ID:
510240
Duration (hours):
8
CFU:
1
SSD:
MEDICINA INTERNA
Year:
2025
Overview
Date/time interval
Secondo Semestre (02/03/2026 - 05/06/2026)
Syllabus
Course Objectives
Introduction
This proposal is linked to the suggestions of the European Task Force on geriatric emergency medicine, composed of members from EUSEM- Section of Geriatric Emergency Medicine and EUGMS - GEM Special Interest Group.
Elderly people currently account for 25% or more of ED visits.
Geriatric emergency medicine is a rapidly evolving and growing field, especially in the light of COVID-induced problems that have strongly reaffirmed the need for training in GEM, and with the aim of taking care of this growing population of elderly adults. Doctors, nurses, pharmacists, residents and students must receive adequate training on how to care for the elderly and understand some of the unique challenges of caring gifts. We must also train the next generation of health care workers, researchers, administrators and policy makers to appreciate the importance of geriatric care and its broad social, medical and financial implications. Fortunately, there are geriatric-research emergency physicians from across the country who are eager to work towards meeting these challenges.
Emergency Medicine is a primary specialty established using the knowledge and skills necessary for diagnosis of prevention and management of urgent and emergency aspects of disease and injury, These are patients of all ages with a full range of undifferentiated physical and behavioural disorders. This includes the organisation of an appropriate medical response for patients seeking urgent medical assistance. Time and timing in this setting can be critical from both the medical and patient point of view.
Emergency Medicine practice includes in-hospital triage, resuscitation, initial assessment, telemedicine and management of undifferentiated urgent and emergency patients until discharge or transfer to another health care provider.
From: http://eusem.org/updated-definition-of-emergency-medicine-in-europe/
Mission
Improving patient experience and outcomes relevant to older patients in emergency medicine across Europe
Vision
1. Due to the complexity and multimorbidity of elderly patients, a purely disease-based approach may not be appropriate. The process of treating elderly patients in emergency settings should focus on the specific needs of elderly patients, their experience and relevant outcomes.
2. Geriatric emergency medicine should be inclusive of partnerships with other stakeholders in the chain of care for emergency patients.
3. Geriatric emergency care and interventions should be guided by the principles of evidence-based medicine.
4. All professionals working in the field of emergency medicine should be able to provide adequate care for elderly patients.
5. The definition of emergency where time and resources are limited means that interventions should be pragmatic, feasible and proportionate to the context of emergency medicine.
6. Emergency settings across Europe are different between the assistance systems, so effective solutions or interventions can be different
At the end of the course, the student is expected to have learned a geriatric methodology for approaching emergencies and needs of the elderly and to know how to apply appropriate procedures and manual skills.
This proposal is linked to the suggestions of the European Task Force on geriatric emergency medicine, composed of members from EUSEM- Section of Geriatric Emergency Medicine and EUGMS - GEM Special Interest Group.
Elderly people currently account for 25% or more of ED visits.
Geriatric emergency medicine is a rapidly evolving and growing field, especially in the light of COVID-induced problems that have strongly reaffirmed the need for training in GEM, and with the aim of taking care of this growing population of elderly adults. Doctors, nurses, pharmacists, residents and students must receive adequate training on how to care for the elderly and understand some of the unique challenges of caring gifts. We must also train the next generation of health care workers, researchers, administrators and policy makers to appreciate the importance of geriatric care and its broad social, medical and financial implications. Fortunately, there are geriatric-research emergency physicians from across the country who are eager to work towards meeting these challenges.
Emergency Medicine is a primary specialty established using the knowledge and skills necessary for diagnosis of prevention and management of urgent and emergency aspects of disease and injury, These are patients of all ages with a full range of undifferentiated physical and behavioural disorders. This includes the organisation of an appropriate medical response for patients seeking urgent medical assistance. Time and timing in this setting can be critical from both the medical and patient point of view.
Emergency Medicine practice includes in-hospital triage, resuscitation, initial assessment, telemedicine and management of undifferentiated urgent and emergency patients until discharge or transfer to another health care provider.
