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Journal articles on the topic 'Geriatric assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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1

WILLIAMS, MARK E. "Geriatric Assessment." Annals of Internal Medicine 104, no. 5 (May 1, 1986): 720. http://dx.doi.org/10.7326/0003-4819-104-5-720.

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2

Dubin, Shelly. "Geriatric Assessment." American Journal of Nursing 96, no. 5 (May 1996): 49–50. http://dx.doi.org/10.1097/00000446-199605000-00038.

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3

Palmer, Robert M. "GERIATRIC ASSESSMENT." Medical Clinics of North America 83, no. 6 (November 1999): 1503–23. http://dx.doi.org/10.1016/s0025-7125(05)70177-2.

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4

Incalzi, R. Antonelli. "Geriatric assessment." Topics in Geriatric Rehabilitation 9, no. 3 (March 1994): 8–15. http://dx.doi.org/10.1097/00013614-199403000-00005.

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5

Frolova, Elena V. "Geriatric medicine: achievements and prospects." Russian Family Doctor 25, no. 3 (November 18, 2021): 7–16. http://dx.doi.org/10.17816/rfd71284.

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The article is a lecture on the history of development and the current state of geriatric medicine. The purpose of the lecture is to consider the stages of the formation of geriatrics as a scientific and clinical discipline and to substantiate its significance. The lecture defines concepts such as holistic approach, complex geriatric assessment, geriatric syndrome. The role of the founders of international and domestic geriatrics, such as M. Warren, B. Isaac, D. Sheldon, I.I. Mechnikov, V.N. Anisimov, E.S. Pushkova, is described. Various directions of geriatric medicine are considered and the necessity of their study is justified. The results of scientific research in geriatrics are analyzed. The basic principles of the ortho-geriatric approach, which becomes crucial for the successful treatment of elderly patients with fractures, as well as the features of geriatric rehabilitation, geriatric cardiology, are described. In conclusion, the author offers several models for the development of geriatric medicine.
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YAVUZER, Hakan, and Mahir CENGİZ. "Multidimensional Geriatric Assessment." Turkiye Klinikleri Journal of Internal Medicine 1, no. 1 (2016): 17–23. http://dx.doi.org/10.5336/intermed.2015-45643.

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7

Jirau-Rosaly, Wanda, Shilpa P. Brown, Elena A. Wood, and Nicole Rockich-Winston. "Integrating an Interprofessional Geriatric Active Learning Workshop Into Undergraduate Medical Curriculum." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052092368. http://dx.doi.org/10.1177/2382120520923680.

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Purpose: The aging population in the United States poses a substantial challenge to our health care system, and particularly affects the training of physicians in geriatric care. To introduce undergraduate medical students to a variety of clinical skills and concepts emphasized in geriatrics, we created an interprofessional geriatric workshop and examined changes in student perceptions of working in interprofessional teams, knowledge regarding geriatric concepts, perceptions of the pre-work material, and suggestions for curricular improvement to enhance the workshop for future students. Methods: Second-year medical students participated in a 4-hour workshop with tasks that emphasized activities of daily living, geriatric physical assessment, end-of-life discussions, Beers Criteria, and a home health assessment. Pre- and post-surveys were administered including the Students Perceptions of Interprofessional Clinical Education–Revised (SPICE-R) survey and a knowledge assessment. Student perceptions of pre-work and overall program assessment were captured after the workshop. Descriptive statistics and paired t tests assessed for significant differences. Emerging themes were analyzed using the Glaser constant comparative method. Results: Of the 186 medical student participants, 178 students completed the SPICE-R survey, demonstrating significant increases in students’ perceptions of the value of interprofessional education ( P < .001). In addition, 111 students completed the pre- and post-test for the knowledge assessment, demonstrating significant gains in geriatric concepts ( P < .001). Overall, most students perceived the pre-work as useful and felt prepared to evaluate geriatric patients. Open-ended question analysis supported results, in which 34 students indicated that they felt most comfortable performing a home health assessment and emphasized the usage of the home health simulation. Conclusions: Introducing medical students to a variety of geriatric assessments and concepts in an interprofessional environment early in their career positively influences their perceptions of working as an interprofessional team member to deliver comprehensive care to older adults.
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8

