care. University of Utah Division of Geriatics: Research in Progress series.


Farrell TW and Brunker CB (2014). The Geriatric Transitions Objective Structured Video Examination (GT-OSVE): an interdisciplinary approach to teaching and assessing best practices in transitional care. Society for Social Work Leadership in Health Care (SSWLHC) 49th Annual Conference, Salt Lake City, UT.


Farrell TW (2014). Geriatric Transitions Objective Structured Video Examination (GT-OSVE). Department of Veterans Affairs National GEC Leads Virtual Conference.


Farrell TW and Brunker CB (2014). Geriatrics Transitions Objective Structured Video Examination (GT-OSVE). HRSA Geriatric Academic Career Award: Quarterly Technical Assistance Call.


Farrell TW (2014).  Geriatrics Transitions Objective Structured Video Examination (GT-OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit.


Luther B, Farrell TW, Wilson R (2014). Innovative methods of developing interprofessional education. University of Utah College of Nursing Care Management Workshop: Developing Skills of Change. Salt Lake City, UT.


Farrell TW. Objective structured video examinations (OSVEs) focused on transitions of care. Presented at Education Product Showcase, American Geriatrics Society 2013 Annual Scientific Meeting. Grapevine, TX.


Farrell TW, Brunker CB (2013). Geriatric transitions objective structured video examination (OSVE). Marketplace II session, Donald W. Reynolds Foundation 11th Annual Grantee Meeting. Coronado, CA.


Farrell TW, Brunker CB (2012). Geriatric transitions objective structured video examination (OSVE). Presented at Marketplace I session, Donald W. Reynolds Foundation 10th Annual Meeting. St. Louis, MO.


Farrell TW (2012). Geriatric Transitions Objective Structured Video Examination (OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit. Salt Lake City, UT.


Farrell TW (2012).  Geriatrics Transitions Objective Structured Video Examination (GT-OSVE).  John A. Hartford Center of Geriatric Nursing Excellence annual site visit.  Salt Lake City, UT.


Farrell TW and Nagoshi M (2012).  Interprofessional education products developed by the University of Utah and the University of Hawaii. 'Geri-West' consortium conference call.


Citations
US Department of Health and Human Services.  Multiple chronic conditions resource summary:  Geriatric Transitions Objective Structured Video Examination (GT-OSVE).  Available at:  http://www.hhs.gov/ash/initiatives/mcc/educational...

 

 

 

 

Date posted: 
Thu, 10/06/2016
Date Submitted or Reviewed/Updated for Clinical Accuracy: 
Sun, 06/30/2019
Product Viewing Instructions: 
Each user is asked to indicate his or her name, degree, academic title, name of institution or organization, contact information, purpose for using OSVE videos, and disciplines of those using the videos.
Contact Person/Corresponding Author:



Suggested Citation:
The Geriatric Transitions Objective Structured Video Examination (GT-OSVE). POGOe - Portal of Geriatrics Online Education; 2016 Available from: https://pogoe.org/taxonomy/term/253

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