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Victoria Hospital, Queens University Belfast, Northern Ireland;
3
Department of Gerodontology & Removable Prosthodontics, University of
Geneva,
4
Division of Gerodontology, School of Dental Medicine, University
of Bern, Switzerland;
5
Department of Community Dentistry, University of
Gent, Belgium
Objectives:
In 2009, the European College of Gerodontology (ECG)
published the Gerodontology undergraduate teaching guidelines.
Seven years later the ECG conducted a survey to explore the current
status of Gerodontology teaching amongst the European dental
schools.
Methods:
The ECG Education Committee developed an electronic
questionnaire that was emailed to the Deans or other contact persons
in 185 dental schools in 40 European countries. The questionnaire
recorded the prevalence, contents and methodology of Gerodontology
education. Two weeks later a reminder was sent to non-respondents.
Results:
The first wave of responses included 70 dental schools from
28 European countries. Gerodontology was included in the under-
graduate curricula of 77% of the respondents and was compulsory in
61% of them. The coursewas usually offered in senior students and was
interdisciplinary; the educators included dentists, physicians, nurses
and other care providers. Lecturing was the most common educational
technique (75%), and the most common topics included medical
problems in old age, pharmacology and polypharmacy, the association
between general and oral health, nutritional and chewing problems,
xerostomia and prosthodontic management. Clinical training was
usually offered within the dental school clinics (50%) and less often in
remote locations (nursing homes, geriatric hospitals, day centers).
Conclusions:
An increasing number of European dental schools teach
Gerodontology at the undergraduate curriculum. The study is still
ongoing, but a
“
worst case scenario
”
has to be born in mind, where
dental schools, who failed to participate in the survey, may not be
teaching in Gerodontology.
P-405
Geriatric medicine teaching in core medicine; where are we
currently and where do we need to be
C. Lisk
1
.
1
Barnet Hospital, Royal Free Nhs Foundation Trust, United
Kingdom
Introduction:
The United Kingdom (UK) Population is aging and it is
critical that effective geriatric medicine teaching programmes are
established to train the physician workforce to effectively care for an
ageing population. We sought to establish what Geriatric medicine
training have been established as part of the University College
London partners and Imperial teaching programmes to adequately
prepare Core medical trainees (CMT) to care effectively for an ageing
population.
Methods:
All regional teaching days from 2012 to 2016 were reviewed
looking at their Geriatric Medicine content. The content was then
assessed against the 2009 CMT curriculum from the Joint Royal
Colleges of Physicians Training Board.
Results:
15 regional teaching days in Geriatric medicine were
identified from 167 training days. Two other training days were
identified with topics pertaining to Geriatric medicine. The common-
est topics taught were delirium (7), polypharmacy (6), cerebrovascular
disease (6), falls (5) and ethical dilemmas in nutrition and end of
life (4). Syncope, dementia, incontinence, Parkinson
’
s disease, osteo-
porosis and fragility fractures, comprehensive geriatric assessment,
frailty and sarcopenia, mental health and capacity act and models of
care were less commonly taught. There were no sessions on elder
abuse, malnutrition, depression, hypothermia, skin care and effects of
ageing.
Conclusion:
Regional teaching programmes cover a significant
proportion of the required Geriatric medicine curriculum in Core
Medical training. However important gaps still exist and it is important
to ensure their inclusion in regional as well as local core medical
teaching programmes so that core trainees are equipped to care for the
expanding ageing population.
P-406
Prescribing cascade game
L. Mallet.
Faculty of Pharmacy, University of Montreal, Montreal, Québec,
Canada
Objectives:
Although associated with adverse drug events in the
elderly, prescribing cascades are often not recognized in clinical
practice. The objective of this prescribing cascade game was engage
students in learning how to prevent, detect and understand pres-
cribing cascades.
Methods:
This activity was part of a 3-credit course in the geriatrics
pharmacotherapy course at the Faculty of Pharmacy at the University
of Montréal. Five different prescribing cascades that were detected
in clinical practice were used. Each cascade contained four ele-
ments (medication-side effect-medication-side effect). Students were
divided into 17 groups with two students per group. Each group
selected one card onwhich one of the elements was written; either the
name of a medication or a side effect. All 17 groups were then asked
to work together to reconstruct the five different prescribing
cascades. Once all four elements of the four prescribing cascades
were identified, they were asked to explain how these cascades took
place.
Results:
34 students participated in the game. It took 15 minutes for
the students to get organize and reconstruct the five prescribing
cascades. In general, students appreciated this activity. The majority
mentioned that having to find the different element of the cascade
raised their awareness at the detection of future cascade.
Conclusions:
This activity was used to understand, apply and retain
information on prescribing cascade They were able to discover the
four different elements of their respective cascade and to explain
them using pharmacokinetics, pharmacology and pharmacodynamics
principles.
P-407
Prevention of falls in the community: the role of community
pharmacist
A. Aspirot
1
, S. Candau
1
, N. Turgeon
2
, L. Mallet
3
.
1
Faculty of Pharmacy,
University of Montreal, Montreal,
2
Pharmacie Familiprix Clinique,
Pointe-Claire,
3
Faculty of Pharmacy, University of Montreal, Montreal,
Québec, Canada
Objectives:
Falls represent an important cause of injury in the elderly
population. It is reported that 30% of older adults (>65 years) living in
the community fall each year. Medication review has been identified
an intervention that can help reduce falls. The objectives of this study
is to develop and valide an algorithm to identify patients at risk of
falling in community setting.
Methods:
The first part of this pilot project was to review the literature
and develop an algorithm to help the community pharmacist
identify patients who had a fall or were at risk of falling. The second
part was to validate this algorithm in a community pharmacy. It was
tested in elderly patients living in the community when they came
to visit their community pharmacist. The study was done during a
1-month clinical rotation by a 4th year Doctor of Pharmacy student
under the supervision of a community pharmacist
Results:
A total of 26 patients were identified using the algorithm.
All patients had a private consult in the community pharmacy. The
mean time for the consult was 38 minutes. A total of 69% of patients
had >1 antihypertensive agent, 65% had a psychotropic medication
and 15% had an opioid medication. Elderly patients had 77% of
potentially inappropriate medications as per the Beers Criteria. A
number of 25
“
pharmaceutical opinions
”
were send to the family
physician. Results of the changes made by the family physician will be
presented.
Conclusion:
The algorithmwas easy to identify older patients that had
a fall in community setting. This project will continue next year; a fall
clinic will be implemented in this community pharmacy.
Poster presentations / European Geriatric Medicine 7S1 (2016) S29
–
S259
S137