Geriatrics for the Family Physician
Successful completion of Year 2
Additional Requirements: C-Form required! Must have a successful completion of one clerkship. Contact Course Coordinator: Chris Pleasant (email@example.com) or Jessica Prescott (firstname.lastname@example.org)
Responsible Faculty Director:
Barbara Thompson, MD
to Report on First Day
Contact Course Director for scheduling and assigned locations.
excluding holiday period 8
|1. The student will develop an understanding of the delivery of health care to elderly patients in a variety of settings.
2. The student will develop the knowledge and skills needed to assist elderly patients in improving or maintaining quality of life by achieving:
- independent functioning
- health maintenance
- appropriate disease management
3. The student will integrate an understanding of the biopsychosocial and economic issues of the older patient into the delivery of health care.
|By the completion of the course the student will:
1. Recognize, evaluate, and develop a treatment plan for common diseases of the elderly.
2. Understand normal changes of aging on the various body systems
3. Recognize, evaluate, and develop a plan for common problems encountered with the nursing home patient.
4. Recognize, evaluate, and develop a plan for common problems of the homebound patient.
5. Understand and be able to assist with various end-of-life issues, including palliative care, advanced directives, patient and family support and education, hospice, etc.
6. Develop a patient-specific plan of health maintenance/risk modification/ and screening.
7. Understand pitfalls of geriatric care, including polypharmacy, iatrogenic illness, non-recognition of treatable illness, under-utilization and over-utilization of technology, ageism, etc.
8. Understand the economic issues for the elderly patient utilizing health care services.
9. Recognize community resources available for geriatric patients in Galveston.
10. Observe and participate in community-based activities with health elderly people at Osher Lifelong Learning Institute (OLLI).
|Description of course activities|
|Students will receive individual supervision as they assess geriatric patients in various settings (including time with Hospice and OLLI). Patients will be encountered in the office, nursing home, home and hospital settings. Documentation of patient contacts and a short paper on a geriatric topic will be required. Attendance at selected Department of Family Medicine conferences and teaching rounds will be expected. There will be no night call or weekend duties. There will be some required reading on selected topics.|
|Type of students who would benefit from the course|
|Students who will care for elderly patients in their chosen specialty. Students who desire a better understanding of the elderly people that they encounter in their personal lives.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Tuesday||Clinic with BT||Hospice|
|Wednesday||OLLI/Self Study||OLLI/Home Visits|
|Friday||OLLI||Nursing Home/Self Study|
|Average number of patients seen per week: 20|
|Call Schedule: NA|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Faculty Contact-Time||8 hrs|
|Self-Directed Study||8 hrs|
|Other Community/Hospice/Home Visit/Nursing Home/OLLI||16 hrs|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|3-4 half days a week|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Faculty, NP and Social worker|
|B.||Frequency / Duration of Presentation(s)?|
|20-30 a week, 2-3 minutes each|
|C.||Format - What guidelines are set for the student's presentation?|
|Similar to 3rd year clerkship presentation|
|D.||Assessment - Who assesses the student's presentation performance?|
|Self-assessment Peer assessment Faculty assessment|
|E.||Method of content selection|
|Current cases Student-selected topic Assigned topic|
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)|
|A.||Frequency of written assignment(s)?|
|Select a topic and write 8-10 page paper about it.|
|B.||Format - What guidelines are set for the student's written work?|
|Show student previous student's papers and discuss format,etc.|
|C.||Length of written assignment(s)?|
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper|
|D.||Are recent references required? No If yes, how are they selected?|
|Through consultation with faculty, recent textbook, and up-to-date and other on-line sources.|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Student-selected from limited options.|
|F.||Audience - Who assesses the student’s written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|5. Extra Course Activities|
|What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?|
|Attend the clinical sessions, meet with me weekly, thoughtful questions and reading materials I provide. Also keep appts with community-based resources, Hospice team and at the nursing home where student will work with faculty, resident and NP.|
|6. Additional Costs|
|Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".|
|7. Other Modes of Evaluation|
|Please explain below.|
The oral examination includes questions about common Geriatric problems which students have reviewed as well as discussion about the major lessons learned during the elective.
Individual critique and feedback on patient presentations. Direct observation of student/patient encounters by responsible faculty. Feedback on the required paper.
|8. If this course is an Acting Internship, please complete the following:|
|A.||Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs).
Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are
assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.Specify how the student will be given formative feedback on their clinical skills.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.
List advanced clinical skills that a student will be assured an opportunity to practice.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.
Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student’s abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.