Resource Center

Delivering bad news to patients in inherently negative and can contribute to stress and anxiety for clinicians. This module presents a six-step protocol for health care providers to use when delivering bad news. Upon completion of this module, participants should be able to: (1) define "bad news" and how it relates to clinical outcomes; (2) identify barriers and strategies to disclosing “bad news”; and (3) apply the six-step protocol of disclosing information that adversely affects a patients' perception of their future and quality of life.

This tipsheet created by the Minnesota Northstar GWEP is designed for preceptors to use with students in practice settings. It provides a brief summary of the epidemiology, screening, assessment, and treatment of depression in primary care settings, and provides precepting tips to engage health professional students in learning how to assess depression and its impact in caregivers.

This tipsheet created by the Minnesota Northstar GWEP is designed for preceptors to use with students in practice settings. It discusses the 4Ms framework of an age-friendly health system, and provides teaching tips to engage health professional students in learning how to implement the 4Ms framework.

The Long Term Care Community Coalition issued a new policy brief with focused recommendations for addressing the longstanding gaps in nursing home quality assurance and accountability that have harmed vulnerable residents and devastated families across the United States. The brief focuses on steps that Centers for Medicare & Medicaid Services (CMS) can take to improve nursing home resident safety, dignity, & financial integrity.

The design of interprofessional education activities benefits from the use of formal education frameworks. This 45 minute module has been prepared by a team of academic and clinical staff, to share our learnings from the design and delivery of an interprofessional medicine, nursing and pharmacy education program. In this module the Lee et al. (2013) four-dimensional curriculum framework was used to assist educators in the implementation and analysis of an interprofessional education programs, making explicit the why, the what, the how and the where.

This web-based tool kit guides a faculty team through the steps to develop, implement, and evaluate interprofessional education experiences in the clinical setting. The toolkit includes concrete and specific instructions as well as checklists and worksheets to guide a faculty team through the process, including the use of our observational tool for team skills, DOTI (Direct Observation of Team Interactions). The components include clinical site readiness, student readiness, on-site curriculum, faculty training, specifics on DOTI, and evaluation.

This website from the Parkinson's Foundation provides a variety of resources by discipline regarding Parkinson's disease. Health professionals are the key to providing better care for people living with Parkinson's. From publications, webinars and fact sheets to share with Parkinson's community to online and in-person courses, the web page serves as a guide to educational resources for providers, patients, and caregivers.

This publication from the Gerontological Society of America (GSA) calls attention to transformative trends with the potential to improve oral health care for older adults.

This interactive questionnaire from the American Geriatrics Society (AGS) is designed to be taken by older adults. The questionnaire asks questions about driving safety that you can answer for yourself or for someone else. Suggestions are provided based on the answers.

This website from the Memorial Sloan Kettering Cancer Center provides resources for completing a comprehensive geriatric assessment. Two videos are included: Administering the Timed Up and Go (TUG) and Administering the MiniCog. Comprehensive Geriatric Assessment is an evidenced-based, multidimensional evaluation that geriatricians and other health care providers use to determine functional age in older adults, guide future diagnostic and therapeutic interventions, determine reversible deficits and devise strategies to mitigate or eliminate such deficits.