Nishijima, Tomohiro F., Kazuo Tamura, Fumio Nagashima, Keisuke Aiba, Mitsue Saito, Toshiaki Saeki, Kumiko Karasawa, et al. "Landscape of education and clinical practice in geriatric oncology: a Japanese nationwide survey." Japanese Journal of Clinical Oncology 49, no. 12 (September 5, 2019): 1114–19. http://dx.doi.org/10.1093/jjco/hyz123.

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Abstract Objective The aim of this survey was to describe how geriatric oncology is integrated in undergraduate teaching and graduate training as well as in daily clinical oncology practice in Japan. Methods All schools of medicine in Japan are allied with graduate schools of medicine. We conducted a survey of all Japanese medical and graduate schools (n = 81), and designated cancer hospitals (n = 437) from July 2018 to August 2018. The survey of the schools asked about existence of geriatrics division and geriatric oncology service and if an education curriculum in geriatrics and geriatric oncology was used. The survey of designated cancer hospitals requested general hospital information and the current practice patterns of general geriatric and cancer patients. Results Forty-eight medical schools (59%) participated in this survey, and teaching in geriatrics and geriatric oncology was implemented in 23 schools and 1 school, respectively. Forty-two graduate schools of medicine (52%) responded; five had an education curriculum in geriatrics, but none provided geriatric oncology training. Among 151 participating hospitals (35%), 5 had a geriatrics division and 20 hospitals employed geriatricians. There was no geriatric oncology service or geriatric oncology specialists in any of the 151 hospitals. Seventy percent of the hospitals reported performing a geriatric assessment for at least some older adults with cancer. Conclusions This survey provides information on the current state of Japanese education and clinical practice in geriatric oncology. In Japan, a nation with among the largest population of older citizens in the world, education and training greatly need to be promoted to disseminate a core set of geriatrics knowledge and skills to students, trainees and healthcare professionals.
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9

Ozawa, Toshio. "Comrehensive Geriatric Assessment." Nippon Ronen Igakkai Zasshi. Japanese Journal of Geriatrics 35, no. 1 (1998): 1–9. http://dx.doi.org/10.3143/geriatrics.35.1.

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10

Rockwood, Kenneth, James L. Silvius, and Roy A. Fox. "Comprehensive geriatric assessment." Postgraduate Medicine 103, no. 3 (March 1998): 247–64. http://dx.doi.org/10.3810/pgm.1998.03.424.

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11

Kostas, Tia, Allison Paquin, and James L. Rudolph. "Practical geriatric assessment." Aging Health 9, no. 6 (December 2013): 579–91. http://dx.doi.org/10.2217/ahe.13.51.

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12

Schippinger, Walter. "Comprehensive geriatric assessment." Wiener Medizinische Wochenschrift 172, no. 5-6 (January 18, 2022): 122–25. http://dx.doi.org/10.1007/s10354-021-00905-y.

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13

Kwon, In Soon. "Comprehensive Geriatric Assessment." Journal of the Korean Medical Association 48, no. 1 (2005): 9. http://dx.doi.org/10.5124/jkma.2005.48.1.9.

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14

Weinberg, Andrew D. "Comprehensive Geriatric Assessment." Mayo Clinic Proceedings 76, no. 4 (April 2001): 451. http://dx.doi.org/10.4065/76.4.451.

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15

Gleasonwynn, Patricia. "Teaching Geriatric Assessment." Journal of Gerontological Social Work 39, no. 1-2 (May 6, 2003): 195–202. http://dx.doi.org/10.1300/j083v39n01_16.

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16

DeMaria, Louis C. "Outpatient Geriatric Assessment." Journal of the American Geriatrics Society 37, no. 11 (November 1989): 1101–2. http://dx.doi.org/10.1111/j.1532-5415.1989.tb06934.x.

