Academy of Distinguished Medical Educators - Pritzker School of ...

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14. Graduate Medical Education in Frailty: The SAFE Clinic MERITS Katherine Thompson, MD; Megan Huisingh-Scheetz, MD, MPH; Lisa Mailliard, APN, MSN; Patricia Rush, MD, MBA Statement of Problem, Question, or Issue Addressed: Frailty is a geriatric syndrome, characterized by: low energy or exhaustion, weakness, weight loss, slow walking speed, and low physical activity. As the number of adults in the U.S. grows every year, it will be increasingly important for physicians to identify and manage frail patients. Data suggests that the ability to identify frailty can enhance patient care through improved prognostication as well as more accurate preventive screening and treatment decision-making. No didactic or clinical education on frailty currently exists in University of Chicago’s Internal medicine (IM) resident curriculum. In addition, there is limited opportunity for IM residents to learn to work with interdisciplinary teams, which is an important aspect in the care of frail patients. Objectives of Program/Intervention: After participation in the SAFE Clinic frailty curriculum, IM residents will be able to: 1. Define frailty and identify frail patients. 2. Perform and interpret functional and cognitive assessment. 3. Appreciate the importance of interdisciplinary care for frail patients. 4. Appreciate the relevance of geriatric assessment to their future practice. Description of Program/Intervention: IM Residents will rotate through the Successful Aging and Frailty Evaluation (SAFE) Clinic, housed within the South Shore Senior Center geriatrics clinic, during their monthlong geriatrics rotation. Residents will join the SAFE Clinic team for one day on two consecutive weeks. Week one will consist of a pre-test assessing frailty knowledge and attitudes. Residents will then have a 30 minute didactic lecture on frailty, given by a geriatrician, and then observe a frailty assessment and learn how to administer cognitive and functional tests. On week two, residents will return and perform a frailty assessment on a new patient while a practitioner (MD or APN) observes and gives feedback. The resident will then participate in an interdisciplinary team meeting with an MD, APN, and social worker for patient care planning based on frailty status. Week two concludes with a post-test. Results/Findings to Date: Six residents have completed the SAFE Clinic frailty curriculum to date. Initial resident satisfaction survey results have been very positive. Representative quotes include: “One week ago, I had never heard of frailty. Now I not only know what frailty is, I have completed a frailty evaluation with an 82-year-old man,” and “I really enjoyed participating in the interdisciplinary team meeting. I felt like I learned about a lot of options for patients that I never knew existed.” Key Lessons Learned/Conclusions: The SAFE Clinic provides an innovative forum for residents to learn about frailty and practice interdisciplinary care. Early feedback suggests that resident satisfaction with this educational experience is high. Future work will quantify improvements in resident knowledge, skills, and attitudes. In the future, this experience will also be expanded to other learners including medical, APN, and social work students. 25
15. Geriatrics and Aging through Transitional Environments (GATE) MS2 Curriculum: Introduction to Geriatric Academy Grant Assessments Shellie Williams, MD; Seema Limaye, MD; Sandy Smith, PhD; Aliza Baron, MA Statement of Problem, Question, or Issue Addressed: Competency-based assessment tools indicate whether students have mastered required skills. A 360 degree competency-based evaluation tool was developed for simulated patient cases focusing on geriatric assessment skills. A comparison of student self-evaluations with simulated patient and preceptor evaluations was conducted. Objectives of Program/Intervention: 1. To enhance geriatric assessment skills linked to AAMC Core Competencies. 2. To develop evaluation tools and methods based on the AAMC Core Competencies. Description of Program/Intervention: Lecture and Workshop: “Introduction to Geriatric Assessments” began with a lecture highlighting strategies for: communicating with elderly patients and their caregivers; conducting advance directive discussions and; administering common geriatric screening tests for pain, gait, falls, depression, functioning, and cognition. The lecture was followed by a practice workshop facilitated by geriatric team members for students to role play introducing and administering geriatric screening tools. Simulated Patient (SP) Experience: The 2-hour simulated patient encounters are a required course component. 87 Pritzker MS2 students conducted an SP interview in 1 of 6 geriatric cases. Each case was observed by a preceptor and verbal feedback was provided immediately after the encounter by the preceptor and simulated patient. Evaluation: Each student, their SP and preceptor completed a competency-based evaluation of the student’s performance. In addition, students assessed their current and prior confidence in taking a functional history and performing geriatric exams and screening tests. Results/Findings to Date: 1. Self-confidence in taking a functional history and performing geriatric assessment. Students felt more confident after the intervention in 1) taking a functional history and 2) conducting a physical exam and conducting screening tests (t(86) = -16.08, p
Page 1: Academy of Distinguished Medical Ed
Page 7 and 8: Table of Contents Keynote Speaker .
Page 9 and 10: Table of Contents 27. Publishing Ev
Page 13 and 14: Keynote Speaker Lisa Coplit, MD Ass
Page 17 and 18: Founding Members of the Academy The
Page 19 and 20: Newly Elected Masters of the Academ
Page 21 and 22: Fellows of the Academy Michael O’
Page 23 and 24: Newly Elected Fellows of the Academ
Page 25: Newly Elected Fellows of the Academ
Page 30 and 31: 2. Entrustment, Supervision and Aut
Page 32 and 33: 4. Teaching Self-Directed Learning:
Page 34 and 35: 6. Visual Art and Medicine: A New E
Page 36 and 37: 8. Geriatrics and Aging through Tra
Page 38 and 39: 10. Medical Students as Hospice Vol
Page 40 and 41: 12. Integration of the Virtual Huma
Page 44 and 45: 16. The Hand-off CEX: Instrument De
Page 46 and 47: 18. Characterizing Physician Listen
Page 48 and 49: 20. Medical Education Curricula: In
Page 50 and 51: 22. Exploring Opportunities and Cha
Page 52 and 53: 24. Participant Satisfaction with S
Page 54 and 55: 26. Pilot Curriculum for Teaching R
Page 56 and 57: 28. Simulation-based Ultrasound Gui
Page 58 and 59: 30. The Use of an Educational Simul
Page 60 and 61: 32. Doctoring Without a Script: The
Page 62 and 63: 34. The Impact of Faculty Character
Page 64 and 65: 36. Developing a Community-Based Fa
Page 66 and 67: 38. A Community-based Cholera Surve
Page 68 and 69: 40. Development of a Communication
Page 70 and 71: 42. Planning for The Start of Inter
Page 72 and 73: 44. Observational Study of Hand Hyg
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Page 76 and 77: 48. Development of an Educational I
Page 78 and 79: 50. Patient Perception of a Point-o
Page 80: 52. Predictors of Third Year Medica
Page 84: Request for Applications: Medical E

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