From: http://eusem.org/updated-definition-of-emergency-medicine-in-europe/
Mission
Improving patient experience and outcomes relevant to older patients in emergency medicine across Europe
Vision
1. Due to the complexity and multimorbidity of elderly patients, a purely disease-based approach may not be appropriate. The process of treating elderly patients in emergency settings should focus on the specific needs of elderly patients, their experience and relevant outcomes.
2. Geriatric emergency medicine should be inclusive of partnerships with other stakeholders in the chain of care for emergency patients.
3. Geriatric emergency care and interventions should be guided by the principles of evidence-based medicine.
4. All professionals working in the field of emergency medicine should be able to provide adequate care for elderly patients.
5. The definition of emergency where time and resources are limited means that interventions should be pragmatic, feasible and proportionate to the context of emergency medicine.
6. Emergency settings across Europe are different between the assistance systems, so effective solutions or interventions can be different
At the end of the course, the student is expected to have learned a geriatric methodology for approaching emergencies and needs of the elderly and to know how to apply appropriate procedures and manual skills.
Course Prerequisites
THE COURSE WILL BE TAUGHT IN ITALIAN AS WELL AS IN ENGLISH LANGUAGETHE COURSE IS ORGANIZED AT THE REQUEST OF STUDENTS IN LIGHT OF THE EVENTS OF THE COVID AND POSTCOVID PANDEMIC, THE CHANGES THAT ARE TAKING PLACE IN THE HEALTH WORLD, THE FACT THAT ADVERSE AND FATAL EVENTS HAVE MAINLY AFFECTED THE ELDERLY AND THE FACT THAT THIS NEW DISCIPLINE IS BEING IMPOSED IN THE WORLD AS ESSENTIAL TO TEACH IN MULTIPLE DEGREE COURSES. EUSEM STRESSED THE IMPORTANCE OF IMPLEMENTING CURRICULA FOR MANY DEGREE COURSES IN THIS DISCIPLINE. THE PROPOSERS AND THE UNIVERSITY OF PAVIA ARE MEMBERS OF THE EUROPEAN GROUP OG GERIATRIC EMERGENCY MEDICINE AND DELE GROUP GEM OF THE GREAT AMERICAN SOCIETY ACEP. ATTENDING A RECENT WEBINAR WITH HARVARD (HEADQUARTERS OF GEM INTERNATIONAL) YOU HAVE STABILITY A GEM CURRICULUM AND TEACHING PRINCIPLES.
Have some basic knowledge of Physiology, Human Anatomy, General Pathology
Have some basic knowledge of Physiology, Human Anatomy, General Pathology
Teaching Methods
-Face-to-face and online lessons,
role play and students-as-teachers method
-simulations
-Clinical cases
-Examples of experiences made
-Looking ahead
-Direct Observation
-Just-in-time-teaching (JiTT)
-Audience response system (ARS)
-Flipped classroom teaching
- Snowball sampling technique
-Standardized patients
-ASK-TELL-ASK FEEDBACK method
-INFORMATION RECONCILIATION: S-A-L-S-A (Share-Ask-Listen-Share Again-AskAgain)
-Pose-Pause-Pounce-Bounce method
-See one, do one, teach one advanced technology in medical teaching.
Over the past few years, emergency medicine educators have promoted the growth and spread of essential information for the practice of maneuvers and procedures to be carried out in emergency and urgency conditions. New developments are rapidly changing the way we train and learn: new laboratories and simulation procedures; new drugs with indications, interactions and toxicity; new procedural skills; more guidelines and protocols. The educator’s task is to ensure that doctors, professional practitioners and even lay people acquire greater competence and mastery of existing knowledge and skills and attitudes in emergency medicine.
Simulation is a well-established tool for training personnel in aviation, military, and industry and is rapidly moving to medicine.
Simulation is the artificial representation of a situation, environment, or event that provides an experience for learning, evaluation, or research. In short, simulation is another educational tool.