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17

Yamamoto, Yu, and Tetsuhiro Maeno. "Comprehensive geriatric assessment." Nihon Naika Gakkai Zasshi 108, no. 6 (June 10, 2019): 1181–86. http://dx.doi.org/10.2169/naika.108.1181.

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18

Wieland, Darryl, and Victor Hirth. "Comprehensive Geriatric Assessment." Cancer Control 10, no. 6 (November 2003): 454–62. http://dx.doi.org/10.1177/107327480301000603.

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19

MD, Charles A. Cefalu. "PREOPERATIVE GERIATRIC ASSESSMENT." Journal of the American Geriatrics Society 44, no. 3 (March 1996): 333. http://dx.doi.org/10.1111/j.1532-5415.1996.tb00927.x.

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20

Ivry, Joann. "Teaching Geriatric Assessment." Journal of Gerontological Social Work 18, no. 3-4 (April 13, 1992): 3–22. http://dx.doi.org/10.1300/j083v18n01_01.

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21

Weinberg, Andrew D. "Comprehensive Geriatric Assessment." Mayo Clinic Proceedings 76, no. 4 (April 2001): 451. http://dx.doi.org/10.1016/s0025-6196(11)62399-9.

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22

Ensberg, Mark, and Cynthia Gerstenlauer. "Incremental Geriatric Assessment." Primary Care: Clinics in Office Practice 32, no. 3 (September 2005): 619–43. http://dx.doi.org/10.1016/j.pop.2005.06.008.

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23

Ryburn, Bridget. "Comprehensive geriatric assessment." Australasian Journal on Ageing 26, no. 3 (September 2007): 149. http://dx.doi.org/10.1111/j.1741-6612.2007.00243.x.

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24

PFEIFFER, ERIC. "Comprehensive Geriatric Assessment." Southern Medical Journal 84, Supplement (May 1991): 1S—11–1S—23. http://dx.doi.org/10.1097/00007611-199105001-00003.

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25

Morley, J. E. "RAPID GERIATRIC ASSESSMENT." Innovation in Aging 1, suppl_1 (June 30, 2017): 1. http://dx.doi.org/10.1093/geroni/igx004.001.

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26

Campbell, Lyla J., and Kenneth D. Cole. "Geriatric Assessment Teams." Clinics in Geriatric Medicine 3, no. 1 (February 1987): 99–110. http://dx.doi.org/10.1016/s0749-0690(18)30829-2.

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27

Morley, John E. "Rapid Geriatric Assessment." Clinics in Geriatric Medicine 33, no. 3 (August 2017): i. http://dx.doi.org/10.1016/s0749-0690(17)30040-x.

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28

SMITH, D., and F. FEINSOD. "Comprehensive Geriatric Assessment." Journal of the American Medical Directors Association 2, no. 2 (March 2001): 101–2. http://dx.doi.org/10.1016/s1525-8610(04)70172-3.

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29

Olenek, Katherine, Teresia Skowronski, and Dianne Schmaltz. "Geriatric Nursing Assessment." Journal of Gerontological Nursing 29, no. 8 (August 1, 2003): 5–9. http://dx.doi.org/10.3928/0098-9134-20030801-04.

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30

Ehrlich, Amy R. "Comprehensive Geriatric Assessment." Journal of the American Geriatrics Society 50, no. 5 (May 2002): 966. http://dx.doi.org/10.1046/j.1532-5415.2002.50228.x.

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31

Dainty, Philip. "Comprehensive geriatric assessment." British Journal of Hospital Medicine 68, Sup8 (August 2007): M133—M135. http://dx.doi.org/10.12968/hmed.2007.68.sup8.24508.

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32

Chassagne, Phillipe. "Comprehensive Geriatric Assessment." Middle East Journal of Age and Ageing 15, no. 2 (July 2018): 45. http://dx.doi.org/10.5742/mejaa.2018.93459.

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33

Ramani, Lucille, Daniel S. Furmedge, and Swapna PH Reddy. "Comprehensive geriatric assessment." British Journal of Hospital Medicine 75, Sup8 (August 2014): C122—C125. http://dx.doi.org/10.12968/hmed.2014.75.sup8.c122.

