Geriatrics

Healthy Aging and Ethnogeriatrics

Evaluation Strategies

  1. Structured objective tests
  2. Essay tests
  3. Presentations from group projects
  4. Demonstrate effective interview techniques (by video or observation) with simulated patient/family
  5. Videotaped Ethnogeriatric Assessment with ethnic elder

Evaluation of the learner’s progress can be based on the following chart relating strategies to learning objectives.

Evaluation Strategies for Specific Learning Objectives
Hover over letter to see project description

Hover over red button to see project description. For a full list of projects, pleasesee Instructional Strategies

Objective

Strategies/Criteria
1. Conduct culturally appropriate assessments that are respectful of individuals and families. Demonstrate effective interview techniques (by video or observation) with simulated patient/family.

Videotaped ethnogeriatric assessment of ethnic elder.

Presentation from Project:
G. Group Projects Students create a cultural competence training manual focusing on use of culturally appropriate assessment tools for older patients from one or more cultural backgrounds.

Projects:
Assignment to practice taking social histories using cohort analyses or eliciting explanatory models, with one student as the interviewer and another role playing an elder with a specific history or set of health beliefs Assignment to have students conduct an assessment using an interpreter followed up by discussion of the benefits, difficulties, and strategies to promote communication.
2. Describe strategies for development of culturally appropriate verbal and non-verbal communication skills. Demonstrate effective interview techniques (by video or observation) with simulated patient/family.

Videotaped ethnogeriatric assessment of ethnic elder.

Presentation from Project:
G. Group Projects Students create a cultural competence training manual focusing on use of culturally appropriate assessment tools for older patients from one or more cultural backgrounds.

 

Projects:
Assignment to have students use telephone interpreter service with bi-lingual simulated patient. Assignment to have students interviewed in a different language. Assignment to have students conduct an assessment using an interpreter followed up by discussion of the benefits, difficulties, and strategies to promote communication.

 
3. Identify benefits and weaknesses of using different types of interpreters. Structured objective tests, Essay tests

Presentation from Project:
G. Group Projects Students create a cultural competence training manual focusing on use of culturally appropriate assessment tools for older patients from one or more cultural backgrounds.

 

Projects:
Assignment to have students conduct an assessment using an interpreter followed up by discussion of the benefits, difficulties, and strategies to promote communication.

 
4. Understand the process and use of translation/back-translation to achieve better conceptual equivalence of materials and assessment tools. Structured objective tests, Essay tests

Presentation from Project:
G. Group Projects Students create a cultural competence training manual focusing on use of culturally appropriate assessment tools for older patients from one or more cultural backgrounds.

 

Projects:
Assignment to have students use telephone interpreter service with bi-lingual simulated patient. Assignment to have students interviewed in a different language.

 
5. Conduct an ethnogeriatric health assessment including elicitation of:

  • Background/contextual data,
  • Clinical geriatric assessment domains,
  • Problem specific information (including explanatory model),
  • Intervention specific data, and
  • Outcomes criteria.

 

 Demonstrate effective interview techniques (by video or observation) with simulated patient/family.

Videotaped ethnogeriatric assessment of ethnic elder.

Presentation from Project:
G. Group Projects Students create a cultural competence training manual focusing on use of culturally appropriate assessment tools for older patients from one or more cultural backgrounds.

 

Projects:
Assignment to practice taking social histories using cohort analyses or eliciting explanatory models, with one student as the interviewer and another role playing an elder with a specific history or set of health beliefs Assignment to have students conduct an assessment using an interpreter followed up by discussion of the benefits, difficulties, and strategies to promote communication.

 
6. List the major components of geriatric assessment and related cultural issues. Structured objective tests, Essay tests
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