First aid is the set of actions that allow one or more people in difficulty following an accident or illness to be helped while waiting for qualified relief personnel (medical staff, 118). First aid training should be general: everyone can learn first aid and everyone could be called to practice it; not only at work, but also at home, We can all find ourselves in a situation that requires practical knowledge and skills of first aid.
The current regulatory framework is essentially that defined by the Framework Directive for health and safety at work of the European Economic Community (now the European Union) in the year of the fall of the Berlin Wall, 1989. An important point, always maintained in the historical development of the standards, is the need for employers to organize and supervise this matter and that the company service is well connected with the public health emergency service (in Italy the 118 Public Health Service of Emergency and Emergency established since 1992).
First aid in the company is the set of actions and maneuvers that non-professionals trained, First Aid Agents (APS) can perform while waiting for the intervention of specialized personnel. First aid is part of the prevention action; APS must be linked to all other "actors" in the company’s prevention, especially the employer and the competent doctor
role play and students-as-teachers method
-simulations
-Clinical cases
-Examples of experiences made
-Looking ahead
-Direct Observation
-Just-in-time-teaching (JiTT)
-Audience response system (ARS)
-Flipped classroom teaching
- Snowball sampling technique
-Standardized patients
-ASK-TELL-ASK FEEDBACK method
-INFORMATION RECONCILIATION: S-A-L-S-A (Share-Ask-Listen-Share Again-AskAgain)
-Pose-Pause-Pounce-Bounce method
-See one, do one, teach one advanced technology in medical teaching.
Over the past few years, emergency medicine educators have promoted the growth and spread of essential information for the practice of maneuvers and procedures to be carried out in emergency and urgency conditions. New developments are rapidly changing the way we train and learn: new laboratories and simulation procedures; new drugs with indications, interactions and toxicity; new procedural skills; more guidelines and protocols. The educator’s task is to ensure that doctors, professional practitioners and even lay people acquire greater competence and mastery of existing knowledge and skills and attitudes in emergency medicine.
Simulation is a well-established tool for training personnel in aviation, military, and industry and is rapidly moving to medicine.
Simulation is the artificial representation of a situation, environment, or event that provides an experience for learning, evaluation, or research. In short, simulation is another educational tool.
First aid is the set of actions that allow one or more people in difficulty following an accident or illness to be helped while waiting for qualified relief personnel (medical staff, 118). First aid training should be general: everyone can learn first aid and everyone could be called to practice it; not only at work, but also at home, We can all find ourselves in a situation that requires practical knowledge and skills of first aid.
The current regulatory framework is essentially that defined by the Framework Directive for health and safety at work of the European Economic Community (now the European Union) in the year of the fall of the Berlin Wall, 1989. An important point, always maintained in the historical development of the standards, is the need for employers to organize and supervise this matter and that the company service is well connected with the public health emergency service (in Italy the 118 Public Health Service of Emergency and Emergency established since 1992).
First aid in the company is the set of actions and maneuvers that non-professionals trained, First Aid Agents (APS) can perform while waiting for the intervention of specialized personnel. First aid is part of the prevention action; APS must be linked to all other "actors" in the company’s prevention, especially the employer and the competent doctor
Assessment Methods
-Test finale
- Briefing e discussione a piccoli gruppi
-Feedback degli studenti
-Audit
-ASK-TELL-ASK FEEDBACK method
-INFORMATION RECONCILIATION: S-A-L-S-A (Share-Ask-Listen-Share Again-AskAgain)
- Briefing e discussione a piccoli gruppi
-Feedback degli studenti
-Audit
-ASK-TELL-ASK FEEDBACK method
-INFORMATION RECONCILIATION: S-A-L-S-A (Share-Ask-Listen-Share Again-AskAgain)
Texts
Geriatric Emergency Medicine 1st ed. 2018 Edition
by Christian Nickel (Editor), Abdelouahab Bellou (Editor), Simon Conroy (Editor)
Geriatric Emergency Medicine: Principles and Practice (Inglese) – 16 gen 2014 di Joseph H. Kahn (a cura di), Brendan G. Magauran Jr (a cura di), Jonathan S. Olshaker, Cambridge University Press; 1 edizione
Geriatric Emergency Medicine.