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34

Morley, John E. "Rapid Geriatric Assessment." Clinics in Geriatric Medicine 33, no. 3 (August 2017): 431–40. http://dx.doi.org/10.1016/j.cger.2017.03.006.

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35

Morley, John E., and Erin V. Adams. "Rapid Geriatric Assessment." Journal of the American Medical Directors Association 16, no. 10 (October 2015): 808–12. http://dx.doi.org/10.1016/j.jamda.2015.08.004.

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36

Schultz, A. K. "Consultative geriatric assessment." JAMA: The Journal of the American Medical Association 264, no. 3 (July 18, 1990): 338. http://dx.doi.org/10.1001/jama.264.3.338.

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37

Greganti, M. Andrew. "Comprehensive Geriatric Assessment." Archives of Internal Medicine 156, no. 1 (January 8, 1996): 15. http://dx.doi.org/10.1001/archinte.1996.00440010017003.

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38

Schultz, Alan K. "Consultative Geriatric Assessment." JAMA: The Journal of the American Medical Association 264, no. 3 (July 18, 1990): 338. http://dx.doi.org/10.1001/jama.1990.03450030054030.

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39

Rosen, Sonja L., and David B. Reuben. "Geriatric Assessment Tools." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 78, no. 4 (July 2011): 489–97. http://dx.doi.org/10.1002/msj.20277.

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40

Marinho, Joana, and Sandra Custódio. "Geriatric Oncology in Portugal: Where We Are and What Comes Next—A Survey of Healthcare Professionals." Geriatrics 7, no. 5 (September 6, 2022): 91. http://dx.doi.org/10.3390/geriatrics7050091.

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In keeping with the trend worldwide, in Portugal, more than 60% of newly diagnosed patients with cancer are aged 65 years or older, which makes older adults the most common population seen in an oncology practice. This study’s objectives were to assess geriatric oncology practices in Portugal and investigate medical professionals’ current needs and perceptions on the treatment of elderly cancer patients. Methods: A cross-sectional study was conducted using a web-based survey of healthcare providers treating elderly patients. Results: There were 222 responses: 62.6% of physicians reported the absence of geriatric oncology and/or geriatrics consultations in their institutions, 14.9% had guidelines for the management of older patients with cancer and 4.5% had physicians dedicated to geriatric oncology. The reported use of geriatric assessment tools was 23.4%. Medical oncologists and physicians from medical specialties (p = 0.009) and those practicing in the south of Portugal (p = 0.054) were more likely to use geriatric assessment. Education and training in geriatric oncology was identified by 95.0% of respondents as an unmet need. The inquiries identified that geriatric assessment could be useful to define a therapeutic strategy (85.1%), detect frailty (77.5%), predict toxicity and improve quality of life (73.4%). Conclusions: There is a paucity of expertise and training in geriatric oncology in Portugal but an increasing perception of the value of geriatric assessment and the demand for education. In the next years, Portugal will progress in this area with the aid of the recently created Geriatric Oncology Working Group.
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41

Abolfotouh, M. A., A. A. Daffallah, M. Y. Khan, M. S. Khattab, and I. Abdulmoneim. "Psychosocial assessment of geriatric subjects in Abha City, Saudi Arabia." Eastern Mediterranean Health Journal 7, no. 3 (September 15, 2001): 481–91. http://dx.doi.org/10.26719/2001.7.3.481.

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Psychosocial assessment of geriatric subjects was carried out through a home-based survey of people aged 65 years and over [n = 810] in the catchment areas of 3 primary health care centres. All the participants had a structured interview and were given a short version of the geriatric depression scale. Depression was found in 17.5% of the subjects, more commonly in women [27.7% versus 12.7%]. The combined effect of impaired perceived health status [52.4%] and functional capacity [26.6%], loneliness [4.5%], single status [24.3%], and lack of education [80.5%] explained 23.7% of the variance in depression score by multiple regression analysis. Depression is a problem among the geriatric population in the region, especially women. Periodic home psychosocial screening of geriatrics is recommended.
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42

Reid, M. D. "6 Geriatric Medicine in Undergraduate Written Assessments: Is There A Single Best Answer?" Age and Ageing 50, Supplement_1 (March 2021): i1—i6. http://dx.doi.org/10.1093/ageing/afab028.06.

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Abstract Introduction It is increasingly important for new medical graduates to be knowledgeable and skilled in the care of older people. Single best answer questions (SBAQs) form the basis of written assessments in undergraduate courses but key areas of geriatric medicine have been shown to be underrepresented in medical school assessments (A L Gordon et al. Age and Aging 2010, 39:3, 385–388). This may contribute to a Hidden Curriculum that portrays geriatric medicine negatively amongst medical students (A Meiboom et al. Gerontology & Geriatrics Education 2014, 36:1, 30–44). Methods 1133 questions for third year medical students were reviewed. Questions labelled as assessing “Geriatrics” were analysed for their relevance and content when compared to the British Geriatric Society’s (BGS) Recommended Undergraduate Curriculum in Geriatric Medicine. Remaining questions were reviewed by topic to consider if they aligned with the BGS curriculum. Results 120 of 1,133 questions (10.59%) were labelled as assessing “Geriatrics”. Thirty-six (3.18%) of these questions covered outcomes specified in the BGS undergraduate curriculum. Questions were often inappropriately labelled as assessing “Geriatrics” due to patient age or association with certain pathologies. Of the remaining 1,013 questions, 27 (2.38%) focussed on topics outlined in the BGS undergraduate curriculum. In total 63 (5.56%) of 1,133 questions directly related to geriatric medicine. Many aspects of the BGS undergraduate curriculum including elder abuse, polypharmacy and frailty were not covered by the question bank. Conclusions Geriatric medicine continues to be underrepresented in SBAQs and is often misleadingly portrayed in analyses of question banks due to incorrect generalisations based on patient age or pathology. SBAQs may not be suitable for testing the knowledge and skills required in the effective care of older people and new assessment methods that better test these domains may be required. Improving the methods in which geriatric medicine is assessed at an undergraduate level may in turn counter negative attitudes that exist within a Hidden Curriculum for medical students.
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43

Toba, Kenji. "8. Geriatric Syndromes and Comprehensive Geriatric Assessment." Nihon Naika Gakkai Zasshi 98, no. 3 (2009): 589–94. http://dx.doi.org/10.2169/naika.98.589.

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44

Kimura, Takuma. "I. Geriatric Syndrome and Comprehensive Geriatric Assessment." Nihon Naika Gakkai Zasshi 107, no. 12 (December 10, 2018): 2420–29. http://dx.doi.org/10.2169/naika.107.2420.

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45

De Vore, Paul A. "Computerized geriatric assessment for geriatric care management." Aging Clinical and Experimental Research 7, no. 3 (June 1995): 194–96. http://dx.doi.org/10.1007/bf03324314.

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46

Wressle, Ewa, and Eva Törnvall. "Comprehensive geriatric assessment in Swedish acute geriatric settings." International Journal of Health Care Quality Assurance 32, no. 4 (May 13, 2019): 752–64. http://dx.doi.org/10.1108/ijhcqa-05-2018-0130.

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Purpose Comprehensive geriatric assessment (CGA) is a widely used approach in geriatric care and involves multidisciplinary assessments focused on determining a frail elderly person’s medical, psychological and functional capability to develop an integrated plan for treatment. The purpose of this paper is to describe and scrutinize the CGA implementation process at six acute geriatric departments in three county councils and to study the outcome by the documentation in the patient medical records, and the staff perceptions using CGA. Design/methodology/approach The paper describes the implementation process stages. Outcome measures were based on patient medical records reviews at baseline and follow-ups at year 1 and year 2. Staff perceptions of using CGA were gathered by a questionnaire at the second follow-up. Findings The implementation had not yet reached sustainability so the implementation process must continue. Results show that documentation on the different areas increased in year 1, as well as the use of standardized assessment tools. However, results from the reviews for year 2 showed some decrease. Staff considered CGA to have high value for the geriatric patient but pointed out the need for continuing education. Originality/value Successful strategies for this implementation were strong support from the managers, small seminars, CGA rounds, good introduction routines for new staff and the use of reminders such as pocket-sized focus cards. A high staff turnover occurred during the study, which probably had a significant negative impact on the results.
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47