Mattu A et al. Emerg Med Clin North Am. (2016)
Geriatric emergency department guidelines.
American College of Emergency Physicians. et al. Ann Emerg Med. (2014)
Current Trends in Geriatric Emergency Medicine.
Kahn JH et al. Emerg Med Clin North Am. (2016)
by Christian Nickel (Editor), Abdelouahab Bellou (Editor), Simon Conroy (Editor)
Geriatric Emergency Medicine: Principles and Practice (Inglese) – 16 gen 2014 di Joseph H. Kahn (a cura di), Brendan G. Magauran Jr (a cura di), Jonathan S. Olshaker, Cambridge University Press; 1 edizione
Geriatric Emergency Medicine.
Mattu A et al. Emerg Med Clin North Am. (2016)
Geriatric emergency department guidelines.
American College of Emergency Physicians. et al. Ann Emerg Med. (2014)
Current Trends in Geriatric Emergency Medicine.
Kahn JH et al. Emerg Med Clin North Am. (2016)
Contents
PROGRAMME AND TOPICS TO BE COVERED
1. Interpretation of vital signs - normal may be abnormal
2. The most frequent emergencies in elderly: how to deal with them
3. ACUTE AND ONGOING COGNITIVE DISTURBANCES IN EMERGENCY SITUATIONS: Acute confusion and dementia, LOST DELIRIUM without screening (Barbara’s Story)
4. Chronological age versus biological age - fragility: urgent problems and practical relapses
5. Non-specific/atypical presentation of the disease: atypical is typical (ATYPICAL IS TYPICAL)
6. Undertriage - Undervaluation
7. Polypharmacy and multicomorbidity - What First? Role of the Clinical Pharmacy
8. Urinary infections (overdiagnosis) - be #uroscettic! decide priorities
9. Abuse, abandonment
7. The role of the nurse
8. The role of pharmacist and team work
9. Ad hoc testing in the emergency
10. Practical manoeuvres simulation
11. Palliative care in urgent patient
12. The Department of Geriatric Emergency Medicine and costs.
1. Interpretation of vital signs - normal may be abnormal
2. The most frequent emergencies in elderly: how to deal with them
3. ACUTE AND ONGOING COGNITIVE DISTURBANCES IN EMERGENCY SITUATIONS: Acute confusion and dementia, LOST DELIRIUM without screening (Barbara’s Story)
4. Chronological age versus biological age - fragility: urgent problems and practical relapses
5. Non-specific/atypical presentation of the disease: atypical is typical (ATYPICAL IS TYPICAL)
6. Undertriage - Undervaluation
7. Polypharmacy and multicomorbidity - What First? Role of the Clinical Pharmacy
8. Urinary infections (overdiagnosis) - be #uroscettic! decide priorities
9. Abuse, abandonment
7. The role of the nurse
8. The role of pharmacist and team work
9. Ad hoc testing in the emergency
10. Practical manoeuvres simulation
11. Palliative care in urgent patient
12. The Department of Geriatric Emergency Medicine and costs.
Course Language
Italian
More information
THE COURSE IS OFFERED WITH LESSONS IN ITALIAN AND ENGLISH WITH TEACHERS EXPERTS OF THE SUBJECT AND INTEGRATION TO TEACHING ONLINE OR ONSITE WITH INTERNATIONAL PROFESSORS OF HARVARD (USA), MOUNT SINAI (USA), NEW YORK (USA), UNIVERSIà DI BIRMIGHAM (UK), UNIVERSITY OF TEL AVIV (ISRAEL), LEIDEN (THE NETHERLANDS), BASEL (CH)
Degrees
Degrees
MEDICINE AND SURGERY
Single-cycle Master’s Degree (6 Years)
6 years
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People
People
Teaching staff
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