Endo, Justin, Adam Awe, Shalini T. Reddy, Laura E. Hirshfield, Carol Kamin, and Matthew Lineberry. "Geriatrics Curriculum Needs Assessment for Dermatology Residency Programs." Journal of Graduate Medical Education 10, no. 6 (December 1, 2018): 657–64. http://dx.doi.org/10.4300/jgme-d-18-00183.1.

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ABSTRACT Background Geriatric patients account for a growing proportion of dermatology clinic visits. Although their biopsychosocial needs differ from those of younger adults, there are no geriatrics training requirements for dermatology residency programs. Objective This study explored the state of geriatrics education in dermatology programs in 2016. Methods This constructivist study employed cross-sectional, mixed-methods analysis with triangulation of semistructured interviews, surveys, and commonly used curricular materials. We used purposive sampling of 5 US academic allopathic dermatology programs of different sizes, geographic locations, and institutional resources. Participants were interviewed about informal curricula, barriers, and suggestions for improving geriatrics education, and they also completed a survey about the geriatrics topics that should be taught. The constant comparative method with grounded theory was used for qualitative analysis. We identified formal geriatrics curricular content by electronically searching and counting relevant key texts. Results Fourteen of 17 participants (82%) agreed to be interviewed, and 10 of 14 (71%) responded to the survey. Themes of what should be taught included diagnosing and managing skin diseases common in older adults, holistic treatment, cosmetic dermatology, benign skin aging, and the basic science of aging. Topics currently covered that could be expanded included communication, systems-based challenges, ethical issues, safe prescribing, quality improvement, and elder abuse. Cosmetic dermatology was the most commonly taught formal geriatrics curricular topic. Conclusions There were discrepancies among topics participants felt were important to teach about geriatric dermatology and curricular coverage of these areas. We identified challenges for expanding geriatrics curricula and potential solutions.
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48

Yaman, Hakan. "Preventive Geriatric Assessment: A Suggestion for a Short Comprehensive Geriatric Assessment." ULUTAS MEDICAL JOURNAL 4, no. 4 (2018): 194. http://dx.doi.org/10.5455/umj.20180717100604.

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49

Ward, Katherine T., Mailee Hess, and Shirley Wu. "Geriatric Assessment in Multicultural Immigrant Populations." Geriatrics 4, no. 3 (June 26, 2019): 40. http://dx.doi.org/10.3390/geriatrics4030040.

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While the traditional comprehensive geriatric assessment provides valuable information essential to caring for older adults, it often falls short in multicultural immigrant populations. The number of foreign-born older adults is growing, and in some regions of the United States of America (U.S.), they encompass a significant portion of the older adult population. To ensure we are caring for this culturally diverse population adequately, we need to develop a more culturally competent comprehensive geriatric assessment. In this review, we explore ways in which to do this, address areas unique to multicultural immigrant populations, and identify limitations of the current assessment tools when applied to these populations. In order to be more culturally sensitive, we should incorporate the concepts of ethnogeriatrics into a comprehensive geriatric assessment, by addressing topics like healthcare disparities, language barriers, health literacy, acculturation level, and culturally defined beliefs. Additionally, we must be sensitive to the limitations of our current assessment tools and consider how we can expand our assessment toolkit to address these limitations. We discuss the limitations in cognitive screening tests, delirium assessments, functional and mental health assessments, advance care planning, and elder abuse.
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50

Carlson, Charlotte, Susan E. Merel, and Michi Yukawa. "Geriatric Syndromes and Geriatric Assessment for the Generalist." Medical Clinics of North America 99, no. 2 (March 2015): 263–79. http://dx.doi.org/10.1016/j.mcna.2014.11.003.

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